ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT http://www.stjohns.edu/about/ir/apr
1. Reporting School/College: College of Professional Studies 2. Program Reviewed: Health Services Administration BS Q 3. Date Submitted to Department/Division Chair:
Overview: (Suggested limit 1 page)
This section will focus the review for your reader. Please summarize your program’s mission and its relationship to the mission of St. John’s University, your Department and School/College Strategic Plan, and the University’s 2008-2013 Strategic Plan. Identify similar programs regionally and nationallyand distinguish your program from them. Also summarize your findings as they relate to (1) market growth potential, (2) program quality, and (3) student learning. And, summarize any significant changes, achievements (by faculty and students and the program itself), and plans for the future.
The Health Service Administration Program has had a modest growth in the number of enrolled students in the last two years. This modest growth in majors’ will continue due to the Federal Government Health Care Reform Act plus the demand for health service, courses will grow substantially. There are only two other undergraduate university programs in the management of Health Services in our area. Since our last academic program review, two undergraduate Health Service programs have closed at Iona College and St. Francis College.
The Health Service Administration program fulfills the mission of both the College and the University by being ethnically, culturally, gender and religiously diverse. Our professional program is service driven. Student participation has increased in service-learning at a local Catholic nursing home, numbers enrolled in internships and an increase in on-line courses. In 2008, our Health Service Administration Club was accepted into the National Network of The American College of Healthcare Executives. Only a few other undergraduate programs are part of this network.
Beginning in the Fall, 2010, a new degree program will begin, called the BS in Health and Human Services Program. It combines the best features of the Health Service
Administration Program and the Human Services Program. Students will declare a major In Health and Human Services and a concentration in one of the two tracks. Most of their courses will then be in their declared concentration [Health Service Administration or Human Services] but they will be required to take courses in the other track also In addition, beginning in the Fall, 2010, the Division of Computer Science will begin its new degree program in Healthcare Informatics. Healthcare Informatics students will be required to take at least 15 credits in Health Service Administration courses. These two changes will dramatically increase the demand for Health Service Administration courses. One other new program, in Journalism-Mass Communication, is in the earliest stage of development. It will require Journalism students to take 12-15 credits in Health Service Administration courses.
Standard 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s University and of its School/College. (When responding to this standard, please see Items for Reflection under this Standard.)
1a. Narrative: (Suggested limit 1 page)
Graduates of the Health Service Administration program are employed in service oriented industries and jobs. Our students are fully committed to providing a service needed by all citizens, health care. Our faculty has extensive professional experience in Health Service delivery. All our adjunct faculty continue to do professional work in the field. Some students have had internships at the places of employment of the adjunct faculty. A review of gender and ethnicity shows that Health Service Administration students are more female and minority than average for both the College of Professional Studies and the University as a whole.
With the able assistance of our division chair, Dr. Joseph Trumino, a new degree program was developed through a close interdisciplinary collaboration with the division of Computer Science. This resulted in a new program, Healthcare Informatics, which will originate in the Computer Science Division but which will make heavy use of Health Service Administration courses.
Student engagement has been another major development since the last review. Our only full-time faculty member [Franklin Camerano] has doubled his office hours to 6 hours per week and from 2 days to 3 days a week. A unique office hour feature is the informal breakfast with him from 7:00 am to 8:00 am on Tuesday and Thursday
mornings in Marillac Terrace Cafeteria. This same faculty member is the moderator of the Health Service Administration Club. This face to face availability of faculty for students at breakfast and Club meetings is a major endeavor related to student
engagement. This same faculty member advises between 60-70 students a semester. In addition, a close collaboration has developed with the School of Pharmacy and Allied Health. All potential transfer students meet with the same faculty member for counseling and advisement. This student engagement activity by the program’s only full-time faculty member plays a major role in student retention.
A financial review of revenue and costs of the Health service Administration program will show a large bottom line financial contribution to the University. This will continue and be a greater contribution when the cost benefit analysis of the Healthcare Informatics Program is factored in.
1b. What activities provide evidence that the program furthers the Catholic identity of St. John’s University? (Suggested limit 1/3 page)
The study of management of Health Service Administration lends itself to the Judeo-Christian ideals of respect for the rights and dignity of every person. Health Service Administration students of many faiths are encouraged to dialogue on their religious traditions in the delivery of health care services. Also, hospitals a major course subject matter, have a Chaplain Department to take care of the spiritual needs of patients.
1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page)
Compassion and zeal for service are reasons why students become Health Service Administration majors and our Health Service Administration full-time faculty and adjuncts are living proof of our compassionate concern for others. Also students are encouraged to participate in a service learning project at a local catholic nursing home.
1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page)
Health Service Administration students are encouraged to participate in national and local professional organizations, like The American College of Healthcare
Executives and Health Leaders of New York. Many of our faculty members participate in these two professional organizations. Our Health Service Administration Club sponsors a yearly conference on a Saturday in late April. The speakers are local professionals plus a recent Health Service Administration graduate.
Standard 2. The program engages in ongoing, systematic planning that is reflective of the University and School/College strategic direction and priorities. (When responding to this Standard, please see Items for Reflection under this Standard.) 2a. Narrative: (Suggested limit 1 page)
As a professional program, Health Service Administration is periodically doing strategic planning for our discipline and our college. Our faculty participates in college committees, curriculum and education and the important personnel committee. Just as important is the interdisciplinary collaboration with developing the new Healthcare Informatics Program and in the near future with Mass Communication Division and our new program, Health and Human Services. The only full-time member has extensive professional experience in Strategic Planning and Management-Union Relations experience that is under utilized by the University.
2b. How does your program's strategic goals/objectives link to your School/College plan and the University’s 2008-2013 Strategic Plan, specifically related to Mission, Student Engagement, and Globalization. (Suggested limit 1 page)
In the areas of service, teaching, interdisciplinary collaboration, on-line teaching, student advisement, student engagement and student retention, the Health Service Administration program and full-time faculty have been major players. Globalization of health care is presented and discussed in a few courses. These activities have been well documented in sections 2a. above.
2c. How does your program’s strategic goals/objectives link to the University’s institutional focus to “transform the institutional culture to one in which the quality of how we serve our students both in and out of the classroom is exceptional.” (Suggested limit ½ page)
Health Service Administration students come from culturally diverse backgrounds and they speak many foreign languages. Through classroom discussion and the
Healthcare Administration Club they intermingle with each other freely and amicably. Our full-time faculty member relates his extensive foreign travel experience, previous World Hospital Federation membership, and diverse professional and geographic work background to classroom discussions and student engagement. Delivery of health care to meet the needs of a cultural diverse population is the subject matter in a number of health care management courses. Case studies on delivering health care to a cultural diverse population is part of the curriculum.
2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page)
The major process used for implementing program goals and objectives is faculty and chair participation on goal development. When faculty is involved and consulted the “buy-in” is achieved and implemented in an open and transparent manner. Real
participation is an effective management technique for achieving program goals. 2e. What activities undertaken by the program provide evidence of monitoring the external and internal environment, specifically, what are the strengths, weaknesses, opportunities and threats facing this program? How were these identified? What actions have been taken in response to these findings? What characteristics of the program suggest a competitive edge against other programs regionally and nationally? (Suggested limit ½ page)
The biggest weakness facing the program is in the area of full-time faculty. Since the Fall, 2008, the Health Service Administration program has had only one full-time faculty member. Beginning in September, 2008, the other full-time faculty member [Jerry Joffe] became a part-timer using the three year step-down retirement program. He teaches only three courses a year which ends in December, 2010 when he retires. The current full-time faculty member is 74 years old. We need to hire another full-time faculty member to meet the needs of the new programs in Health and Human Service, Health Care Informatics and plan for the new Journalism program beginning in Fall, 2011. These other division programs are responding to the new Health Care Reform Act, 2010 and the population needs and the desire of the population for health care
The new Health and Human Service undergraduate program is the only one in the metropolitan area. This is also true of the Health Care Informatics program and will also be the case with the journalism program.
2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page)
All the previous answers to questions one and two above outline the market growth potential for Health Services Administration education. Other universities offer only graduate programs in Health Service Administration. Our undergraduate programs (including Health Care Informatics and Journalism) can be a foundation for an M.B.A. program in the Peter J. Tobin College of Business. Students from the College of
Professional Studies and Pharmacy could be a major source of recruitment for an M.B.A. in Health Service Management.
Standard 3. The program provides a high quality curriculum that emphasizes and assesses student learning and engagement. (When responding to this Standard, please see Items for Reflection under this Standard.)
3a. Please indicate how the program curriculum is in alignment with the following three items: (Suggested limit 1 page)
1. Disciplinary standards
2. The 2008-2013 Strategic Plan areas of focus (Mission, Engagement, Globalization)
3. The University Core competencies
1. Discipline Standards- Our graduating students have been accepted into graduate health care and business programs at NYU, St. John’s, New York Medical College (Public Health programs) Adelphi, Long Island University, St. Joseph and Hofstra.
2. The Health Service Administration program has been successful in implementing the 2008-2013 Strategic Plan in the areas of
Mission, Engagement and Globalization. In order not to repeat previous answers in this area, see above the answer to questions 1 and 2.
3b. Please describe the comprehensive assessment model currently implemented for the 2009-2010 academic year for the program through WeaveOnline. Be sure to include how many objectives have been indicated for each program, the number of objectives being measured with findings and action plans for this assessment cycle, and the time it will take in this model to complete assessment of all objectives. (Suggested limit ¾ page)
3c. From the 2008-2009 Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page)
Standard 4. The program has the faculty resources required to meet its mission and goals. (When responding to this Standard, please see Items for Reflection under this Standard and complete the following chart(s).)
4a. Narrative: (Suggested limit 1 page)
The demand for courses in Health Service Administration beginning in September 2011 will be extensive when the new Health Care Informatics Program is one year old and the new Journalism program begins and our new combined Health and Human Services begins its second year. There should be at least a 50% increase in demand for Health Service Administration courses. Most of this demand will be for day-time courses. Adjuncts with professional experience have limited availability during the day to teach. They have day professional jobs. There is a great need for another full-time faculty member now. Recruitment should begin during the Fall of 2010 for a starting date of Fall, 2011.
4b. What is the student to full-time faculty ratio based on number of majors and minors in the program and the number of full-time faculty assigned to the program? For full-time faculty assigned to the program, please provide the most recent year and previous years if available.
The number of majors and minors can be found below.
Full-time faculty by program is only available through departmental records.
Please complete the table below and provide additional information in 4e if that may help to explain the pattern of this ratio.
# Majors/ FT
Faculty
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total Majors 91 14 105 86 11 97 91 14 105 98 7 105 96 10 106 Minors 1 1 2 2 2 2 2 4 4 3 3 Majors & Minors Combined 92 15 107 88 11 99 93 14 107 102 7 109 99 10 109 # of FTE Students (Majors & Minors) 92.00 5.00 97.00 88.00 3.67 91.67 93.00 4.67 97.67 102.00 2.33 104.33 99.00 3.33 102.33 # of FTE Faculty assigned to the program 0 0 0 0 0 FTE Student/ FTE Faculty Ratio 0 0 0 0 0
Fall 2010 Fall 2011 Fall 2012 Fall 2013 # of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Fall 2010 Fall 2011 Fall 2012 Fall 2013
F P Total F P Total F P Total F P Total Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Major
s Major s MAJOR S 122 15 137 114 13 127 133 12 145 155 12 167
Fall 2010 Fall 2011 Fall 2012 Fall 2013
F Total F Total F P Total F Total
Minors Minor s Minor s Minor s Minor s Minor s Minors Minor s Minor s MINORS 4 4 2 2 1 1 2 2 2
Fall 2010 Fall 2011 Fall 2012 Fall 2013 F P Total F P Total F P Total F P Tota
l Total Total Total Total Total Total Total Total Total Total Total Tota
l Total MAJORS/MINOR
S 126 15 141 116 13 129 134 13 147 157 12 169
Fall 2010 Fall 2011 Fall 2012 Fall 2013 F P Total F P Total F P Total F P Tota
l FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE Total FTE MAJORS
126 5 131 116 4.333 120.33
3 134 4.333 138.33
3 157 4 161
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3) FTE Faculty = Number of FT Faculty + (number of PT Faculty/3) This methodology is used by STJ for all external reporting.
If your department provides service instruction to support the core curriculum, please explain in the context of student credit hours taught, 4c, and courses taught, 4d, and 4e below.
Since the Fall of 2008 the Health Service Administration program has had only one full-time faculty member. It’s a simple ratio, one faculty member for 109 students. The majority of adjuncts only teach one course a semester, or one course a year and two adjuncts have on occasion in the past have taught two courses on semester. The adjuncts who teach during the day, teach at 7:35 am, two days a week. They can then get to work between 9:30 to 10:00 am.
4c. How many credit hours has the department delivered by full-time faculty? How many credit hours has the department delivered by part-time faculty (including
administrators)? What percent of the total credit hours consumed were by non-majors?
Credit Hours Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Taught # % # % # % # % # % FT Faculty 3711 48% 3672 50% 3291 46% 3006 41% 2373 33% PT Faculty 3999 52% 3648 50% 3831 54% 4296 59% 4791 67% Total 7710 100% 7320 100% 7122 100% 7302 100% 7164 100% % consumed by Non-Majors 83% 92% 81% 83% 80%
Credit Hrs Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013
Number Percent Number Percent Number Percent Number Percent
F-T Faculty 2,709 40.7% 2,151 32.5% 2,004 31.4% 1,938 32.4% P-T Faculty (inc Admin) 3,954 59.3% 4,470 67.5% 4,380 68.6% 4,050 67.6% 0.0% 0.0% 0.0% 0.0% Total 6,663 100% 6,621 100% 6,384 100% 5,988 100% % Consumed by Non-Majors 5,661 85.0% 5,619 84.9% 5,172 81.0% 4,821 80.5%
4d. How many courses has the department delivered by full-time faculty? How many courses has the department delivered by part-time faculty (including administrators)?
Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Taught # % # % # % # % # %
FT Faculty 44 46%
43 44% 40 41% 36 35% 29 31%
PT Faculty 51 54% 55 56% 57 59% 66 65% 66 69% Total 95 100% 98 100% 97 100% 102 100% 95 100%
Courses Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013
Number Percent Number Percent Number Percent Number Percent
F-T Faculty 33 38.8% 30 33.3% 25 29.4% 26 31.3% P-T Faculty (inc Admin) 52 61.2% 60 66.7% 60 70.6% 57 68.7% 0.0% 0.0% 0.0% 0.0% Total 85 100% 90 100% 85 100% 83 100%
4e. Narrative: Provide any additional information about the student (majors &
minors)/full-time faculty ratio, credit hours delivered and courses taught by full-time and part-time faulty that may be helpful to understand the noted trends above. (Suggested limit ½ page).
The demand for Health Service Administration courses will be conservatively projected at 50%. Students in the three new programs as discussed above are the basis for this projection. From an economic viewpoint, two external events will shape the future demands. “Obamacare” will in the near future provide health care insurance to 23 million more Americans. They will demand health care so health care institutions will have to expand to meet that demand. Also, the 60 million baby boomers will reach 65 and beyond and their health care needs will be great. The health services delivery industry will need more managers and employees to meet this demand. Our educational programs should be marketed to Community Colleges and High School students as entry level jobs of the future.
4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page)
Departmental Data
2005 2006 2007 2008 2009
FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total
# % # % # % # % # % # % # % # % # % # % Gender Male 10 83% 27 69% 37 9 75% 26 74% 35 9 75% 20 67% 29 9 82% 24 67% 33 9 82% 22 67% 31 Female 2 17% 12 31% 14 3 25% 9 26% 12 3 25% 10 33% 13 2 18% 12 33% 14 2 18% 11 33% 13 Total 12 100% 39 100% 51 12 100% 35 100% 47 12 100% 30 100% 42 11 100% 36 100% 47 11 100% 33 100% 44 Ethnicity Black 3 25% 1 3% 4 3 25% 1 3% 4 3 25% 1 3% 4 3 27% 2 6% 5 3 27% 2 6% 5 Hispanic 2 17% 0 0% 2 2 17% 0 0% 2 2 17% 1 3% 3 1 9% 2 6% 3 1 9% 1 3% 2 Asian 0 0% 2 5% 2 0 0% 0 0% 0 0 0% 2 7% 2 0 0% 2 6% 2 0 0% 1 3% 1 White 7 58% 34 87% 41 7 58% 33 94% 40 7 58% 25 83% 32 7 64% 30 83% 37 7 64% 29 88% 36 Unknown 0 0% 2 5% 2 0 0% 1 3% 1 0 0% 1 3% 1 0 0% 0 0% 0 0 0% 0 0% 0 Total 12 100% 39 100% 51 12 100% 35 100% 47 12 100% 30 100% 42 11 100% 36 100% 47 11 100% 33 100% 44 Tenure Status Tenured 9 75% 9 9 75% 9 9 75% 9 9 82% 9 9 82% 9 Tenure-Track 3 25% 3 3 25% 3 3 25% 3 2 18% 2 2 18% 2 Not Applicable 0 0% 0 0 0% 0 0 0% 0 0 0% 0 0 0% 0 Total 12 100% 12 12 100% 12 12 100% 12 11 100% 11 11 100% 11
2010 2011 2012 2013 FT PT T FT PT T FT PT T FT PT T # % # % # % # % # % # % # % # % Gender Male 9 90% 18 67% 27 7 88% 19 58% 26 7 88% 21 62% 28 6 75% 17 61% 23 Female 1 10% 9 33% 10 1 13% 14 42% 15 1 13% 13 38% 14 2 25% 11 39% 13 Total 10 27 37 8 33 41 8 34 42 8 28 36 Ethnicity Black 3 30% 1 4% 4 3 38% 1 3% 4 3 38% 1 3% 4 3 38% 1 4% 4 Hispanic 1 10% 1 4% 2 1 13% 2 6% 3 1 13% 1 3% 2 1 13% 1 4% 2 Asian 0% 0% 0 0% 0% 0 0% 0% 0 0% 0 0% 0 Native American 0% 1 4% 1 0% 1 3% 1 0% 1 3% 1 0% 0 0% 0 White 6 60% 24 89% 30 4 50% 29 88% 33 4 50% 31 91% 35 4 50% 26 93% 30 2 or More Races 0 0% 0
Native Hawaiian/Pacific Islander 0 0% 0
Unknown 0% 0% 0 0% 0% 0 0% 0 0% 0 0% 0 0% 0 Total 10 27 37 8 33 41 8 34 42 8 28 36 Tenure Status Tenured 8 80% 8 8 100% 8 8 100% 8 7 88% 7 Tenure-Track 2 20% 2 0% 0 0% 0 1 13% 1 Not Applicable 0% 0 0% 0 0% 0 0% 0 Total 10 10 8 8 8 8 8 8
4g. What evidence exists that the program’s faculty have engaged in research and scholarship on teaching or learning in the program’s field of study? (Suggested limit ½ page)
The full-time faculty member has decided to concentrate all his efforts on teaching, student advisement, student engagement and student retention and not on research. He attends monthly meetings of the local professional society and one annual health care conference. During the Fall of 2010, he will be recertified as a Fellow of the American College of Healthcare Executives. Fellowship is the highest level of
professional attainment.
4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page)
Each faculty member, both full-time and adjunct are encouraged to attend professional society meetings.
4i. The table below shows the amount of external funding received by the department. External Funding Fiscal Year 04/05 05/06 06/07 07/08 08/09 $ Amount Program $ Amount Department
If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are only available through departmental records.)
Comments (Suggested limit ½ page)
Standard 5: The program attracts, retains, and graduates high quality students. (When responding to this Standard, please see Items for Reflection under this Standard.) 5a. Narrative: (Suggested limit 1 page)
More and more graduates are applying to graduate programs in Health Service Administration. The one full-time faculty member has written over 60 reference letters for prior and current students for graduate programs since September, 2009.
5b. Undergraduate SAT and High School Average
SAT High School Average
2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 Program 1033 1122 966 1023 82 85 89 88 School/ College 977 1006 997 1017 1019 82 83 84 84 85 University 1068 1075 1075 1087 1092 86 87 87 87 88
Freshmen SAT Scores
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Computed Computed Computed Computed
health and human services 1,118 948 1,015 1,069
Freshmen High School Average
Fall 2010 Fall 2011 Fall 2012 Fall 2013 High School High School High School High School
health and human services 88 87 85 88
SAT Scores High School Average
2010 2011 2012 2013 2010 2011 2012 2013
School/
College - Q 1013 1014 1025 1028 84 84 85 86
Total
University 1097 1087 1096 1104 87 87 88 89
The average Health Service Administration student has a higher SAT score and a higher high school average than other students in the College of Professional Studies. Intended college major for 2012 college-bound seniors
SAT Test-Takers Mean Scores
Intended College Major Number Percent (%) Critical Reading Mathematics Writing
Health Professions and Related Clinical Services
5c. Undergraduate 1st Year Retention Rates Fall 2003 2004* 2005 2006 2007 2008** # Fresh # Ret % Program 83% 88% 83% 80% 9 6 67% School/ College 75% 76% 72% 71% 71% 949 712 75% University 78% 78% 78% 79% 76% 3268 2557 78% Note* The % of students started in Fall 2004 and returned to the program in Fall 2005 ** The % of students started in Fall 2008 and returned to the program in Fall 2009
2009 2010 2011 2012 Tot al Retur ned DN R To tal Retur ned DNR To tal Retur ned DNR To tal Retur ned DNR # % # % # % # % # % # % # % # % HHS 14 9 64 % 6 3 50 % 3 50 % 12 7 58 % 5 42 % 15 9 60 % 6 40 % includes Human Services and Health &
Human Services
The average undergraduate first year retention rate for Health Service
Administration students is higher than other students in College of Professional Studies and the University for 2003-2007 but lower in 2008. The sample universe is very, very small. Fall 2009 2010 2011 2012* # Fresh # Ret % School/ College - Q 74% 74% 71% 766 575 75% Total University 78% 78% 76% 2757 2195 80% * The % of students started in Fall 2012 and returned to the program in Fall 2013
5d. Undergraduate 6 Year Graduation Rate Fall 1999 2000 2001 2002 2003 Program 67% 50% 33% 33% 67% School/ College Average Rate 60% 55% 56% 52% 51% University 64% 59% 61% 61% 58%
The average undergraduate six year graduate rate for Health Service
Administration students is mixed as compared to College of Professional Studies as a whole. A separate category should be established for transfer students. Some transfer students from Pharmacy have been at St. John’s for three, four or five years before coming to the College of Professional Studies.
Fall 2009 2010 2011 2012* # Fresh # Ret % School/ College - Q 74% 74% 71% 766 575 75% Total University 78% 78% 76% 2757 2195 80% * The % of students started in Fall 2012 and returned to the program in Fall 2013 2004 2005 2006 2007 Total Graduate d Total Graduate d Total Graduate d Tota l Graduate d # % # % # % # % HSA 9 4 44% 7 2 29% 8 6 75% 1 0 0%
5e. N/A Graduate Standardized Test Scores
5f. Narrative: Please describe how your program compares with your peer and aspirational institutions. (Suggested limit ½ page)
No information.
5g. If applicable, describe your program’s student performance over the past 5 years on licensure or professional certifications exams relative to regional and national
standards. (Suggested limit ¼ page)
5h. Number of majors and minors enrolled over the past five years? Please complete the table below.
Fall
Number of Students 2005 2006 2007 2008 2009
Majors 105 97 105 105 106
Minors 2 2 2 4 3
Total 107 99 107 109 109
The number of majors and minors over the past five years is flat.
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Majors Majors Majors Majors
MAJORS HSA BS 86 58 23 6 CERT 1 1 Total 87 59 23 6 Fall 2011 Fall 2013 Minors Minors MINORS HSA 1 2
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Total Total Total Total
Total 87 60 23 8
5i. Number of degrees granted during the past five years. Please complete the table below. Degrees Granted Academic Year 04/05 05/06 06/07 07/08 08/09 Undergraduate BS 36 49 37 42 37
The number of graduates is mixed.
10/11 11/12 12/13
Degrees Conferred Degrees Conferred Degrees Conferred
5i (1). Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS website. This is based on the Classification of Instructional Program (CIP) Code of 51-Health Professions and Related Programs.
2009-2010 2010-2011 2011-2012 Bachelors Local 2,261 2,238 2,591 National 129,634 143,430 163,440 1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University, Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University, Seton Hall University, Stony Brook University, and Wagner College. 5i(2).
Fastest growing occupations and occupations having the largest numerical increase in employment by level of education and training projected.
Fastest Growing Occupations
Change, 2010-20 Occupations having the largest numerical increase
in employment
Change, 2010-20
Percent Numeric Percent Numeric
Medical, Dental and Ophthalmic Laboratory Technicians
4% 300 Medical and Clinical Laboratory
Technologists
13% 42,900
Medical Records and Health Information Technicians
21% 37,700
Medical and Clinical Laboratory Technologists
Projected Changes in Related Occupations (2010 – 2020)
Grow much faster than average – Increase 21% or more
Changes, 2010-20
Percent Numeric
Medical Records and Health Information Technicians
21% 37,700
Grow about as fast as average - Increase 7 to 14.9%
Changes, 2010-20
Percent Numeric
Medical Records and Health Information Technicians
21% 37,700
Grow more slowly than average - Increase 3 to 6%
Changes, 2010-20
Percent Numeric
Medical, Dental and Ophthalmic Laboratory Technicians
4% 300
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
5j. Narrative: How do these trends compare to institutional, regional and national patterns? (Suggested limit ¼ page)
This information is unavailable.
5k. What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a collaborative effort to provide quality advising and support services to students. (Suggested limit ¼ page)
The one full-time faculty member does almost all of the student advisement for junior and senior Health Service Administration students and most of the student
advisement for second year students. Individual plans are developed for each student so that they can graduate on time. The faculty member knows all of the required courses and for certain courses what semester it is taught. This knowledge helps in guiding students to graduation on time.
Standard 6. The program has adequate resources to meet its goals and objectives. (When responding to this Standard, please see Items for Reflection under this Standard.) Although financial data is not available at the program level, departmental information is provided below for your reference.
Department Information - Earned Income/Direct Instruction Expense Ratio (FY 2013 data not yet available
FY 2004 FY 2005 FY 2006 FY 2007 FY 2008 $ From Grants Earned Income from Instruction 10,350,932 11,350,322 11,675,80 7 12,090,43 9 12,056,910 (by student credit hours taught) General Fees (includes lab fees) 317,144 382,284 365,716 370,683 442,089 Direct Instructional Cost 1,506,000 1,556,000 1,556,000 1,692,000 1,791,000 (Department al Budget) Earned Income/Dire ct Instructional Expense Ratio 7.08 7.54 7.74 7.36 6.98
FY 2009 FY 2010 FY 2011 FY 2012 $ FROM GRANTS - - - - EARNED INCOME FROM INSTRUCTION (By student credit hours taught) 13,481,623 12,863,343 12,682,141 13,357,440 GENERAL FEES (includes Lab Fees) 516,935 533,799 523,377 552,154 DIRECT INSTRUCTIONAL COST (Departmental budget) 1,757,000 1,866,000 1,613,000 1,588,000 EARNED INCOME/DIRECT INSTRUCTIONAL EXPENSE RATIO 7.97 7.18 8.19 8.76
6b. To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to the program during the past five years? (Bulleted list.)
N/A
Standard 7. The program has taken effective actions based on the findings of the last program review. (When responding to this Standard, please see Items for Reflection under this Standard.)
7a. Narrative: (Suggested limit 1 page)
Since the last academic review, the program added a few more students to the major, reduced faculty costs, terminated an inadequate adjunct, and added a replacement adjunct. More student engagement activities were developed resulting in better student retention. In addition, a “zero-based” program review took place that resulted in a new-program, a BS in Health and Human Services which will begin in the Fall, 2010. The student Health Services Administration Club was re-established with new student leadership and achieved national recognition and admission to the Network of the American College of Healthcare Executives. A Chairperson from another division contacted our division Chair for a collaborative effort in developing a new degree program in Health Care Informatics.
