AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: College of Professional Studies
Program Reviewed: Criminal Justice Leadership MPS SI
Date Submitted to Department/Division Chair:
Overview and Program Review Summary: Please summarize this program’s mission and its relationship to the vision
and mission of St. John’s University, and the program’s School/College. Identify similar programs regionally and
nationally and distinguish this program from them. In addition, summarize your findings as they relate to (1) program
quality, (2) market growth potential, and (3) student learning. Also, summarize any significant changes, achievements
(by faculty and students and the program itself), and plans for the future. Finally, based on the information gleaned
from the data in the self-study, give an overall rating of the program’s Enrollment/Market Potential by categorizing it as
one of the following: (1) Enhance; (2) Maintain; (3) Reduce support, Phase out, Consolidate, or Discontinue.
(Suggested limit 1 page)
STANDARD 1. The purpose of the program reflects and supports the strategic vision and mission of St. John’s
University, and the program’s School/College.
1a.
What evidence can you provide that demonstrates that the program embodies the Catholic, Vincentian, and
metropolitan identity of St. John’s University? www.stjohns.edu/about/out-mission. (Suggested limit 1/3 page)
1b.
What evidence can you provide that demonstrates that the program embodies the University’s vision.
www.stjohns.edu/about/out-mission/vision-statement. (Suggested limit 1/3 page)
1c.
What evidence can you provide that demonstrates that the program embodies the vision and mission of the
program’s School/College? (Suggested limit 1/3 page)
Standard 1.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 2. The program attracts, retains, and graduates high quality students.
2a.
Undergraduate SAT and High School Average
Not Applicable
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
CPS_CJL_MPS_SI
Self-Study Template 1
2d.
Graduate Standardized Test Scores
New Graduate Students GRE Verbal
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score Ir Grev Score Ir Grev Score Ir Grev Score
Criminal Justice Leadership MPS
old
530
350
new
145
143
New Graduate Students GRE Quantitative
Mean Scores
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score Ir Greq Score Ir Greq Score Ir Greq Score
Criminal Justice Leadership MPS
old
540
340
new
140
145
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of
200-800(old) and after 8/1/11 on a scale of 130-170(new)
New Graduate Students GRE Verbal
Mean Scores
Coll of Profession StudGrad
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
Ir Grev Score
old
447
430
new
475
315
146
146
New Graduate Students GRE Quantitative
Mean Scores
Coll of Profession StudGrad
old
new
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Ir Greq Score
Ir Greq Score
Ir Greq Score
Ir Greq Score
567
530
633
415
144
148
As of August 1, 2011, ETS revised the GRE General Test with a new scoring scale. Prior to 8/1/11 on a scale of 200-800(old) and
after 8/1/11 on a scale of 130-170(new)
CPS_CJL_MPS_SI
Self-Study Template 2
GRE
Intended Graduate Major
Test-Takers
Mean Score (Verbal)
Mean Score (Quantitative)
Social Sciences*
75,604
153
150
* For further information, please visit http://www.ets.org/s/gre/pdf/gre_guide.pdf
2e.
Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
2f.
If applicable, describe the program’s student performance over the past five years on licensure or professional
certification exams relative to regional and national standards. (Suggested limit 1/4 page)
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2006
2007
2008
2009
Majors
36
27
27
20
16
Minors
0
0
0
0
0
Total
36
27
27
20
16
S
2h.
2005
CRL
MPS
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Majors
Majors
Majors
Majors
14
10
7
3
Number of degrees granted during the past five years. See table below.
Academic Year
Degrees
Granted
04/05
05/06
06/07
07/08
08/09
Graduate MPS
15
35
23
23
15
CPS_CJL_MPS_SI
Self-Study Template 3
10/11
11/12
12/13
Degrees Conferred Degrees Conferred Degrees Conferred
CPS-GR-SI
CRL
Criminal Justice Leadership
MPS
7
3
3
Below is comparison degrees conferred data for local and national institutions based on data retrieved from the IPEDS
website. This is based on the Classification of Instructional Program (CIP) Code of 43-Homeland Security, Law
Enforcement, Firefighting, and Related Support Services.
20092010
20102011
20112012
Masters
Local
34
32
64
National
6,714
7,433
8,402
1
Local institution include: Adelphi University, Columbia University, CUNY Queens College, Fordham University,
Hofstra University, Iona College, C.W. Post University, Manhattan College, New York University, Pace University,
Seton Hall University, Stony Brook University, and Wagner College.
Comments : Based on the data in 2g and 2h, how do these trends compare to institutional, regional and national
patterns? (Suggested limit 1/2 page)
2i.
What mechanisms are in place to monitor students’ progress toward degree? And, to what extent is there a
collaborative effort to provide quality advising and support services to students? (Suggested limit 1/4 page)
2j.
If available, provide information on the success of graduates in this program as it relates to employment or
attending graduate school. (Suggested limit 1/4 page)
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Self-Study Template 4
2k.
Please comment on the students’ competencies in the program. Support your responses using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
3a.
What is the evidence of monitoring the external and internal environments, specifically what are the strengths,
weaknesses, opportunities and threats facing the program? How were they identified? What actions have been taken
in response to these findings? What characteristics of the program suggest a competitive edge against other programs
regionally and nationally?
CPS_CJL_MPS_SI
Self-Study Template 5
3b.
What is the current and future market demand for the program? Support your response using the data
provided below or any other internal or external sources to justify your response.
Change, 2010-20
Fastest Growing Occupations
Percent
Numeric
Bailiffs, Correctional Officers
and Jailers
5%
26,000
Private Detectives and
Investigators
21%
7,100
Law Enforcement Workers
7%
58,700
Occupations having the
largest numerical increase
in employment
Law Enforcement Workers
Change, 2010-20
Percent
Numeric
7%
58,700
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Private Detectives and Investigators
Percent
Numeric
21%
7,100
Changes, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Percent
Numeric
Law Enforcement Workers
7%
58,700
Bailiffs, Correctional Officers and Jailers
5%
26,000
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3.
Additional comments if needed: (Suggested limit 1 page)
STANDARD 4. The program provides a high quality curriculum that emphasizes and assesses student learning and
engagement.
4a.
Please indicate how the program curriculum is in alignment with the following three items:
(Suggested limit 1/2 page for each of the three categories below)
1. Standards within the discipline
2. Curriculum integrity, coherence, academic internships, teaching excellence, teaching vibrancy, and study
abroad experiences.
CPS_CJL_MPS_SI
Self-Study Template 6
3. The University Core competencies
4b.
The syllabi for the courses within this program incorporate the suggested elements of a syllabus – an example of
which can be found at the following St. John’s University Center for Teaching and Learning link. (Suggested limit 1/3
page) http://stjohns.campusguides.com/content.php?pid=71651&sid=984766
4c.
Describe the assessment model currently in place for the program and indicate the extent to which disciplinary
and core knowledge, competence, and values are met, as well as findings and action plans for improvement. For
reference, visit WeaveOnline – https://app.weaveonline.com//login.aspx; Digication – https://stjohns.digication.com/.
(Suggested limit 1/2 page)
4d.
What, if any, external validations, e.g. specialized accreditations, external awards, other validations of quality
has the program received? (Suggested limit 1/3 page)
Standard 4.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 5. The program has the faculty resources required to meet its mission and goals.
5a.
Below you will find the number of students enrolled as majors and minors in the program. Please complete the
table by adding the number of full-time faculty assigned to the program. Then calculate the student to full-time faculty
ratio.
Fall 2005
Fall 2006
# Majors/
FT Faculty
FT
PT
Total
Majors
4
32
36
Minors
FT
3
PT
24
0
Majors
& Minors
Combined
4
32
# of FTE
Students
(Majors &
Minors)
4.00
10.67
# of FTE
Faculty
assigned
to the
program
CPS_CJL_MPS_SI
Fall 2007
Total
27
FT
0
PT
27
0
Fall 2008
Total
27
FT
0
PT
20
0
Fall 2009
Total
20
FT
3
PT
13
0
Total
16
0
36
3
24
27
0
27
27
0
20
20
3
13
16
14.67
3.00
8.00
11.00
0.00
9.00
9.00
0.00
6.67
6.67
3.00
4.33
7.33
0
0
0
0
0
Self-Study Template 7
FTE
Student/
FTE
Faculty
Ratio
0
0
0
0
0
Staten Island
Fall 2010
Fall 2011
F
P
Majors
Total
F
P
Total
F
P
Fall 2013
Total
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
MAJORS
3
11
14
4
6
Fall 2010
Total
Fall 2012
10
1
6
Fall 2011
7
3
Fall 2012
3
Fall 2013
F
P
Total
F
P
Total
F
P
Total
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
3
3.667
6.667
4
2
6
1
2
3
1
1
FTE MAJORS
Important Notes:
FTE Students = Number of FT Students + (number of PT Students/3)
FTE Faculty = Number of FT Faculty + (number of PT Faculty/3)
This methodology is used by SJU for all external reporting
5b.
Below you will find the credit hours the department has delivered by full-time faculty and part-time faculty
(including administrators) and the total credit hours consumed by non-majors.
Credit Hours
Taught
Fall 2005
#
Fall 2006
Fall 2007
Fall 2008
Fall 2009
%
#
%
#
%
#
%
#
%
4395
56%
3690
50%
3912
55%
4002
60%
3726
57%
3516
44%
3717
50%
3192
45%
2694
40%
2802
43%
FT Faculty
PT Faculty
CPS_CJL_MPS_SI
Self-Study Template 8
Total
7911
100%
% consumed by
Non-Majors
7407
100%
19%
Credit Hrs
Taught
7104
100%
25%
Fall 2010
6696
100%
22%
Fall 2011
6528
19%
Fall 2012
17%
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
4,032
60.7%
3,984
58.0%
3,963
58.8%
3,939
60.4%
P-T Faculty
(inc Admin)
2,613
39.3%
2,883
42.0%
2,775
41.2%
2,586
39.6%
0.0%
0.0%
100%
0.0%
0.0%
Total
6,645
100%
6,867
100%
6,738
100%
6,525
100%
% Consumed
by NonMajors
1,026
15.4%
984
14.3%
864
12.8%
813
12.5%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
Courses
Taught
FT Faculty
CPS_CJL_MPS_SI
Fall 2005
#
54
%
Fall 2006
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
46
42%
57
50%
56
53%
50
51%
49%
Self-Study Template 9
PT Faculty
57
51%
64
58%
58
50%
50
47%
48
49%
Total
111
100%
110
100%
115
100%
106
100%
98
100%
Courses
Taught
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Number
Percent
Number
Percent
Number
Percent
Number
Percent
F-T Faculty
53
55.8%
64
57.7%
59
54.6%
60
56.6%
P-T Faculty
(inc Admin)
42
44.2%
47
42.3%
49
45.4%
46
43.4%
0.0%
Total
95
100%
0.0%
111
100%
0.0%
108
100%
0.0%
106
100%
5d.
What is the representative nature of faculty in terms of demographics, tenure and diversity? (See departmental
information on next page). How well does this support the program? (Suggested limit 1/2 page
CPS_CJL_MPS_SI
Self-Study Template 10
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Gender
Male
Female
Total
11
6
17
65%
35%
100%
32
10
42
76%
24%
100%
Ethnicity
Black
Hispanic
Asian
White
Unknown
3
0
1
12
1
18%
0%
6%
71%
6%
3
1
0
38
0
Total
17
100%
42
Tenure Status
Tenured
Tenure-Track
Not Applicable
12
5
0
Total
17
FT
2007
PT
Total
#
%
#
%
43
16
59
10
5
15
67%
33%
100%
34
10
44
77%
23%
100%
7%
2%
0%
90%
0%
6
1
1
50
1
2
0
1
12
0
13%
0%
7%
80%
0%
6
2
1
35
0
100%
59
15
100%
44
71%
29%
0%
12
5
0
11
4
0
100%
17
FT
2008
PT
Total
#
%
#
%
44
15
59
13
5
18
72%
28%
100%
27
10
37
73%
27%
100%
14%
5%
2%
80%
0%
8
2
2
47
0
2
0
1
15
0
11%
0%
6%
83%
0%
8
1
1
27
0
100%
59
18
100%
37
73%
27%
0%
11
4
0
11
7
0
15 100%
2010
15
18
2011
FT
PT
T
#
%
#
%
Male
12
67%
17
68%
Female
6
33%
8
32%
FT
FT
2009
PT
Total
#
%
#
%
40
15
55
13
5
18
72%
28%
100%
22
9
31
71%
29%
100%
22%
3%
3%
73%
0%
10
1
2
42
0
2
0
1
15
0
11%
0%
6%
83%
0%
5
0
0
25
1
100%
55
18
100%
31
61%
39%
0%
11
7
0
12
6
0
100%
PT
T
#
%
#
%
29
12
67%
17
65%
14
6
33%
9
35%
FT
PT
%
#
%
35
14
49
12
5
17
71%
29%
100%
22
7
29
76%
24%
100%
34
12
46
16%
0%
0%
81%
3%
7
0
1
40
1
2
0
1
14
0
12%
0%
6%
82%
0%
3
0
0
25
1
10%
0%
0%
86%
3%
5
0
1
39
1
100%
49
17
100%
29
100%
46
67%
33%
0%
12
6
0
13
4
0
76%
24%
0%
13
4
0
18
18
2012
100%
18
2013
17
100%
17
PT
T
FT
#
%
#
%
29
12
67%
19
73%
15
6
33%
7
27%
FT
PT
T
#
%
#
%
31
12
67%
20
74%
32
13
6
33%
7
26%
13
Gender
CPS_CJL_MPS_SI
Total
#
Self-Study Template 11
Total
18
25
43
18
26
44
18
16%
6
2
11%
4
0%
1
1
6%
4%
2
1
6%
0%
0
19
76%
33
1
4%
26
15%
6
2
11%
1
4%
2
1
6%
1
4%
2
1
6%
0%
0
19
73%
33
1
4%
44
18
27
45
15%
6
2
11%
3
11%
5
0%
1
1
6%
1
4%
2
4%
2
1
6%
1
4%
2
0%
0
0%
0
0%
0
20
77%
34
78%
21
78%
35
1
4%
1
4%
1
0
0%
0
0
0%
0
Ethnicity
Black
2
11%
Hispanic
1
6%
Asian
1
6%
American Indian/Alaskan Native
White
4
1
0%
14
78%
2 or More Races
0%
14
78%
4
1
0%
14
78%
14
Native Hawaiian/Pacific Islander
Unknown
Total
0%
18
0%
25
0
0%
43
18
0%
26
0
0%
44
18
0%
26
0
0%
44
18
27
45
Tenure Status
Tenured
14
78%
14
15
83%
15
15
83%
15
16
89%
16
Tenure-Track
4
22%
4
3
17%
3
2
11%
2
2
11%
2
0%
0
0%
0
1
6%
1
0%
0
18
18
Not Applicable
Total
CPS_CJL_MPS_SI
18
18
18
18
18
Self-Study Template 12
18
5f.
What initiatives have been taken in the past five years to promote faculty development in support of the
program? (Suggested limit 1/2 page)
5g.
The table below shows the amount of external funding received by the department. If available, please provide
the dollar amount of externally funded research for full-time faculty supporting the program under review. (Program
dollar amounts are available through departmental records.)
Fiscal Year
External Funding
04/05
05/06
06/07
07/08
08/09
$ Amount Program
$ Amount Department
External
Funding
Fiscal Year
09/10
10/11
11/12
12/13
$ Amount
Program
$ Amount
Department
-
-
-
-
5h. Please comment on the table below that shows trends in overall course evaluation and instructional vibrancy for
your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring)
2011
2012
2013
Criminal Justice
Leadership
(Q/SI)
College of
Professional
Studies
Total Graduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
3.97
4.12
4.32
4.29
4.40
4.47
4.14
4.16
4.30
4.37
4.39
4.52
Note: 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. All course evaluation
questions range from 1 (Strongly Disagree) to 5 (Strongly Agree).
CPS_CJL_MPS_ SI
Self-Study Template 13
5i.
What percentage of full time faculty assigned to this program have terminal degrees or industry certifications
renewed within the past 2 years? Comment. (Suggested limit 1 /3page)
Standard 5.
Comments: Indicate to what extent the program has the faculty resources required to meet its mission
and goals. Include references from 5a – 5i. (Suggested limit 1 page)
Standard 5.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 6. The program has adequate resources to meet its goals and objectives. And, it is cost-effective.
6a.
Narrative/Supportive Technological Environment - Comment on classrooms and labs meeting industry-standards
for quality and availability of hardware, software, and peripherals; library space, holdings and services; science
laboratories, TV studios, art/computer graphic labs; etc. (Suggested limit 1 page)
6b.
Narrative/ Supportive Physical Environment - Comment on level of faculty and student satisfaction with HVAC;
faculty and student satisfaction with classroom lighting, crowdedness, and acoustics; flexible teaching environments,
and faculty offices, etc.. (Suggested limit 1 page)
6c.
To what extent has the University funded major capital projects, e.g., renovations, which are linked directly to
the program during the past five years? (Bulleted list)
6d.
If external data that describes the cost effectiveness of the program has been provided by your School/College
Dean, please comment on the program’s cost-effectiveness. (Suggested limit 1 page)
Standard 6.
Additional comments if needed. (Suggested limit 1 page)
STANDARD 7. Effective actions have been taken based on the findings of the last program review and plans have
been initiated for the future.
Comments: (Suggested limit 1page)
CPS_CJL_MPS_ SI
Self-Study Template 14