ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT

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1 ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT 1. Reporting School/College: College of Pharmacy and Allied Health Professions 2. Program Reviewed: Toxicology BS Q 3. Date Submitted to Department/Division Chair: June 10, 2010 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. MISSION STATEMENT (adopted 2008): The Toxicology Program prepares students with professional theory and practice in toxicology, based on natural and biomedical sciences. The program fosters their development as citizen-scientists through experience in research methods and evolution of communication skills. Graduates are qualified for both careers and advanced study in basic research, applied sciences, and toxicological risk assessment. Toxicology is the study of the adverse effects of chemical, physical or biological agents on people, animals, and the environment (Society of Toxicology website, Toxicologists are those who understand the mechanisms by which chemicals cause harm, predict which chemicals will be dangerous, measure how much of a chemical is present, and advise as to the harmful dose of a chemical. The Society of Toxicology (SOT) describes toxicologists as scientists trained to investigate, interpret, and communicate the nature of those effects. As per the University s Vision Statement, our students are given the competencies needed for rational, spirited inquiry and intelligent reflection directed toward matters related to the development of new scientific knowledge and the application of such knowledge to the benefit of humanity and the environment. This is accomplished through synergy of the University s Core Curriculum with the Toxicology Program s focus on science and the scientific method. Students are surrounded by evidence of the College s mission to seek solutions to contemporary health problems. Our outlook is extended globally through study of environmental issues and toxic problems of developing nations. Undergraduate students are engaged with faculty in laboratory research, risk assessment, and regulatory issues related to potential toxic agents and upon graduation, represent a valuable and skilled workforce for the global economy. 1) Market growth potential. The discipline of toxicology has been evolving since the middle of the 20 th century, as advances in science, medicine, and technology increased utilization PHARM_TOX_BS_Q Self-Study Template page 1

2 of and exposure to new and potent chemicals, groundwater contamination, and chemicals in plastic bottles. Consequently, significant issues related to safety have arisen and the need for individuals who can predict and mitigate the harmful effects of chemicals and other agents has increased dramatically. In addition, the regulatory environment (EPA, FDA) for pharmaceuticals and production chemicals is rapidly undergoing international standardization, a process referred to as global harmonization. In order to compete effectively in the world market, U.S. companies (pharmaceutical, chemical, cosmetic) will have to follow the more stringent regulations of the European Union, thus ensuring a strong need for domestic toxicologists to interpret international standards for safety testing. We also have the potential for training toxicologists from other nations (India, Kuwait, China, smaller European countries such as Bulgaria) which currently have no toxicology programs per se. Such students would be valuable resources to their native countries as they enter the global markets. These factors drive home the need for trained specialists in the areas of toxicology and increase marketability of our graduates. 2) Program quality: The quality and status of the program is continuously monitored by the PHS Department Curriculum and Educational Policy Committee for the Toxicology Program in collaboration with the Assistant Dean for Allied Health Professions Programs. Our program continues to produce students who enter successful careers with the B.S. degree. They work in laboratories in industry, universities, and environmental testing companies. About half of entering freshmen identify themselves as pre-health (medical or dental school) since Toxicology offers all of the requirements for medical school admission. In addition a number of the students stay on for graduate education, indicating that they value the education they have received at St. John s. 3) Student learning: Student learning is fostered through the use of active learning methods, both in and out of the classroom. Several of the courses have laboratories in which students get hands-on experience. Outside of the classroom faculty work with students, introducing them to research techniques, experimental design and analysis, and scientific writing. Students have the opportunity to attend and participate in extracurricular activities such as the local professional toxicology society (MASOT), which is very supportive of our students, College- and Department-sponsored events such as the annual College Poster Day, Tox Expo, Graduate Research Day, and conferences (eg. Water Quality Conference, Feb 2009). These activities have also provided increased interaction with graduate students, who serve as role models for the undergraduates. Our toxicology faculty continue to be active in research and scholarly activities, on- and offcampus. Many are officers and active members of professional societies. Toxicology faculty are well-represented in grants and publications. They have been recognized for teaching excellence and national service. Our future plans include: Continue to promote a stimulating academic environment for students by: o Increasing their exposure to the application of science outside of the classroom through seminars o Increasing their participation in toxicology-related activities such as research in faculty laboratories, field trips, and attendance at scientific meetings PHARM_TOX_BS_Q Self-Study Template page 2

3 o Increasing the intermingling of undergraduates with graduate students. Many of our students are first-generation college graduates and have no role model for attending graduate school. Furthering our relationship with alumni o Continuing to build relationships among graduates by developing a Toxicology Alumni Network, in addition to our current alumni group. o Sponsoring more activities such as Tox Expo to draw them back to campus Work with admissions to increase the geographical diversity of our students Seek support for a state-of-the-art Toxicology Teaching Laboratory 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 B.S. in Toxicology was started in 1967 by Dr. Vincent de Paul Lynch and was the first program of its kind in the country (and likely the world), showing innovation from the start. The initial focus of the program was in forensic toxicology, based on faculty expertise at the time. Since then, the program has evolved over time to cover all areas of modern toxicology, including areas such as environmental, biochemical, molecular, and occupational toxicology, and risk analysis. It is a 4-year degree empowering students as scientists, toxicologists, and citizens. Students take basic biology and biomedical courses (biochemistry and anatomy/physiology) as well as chemistry, physics, math, and the major-specific toxicology courses as part of this science-intensive curriculum. The Society of Toxicology (SOT) description of toxicologists as scientists trained to investigate, interpret, and communicate the nature of those effects highlights the critical functioning of toxicologists, in that they are not only knowledgeable in the science underlying the field, but are also leaders in interpreting and communicating science to technical specialists, the medical community, and the public. The Toxicology Program incorporates these goals and educates students who can serve through the development of new knowledge in the laboratory as well as in a regulatory environment. Our graduates are life-long learners, as demonstrated by the number who continue their education in graduate, medical, and dental schools, and who participate post-graduation in Toxicology Program events. 1b. What activities provide evidence that the program furthers the Catholic identity of St. John s University? (Suggested limit 1/3 page) Students become aware of problems related to the respect and dignity of individuals and communities that exist in the real world, such as justice in the workplace and environment and respect for the health & safety of all people. The toxicology courses were designed by the faculty to convey to students the responsibilities science has to society, by including in the curriculum topics such as environmental justice, ethical standards in science, and respect for all stakeholders in risk management decisions. PHARM_TOX_BS_Q Self-Study Template page 3

4 As part of projects in their courses, students are required to consider the viewpoints of patients and the public in order to understand that science must respect the human person. 1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page) Students learn important aspects of social justice by evaluating potential risks to the population from chemical exposure in the environment. They learn that its important to inform the public and regulate exposure to these hazards and to protect those who are least able to do so themselves. Many individuals in the public have limited understanding of science and therefore technical presentations would not be readily understood. To develop skills pertinent to communicating with individuals with all levels of education, students present some topics relating to contemporary toxicology issues during the annual University Student Research week and Tox Expo. 1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page) We sponsor events that are open to the public, such as a Water Quality Symposium (February 2009) and Tox Expo. These events attract local scientists and alumni, demonstrating that we continue to provide an educational service to the metropolitan area. Most of our students draw from the metropolitan New York area. Many are either first or second generation of their family to pursue higher education Students are exposed to various international and cultural perspectives on toxicology issues through assignments and video programs shown in class, e.g. they learn about toxic accidents such as the Chernobyl reactor melt-down (USSR), Bhopal accident (India), and the Seveso, Italy accident. 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 PHS Department Curriculum and Education Policy Committee for the Toxicology Program evaluates and takes action on curricular and academic matters for the BS program and works in concert with the PHS Graduate Educational Policy Committee with regard to the BS/MS degree. These committees review curriculum and student achievement. The committees spearhead changes in the programs to keep them vital and relevant to the discipline and reflective of student needs. The committees provide the mechanism to respond to University and College directives. The College also has an Office of Assessment with responsibility for assessment activities. PHARM_TOX_BS_Q Self-Study Template page 4

5 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 goals and objectives of the BS Toxicology Program as described in the Mission Statement, are focused on the preparation that students will receive for their future as scientists and toxicologists, both in theory and in practice. prepares students with professional theory and practice in toxicology, based on natural and biomedical sciences. The program fosters their development as citizen-scientists through experience in research methods and evolution of communication skills.\ Graduates are qualified for both careers and advanced study in basic research, applied sciences, and toxicological risk assessment. These goals and objectives are incorporated into the curricula for the BS and BS/MS programs. 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) Our didactic courses and extracurricular activities are led by faculty who are experts in the field, knowledgeable on current theory and issues, active in research, and committed to ensuring the quality of our graduates and the reputation of the program. Students learn to evaluate scientific literature under the direction of faculty in various courses and in preparation of term papers. Through this process they become aware that knowledge in science is an on-going process that requires continuous attention in order for the scientist to grow in knowledge and expertise. We provide exceptional learning and experiential opportunities for students outside of the classroom. Students take advantage of on-campus activities such as the College Poster Day and the University s Student Research Week. We have established a PHS Graduate Research Forum which the undergraduates attend and on which they write a reflection paper. Tox Expo is an all-day celebration of student achievement and a valuable career resource through a career chat and presentation by a toxicologist in industry. We also have a film series Celluloid Science to bring scientific issues in popular film for discussion. As a Program in the College of Pharmacy & Allied Health Professions we exist in an environment infused with commitment to the health and welfare of the general public. The class projects that the students undertake are dedicated to understanding the undesirable effects of medicines and environmental chemicals, with the aim of protecting public health. Through presentations and class projects designed to inform the public, students learn to communicate with non-scientists and other scientists as well. PHARM_TOX_BS_Q Self-Study Template page 5

6 2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page) As freshmen and sophomores, students are required to take introductory courses that will lay the foundation for advanced-level study in the field. Toxicology courses are taught by faculty who are experts in the subject matter. As a result of the Provost s Program Assessment directive in , Learning Goals and Outcomes were developed to implement the Strategic Goals/Objectives from the Mission Statement. The Learning Goals are: 1. Demonstrate competency in science and math 2. Demonstrate the application of fundamental competencies in the science of toxicology 3. Demonstrate skills in the practice of toxicology 4. Apply knowledge and skills to the public understanding of toxicology The implementation of the goals involves learning the basic principles and concepts of toxicology through lectures and readings and the use of active learning techniques that enhance and demonstrate the students skills and knowledge. 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 strengths of the program are: 1) A dedicated faculty of experts in toxicology. In addition to teaching a diverse complement of toxicology courses they mentor undergraduate students in laboratory research, professionalize the students by having students present their research at local and national meetings, provide and participate in on-campus student engagement activities, and act as role models 2) Departmental, College, and University support of student activities and an environment that values and supports science 3) Students who have success in finding jobs. 4) Tau Omega Chi (ΤΩΧ), the student toxicology club. The weaknesses of the program include: 1) Lack of awareness of the program in high schools. 2) Loss of a faculty position which particularly impacts us in the area of analytical/forensic toxicology. As a result, the teaching load has increased on other toxicology faculty thereby limiting their ability to prepare and compete for grants. 3) Recruitment efforts for toxicology need to be enhanced. Intensifying our efforts in the northeast would provide a cost-effective increase in enrollment. PHARM_TOX_BS_Q Self-Study Template page 6

7 4) Teaching load of toxicology faculty, which affects scholarly activities and time available to promote the program. Opportunities for the program include: 1) Dr. Ford is working with the national toxicology organization, Society of Toxicology Education Committee s Undergraduate Subcommittee to enhance their support of undergraduate programs through such features as allowing undergraduates to become student members, undergraduate sessions at the annual meetings, and development of a process for student club affiliation. 2) more interaction with local toxicology-related governmental agencies (EPA, FDA, etc.) 3) growth through greater promotion of the program, domestically and internationally 4) due to the increased relevance of toxicology to modern life, we have the opportunity to function as a resource for the metropolitan area in sponsoring conferences, educational materials, newsletters, and so forth. The undergraduates are enthusiastic about such activities, which would promote St. John s, raise awareness of toxicology as a degree program and increase student enrollment. 5) Toxicology students are eligible for the Women in Science scholarship and McNair Scholars Program; more students should be made aware of this during recruitment. 6) Internal changes in the University/College which may alter curricular dynamics and interaction with other programs. Threats include: 1) The current status of the economy (although there are signs of improvement) which may affect enrollment. This may be alleviated through increased recruitment efforts. 2) Need to fill a faculty position in the area of analytical/forensic toxicology. 3) Misinformation from the pre-health advisory board which incorrectly tells students that toxicology does not have the courses to get accepted to medical school. Students continue to report this year after year. 4) Internal changes in the university/college which may alter curricular dynamics and interaction with other programs. 2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page) The program runs about 15 students per class year, total around 60. The number of students transferring out to other programs in the university, mostly in freshman year before they take any toxicology classes, is generally balanced by those who transfer in from undecided science or other majors. Some of our courses, including laboratories, are also required for the med tech program; this impacts growth potential for toxicology. With the current number of faculty, our growth potential is 5-10 students. PHARM_TOX_BS_Q Self-Study Template page 7

8 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: Students in the program are subject to review by the Pharmaceutical Sciences Department s Education Policy & Curriculum Committee and Dean of Allied Health. Student are required to maintain a 2.3 science/math index. The College has mechanisms to deal with academic integrity issues. 2. The Strategic Plan areas of focus (Mission, Engagement, Globalization): Mission: The curriculum is designed to meet the current and future needs of our students through providing state-of-the-knowledge education in core courses and electives, as well as research and scholarship. Student engagement: Courses employ active learning techniques to ensure student engagement. Students participate in debates on controversial topics and research contemporary and local toxicological problems. Juniors and seniors present their work at Tox Expo. Our students are very much involved with their club, Tau Omega Chi (ΤΩΧ). Globalization: In addition to drawing our student population from countries such as Bulgaria and Kuwait, the curriculum addresses global toxicological problems of health and environment. Often, students return to their countries of origin thereby providing a mechanism in which study at St. John s University is introduced to the global scientific community. In addition, our faculty is culturally diverse and collaboration with scientists in other cultures increases global exposure 3. The University Core competencies: Demonstrate the ability to think critically Demonstrate proficiency in information literacy Demonstrate the ability to write skillfully Demonstrate skill in oral presentation Demonstrate the ability to use quantitative reasoning in a variety of contexts. These competencies are integrated into the didactic assignments and capstone project. The need to think critically is formalized in the scientific method which is the basis for formation of new scientific knowledge; students study the scientific method in depth in Current Issues in Toxicology (sophomores) and are further exposed throughout the curriculum. In laboratory courses, students use quantitative reasoning to study scientific problems. Some students take advantage of the opportunity to work with a faculty member in their research lab and learn how to conduct a research project, analyze the data, and evaluate the PHARM_TOX_BS_Q Self-Study Template page 8

9 implications of the results. Students demonstrate proficiency in information literacy in writing term papers and in researching the background for their capstone project. The curriculum also incorporates intensive writing experience in essay exams, term papers, and laboratory reports. Many courses require that the students give oral presentations, on which they are evaluated. Students are required to take a courses in biostatistics and calculus, generally their freshman year. This is reinforced in the advanced laboratory courses in which they demonstrate quantitative reasoning in calculations as well as analyzing journal articles which present quantitative data as graphs and tables with statistical analyses. 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 Learning Goals for the BS Toxicology are: 1. Demonstrate competency in science and math 2. Demonstrate the application of fundamental competencies in the science of toxicology 3. Demonstrate skills in the practice of toxicology 4. Apply knowledge and skills to the public understanding of toxicology Each Goal has several outcomes listed. From each, 1-2 have been selected for initial evaluation. Selected objectives evaluated for each Goal are: 1. Demonstrate the acquisition of a science and math knowledge base (Goal 1). 2. Demonstrate fundamental competency in basic areas of toxicology (Goal 2) 3. Keep laboratory notebooks for archival data collection and analysis (Goal 3) 4. Communicate risk effectively through oral presentations, written communication, poster presentations, and web presentations (Goal 4) 5. Debate and work to resolve toxicological dilemmas (Goal 4) These are being assessed by performance indicators such as: Math/science index Rubric for oral presentation in TOX 3406 Rubric evaluation of laboratory notebook in TOX 4414 Rubric for posters at Tox Expo Rubric for debate in TOX c. From the Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page) PHARM_TOX_BS_Q Self-Study Template page 9

10 The PHS Department Committee on Curriculum and Educational Policy for the Toxicology Program will review the accumulated data and determine a course of action to meet the goals. 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 Toxicology Program is able to take advantage of many of the courses in the University (core curriculum, math, chemistry, biology, etc.) and College (anatomy & physiology, biochemistry, intro to pharmacology) to form the foundation of the program. Major-specific courses are taught by practicing toxicologists. Two years ago one of our younger faculty left to work for the US FDA; hence, we have had to rely on faculty overtime in order to cover the courses. The toxicology faculty are dedicated to the education, development, and success of our students and volunteer for many extracurricular support activities. Through their efforts and the financial support of the PHS department, we are able to offer a reception in the fall so that undergraduate students, graduate students, and faculty can interact in a social setting. This is particularly helpful for the undergraduates. The faculty participate in a Toxicology Freshman Orientation, which is financially supported by the PHS department and by the student toxicology club. 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. PHARM_TOX_BS_Q Self-Study Template page 10

11 *Faculty who teach toxicology courses and mentor toxicology students also teach and mentor in undergraduate programs. Classroom and curriculum responsibilities include not only toxicology courses but those for the Pharm.D program and Allied Health Professions majors. Please complete the table below and provide additional information in 4e if that may help to explain the pattern of this ratio. # 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 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 Majors Majors MAJORS Total Fall 2010 Fall 2011 Fall 2012 Fall 2013 F P Total F P Total F P Total F P Total FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE Total FTE MAJORS PHARM_TOX_BS_Q Self-Study Template page 11

12 # 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. 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? The following information is for the entire college. Credit Hours Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # % % % % % % FT Faculty % % % % % PT Faculty Total % % % % % % consumed by Non-Majors 0% 0% 0% 0% 0% PHARM_TOX_BS_Q Self-Study Template page 12

13 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)? Below is the number of courses taught by level in the College of Pharmacy which has been provided for faculty hiring. Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Taught # % # % # % # % # % UG % % % % 165 6% GR 44 23% 52 26% 37 20% 53 23% Total % % % 220 0% % 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). 4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See college information on next page) The College of Pharmacy and Allied Health Professions currently has 84 full-time instructional faculty members, 51% female and 34% are faculty of color. Fifty-six percent are tenured and 44% are on the tenure-track. An additional group of 17 adjunct faculty provide instruction annually (47% are female and 24% are of color). Fifty-three percent of adjunct faculty is male. Given the characteristics, the college faculty represents and fully supports the current demographics of the college. PHARM_TOX_BS_Q Self-Study Template page 13

14 Entire College of Pharmacy and Allied Health Professions Faculty Data FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total # % # % # % # % # % # % # % # % # % # % Gender Male 37 60% 8 47% % 12 67% % 10 67% % 11 61% % 9 53% 50 Female 25 40% 9 53% % 6 33% % 5 33% % 7 39% % 8 47% 51 Total % % % % % % % % % % 101 Ethnicity Black 2 3% 2 12% 4 0 0% 0 0% 0 2 3% 0 0% 2 2 3% 0 0% 2 2 2% 2 12% 4 Hispanic 1 2% 1 6% 2 0 0% 1 6% 1 2 3% 1 7% 3 2 3% 1 6% 3 2 2% 2 12% 4 Asian 21 34% 1 6% % 3 17% % 1 7% % 2 11% % 0 0% 25 White 37 60% 13 76% % 14 78% % 12 80% % 13 72% % 12 71% 67 Unknown 1 2% 0 0% % 0 0% % 1 7% 1 0 0% 2 11% 2 0 0% 1 6% 1 Total % % % % % % % % % % 101 Tenure Status Tenured 41 66% % % % % 47 Tenure-Track 0 0% % % % % 37 Not Applicable 21 34% % 2 3 4% 3 0 0% Total % % % % % 84 PHARM_TOX_BS_Q Self-Study Template page 14

15 FT PT T FT PT T FT PT T FT PT T # % # % # % # % # % # % # % # % Gender Male 41 49% 14 64% % 13 59% % 12 71% % 7 37% 48 Female 43 51% 8 36% % 9 41% % 5 29% % 12 63% 66 Total Ethnicity Black 2 2% 0% 2 2 2% 1 5% 3 2 2% 0% % 0% 32 Hispanic 2 2% 2 9% 4 2 2% 2 9% 4 3 3% 2 12% % 2 11% 60 Asian 25 30% 1 5% % 1 5% % 2 12% 33 0% 3 16% 3 American Indian/Alaskan Native 0% 0% 0 0% 0% 0 0% 0% 0 0% 0% 0 White 55 65% 18 82% % 17 77% % 13 76% 71 0% 14 74% 14 2 or More Races 3 Native Hawaiian/Pacific Islander 2 Unknown 0% 1 5% 1 0% 1 5% 1 0% 0% 0 0% 0% 0 Total Tenure Status Tenured 55 65% % % % 62 Tenure-Track 28 33% % % % 32 Not Applicable 1 1% 1 4 5% 4 5 5% 5 1 1% 1 Total PHARM_TOX_BS_Q Self-Study Template page 15

16 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) Our faculty take advantage of opportunities offered by the Center for Teaching and Learning. For example two (Drs. Sue Ford, Marc Gillespie) have been fellows in the Teaching and Technology program. We also participate in the Society of Toxicology s (Education Committee) Subcommittee on Undergraduate Education. 4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page) The College of Pharmacy & Allied Health Professions has a standing committee on Faculty Development. Faculty participate in CTL and E-Studio (TLC) activities 4i. The table below shows the amount of external funding received by the College. 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) The following data is for the entire College of Pharmacy and Allied Health Professions. External Funding $ Amount Program $ Amount School Fiscal Year 04/05 05/06 06/07 07/08 08/09 1,065, , , ,853 External Fiscal Year Funding 09/10 10/11 11/12 12/13 $ Amount Program $ Amount Department 654, , , ,560 PHARM_TOX_BS_Q Self-Study Template page 16

17 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 SAT scores and high school averages are consistently higher than those of the University. Once in the program, a number of students transfer out in the freshman year (before they take any toxicology courses); no consistent reason applies as they transfer to a disparate set of majors (e.g. business). Total enrollment is relatively stable as the transfers in balance out those leaving. Students who are in the program are required to maintain a 2.3 science/math index. 5b. Undergraduate SAT and High School Average SAT High School Average Program School/ College University Freshmen SAT Scores Fall 2010 Fall 2011 Fall 2012 Fall 2013 Computed Computed Computed Computed TOX 1,121 1,103 1,227 1,117 Freshmen High School Average Fall 2010 Fall 2011 Fall 2012 Fall 2013 High School High School High School High School TOX SAT Scores High School Average School/ College - Q Total University PHARM_TOX_BS_Q Self-Study Template page 17

18 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 22, % Biological and Biomedical Sciences 8, % * For further information, please visit 5c. Undergraduate 1 st Year Retention Rates Fall * ** # Fresh # Ret % Program 64% 73% 42% 90% 64% % School/ College 86% 89% 84% 87% 85% % University 78% 78% 78% 79% 76% % 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 Total Ret. DNR Total Ret. DNR Total Ret. DNR Total Ret. DNR # % # % # % # % # % # % # % # % TOX % 6 30% % 8 30% % 5 28% % 2 13% Fall * # Fresh # Ret % School/ College - Q 88% 89% 90% % Total University 78% 78% 76% % * The % of students started in Fall 2012 and returned to the program in Fall 2013 PHARM_TOX_BS_Q Self-Study Template page 18

19 5d. Undergraduate 6 Year Graduation Rate Fall Program 100% 0% 100% 0% 29% School/College Average Rate 68% 58% 65% 68% 66% University 64% 59% 61% 61% 58% Total Graduated Total Graduated Total Graduated Total Graduated # % # % # % # % TOX % % % % Fall School/College Average Rate - Q 69% 64% 71% 69% Total University 58% 58% 59% 55% 5e. Graduate Standardized Test Scores Not applicable 5f. Narrative: Please describe how your program compares with your peer and aspirational institutions. (Suggested limit ½ page) Peers: Our program compares favorably to Long Island University in having more toxicology faculty, faculty who are toxicologists, faculty who participate in toxicology at a national level, and better research facility. We are comparable in many ways to the University of the Sciences at Philadelphia, whose program is also in a college of pharmacy. However, their program is directed toward educating technical staff for the local pharmaceutical industry and is a pharm/tox program. Aspirational institutions: Based on what we observe through participation in the Society of Toxicology Education Committee Subcommittee on Undergraduate Education, we are the aspirational institute for undergraduate toxicology. PHARM_TOX_BS_Q Self-Study Template page 19

20 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) Not applicable 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 TOX BS BS/MS 2 Total i. Number of degrees granted during the past five years. Please complete the table below. Degrees Academic Year Granted 04/05 05/06 06/07 07/08 08/09 BS /11 11/12 12/13 Degrees Conferred Degrees Conferred Degrees Conferred PHARM-UG TOX Toxicology BS PHARM_TOX_BS_Q Self-Study Template page 20

21 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 26-Biological and Biomedical Sciences Bachelors Local 1,032 1,218 1,204 National 86,400 90,003 95,849 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. 5j. Narrative: How do these trends compare to institutional, regional and national patterns? (Suggested limit ¼ page) 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) Progress is monitored by the Assistant Dean for Allied Health Professions Programs and the Committee on Curriculum and Education Policy for the Toxicology Program. 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, college information is provided below for your reference. PHARM_TOX_BS_Q Self-Study Template page 21

22 College Information - Earned Income/Direct Instruction Expense Ratio FY 2004 FY 2005 FY 2006 FY 2007 FY 2008 FY 2009 $ From Grants * * 1,065, , , ,853 Earned Income from Instruction (by student credit hours taught) General Fees (includes lab fees) Direct Instructional Cost (Departmental Budget) Earned Income/Direct Instructional Expense Ratio * * 42,199,289 48,785,345 55,342,148 61,283,050 * * 1,734,927 1,878,256 3,000,942 3,334,722 * * 13,291,000 13,983,000 15,668,000 16,513, FY 2009 FY 2010 FY 2011 FY 2012 $ FROM GRANTS 693, , , ,524 EARNED INCOME FROM INSTRUCTION (By student credit hours taught) 61,283,050 59,334,572 61,686,164 68,997,251 GENERAL FEES (includes Lab Fees) 3,334,722 3,318,342 3,614,157 3,536,191 DIRECT INSTRUCTIONAL COST (School budget) 16,549,000 17,728,000 17,900,000 19,317,000 EARNED INCOME/DIRECT INSTRUCTIONAL EXPENSE RATIO PHARM_TOX_BS_Q Self-Study Template page 22

23 6a. Narrative: (Suggested limit 1 page) The Program requires the following in order to reach its potential: 1) An additional faculty member to replace the lost position 2) Renovation of undergraduate laboratory Room 140, used for Analytical & Quantitative Toxicology (and laboratories for other pharmaceutical sciences courses). This antiquated teaching laboratory has not been renovated and is distinctly different (in a negative way) compared to the other teaching laboratories in the building. It is a hindrance to providing modern, effective teaching facilities for hands-on laboratory experiences which are essential for student engagement in the sciences. 3) Enhanced recruitment efforts in colleges in the northeast US as a cost-effective measure to increase the number of students. International recruitment in Europe and Asia would also attract students. 4) Support for conferences, symposia, and workshops on toxicological issues of concern to the public. 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.) Science master plan Renovation of many laboratories in St. Albert Hall 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) We have added a Freshman Orientation for Toxicology students We have developed a website and faculty listing Interaction of undergraduates with graduate students and faculty has increased The University increased promotion of BS Toxicology We now have three student awards (for graduating seniors), two of which are externally funded. An alumni advisory group has been formed We have met with the Admissions Office staff and presented a talk on the program so that the recruiters and counselors will be better informed. We gave them a CD with information. PHARM_TOX_BS_Q Self-Study Template page 23

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