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1 ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT 1. Reporting School/College: The School of Education 2. Program Reviewed: Special Education MSED 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 Strategic Plan. Identify similar programs regionally and nationally and 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 mission of the Special Education program supports and advances the mission and strategic plans of St. John's University and the School of Education and the Human and Services Department s view of its important role in educating competent, skillful, and caring teachers, counselors and educational leaders. The University s Strategic Plan provides the two institutional goals of developing an academic culture that is student centered and committed to life-long learning and of building an organization of strong motivated and engaging leaders among faculty, administrators, and staff. The School of Education through its departments and numerous program configurations commits to advancing these goals. The School continues to offer comprehensive and marketable undergraduate and graduate programs at the University s two major campuses and at two additional off-campus sites. At these four locales, the School offers graduate programs that enhance and offer highly-marketable professional options to our undergraduates while attracting candidates from other institutes of higher education locally, state-wide, nation-wide, and globally. School of Education faculty and administrators support programs and coursework at all four institutional locales while providing student-centered and life-long learning related to their disciplines of study. The major goal of the School of Education s strategic plan is to provide quality teacher education programs, trained school counselors, and trained administrative leaders to serve public and parochial schools, especially in areas of high need (both academically and geographically). Department faculties develop new programs and merge coursework of existing programs to provide candidates with dual New York State Certification in critical teaching and leadership areas (such as Literacy/ Teaching English Language learners, Adolescent Mathematics/ Adolescent Special Education, School Building Leader/ School District Leader Extension). EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 1

2 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) The purpose of the Special Education programs are to foster the development of skills, attitudes and abilities needed to identify and remediate major learning and behavior disorders and to instruct individuals who manifest learning and behavioral programs ranging from mild to profound, regardless of etiology. In these programs, attention is paid to diagnosis, intervention, program planning, and program evaluation. Completion of the Special Education master s programs qualifies students for New York State provisional or permanent certification as a teacher of Special education provided students have successfully completed all State mandated external tests, training modules, and teaching experiences. The Special Education programs are professionally configured across two departments, Humans Services and Counseling and Curriculum and Instruction in the following four ways: 1) a 33-credit program culminating in the successful completion of a written comprehensive examination and leading to a Masters of Science Degree in Special Education (HSC department); 2) a 48-credit career-change program leading to a Masters of Science Degree in Childhood and Special Education (HSC and C&I departments); 3) a 48- credit dual certification program leading to a Masters in Literacy and Special Education (HSC department); and 4) a 48-credit dual certification program leading to a Masters of Science Degree in Early Childhood and Special Education (HSC and C&I departments). The 33-credit program is also offered as a distance learning degree program. All four Masters of Science Degree programs have several courses offered through distance learning and available on Queens, Oakdale, Manhattan and Staten Island campuses. Graduates from St. John s special education programs are employed in private and public school settings, rehabilitation agencies, hospitals, sheltered workshops, home settings, and a variety of other educational settings. 1b. What activities provide evidence that the program furthers the Catholic identity of St. John s University? (Suggested limit 1/3 page) Faculty members are available and accessible to students not only during advisement and registration, but also in the evenings before and after classes and the weekends by phone and . In addition faculty continue to advise students even after graduation to assist them with professional and educational decisions. The scheduling of exams or other major presentations are rearranged to meet the needs of those who have religious observances to attend. Faculty also provide supervised training in assessment and intervention of students with special needs in a practicum which serves also as a community service for students with disabilities. This special education practicum (150+ hours of field work) has a fine reputation among students and professionals in the community. Finally, several courses have observation and clinic hours to be completed in community schools (10-20 hours). EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 2

3 1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page) Our practicum students provide instruction (150+ service hours) to many children with disabilities in private and public schools throughout the school year. As part of the practicum experience, SJU students submit comprehensive child assessment portfolios (assessment, data collection, Individual Education Programs or I.E.P.s, Individualized Instructional Programs with video-taped teaching lessons) on student performance and teacher effectiveness to cooperating teachers and principals at the completion of practicum experience. On-site observations and evaluations are completed by practicum clinical associates across the five boroughs of New York City, New Jersey, and Suffolk and Nassau counties. Finally, SJU students create teaching portfolios of their graduate studies in the teacher preparation programs. Ten to 20 hours of academic service learning is also required throughout many of our core courses in special education: EDU 9700, 9707, and And during their final semesters, students are required to complete a 3-hour training session on how to work with children who have autism spectrum disorders. We are the service providers for this workshop. 1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page) Our programs are serving students throughout the five boroughs of New York City, New Jersey, and Suffolk and Nassau counties. The faculty present at local, state, regional, national and international conferences. Two of our full-time faculty members are consultants for schools in Suffolk and Nassau Counties. One of the full-time faculty members serves as project director for two federally funded grants: Master s Level/Teaching Certification Project for Inappropriately Certified Teachers: Preparation of Personnel in Minority Institution,. Office of Special Education and Rehabilitative Services (OSERS) and Combined Priority for Personnel Preparation Project Title: Project Upgrade: Preparing Teachers to Work with CLDE (Children Linguistically Diverse Exceptional) Students by Office of Special Education and Rehabilitative Services (OSERS). And one full-time faculty member serves as consultant for Universalclass.com, a distance learning education website for students, parents, and professionals seeking education courses online. All of the faculty encourage candidates to become active professionals who join their local disability associations, subscribe to pertinent research and instruction journals and build community support for special education programs. Finally, with the introduction of online courses and the 33-credit distance learning Masters of Science degree in special education, our programs are providing a service for individuals who live outside the New York State. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 3

4 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) The mission of the Special Education program supports and advances the mission and strategic plans of St. John's University and the School of Education and the Human and Services Department s view of its important role in educating competent, skillful, and caring teachers, counselors and educational leaders. The University s Strategic Plan provides the two institutional goals of developing an academic culture that is student centered and committed to life-long learning and of building an organization of strong motivated and engaging leaders among faculty, administrators, and staff. Special education commits to advancing these goals. Our program continues to offer comprehensive and marketable undergraduate and graduate programs at the University s two major campuses and at two additional off-campus sites. At these four locales, the School offers graduate programs that enhance and offer highly-marketable professional options to our undergraduates while attracting candidates from other institutes of higher education locally, state-wide, nation-wide, and globally. Special Education faculty and administrators support programs and coursework at all four institutional locales while providing student-centered and life-long learning related to their disciplines of study. The major goal of the School of Education s strategic plan is to provide quality teacher education programs to serve public and parochial schools, especially in areas of high need (both academically and geographically). Each semester The Human Services and Counseling Faculty work together with the faculty from Curriculum and Instruction to develop new programs and merge coursework of existing programs to provide candidates with dual New York State Certification in critical teaching and leadership areas (such as Literacy/ Teaching English Language learners, Adolescent Mathematics/ Adolescent Special Education, School Building Leader/ School District Leader Extension, Early childhood/special Education; and Literacy and Special Education). 2b. How does your program's strategic goals/objectives link to your School/College plan and the University s Strategic Plan, specifically related to Mission, Student Engagement, and Globalization. (Suggested limit 1 page) The mission of the Special Education program supports and advances the mission and strategic plans of St. John's University and the School of Education and the Human and Services Department s view of its important role in educating competent, skillful, and caring teachers. Feedback from students indicate that many seek employment opportunities in the field of education and administration within special education after graduating with a Masters of Science degree in Special Education from St. John s University. The majority of our graduates do move on to become full-time teachers in special education and general education teaching in areas of low SES, working with EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 4

5 Culturally and Linguistically Diverse, Exceptional children or CLDE children in private, catholic, and public institutions located throughout New York State. In addition, those students who choose to extend their license and stay enrolled at St. John s University to take extra courses, in gifted education, counseling, TESOL, Bilingual Education, literacy, and early childhood education are finding they have an advantage in the competitive job market. Finally, we have several students who completed the final semesters of classes online because they had plans to move out of state and take special education teaching jobs. To date, one of our alumni is teaching in Alaska, another in Florida, one in California, and one in New Jersey. Our distance learning and mix/mode program in special education allowed them to receive their degrees quickly and get jobs outside of New York. 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) Several major goals of the School of Education s strategic plan is to provide quality teacher education programs serve public and parochial schools, especially in areas of high need (both academically and geographically). Department faculties develop new programs and merge coursework of existing programs to provide candidates with dual New York State Certification in critical teaching and leadership areas (such as Literacy/ Teaching English Language learners, Adolescent Mathematics/ Adolescent Special Education, School Building Leader/ School District Leader Extension). In particular, faculty members of the Special Education department in conjunction with the department Chair, review course offerings each upcoming semester to determine which courses need to be scheduled (if a course hasn't been offered in a semester) to better serve the needs of our majors. In addition, the 150+-hour practicum is also offered online for those who cannot travel to the Queens campus for the live course offering. This in turn allows teachers and non-teachers to better organize their schedules. Courses are scheduled at times convenient for the students, the majority of whom work as teachers during the day. Courses are offered at two-time periods during the fall and spring semesters, 4:40 and 6:55. These time slots allow students to take two courses in one evening. We also offer courses during Winter, Pre-summer, Summer Session I, Summer Session II, and Post-Summer to give all students the opportunity to take classes when it is convenient for them. This is especially important for those students who travel a long distance to take courses after work. Students can take up to 12 credits in each of these semesters. There is also a rolling admissions policy allowing students to enter the program at various times during the year. Finally, courses in special education are offered at the Staten Island, Oakdale, and Manhattan campuses and online to accommodate students who commute from different areas around the state. Students in admitted into the 33-credit Teaching Students with Disabilities Masters of Science Degree program can take courses from another state (in other words, they don t need to be NY State residents). EDU 9711, 9700, 9719, 9716, 9718, and 9702 are offered both online and on campus each semester designed for maximum schedule flexibility for students. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 5

6 2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page) Several major goals of the School of Education s strategic plan is to provide quality teacher education programs serve public and parochial schools, especially in areas of high need (both academically and geographically). Department faculties are developing new programs and merging coursework of existing programs to provide candidates with dual New York State Certification in critical teaching and leadership areas (such as Literacy/ Teaching English Language learners, Adolescent Mathematics/ Adolescent Special Education, School Building Leader/ School District Leader Extension). The special education programs have consistently responded to opportunities articulated in the School of Education s strategic plan. Faculty use service learning in courses as well as require observation and clinic hours to take place in local private, public and parochial schools giving students the opportunity to become involved with the community. In addition, holding classes on four different campuses and online has expanded the opportunity for teachers to take advantage of our offerings. The special education programs have and will continue to take advantage of a variety of locations and forums to offer courses. Since the special education program has a clear sense of the skills and knowledge that characterize a successful special education teacher, it will continue to study and review its curriculum and promote faculty development. And finally, the Comprehensive Assessment Model used throughout all of the School of Education Teacher Preparation Programs was established to meet its accreditation requirements agency by the Teacher Education Accreditation Council (TEAC). In that model, each teacher preparation program option, such as Special Education must demonstrate and document that its students are learning in six principle areas. The Special Education program option shows that its students : (1) are learning subject matter content; (2) have pedagogical knowledge to teach; (3) are caring and skillful in their work with school-aged children and youth; (4) have technological expertise; (5) are knowledgeable of multicultural issues; and (6) can learn on their own after program completion. Some of the measures used included: (1) course grades and GPA s; (2) results on New York State Teacher Certification Exams ; (3) ratings of initial-certificate teachers by supervisors; (4)questionnaires; (5) surveys accomplished by principals hiring SOE teachers; (6) surveys completed by SOE alumni regarding the program s success in preparing them to teach; (7) five faculty developed rubrics assessing learning in the six principle areas noted above; (8) student course evaluation reports; (9) outcomes review showing job placement rates of graduates; and (10) other rating scales of program graduates. All of the data created by the Comprehensive Assessment Model tells us key information on whether are project goals and outcomes are being met and whether our programs are quality teacher education programs. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 6

7 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) Special education faculty monitor the external and internal environment in several ways. Full-time faculty are aware of New York State Department of Education regulations and standards and any changes are incorporated into relevant syllabi and courses. Full and adjunct faculty members maintain a close partnership with local school districts. Faculty also conduct staff development workshops in Long Island, Queens and Rockland Counties and hold Open Houses on each of our campuses 6 times a year on Oakdale (Long Island), Queens, Staten Island, and Manhattan as well as online through distance learning programs. All faculty attend conferences and workshops, and take courses for professional development. And in response to changes in state certification requirements for special education teachers, the program in special education at SJU revised and changed courses and certification requirements to accommodate the new state standards. We just were approved as Service Providers in offering a NYS mandated autism workshop on our campuses required for all special education teachers as part of their teacher certification. We are the only university to offered a completely online 33-credit distance learning teacher in teacher education where all teachers take courses online including their 150 hour practicum. We are the first university in NY State to offer such a degree program. In addition, students can take our courses online, live, or mix/mode or live on one of 4 different campuses which makes the special education program ahead of the competition of every college and university in New York State. 2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page) There are similar special education programs offered at Queens College, Hofstra, NYU, and Teachers College offering licenses across all 4 developmental levels. The competitive edge of our program is in the a) Quality of Faculty (see attached Vitaes) b) Strong Research Agenda- research projects required in 3 core courses c) Curriculum (see paragraph below) and d) Collaboration with other instructions through grants (VESID and OSEP) and community schools through consulting, workshop presentation, and inservices (Long Island, Manhattan, Oakdale, Staten Island, and Queens). The special education programs conform to the NY State Education Department regulations which mandate 33 to 48 credits in special education and related fields. The special education program offers courses in characteristics, assessment, instructional design, research, and, intervention. It also offers research at the program levels in 2 courses in applied behavior analysis. Five of the core courses require clinical observation hours. Candidates are well-equipped to work with the diverse urban population found in local schools and classrooms. Other characteristics of our program that suggest a competitive edge: EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 7

8 All of the special education faculty are active in the profession. As a result, students have the opportunity to learn about current as well as traditional perspectives in the field. Students also receive a well-ground knowledge necessary to be successful in the public and private schools. One faculty member has expertise in applied behavior analysis, which provides students with training necessary to work with children who have severe disabilities such as autism and mental retardation. Courses are offered on a regular and frequent basis across four campuses and online through distance learning. Students can even take classes while studying abroad in different countries. Practicum experience in the community is supervised by special education faculty providing realistic experiences for students and students have a choice of teaching in practicum sites across New York State and even out-of-state as far as Alaska and Arizona with students in the distance learning degree program. Catholic school educators also find this program attractive because they receive forty percent tuition discount as a result of agreements with local dioceses. We are currently have external funding for 20 of our special education students who will graduate with Masters of Science in Education with 15 credits of TESOL/ESL coursework to work in high need populations of CLDE children and in New York City schools. 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 Strategic Plan areas of focus (Mission, Engagement, Globalization) 3. The University Core competencies The Special education programs provide a high quality curriculum that emphasizes and assesses student learning and engagement in many ways. Our curriculum prepares graduates to demonstrate knowledge of human developmental processes and variations. Students develop skills that facilitate the use of research in the broader context of special and inclusive education. They are able to recognize and interpret the significance of developmental deviations manifested by individuals with exceptionalities through formal and informal methods of assessment and use the basic principles and strategies of the science of applied behavior analysis or A.B.A. with exceptional children. Graduates of our programs are also able to create and implement educational programs for children with all exceptionalities (including autism) and assess and evaluate the development and implementation of effective strategies for any classroom setting. The use of technology as a learning and teaching resource when developing and implementing these instructional strategies is central across the curriculum. In addition, graduates of special education programs are able to interpret and EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 8

9 apply standards of professional and state organizations like the Council of Exceptional Children (CEC) and Teacher Education Division of CEC (TED). Specifically, within each course in the program, there are individual and group assignments, portfolios, oral presentations, research projects, case-studies, role-play simulations, internet activities and examinations requiring students to demonstrate knowledge in all competency areas. Since many of the courses are field-based, (50% require 10 hours of field-work and practicum requires 150 hours of student teaching) students apply techniques learned in their college coursework to classroom settings (private and public). Teaching portfolios for example are required of all special education students representing their entire graduate school experience and are evaluated by full-time faculty members. Students also have the opportunity to evaluate each course at the end of every semester through SJU course evaluations. All students are required to pass a comprehensive examination at the end of the degree. During a required 150+ hour practicum, students complete a comprehensive child assessment portfolio which includes assessment of a student with a disability, data collection on this student s performance in all academic and behavior areas, creation of an Individualized Educational Program or IEP, implementation of an scripted individualized lesson plan or IP, a 30 minute videotape of this IP, and a self-evaluation of the video-taped teaching performance. Clinical associates also observe and evaluate teachers in their classrooms and cooperating teachers and principals from local practicum sites have an opportunity to evaluate the quality of student teaching by all SJU students. Furthermore, special education students complete a survey of their graduate experiences during their last semester at SJU. Faculty are also continuously updating their syllabi to include recent trends and issues in the field of special education as well as to ensure that traditional knowledge necessary to be an effective teacher is included. 3b. Please describe the comprehensive assessment model currently implemented for the 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) The overarching Comprehensive Assessment Model used throughout all of the School of Education Teacher Preparation Programs was established to meet its accreditation requirements agency by the Teacher Education Accreditation Council (TEAC). In that model, each teacher preparation program option, such as the two major special education programs: Teaching Children with Disabilities-Childhood (33-credits) and Childhood and Special Education Career-Change (48 credits) must demonstrate and document that its students are learning in six principle areas. All program options must show that its students : (1) are learning subject matter content; (2) have pedagogical knowledge to teach; (3) are caring and skillful in their work with school-aged children and youth; (4) have technological expertise; (5) are knowledgeable of multicultural issues; and (6) can learn on their own after program completion. The assessment plan allows for a number of measures that demonstrate within each program option that students are learning in the six principle areas. Measures include: (1) course grades and GPA s; (2) results on New York State Teacher Certification Exams ; (3) ratings of initial- EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 9

10 certificate teachers by supervisors; (4)questionnaires; (5) surveys accomplished by principals hiring SOE teachers; (6) surveys completed by SOE alumni regarding the program s success in preparing them to teach; (7) five faculty developed rubrics assessing learning in the six principle areas noted above; (8) student course evaluation reports; (9) outcomes review showing job placement rates of graduates; and (10) other rating scales of program graduates The WEAVE online Assessment Management System is an electronically managed system that allows for one singular outcome or objective of a larger program goal to be measured. To date the faculty of the Special Education program options have worked on and entered measures pertaining to one discrete goal objective during the year. Since then faculty has shifted full effort to the TEAC accreditation management and assessment process. However, since the development of the 5 rubrics (noted above) which assess students learning in six principle areas, the faculty has embarked on a plan to revisit the program goals and objectives established for Middle States ( which were subsequently reformatted to fit the WEAVE system). The plan began during winter of The plan would use the component criteria and five-point rating scale of the 5 rubrics developed for individual student assessment learning in the TEAC model for the Middle States Assessment plan. This plan would necessitate a revisiting of the goals of the program objectives originally established for each program for Middle States review to establish program objectives that would be clearly measurable. Many of the objectives noted in the Middle States assessment plan were difficult to measure. Use of the faculty developed rubrics would provide discrete ways to measure learning objectives which would fit the WEAVE Assessment Management System. The plan is scheduled to be worked on by faculty during the summer of 2010 with WEAVE access then becoming most appropriate for program coordinators. 3c. From the Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page) Since the development of the 5 rubrics (noted above) which assess students learning in six principle areas, the faculty has embarked on a plan to revisit the program goals and objectives established for Middle States ( which were subsequently reformatted to fit the WEAVE system). The plan began during winter of The plan would use the component criteria and five-point rating scale of the 5 rubrics developed for individual student assessment learning in the TEAC model for the Middle States Assessment plan. This plan would necessitate a revisiting of the goals of the program objectives originally established for each program for Middle States review to establish program objectives that would be clearly measurable. Many of the objectives noted in the Middle States assessment plan were difficult to measure. Use of the faculty developed rubrics would provide discrete ways to measure learning objectives which would fit the WEAVE Assessment Management System. The plan is scheduled to be worked on by faculty during the summer of 2010 with WEAVE access then becoming most appropriate for program coordinators. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 10

11 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) All of the special education faculty are active in the profession. As a result, students have the opportunity to learn about current as well as traditional perspectives in the field. Students also receive a well-ground knowledge necessary to be successful in the public and private schools. One faculty member has expertise in applied behavior analysis, which provides students with training necessary to work with children who have severe disabilities such as autism and mental retardation. The full-time faculty members teaching in special education hold terminal degrees of Ph.D or Ed.D in the fields of special education and literacy, are associate professors and have tenure. Special education faculty are also recognized in the professional community. Two thirds (2/3) of our full-time faculty have either published in referred journals, authorized books, contributed book chapters, performed or exhibited at national or international conferences within the past five years. All faculty are working as consultants in Queens, New York City, Long Island and Tobago (See Attached Faculty Vitaes). One faculty member is the project director of two federally funded grants providing tuition scholarships for 50 teachers who will work with Culturally and Linguistically Diverse, Exceptional children or CLDE children in New York City schools. This faculty member is also currently conducting research with students completing coursework through distance learning and writing a textbook on children with exceptionalities. All faculty members are service providers for autism spectrum disorders training required for all teachers needing certification in special education. We have just hired another full-time faculty member with a Ed.D. in special education, who has authored several articles, presented at national conferences, had numerous state and federal education grants funded, and has taught as an adjunct instructor and professor in Utah in inclusive education. Our program also supports one graduate teaching assistant who is involved with recruitment, research, instruction, and supervision of students in the special education programs. 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. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 11

12 # Majors/ FT Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Faculty FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total Majors Minors Majors & Minors Combined # of FTE Students (Majors & Minors) # of FTE Faculty assigned to the program FTE Student/ FTE Faculty Ratio includes Bilingual extension # of FTE faculty assigned to the program FTE Student/FTE Faculty Ration Fall 2010 Fall 2011 Fall 2012 Fall 2013 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. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 12

13 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 PT % % % % % Faculty Total % % % % % % consumed by Non- Majors 26% 27% 21% 35% 34% Credit Hrs Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013 Number Percent Number Percent Number Percent Number Percent F-T Faculty 2, % 2, % 2, % 2, % P-T Faculty (inc Admin) 2, % 2, % 2, % 2, % 0.0% 0.0% 0.0% 0.0% Total 4, % 4, % 5, % 4, % Fall 2010 Fall 2011 Fall 2012 Fall 2013 % Consumed by Non-Majors 1,785 37% 1,821 37% 1,932 37% 1,134 25% 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 # % # % # % # % # % 32 54% 31 50% 46 54% 38 48% FT Faculty 35 55% PT 27 46% 31 50% 39 46% 41 52% Faculty 29 45% Total % % % % % EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 13

14 Courses Taught Fall 2010 Fall 2011 Fall 2012 Fall 2013 Number Percent Number Percent Number Percent Number Percent F-T Faculty % % % % P-T Faculty (inc Admin) % % % % 0.0% 0.0% 0.0% 0.0% Total % % % % 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). For the Special Education programs, we just hired another full time faculty member and are in the process of hiring a fourth full-time faculty member with the goal of increasing the percentage of coursework (80% or higher) students take with full-time faculty and credit hours delivered by full-time faculty members. 4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental information on next page) In Special Education, current full-time faculty members have tenure. We have just hired another full-time faculty member on a tenure- track assistant professor line for Fall 2010 and are searching for a fourth full-time faculty member in special education. EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 14

15 Gender FT PT Tot al FT PT Total FT PT Total FT PT Total FT PT # % # % # % # % # % # % # % # % # % # % Male 8 53% 6 33% % 6 26% % 10 36% % 10 40% % 9 Female 7 47% 12 67% % 17 74% % 18 64% % 15 60% % Total % 18 % % % % % % 25 % % 24 To tal 38 % % % 40 Ethnicity Black 3 20% 0 0% % 0 0% % 0 0% % 0 0% % 0 Hispanic 0 0% 2 11% 2 0 0% 2 9% 2 0 0% 5 18% 5 1 6% 3 12% 4 1 6% 4 Asian 1 7% 1 6% 2 1 6% 1 4% 2 1 7% 1 4% % 1 4% 3 1 6% 0 White 11 73% 14 78% % 18 78% % 21 75% % 21 84% % 19 Unknown 0 0% 1 6% 1 0 0% 2 9% 2 0 0% 1 4% 1 0 0% 0 0% Total % 18 % % % % % % 25 % % 24 0% 2 17 % 5 0 % 1 79 % 31 4 % % 40 Tenure Status Tenured 6 40% % % % Tenure- Track 9 60% % % % Not Applicable 0 0% 0 0 0% 0 1 7% 1 0 0% Total % % % % EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 15

16 FT PT T FT PT T FT PT T FT PT T # % # % # % # % # % # % # % # % Gender Male 7 44% 11 37% % 11 35% % 10 31% % 10 28% 19 Female 9 56% 19 63% % 20 65% % 22 69% % 26 72% 38 Total Ethnicity Black 2 13% 0% % 0% % 0% % 0 0% 2 Hispanic 1 6% 3 10% 4 1 6% 4 13% 5 1 5% 4 13% 5 1 5% 3 8% 4 Asian 2 13% 0% % 0% % 0% % 0 0% 3 American Indian/Alaskan Native 0% 0% 0 0% 0% 0 0% 0% 0 0% 0 0% 0 White 11 69% 26 87% % 27 87% % 27 84% % 33 92% 48 2 or More Races 0 0% 0 Native Hawaiian/Pacific Islander 0 0% 0 Unknown 0% 1 3% 1 0% 0% 0 0% 1 3% 1 0% 0 0% 0 Total Tenure Status Tenured 11 69% % % % 11 Tenure-Track 5 31% % % % 10 Not Applicable 0% 0 1 6% 1 1 5% 1 0% 0 Total EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 16

17 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) All of the current full-time faculty have either published in referred journals, authorized books, contributed book chapters, performed or exhibited at national or international conferences within the past five years. All faculty are working as consultants in Queens, New York City, Long Island and Tobago (See Attached Faculty Vitaes). One faculty member is the project director of two federally funded grants providing tuition scholarships for 50 teachers who will work with Culturally and Linguistically Diverse, Exceptional children or CLDE children in New York City schools. This faculty member is also currently conducting research with students completing coursework through distance learning and writing a textbook on children with exceptionalities. 4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page) The Special Education programs offers mentorship between tenure and new-faculty members in the department to assist in course development, advisement, research/scholarship, and the PAF process. 4i. The table below shows the amount of external funding received by the department. Put in the amount from your grants External Fiscal Year Funding $ Amount Program $ Amount Department 04/05 05/06 06/07 07/08 08/09 157, , , , ,824 1,001,843 2,067,883 1,622,151 2,124,274 2,969,870 External Fiscal Year Funding 09/10 10/11 11/12 12/13 $ Amount Program $ Amount Department 2,245,957 2,906,930 3,102,531 3,852,394 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) EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 17

18 One of the full-time faculty members serves as project director for two federally funded grants: Master s Level/Teaching Certification Project for Inappropriately Certified Teachers: Preparation of Personnel in Minority Institution,. Office of Special Education and Rehabilitative Services (OSERS) and Combined Priority for Personnel Preparation Project Title: Project Upgrade: Preparing Teachers to Work with CLDE (Children Linguistically Diverse Exceptional) Students by Office of Special Education and Rehabilitative Services (OSERS). This funding has provided tuition scholarships for 50 students teaching in the field of special education. 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) The four programs in special education have seen an increase in the number of highly qualified students enrolled in the last five years. The program attracts students because we offer several degree options on many campuses. The Special Education programs are professionally configured across two departments, Humans Services and Counseling and Curriculum and Instruction in the following four ways: 1) a 33-credit program culminating in the successful completion of a written comprehensive examination and leading to a Masters of Science Degree in Special Education (HSC department); 2) a 48-credit career-change program leading to a Masters of Science Degree in Childhood and Special Education (HSC and C&I departments); 3) a 48- credit dual certification program leading to a Masters in Literacy and Special Education (HSC department); and 4) a 48-credit dual certification program leading to a Masters of Science Degree in Early Childhood and Special Education (HSC and C&I departments). The 33- credit program is also offered as a completely online-degree, the only teachercertification program offered by a university in New York. In addition, all four Masters of Science Degree programs have several courses offered through distance learning and available on Queens, Oakdale, Manhattan and Staten Island campuses. In addition, the Special Education programs retain and graduate high-quality students because they must maintain a 3.0 GPA and successfully pass all state examinations (LAST, CST- Multi-Subject, CST-Special education, and ATSW), a comprehensive Master s examination and student teaching/practicum experiences in order to graduate from any of the four Special Education programs. This demonstrates a significantly well-prepared group of students. With an increasingly qualified body of students, it is likely that this pattern of excellence will continue, as future applicants will be required to meet these academic standards 5b. Undergraduate SAT and High School Average N/A Graduate Program 5c. Undergraduate 1 st Year Retention Rates N/A Graduate program 5d. Undergraduate 6 Year Graduation Rate N/A Graduate program EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 18

19 5e. Graduate Standardized Test Scores (Verbal/Quantitative) The National Overall Average for verbal is and a quantitative of 151.9, based on those tested between August 1, 2011 and April 30, New Graduate Students GRE Verbal Mean Scores Fall 2010 Fall 2011 Fall 2012 Fall 2013 Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score EDU-Q old new New Graduate Students GRE Quantitative Mean Scores Fall 2010 Fall 2011 Fall 2012 Fall 2013 Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score EDU-Q old new As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of (old) and after 8/1/11 on a scale of (new) General test percentage distribution of scores within intended graduate major field that is based on the performance of seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination. GRE Intended Graduate Major Test-Takers Mean Score (Verbal) Mean Score (Quantitative) Special* 1, * For further information, please visit 5f. Narrative: Please describe how your program compares with your peer and aspirational institutions. (Suggested limit ½ page) Although some special education programs (NYU, Hofstra, Queens College, Teachers College) at the graduate level have seen a reduction in the number of enrolled students due to the economic crisis, it has not affected our enrollment numbers for several reasons. All of our programs are academically excellent and have been accredited by Middle States and TEAC. We offer teacher certification to individuals who want a change of career (the 48-credit childhood/special education and 48 credit early childhood/special education). And the flexibility of online courses allows students to complete college classes from home, at work, or even while traveling across the country. As a result, our graduates are able to find employment in private and public school EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 19

20 settings, rehabilitation agencies, hospitals, sheltered workshops, home settings, and a variety of other educational settings. The competitive edge of our program is in the a) Quality of Faculty (see attached Vitaes) b) Strong Research Agenda c) Curriculum d) Grant scholarships and e) Distance learning courses and courses on four campuses. 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) CST Pass rates STJ Queens 93% 95% STJ Staten Island * NYState 90% 92% *Numbers under ten are not recorded 5h. Number of majors and minors enrolled over the past five years? Please complete the table below. Fall Number of Students Majors Minors Total Fall 2010 Fall 2011 Fall 2012 Fall 2013 Majors Majors Majors Majors MAJORS ECDF MSED ECTD MSED NM 1 TCD MSED NM 1 TCD2 MSED TFD MSED 2 Total EDU_HSC_SPEC.ED_MSED_Q Self-Study Template page 20

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