Coordinator S Report Outline

Five-Year Academic Program Review Guidelines Holistic Health Minor - Goals from Academic Year 2010-11

[Use this space to describe any goals your program set and to report results your program measured.]

This year focused on a 5 year review of the Holistic Health Minor offering to Stockton students. A new coordinator was in place and the fall semester started with a general meeting of the HHM faculty to discuss the plan for the year and review the Program Goals and Student Outcomes. A subcommittee of the HHM met weekly (please see Appendix A for meeting minutes). We completed a SWOT analysis (Appendix B), revised program and student learning outcome goals and refined the Student Survey Course Feedback Form (Appendix C). The Five Year Academic Review Guideline template for this minor (Appendix D) was finalized in January prior to the consultant visit in March (Appendix E). The assessment subcommittee attended the Faculty Workshop on Assessment offered by Heather McGovern and further examined a curricular map and set a timeline for AY 2011-2012 (attached powerpoint)

Fall Undergraduate Enrollment Tables 2009 2010 Major Program FTF TR FTF TR FR 3 2 FR 5 1 SO 2 2 SO 5 3 JR 5 3 JR 5 2 SR 4 7 SR 3 5 School FTF TR FTF TR FR 298 38 FR 336 52 SO 112 46 SO 107 40 JR 36 38 JR 35 58 SR 14 17 SR 14 22 College FTF TR FTF TR FR 1,080 255 FR 1,087 225 SO 774 569 SO 453 598 JR 587 1,257 JR 681 1,355 SR 682 1,513 SR 706 1,560 SOURCE: SURE Enrollment Files Fall 2009 & Fall 2010; Discoverer Report “Student Majors By Division, Program, Degree and Year – Names, Concentrations by Minor” NOTE: Current reporting restricts minors to one per major; thus, negligible under reporting may have occurred Summary of Courses Taught by Program Faculty (pre-filled by Institutional Research)

Total Course FA 2009 SP 2010 FA 2010 SP 2011 Enrollments Course Students Reg Adj Students Reg Adj Students Reg Adj Students Reg Adj GNM 2201 GNM 1026 26 1 26 1 GNM 2144 GEN 3411 POLS 2150 33 1 35 1 32 1 30 1 PUBH 2330 34 1 33 1 PUBH 4610

Five-Year Academic Program Review Guidelines ANTH 2136 35 1 GAH 2162 29 1 GEN 1016 GEN 2516 GEN 2319 GEN 3617 25 1 GIS 3207 25 1 25 1 GIS 4636 26 1 25 1 24 1 GNM 2206 30 1 GNM 2267 GNM 2336 GSS 2159 36 1 34 1 33 1 37 1 GSS 2351 GSS 3160 39 1 PHIL 2111 PHIL 3112 13 1 PSYC 2212 71 2 35 1 65 2 40 1 PSYC 3635 50 2 50 2 26 1 PUBH 2432 34 1 34 1 SOWK 3220 13 1 15 1 * Graduate courses (5000 level & up) are not included ** HOLH has no specific faculty assigned only to it; Above is all courses taught based upon the 2010-12 College Bulletin SOURCE: Faculty Workload Raw Data Reports Fall 2009, Spring 2010, Fall 2010, & Spring 2011

Summary of Degrees Granted (pre-filled by Institutional Research)

FA08 SP09 SU09 FA09 SP10 SU10* FA10* SP11* Degrees Granted 2 1 0 0 5 0 0 4 *Fall 10, Summer 10 & Spring 11 are Unofficial SOURCE: “Degrees Granted” Tables for FY09 & FY10; Discoverer Report “Degrees Granted Fiscal Year – OSR5001” NOTE: Current reporting restricts minors to one per major; thus, negligible under reporting may have occurred

Coordinator Comments about Course Enrollment and Degrees Granted Tables:

While the numbers graduating with the HHM are relatively low, several areas have been identified as barriers: 1) Students discover the HHM minor too late in their career or not at all 2) Marketing of the minor has been minimal and additional strategic planning for greater enrollment is necessary 3) Suggestions by the consultant earmarked the low numbers but provided various suggestions for potential exposure of the HHM to students on campus (please see consultant report – Appendix E)

Five-Year Academic Program Review Guidelines [Use this space to reflect on the tables above, as well as on any applicable teaching innovations; curricular changes including delivery mode, track and certificate development; senior experience, internships etc.]

After much discussion through the year and debate on whether a capstone was a necessary closure for the acquisition of the HHM, we explored Implementation of a student final project. This was pilot tested at the end of Spring 2011. HHM Faculty (4) gathered to view a powerpoint presentation by a graduating art student, Jaqueline Haynal. The goal was to establish student oriented information on the website for potential HHM students. Feedback was provided and she edited a new version for final posting. It was recommended by Claudine and the consultant to include a final capstone/reflection paper in order to capture overarching goals of the program and this first pilot was successful. HHM faculty agreed that a final reflection paper will replace a capstone course for each graduating student. New enrolling students will now be required to complete this assignment. We will further explore the use of a portfolio on BlackBoard in Fall 2011. The HHM coordinator plans to coalesce all HHM information, student accountability and other matters of interest on BlackBoard through the summer months.

Faculty Complement Tables: (pre-filled by Institutional Research)

Faculty Based Upon 2010-12 College Bulletin Rank Hire Date Gender Race/Ethnicity Bukowski, Elaine PROF 1987 F W Caplan, Ronald ASSOC 1994 M W Crowell, Tara ASSOC 2000 F W Galantino, Mary Lou PROF 1991 F W Greene, Laurie ASSOC 1989 F W Jauregui, Maritza ASST 2006 F H Nolan, Thomas ASSOC 1988 M W Spinella, Marcello ASSOC 1999 M W Werner, Ralph ASSOC 1997 M W Hossay, Patrick ASSOC 1999 M W Straub, Peter PROF 1994 M W SOURCE: IR Faculty Access Database & 2010-12 College Bulletin Additional Faculty added through this AY 2011-12 Anton, Luanne Donohue, Pat Perks, Joan Reynolds, Bill Walker, Ann Welliver, Joyce

[Attach Appendix of Faculty Activity – from Sedona]

Five-Year Academic Program Review Guidelines Coordinator Comments about Faculty Complement Table and Faculty Activity:

Learning[Use this Outcomesspace to reflect Assessment on faculty Table complement, faculty retention and development, mentoring and recruitment, scholarly and creative activity, service and engagement, etc., if applicable.]

We have a dynamic faculty with satisfied students (Aggregate Data from IDEA data – separate pdf - Appendix F). Faculty are available to students to cultivate learning throughout the curriculum and campus wide lectures and wellness fairs have fostered greater awareness of living holistically. IDEA surveys are favorable for all HHM electives. However, students are consistently informed about this minor too late in their academic careers and we are planning strategies to further increase the exposure of this minor to students at Freshman and Sophomore levels.

Program Learning Outcomes Assessment Summary for 2010-11: Objectives Measure(s) Result(s) Interpretation(s) Action(s) 1. Students 1.IDEA 1. Appendix F – 1. Meeting goal 1. Maintain will 2. Curricular good outcome use of successfully Map with IDEA 2. Need for summative apply 3. Student assistance to IDEA data elements of Surveys 2. 80% of HHM faculty to holistic health courses meet include specific 2. Fall 2011 theory and this objective goals. and Spring knowledge 2012 – through 3. With the 3. Research monitoring of recognition of exception of courses have course interactions the research different offerings between courses, all goals/outcomes theory and meet this goal 3. Add practice. pertinent HHM article for research review in Research Course offerings 2. Students 1.IDEA 1. Appendix F – 1. Meeting goal 1. Maintain will explore 2. Curricular good outcome use of the concept of Map with IDEA 2. Need for summative holism by 3. Student assistance to IDEA data examining the Surveys 2. 80% of HHM faculty to relationship courses meet include specific 2. Fall 2011 between this objective goals. and Spring quality of life, 2012 – health, illness 3. With the 3. Research monitoring of and recovery. exception of courses have course the research different offerings

Five-Year Academic Program Review Guidelines courses, all goals/outcomes meet this goal 3. Add pertinent HHM article for research review in Research Course offerings 3. Students 1.IDEA 1. Appendix F – 1. Meeting goal 1. Maintain will analyze 2. Curricular good outcome use of the impact of Map with IDEA 2. Need for summative health 3. Student assistance to IDEA data promotional Surveys 2. 80% of HHM faculty to campaigns courses meet include specific 2. Fall 2011 and reflect this objective goals. and Spring upon the 2012 – impact they 3. With the 3. Research monitoring of have on their exception of courses have course own health the research different offerings decisions. courses, all goals/outcomes meet this goal 3. Add pertinent HHM article for research review in Research Course offerings 4. Students 1.IDEA 1. Appendix F – 1. Meeting goal 1. Maintain will be able to 2. Curricular good outcome use of locate, Map with IDEA 2. Newly summative retrieve, and 3. Student established IDEA data critically Surveys 2. 40% of HHM goal as a result evaluate a courses meet of our 5 year 2. Fall 2011 variety of this objective review. Need and Spring information to be more 2012 – sources 3. 50% explicit in monitoring of related to Students feel course course holistic the courses are offerings offerings health. meeting this goal 3. Need to 3. Add increase Information information Literacy literacy across Rubric to HHM better monitor goal

Five-Year Academic Program Review Guidelines [Attach Appendices, if desired]

Coordinator Comments about Learning Outcomes Assessment Table:

[Use this space to elaborate on results, interpretations and the actions your program has taken or plans to take, based on these assessment results.]

The curricular map analyzed during the Faculty Assessment Workshop opened our eyes to the lack of specific goals geared toward the HHM in each syllabus reviewed. Furthermore only one course made the notation that it served as an elective in the HHM. With the 5 year program review, revision of program and student learning outcomes, additional mentoring and guiding of faculty in the minor is required as courses are offered in the future. Specific timelines will be set to assist faculty in this endeavor. All courses in the minor will indicate this on the syllabus to alert students that the course meets the requirement for the acquisition of the minor which may increase enrollment. Our assessment subcommittee has established a timeline to further assist faculty with specific measurable outcomes for each of the above student learning outcomes. This fall, 5 courses are offered in the minor and we plan to work with these faculty to improve measurable outcomes, starting with the Information Literacy Rubric.

Coordinator’s Annual Activity Plans for 2011-12:

[Use this space to describe anticipated initiatives, goals, resource needs, unique budget items for the year ahead and, if applicable, longer term plans beyond the upcoming year.] 1. Assign subcommittee member to serve as a resource for each of the faculty offering courses in the HHM this fall. 2. HHM Faculty will complete template with specific outcomes addressing 3 out of the 4 student learning outcomes. For example: provide student papers, projects, portfolio, etc. 3. Information Literacy is a new outcome which requires the use of the rubric (which can be modified within each class) 4. Schedule 2 meetings/ semester to discuss changes/ updates/ student feedback 5. Proficiency in use of Portfolio for students – evaluate outcome Spring 2012. 6. Increase marketing strategies of HHM to foster greater enrollment 7. Continued communication with HHM faculty, Dean and Provost. [Attach Appendices, if desired (such as SWOT, budget worksheet, addenda)]

Five-Year Academic Program Review Guidelines Process for piloting the Template:

1. Institutional Research completes the data charts by May 31; sends to Deans 2. Grants Office assists in providing Sedona appendices (if available; Scholarly Reports if Sedona is not yet available) (on track for May 31?) 3. Deans forward the data laden template to Program Coordinators 4. Program Coordinators add their reflections and any appendices by June 30 5. Program Coordinators send report to appropriate Deans. 6. Deans send copies to Provost’s Office and IR for aggregate reporting during pilot year (this will be manual during July-August 2011)

In 2011-12, the template will be replaced with an online form that collects and stores all data centrally, fields from which Grants, Provost, Deans, and Institutional Research Offices could assemble key reports: a. Annual Directors Report b. Aggregate Learning Outcomes Report c. Aggregate Scholarly Activity Report d. President’s Report to the Board of Trustees

Deans will then have more of a “School-wide Dashboard” of analytic views and

Comments from the Dean:

[Expands as needed.]

Five-Year Academic Program Review Guidelines Appendix A – Faculty Meeting Minutes

Minutes of HHM – October 5, 2010

Attendance: Ron Caplan, Bill Reynolds, Elaine Bukowski, Luanne Anton, Pat Donohue, Joanie Perks, Laurie Greene, Mary Lou Galantino

Projected agenda: 1) Address recent updates in courses 2) Review the 2 cluster offering of courses for students (we especially need to address Cluster A offerings with other options 3) Middle States Review - consultant discussion. We need recommendations for a consultant for Spring - any suggestions? 4) Generate ideas to enhance student enrollment.

Meeting Minutes 1. Introductions of faculty members and course offerings 2. Discussion of the clusters yielded several new options for Cluster B. Bill teaches GIS 3207, CONTEMPORARY ISSUES OF BIOETHICS This can serve as another research course for this cluster. Luanne teaches a Peer Education Course and Meditation Course and is proposing an Aromatherapy course once she completes her certification. However, we need to have her courses scheduled (MLG to speak with Jan to expedite this)

We have the following potential additions for Cluster A; a. Joan Perks – teaches a Nutrition course (Fall or Spring) b. Ann Walker – also teaches the Nutrition course in the summer c. Kim Raring – in the Wellness Center also teaches Nutrition d. Joyce Welliver – teaches a Health and Wellness Course

3. We discussed the necessary items for Middle States and the need to identify the additions for the template once received from Claudine Keenan. Joanie Perks agreed to work with MLG on details of the document. Ron agreed to assist in fine tuning the details of the courses and review the present offerings of courses to update 4. Requests for updated syllabi for Middle States and considerations for potential consultants. Recommendations: a. Matt Taylor, PT, PhD b. Speak to Marcello who may have some recommendations 5. Brief discussion regarding moving the minor to the School of Health Sciences. Overall, the group thought that the HHM may have greater exposure and attract more students. Tabled this discussion to focus on MSA this Spring. 6. Discussed importance of greater marketing strategies to students to increase student engagement with the HHM. At this point, the entry is often through Ron’s Freshman Seminar.

Five-Year Academic Program Review Guidelines

MSA HHM Meeting Minutes

Attendance: Mary Lou Galantino, Joan Perks Tuesday, Oct 12, 2010  Discussed strategy for development of our HHM assessment plan

 Discussed current document from past reports

 Discussed timeline to achieve completion of self study

Attendance: ML Galantino, Joan Perks, Joyce Welliver November 2, 2010 Discussion: 1. Reviewed philosophical underpinnings of HHM

2. Reviewed mission and vision of college

3. Reviewed and synthesized SWOT Stockton Strategic Planning Steering Committee

4. Visited Stockton 2020 Strategy Map

5. Developed specific HHM outcomes

Outcomes (of the above 1-5 items): 1. Made revisions/edits to the Bulletin for approval by the committee at large (Nov 9 meeting)

2. Align our HHM philosophy with underpinnings of the college (as stated by the Board of Trustees in 1982)

3. Synthesized SWOT and included in HHM specific goals

4. Included various strategies from 2020 into HHM goals/planning

5. Developed a rough draft to be reviewed and discussed at the Nov 9th HHM meeting of faculty

November 30, 2010 2:30-4:15 HHM MSA Subcommittee Meeting: ML Galantino, Joan Perks

1) Discussed the capstone course requirements under the General Studies Program with the Dean.

2) Discussed the possibility of piloting the capstone and refining for the final year.

3) Discussed options for independent study to complete their total credits necessary for HHM.

4) Discussed concern about students who have already registered for their HHM final courses and inability to change program requirements for graduating seniors. Minors and majors are uniquely different and the guidelines to be developed for a capstone case project should be individualized for students to me the outcomes of the HHM minor.

Five-Year Academic Program Review Guidelines 5) To include the capstone within an existing HHM course requires careful planning by the student. Possible consideration of the required courses in Cluster A or Cluster B have an understanding of the requirements of the capstone. Alternatively, develop the criteria for the capstone and place it on line for students to develop in concert with HHM faculty. Will inquire with Elaine and Ron about the possibility of laying the groundwork for the capstone in their respective courses. Ultimately, we would want to have a developed resource file of these capstone projects.

6) Reviewed comments from HHM faculty and made edits to the surveys.

7) Discussed the classes offered in Spring 2011. We want to make sure that the HHM courses indicate that they are one of 5 required courses for the attainment of the minor at RSC. Furthermore, we will send the 5 learning outcomes to be incorporated within Spring 2011 course syllabi in order to highlight the HHM minor requirements.

December 15, 2010 MSA Committee Meeting: Mary Lou Galantino, Joan Perks 1) Review of document – needs refinement (will send out to entire HHM faculty for feedback)

2) Courses that need to be added to the statistics:

a. GNM 2325: Nutrition and Health – Perks (fall 2010), Walker - summer 2009 and 2010(not referenced in the present stats)

b. Psychopharmcology – Welliver (taught every semester since Spring 2009)

3) Budget – appears sparse. Plan to speak with Jan about the details of the budget for next year

4) Made edits to initial portion of the document.

December 21, 2010

MSA Committee Meeting: Mary Lou Galantino, Joan Perks, Joyce Welliver

1) Final edits to the MSA document based on HHM faculty feedback 2) Discussion and review of consultants CV – possible candidates

January 21, 2011

1) Submission of final document to Deam Jan Colijn for review prior to consultant arrival in March

2) Completion of Paperwork for consultant to arrive on campus March 17, 2011.

Five-Year Academic Program Review Guidelines

Appendix B. SWOT Analysis

Please note, this list was generated by the review of Stockton’s MSA 2020 Strategic Planning Steering Committee – Synthesized SWOT (meeting 10-22 & 11- 03-09) Strengths:  Increasing diverse student body.

 Strong internal collaborations and external relationships across broad array of local industry government and service organizations, including regulators and employee representative.

 Ability to quickly mobilize staff in response to crisis situations.

Opportunities  Increase the degree opportunities in all areas of study. Be more creative in course offerings.

 Prospective students in NJ have expressed increased demand for alternative delivery methods.

 Expand use of facilities to public and community organizations to enhance development of cooperative efforts. Increase student exposure to unique and diversified ideas regarding on hand learning, service learning and the use of apprenticeships, internships and volunteerism.

Holistic Health Minor curriculum Outcomes The Holistic Health Minor Curriculum will: 1. Provide students with information regarding holistic health course cluster and continuing education through advisement and the Stockton website.

2. Graduate students who have obtained 85% competency in each holistic health course.

3. Graduate HHM students who perceive that their holistic health knowledge reflects outcomes of the holistic health minor according to 75% of the student surveys.

4. Expand the use of community organization to enhance holistic health cooperative efforts.

Five-Year Academic Program Review Guidelines 5. Recognize and appreciate holistic health practices from diverse cultures through information literacy.

6. Include an increasing diversity in the student body.

7. Foster awareness and self-reflection in crisis/stress management

Appendix C: Student Self Assessment – Holistic Health Minor Course Name and Number: ______Course Instructor: ______

Please circle the answer to the following questions: 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; and 5 = Strongly Agree.

The learning outcomes for this course were met: 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; and 5 = Strongly Agree.

The assignments were related to the learning outcomes of this course:

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This course has increased my knowledge and critical thinking skills about biomedical and holistic healthcare. 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This course has increased my knowledge and experiential learning of holistic health

Five-Year Academic Program Review Guidelines theories and practices.

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This course identifies and defines the available holistic therapies and their relevance in modern health care.

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This course critically and objectively evaluates the theoretical bases, efficacy and safety of holistic treatments

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This course integrates theory with practice in health and healthcare through information literacy

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

During this course, you evaluated therapies on the basis of empirical, peer-reviewed research

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

After taking this course, you can apply what you learned when establishing health choices

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

Provide Feedback on the following: What is the most significant learning experience(s)? What was least significant throughout the program? Any recommendations?

Appendix Outcomes from Faculty Institute on Assessment

Five-Year Academic Program Review Guidelines 1) Developed a Program Feedback Form which is now on-line via survey monkey 2) Completed Curricular Map – which revealed Student Outcome Goal #4: Information Literacy as an area that needs further direct inclusion in course goals and measurement outcome. Rubric recommended to faculty for implementation AY 2011-12 and ongoing. 3) Discussed Plans for the development of a Portfolio for each HHM student – will develop over the fall 2011 semester.

Holistic Health Minor Program Assessment

Please circle the answer to the following questions: 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; and 5 = Strongly Agree.

The learning outcomes for this program were met: 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; and 5 = Strongly Agree.

The program objectives were related to the learning outcomes of this program:

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This program has increased my knowledge and critical thinking skills about biomedical and holistic healthcare. 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This program has increased my knowledge and experiential learning of holistic health theories and practices.

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This program identifies and defines the available holistic therapies and their relevance in modern health care.

Five-Year Academic Program Review Guidelines 1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This program critically and objectively evaluates the theoretical bases, efficacy and safety of holistic treatments

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

This program integrates theory with practice in health and healthcare through information literacy

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

During this program, you evaluated therapies on the basis of empirical, peer-reviewed research

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

After taking this program, you can apply what you learned when establishing health choices

1 = Strongly Disagree; 2 = Disagree; 3 Undecided; 4=Agree; 5 = Strongly Agree.

Provide Feedback on the following: What is the most significant learning experience(s)? What was least significant throughout the program? Any recommendations?

Appendix D Five Year Academic Review of the Holistic Health Minor

Program reviews take place every five years for both curricular and non-curricular (academic support) units in Academic Affairs. The purpose of the 5-year program review is to help programs examine their effectiveness and efficiency, and hence help improve what we do and how we do it, in support of the mission and strategic objectives of Richard Stockton College. The following guidelines and template are based on best practices in higher education (Barak, 1990; Barak and Mets, 1995; Dickeson, 1999).

Oversight The Associate Provost for Personnel, Programs and Policy coordinates program reviews with the Deans, program coordinators, and Directors (“coordinators” below refers to coordinators or directors as applicable; where reviews are led by faculty other than coordinators/directors, the latter should nonetheless be involved in the initial planning meetings). School Deans are directly responsible to oversee specific program reviews within their schools, and the Associate

Five-Year Academic Program Review Guidelines Provost is directly responsible to oversee reviews of the academic support units. Compensation for program reviews is negotiated; refer to current agreements for details.

Program Review Schedule Mid- Associate Provost meets with Deans and Coordinators of scheduled September programs Late Institutional Research provides template data for scheduled programs September Mid-October Program Coordinators meet with Deans to propose study questions, discuss possible consultants Late October Coordinators meet with Associate Provost regarding plan for study Deans submit recommended consultants to Provost for approval Mid- Deans schedule spring consultant visit; Coordinators finalize questions November Early Coordinators send draft to Deans, Associate Provost, consultant February Feb - March Coordinators work with Schools to plan and escort consultant on visit (see guide) Schools manage contracting, logistics for consultants Mid-April Consultant sends report to Coordinators, Deans Early May Coordinators finalize study, responding to consultants’ reports, Deans provide study and response to Provost  Send copies of graduate program reports to Graduate Dean Summer Provost incorporates studies into Academic Plan cycle

Guidelines for Finding a Consultant The reviewer must be expert at assessment and must have experience in reviewing programs at institutions similar to Stockton; i.e., from a peer institution. An accreditation group or disciplinary association may have a list of recommended reviewers available, but even so the reviewer must be one appropriate to Stockton. Deans or department chairs at institutions similar to Stockton may also suggest reviewers they have used successfully. The Deans must approve and recommend the consultant to the Provost for final approval. The Associate Provost approves the consultants for the academic support units, and forwards the recommendation to the Provost.

Consultant Visit Guide This should include a short opening meeting among the consultant, program coordinator or Director, and the Dean or Associate Provost, to verify any particular items to be considered by the consultant. Reviews of undergraduate programs should include a meeting between the Dean of General Studies and the consultant; reviews of Graduate programs should include a meeting between the Graduate Dean and the consultant. Consultant should also meet with the Provost. A tour of the facilities is appropriate for some programs. The visit should end with a final exit interview.1

1 References: Barak, R. & Breier, S. (1990). Successful Program Review: A Practical Guide. San Francisco: Jossey-Bass. Barak, R & Mets, L. (1995). Using Academic Program Review. San Francisco: Jossey-Bass. Dickeson, Robert. (1999). Prioritizing Academic Programs and Services. San Francisco: Jossey-Bass.

HOLH Coordinator’s Report

Program: Holistic Health Minor Year of This Review: 2010 Coordinator: Mary Lou Galantino Year of Previous Review: Internal Reviewer: External Reviewer: TBD

1. History, development and expectations of the program  Why was the program developed? In general, these questions should be answered with 1-2 sentences of narrative

The Holistic Health program is an interdisciplinary minor located in the School of General Studies. The program provides the graduate with a global perspective in the foundation of holistic health and wellness. Its goal is to advance the understanding of integrated medicine and holistic health through the development of learning-centered innovative courses and research. Many of the faculty at Stockton are experts in this field, practicing and/or conducting research in the area of holistic health. Numerous course offerings for this major align with the students’ General Studies or elective requirements. This minor educates students and the community by developing a strong knowledge bas , rather than training specialists to practice.

 How has the program evolved or adapted to changes in student (or other) needs since the last five-year review (major changes)?

Although this minor has been in existence for 5 years, a formal assessment has not been completed. Since this is a relatively new program, there have not been any significant restructurings in the last 5 years. The focus has been the offering and continuity of courses with the 2 Cluster options and electives. Currently, through the process of a self study, an assessment plan to assess student learning outcomes has been developed..

 How has the program evolved or adapted to changes in the discipline, field, profession or paradigm?

Faculty teaching in the HHM maintain expertise and updated information in their course offerings. Many conduct research in their respective areas of holistic health and disseminate in manuscripts and presentations at local, state, national and international levels. Course learning outcomes, and student projects have been directly impacted by the current trends in specific content areas.

 What are the program’s current mission, vision and goals? Holistic Health Minor’s Mission To provide the Holistic Health Minor graduate with a global perspective in the foundation of holistic health and wellness. Holistic Health Minor’s Vision The Holistic Health Minor will serve as a catalyst for creating collaborative relationships throughout academic community (both internal and external) that will enhance the quality of life through education and community engagement. Holistic Health Minor Goals The HHM program outcomes were developed in collaboration with the Holistic Health Committee members. A review of the college’s current mission statement and strategic plan were utilized in the development of these outcomes. These goals are in alignment with The Richard Stockton College of New Jersey’s strategic directions as defined in the current Strategic Plan: Learning, Engagement, Global Perspective and Sustainability 2009-2014. The committee members explored present strengths and opportunities to develop program outcomes.

Alignment with strategic themes: Learning, Engagement, Global Perspectives, Sustainability:

Five-year program goals include (based on our SWOT): Strengths:  Increasing diverse student body.

Revision Date: 4/06/11 HOLH Coordinator’s Report

 Strong internal collaborations and external relationships across broad array of local industry government and service organizations, including regulators and employee representative.

 Ability to quickly mobilize staff in response to crisis situations.

Weaknesses:

 Flexibility of course sequencing and mandated course requirements

 Competing interests of faculty with other program demands of respective Major Courses they are teaching

 Small volume of students each year

 Need more advanced technology to be utilized through our HHM curriculum (website linking to all programs throughout the college

 Lack of program development related to financial funding

Opportunities  Increase the degree opportunities in all areas of study. Be more creative in course offerings and enhance marketing of the HHM early in students’ academic career selection at Stockton.

 Prospective students in NJ have expressed increased demand for alternative delivery methods.

Threats:

 Program requirements in some areas are so stringent that it does not allow students’ to explore the possibility of the minor

 Students are not identified early enough in their academic careers to allot adequate time to complete the HHM

 Unforeseen financial constraints placed on the college through lack of state funding

The Holistic Health Minor Curriculum will: 8. Provide students with information regarding holistic health and continuing education through basic information from the HHM website and faculty advisement.

9. Graduate students who have obtained 85% competency in each holistic health course.

10. Graduate HHM students who perceive that their holistic health knowledge reflects outcomes of the holistic health minor according to 75% of the student surveys.

11. Expand the use of community organization to enhance holistic health cooperative efforts.

12. Recognize and appreciate holistic health practices from diverse cultures through information literacy.

Revision Date: 4/06/11 HOLH Coordinator’s Report

13. Include an increasing diversity in the student body.

14. Foster awareness and self-reflection in crisis/stress management

The program envisions (growing enrollments and continuing collaborating within General Studies and among other Schools in the college in the next five years.

The Students’ HHM learning outcomes include:

1. Students will successfully apply elements of holistic health theory and knowledge through recognition of interactions between theory and practice. .

2. Students will explore the concept of holism by examining the relationship between quality of life, health, illness and recovery.

3. Students will analyze the impact of health promotional campaigns and reflect upon the impact they have on their own health decisions.

4. Students will be able to locate, retrieve, and critically evaluate a variety of information sources related to holistic health.

2. Demand for the program as a major (or minor)  What are the five-year enrollment trends (majors, minors)?

4- Year Enrollment Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 7 18 28 25 17

NOTE: Enrollment data was unavailable/unreliable for fall 2005

SOURCE: Sure Fall Enrollment Report Files (10th Day) for years 2005 to 2009 & Student Demo File for Fall 2010

 What are the state/national enrollment trends (if applicable)? Narrative and/or tables could go here http://www.nj.gov/highereducation/degree_data/index.html http://nces.ed.gov/programs/digest/d09/ch_3.asp http://nces.ed.gov/programs/digest/d09/figures/fig_15.asp?referrer=figures

 How has the program responded to these trends? There are no specific trends in the HHM over the enrollment increase over the last 5 years.

3. Demand for the program as a service program (combines major and service enrollments)  Chart five-year schedule of courses to illustrate the five-year service enrollment trends (courses for non-majors/minors) and the program’s contributions to General Education.

Fall 2006 Total Minors Service CRN Acronym Title Enrolled Enrolled Enrolled

Revision Date: 4/06/11 HOLH Coordinator’s Report

80559 GAH 2162 Medicine, Ethics, And The Arts 36 1 35 81161 GEN 3617 Wellness & Peer Education 27 0 27 80235 GNM 1026 Alternative Health Care 26 1 25 80892 GNM 2206 Herbal Medicine 36 0 36 80300 GSS 2351 Herbal Psychopharmacology 35 0 35 80325/ 80324 PSYC 2212 Health Psychology 61 0 61 Introduction to Political 80310 POLS 2150 Methodology 24 0 24 80387 SOWK 3220 Aging and Spirituality 10 0 10 Totals 255 2 253

Fall 2007 Total Minors Service CRN Acronym Title Enrolled Enrolled Enrolled 80432 ANTH 2136 World Perspectives on Health 29 1 28 81145 GEN 1016 Mind-Body Conditioning 26 0 26 80716 GNM 1026 Alternative Health Care 26 0 26 80718 GNM 2267 Folk and Traditional Medicine 24 0 24 80202 GSS 2159 The Psychology of Well-Being 23 0 23 80572 GSS 2351 Herbal Psychopharmacology 35 1 34 80602 PSYC 2212 Health Psychology 33 1 32 80636 PSYC 3635 Positive Psychology 30 0 30 Introduction to Political 80586 POLS 2150 Methodology 31 0 31 80419 SOWK 3220 Spirituality and Aging 17 0 17 Totals 274 3 271

Fall 2008 Total Minors Service CRN Acronym Title Enrolled Enrolled Enrolled 80621 GEN 3617 Wellness & Peer Education 25 0 25 80637 GIS 4636 Yoga: East Meets West 25 0 25 80788 GNM 1026 Alternative Health Care 25 1 24 80341 GNM 2206 Herbal Medicine 33 0 33 80790 GNM 2267 Folk and Traditional Medicine 25 0 25 80654 GSS 2351 Herbal Psychopharmacology 35 3 32 80145 GSS 3160 Stress and Anxiety 40 0 40 Introduction to Political 80666 POLS 2150 Methodology 35 1 34 80684 PSYC 2212 Health Psychology 34 1 33 80713 PSYC 3635 Positive Psychology 28 1 27 Totals 305 7 298

Fall 2009 Total Minors Service CRN Acronym Title Enrolled Enrolled Enrolled 81193 ANTH 2136 World Perspectives on Health 35 0 35

Revision Date: 4/06/11 HOLH Coordinator’s Report

80741 GEN 3617 Physical and Mental Wellness 25 0 25 81195 GIS 3207 Contemporary Issues of Bioethics 25 0 25 80768 GIS 4636 Yoga: East Meets West 26 0 26 81053 GNM 1026 Alternative Health Care 26 3 23 81198 GSS 3160 Stress and Anxiety 39 1 38 Introduction to Political 80792 POLS 2150 Methodology 33 0 33 81251/ 80807 PSYC 2212 Health Psychology 71 0 71 80833 PSYC 3635 Positive Psychology 25 1 24 80864 SOWK 3220 Spirituality and Aging 13 0 13 Totals 331 5 326

Fall 2010 Total Minors Service CRN Acronym Title Enrolled Enrolled Enrolled 80390 GNM 1026 Alternative Health Care 26 1 25 Introduction to Political 80904 POLS 2150 Methodology 32 1 31 80877 GIS 4636 Yoga: East Meets West 25 1 24 80869 GIS 3207 Contemporary Issues of Bioethics 25 0 25 80705 GNM 2206 Herbal Medicine 30 5 25 80922/ 81384 PSYC 2212 Health Psychology 65 1 64 80985 SOWK 3220 Spirituality and Aging 15 1 14 TOTAL 218 10 208

NOTE: Enrollment data was unavailable/unreliable for Fall 2005 & INB Banner Screen SFASLST was unavailable/unreliable for Fall 2005

SOURCE: 2008-2010 College Bulletin, Faculty Workload Files for Fall 2006 to Fall 2010, Course Enrollment File for Fall 2006 to Fall 2009, INB Banner Screen SFAREGS, & Fall 2010 Student Demo File

FALL 2006 FALL 2007 # of % of Courses # of % of Courses Program Courses Taught Program Courses Taught GENS (ALL) 5 55.56% ANTH 1 10.00% POLS 2 22.22% GENS (ALL) 5 50.00% PSYC 1 11.11% POLS 1 10.00% SOWK 1 11.11% PSYC 2 20.00% TOTAL 9 100.00% SOWK 1 10.00% TOTAL 10 100.00%

FALL 2008 FALL 2009 # of % of Courses # of % of Courses Program Courses Taught Program Courses Taught GENS (ALL) 7 70.00% ANTH 1 9.09%

Revision Date: 4/06/11 HOLH Coordinator’s Report

POLS 1 10.00% GENS (ALL) 5 45.45% PSYC 2 20.00% POLS 1 9.09% TOTAL 10 100.00% PSYC 3 27.27% SOWK 1 9.09%

TOTAL 12 100.00%.

FALL 2010 # of % of Courses Program Courses Taught GENS (ALL) 4 57.14% POLS 1 14.29% PSYC 1 14.29% SOWK 1 14.29% TOTAL 7 100.00%

NOTE: GENS (ALL) Includes GAH, GIS, GNM, & GIS Courses, Non-Class Course Sections with < 3 People Enrolled are NOT Included, and Workload Data for Fall 2005 was unavailable

NOTE: The above tables are the entire faculty contributions to all programs, not just General Education contributions

4. Quality of program inputs and processes  Chart the faculty, gender, longevity, rank/status, terminal degrees, % of courses taught by full-time vs. adjunct faculty Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Total 6 7 6 5 5 Men 6 5 4 4 4 Women 0 2 2 1 1 Rank—Professor 3 0 1 0 1 —Associate Professor 3 3 3 3 2 —Assistant Professor 0 4 2 2 2 —Instructor/other 0 0 0 0 0 Longevity*—20+ years 1 0 0 1 1 —15+ years 0 1 1 1 2 —10+ years 2 2 2 1 0 —5+ years 3 1 1 0 0 —less than 5 years 0 3 2 2 2 %Tenure/Tenure Track 100% 100% 100% 100% 100% % Terminal Degrees 100% 100% 100% 100% 100% % of courses taught by full- 67% 80% 70% 55% 71% time faculty

*Number of years of service at Stockton as of the semester taught in the program. Source: IR Faculty Access Database Files; Faculty Workload

 Chart the students, gender, race/ethnicity, incoming SAT profile (if available), average GPA by class level 

4- Year Enrollment

Revision Date: 4/06/11 HOLH Coordinator’s Report

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 7 18 28 25 17

Gender Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 N % N % N % N % N % Male 1 14.3% 4 22.2% 7 25.0% 4 16.0% 4 23.5% Female 6 85.7% 14 77.8% 21 75.0% 21 84.0% 13 76.5% Total 7 100.0% 18 100.0% 28 100.0% 25 100.0% 17 100.0%

Ethnicity Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 N % N % N % N % N % African American 1 14.3% 3 16.7% 3 10.7% 2 8.0% 0 0.0% American Indian/AK Nat. 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Asian/PI 0 0.0% 1 5.6% 1 3.6% 2 8.0% 2 11.8% Hispanic 2 28.6% 2 11.1% 4 14.3% 3 12.0% 1 5.9% White 3 42.9% 11 61.1% 20 71.4% 18 72.0% 13 76.4% Other/Unknown 1 14.3% 1 5.6% 0 0.0% 0 0.0% 1 5.9% Total 7 100.0% 18 100.0% 28 100.0% 25 100.0% 17 100%

Combined SAT Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 400-599 0 0 0 0 0 600-799 0 0 1 1 0 800-999 1 0 5 5 1 1000-1199 2 2 10 8 7 1200-1399 0 1 2 3 2 1400-1600 0 0 0 0 0 Missing 4 15 10 8 7 Total 7 18 28 25 17

NOTE: SAT scores are missing on those students who did not take or report SAT scores; SAT score information is not available on transfer students & Fall 2010 SAT scores are from the Sure Fall Enrollment Report Files (10th Day) 2010

Accumulated GPA By Level Freshman Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 < 1.00 0 0 0 0 0 1.00-1.99 0 0 0 0 1 2.00-2.49 0 1 0 0 0 2.50-2.99 0 1 0 0 0 3.00-3.24 1 0 0 0 0

Revision Date: 4/06/11 HOLH Coordinator’s Report

3.25-3.49 0 0 0 0 0 3.50-3.74 0 0 1 0 0 3.75-4.00 0 0 0 0 0 Missing 1 3 3 5 1 Total 2 5 4 5 2 Sophomore Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 < 1.00 0 0 0 0 0 1.00-1.99 1 0 0 0 0 2.00-2.49 0 1 1 0 1 2.50-2.99 0 0 2 0 0 3.00-3.24 0 0 1 0 0 3.25-3.49 0 1 0 2 1 3.50-3.74 0 1 1 0 2 3.75-4.00 0 2 0 1 1 Missing 0 2 1 0 0 Total 1 7 6 3 5 Junior Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 < 1.00 0 0 0 0 1 1.00-1.99 0 0 0 0 0 2.00-2.49 0 1 2 0 0 2.50-2.99 0 0 1 4 0 3.00-3.24 1 1 0 0 0 3.25-3.49 0 0 1 0 1 3.50-3.74 0 0 2 2 1 3.75-4.00 0 2 2 0 0 Missing 1 1 1 0 0 Total 2 5 9 6 3 Senior Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 < 1.00 0 0 0 0 0 1.00-1.99 0 0 0 0 0 2.00-2.49 0 0 0 0 1 2.50-2.99 0 0 1 4 2 3.00-3.24 0 1 2 0 0 3.25-3.49 0 0 1 1 2 3.50-3.74 0 0 3 2 2 3.75-4.00 1 0 2 4 0 Missing 1 0 0 0 0 Total 2 1 9 11 7 Prog. Total 7 18 28 25 17

NOTE: Accumulated GPA’s are missing for transfer students and first time freshmen who had not previously taken any courses at Stockton & Accumulated GPA’s are reported from the beginning of the semester for which they are listed

SOURCE: Sure Fall Enrollment Report Files (10th Day) for years 2005 to 2009& Fall 2010 Student Demo File

 Based on the Service Demand Course Chart in 2. above, discuss ONLY major curricular changes (if applicable)

 Chart and discuss ONLY important facilities/resources changes/needs (if applicable)

5. Quality of program outcomes

Revision Date: 4/06/11 HOLH Coordinator’s Report

 What direct measures of student learning/achievement does the program use: CLA, program assessment (portfolio, common final/question set, licensure exams, exit exam, etc.) Course and program assessment Capstone Project Portfolio IDEA Content

 What indirect measures of student and faculty satisfaction does the program use: IDEA aggregate data on shared program objectives or Group Summary Reports; NSSE scores, program survey results (if available) \ IDEA for all HHM faculty

 Required for Review: Ask and answer an assessment-focused question

6. Size, scope and productivity of the program  Five-year faculty workload reports (SCH, release, replacements)

Faculty FTE Including FT HT 3/4 Faculty Non- Instr. Faculty Faculty Faculty Adjunct FTE Release 2006-07 12 3 3.2 3.5 2007-08 9 4 3.3 3.3 2008-09 10 3 3.0 3.3 2009-10 8 4 2.5 2.7

NOTE: The above information was not available for AY05-06

Source: Course Enrollment File and Faculty Workload for AY06-07 to AY09-10

Narrative comments here (if applicable)

 Five-year faculty scholarship summary

2005- 2006- 2007- 2008- 2009- 5 YR College 06 07 08 09 10 Total Total Published Books 0 0 0 0 0 0 103 Published Works 5 2 4 0 9 20 1,108 Performances & Exhibits 0 0 1 0 0 1 211 Presentations 7 5 4 8 3 27 1,922 Boards 0 0 0 0 0 0 495 Awards & Grants 4 1 0 1 3 9 820 Other 0 0 0 0 0 0 9

NOTE: Scholarly Activity That is NOT Related to Holistic Health is NOT Included & Faculty Scholarship Book was NOT Yet Available for AY09-10

SOURCE: Faculty Scholarship Books AY05-06 to AY08-09, Grants Office

Revision Date: 4/06/11 HOLH Coordinator’s Report

* See Appendix A for Faculty Scholarship by Faculty Member

7. Revenue and other resources generated by the program  Grants earned (if applicable) Describe the eight grants summarized above

 Fundraising (if applicable)  Outreach activities (if applicable)  Other sources (if applicable)

8. Costs and other expenses associated with the program  Five-year budget summary (obtain from School Budget Clerk) 2004- 2005- 2006- 2007-08 2008-09 School College 05 06 07 Equipment Travel $728.50 Printing Other* $750.00 $160.00 $256.00 $256.00(balance) (balance) *Fundraising  Delaware Study benchmarking (if desired/applicable)

FY 2005 FY 2006 FY 2007 FY 2008 Salaries Other Than Personal Expenditures Total

NOTE: This data is only available for major programs.

9. Impact, justification and overall essentiality of the program

 What is the connecting relationship between this program and achievement of the HHM mission, vision and goals?

This program enables students to explore the overall gamut of what constitutes holistic health. Students are instructed in how to critically evaluate the literature relevant to holistic health to be an educated consumer. Additionally, this program fosters exploration of personally experiencing at least some of the holistic therapies explored through classroom learning.

 What is the connecting relationship between HHM and other programs throughout the College?

The HHM enables students to meet other requirements of the College, such as general studies, at-some-distance requirements, writing and quantitative reasoning requirements, and/or the H-I-V-A courses. For those in the health-related fields, it provides the ability to obtain a minor that will help them in their future careers.

What is the connection relationship between HHM and achievement of the College’s mission, vision and goals?

Revision Date: 4/06/11 HOLH Coordinator’s Report

The use of assessment data to increase institutional effectiveness, and an analysis of student learning outcomes assessment are performed to link the Holistic Health Minor with the College’s strategic direction.

The HHM assists students to broaden their field of studies, and in some instances, deepen their field of studies. It assists students to become more aware of global perspectives, theories, and practices and helps them to develop their own world view.

 If this program serves a unique need or population, describe that need in this section The faculty does not believe HHM necessarily serves a unique need or population. However, it is meeting a need of students who desire to explore the field of holistic health from a personal and potential professional perspective. It also enables students who already have an interest in this area, deepen and/or broaden that interest.

10. Opportunity and threat analysis of the program

 What external or internal opportunities and/or threats might HHM seize/deter during the next five years? Threats: Other colleges in the area who offer not only courses in holistic health, but degrees. Opportunities: Marketing the program to incoming freshmen and transfer students so that students are aware of this minor and can incorporate it into their studies. Combine efforts with the surrounding health care providers in the area to enhance the offerings of this course. We can explore the possibility of offering this as a continuing education series to the surrounding community. We may consider broadening our efforts and offer continuing education courses where participants could become certified in specific techniques (Reiki, yoga).

 What future directions are most appropriate for HHM? See above response.

 What future productivity or expense improvements are planned for HHM? Considering opportunities for continuing education, this may be a source of funding to sponsor speakers, etc. for the HHM. Recommended approval to offer credits and overload for faculty assisting with the advancement of capstone projects.

APPENDIX A

Faculty Scholarship by Faculty Member

AY2005-06

Home Awards Faculty Published Published Performances Boards School Presentations & Grants Books Works & Exhibits Robert Davidson ARHU Daniel Robins ARHU Rodger Jackson ARHU Peter Straub NAMS Ralph Werner NAMS Roseland Herlands NAMS Elaine Bukowski PROS 1 3 1

Revision Date: 4/06/11 HOLH Coordinator’s Report

Ronnie Tinsley PROS Maritza Jauregui PROS Mary Lou Galantino PROS 2 2 Ronald Caplan PROS Tara Crowell PROS Thomas Nolan PROS 4 James Avery SOBL Patrick Hossay SOBL Marcello Spinella SOBL William Miley SOBL 1 Laurie Greene SOBL 2 William Reynolds III SOBL PROGRAM TOTAL 0 5 0 7 0 4 ARHU 1 20 22 50 10 37 GENS 9 13 18 7 20 NAMS 1 27 72 13 74 PROS 3 51 5 122 30 32 SOBL 3 118 1 89 37 20 LIB/PROVOST STAFF 1 5 1 38 33 3 COLLEGE TOTAL 18 234 29 389 130 186

AY2006-07

Faculty Home Published Published Performances Boards Awards Presentations School Books Works & Exhibits & Grants Robert Davidson ARHU 1 Daniel Robins ARHU Rodger Jackson ARHU Peter Straub NAMS Ralph Werner NAMS Roseland Herlands NAMS Elaine Bukowski PROS Ronnie Tinsley PROS Maritza Jauregui PROS Mary Lou Galantino PROS 1 4 1 Ronald Caplan PROS 1 Tara Crowell PROS Thomas Nolan PROS James Avery SOBL Patrick Hossay SOBL Marcello Spinella SOBL William Miley SOBL Laurie Greene SOBL William Reynolds III SOBL PROGRAM TOTAL 0 2 0 5 0 1 ARHU 6 41 25 82 14 32 GENS 5 5 21 4 12

Revision Date: 4/06/11 HOLH Coordinator’s Report

NAMS 26 4 82 16 42 PROS 53 76 27 28 SOBL 82 1 70 29 19 LIB/PROVOST STAFF 1 10 31 20 16 COLLEGE TOTAL 12 217 30 362 110 149

AY2007-08

Home Faculty Published Published Performances Boards Awards School Presentations Books Works & Exhibits & Grants Other Robert Davidson ARHU Daniel Robins ARHU Rodger Jackson ARHU Ronnie Tinsley EDUC Elaine Bukowski HLTH 1 1 2 Maritza Jauregui HLTH Mary Lou Galantino HLTH 2 2 Ronald Caplan HLTH 1 Tara Crowell HLTH Thomas Nolan HLTH Peter Straub NAMS Ralph Werner NAMS Roseland Herlands NAMS James Avery SOBL Patrick Hossay SOBL Marcello Spinella SOBL William Miley SOBL Laurie Greene SOBL 1 William Reynolds III SOBL PROGRAM TOTAL 0 4 1 4 0 0 0 ARHU 4 21 22 64 2 20 4 BUSN 3 19 34 6 18 EDUC 7 30 4 1 1 GENS 5 12 2 30 3 12 1 NAMS 1 22 3 54 6 41 HLTH (PROS) 1 9 1 24 2 12 SOBL 5 97 2 60 13 26 3 LIB/AA/SA 1 10 32 26 22 COLLEGE TOTAL 20 197 30 328 62 152 9

Revision Date: 4/06/11 HOLH Coordinator’s Report

AY2008-09

Home Faculty Published Published Performances Boards Awards School Presentations Books Works & Exhibits & Grants Robert Davidson ARHU Daniel Robins ARHU Rodger Jackson ARHU Ronnie Tinsley EDUC Elaine Bukowski HLTH 4 Maritza Jauregui HLTH 1 1 Mary Lou Galantino HLTH 3 Ronald Caplan HLTH Tara Crowell HLTH Thomas Nolan HLTH Peter Straub NAMS Ralph Werner NAMS Roseland Herlands NAMS James Avery SOBL Patrick Hossay SOBL Marcello Spinella SOBL 1 William Miley SOBL Laurie Greene SOBL William Reynolds III SOBL PROGRAM TOTAL 0 0 0 8 0 1 ARHU 3 29 47 118 6 41 BUSN 1 37 64 9 22 EDUC 6 30 6 8 GENS 7 8 16 2 12 GRAD 2 6 8 2 HLTH 2 20 39 8 11 NAMS 20 49 5 35 SOBL 5 128 2 102 20 28 LIB/AA/SA 3 7 51 30 5 COLLEGE TOTAL 21 257 49 475 94 164

AY2009-10

Home Published Published Performances Awards & Faculty School Books Works & Exhibits Presentations Boards Grants Robert Davidson ARHU Daniel Robins ARHU Rodger Jackson ARHU Ronnie Tinsley EDUC Elaine Bukowski HLTH Maritza Jauregui HLTH Mary Lou Galantino HLTH 9 3 2 Ronald Caplan HLTH

Revision Date: 4/06/11 HOLH Coordinator’s Report

Tara Crowell HLTH Thomas Nolan HLTH 1 Peter Straub NAMS Ralph Werner NAMS Roseland Herlands NAMS James Avery SOBL Patrick Hossay SOBL Marcello Spinella SOBL 1 William Miley SOBL Laurie Greene SOBL William Reynolds III SOBL PROGRAM TOTAL 0 9 0 3 0 3 ARHU 3 47 66 94 10 31 BUSN 5 43 2 57 3 14 EDUC 1 6 0 24 7 2 GENS 13 26 1 25 14 19 GRAD 0 0 2 13 3 2 HLTH 0 27 1 50 22 10 NAMS 0 16 0 37 13 40 SOBL 6 29 1 37 17 23 LIB/AA/SA 3 9 0 31 6 14 COLLEGE TOTAL 18 194 73 368 95 155

NOTE: Scholarly Activity that is NOT related to Holistic Health is NOT included

SOURCE: Faculty Scholarship Book for AY05-06 to AY09-10, Grants Office

Revision Date: 4/06/11 HOLH Coordinator’s Report

External Consultant’s Review Report Holistic Health Minor Program The Richard Stockton College of New Jersey March 30, 2011

Prepared by Sachiko Komagata, P.T., Ph.D. Chair and Assistant Professor Department of Holistic Health, Exercise Science, & Physical Education Georgian Court University, Lakewood, NJ [email protected]

Purpose of Report The purpose of this report is to provide feedback for the Richard Stockton College of New Jersey Holistic Health Minor (HHM) program as part of their five-year academic program review and self-assessment process. I reviewed the self-study program review document prepared by the program coordinator, Mary Lou Galantino and her team prior to my site visit. In my role as an external consultant reviewing the program, I made a site visit to the Stockton campus on March 2, 2011 and interviewed HHM students/faculty, current and previous coordinators of HHM, the staff and the librarian associated with HHM, the dean of General Studies, the Chief Planning Officer, and the Provost. During the site visit, I self-toured the campus and facilities as well as listened to student/faculty research poster presentations and attended one of the 11th annual Day of Scholarship presentations. It is my intention for this report to serve as a supplement to the five-year HHM academic program review process. I would like to commend Richard Stockton College of New Jersey for its vision and initiative to offer a truly interdisciplinary Holistic Health minor program in the School of General Studies. According to the landmark 2008 study (Barnes, et. al) using the 2007 National Health Interview Survey data, almost four out of ten adults used some forms of complementary and alternative medicine in a one-year period. Stockton is responding to growing public needs to learn more about holistic and/or complementary alternative approaches to health and wellness. Stockton HHM also prepares diverse service

Revision Date: 4/06/11 HOLH Coordinator’s Report professionals whose knowledge and exposure to such holistic experience would become an asset in their prospective careers. This report begins with a summary of the materials and resources I used to conduct my review of the HHM program. Next, the strengths of the MMH program are highlighted. This report concludes with observations regarding potential areas for strengthening and recommendations for continuous program growth.

Revision Date: 4/06/11 HOLH Coordinator’s Report

Summary of Materials and Resources Used to Develop this Report  Self-guided tour of the Stockton campus

 Holistic Health Minor Program five-year review self-study report submitted by the HHM coordinator, Mary Lou Galantino, PT, Ph.D.

 Coordinator’s Report 2007-2008

 Coordinator’s Report 2008-2009

 Appendix A: HHM Assessment Matrix & HHM Course Syllabi

 Appendix B: Flyers for HHM Presentations

 Data from HHM Student Survey (GNM 2201, 1026, 2206, ANTH 2136, PSYC 3635, 2212, 3242, GSS 3160, GIS 4636, CRIM 2141, GEN 2319)

 Coordinator’s Report 2009-2010

 IDEA Student Ratings of Instruction Group Summary Report on HHM (F08-Sp10)

 HHM websites

o Holistic Health Minor http://intraweb.stockton.edu/eyos/page.cfm? siteID=18&pageID=36

o Library Resource Guides (LibGuides Subject Holistic Health) at http://libguides.stockton.edu/content.php?pid=191934

o Registrar Most Frequently Asked Questions, Spring 2011 Interdisciplinary Minor Course Offerings

http://intraweb.stockton.edu/eyos/sturecords/content/docs/forms/Spring %202011%20Interdisciplinary%20Minors%20Course%20Offerings.pdf

 The LITT at RSCNJ Facebook community page http://www.facebook.com/pages/The-LITT- Program-at-RSCNJ/245341072249

 Interview with Dr. Harvey Kesselman, Provost & Claudia Keenan, Chief Planning Officer

 Interview with Dr. Jan Colijn, Dean, General Studies

 Interview with Dr. Mary Lou Galantino, HHM Coordinator

 Interview with Dr. Ron Caplan, Chair of the Stockton College Holistic Health Initiative (SCHHI)

Revision Date: 4/06/11 HOLH Coordinator’s Report

 Interview with five HHM faculty and one staff

o Tom Nolan who teaches Health and Healing

o Elaine Bukowski, PT, DPT, MS, (D)ABDA

o Marcella Spinella, PhD, Former HHM Coordinator

o Joan Perks, MSN

o Ann Walker, MSN

o Patricia Donahue

 Interview with Dr. David Pinto, Director of Library

 Interview with three current HHM students: Patricia (Social Work), Marita (Public Health), & Jacquelyn (Art)

 Wrap up meeting with MSA subcommittee

o Mary Lou Galantino, Ph.D.

o Joan Perks, MSN

Revision Date: 4/06/11 HOLH Coordinator’s Report

Description of Holistic Health Minor (HHM) Program Strengths Overview The HHM program has been developed as an interdisciplinary minor within the School of General Studies along with six other minors. The demand grew from less than ten students in 2006 to 28 in 2008 while the number declined to seven-teen during the following two years. As per Claudia Keenan, Chief Planning Officer, HHM is the second largest minor following Women’s, Genders, and Sexuality Studies Minor. As per IDEA HHM group summary report (student course evaluations) Fall 2008-2010, HHM courses demonstrate higher than the IDEA database and Stockton average for “progress on relevant objectives, excellent teachers, and excellent course.” The HHM faculty shows their enthusiasm in teaching such courses. In addition, the successive three program coordinators have contributed to develop, enhance the program quality, and assess its full potential. Furthermore, the administration supports further development of HHM and its potential as a unique liberal art university community of learners, teachers, and scholars. Curriculum  Attracts students in various majors (e.g. social work, public health, art, etc.)

 Offers over 20 truly multi-disciplinary courses (Public Health, Physical Therapy, Nursing, Psychology, Social Work, Anthropology, General Arts and Humanity, Geographic Information Systems, General Natural Science and Math, General Studies)

 Meets the demands of the evolving field of holistic/integrative health by adding new courses created by faculty from various disciplines

 Develops collaborative relationship with local industries as evidenced by the use of yoga studios for yoga-based research conducted by the HHM faculty and their students

Program Coordinators  In 1996, a group of Stockton faculty and staff formed the Stockton College Holistic Health Initiative (SCHHI) to promote holistic health and health care on the college campus and in the surrounding community. Dr. Ronald Caplan Chaired this committee. Over the next several years, SCHHI sponsored several conferences and other events. In 2005, it sponsored a two day Tai Chi retreat with Sifu Wu and the following year a college-wide holistic health fair.

 In 2002, SCHHI began to work on establishing a Holistic Health Minor at the college. This effort was spearheaded by Dr. Marcello Spinella. He wrote the original proposal and formally presented it to the Faculty Assembly. The HHM officially began in the fall of 2005. Also in 2002, four SCHHI members - Elaine Bukowski, Ron Caplan, Tara Crowell and Marcello Spinella, wrote a formal proposal to establish a Holistic Health Institute at Stockton. It is noteworthy to review this proposal for an Institute where the HHM faculty may have more research and funding opportunities making closer ties with the community.

Revision Date: 4/06/11 HOLH Coordinator’s Report

 The 2nd HHM program coordinator, Tara Crowell, Ph.D., in Public Health introduced/developed HHM Assessment matrix that contains course objectives to be assessed, assessment tools, analysis, and course revision plan based on the assessment. Based on this formal assessment plan, realistic modifications to the HHM curriculum have been made (e.g., as per 2009-2010 coordinator report, three additional courses are added in the cluster B based on the preliminary assessment results that indicated lack of options). Dr. Crowell indicated in her 2009-2010 report that relocation of the HHM transfer to School of Health Science may help promote the HHM program as well as more HHM faculty involvement in the HHM.

 The most recent and current program coordinator, Mary Lou Galantino, Ph.D., is a charismatic leader who not only passionately lead the HHM program but also provide creative solutions for HHM students who have limited time to complete their minor before their planned graduation. Dr. Galantino is well respected by the Stockton community and shows a potential to grow the HHM program further. Dr. Galantino demonstrates her active research activities involving her students and colleagues in the merging areas between holistic health and physical therapy.

Faculty and Staff  There are exceptional faculty members as evidenced by student comments (“Excellent course and professor really explains various aspects of healthcare in an interesting way”).

 The faculty demonstrates their passion in teaching courses within HHM program.

 The faculty and their students engage in their original research relevant to HHM, as evidenced in the review document as well as through various presentations at the Scholarship Day on March 2, 2011.

 The faculty applies for grants to support their research activities.

 The faculty utilizes counseling center and other resources for their HHM students in crisis situations.

 The faculty offers HHM-relevant and innovative workshops (e.g. mindfulness meditation) to the Stockton community.

 The Wellness Center and Career Development Center sponsor weekly meditations for the Stockton community.

Students  According to the IDEA summary report created by Heather McGovern, HHM students are more likely than average Stockton students to focus on gaining factual knowledge, learning fundamental principles, and developing a clearer understanding of and commitment to personal values.

Revision Date: 4/06/11 HOLH Coordinator’s Report

HHM students are predominantly female. This fact is consistent with the user profiles of complementary and alternative medicine in the US, but increasingly diverse in terms of ethnicity and the SAT score at Stockton. Library  The Stockton Library added Holistic Health Subject specific Library Guides (LibGuides) in a timely responsive manner on its website. This database provides a quick review of recommended online databases, web sites, books, journals, and other resources for students and faculty to begin their research in Holistic Health.

Support of Stockton Administration  The HHM program has the strong support of Jan Colijn, Dean, School of General Studies.

 The HHM program has support of Harvey Kesselman, Provost, and Claudia Keenan, Chief Planning Officer.

 The HHM program has the potential support of Brenda Stevenson Marshall, PhD, MPH, MAE, Dean, School of Health Sciences.

Recommendations for Strengthening the HHM Program The faculty, program coordinator, and the administration of Stockton are invited to consider the following recommendations for further strengthening the program. Recommendations are organized under the following subheadings.  Marketing and promotion of the HHM program

 Curriculum/Program Development

 Communication

Marketing and Promotion of the HHM program With the understanding that the faculty members and the program coordinator have their own responsibilities associated with their home discipline and are serving HHM voluntarily without compensation, some of the recommendations here may justify some additional funding and/or other innovative approaches, such as recruiting student workers. For this purpose, some additional points are listed below.  Update Holistic Health Web page information with visuals, testimonials, news, etc.

 Create a one-page flyer about the HHM program and distribute it to all the freshman seminar faculty for information dissemination targeted at an earlier academic career stage

 Encourage all the HHM faculty to introduce HHM to the class at least once during the semester (make one-page flyer and minor declaration form available)

 Place one-page flyer about HHM program at key areas on campus, such as the Wellness Center, Career Center, fitness room, library, dining hall, dormitory halls, reception area of the Dean of General Studies.

Revision Date: 4/06/11 HOLH Coordinator’s Report

 Add “Holistic Health Minor Program” visible on all extracurricular event flyers and email announcements, as it was done for the Introductory mindfulness workshop by Marcello Spinella, Ph.D., on Oct. 16, 2008.

 Create a Face Book community page for the Stockton HHM program to attract multi-media generation/Face Book users among and beyond Stockton (see example at http://www.facebook.com/pages/The-LITT-Program-at-RSCNJ/245341072249 The LITT at RSCNJ Facebook). Once you have a sizable “like” individuals, it is easy and sustainable to invite people to various HHM events without the need of paper flyers.

Curriculum/Program Development Due to the interdisciplinary nature of the program, it is not clear how each semester’s HHM course offerings are determined. The number of courses offered in fall or spring semester ranged from two to eleven courses during 2006 to 2010. As expressed by the provost and the faculty, the Stockton administration appears to support individual faculty’s passionate topics to teach even though such topics may not be within their original disciplines. This gives a significant opportunity for interdisciplinary minors, such as HHM to add innovative and attractive courses to serve the current diverse student body. It is also noted that signature courses of the faculty members may disappear as they retire and not having the successor being trained. To provide consistency and predictability of the program offering, the following is suggested.  Create a master schedule or at least indicate which courses are regularly offered

 Identify potential new courses by mass emailing department chairs for their input or contacting potential faculty in advance

 Conduct alumni survey to determine how the HHM program impacted their employment opportunity, their quality of life, life style choices, etc. after graduation

 Form a yearly focus group of current students to identify curriculum/program modification needs

 Continue modifying the HHM assessment plan based on the complete assessment cycle to determine the curriculum/course revision needs as well as to provide future budgetary recommendations

 Develop suggested (or sample) course selections for each major (e.g. Psych major GNM2201, GEN4511, GEN 2516, PSYC2212 & 3635)

 Indicate on the website as well as elsewhere that any major including Art can pursue HHM

Communication

Revision Date: 4/06/11 HOLH Coordinator’s Report

 To facilitate the HHM faculty involvement in all aspects of the HHM, a face-to-face HHM faculty meeting at least once a semester may be beneficial.

 To facilitate all Stockton faculty members’ knowledge about HHM program, announcements of all interdisciplinary minors and their program coordinators at an annual fall faculty meeting may be helpful. The Provost could point to a one-page listing on the table to promote the faculty members’ attention. This may also ameliorate the current challenge the program coordinator faces, i.e., to know who might be interested in teaching HHM courses in the future.

 HHM students may benefit from developing a sense of holistic health sub-community within Stockton campus life. Assuming all students are busy scattered around, HHM Face Book may serve as an initial communication forum. Through such connections, students may develop a sense of belonging and then this sense of community may lead to initiating student club, such as Holistic Health Student Club that was originally considered as a potential in the 2007-2008 coordinator’s report.

 Currently, there seems no clear consensus among the HHM faculty members on where the HHM should be housed. It may be beneficial to discuss further among the HHM faculty members to reach a consensus. It should then be communicated to the Stockton’s very supportive administration in order to reach the program’s full potential.

Revision Date: 4/06/11 HOLH Coordinator’s Report

Conclusion Stockton’s vision statement was finalized in 2010: “an environmentally-responsible learning community of engaged citizens embracing a global perspective.” This serves as a foundation for the Holistic Health Minor program. In addition, Stockton’s value of diversity is reflected in the HHM student demographic data. This report highlighted the many strengths of this interdisciplinary minor program and provided recommendations for strengthening and continuous development of the program. While the public as well as diverse professionals’ desire to learn more about Holistic Health/integrative medicine are building continuously, the Stockton’s Holistic Health minor graduates may begin applying their keen self-awareness and holistic approaches to wellness regardless of their professions. Further assessment of the HHM program and its students and alumni will validate the power of this unique interdisciplinary minor program that continues to attract passionate faculty members and students from diverse disciplines. References Barnes, P.M., Bloom, B., & Nahin, R.L. (2008). Complementary and alternative medicine use among adults and children: United States, 2007. National Health Statistics Report, 12: 1-23.

Revision Date: 4/06/11