Executive Summary THE CHICAGO SCHOOL OF PROFESSIONAL PSYCHOLOGY Annual Results Report FY 2004 The Chicago School is a graduate only institution; the school offers no undergraduate programs. The school has adopted nine strategic goals; some directly relate to those of The Illinois Commitment, some indirectly relate. All are designed to strengthen the institution and the quality of the education provided to students. Within its means, and driven by its mission and discipline specific focus, the school is doing very well in meeting the State s goals. Specifically, the school is meeting Goals 1 (producing graduates that contribute to the State s economic growth), 4 (diversity), 5 (accountability of students for learning and the institution for quality of the programs), and 6 (productivity & cost effectiveness). To a lesser extent, but consistent with its mission and size, the school is making efforts to comply with the spirit of Goals 2 (improving learning at all levels) and 3 (affordability). The Chicago School is proud of the development of our competency-based Plan for Assessing Student Learning and the increased effectiveness and efficiency of our academic and administrative services as effective practices directly in support of The Illinois Commitment. Finally, we are pleased to introduce the common and mission-specific indicators our institution has identified in the service of our commitment to excellence in all that we do. 1
Section I: Institutional Context Mission Statement Integrating theory, professional practice and innovation, The Chicago School of Professional Psychology provides an excellent education for careers in psychology and related behavioral and health sciences. The school is committed to service and embraces the diverse communities of our society. Environmental Analysis The Chicago School is a graduate only institution that offers a Master of Arts and a Doctor of Psychology degree in Clinical Psychology, Master of Arts in Forensic Psychology, Master of Arts and Doctor of Psychology degrees in Organization/Industrial Psychology, with plans to begin specializations in Applied Behavior Analysis (2004) and School Psychology (2006.) Factors impacting the school s contribution to the Illinois Commitment are principally in the Demographics, Economics, and Political contexts. The employment demand for psychologists remains strong. Psychology positions in the United States are projected by the US Bureau of Labor Statistics to increase 10%-20% by 2010 from 182,000 positions in 2000. In 2001 71% of new psychology doctoral graduates were employed in health service provider fields, 28% worked in research and other sub fields. More women and more people of color have enrolled in psychology graduate programs in the past 30 years. In 2001 71% of recent doctorates in psychology were females, 16% minorities. The median age was 33 years; the mean age was 35.4 years. Sixty percent were under age 35. According to data released by the U.S. Department of Education, the number of master s degree awarded by 2012 will increase by 10%. Doctoral degrees will rise 4% to 46,800. Graduate school enrollment projections by 2011 are 2.04 million students, up from 1.81 million in 1999. The future for professional psychology graduate education is favorable. It is these demands and our institutional goals that drive the allocation of all our resources personnel, money, and institutional energy. We are a small school with large ambitions (total enrollment is approximately 800 students and our operating revenue was just over 9 million dollars in FY04). Some of our institutional goals directly relate to those of The Illinois Commitment, some indirectly relate. All are designed to strengthen the institution and the quality of the education provided to students. By so doing, we will assist business and industry in sustaining strong economic growth, improve productivity and the quality of education, and increase the number and diversity of Illinois citizens completing training and education programs, thereby enhancing the communities in which we live. 1
Section II Progress Toward Meeting the Goals of the Illinois Commitment Goal 1: Economic Development Fiscal Year 2004 Accomplishments Sought and received Illinois Board of Higher Education and Higher Learning Commission approvals to begin a doctoral program in Business Psychology. The role of psychology in business and industry has long been understood to increase productivity and retention of employees. Program will begin in 2005. Participated in University Center of Lake County, offering programs in Clinical and Forensic Psychology. Developed a campus in the western suburbs in partnership with the National University of Health Sciences. Forensic and Clinical Psychology Master s programs are offered on this campus. Student Interns provided no cost or low cost human resource services to social service agencies that deal with underserved populations and small businesses. This program was under the supervision of the Center for Sustainable Solutions. Recruited students for a new program in Applied Behavior Analysis (Fall, 2004) that will provide needed credentials to Illinois professionals who require certification to practice in the state. Fiscal Year 2005 Plans Begin Business Psychology doctoral program. Develop new School Psychology specialization and seek all necessary approvals. Maintain enrollment standards and goals for all programs. Fiscal Year 2005 challenges Control costs and increase quality. Provide off-site training opportunities for increasing number of trainees. COMMON INSTITUTIONAL INDICATORS Percent of undergraduate degree/certificate recipients either employed or enrolled in further education within one year of graduation. This indicator applies to undergraduate education. CSOPP only offers graduate programs only. 2
MISSION-SPECIFIC INDICATOR At least 95% of graduates from all programs are employed in their fields within one year of graduation. Data: 2001 96% of graduates were employed in their fields within one year of graduation. 2002 100% of graduates from new programs were employed in their fields within one year of graduation. 2003 Data not available. On the basis of alumni surveys the school is achieving its goal for graduates employment in their fields of study. Given the projections for employment in psychology, and in particular the specializations we plan to introduce, no change is anticipated in achievement of this goal. 3
Goal 2: Education programs Attachment I COMMON INSTITUTIONAL INDICATORS This goal does not apply. The only offers graduate programs in psychology. MISSION-SPECIFIC INDICATORS 1. Train School Psychologists to provide services to students, families, schools, and communities beginning fall, 2006. 2. Provide reading tutors for children in Chicago area schools. Data: In 2003, student tutors provided approximately 700 hours of reading help for students in two Chicago area schools. Increased funding for community service student work will allow more services to be provided in 2004-05. No data will be available on School Psychology program until 2008. The Chicago School remains committed to service and engagement in our community. Our students typically volunteer 200,000 plus hours per year as part of their off-site training experiences. In the past year students participated in an early assessment and intervention program for Latino youth at Erie House in Chicago. It is also anticipated that our program in School Psychology will fill a much needed gap for professionals needed in Illinois schools, increasing our contribution and reinforcing our commitment to educate professionals who will provide service to Illinois educational endeavors. 4
Goal 3: Affordability Attachment I COMMON INSTITUITONAL INDICATORS The is a graduate only institution. Goal 3 does not apply. MISSION-SPECIFIC INDICATORS 1. Keep tuition raises moderate, while remaining competitive in the marketplace and financially healthy. 2. Continue providing institutional scholarships, grants, and fellowships to the extent possible and fiscally responsible. 3. Utilize Work Study opportunities fully for eligible students. 4. Provide excellent financial aid services for students, including counseling from the recruiting phase through graduation. 5
Goal 4: Increase number and diversity of citizens completing training and education programs. Completion by race/ethnicity and gender COMMON INSTITUTIONAL INDICATORS Degree Demographics 1993 2001 2002 2003 Race/Ethnicity: % % % % Post-Baccalaureate Black 0.0 0.0 4.8 9.8 Hispanic 0.0 9.5 11.9 3.9 White 100.0 81.0 78.6 75.5 All Other 0.0 9.5 4.8 10.8 Gender: % % % % Male 45.8 23.8 21.4 18.6 Female 54.2 76.2 78.6 81.4 Total Degrees 24 21 42 102 Source: IPEDS Degrees Conferred Survey a) Members of all races, ethnic, and gender groups will complete their respective degree programs at the same rate. b) The school has had a long-standing commitment to diversity as part of its educational mission. A diverse student body is actively recruited each year; over the last four years, the entering classes have been comprised of between 20-25% students who self identified as other than Caucasian. The school continues to expand its academic support services, including the refinement of the FOCUS program, designed for incoming students identified at admission to have learning deficiencies. This program has allowed the school to stabilize retention of students with learning needs. Plans to increase support services for students with diverse backgrounds remain a strategic goal in the mission of the Center for Intercultural Psychology. The school s membership in University Center of Lake County is in line with the state s goal to provide education to underserved areas. The Chicago School is the only member offering psychology graduate education at this site. We are projected to become the largest provider in the Lincolnshire facility, with the most classes and the largest student population by 2004. Completion by disability status The Chicago School has very few individuals who have identified as being disabled (N<10). For these students, there is no deviation from non-disabled students. 6
MISSION-SPECIFIC INDICATORS 1. All minority students will maintain satisfactory progress at a rate equal to non-minority students. 2. Data is currently being studied, but is not available at this time. 3. The Chicago School remains committed to have a diverse and successful student body. 7
Goal 5: Student learning, accountability for quality academic programs, assessment of student learning. COMMON INSTITUTIONAL INDICATORS Alumni Satisfaction of undergraduate completers CSOPP does not have undergraduate programs Pass rates on licensure exams Psychology is not listed in IBHE table. The majority of our doctoral students in Clinical Psychology pass the exam after two years of post-doctoral work, as required by Illinois law. Master s students who qualify for professional licensure have not yet completed our programs. MISSION-SPECIFIC INDICATOR 1. All students who graduate in a specialty that provides licensure, and who seek to obtain this license, will pass the exam in the period determined by the state requirements. 8
Goal 6: Improved productivity, cost-effectiveness, and accountability With its increased revenues, streamlined management, and more efficient use of resources, the school is making significant progress in its efforts to improve productivity, cost effectiveness, and accountability. Fiscal Year 2004 Accomplishments Chief among our accomplishments in this year is the purchase of a new facility that we will open in fall, 2004. Enhanced programming and prudent use of revenues, as well as efficient fiscal management enable the school to complete its first purchase of property in its twenty-five year history. The school added intranet pages (Ecampus) to the current internet services available to our institutional community and interested parties, that will enable instructors to post class notes and references for student access, as well as provide library materials and resources to all registered students. This capability enabled students in our two satellite campus locations to access library services and other administrative/academic information and services in the same way and to the same extent as our main campus. Fiscal Year 2005 Plans We will continue our efforts to maintain a financially viable institution, while investing in improvements need for the coming years. An improved system for internal cost control is being developed for implementation in this fiscal year. Fiscal Year 2005 Challenges The school s current and projected revenue far exceeds the performance of any time in the school s history. Our challenge is to maintain stability while determining the appropriate pace of growth for our tuition-dependent institution. COMMON INSTITUIONAL INDICATORS CSOPP offers graduate programs only. This indicator does not apply to our institution. MISSION-SPECIFIC INDICATORS 1. Tuition increases are modest (4-5% per year); yet keep pace with the market. 2. Enrollment does not fall below budgeted projections. 9
Since 2000, the school has grown 300%. This is due in large measure to the addition of new programs and successful recruiting efforts. In 2003, the school achieved a 50% yield of offers to candidates for our Clinical Doctoral program. In 2004, we begin a new Master s degree specialization in Applied Behavior Analysis with a class of 26. Our projected enrollment to begin this program was 10 students. Similarly, we will bring our Master s Clinical Counseling program to the Chicago campus this fall with approximately 55 first year students. In fall, 2005 a new doctoral program in Business Psychology will begin, and in 2006, a new specialization in School Psychology. While increased enrollment brings increased costs, we continue to offer quality programming and student support services with minimal increases in staffing. As revenue increases we plan to put additional resources into the school at a pace that is consistent with our mission and financial goals. 10
I 1