Academic Program Review Self Study Template · The Clinical Laboratory Science program of St....

Academic Program Review Self-Study Template AY 2009 - 2010

PHARM_MEDTECH_BSMEDT_Q Self-Study Template page 1

ITEMS FOR REFLECTION FOR EACH STANDARD CAN BE FOUND AT http://www.stjohns.edu/about/ir/apr

1. Reporting School/College: College of Pharmacy and Allied Health Professions

2. Program Reviewed: Clinical Laboratory Science BS MEDT Q 3. Date Submitted to Department/Division Chair: June 9, 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 2008-2013 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. St. John’s University’s Clinical Laboratory Science Program has evolved over the past seven years. The University acquired the fourth year professional program previously offered by St. Vincent Catholic Medical Centers in March of 2007. In addition, the University now holds the accreditation from the National Accrediting Agency for Clinical Laboratory Science (NAACLS) for the entire program. This accreditation has become more important than ever. Graduates of the Clinical Laboratory Science program are allowed to sit for the Medical Laboratory Scientist (MLS) certification exam administered by the American Society of Clinical Pathologists (ASCP). Upon successful passing of the exam, the graduate is licensed to practice as a Clinical Laboratory Technologist in the state of New York. This educational based license legislation was enacted in 2005 with the first licenses issued in September of 2006. Nationally, as well as in New York State, there are very few colleges and universities that grant the Bachelor of Science degree in Medical Technology. This has led to a shortage of clinical laboratory technologists throughout the country with an even greater shortage anticipated in the coming years as baby boomers retire from the profession. Now, more than ever, the graduates of our program will be needed. The U.S. Bureau of Labor Statistics anticipates that from 2008 until 2018, employment of clinical laboratory technologists will grow faster than the average for all occupations. Job opportunities are expected to be excellent because the jobs available will continue to exceed the number of qualified jobseekers. The quality of our program continues to be high. We comply with all curriculum requirements, as described in the licensure regulations. The length and scope of our clinical rotations also comply with these regulations. Our students are able, upon graduation, to sit for the national exam given by the American Society for Clinical Pathology (ASCP) and upon passing the exam are eligible to receive a license to practice as a clinical laboratory technologist. Our program, when re-submitted to the New York

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State Department of Education, will be declared “licensure qualifying”. This will enable our graduates to obtain their license after passing the certification exam in a timelier manner. (All college and universities that currently offer a program in clinical laboratory science are required to submit their program to the NYS Department of Education to determine if the program is “licensure qualifying”. We have compiled all the documentation necessary and have already submitted our program for this determination. We expect to hear from the NYS Department of Education in the next few months.) Our program is designed to provide the clinical courses and clinical rotations are all performed during the senior year. This is significantly different from other area colleges where the didactic courses are offered during the junior and fall semester of the senior year and then the student begins the clinical rotation during the spring semester. To complete the clinical courses and rotation requires two years. This aspect of our program will enable us to accept students who have already received their Bachelor’s degree in Biology, Chemistry or Toxicology for the professional year and grant graduates a certificate upon successful completion. This professional year is necessary to qualify for licensure under the current law. It opens a new pool of students who would be in attendance for one year and receive a certificate upon completion of the clinical portion of the program. The University would gain additional tuition revenue by would also help to alleviate the shortage of clinical laboratory technologists in the New York City area. 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 program of Clinical Laboratory Science reflects and supports the mission and strategic vision of St. John’s University and the College of Pharmacy and Allied Health Professions. It is the mission of the College and the Clinical Laboratory Science program to educate compassionate health care professionals to serve humanity through their dedication to excellence in the performance of clinical laboratory testing. The Clinical Laboratory Science program of St. John’s University is influenced by a Christian philosophy of education with service to God and mankind its highest goal. The inherent concepts of this philosophy recognize the human dignity of man and his ultimate goal. We dedicate ourselves to acquire the knowledge and skills in our field of Clinical Laboratory Science that would benefit our fellow man. We will act at all times in a truly professional manner, serving human needs and maintaining strictest confidence in patient matters. Each student must come to a full realization that he/she is working in an institution which follows these ideals and that he/she must adopt this attitude when dealing with patients. The student must achieve the highest degree of honesty and integrity in his/her work. With this basic philosophy, we have planned and constructed our course of study so that



the complete development of the student of Clinical Laboratory Science will be realized through the educational program based on our Christian philosophy. Inspired with the dignity of unselfish service to others and impressed by the fact that they are trustees of knowledge and talents for the benefit of their fellow man, students will strive to achieve a development of mind and character and recognize their responsibility for the betterment of human welfare. 1b. What activities provide evidence that the program furthers the Catholic identity of St. John’s University? (Suggested limit 1/3 page) The goal of the Clinical Laboratory Science program is to foster understanding and appreciation of the professional and Christian responsibility of the graduates to his fellowman, himself, his peers and his professional association. During the student’s years at St. John’s University, the student learns to understand the professional obligations and responsibilities of a clinical laboratory technologist in maintaining the high standards of this profession. He/she develops the skills necessary to perform all laboratory tests honestly and accurately, assume personal responsibility for his/her performance, recognize problems and have the ability to combine knowledge and technical skills to solve them and realize the moral obligation of effective performance. The Clinical Laboratory Science program faculty and consultants emphasize the material that needs to be mastered and assess that mastery by exams, papers and projects. These aspects will also be accomplished by passing written and practical exams give on laboratory instrumentation and techniques. 1c. What activities has the program undertaken to provide evidence of support for the Vincentian tradition and values? (Suggested limit 1/3 page) The Clinical Laboratory Science Program strives to provide an excellent education to all of our students regardless of their socioeconomic background. We encourage all our students to be the best possible clinical laboratory technologists. Our clinical sites serve all socioeconomic groups from newly arrived immigrants to working class families as well as those of higher economic classes. We instill in our students that all patients are entitled to receive their very best in the performance of laboratory tests. Studies have shown that 70-80% of medical diagnoses are made on the basis of laboratory tests. We make our students very aware of this statistic to show them how vital their work in the laboratory can be. Even though they may never actually see the patient, there is a patient behind the specimen and that the patient is entitled to their very best work. Students attend diversity lectures so that they will become familiar with cultural and religious difference they may encounter during their professional year and in their careers.



1d. What activities provide evidence that the program promotes the metropolitan character of the University? (Suggested limit 1/3 page) The Clinical Laboratory Science program is affiliated with both metropolitan and suburban hospitals. In both instances, we serve the global population of New York City. We also have a student body that reflects many nationalities and religions. All students are taught to provide health care in every setting to everyone in the most diverse area of the country. 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 goals and objectives of the Clinical Laboratory Science program focuses on helping to engage our students to understand the professional obligations and responsibilities of a clinical laboratory technologist to maintain the high standards of this profession. Through didactic course work and clinical rotations, our students gain an understanding of the basic principles of tests and procedures, develop skill in performing all laboratory tests honestly and accurately, master the more exacting and complex procedures of automated instrumentation and recognize problems and combine knowledge and technical skills to solve them. Class size is kept at a level that enables individual instruction both in the didactic portion and especially in the clinical affiliates. Each instructor knows all of the students very well. Clinical rotations are carried out on a one-to-one basis allowing the students to receive an individualized education. Among our strengths, is our continuing to establish relationships with clinical sites to enable our students to receive a broad education by exposure to hospitals of different sizes, different equipment used and different patient populations that are served. We have added a new course to the curriculum (to comply with our accreditation agency)that includes molecular testing for various diseases. Students are required to take Pharmacogenomics to enhance their understanding the type of testing that they will perform in their clinical rotations. Our greatest weakness is that the Clinical Laboratory Science Program is its lack of recognition. This program has significant potential and should be better promoted by the University. There are very few programs like this in the New York City area and many people do not recognize how vital the profession is and how we impact patient care. The uniqueness of this program should be promoted to students who are interested in health care but perhaps do not want direct patient contact. Recommendations I would make about marketing of the program would include an open house for Bachelors degree



students with a major in biology or chemistry who are interested in working in clinical laboratories, post on our website this certificate option for this pool of prospective students, attendance at high school career fairs and meeting with high school guidance counselors to inform them of this career option. To this end, we are currently revamping the web page to better explain the attributes of the program. We have a number of opportunities to promote Clinical Laboratory Science. Since the passage of the licensure law by the New York State Legislature in 2005, students graduating from college with a Bachelors degree in Biology, Chemistry or Toxicology can no longer work in a clinical laboratory since their education lacks the clinical courses and clinical laboratory component necessary to obtain licensure. This licensure law requires specific clinical courses and a specific number of clinical laboratory training hours. Since our program complies with each of these criteria there is an opportunity to attract applicants with the B.S. degree to this program. They would be granted a Certificate upon successful completion. In addition, we should seek articulation agreements with community colleges to allow their graduates to transfer into our program. Prior to transferring, students would be aware of what credits the University would accept and what types of courses would still need to be taken in order to obtain the Bachelor’s degree. 2b. How does your program's strategic goals/objectives link to your School/College plan and the University’s 2008-2013 Strategic Plan, specifically related to Mission, Student Engagement, and Globalization. (Suggested limit 1 page) Health care currently shows growth in potential employment. Clinical laboratory technologists are greatly needed. It is an opportunity to work in health care even though one may never touch or even see the patient. We plan to market our program by attending high school career fairs to educate prospective students about this health care opportunity. In the area of student engagement, we plan on expanding the “Lunch with a Leader” to the Clinical Laboratory Science students. These informal sessions will expose students to the variety of opportunities for employment that are available upon graduation. There are job opportunities that exist outside the walls of the laboratory such as in point-of-care testing and infection control. Global learning can also be added to the curriculum during the pre-professional years. As of now, this opportunity is available for pharmacy students and we plan to see how it may fit into this program. During the students’ lectures in clinical courses, they are made aware of the fact that patients can come into the hospital with diseases and infections not usually seen in this country. Due to immigration, many of these diseases are seen here now and must be addressed to their diagnosis and treatment.



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) The goal of the Clinical Laboratory Science Program is to continue to acquire quality hospitals as sites for our students to perform their clinical rotations. We have approached one hospital in Manhattan and are negotiating a contract. There are also hospitals that have approached our program to become potential clinical affiliates. These hospitals offer our student access to the most up-to-date equipment and the latest techniques available. It also gives the students the opportunity to deal with different patient populations. In this program, our students are instructed one-on-one in the clinical laboratory, so as the program grows so will the need for new sites. Hospitals are looking for graduates of a program such as ours to alleviate the potential shortage of personnel due to retirement. Our graduates are eligible to take the certification exam upon graduation and, upon passing the exam, obtain a license to practice as clinical laboratory technologists. Since no one can work in a clinical laboratory without a license, this is a plus for the program. During their clinical rotations, hospitals look at our students as potential employees. It is a good situation for both the University and the hospitals; the University obtains clinical sites and the hospitals have a pool of potential employees. Clinical laboratory personnel are used in the classroom and as instructors in our clinical courses. These individuals bring considerable experience into the classroom giving the students real world examples of how their work in the laboratory impacts patient care. This wealth of experience adds to their didactic education. 2d. Describe the process for implementing program goals/objectives. (Suggested limit ½ page) The Clinical Laboratory Science program will continue to explore new sites and expand into Manhattan and Brooklyn to allow for a greater experiential experience during their clinical rotations. With students coming to the University from all over the city, this will enable them to have rotations closer to their home. Negotiations are underway with two additional hospitals in Manhattan as clinical sites. 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 most significant strength of the Clinical Laboratory Science Program is the fact that the program meets all the regulations under the Clinical Laboratory Practice Act. This means our students, upon graduation, are eligible to take the certification exam and when



passed, they will be granted a license to practice as a clinical laboratory technologist. This is an opportunity for us to have our program re-register as “licensure-qualifying” for both the Bachelor’s degree and a certificate. A certificate student is one who already holds a Bachelor’s degree in Biology and Chemistry and meets all course requirements as per our accrediting agency (NAACLS). Upon successful completion, a certificate is issued and the graduate takes the certification exam. Upon passing, a license is issued by the New York State Department of Education. The Clinical Laboratory Science program uses an Advisory Committee to assist in recommending how the program can e strenghtened. This committee meets twice a year and helps evaluate the students’ progress through their professional year and also offers suggestions for improving the program. The committee is composed of representatives from our clinical affiliates. These individuals are involved in the day-to-day operations of the laboratory and are best qualified to give us suggestions based on their experiences. Other members of the committee include the independent consultants who provide didactic instruction to our students. Many good suggestions have been formulated as a result of this Advisory committee. The main weakness of this program is that there is only one clinical laboratory practitioner employed as a faculty member. The program does have several independent consultants who assist with the didactic instruction of students. These individuals have considerable experience in their area of expertise and are able to give students “real world” experience. The fourth (professional) year requires that the student attend classes at the Bartilucci Center and also perform their clinical rotations at our clinical affiliates. The faculty member is responsible for ensuring that the students acquire the didactic information needed and also monitor them at their clinical sites. The implementation of a professional certificate is a tremendous opportunity for the University. There were only two hospital-based programs that offer professional certification. One of those hospitals was St. Vincent’s Hospital in Manhattan, which has recently closed. We have the opportunity to capture these potential students and enroll them in our professional certificate program. As soon as the NYS Department of Education approves the certificate portion of our program, we can make this a reality. The one threat is that there is a branch of City University (York College) that has pursued and will receive NAACLS accreditation for its clinical laboratory science program. Tuition at CUNY is very low as compared with St. John’s and the college is located nearby in Jamaica. Our program does hold a competitive edge among other programs in the area. St. John’s graduates enjoy an excellent reputation as a result of the quality of clinical laboratory practitioners that graduate from our program. Since our program has been in existence for more than forty years, there are many graduates in the field and so our reputation is well known. Hospitals that employ our graduates are so satisfied they call at the end of the academic year to see if more graduates are available for employment.



2f. What is the market growth potential for the program? What internal and/or external sources support your response? (Suggested limit ½ page) There is significant growth potential for this program. The U.S. Bureau of Labor Statistics estimates that this profession has a growth rate that is faster than average. There are not many programs in Clinical Laboratory Science in the New York City area or nationally. There is a growing need for clinical laboratory technologists and the University can help to fulfill that need. Many baby boomers will retire from the laboratory in the next few years. These retirements will only exacerbate the current shortage of qualified laboratory professionals. Many students are looking into health care because that is where there is job growth. Prospective students who may shy away from health care because they feel unable to deal with sick people should be made aware of this profession. This profession should also be of interest to science students looking to find a profession to utilize this interest. Students who enjoy laboratory experiments would also be interested in this profession. Many high school guidance counselors are unaware of the opportunity in a Clinical Laboratory Science Program or the type of career path potential students may achieve. We need to educate these individuals so that they can make students aware of Clinical Laboratory Science as a possible career choice. Since licensure has been enacted, the career seems to have become visible to guidance counselors. An opportunity exists for us to visit schools when they have career fairs. This is a chance to for us to speak about this profession, and the fact that students who like science may wish to pursue. Educating guidance counselors of the profession will make them an advocate for the profession with students interested in health care. This profession suits those individuals who enjoy the laboratory portion of science and who may not necessarily want to provide direct patient care. 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.) The time to needed to complete the curriculum is four years. The three pre-professional years include University core courses and basic science courses in biology, chemistry, physics and math. In addition, pre-professional courses needed for the Clinical Laboratory Science major are given. Chemistry courses are given in a three semester sequence with each succeeding course building upon the previous one. General biology is given first followed by more specialized courses in microbiology and immunology. Clinical Laboratory Science pre-professional course such as pharmacogenomics, anatomy and physiology, clinical chemistry, public health, pathology and introduction to Clinical Laboratory Science are also included. The fourth (professional) year classes include clinical courses covering all the areas of clinical laboratory practice such as clinical hematology and clinical bacteriology. The professional year courses are supplemented with clinical rotations at affiliated hospitals where student are able to apply their didactic knowledge to the laboratory practice. Students are instructed in the proper technique, current methodologies, and the purpose of testing performed in the clinical laboratory by



working alongside a clinical laboratory technologist as the diagnostic testing is performed on patient samples. As the student gains experience and learns to perform the testing, more responsibility is given to the student. Students who are proficient in performing tests are allowed to do this testing on patient specimens. All results will be confirmed by the technologist prior to the results being entered in the laboratory information system. 3a. Please indicate how the program curriculum is in alignment with the following three items: (Suggested limit 1 page)

1. Disciplinary standards 2. The 2008-2013 Strategic Plan areas of focus (Mission, Engagement,

Globalization) 3. The University Core competencies

The program is in line with the University core competencies. Critical thinking is one of the most important areas for Clinical Laboratory Science students. They must be able to apply previously learned material, evaluate patient results in the formation of a diagnosis, analyze all parts of a problem and come to a reasonable conclusion and identify complex issues effectively. Quantitative reasoning is another skill needed by Clinical Laboratory Science majors. In performing laboratory tests, they must be able to interpret quantitative information and to use such tools as standard deviation to assess the performance of laboratory testing. All this information must be applied in making decisions that affect patient care. Students must also be aware of the confidentiality of patient information. They must perform patient testing honestly and adhere to the regulations of their place of employment. Oral presentation skills and skillful writing are important as well. Clinical laboratory practitioners deal with other members of the health care team. They must be clear in their explanations and show the expertise in their area of study. Written communication must be precise and organized in a manner that is easily understandable. In the professional year of study, students are exposed to global issues as they relate to health care. In our courses, specific diseases and how they may affect specific nationalities or areas of the world are discussed along with the scientific information. With the New York City area being as diverse as it is, we encounter patients who come here from all over the world and many bring their medical problems with them. We engage the students in the classroom by having discussions about what they have seen in their clinical rotations. We are affiliated with several hospitals, and all are different in the patient populations they serve. It is a learning experience to see the different types of laboratory tests and results produced in each hospital and how it relates to the patient population. During the professional year, the students clinical rotations are equivalent to an internship. This aspect of the Clinical Laboratory Science Program gives the student some experience in the field. When they graduate, they are entry level clinical laboratory practitioners, who have experience. When employed, their training is usually limited to the procedures for how the laboratory workflow is carried out, not the actual testing. Since they have performed testing during their rotations, the work is not foreign to them.



All the instructors who teach the theory behind laboratory testing are experts in their field. The independent consultants bring their expertise to our students and instill in them an understanding of the complexities of laboratory testing. Since all are, or have been, practicing clinical laboratory scientists, they can bring to the classroom real examples of how laboratory testing can impact patient diagnosis. 3b. Please describe the comprehensive assessment model currently implemented for the 2009-2010 academic year for the program through WeaveOnline. Be sure to include how many objectives have been indicated for each program, the number of objectives being measured with findings and action plans for this assessment cycle, and the time it will take in this model to complete assessment of all objectives. (Suggested limit ¾ page)

The comprehensive assessment model for the B.S. in Clinical Laboratory Sciences program for the 2009-2010 academic year includes six goals and twenty three outcomes. Program goals include the following: Goal 1: Demonstrate basic knowledge of field

Goal 2: Demonstrate competency in the biomedical sciences Goal 3: Illustrate and apply ethical principles

Goal 4: Communicate effectively both orally and in writing Goal 5: Satisfy objectives of the clinical year Goal 6: Demonstrate competencies and application of skills Within each goal, multiple learning objectives have been defined.

Goal 1: three learning objectives Goal 2: three learning objectives Goal 3: five learning objectives Goal 4: two learning objectives Goal 5: four learning objectives Goal 6: six learning objectives For this assessment cycle, Goal 5, Objective 2 (Perform clinical laboratory tasks

with precision and accuracy) has been directly measured through two separate measures. The first measure is a checklist completed by preceptors to evaluate 4th year

(professional) students’ lab instrument, diagnostic and analytical skills. The target for this outcome is for 80% of the students to score 75% or higher.

The second measure is also a checklist completed by preceptors evaluating 4th

year students’ clinical laboratory skills. The target for this outcome is for 100% of the students to receive either an acceptable or outstanding evaluation.

Findings for 2008-2009: Graduates of the class of 2009 were evaluated through a

checklist of the laboratory instrument skills, diagnostic and analytical skills. The target of 80% of the students scoring 75% or above was met. This class had 96% of the students scored 75% or higher in all subjects. The second evaluation was through a checklist of clinical laboratory skills. This target of 100% of the students receiving an acceptable or



outstanding evaluation was met. This class had 100% of the students receive an acceptable or outstanding evaluation.

3c. From the 2008-2009 Assessment Plan (WeaveOnline) indicate what action plans the program has implemented to meet indicated targets. (Suggested limit ½ page)

The achievement target for these measures has been met and no action plans are indicated at this time. This outcome will continue to be monitored during the next assessment cycle. It is projected that direct and indirect measures and achievement targets and action plans will be identified for five learning outcomes over the next four assessment cycles, thereby completing assessment of all objectives for this program. 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) Currently, the Clinical Laboratory Science Program does not have the faculty resources to meet its mission and goals. Due to the death of one full time faculty member during the fall semester, there is only one non-tenured, tenure-track faculty member in charge of this part of the program. There are, however, five independent consultants to assist with the didactic portion of the program. We are fortunate that we have these individuals, all with considerable experience in there discipline, who are able to perform this function. This allows the full time faculty member, when not in the classroom, time to perform those administrative functions necessary to ensure that the professional year runs smoothly. The full time faculty member is responsible for didactic instruction in the areas of clinical bacteriology, mycology, parasitology, parts of clinical immunology and clinical management, education and research. This faculty member also schedules the clinical rotations through our affiliated hospitals, does visits at these clinical sites, performs academic advisement and, in the spring semester, teaches “Introduction to Clinical Laboratory Science” on campus. As mentioned above, five part-time independent consultants are also employed and provide the didactic instruction in clinical immunology, clinical hematology, coagulation, urinalysis and body fluids and application, analysis and lab practice in clinical chemistry. The full time faculty member possesses credentials acceptable to the National Accrediting Agency for Clinical Laboratory Science (NAACLS) and serves as Program Director for the program. NAACLS requires the faculty to instruct the students in their area of expertise. One faculty member cannot teach all the subjects in the program. The full time faculty member engages in professional and pedagogical development by attending the Clinical Laboratory Educators’ Conference (CLEC) and meetings of the American Society for Microbiology (ASM) and the American Society for Clinical Laboratory Science (ASCLS). This faculty member also attends faculty development



workshops sponsored by the College of Pharmacy and Allied Health Professions Committee on Faculty Development as well as the Center for Teaching and Learning’s faculty writing retreat. In addition, the faculty member is the advisor for the Clinical Laboratory Science Club and has participated in Service Day. 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. Please complete the table below and provide additional information in 4e if that may help to explain the pattern of this ratio. Per accreditation standards, the faculty to student ratio during the professional phase (fourth year) of the program should be 1:10. The table below reflects the number of full time students in the professional phase of the program (students enrolled in the major on the main campus are not reflected here). # Majors/

FT Faculty

Fall 2007 Fall 2008 Fall 2009

FT PT Total FT PT Total FT PT Total Majors 13 0 13 11 0 11 17 0 17 Minors 0 0 0

Majors & Minors Combined 13 0 13 11 0 11 17 0 17

# of FTE Students

(Majors & Minors) 13.00 0 13.00 11.00 0.00 11.00 17.00 0.00 17.00 # of FTE Faculty assigned

to the program 1 0 1 2 0 2 2 0 2

FTE Student/

FTE Faculty Ratio 13:1 6:1 9:1

Fall 2010 Fall 2011 Fall 2012 Fall 2013 F P Total F Total F Total F P Total Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors MAJORS 50 1 51 38 38 24 24 30 1 31 Total 50 1 51 38 38 24 24 30 1 31



Fall 2010 Fall 2011 Fall 2012 Fall 2013

F P Total F Total F Total F P Total

FTE FTE FTE FTE FTE FTE FTE FTE FTE FTE

Total FTE MAJORS

50 0.33 50.33 38 38 24 24 30 0.33 30.33


# of FTE faculty assigned to the program

FTE Student/FTE Faculty Ration

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 data is for the Clinical Laboratory Science program as of the Fall 2007.



Credit Hours Fall 2007* Fall 2008** Fall 2009*** Taught # % # % # %

FT Faculty

90 39% 120 52% 80 29%

PT Faculty

Total 90 39% 120 52% 80 29%

% consumed

by Non-Majors

0% 0% 0%

*140 credit hours are taught by independent consultants for 61% during the Fall 2007. * *110 credit hours are taught by independent consultants for 48% during the Fall 2008. ** *200 credit hours are taught by independent consultants for 71% during the Fall 2009. 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 2007 Fall 2008 Fall 2009 Taught # % # % # %

UG

7 100% 7 100% 16 100%

Total 7 100% 223 0% 16 100%

4e. Narrative: Provide any additional information about the student (majors & minors)/full-time faculty ratio, credit hours delivered and courses taught by full-time and part-time faulty that may be helpful to understand the noted trends above. (Suggested limit ½ page). During the three pre-professional years of the Clinical Laboratory Science program, students attend core curriculum classes with other University students on the Queens campus. For general science courses given by St. John’s College, our students take these courses along with other allied health and pharmacy majors. Courses specific to the curriculum are given by the College of Pharmacy and Allied Health Professions and are



taught to our students as well as other students in the College. There are only two courses specific for Clinical Laboratory Science majors. These courses are “Introduction to Medical Technology” and “Clinical Chemistry”. Both of these courses are taught by the College’s faculty.

Courses taught during the fourth (professional) year, are taught by both the full time faculty member and the independent consultants. These individuals are practitioners in their specialty and bring a wealth of knowledge to the professional year. 4f. Explain the representative nature of faculty in terms of demographics, tenure and diversity? (See college information on next page) The demographics and the diversity of the faculty and independent consultants mirrors the demographics of those of the students of the classroom. One distinction is the majority of clinical laboratory practitioners are female as are the independent consultants and one full-time faculty members and students.

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.



Entire College of Pharmacy and Allied Health Professions Faculty

2005 2006 2007 2008 2009 FT PT Total FT PT Total FT PT Total FT PT Total FT PT Total # % # % # % # % # % # % # % # % # % # %

Gender

Male 37 60% 8 47% 45 38 58% 12 67% 50 41 54% 10 67% 51 41 51% 11 61% 52 41 49% 9 53% 50

Female 25 40% 9 53% 34 27 42% 6 33% 33 35 46% 5 33% 40 39 49% 7 39% 46 43 51% 8 47% 51 Total 62 100% 17 100% 79 65 100% 18 100% 83 76 100% 15 100% 91 80 100% 18 100% 98 84 100% 17 100% 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% 22 22 34% 3 17% 25 24 32% 1 7% 25 24 30% 2 11% 26 25 30% 0 0% 25 White 37 60% 13 76% 50 0 0% 14 78% 14 48 63% 12 80% 60 52 65% 13 72% 65 55 65% 12 71% 67

Unknown 1 2% 0 0% 1 43 66% 0 0% 43 0 0% 1 7% 1 0 0% 2 11% 2 0 0% 1 6% 1 Total 62 100% 17 100% 79 65 100% 18 100% 83 76 100% 15 100% 91 80 100% 18 100% 98 84 100% 17 100% 101

Tenure Status

Tenured 41 66% 41 45 69% 45 45 59% 45 44 55% 44 47 56% 47 Tenure-Track 0 0% 0 18 28% 18 28 37% 28 36 45% 36 37 44% 37

Not Applicable 21 34% 21 2 3% 2 3 4% 3 0 0% 0 0 0 0 Total 62 100% 62 65 100% 65 76 100% 76 80 100% 80 84 100% 84



2010 2011 2012 2013

FT PT T FT PT T FT PT T FT PT T

# % # % # % # % # % # % # % # %

Gender Male 41 49% 14 64% 55 39 46% 13 59% 52 42 45% 12 71% 54 41 43% 7 37% 48

Female 43 51% 8 36% 51 45 54% 9 41% 54 52 55% 5 29% 57 54 57% 12 63% 66

Total 84 22 106 84 22 106 94 17 111 95 19 1 114

Ethnicity Black 2 2% 0% 2 2 2% 1 5% 3 2 2% 0% 2 32 34% 0% 32

Hispanic 2 2% 2 9% 4 2 2% 2 9% 4 3 3% 2 12% 5 58 61% 2 11% 60 Asian 25 30% 1 5% 26 26 31% 1 5% 27 31 33% 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% 73 54 64% 17 77% 71 58 62% 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 84 22 106 84 22 106 94 17 111 95 19 114

Tenure Status

Tenured 55 65% 55 54 64% 54 55 59% 55 62 65% 62 Tenure-Track 28 33% 28 26 31% 26 34 36% 34 32 34% 32

Not Applicable 1 1% 1 4 5% 4 5 5% 5 1 1% 1

Total 84 84 84 84 94 94 95 95



4g. What evidence exists that the program’s faculty have engaged in research and scholarship on teaching or learning in the program’s field of study? (Suggested limit ½ page) The full time faculty member attends the annual meeting of the Clinical Laboratory Educators’ Conference (CLEC). This annual conference provides clinical laboratory educators with new information and techniques to better educate our students. It also serves as a forum for clinical laboratory educators to discuss common problems such as the availability of clinical sites. Round table sessions also allow for more individual discussion of various changes in the accreditation process and strategies for complying with these changes. Though no research is currently being done by the faculty member, it is something that will be undertaken in the future. 4h. What initiatives has the program initiated in the past five years to promote faculty development? (Suggested limit ½ page) Each year the full time faculty member attends the meeting the Clinical Laboratory Educators’ Conference (CLEC). This meeting offers the opportunity to learn about new educational methodologies. It also allows for exchange of ideas among clinical laboratory educators. Attendance at the annual meeting of the American Society for Clinical Laboratory Science affords the opportunity to acquire up-to-date information in the areas of laboratory medicine taught to our students by the full time faculty member. 4i. The table below shows the amount of external funding received by the department. If available, please provide the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program dollar amounts are only available through departmental records.) Comments (Suggested limit ½ page) The Program has not received any outside funding. The following is for the entire College.

External Funding

Fiscal Year 04/05 05/06 06/07 07/08 08/09

$ Amount Program

$ Amount School

1,065,252 938,925 341,638 693,853



External Funding

Fiscal Year 09/10 10/11 11/12 12/13

$ Amount Program

$ Amount Department 654,043 698,485 469,524 581,560 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 Clinical Laboratory Science major at St. John’s University is small in number. When students arrive at the fourth (professional) year, they each require a clinical placement. Since our clinical affiliates instruct our students one-on-one, the number of students who can enroll in this program is limited by the number of affiliates. Most colleges with this major graduate 20-25 students per year. This number of students in the professional year is typical of numbers in other colleges. In order to accommodate a larger group of students, lab space and classroom space must be increased, and the number of clinical affiliates must be increased. Most people realize that laboratory tests specimens go someplace and something is done by someone who performs the laboratory tests ordered by their physicians, but the fact that there are individuals in this profession is relatively unknown. In order to attract potential students, we spoke to the recruiters in the admissions department to make them more aware of the fact that this major exists. Since there are not a lot of colleges that offer this major, there is an opportunity to present this as a career option to students who enjoy biology and chemistry but have not decided on a career path. Students majoring in Clinical Laboratory Science show the same diversity as the student body of St. John’s. In the last few years, we have had students enrolled in this program from outside the New York City area. Several students from outside the U.S. have enrolled in the program. It is a profession that will continue to grow in the next 10 years. Our graduates are sought by hospitals in this area. Our clinical affiliates evaluate our students over their professional year and it is not unusual for them to offer a position to one of our graduates. Academic qualifications for students admitted to the program compare favorably to the general profile of St. John’s University. It may be unethical for students pursuing this major to have two sciences, biology and chemistry, in high school rather than the one science as stated in the catalogue. The lack of one science, usually chemistry, is a disadvantage for the student. This sometimes leads to a student changing majors because the accelerated chemistry that the students must take, with no course preparation from high school, is so difficult. Some students enroll in this major in their sophomore year.



These students may have entered the University as undeclared or perhaps biology and/or chemistry majors who do not know what they would do with a degree in that science. The program participates in the Majors Fair each year. This enables us to speak with students who enjoy science but do not have a specific career path in mind. In the last few years, several students have been accepted into Clinical Laboratory Science as a result of attendance at this event. 5b. Undergraduate SAT and High School Average SAT High School Average

2005 2006 2007 2008 2009 2005 2006 2007 2008 2009 Program 1069 1119 1030 1148 1070 87 87 87 89 87 School/ College 1219 1213 1224 1229 1243 91 91 92 92 92

University 1068 1075 1075 1087 1092 86 87 87 87 88 Freshmen SAT Scores Fall 2010 Fall 2011 Fall 2012 Fall 2013

Computed Computed Computed Computed

medtech/clin health sci 1,054 1,123 1,166 1,125

Freshmen High School Average Fall 2010 Fall 2011 Fall 2012 Fall 2013

High School High School High School High School

medtech/clin health sci 88 87 92 88

SAT Scores High School Average

2010 2011 2012 2013 2010 2011 2012 2013

School/ College - Q 1240 1229 1224 1225 92 93 93 93

Total University 1097 1087 1096 1104 87 87 88 89



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 22,619 16.7% 480 499 478 Biological and Biomedical Sciences 8,265 6.1% 532 552 525

* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf. 5c. Undergraduate 1st Year Retention Rates Fall 2003 2004* 2005 2006 2007 2008** # Fresh # Ret % Program 78% 67% 55% 64% 56% 17 15 88% School/ College 86% 89% 84% 87% 85% 453 397 88%

University 78% 78% 78% 79% 76% 3268 2557 78% Note* The % of students started in Fall 2004 and returned to the program in Fall 2005 ** The % of students started in Fall 2008 and returned to the program in Fall 2009 2009 2010 2011 2012

Total Ret. DNR Total Ret. DNR Total Ret. DNR Total Ret. DNR

# % # % # % # % # % # % # % # %

CLSC/MED 13 9 69% 4 31% 13 7 54% 6 46% 10 7 70% 3 30% 8 5 63% 3 38%

Fall 2009 2010 2011 2012* # Fresh # Ret %

School/ College - Q 88% 89% 90% 474 432 91%

Total University 78% 78% 76% 2757 2195 80% * The % of students started in Fall 2012 and returned to the program in Fall 2013

http://www.ets.org/s/gre/pdf/gre_guide.pdf



5d. Undergraduate 6 Year Graduation Rate

Fall 1999 2000 2001 2002 2003

Program 40% 50% 0% 0% 67%

School/ College

Average Rate 68% 58% 65% 68% 66%

University 64% 59% 61% 61% 58% 2004 2005 2006 2007 Total Graduated Total Graduated Total Graduated Total Graduated

# % # % # % # % MED/CLSC 9 6 67% 11 4 36% 11 6 55% 9 4 44%

Fall

2004 2005 2006 2007

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) The Clinical Laboratory Science Program at the University compares favorably to those colleges in the area that offer the same major. For most other colleges and universities, the major is kept at manageable level due to the rigorous course work necessary and the clinical laboratory instruction that is done on a one-on-one basis. We fall in the middle range of graduates each year. Some universities graduate as many as 24 (at a branch of the State University with low tuition) while others may graduate as few as 4 (a local private college with comparable tuition). 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)



Upon the completion of the Clinical Laboratory Science program, students are eligible to take the certification exam administered by the American Society for Clinical Pathology (ASCP). Graduates who pass this exam will be granted a license from the New York State Department of Education to practice as a clinical laboratory technologist. Over the past three years, our passing rate on the ASCP exam is 78%. In 2007, the rate was 64%, in 2008, 90% and in 2009 81%. For the years 2008 and 2009, our passing rate compares favorably with the national passing rate.

Year St. John’s Student Avg. National Avg. 2007 64% 83.7 % 2008 90% 88.2% 2009 81% 81.6%

During the past five years, 45 students took the ASCP exam. Of this group, 36 passed the exam giving a pass rate of 80%. This compares favorably with the national pass rate. 5h. Number of majors and minors enrolled over the past five years? Please complete the table below. Fall

Number of Students 2005 2006 2007 2008 2009 Majors 52 53 55 91 71 Minors 0 0 0 0 0 Total 52 53 55 91 71


Majors Majors Majors Majors

MAJORS CLSC BS 36 17 31

NM 7

MED BSMT 51

NM 2

Total 51 38 24 31



5i. Number of degrees granted during the past five years. Please complete the table below.

Degrees Granted

Academic Year 04/05 05/06 06/07 07/08 08/09

BSMT 3 4 10 11 16

10/11

Degrees Conferred

PHARM-UG MED Medical Technology BSMT 11

Total 11

*Note: There are no students who have graduated from this program between 11/12-12/13 academic years. 5i (1). Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS website. This is based on the Classification of Instructional Program (CIP) Code of 51-Health Professions and Related Programs.

2009-2010

2010-2011

2011-2012

Bachelors

Local 2,261 2,238 2,591

National 129,634 143,430 163,440

1Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University, Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University, Seton Hall University, Stony Brook University, and Wagner College.

5i (2). Fastest growing occupations and occupations having the largest numerical increase in employment by level of education and training projected.

Fastest Growing Occupations

Change, 2010-20 Occupations having the largest

numerical increase in employment

Change, 2010-20

Percent Numeric

Percent

Numeric

Medical Assistants 31% 162,900 Medical Assistants 31% 162,900



Projected Changes in Related Occupations (2010 – 2020) Grow much faster than average – Increase 21% or more

Changes, 2010-20 Percent Numeric

Medical Assistants 31% 162,900

*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm 5j. Narrative: How do these trends compare to institutional, regional and national patterns? (Suggested limit ¼ page) The number of graduates of the Clinical Laboratory Science Program reflects the national trend. Over the past 20 years, many programs across the country have closed. This had decreased the number of new graduates significantly and has led to the nationwide shortage of clinical laboratory personnel that now exists. Most college programs are small, graduating no more that 20-25 students annually. This is because the curriculum is rigorous and the clinical portion requires one-on-one instruction at the hospital. Some programs have difficulty in obtaining clinical sites. Fortunately, this is not a problem for our program. On the contrary, we have hospitals contacting us to become clinical affiliates. This is because the St. John’s University Clinical Laboratory Science program is well known and respected for the caliber of graduates produced. 5k. What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a collaborative effort to provide quality advising and support services to students. (Suggested limit ¼ page) The College of Pharmacy and Allied Health Professions has in place an Academic Standing Committee for the Clinical Laboratory Science major. This committee meets at the end of every semester to evaluate the students’ progress. When students enter the University in this major, they are informed of the GPA, both overall and in math/science/professional courses that is necessary to remain academically within this major. During the course of each semester, the Assistant Dean for Allied Health Professions Programs as well as the Program Director of the Clinical Laboratory Science Program is available to advise the students. Students are informed of support services such as tutoring to assist them as they proceed through their pre-professional years. During the professional year, students are monitored closely. Mid-semester evaluations are done for each student on an individual basis. Grades for all of the professional courses are carefully evaluated and students are made aware of their progress. The student is made aware of his/her strengths as well as weaknesses. Suggestions are made to enable the student to overcome their weak areas. The program director is always available to the student to discuss any problems that may arise.

http://www.bls.gov/news.release/ecopro.toc.htm



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. College Information - Earned Income/Direct Instruction Expense Ratio

FY 2004 FY 2005 FY 2006 FY 2007 FY 2008 FY 2009 $ From Grants

* * 1,065,252 938,925 341,638 693,853 Earned Income from Instruction (by student credit

hours taught)

* * 42,199,289 48,785,345 55,342,148 61,283,050 General Fees (includes lab fees)

* * 1,734,927 1,878,256 3,000,942 3,334,722 Direct

Instructional Cost (Departmental

Budget)

* * 13,291,000 13,983,000 15,668,000 16,513,000 Earned Income/Direct Instructional Expense Ratio

- - 3.39 3.69 3.75

3.96



FY 2009 FY 2010 FY 2011 FY 2012 $ FROM GRANTS 693,853 654,043 698,485 469,524

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 3.95 3.57 3.69 3.78

6a. Narrative: (Suggested limit 1 page)

In order to better prepare students for their beginning clinical rotations, a two credit summer course was begun in June of 2009. This course involves both lecture and laboratory portions. In the student laboratory, we need at least one additional laboratory bench to accommodate the students. The laboratory currently fits twelve students for laboratory exercises, but the next two incoming classes will have more than twelve so it will be crowded. Due to the fact that class size is increasing, the student laboratory is becoming too small to accommodate the students. This will need to be addressed in the coming years.

The program also needs one additional full time faculty member. We began the academic year 2009-10 with two full time faculty members. One faculty member passed away during the fall semester. Currently, there is one full time non tenured, tenure-track faculty member for the students in their professional year. Our accreditation agency, the National Accrediting Agency for Clinical Laboratory Science (NAACLS) requires an instructor for every 10 students. We will not meet this requirement. The only other instructors utilized are independent consultants who are able to lecture in their area of expertise one and a half or three hours per week. We are fortunate to have these experienced and competent individuals to enable us to meet the needs of our students. This allows the full time faculty member to perform administrative functions when not in the classroom. This faculty member also performs clinical site visits and speaks with the laboratory preceptors to monitor the progress of the student through the various



laboratory rotations. This faculty member also plans the rotation schedules for the students. Another duty of this faculty member is to ensure that the program is in compliance with all the regulations of NAACLS. In the coming year, a self study will need to be completed with a due date of May 2011. In the fall of 2011, a site visit will be conducted by NAACLS to determine the length of continuing accreditation.

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.)

• The program has obtained a LCD projector and a computer necessary for using powerpoint presentations

Standard 7. The program has taken effective actions based on the findings of the last program review. (When responding to this Standard, please see Items for Reflection under this Standard.) 7a. Narrative: (Suggested limit 1 page) Since the last program review, St. John’s University has acquired the fourth (professional) year of the B.S. Clinical Laboratory Science Program offered by St. Vincent Catholic Medical Centers. The accreditation by NAACLS was transferred to the University. This took place in March of 2007. Since the acquisition, students receive the didactic instruction on campus at the Bartilucci Center on Monday and Tuesday. The remainder of the week is spent at an affiliated hospital where the student receives their laboratory instruction. Also since the last program review, the University has added two full time faculty to instruct the students and also monitor their clinical experience. Due to the death of one full time faculty, only one individual remains to perform these functions. A new two credit summer course, ALH 4140, Transition to the Clinical Laboratory, was added to better prepare students to begin their clinical experience. This course consists of didactic and laboratory procedures that the student needs to be introduced to prior to the clinical experience. Included are laboratory safety, HIPAA regulations, infection control and professionalism. Also included are introductions to the disciplines within the clinical laboratory. This enables the student to have the basic information necessary to begin their rotations and gives a basis for expanding their knowledge.

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