STATEN ISLAND STRATEGIC PLAN2014 – 2017

August 2013

TABLE OF CONTENTS

MISSION STATEMENT OF ST. JOHN’S UNIVERSITY ..................................................................................... 1

INTRODUCTION ........................................................................................................................................... 3

STRATEGIC PLANNING PROCESS ................................................................................................................. 4

FINDINGS AND RECOMMENDATIONS ........................................................................................................ 5

VISION STATEMENT OF ST. JOHN’S UNIVERSITY ....................................................................................... 7

PROPOSED VISION / IDENTITY STATEMENT OF THE STATEN ISLAND CAMPUS .......................................7

STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (S.W.O.T.) ................................................... 8

GOAL ........................................................................................................................................................... 11

OBJECTIVES AND IMPLEMENTATION STRATEGIES FOR GROWTH ............................................................ 11

I. Academic Programs Reflective of Eduventures’ Recommendations ......................................... 11

II. Academic Programs and Services Reflective of SI Faculty Deliberations and Study ................ 14

III. Reaching the Adult Learner Market ......................................................................................... 18

IV. Strengthening the Career Connection ..................................................................................... 20

V. Proposed Organizational / Governance Structure .................................................................... 22

VI. Marketing and Enrollment Management ................................................................................ 24

OUTCOMES / SUCCESS MEASURES ............................................................................................................. 26

SUMMARY ................................................................................................................................................... 26

CONTINUING EVOLUTION OF THE STRATEGIC PLAN ................................................................................ 27

CONTACTS ................................................................................................................................................... 28

Staten Island Campus Planning Committees ............................................................................................. 29

APPENDIX .................................................................................................................................................... 30

1. Trends in Enrollment

2. Outcomes / Success Measures

3. Staten Island At A Glance

Planning Templates for New / Enhanced Academic Programs Available Separately

The University's 2008-2013 Strategic Plan, Repositioning the Strategic Plan 2011-2014, Progress Report

(July 2013), and other related documents are available at: www.stjohns.edu/about/strategicplan

1

MISSION STATEMENT OF ST. JOHN’S UNIVERSITY

St. John’s University is Catholic, Vincentian and Metropolitan.

As a university, we commit ourselves to academic excellence and the pursuit of wisdom,

which flows from free inquiry, religious values, and human experience. We strive to preserve and

enhance an atmosphere in which scholarly research, imaginative methodology, and an enthusiastic

quest for truth serve as the basis of a vital teaching-learning process and the development of

lifelong learning. Our core curriculum in the liberal arts and sciences aims to enrich lives as well as

professions and serves to unify the undergraduate experience. Graduate and professional schools

express our commitment to research, rigorous standards, and innovative application of knowledge.

We aim not only to be excellent professionals with an ability to analyze and articulate clearly what

is, but also to develop the ethical and aesthetic values to imagine and help realize what might be.

St. John’s is a Catholic university, founded in 1870 in response to an invitation of the first

Bishop of Brooklyn, John Loughlin, to provide the youth of the city with an intellectual and moral

education. We embrace the Judeo-Christian ideals of respect for the rights and dignity of every

person and each individual’s responsibility for the world in which we live. We commit ourselves to

create a climate patterned on the life and teaching of Jesus Christ as embodied in the traditions and

practices of the Roman Catholic Church. Our community, which comprises members of many faiths,

strives for an openness which is “wholly directed to all that is true, all that deserves respect, all that

is honest, pure, admirable, decent, virtuous, or worthy of praise”(Philippians 4:8). Thus, the

university is a place where the Church reflects upon itself and the world as it engages in dialogue

with other religious traditions.

St. John’s is a Vincentian university, inspired by St. Vincent de Paul’s compassion and zeal for

service. We strive to provide excellent education for all people, especially those lacking economic,

physical, or social advantages. Community service programs combine with reflective learning to

enlarge the classroom experience. Wherever possible, we devote our intellectual and physical

resources to search out the causes of poverty and social injustice and to encourage solutions which

are adaptable, effective, and concrete. In the Vincentian tradition, we seek to foster a world view

and to further efforts toward global harmony and development, by creating an atmosphere in

which all may imbibe and embody the spirit of compassionate concern for others so characteristic of

Vincent.

2

St. John’s is a metropolitan university. We benefit from New York City’s cultural diversity,

its intellectual and artistic resources, and the unique professional educational opportunities offered

by New York, Rome and other cities throughout the world where our students study and serve.

With this richness comes responsibility. We seek and welcome opportunities to partner and plan

with our metropolitan communities. We encourage them to use our intellectual resources and

professional expertise in developing solutions that address strategic issues of mutual concern. On

the local, state, national and international levels, our alumni serve as effective leaders and

responsible citizens. We pledge to foster those qualities required for anticipating and responding

to the educational, ethical, cultural, social, professional, and religious needs of dynamic cities in a

dynamic world.

Mission Statement of St. John’s University, New York

Approved by the Board of Trustees, December 1991

Revised: March 1999 and March 2008

3

INTRODUCTION

One of the strategies included In the Repositioning of the Strategic Plan 2011 – 2014 (p. 19)

approved by the University’s Board of Trustees, is that “an Academic Vice President was appointed

on the Staten Island (SI) campus to create new approaches for generating additional revenue and

reversing enrollment declines. A three year strategic plan for the Staten Island campus will also be

developed.” This strategy was necessitated by the persistent annual enrollment declines

experienced on the SI campus, despite inclusion in previous strategic plans, and various internal

studies and Task Forces and initiatives over the years.

The charts in figure 1 below show the total and freshmen enrollment trends from 2002 to

2012, reflecting a 57% and 60% decline respectively, in degree programs, and excluding College

Advantage. (Note that the College Advantage Program is for high school students taking college

courses for credit).

Figure 1: Trends in Enrollment on the Staten Island Campus 2002 - 2012

The declines have been and continue to be at both the undergraduate and graduate degree

levels. Table 1 in the appendix shows a longer and more detailed view of enrollment trends.

Enrollment in undergraduate degree programs at the Staten Island declined by 59% from 2,057 in

1998, to 827 in 2012. Similarly, graduate enrollment declined by 68% from 377 to 119. By way of

comparison, over the same period undergraduate enrollment at the Queens campus increased by

5% from 10,003 to 10,507 and graduate enrollment increased by 26% from 4,082 to 5,128.

2,7602,854

2,9952,952

2,7702,592

2,502

2,2152,060 2,076

19772,220

2,1322,030 1,993

1,9271,768 1,740

1,5491,354 1,131

946900

1,400

1,900

2,400

2,900

3,400

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

Total Enrollment (SI -UG & GR)

Total Enrollment (SI - Excluding College Advantage Program)

450 428

378389 412

320332

254212

193178

100

150

200

250

300

350

400

450

500

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

New Freshmen

4

STRATEGIC PLANNING PROCESS

Under the direction of the Academic Vice President of the Staten Island campus and the

Senior Vice President for Strategic Planning, a small cross-functional team was created to lead the

effort in identifying data needs; securing market intelligence/competitive data and narrowing the

scope of focus to greatest opportunities that would be complementary to – not competitive with –

Queens, ensure the long term viability of the Staten Island campus, and result in a net gain in

student enrollment and revenue.

After extensive research, the group engaged the higher education research consulting firm

Eduventures to conduct a comprehensive study of academic opportunities, and DBI Construction

consultants to do a study of non-academic opportunities. The scope of these studies was as follows:

Assess both academic and non-academic opportunities based on shifting demographics and culture

of Staten Island; Catholic high school feeder population of Staten Island and surrounding

geography; local and national demand for specific undergraduate and graduate academic

programs; competition; future employer and industry trends; strength in existing academic program

offerings; and cost vs. value.

A larger group of academic deans, Staten Island faculty and administrators, were engaged

at various stages during the process to share ideas / input and to react to interim and final reports

from the consultants. It was clear from the joint presentation of the consultants that the long-term

viability of the campus rested on academic opportunities. The president decided that non-academic

opportunities would be deferred and that in the near term, strategic efforts should be focused on

academic opportunities under the continued direction of the Academic Vice President (AVP) of the

Staten Island campus.

With that proviso, the AVP convened a cross-functional Staten Island faculty committee

with recommendations from respective Deans, and select administrators to review the Eduventures’

findings and recommendations as well as other studies and new and ongoing ideas from faculty,

develop broad short- term and long-term strategies, including resource requirements and

implementation processes for the ideas that were agreed on to be viable, to have broadest

implications for enrollment and revenue enhancement. Much of the committee’s work was done

through one of four subcommittees: Identity; Curriculum; Governance; and Marketing. The

complete list of members of both committees is included in table 1 in Appendix I. The rest of this

document reflects the work of the committees and subcommittees with support from other offices

at the University.

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FINDINGS AND RECOMMENDATIONS

Eduventures’ comprehensive approach integrated multiple perspectives including:

assessment of program demand through degree conferral, labor market trends, and intentions of

prospective students; assessment of competitors’ program focus and market strategy; integration of

input / goals of Staten Island constituencies through discussions with faculty, Deans, and a Staten

Island campus committee; and corroboration with Eduventures’ insights of the higher education

market, national and regional benchmark data, and emerging trends. In its final report presented in

June 2012, Eduventures concluded that:

Five Key Program Areas Show the Most Promise for Enrollment Growth: Accounting,

Finance, Psychology, Business Communications, and Health Care Services (Health

Administration, Health Information Management and Health Informatics). Developing

and /or enhancing these program areas with market distinction will be a key to success,

while recognizing that launching new programs alone are not likely to yield increases

sufficient to restore historical enrollment levels.

Awareness of St. John’s – Staten Island (STJ-SI) Is Low. Creating a distinct identity for the

campus built on differentiators that articulate STJ-SI’s value and using messaging to

raise awareness and familiarity among prospective students and the employer

community will be essential to increasing enrollments.

A Strong Career Connection Is Important to Students in Choosing an Institution The

Incorporation of professional experiences into the academic program – internships,

fieldwork etc. - represents an opportunity for differentiation.

The Local Staten Island Population Provides the Best Opportunity To Achieve a

Turnaround in Enrollments In the Near Term. The challenges facing St. John’s – Staten

Island in building awareness are more manageable and affordable with the local

audience and success is more likely.

Adult Learners Represent a Promising and Untapped Market to Serve. Their greater

awareness and favorability of St. John’s – Staten Island, and stronger interest in

enrolling, makes this a more attractive market in the near-term.

Eduventures also identified some other promising programs based on one or more of

the following criteria: demand for degree; growth of degree; job market: prospect

interest; or number of competitors, as shown in the chart below:

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© 2012 Eduventures, Inc.

Demand for Degree

Growth of Degree Job Market ProspectInterest

Competition

TotalDegrees BA/BS

Total Degrees MA/MS

Annual Growth % BA/BS

Annual Growth % MA/MS

TotalEmployment

Job Growth %

% Interested in Degree

# of Competitors

Accounting

Finance

Business/Corp. Communication

Psychology

Health Admin. Mgt.

Biology

Entrepreneurial Studies

General Business and Management

Foods and Nutrition

Social Work

Family and Consumer

Multi-Disciplinary

= Outstanding = Moderate = Below Average

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Internal Studies – The Report from the 2007 Staten Island Task Force for Student Success

noted that the charge was “to suggest what academic or operational changes, if any, will stabilize

student enrollment, and at what level and profile, given the internal and external challenges to

Staten Island campus recruitment.” This is consistent with the charge of the various Task Forces and

Committees that conducted studies between 2004 and 2007 and made short-term Enrollment

Management (admissions, recruitment, enrollment, financial aid / tuition) and Marketing

recommendations, some of which were implemented. These studies were made available to the

Staten Island committee and subcommittees for review and incorporation of any still-relevant

elements.

Faculty – Consistent with previous internal studies, in interviews with Eduventures and in

ongoing internal research and discussions, Staten Island faculty identified five strategic

decisions/investments needed to boost enrollments:

1. Identification of target markets, including the adult market.

2. Creating a distinct identify.

3. Building awareness.

4. Distinguishing on program structure through internships/cooperatives, 5- year programs,

interdisciplinary programs, and various academic minors which many colleges are now

creating in place of expensive new full programs in order to be more attractive to

prospective students and provide our graduates with a more competitive edge.

5. Re-establishing strengthened local governance to provide more autonomy.

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VISION STATEMENT OF ST. JOHN’S UNIVERSITY

“St. John’s University will empower diverse learners with quality education for life. Through

innovative teaching, research and service, we will foster rational, spirited inquiry and intelligent

reflection. Our student-centered approach will be shaped by a caring, energized, nimble culture.

Enlivened by our distinctive mission, our graduates will excel in the competencies and values

required for leadership and service in a rapidly evolving global community. As a Catholic and

Vincentian university, we will be known worldwide for addressing issues of poverty and social

justice.”

-Donald J. Harrington, C.M., President, November 2000

PROPOSED VISION / IDENTITY STATEMENT OF THE STATEN ISLAND CAMPUS

Seeking to add a distinctiveness that the Staten Island campus can contribute to the

implementation of the University’s Vision Statement, an Identity Sub-committee of the Faculty

Strategic Planning Committee drafted a complementary statement specific to Staten Island. The

statement is based on a long history and tradition of service to the nearby community, and to a

revitalization of its long admired job placement record.

The Staten Island campus of St. John’s University embraces the mission and vision of our

university. We are Catholic, we are Vincentian, and we are metropolitan. What distinguishes us is

the way in which we fulfill that mission and realize that vision. Located on a scenic hilltop

overlooking New York harbor, our campus offers students a more intimate learning environment

with greater personal attention, instruction adapted to diverse student learning styles, and

abundant opportunities for student engagement with faculty dedicated to quality teaching,

research, and service. In addition, we are committed to enhancing this student-centered learning

environment through experiential and interdisciplinary learning, by encouraging students to

engage in community service, and by creating new and innovative programs tailored to meet the

specific needs of traditional and non-traditional students, such as our outstanding internship

program. Our campus is dedicated to serving our local community, and surrounding areas, while

also welcoming students from other parts of the country. We believe in challenging our students to

achieve their best, providing an excellent and affordable education to all of our students, and

offering the best job-placement support after graduation.

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STRENGTHS, WEAKNESSES, OPPORTUNITIES AND THREATS (S.W.O.T.)

Internal data analysis, results specific to the Staten Island campus and comparative data

from a variety of national and internal student surveys in which the University participates, from the

Office of Institutional Research; reviews of previous studies; external research on issues and trends

in higher education; plus results from external research conducted by Eduventures; yielded a

composite of the internal strengths and weaknesses as well as the external threats and

opportunities facing the Staten Island campus. Results summarized below help to inform the

objectives and strategies in the plan.

STRENGTHS Positive Learning Environment and Outcomes 

o Small class sizes, smart classrooms, personal attention o Part of doctoral intensive university with national reputation and global

opportunities, underscoring the strength of faculty, and distinguishing us from Wagner College and CSI.

o Proximity to Manhattan, a prime source of internships, and other benefits. o Retention and graduation rates consistently higher than Queens. o Very generous financial aid packages and tuition discounting for current and prospective SI students.

Students Perception of Academic Experience 

o 94% of graduating students satisfied / very satisfied with their SI experience: (Graduating Student Survey 2012).

o 80% or higher of 2011 and 2012 graduating SI students gave positive/very positive ratings to: quality of instruction; tuition as a worthwhile investment; impact of the Catholic/Vincentian mission on their education; support of internships; preparation level of coursework for career and job placement; and academic advising.

o Course Evaluations – 2010 and 2011 - Exceeded University targets for instructional quality and instructional vibrancy for both undergraduates and graduates.

o At targets or on track to meet targets for student engagement (NSSE) benchmarks for seniors.

o At targets or on track to meet targets for student engagement (NSSE) benchmarks for first-year students, except for level of academic challenge.

Community   o Dedicated, experienced and committed faculty o Faculty display strong teaching and research skills as well as commitment to

student engagement and to the campus and community o Clear sense of community developed through personal relationships between

students, faculty and administrators o Access to SI campus alumni: Almost 18,000 living alumni, with 81% living in the

NY metropolitan area and 44% on Staten Island.

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WEAKNESSES Declining Enrollment

o Over the past 16 years, enrollment has decreased by 1,270 students (53%). o Unlike Queens, demographic shifts and declining enrollment from the primary

market have not been compensated by growth in the secondary market.

Academic Programs

o Some in-demand programs, particularly in the sciences, are not offered. o Approximately one-half of students who leave in freshman year, identify

academic as primary reason, with most indicating that their desired major or program was not available. In Queens, primary reason is financial.

o In transportation survey (2012): Majority of students consider it difficult and time consuming to get to / take classes on the Queens campus; would prefer to take all classes on the Staten Island campus.

o Internships – 27% of seniors have had academic internships; 62% have had academic or non-academic internships.

Awareness / Identity

o Low level of awareness by prospective students evident in Eduventures and other surveys.

o Lack of a clear identity - different from Queens Campus, but not distinct. o Absence of a marketing strategy for the campus.

Internships/Career Placement

o Alumni Attitude Survey – 2012 – Responses from Staten Island campus alumni: o 79% think STJ did good/excellent job preparing students for careers; STJ

target is 84%. o 44% think STJ did good/excellent job at providing internships. o 90% rate decision to attend the University as good or great; target is

96% o 27% of seniors have had academic internships (BANNER data) o 62% of graduating seniors have had academic or non-academic internship

(Graduating Student Survey 2012)

Cost/Value

o Lack of sports programs, science labs and other main campus amenities, while listed tuition is same as Queens, contribute to perceived cost/value disparity.

o Transportation to the campus – Including increases in cost of bridge crossings in recent years; and lack of accessibility by public transportation.

Governance o Governance structure and lack of autonomy have inhibited program development, SI faculty appointments, development of campus identity etc.

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OPPORTUNITIES Academic Programs

o Eduventures 2012 study identified 5 top opportunities: Accounting, Finance, Business/Corporate Communications, Psychology, and Health and Medical Administrative Services.

o Eduventures study identified following areas as having good potential: Biology, Entrepreneurial Studies, General Business and Management, Foods and Nutrition, Social Work, Family and Consumer, and Multi-Disciplinary programs.

Innovation o In recent (November 2012) national opinion poll conducted for Northeastern by FTI Consulting, overwhelming majority of young adults indicated that they are looking for higher education to innovate, and prefer innovations that help to defray the cost of higher education.

Adult Learner Market

o Opportunity to increase enrollment by developing a distinct platform for, and recruiting the large and growing adult learner market.

Marketing o Dedicate resources to promote academic programs and shape an identity reinforced through consistent messaging based on an approved strategic direction.

o Market campus with “value added” programs such as Global Studies and Vincentian Institute for Social Action that identify advantages of St. John’s brand.

Collaborative Efforts and Partnerships

o Forge relationships with business leaders, employers, community organizations and alumni to secure meaningful internships and placement opportunities for all.

o Involve employers in planning and advisory committees to ensure career relevance and cultivate familiarity and interest.

THREATS Competition

o Cost/value equation – CUNY CSI; increasing quality; lower tuition; Honors program; recently broke ground for new residence halls; seen as great value.

o Primary market declining; Wagner has firm hold on secondary market.

Student Demographics

o Declining Catholic population and far fewer students attending the Catholic high schools that have traditionally served as feeder institutions o Number of 10 to 14 year-olds and 15 to 17 year-olds on Staten Island are

expected to decrease sharply in the next five years. o Approximately 75% of Staten Island residents do not possess a Bachelor’s Degree suggesting a weak legacy upon which to build.

Cost o In recent (2012) national opinion poll conducted for Northeastern by FTI Consulting, 86% of young adults rate paying for college as big

obstacle to obtaining a college degree.

Hurricane Sandy o Devastation and financial hardships faced by Staten Island families; expected tonegatively impact enrollment from the primary market.

o Potential impact on secondary market of negative news reporting - broadcast nationally – about Staten Island.

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GOAL

The goal of this strategic planning effort is to develop and implement programs and services

that will ensure the long term viability of the Staten Island Campus, by establishing a distinct

Campus identity, reversing the declines in student enrollment, and enhancing revenues.

OBJECTIVES AND IMPLEMENTATION STRATEGIES FOR GROWTH

The following objectives are inter-related. However, for simplicity they are discussed under

four main sections. The first two sections summarize strategies for academic programs. Detailed

templates with program objectives; how the program complements existing structures and/or fills a

gap; timeframe and process for implementation; resources required; and success measures are

available for most of the strategies in a separate appendix.

I. ACADEMIC PROGRAMS REFLECTIVE OF EDUVENTURES’ RECOMMENDATIONS

A. Short-Term High Potential/ High Impact Programs

Objective

A variety of high potential academic programs identified by Eduventures and reinforced by

the Staten Island faculty planning committee, are proposed for development or enhancement and

implementation within the next academic year. These programs are expected to generate

additional enrollment and play a role in halting the enrollment decline in the short-term and

reversing the enrollment decline over the longer term. Strategies are listed below and summarized

in the table that follows.

Strategies

1. Implement a BS in Corporate Communications already developed specifically for the Staten

Island campus.

2. Develop and implement a BS in Health Informatics, already developed in Queens.

3. Approve and implement an interdisciplinary American Studies major with a community-

based capstone course. (Already developed; being submitted to the Curriculum Committee

in SJC).

4. Develop and implement an interdisciplinary Food Studies minor and other minors that can

be adequately staffed by existing faculty and populated with existing students without

disturbing the faculty / student ratio in the courses associated with each minor and in other

courses on campus. With appropriate marketing effort, we would expect enrollments of at

least 10 students per minor, a minimum for creating/offering these minors.

5. Develop and implement five-year dual degree programs: BA/MBA in Psychology / Business

Administration; and BA/MA in Psychology / Criminology. Additional faculty resources will

12

depend on whether the entire MA is offered on the Staten Island campus, or students

would be required to go to Queens.

6. Enhance the five-year dual degree BS Finance / MS Accounting with a greater concentration

in business critical areas and internships in both financial and accounting organizations.

Program Comment Additional Resources Required

Est. Add’l Annual Expenses.

Est. Enrollment Impact

Short-Term Initiatives

BS in Corporate Communications

Already developed; exclusive to SI campus

B.S. in Health Informatics

Already developed in Queens. Should be easy to implement in SI. If NYS approves, could be offered in Fall 2013

1 FT faculty line (tenure track or clinical/yearly contract), with close connection to program in CPS

Estimated initial enrollment: 15

5-yr Dual Degrees. (1) New; (2) Enhanced:

BA/MBA Psychology / Business Admin. (1)

Address growing need for Business related careers with psychology backgrounds, e.g. Human Resources and Personnel

1 FT faculty line in Psychology OR Criminology (see below), and 1 FT faculty line for MBA portion.

15 new students

BA/MA Psychology /Criminology (1)

Individual majors already exist

At least 1 FT faculty line in Psychology OR Criminology (see above)

20 new students

  BS Finance/MS Accounting (2) 

Greater concentration in business critical subjects. Include internships in both Financial and Accounting firms.

Instructors for some courses

Proposed Interdisciplinary:

American Studies major

Focused study of US; community-based capstone course; maximizing job preparation

5 – 8 new students / per year

Food Studies and other Minors

Interdisciplinary courses and internship with impact on campus identity / mission, community relations / partnership, and enrollment.

Transportation for co-curricular activities; adjuncts for courses not currently taught in Staten Island

Existing students: Enrollment – 10 per minor.

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B. Long-Term High Potential / High Impact Programs

Objective

A few academic programs reflective of Eduventures’ findings and with the potential to help

reverse the decline in enrollment should be developed over the longer term. Strategies are listed

below and summarized in the table that follows.

Strategies

1. Develop and implement a five-year BS/MS in Health and Human Services, with classroom

theory and internship experiences to prepare traditional and non-traditional students to

become leaders in their fields. There is some indication that the profession is moving

toward a graduate degree as a requirement for initial employment. This will be explored

further and the appropriate adjustments made.

2. Develop and implement five-year programs on Psychology/Mental Health Counseling and

Psychology/Criminal Justice Leadership. These two programs offer the best possibilities of

all proposed programs, given the requests from our current students to create them and the

job opportunities that abound, not only in not-for-profit agencies but as individual

entrepreneurs. 

 

Program Comment Additional Resources Required

Est. Add’l Annual Expenses.

Est. Enrollment Impact

5-Yr Dual Degrees

BS/MS in Health and Human Services

Already developed in Queens. Should be easy to implement in SI. Several healthcare administration courses are offered in Health Informatics as well.

1 FT faculty line (tenure track or clinical/yearly contract), with close connection to program in College of Professional Studies

Initial - 15 (can tie into Health Informatics intro population)

5-Yr Programs Psychology / Mental Health Counseling

Top possibility for success

FT faculty lines (tenure track and / or clinical/yearly contract at the associate professor level

$80,000 - $90,000 plus fringe

15 – 20 full- and part-time students

   Psychology / Criminal Justice Leadership

Top possibility for success

FT faculty lines (tenure track and / or clinical/yearly contract at the associate professor level

$80,000 - $90,000 plus fringe

15 – 20 full- and part-time students

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II. ACADEMIC PROGRAMS AND SERVICES REFLECTIVE OF STATEN ISLAND FACULTY DELIBERATIONS AND STUDY

Objective

Academic programs and services reflective of faculty input, currently or from previous

studies, will be developed and implemented within the next academic year to try to halt the

enrollment decline in the short-term and reverse the decline in the longer term. Some programs

such as Speech Pathology are identified as high potential / demand. Others will strengthen and

enhance the academic environment by providing more options for the students and more vibrancy

in the classroom. Short – and long-term strategies are summarized below.

A. Academic Programs: Recommended Short-Term Initiatives

Strategies

1. Develop and implement an interdisciplinary Global Studies major that brings strong

academic courses to the Office of Global Studies offerings.

2. Develop and implement a Hospitality Management major.

3. Develop and implement an MS in Speech Pathology.

4. Develop and implement a five-year dual degree interdisciplinary program with students

receiving as well as a Bachelor’s in Adolescent Education and a Master’s in Technology.

5. Develop and implement a five-year dual degree interdisciplinary program with students

receiving a Bachelor’s in Adolescent Education and a Master’s in Mathematics. It should be

noted that the MS in Math has been discontinued until/unless the faculty can redesign a

viable program, so this will probably be a longer term effort than the other strategies

above.

6. In light of the great demand for the sciences and projections of continuing demand,

develop a STEM Consortium to include Baccalaureate degrees in Science, Education and

Science, as well as teacher certificate programs in STEM.

7. Develop and implement new interdisciplinary minors in:

Catholic Civilization - Not offered in Queens. Would help us to reach out more

effectively to Catholic high schools, and help relevant classes with enrollment.

International Studies – This would complement programs in business and industry

(Tobin/CPS) and better prepare our students for employers who are actively seeking to

hire people familiar with the cultures of selected areas of the world (Middle East, Far

East, South America, and Africa).

8. Develop and implement a Leadership Certificate.

9. Reinstitute the Model United Nations I and II courses.

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Program Comment Additional Resources Required

Est. Add’l Annual Expenses.

Est. Enrollment Impact

Baccalaureate STEM: Science, Education and Science, teacher Cert. in STEM

Consider establishing partnership with Notre Dame Academy (SI) for purpose of utilizing their science labs

10 -12 students per year

Global Studies / International Studies major

FT faculty – Foreign languages specialist and an economist

Hospitality Management major

Consider reestablishing in Manhattan when it reopens, as a SI program requiring students to do some coursework on SI

Master’s: MS in Speech Pathology

Interest in the field is quite high with great potential for job placement. Our MS on the Queens campus is highly regarded.

One or more clinical professors. Improvements in the lab are well regarded by faculty

$80-85,000 salary plus fringe for each new faculty position

20 new graduate students

5-yr Dual Degrees. BS/MS in Adolescent Education /Technology

Will need to offer graduate Technology classes online and/or on the SI campus.

Instructors for courses not currently taught at SI

15 students per year

  BS/MS in Adolescent Education/Math 

Will need to offer graduate Mathematics classes online and/or on the SI campus.

Instructors for courses not currently taught at SI

15 students per year

Minors, Certificates etc.

Catholic Civilization minor

None None

International Studies minor

Focus on areas of the world in demand by employers

Various adjuncts conversant with these areas of the world

$20,000 -adjunct costs plus advertising materials

Leadership Cert. Model UN Courses

Travel / Conference expenses for instructor and students

 

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B. Academic Programs: Long-Term Initiatives

Strategies

1. Develop and implement four-year BS Dual major programs in Education and Math, and

Education and Technology.

2. Develop and implement an AS in Forensic Technology.

. 

Program Comment Additional Resources Required

Est. Add’l Annual Expenses.

Est. Enrollment Impact

4-Yr BS Dual Major Programs

BS in Education AND Mathematics

As one of the most highly desirable STEM subject programs this would be a top priority.

One new full-time faculty member who is current in this field.

BS in Education AND Technology

As one of the most highly desirable STEM subject programs this would be a top priority.

One new full-time faculty member who is current in this field.

2-Yr Major: AS in Forensic Technology

Preparation for entry level positions. Might attract non-traditional students. Not at this time.

C. Reinvent the Loretto Memorial Library Space as a Learning Commons

To enhance the academic environment, and better serve traditional and non-traditional

students, the Loretto Memorial Library space on the Staten Island Campus should be reconfigured

to create an integrated service hub Learning Commons. This should be a multi-functional space

where information resources are organically merged with knowledge generation and learning, and

information production and creation. It should include many academic support units such as the

Library, Tutoring, IT (E-studio), Writing Center, and Counseling services. Efforts are underway to

secure external funding to support this. Integrating all the major academic learning services into

one place on the small campus will:

Create a one-stop location that brings in all essential academic learning services and

partners together, thus reducing the confusion and unnecessary referring among faculty

and students seeking academic and technical assistance.

Promote attendance rate for student-centered activities such as lectures and workshops

which are now easily missed, and often poorly attended and advertised since they are

scattered on the campus.

17

Integrate information resources organically into other academic activities such as writing,

tutoring, counseling, information seeking, and digital production, thus encouraging easy

collaboration and partnership in creative learning initiatives and innovation since all

essential units are in one building.

Foster a stronger sense of community and relationship among students, faculty, and

academic support staff which will help improving student retention.

Provide more extended hours for most services in one centralized location since the Library

is already a place on campus that is opened 7 days and 81 hours a week. This will be great

for non-traditional students who come to school on evenings and weekends.

Improve the facility usage and management and energy using, as well as buildings security

control since many service units are in one building in off hours and weekends.

D. Enhance the Staten Island Alliance for Interdisciplinary Studies (SIAS)

The Staten Island Alliance was formed under a 2009 Liberal Arts Faculty Council resolution

to facilitate the cross-listing of existing courses across departments and divisions, according to the

needs of, and only for, faculty and students on the Staten Island campus. SIAIS also contributes

public programming on topical issues from an inter-disciplinary perspective and provides

professional development opportunities for faculty to create interdisciplinary, inter-departmental,

or dual degree programs. The Alliance seeks to make the curriculum more fluid and flexible for SI

students and allows them to get the benefits of multi-disciplinary perspectives and credits toward

their major. This is a key appeal for the campus as measured by Eduventures. To signify the

importance of interdisciplinary proposals in the strategic plan, and the critical role that SIAS can

play in the implementation of these elements in the plan, we are proposing that the director should

report to the Dean of the campus, if the proposed governance structure is approved.

E. Enhance the Staten Island Campus Community Partnership Committee

This Committee was created in 2010 to serve under the Vincentian Institute for Social Action

and the Office of the Academic Vice President. Its responsibility is to promote academic service

learning among faculty and students on the Staten Island campus, to enable faculty to build and

sustain academic partnerships with community based organizations and cultural institutions on

Staten Island, to coordinate and enhance academic service learning projects so that they advance

the Vincentian Mission, and to support the creation of academic programs that integrate service

and off-site learning activities. In light of the pivotal role that community partnerships can / should

play, we are proposing that this committee also reports to the Vice Provost.

18

III. REACHING THE ADULT LEARNER MARKET

There is consensus that launching new academic programs alone is not likely to yield

increases sufficient to restore historical enrollment levels at the Staten Island campus. Findings in

the Eduventures report indicated that adult respondents to their survey are more aware of the

Staten Island campus than are traditional-aged learners; are more likely to attend school on Staten

Island; and indicate a greater willingness to consider STJ-SI than are traditional students. In

addition, while competitor institutions are presently serving adult students, they generally are not

promoting the unique features of those programs. An Internal study of census data highlighted the

“graying” of the Staten Island population.

Objective

A key conclusion in the Eduventures report was that adult learners represent a promising

and untapped market to bolster enrollment for the Staten Island campus. Based on all of the above,

it is critical that adequate resources be provided and efforts implemented to reach and grow this

important market. Funding has been approved and the process is underway to establish an office

and hire a Director (first two strategies below).

Strategies

1. Establish and fund an Office of Adult Learner and Veteran Services, reporting to the Vice

Provost

2. Hire a Director with established recognition and expertise in the adult learner market and

the different ways adults learn who will work with internal and external constituencies

and lead the effort in developing, promoting and delivering academic courses and

programs to adult, non-traditional, and veteran students. The Director will:

Provide leadership for recruitment and enrollment of non-traditional students, retention

strategies and goals for adult learners, and marketing/promotion of services.

Benchmark, evaluate and determine appropriate discount pricing for the adult learner

market on Staten Island based on competitive data.

Liaise with major employers to identify skills gaps that program curriculum should

address for their new and incumbent employees.

Investigate establishing programs and policies that clearly outline credit for life

experience, thus enhancing the value of a St. John’s – Staten Island degree program and

distinguishing it from others.

Develop evening, weekend and/or hybrid programming for the most promising

programs that allow adults to conveniently continue/return to their education at St.

John’s University – Staten Island.

Make sure that credit-transfer policies are clear.

19

Have input on the hiring of adjunct faculty members who will be devoted to adult

education.

Manage office budget.

Oversee veterans’ affairs and collaborate with the Office of Student Enrollment Services

on disbursement of aid for veterans.

Work closely with deans and division/department chairs to coordinate course offerings.

Serve as a member of the senior leadership team for the Staten Island campus.

3. Target specific markets on Staten Island including veterans of the armed forces, women

returning to academe, and all adult students who either wish to begin or complete a

degree, with applicants to the College of Professional Studies possibly benefitting from

credit for life experience.

4. Develop and implement academic programs geared to the adult learner and employers’

needs including: Bachelor’s Degrees; Associate’s Degrees; Certificate Programs that lead

into Bachelor’s and Associate’s Degrees; Six-week modules with courses offered on-site, in

hybrid format, as well as completely online; six-hour Saturday sessions over a period of 15

weeks with course sessions alternating from on-site to project/field-based; and mini session

programs.

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IV. STRENGTHENING THE CAREER CONNECTION

Objective

In its report, Eduventures indicated that internship opportunities that result in specific job

opportunities topped the list of educational features that appealed to both traditional and adult

respondents to their survey. Eduventures reinforced the importance of a strong career connection

to students and the opportunity for differentiation at the Staten Island campus, by incorporating

professional internship experiences into the academic program. This was echoed by Staten Island

faculty who participated in interviews with Eduventures. They identified internships as a primary

way of leveraging the campus’ proximity to Manhattan and helping to forge a new and more

defined identity for the campus. Internships also emerged as a theme from the Staten Island Faculty

Strategic Planning Committee. As shown in the SWOT analysis earlier in this document, much work

needs to be done to increase the percentage of Staten Island campus students with internships and

the perceptions of alumni regarding how good a job St. John’s does in providing internships and

preparing students for careers.

Strategies

1. In order to develop and provide these critical services at a level that would become a

distinguishing characteristic of the SI campus, resources should be provided to hire an

experienced Director of Internships and Career opportunities. The Director would be

physically located on the Staten Island campus and would be a key member of the campus

management team. He/she would:

Foster and strengthen working relationships with employers to develop job and

internship opportunities for graduates, including site visits.

Initiate, foster and strengthen relationships with local and regional business,

industry, and non-profit leaders to develop new opportunities for recruitment,

service-learning, and training services.

Serve as contact person for students, faculty, staff, and employers regarding

experiential education opportunities.

Build and maintain working relationships with faculty to support departmental

internships and advertise all internships.

Provide individual advising to students preparing to do internship and mentor

them through the process.

Create and facilitate internship orientations and workshops.

Track data pertaining to student placements and outcomes, etc.

21

Liaise internally with the Offices of Marketing & Communications, Alumni

Relations, Grants & Sponsored Research, Government Relations, and Community

Relations.

2. Implement 4-Year Internship programs beginning in fall 2013, to provide opportunities for

experiential learning, and to enhance students’ understandings and skills needed for their

future careers. Practical experiences woven throughout four-year programs provide conditions

for developing course content understandings and skills for the workplace.

Each involved course will require a set number of hours of field experience (internship).

Students will remain at a site for one academic year so as to benefit from continuous

and in-depth learning opportunities at four separate organizations over four years of

undergraduate study.

The internships will be integrated into select courses as percentage requirements and

involve related written assignments and presentations

The practical experiences and related learning outcomes from a student’s fall semester

course will continue into the student’s spring semester in another course taught by a

professor that is working in collaboration with the fall semester professor.

3. Strengthen and utilize relationship between Vincentian Institute for Social Action (VISA)

/Academic Service Learning, internships, and the academic programs of the campus.

Many internships have emerged from partnerships between St. John’s University and its

local service sites. These partnerships provide students with vocational experience,

career building skills, and local networks of potential employers that are invaluable

aids to St. John’s University students in their post-graduate job search.

4. Strengthen links between Office of Global Studies and academic programs to maximize

career preparation.

New academic programs in International Studies and Global Studies promise to

transform the relationship between the St. John’s University Office of Global Studies

and the Staten Island campus. These new academic programs include global

learning requirements and options that will give students needed exposure to

intercultural communication, the global marketplace, and to global problems that

call for Vincentian solutions. Strengthening the link between the Office of Global

Studies and academic programs on the Staten Island campus would not only deliver

important career building skills that corporate employers urgently want but also

maximize the Vincentian distinctiveness of a St. John’s University education.

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V. PROPOSED ORGANIZATIONAL / GOVERNANCE STRUCTURE

Overview

The concept of a new governance structure responds to two findings from the Eduventures

report and earlier internal studies: that faculty on the Staten Island campus cite the absence of

power to “determine our own destiny” as a leading institutional problem and cause of decline; and

that recruitment requires unique academic programs that reflect market preferences as well as

institutional strengths. The proposed model aims to provide a greatly enhanced autonomy to the

faculty and administration of the Staten Island campus while retaining the vital connection to the

rest of the University. In particular, there is a desire by faculty to retain institutional affiliation and

departmental status connecting them to Queens based departments and colleges and preserving

the programs that are shared between campuses.

As noted by the governance subcommittee of the Staten Island planning subcommittee: “A

new governance model will empower Staten Island faculty to develop and produce the kinds of

programs recommended by this Strategic Plan, and academic and operational areas to effectively

implement the academic, marketing, and recruitment strategies articulated in the plan.”

Organizational / Governance Structure

After extensive discussion with and input from the Provost, Deans, SI Faculty Planning

Committee and Task Force, full Staten Island faculty, Cabinet, General Counsel, and the Secretary of

the University, the following proposal has emerged:

There would be a Vice Provost for the entire campus. He/she would be pivotal in helping

to define the administrative structure below this level, most likely to include an

Associate Provost. The relationship between the Vice Provost and all other academic

administrators/advisors on the Staten Island campus will be reviewed after the

completion of the Spring 2014 semester with the Vice Provost recommending the

preferred organizational structure for the campus.

For the immediate future, the existing model of schools/colleges would remain. The

respective Deans (TCB, SJC, Education, CPS, and Library) would be constituted as an

Advisory Board to the Vice Provost to avoid duplication or conflict with Queens-based

programs and discuss funding needs. The Deans would maintain office hours and would

meet with the Vice Provost on the Staten Island campus at least twice a month

Academic administrators/advisors would work closely with Student Affairs and

Enrollment Management.

The Vice Provost would serve as the senior academic administrator on the Staten Island

campus with direct oversight authority pertaining to all new programs and stand-alone

existing Staten Island programs and would work with the Deans of the four schools to

23

support all programs. The Vice Provost would have his/her own budget with clearly

defined areas of budgetary responsibility and accountability.

Offices within the Operations area would remain as currently structured with direct

reporting to a Vice President in Queens. Close cooperation between the Vice Provost or

his/her designee, academic administrators/advisors and Marketing, Student Affairs,

Enrollment Management, and other areas, would be required to ensure effective

promotion and support.

Adult learners would follow a specialized admission process within the existing

structure, and would be enrolled in the schools/colleges in new or existing programs.

A Center for Interdisciplinary Studies would be established to focus on curricular

innovations and new programs, and make recommendations to

Departments/Schools/Deans for position needs. Consideration would be given to

utilizing the Center for Interdisciplinary Studies to develop new programs in a shared

model between colleges (utilizing a model that is similar to the University’s current

Institute for Biotechnology).

New faculty for Staten Island would be hired under the same arrangements as are

available in Queens, including University tenure and would be based in one of the

existing schools/colleges.

New faculty positions and academic administrators/advisors positions specifically

approved to meet the needs of the Staten Island campus would not be considered for

reallocation to other campuses without the approval of the relevant Dean, the Vice

Provost and the Provost.

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VI. MARKETING AND ENROLLMENT MANAGEMENT

Eduventures pointed out that messaging to raise awareness among prospective students

and the employer community, particularly in the primary market, will be essential to increasing

campus enrollment. We are now faced with the aftermath of Hurricane Sandy, making college

tuition that much less affordable for many families in our traditional areas (Staten Island, Brooklyn,

New Jersey), and giving marketing, particularly beyond the primary market, a new urgency.

Working with the Marketing & Communications division (MarComm), costs of implementing such a

launch will need to be scoped.

Marketing Message

Distinctive ideas that can form the basis of the marketing message include:

1. Top Academic, National University---Personalized Experience:

As part of a doctoral intensive university with a national reputation and global

reach, the Grymes Hill campus of St. John’s University provides all the benefits of

a small college campus ---small class size, smart classrooms, dedicated faculty who

provide personal attention--- while offering unique academic programs reflecting

the latest national career trends.

2. Career Advantage:

The Grymes Hill Campus of St. John’s provides an array of competitive, career

preparation advantages: proximity to the boroughs of Manhattan and Brooklyn where

world-class and cutting edge internships abound; a vast network of St. John’s alumni

connections within the New York City metropolitan area; and the opportunity to

immerse one's self in the greatest cultural offerings in the world. Ninety percent of

recent St. John’s Grymes Hill students have either secured employment or furthered

their education within 6 months of graduating from St. John’s.

3. Location: Beautiful yet a Heartbeat Away from the Action

The Grymes Hill campus of St. John’s University is a stunning sanctuary nestled on a

beautiful hilltop overlooking the Hudson River in Staten Island. Staten Island, one

of New York's most historic boroughs, and the one with more parklands than any

other, is a vibrant laboratory for research done by faculty and students, a safe and

comfortable environment for fun and recreation, and just a ferry ride from the financial

heartbeat of the world.

4. Engaged Students who Make a Difference

Ninety-four percent of students who recently graduated from the Grymes Hill campus

of St. John’s University indicated that they were satisfied or very satisfied with their

overall college experience. In addition to forming lasting friendships in a small campus

25

setting, our students immerse themselves in external learning incubators ranging from

local, community- based service partnerships that have lasting societal impact to global,

study abroad programs where diverse cultures are explored.

5. Serving the Unique Needs of Adult Learners

The Grymes Hill campus offers our adult students the convenience and flexibility of

credit-for-life experience, technology-enabled courses, and a practical path to career

preparation through internships. Recognizing the unique needs of the adult learner

population, a specialized platform of services is offered through our Office of Adult

Learner and Veterans' Services.

Strategies

1. Create a real advertising campaign, with targeted print, radio, local cable TV, and other

media ads (to different populations in the primary market (Staten Island, New Jersey,

Brooklyn, Westchester). Focus on strong individual college programs and programs noted

below. Immediate Stimulus ($150,000) Continue to promote Catholic HS scholarships,

Catholic Leadership Scholarships, and availability of heavy financial aid, particularly in

response to Hurricane Sandy.

2. Highlight the new Consortium of High Schools and the Staten Island campus consisting of

courses for both high and low achieving juniors and seniors. (See Curriculum Committee

Report)

3. Highlight availability of five year programs, and minors (as pathways to better jobs),

particularly those noted earlier in this plan.

4. Highlight emerging arts activities (theatre, music). Pair with Communication Arts

5. Create one day retreats, by college, fleshing out recommendations in report by Curriculum

Committee to inform advertising campaign and to reflect the uniqueness and quality of

existing and new programs.

6. Expand and enhance the Staten Island campus website, and consider giving more control

over updating of content to Staten Island.

7. Create an additional line in the current Marketing Office: Assistant ($50,000, including

fringe) to handle needs of individual colleges. Current Marketing Director would assume

responsibilities for public relations, in collaboration with the University’s Office of Public

Relations and for recruitment, in collaboration with the Admissions Director in SI Enrollment

Management, and with increased authority developing and promoting SI

programs; eliminating long delays caused by approval layers in Queens.

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OUTCOMES / SUCCESS MEASURES

We have developed campus level success measures mirroring some of the institutional

measures in the current University’s Strategic Plan and Repositioning documents. These measures /

key indicators specific to Staten Island are in table 2 at the end of this document. Data shown for

each measure include: trends; comparative data for Queens and for peer institutions, where

available; 2016 targets; and indicators to reflect the status of current data in relation to the targets.

We will be using the measures to help to track annual and cumulative progress for the duration of

the plan. Measures are summarized under the following categories:

1. Quality Education and Experience: retention and graduation rates; and student and alumni

perceptions of the St. John’s experience.

2. Internships, Job Placement, Furthering Education

3. Mission/Service/Values/Ethics

4. Financial Resources: net tuition discount; enrollment (total, freshmen, graduate, and

external transfers); Admissions; Financial Aid.

Although all are important and inter-connected, the primary goal of this strategic plan is to

reverse the decline in enrollment, and therefore particular attention will be paid to enrollment

measures and targets and progress toward the targets.

SUMMARY

Many exciting new and enhanced academic programs, activities and related services have been

proposed in this plan. They are the product of serious and thoughtful work by a dedicated planning

committee and Task Force, informed by research of the Eduventures consultants and additional

input from Staten Island faculty. The strategic priorities for the campus include: an interdisciplinary

curriculum, embracing flexibility between professional and liberal arts degree programs for the

benefit of students; a collaborative, involved faculty that puts student engagement and career

interests first; and a dedication to applied learning and service in the spirit of the Vincentian

Mission. These priorities maximize and intensify all the benefits of a St. John’s University education

on the Staten Island campus and create a distinctive model of higher education for the university to

promote.

Numbers of additional students for new programs projected in the plan are based partly on past

history of enrollees in new and/or revised programs. Many new graduate enrollees could come

from our existing undergraduate programs (supported by student requests for the same over the

last five years.) Additionally, recommendations to the Staten Island administrators by school and

other not-for-profit agencies, corporations and business groups, and cooperating businesses who

27

have traditionally accepted interns --- many times as an outgrowth of these collaborations, and

converted to hires, figured prominently in these assumptions about new students.

As Eduventures pointed out, and confirmed in our analysis, it is not likely that additional

enrollment from new programs will be enough to halt and reverse enrollment declines. It will

require a commitment on the part of the entire STJ-SI community to redouble efforts to successfully

implement all of the initiative outlined in this plan, including: growing of the adult learner market;

success in internships and career placement; new programs and enhancement of existing programs;

and enhanced marketing and recruitment efforts. Our enrollment and other targets listed in the

Outcomes Measures in appendix assume a path to moderate success, definitely attainable with

commitment and effort from everyone.

Even with the implementation of all these initiatives, we are not anticipating a return to the

peak enrollments of the late 1990s and early 2000s in the next three years. Realistically, we are

projecting that by 2016 new freshmen enrollment will increase from the fall 2012 level of 178 to the

2008 level of 250, and that this progress will continue in subsequent years. We are also projecting a

steady improvement in retention and persistence which will help to raise the number of continuing

undergraduate students. We also expect that new programs will lead to an improvement in

graduate enrollment, resulting in total enrollment of about 1100 in 2016, up from the 2012 level of

946.

Impact of Hurricane Sandy

It is difficult to assess the effect of Hurricane Sandy on enrollment. The first Open House for

enrollment took place on Sunday, November 18, 2012, postponed from a day earlier due to

rescheduling of SAT exams for November 17 as a direct result of the Hurricane. The number of

students attending the Open House was about 90 less than in 2011, but those in attendance were

very positive about their intentions to attend St. John’s – Staten Island this coming fall. A new

system of outreach to students and families will be in operation from early January through March,

as “makeup” sessions for those who were not able to attend the first Open House. If the

enthusiasm for the campus and its new academic offerings persists through these next few

months, we might look forward to an increase in enrollment in 2013, or at the very

least, stabilization.

CONTINUING EVOLUTION OF THE STRATEGIC PLAN

The successful implementation of our Staten Island strategic plan will depend on

transparency and collaborative efforts of our entire St. John’s community, and particularly of our

Staten Island faculty, administrators and staff. This is a working document and will be continually

updated as the strategic planning process evolves.

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CONTACTS

Dr. Jerrold Ross Dr. Christopher Cuccia Dr. Clover Hall Dean & Academic Assistant Vice President Vice President Academic Vice President Institutional Research and Staten Island Academic Planning Rossj@stjohns.edu CucciaC@stjohns.edu HallC@stjohns.edu 718-990-1305 718-390-4094 718-990-1924

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STATEN ISLAND CAMPUS PLANNING COMMITTEES

Staten Island Planning Task Force Member Title Mary Harper Hagan Senior Vice President for Human Resources and Strategic Planning Co-Chair Jerrold Ross, Ph.D. Academic Vice President, Staten Island Campus, and Dean, The School of Education Co-Chair Brij Anand Vice President of Campus Facilities and Services Christopher Cuccia, Ed.D. Academic Assistant Vice President for the Staten Island Campus Beth Evans Vice President for Enrollment Management Clover Hall, Ed.D. Vice President of Academic Planning and Institutional Research Martha Hirst Executive Vice President and Chief Operating Officer Victor Ramos Associate Vice President, Division of Institutional Advancement Hallie Sammartino, Ph.D. Vice President for Marketing and Communications

Staten Island Campus Faculty Strategic Planning Committee SI Faculty Member Title Department/Division School/College Sandra Abrams, Ph.D. Assistant Professor Curriculum & Instruction School of Education Sylvia Clark, Ph.D. Associate Professor Marketing Tobin College of Business Teresa Danile, CPA Associate Professor Accounting Tobin College of Business Robert Delfino, Ph.D. Associate Professor Philosophy St. John’s College Robert Fanuzzi, Ph.D. Associate Professor English St. John’s College Deborah Greh, Ed.D. Professor Communications, College of Professional Studies Journalism and Media Studies Rachel Hollander, Ph.D. Assistant Professor English St. John’s College Joseph Kenny, J.D. Associate Professor Business Law College of Professional Studies Marilyn Dono-Koulouis, Assistant Professor Discover New York, St. John’s College Ed.D. Institute for Core Studies Azzedine Layachi, Ph.D. Professor Government & Politics St. John’s College Mark Meng, Ph.D. Director, Loretto Library Sciences St. John’s College Memorial Library Regina Mistretta, Ph.D. Associate Professor Curriculum Instruction School of Education Angelo Pisani, Ph.D. Associate Professor Criminal Justice/ College of Professional Studies Legal Studies Ralph Terregrossa, Ph.D. Associate Professor Economics & Finance Tobin College of Business Carolyn Vigorito, Ph.D. Associate Professor Psychology St. John’s College Administrators Title Jerrold Ross, Ph.D. Academic Vice President, Staten Island Campus Committee Chair Christopher Cuccia, Ed.D. Academic Assistant Vice President, Staten Island Campus Clover Hall, Ed.D. Vice President, Institutional Research & Academic Planning Gerald McEnerney Assistant Vice President and Executive Director, Staten Island Campus Staff Support Title Madeline Larsen Administrative Assistant

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APPENDIX I 1. Trends in Enrollment

2. Outcomes / Success Measures

3. Staten Island At A Glance

Planning Templates for New / Enhanced Academic Programs are Available Separately.

Staten Island CampusFall Enrollment Trends

1998, 2001 - 2012

1998 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012

UNDERGRADUATE St. John's College 733 658 646 559 476 430 402 360 379 356 305 252 233 Associate 148 162 153 144 130 97 44 17 8 6 6 1 1 Baccalaureate 585 496 493 415 346 333 358 343 371 350 299 251 232 The School of Education 209 191 188 157 145 149 145 135 149 138 119 91 67 The Peter J. Tobin College of Business 534 508 492 469 428 404 430 387 378 314 258 196 152 College of Professional Studies 581 553 604 653 716 715 660 619 606 532 480 427 375 Certificate 2 1 1 2 1 1 1 Associate 223 173 179 157 160 100 70 30 17 13 4 4 11 Baccalaureate 356 380 424 495 554 614 589 589 589 519 475 423 364

Subtotal Staten Island Undergraduate 2,057 1,910 1,930 1,838 1,765 1,698 1,637 1,501 1,512 1,340 1,162 966 827

College Advantage Program 529 564 540 722 965 959 843 824 762 666 706 945 1,031

Total Staten Island Undergraduate with College Advantage 2,586 2,474 2,470 2,560 2,730 2,657 2,480 2,325 2,274 2,006 1,868 1,911 1,858

GRADUATE The School of Education 189 184 190 191 172 190 214 194 161 146 134 115 76 The Peter J. Tobin College of Business 188 112 100 79 69 69 49 46 47 47 42 39 36 College of Professional Studies 24 24 36 27 27 20 16 16 11 7Total Staten Island Graduate 377 296 290 294 265 295 290 267 228 209 192 165 119

TOTAL UG & GR with College Advantage 2,963 2,770 2,760 2,854 2,995 2,952 2,770 2,592 2,502 2,215 2,060 2,076 1,977

TOTAL UG & GR without College Advantage 2,434 2,206 2,220 2,132 2,030 1,993 1,927 1,768 1,740 1,549 1,354 1,131 946

New Freshmen 460 446 450 428 378 389 412 320 332 254 212 193 178New Graduate Students 104 79 84 110 72 67 87 83 81 83 64 70 54 Notes:

1. High School Extension program began to be included in 1996 enrollment as undergraduates on Queens and in 1997 for SI, per guidelines from the NYS Educational Department; Beginning in Fall 2008, this program is now called College Advantage2. Prior to Fall 1999, College of Professional Studies was named St. Vincent's College.3. Notre Dame College(SI) merged with St. John's College(SI) in the Spring of 1999. Elementary Education majors became a part of the School of Education(SI). For comparison purposes, for 1994-1999, education majors were subtracted from St. John's College-Four Year(SI).4. The Peter J. Tobin College of Business was formerly the College of Business Administration.5. Graduate College of Professional Studies started in Fall 2000; Graduate College of Professional Studies -SI started in Fall 2003 - 9 students were coded as Queens in Fall 2002.

Prepared by: Office of Institutional Research (cmg) Based on data as of 10/22/2012

 

 

 

 

 

          Retention – Staten Island 

Retention rate: Full‐time baccalaureate 

Target (2016) 

Fall 2010  Fall 2011Indicator 

SI  STJ  SI  STJ

Standard Admit (1‐year)  86%  80%  80%  83%  78%   

Liberal Studies (LST) (1‐year)  70%  81%  71%  84%  67%   

Composite (1‐year) 83%  81%  79%  84%  76%   

 

 

 

          Graduation Rates – Staten Island/St. John’s University 

Graduation rate: Full‐time baccalaureate 

Target (2016) 

2005 (cohort) 

2006(cohort) 

Indicator 

SI  STJ  SI  STJ 

6‐year graduation rate  69%  66%  58%  65%  59%   

 

 

 

 

 

 

 

 

                 Alumni Attitude Survey (Preparation) – Staten Island/St. John’s University 

University did a good/excellent job at preparing students for: 

Target (2016) 

2007  2012 Indicator

SI  STJ  SI STJ

Graduate school/Further grad education  78%           

Career preparation/success, & current work 

 84%           

  

        Alumni Attitude Survey (Internships) – Staten Island/St. John’s University

STJ did a good/excellent job Target (2016) 

2007  2012Indicator 

SI  STJ  SI  STJ

At providing internships 50%  44%  44%  44%  42%   

Legend: Indicators (Most Current Period) 

UG  Undergraduate 

GR  Graduate 

  Need Action 

  Monitor 

  Target Met 

                     Student and Alumni Perceptions – Staten Island/St. John’s University

GSS (Graduating Student 

Survey: % Very 

Satisfied/Satisfied) 

Target 

(2016) 

2011  2012 

Indicator 

SI  STJ  SI  STJ 

Undergraduate (%)  TBD  97%  93%  94%  93% 

Staten Island Strategic Plan: Indicators and Measures 

         

QUALITY EDUCATION AND EXPERIENCE 

STUDENT AND ALUMNI PERCEPTIONS 

Retention (SI)

Graduation Rates (SI)

 

71% 73%

64%

60%

66% 65%

50%

55%

60%

65%

70%

75%

2001 2002 2003 2004 2005 2006

 

50%

55%

60%

65%

70%

75%

80%

85%

90%

95%

100%

Standard

Conditional

Composite

68%      75%      80%       76% 

79%      83%      79%       79% 

Staten Island Retention Rate 2011 (Composite):    83%

St. John’s University Retention Rate 2011 (Composite):  78% 

Prepared by Institutional Research (sg)             December 2012                   1

 

93% 93%

97%

94%

85%

87%

89%

91%

93%

95%

97%

99%

2011 2012

Undergraduate (Overall)

Undergraduate (SI)

Student and Alumni Perceptions (SI)

 0% 50% 100%

Career Prep.

Graduate

79%

68%

79%

80%

84%

78%

Target

2012

2007

Alumni Attitude Survey (Preparation – SI)

 

30%

50%

Target 2007 2012

50%44% 44%

Alumni Attitude Survey Internships (SI)

    

 

 

 

 

 

 

 

               Course Evaluations – Staten Island/St. John’s University 

University Level Target (2016) 

Fall 2010  Fall 2011 Indicator 

    SI STJ  SI  STJ

UG Overall Instructional Quality 

4.00  4.07  3.90  4.11  3.96   

GR Overall Instructional Quality 

4.20  4.36  4.16  4.28  4.19   

UG Instructional Vibrancy  4.30  4.33  4.26  4.37  4.28   

GR Instructional Vibrancy  4.40  4.49  4.37  4.47  4.40   

‐Course Evaluation questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).  “Instructional Vibrancy” is the average of the first 14 questions on the course evaluation, with questions pertaining to course organization, communication, faculty‐student interaction, and assignments/grading. 

 ‐The overall response rate improved from 43% in Fall 2010 to 49% in Fall 2011. 

                Student Engagement – Staten Island/St. John’s University 

National Survey of Student Engagement (NSSE) Benchmarks (1

st Year Students) 

Target (2016) 

2010  2012 

Indicator SI  STJ  SI  STJ

Level of Academic Challenge (A) 

58  55  55  53  55   

Active and Collaborative Learning (B) 

48  54  47  53  49   

Student Interactions w/ faculty (C) 

40  44  37  35  38   Enriching educational 

experiences (D) 30  35  34  40  32   

Supportive campus environment (E) 

65  67  61  63  62   

 Student Engagement (continued) – Staten Island/St. John’s University 

National Survey of Student Engagement (NSSE) Benchmarks 

(Senior Students) 

Target (2016) 

2010  2012  Indicator  

SI  STJ  SI  STJ

Level of Academic Challenge (A)  60  59  55  56  56   

Active and Collaborative Learning (B) 

55  55  50  58  51   

Student Interactions w/ faculty (C) 

45  47  43  52  43   Enriching educational 

experiences (D) 45  45  45  48  46   

Supportive campus environment (E) 

65  68  60  67  62    

                  Alumni Attitude  Survey (Experience) – Staten Island/St. John’s University

Have good/excellent experience 

of the University (%) 

Target 

(2016) 

2007  2012

Indicator 

SI  STJ  SI  STJ

As Students  92%  90%  90%  89%  89%       

As Alumni  62%  56%  60%  69%  60%   

Rate decision to attend the University as good or great 

96%  90%  91%  87%  90%   

*Comparative is doctoral intensive. *NSSE benchmarks are computed on a 100 point scale. 

 

25

35

45

55

65

75

A B C D E

55

54

44

35

67

55

44

36

28

62

53

53

35 40

63

56

47

37

29

64

2010

Comparative ('10)

2012

Comparative ('12)

NSSE – 1st Year Students (SI)

 

30

35

40

45

50

55

60

65

70

A B C D E

59

55

47

45

68

59

53

44

42

60

56 58

52

48

67

62

54

39

36

63

2010

Comparative ('10)

2012

Comparative ('12)

NSSE – Senior Students (SI)

 

3.7

3.8

3.9

4

4.1

4.2

4.3

4.4

4.5

UG Overall Instructional

Quality

GR Overall Instructional

Quality

UG Instructional

Vibrancy

GR Instructional

Vibrancy

Target

Fall 2010

Fall 2011

Course Evaluations (SI)

Prepared by Institutional Research (sg)        December 2012   2

 

50%

60%

70%

80%

90%

100%

Student Alumni Decision

92%

62%

96%

90%

56%

90%89%

69%

87%

Target

2007

2012

Alumni Attitude Survey (Experience – SI)

    

    ACUHO‐I/EBI Resident Survey (scale from 1‐7) – Staten Island/St. John’s University

  Target (2016) 

2010  2011 

Indicator 

SI  STJ  SI  STJ 

Overall Resident Satisfaction  5.0  4.3  5.0  4.5  5.1   

INTERNSHIPS, JOB PLACEMENT, AND FURTHER EDUCATION 

Internships (includes student teaching and rotation)  Staten Island/St. John’s University 

Academic Internships (data from Banner) 

Target (2016) 

Spring 2011  Spring 2012 Indicator 

SI  STJ  SI  STJ 

% of senior students having academic 

internships 

All who want one 

22%  26%  27%  31%   

% of all undergraduates having academic 

internships 

All who want one 

11%  12%  14%  14%   

  

 *GSS Internships (academic and non‐academic) – Staten Island/St. John’s University

Type of Student Target (2016) 

2011  2012Indicator 

SI  STJ  SI  STJ

Undergraduate (%) All who want one 

58%  58%  62%  58%   

 

 

                 Career Center Outcomes – Staten Island/St. John’s University

Outcomes Graduate Survey (May) 

Target (2016) 

2010  2011 Indicator 

SI  STJ  SI  STJ 

Employed  N/A  54%  45%  63%  55%  N/A 

Furthering education, not employed 

N/A  27%  35%  26%  31%  N/A 

Total: Employed or Furthering  95%  81%  80%  89%  86%   

 

 

 

     Graduating Student Survey (GSS) – Staten Island/St. John’s University

  Target (2016) 

2011  2012 Indicator 

SI  STJ  SI  STJ 

a. Positive/Very Positive Catholic 

or Vincentian impact on UG 

students 

TBD  80%  71%  80%  74%  TBD 

c. Development of a faith 

dimension for UG students TBD  79%  69%  75%  67%  TBD 

*Undergraduate only – N not large enough for graduate responses. 

 

MISSION / SERVICE / VALUES / ETHICS 

*includes student teaching and rotation 

Internships 

Job Placement and Further Education 

Vibrant Faith Community 

 

4.35.4

4.55.4

0

2

4

6

2010 Comparative ('10)

2011 Comparative ('11)

ACUHO‐I/EBU Resident Survey (SI)

 

80% 80%

79%

75%

72%

73%

74%

75%

76%

77%

78%

79%

80%

81%

2011 2012

UG Impact

UG Faith

Graduating Student Survey (SI)

 

20%

30%

40%

50%

60%

70%

80%

90%

100%

2010 2011

Employed

Cont. Ed., (Not Em.)

Total

Job Placement and Further Education (SI)

*Comparative is Selected 6. 

Prepared by Institutional Research (sg)                                  December 2012                      3

 

58% 58%58%

62%

50%

55%

60%

65%

70%

2011 2012

Undergraduate (Overall)

Undergraduate (SI)

Graduating Student Survey Internships (SI)

 

20%22%

27%

10%11%

14%

0%

5%

10%

15%

20%

25%

30%

2010 2011 2012

Seniors (SI)

UG (SI)

Internships – Banner (SI)

               NSSE (Senior) –Staten Island/St. John’s University 

  Target (2016)  

2008  2010 Indicator 

SI  STJ  SI  STJ 

% of students who feel that the 

institution contributed to the 

development of a personal code 

of values and ethics. 

75%  72%  73%  78%  70%   

 

                Alumni Attitude Survey (Mission) – Staten Island/St. John’s University

 Target 

(2016) 

2007  2012

Indicator 

SI  STJ  SI  STJ

Service/Contribution to 

Community 78%  65%  75%  85%  79% 

 

                 HERI Faculty Survey (F/T) – Staten Island/St. John’s University

Perception improvement: Institutional priority 

Target (2016) 

2007  2010Indicator 

SI  STJ  SI  STJ

% of faculty who indicate they 

are very or somewhat familiar 

with the life and teachings of St. 

Vincent DePaul (A). 

88%  91%  86%  79%  82%   

% of faculty who believe they 

have an obligation to cultivate a 

sense of social justice within 

their students (B). 

90%  86%  86%  82%  88%  

% of faculty who believe that 

developing a moral character is 

important or essential (C). 

85%  91%  82%  93%  84% 

 

 

            Study Abroad – Staten Island/St. John’s University 

# of students studying abroad Target (2016) 

2009‐2010  2010‐2011Indicator 

SI  STJ  SI  STJ

Undergraduate  N/A  49  568  27  530   

Graduate  N/A  1  219  2  196   

   

            International Students – Staten Island/St. John’s University 

International Students (Graduate and Undergraduate) 

Target (2016) 

2010  2011 Indicator 

SI  STJ  SI  STJ 

# of international students 

N/A  7  1,380  6  1,253   

% of international students 

N/A  0.3%  6.5%  0.3%  6.0%   

Global Awareness/Diversity 

 

49

27

1 20

10

20

30

40

50

60

09‐10 10‐11

Undergraduate

Graduate

Study Abroad Students (SI)

 

78%

85%

70%

75%

80%

85%

90%

2014 Target 2012

Alumni Attitude Survey – Mission (SI)

*Comparative is Private Universities.   

91% 93%

76%66%

0%

20%

40%

60%

80%

100%

2007 2010

Developing Moral Character as Important or Essential (C)

SI

Comparative

 

60%

72%78%

51%

62% 62%

40%

50%

60%

70%

80%

2006 2008 2010

SI

Comparative

NSSE – Senior (SI)

HERI Faculty Survey (SI)

 

1011

76

0

2

4

6

8

10

12

Fall 2008 Fall 2009 Fall 2010 Fall 2011

International Students (SI)

Prepared by Institutional Research (sg)            December 2012                                                                                                        4

4

     

   

   

   

   

 FINANCIAL RESOURCES 

 

 

 

 

 

 

 

 

 

 

 Enrollment (External Transfers/Very High Need)–Staten Island/St. John’s University

Enrollment Trends Target (2016) 

2011  2012

Indicator 

SI  STJ  SI  STJ

External Transfer 

(Undergraduates ‐ SI) 58  48  606  31  524 

 

 

Very High Need ‐ Freshmen 

35% 

(minimum) 45%  48%  39%  45%   

 

Admissions – Staten Island/St. John’s University 

Admissions Trends 

Target (2016) 

2012 (#)  2012 (Yield) Indicator 

SI  STJ  SI  STJ 

Applied  TBD  6,679  51,634   

Accepted  TBD  2,424  27,449  36.3%  53.2%   

Enrolled  TBD  178  2,792  7.3%  10.2% 

 

Financial Resources – Net tuition/discount – Staten Island/St. John’s University

 Target (2016) 

2011  2012  Indicator

SI  STJ  SI  STJ 

Net tuition revenue N/A 28,822 338,339 27,320 348,582

Net tuition discount (overall) N/A 32.2% 35.0% 32.2% 35.0%

Net tuition discount (freshmen) N/A 47.9% 48.2% 55.8% 46.8%

Net tuition per student- ($) N/A $18,288 $18,710 $19,294 $19,946

     Enrollment (Total, Freshmen, and Graduate) – Staten Island/St. John’s University

Enrollment Trends Target (2016) 

2011  2012 Indicator 

SI  STJ  SI  STJ 

Total Enrollment  TBD  2,076  21,067  1,977  21,087 

Total Enrollment Excl. College Advantage 

1,100  1,131  17,141  946  16,581 

Freshmen  250  193  2,763  178  2,792

Graduate  200  165  5,301  119  5,239

Adult Learners  TBD           

 

 

48.0%

54.4%

47.9%

55.8%

40.0%

45.0%

50.0%

55.0%

60.0%

2009 2010 2011 2012

 

0

20

40

60

80

100

2007 2008 2009 2010 2011 2012

External Transers

External Transfers (SI)

Net tuition discount – Freshmen (SI)

Prepared by Institutional Research (sg)          December 2012                                                                                       5

 

28.4%

30.9%32.2% 32.2%

26.0%

28.0%

30.0%

32.0%

34.0%

2009 2010 2011 2012

Net tuition discount overall (SI)

 

800

1,300

1,800

2,300

2,800

3,300Total Enrollment (SI ‐UG & GR)

Total Enrollment (SI ‐ Excluding College Advantage Program)

Total Enrollment (SI)

 

100

200

300

400

500

New Freshmen (SI)

Freshmen Enrollment (SI)

 

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

9,000

2009 2010 2011 2012

8,0997,407 7,349

6,679

34.5%34.3% 36.2% 36.3%

9.1% 8.3% 7.3% 7.3%

Applied

Accepted

Enrolled

Admissions (SI) 

     

   

   

   

    

    

   

   

   

    

    

    

    

 

Financial Aid – St. John’s University 

 Target 

(2016) 

2011  2012 

Indicator 

SI  STJ  SI  STJ 

% of undergraduates 

receiving financial aid N/A  TBD  94%  TBD  97%  N/A 

 

INSTITUTIONAL ADVANCEMENT 

 Gifts and Donors (Totals and Number  of Donors –Staten Island/St. John’s University

  Target (2016) 2010‐2011  2011‐2012 

Indicator SI  STJ  SI  STJ 

Amount of gifts received (in thousands) 

TBD 162.2    179.9   

 Amount of gifts received (in millions) 

  17.3    20.1 

Number of donors  ( #) 

TBD 

783    652   

 Number of donors  (# in thousands) 

  21.8  21.1

 

  Gifts and Donors (New Pledges and Athletics‐ Staten Island/St. John’s University

  Target (2016) 

FY11  FY12   Indicator SI  STJ  SI  STJ 

New 

Pledges 

($) 

TBD  6,536  6,908,116  107,111  5,505,334  

Athletics 

($) TBD  16,930  1,012,061  31,760  1,463,989   

 

 Alumni Donors  ‐ Staten Island/St. John’s University 

Alumni Giving Rate Target (FY16) 

FY12  FY13   Indicator SI  STJ  SI  STJ 

% of participation  N/A  3.9%  5.9%  3.2%  5.9% 

 

 

 

0

200,000

FY11 FY12

6,536

107,111

New Pledges

New Pledges (SI)

 

0

50,000

FY11 FY12

16,930

31,760

Athletics

Athletics (SI)

 

Prepared by Institutional Research (sg)          December 2012                                                                                      6

6

 

94%(2009)

94%(2010)

94%(2011)

94%(2012)

90%

91%

92%

93%

94%

95%UG Financial Aid % (St. John’s University)

   

   

4.7%3.9%

3.2%

0.0%

1.0%

2.0%

3.0%

4.0%

5.0%

6.0%

FY11 FY12 FY13

Alumni Donors (SI)

   

 

0

100

200

300

400

500

600

700

800

10‐11 11‐12

162.2 179.9

783

652

Amount of Gifts

# of Donors

Gifts & Donors (SI)

Prepared by: Office of Institutional Research (cmg) October 2012

Staten Island Campus At a Glance Fall 2012

OVERVIEW 1971 - Staten Island campus established Currently four schools and colleges:

St. John’s College of Liberal Arts and Sciences The School of Education The Peter J. Tobin College of Business College of Professional Studies

Approximately 16.5 acres

STUDENTS 2012 2011 Enrollment: w/o College Advantage(CA) w/ CA w/o CA w/ CA

o Undergraduate 827 1858 966 1911 o Graduate 119 165 o Total 946 1977 1131 2076

o Freshmen 178 193 o New Graduate Students 54 70 o New External Transfer Students 31 48

Gender (% Female) 54% 57% 55% 57% Ethnic Diversity (% Black, Hispanic, Asian, Two or more Races, 27% 26% 26% 24%

Native Hawaiian/Pacific Islander, American Indian, or Alaska Native)

% Catholic 74% 74% 73% 74% Geographic Distribution

o Primary Market (5 boroughs of NYC and Nassau County) 78% 89% 78% 88% o % from Staten Island 67% 78% 67% 75% o % from Out of State 21% 10% 21% 11% o # of Out of State (22 States & DC in 2012) 200 203 234 237 o # of students/countries Non-Residents & Permanent Residents come from: 5 5 9 9

Resident students 196 223 Full-time Baccalaureate 1st yr retention rate - fall 2011 entering class – 84%

10 yr composite average – 83% Full-time baccalaureate 6-yr graduation rate - fall 2006 entering class – 65%

10 yr composite average – 69% 349 degrees conferred in the 2011-2012 academic year

254 Undergraduate degrees 95 Graduate degrees

ANNUAL EXPENSES (2012-2013)

Undergraduate Tuition – $34,750 (varies by program and class year) Four-year fixed tuition rate available Staten Island 3-Year Accelerated Program - $40,400 Fees - $770

Budgeted Room/board rates - $13,520 (varies by room type) Graduate Tuition - $1,050 per credit (varies by program)

ALUMNI

17,673 living alumni 81% in the New York metropolitan area with 44% living on Staten Island