AY 2014-2015 ACADEMIC PROGRAM REVIEW SELF-STUDY TEMPLATE
Reporting School/College: St. John’s College
Program Reviewed: Criminology & Justice MA Q
Date Submitted to Department/Division Chair: September, 2015
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)
As an academic discipline, criminology provides a holistic and global cross-cultural perspective on
social theories of crime, deviance and control by examining etiology, meaning, and community reaction.
Sociology has given American criminology its distinctive cast and criminology has contributed to sociology as
one of its central specialties. As an inclusive, interdisciplinary program, the Master of Arts Program in
Criminology and Justice is a strong contributor to the integration of the Catholic, Vincentian, and Metropolitan
mission of the University, turning value statements into competitive institutional strengths.
The M.A. program in Criminology and Justice provides students with a broad foundation of academic
training and insight into criminological issues. The program was established in 2001 and maintains a strong
competitive edge over others regionally and nationally in that it provides an education in the tradition of the
University’s vision and mission, and offers student-centered opportunities such as courses with an intellectual
foundation based on issues of social justice; the ability to put this perspective into action through modes of
active learning in the classroom; and activities that promote both global and local awareness in the context of a
Catholic and Vincentian tradition.
Criminology is more relevant than ever in an era of increasing globalization. Students need the breadth
of skills provided them through a sociologically-based background in criminology to better assess and adapt to
the ever changing needs of society and the workplace. There is an increasing high market demand for
individuals with knowledge of not only what currently exists (the criminal justice system) but an understanding
of the sociological forces and mechanisms that have contributed to the construction and beliefs pertaining to
forms of justice. Criminal activity and efforts to understand and control it are international in scope and
increasingly, academia, state agencies and nonprofit research and policy organizations require personnel able to
comprehend and adjust to shifting global forces and trends.
Criminology faculty consistently promote this competitive advantage by fostering and creating
interdisciplinary and interdepartmental cooperation with other academic programs. A high level of quality and
stewardship is maintained through ongoing self-evaluations and assessments of the program’s curriculum,
schedule-building practices, student-centered learning, and close one-on-one mentoring of the program’s
majors.
The sustainability of the above advantages lies in the high quality and reputation of the criminology
faculty as scholars. They have extensive records of publications and grants that reflect on the competitive
LAS_SOC_CRIM&JUST._MA_Q
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quality and viability of the program as a whole. They have gained both national and international recognition in
their specialty areas. Faculty engagement in research on the metropolitan and global dimensions of social justice
serves to inform their teaching and enhance the program’s overall academic quality.
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)
Criminologists pursue scholarly, scientific, and professional knowledge concerning the measurement,
causes, consequences, prevention, control, and treatment of crime and delinquency. The purpose of the Master
of Arts Program in Criminology and Justice is to provide students with a strong academic foundation that will
empower them to adapt and continue their lifelong learning. Crime and disorder are regularly traced to the
effects of social upheaval and dislocation. As a result, criminology’s subject matter is centrally implicated in the
major transformations of our time. As policies and practices of policing, prevention and punishment shift
around them, graduates will be able to base their analyses in a “nuanced sense of the world as it is and as it is
becoming” (Garland, 2000). Course offerings in the Criminology and Justice program examine both specific
policies and the broader social forces that shape different forms of crime. As a result, our students leave the
program with knowledge of the ever-changing “bigger picture” that encompasses crime and crime control
policies.
The mission of the Master of Arts Program in Criminology and Justice is to produce the best educated
and qualified students who are prepared for the global challenges of the 21st century. The following goals
related to the strategic vision and mission are:
1. To demonstrate an understanding of both fundamental criminological concepts and current
developments in the major areas within the field.
2. To demonstrate methodological and analytical skills critical to effective criminological research.
3. To demonstrate core competencies in the field of criminology.
4. To critically and reflexively evaluate issues of ethical behavior in social science.
5. To demonstrate an advanced ability to apply a criminological perspective to global issues related to
crime and justice.
6. To demonstrate the ability to participate in society not just as a well informed citizen (the level that
one would expect of persons with bachelor’s degrees) but as an expertly informed citizen in the areas of
crime and justice.
The Program in Criminology and Justice provides students the opportunity to develop the necessary
analytic and methodological skills and ethical sensibility to contribute to the understanding and improvement of
society. The 33 credit-hour program is theoretically grounded, providing a strong foundation in traditional
methodologies, theories and concepts of crime and justice. In addition, students are exposed to emerging forms,
definitions, and interpretations of crime, (e.g., terrorism, gender-based violence, cyber-crime, international drug
international organized crime groups) as well as alternative methods and theories for preventing and intervening
in criminal behaviors (e.g., restorative justice, social justice, community policing), The coursework includes
training in computer-based statistical applications, forensic analysis of physical and psychological evidence, and
community-based activist research.
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Self-Study Template page 2
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)
St. John’s University’s mission is built upon the teachings of St. Vincent de Paul and the belief in the
dignity and worth of all persons, especially the poor and marginalized. To this end, Criminology graduate
students have exemplified and demonstrated the Catholic identity of St. John’s University by, for example,
teaming with staff of a teen drop-in center to develop an assessment tool for an at-risk juvenile population, and
participating in the university’s Clothesline Project and Next Steps Fair to raise local and campus-wide
awareness of the harms of violence against women and girls. Supporting social justice is a central theme in a
number of criminology elective courses, including Restorative Justice, an approach based on forgiveness and
addressing the needs of victims, offenders and the community. In the classroom faculty and students regularly
engage in the production of papers and final projects that address the roots of social injustices that contribute to
criminal behaviors. Faculty consistently promote campus-wide events such as film screenings (e.g., The
Corporation; The Smartest Guys in the Room) to generate critical analyses of morality and efforts to bring
about social justice. Program faculty are also active in supporting the Catholic identity of the university as
Vincentian Research Fellows, and through participation in the biennial Vincentian Chair of Social Justice
Poverty Conference and Founder's Week Graduate Roundtables. Each of these endeavors is consistent with
Catholic values of respecting and protecting the dignity of every human being and advancing social justice and
equality.
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)
The strengths of our program in supporting the University’s Catholic tradition highlighted above in
section 1.b are also central to our support of the vision and mission of St. John’s College of Liberal Arts and
Sciences. The MA Program in Criminology and Justice is committed to student-centered teaching and
community service, social diversity, and the use of innovative technology in the classroom. To expose students
to a range of possible career options, faculty coordinate with a range of federal and state agencies and nonprofit
organizations to support graduate student internships. Students are excited by the opportunity to apply their
theoretical and academic knowledge to professional work settings and to bring these experiences back into the
classroom for analysis and discussion. Over the past 12 years students have interned at a diverse array of
agencies, including: the Secret Service, Homeland Security, the Legal Aid Society, and various social service
agencies. These internships, and the ongoing dialogue among faculty, practitioners, and students, are important
to the development of students’ critical consciousness and ethical perspectives that will better prepare them for
service and leadership roles upon graduation. Faculty are also certified in Academic Service-Learning and
engage students in academic service learning opportunities that are closely linked to their course work. As one
of several examples of this arrangement, students from the Women and Crime class have served as mentors to
women at a reentry center for former prisoners. Student-centered teaching also involves linking coursework to
current events and occasionally stepping outside the classroom to participate in seminars and conferences. In
February 2014, for example, the Punishment & Reform graduate class attended and participated in The Central
Park Five screening and panel discussion (which included Criminology faculty) in conjunction with readings
and course material on theoretical perspectives and models of punishment.
Faculty participate in community-based research projects that also include graduate students. As part of
one faculty member’s local research project, students were instrumental in coordinating and hosting a
community-university conference on teen relational violence. Through their many and varied publications and
research projects, faculty address corporate and organized crime, youth violence, substance abuse, juvenile
delinquency, and global and international legal systems, and consistently contribute to the creation,
preservation, and dissemination of criminological knowledge in the classroom and the field at large.
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The Criminology program is particularly sensitive to social diversity and boasts a roster of local,
national, international students from a wide range of economic and cultural backgrounds. Underlying all
coursework is a commitment to intersectional analyses wherein, at the very least, race, class, and gender are
interrogated as part of every criminological issue. Finally, faculty incorporate a variety of technological skills,
techniques, and equipment in their teaching (e.g., WIKIS, GPS, online streaming, webinars) in order to provide
students with a modern educational environment.
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
2b.
Undergraduate 1st Year Retention Rate
2c.
Undergraduate 6 Year Graduation Rate
2d.
Graduate Standardized Test Scores
Fall
2005
Program
2006
2007
2008
2009
440/535
453/393
417/467
385/640
School/College
Average Rate
481/561
494/569
465/551
501/588
472/577
Regional Comparison
N/A
N/A
N/A
N/A
N/A
See below
National Comparison
The National Overall Average for verbal is 150.6 and a quantitative of 151.9, based on those tested between August 1,
2011 and April 30, 2013.
New Graduate Students GRE Verbal
Mean Scores
Criminology and Justice
MA
old
new
LAS_SOC_CRIM&JUST._MA_Q
Fall 2010
Fall 2011
Fall 2013
Ir Grev Score
Ir Grev Score
Ir Grev Score
340
378
143
Self-Study Template page 4
New Graduate Students GRE Quantitative
Mean Scores
Criminology and Justice
MA
Fall 2010
Fall 2011
Fall 2013
Ir Greq Score
Ir Greq Score
Ir Greq Score
old
455
390
new
149
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)
Based on students with valid scores in BANNER - therefore n maybe small in some cases.
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
Graduate School Arts old
& Sci
new
491
500
497
532
154
153
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
Graduate School Arts old
& Sci
new
585
566
593
604
149
150
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)
General test percentage distribution of scores within intended graduate major field that is based on the performance of
seniors and non-enrolled college graduates who were tested on the verbal and quantitative examination.
GRE
Intended Graduate Major
LAS_SOC_CRIM&JUST._MA_Q
Test-Takers
Mean Score (Verbal)
Mean Score (Quantitative)
Self-Study Template page 5
Anthropology*
4,703
156
149
Sociology*
3,921
152
148
* 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)
While there are similar programs in the area—notably, John Jay College of Criminal Justice—ours is the
only program that offers a Master’s degree in Criminology in the New York City area. This is a subtle but
critical difference. Other institutions offer graduate degrees in criminal justice but not criminology and not with
a focus on social justice. Certainly John Jay, which is part of the City University of New York system, is much
less expensive (for in-state students; the differential narrows considerably for out-of-state students) but with
larger classes there is less opportunity for developing close relationships with faculty. In addition, John Jay
offers a MA in Criminal Justice, which is designed to “broaden the perspective of those already in the criminal
justice profession.” Its courses provide a general survey of the field including analyses of the police, courts and
correctional system, whereas our program is theoretically based in the social sciences and focuses on
understanding how individuals and groups come to be involved in crime and why and how crime develops
within particular areas and persons.
Fordham University’s Department of Sociology and Anthropology offers a Sociology M.A. with a
concentration in Justice and Criminology, an arrangement that we had prior to establishing our MA in
Criminology and Justice in 2001.
The department’s configuration of the relationship of Sociology to the sub-disciplinary specialty of
Criminology makes it unique regionally and atypical nationally. Of the 13 medium-sized sociology programs in
the region, ours is unique in the coupling of sociology with other social science disciplines or sub-disciplinary
specialties. One of the ways in which sociology programs have distinguished themselves nationally is through
their relationship with the sub-disciplinary specialty of criminology. According to the 2010 American
Sociological Association study titled “Report of the ASA Task Force on Sociology and Criminology
Programs,” about 30 percent of the schools across the nation have a Sociology department which also houses
Criminology and in which students can concentrate on this sub-disciplinary specialty or take courses that
indicate a pedagogical emphasis in this area. Creating this programmatic distinction through a pedagogical
emphasis on Criminology is particularly important in this period of mass incarceration, in which nearly 2.4
million people are incarcerated in the U.S., distinguishing the country as having the largest prison population in
the entire world. Our program is structurally poised to provide students with the tools to understand this most
important relationship between incarceration and inequality.
The Criminology and Justice program at St. John’s is also distinctive in its offering of five-year
Bachelor’s/Masters degrees. Of the 13 peer institutions, two others—C.W. Post and John Jay College—offer
five-year programs, but these led to advanced degrees in Criminal Justice, not Criminology. In the last five
years we have developed five-year programs for St. John’s undergraduate majors in sociology and psychology.
We have also initiated a five-year BA/MA Sociology/Criminology and Justice program for students at the
College of Mt. St. Vincent. With these program we hope to make graduate degrees accessible to students who
otherwise may not be able to afford them.
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)
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Self-Study Template page 6
Not applicable.
2g.
Number of majors and minors enrolled over the past five years. See table below.
Fall
Number of Students
2005
2006
2007
2008
2009
Majors
37
38
39
30
29
Minors
0
0
0
0
0
Total
37
38
39
30
29
MAJORS
CRIM
MA
Fall 2010
Fall 2011
Majors
Majors
39
Fall 2012
Fall 2013
Majors
54
Majors
34
23
Number of degrees granted during the past five years. Please complete the table below.
Academic Year
Degrees
Granted
MA
SJC-GR
CRIM
04/05
05/06
06/07
07/08
08/09
13
13
11
17
18
Criminology and Justice
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
11
25
22
2h.
Number of degrees granted during the past five years. See table below.
Number of degrees granted during the past five years. Please complete the table below.
Degrees
Granted
LAS_SOC_CRIM&JUST._MA_Q
Academic Year
Self-Study Template page 7
MA
SJC-GR
CRIM
04/05
05/06
06/07
07/08
08/09
13
13
11
17
18
Criminology and Justice
MA
10/11
11/12
12/13
Degrees
Conferred
Degrees
Conferred
Degrees
Conferred
11
25
22
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 45-Social Sciences.
20092010
20102011
20112012
Master's
Local
1,066
1,105
1,141
National
16,368
17,081
17,734
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)
In terms of degrees conferred, in the period 2009-2012 , the Criminology and Justice program saw an
increase of 38%, significantly larger than the 8% and 7% increases in Master’s degrees conferred nationally and
locally.
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)
As noted above, the program is small and lends itself to building community among students. In small
classes of 20 or less, students develop a sense of camaraderie, share information about jobs and internships, and
develop professional connections through informal networks. Advising is student-centered, offered at times
convenient to those who are also working, and provided (generally) by the Program Director. When developing
course schedules, faculty are cognizant of the needs of full-time and part-time students. Required research
courses are scheduled in sequence and all required courses are offered at the later time slot to help ensure that
working students are available. Course electives are rotated regularly. Faculty regularly refer students to the
campus Writing Center to assist graduate students in their writing skills. The program sponsors a Criminology
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Connections event in which former students return to campus for an evening to describe their work and
academic experiences to current students.
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)
We have been collecting information informally on the employment and careers of our graduates. Of
142 graduates we were able to obtain information for 84 (60%) of them. Of those 12 had finished or were in
law school. Five were employed as paralegals. Three were in or had finished Ph.D. programs. A large
proportion (18) were employed in some type of law enforcement agency –from the NYPD to Homeland
Security. Six had positions as analysts. Eleven were employed in social service agencies. In short, our
graduates are obtaining good jobs that are related to their studies in Criminology and Justice.
2k.
Please comment on the students’ competencies in the program. Support your response using data provided
below and any other data available. (Suggested limit 1/3 page)
Standard 2.
Additional comments if needed: (Suggested limit 1 page)
The average GPA among Criminology and Justice graduate students has recently improved so that it is
now equivalent to the GPA for all St. John’s graduate students. We feel that this change likely reflects more
selective admission practices that have resulted in more academically-qualified students entering the program.
STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
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3a.
How does your program’s strategic goal/objectives link to your School/College plan and the University’s strategic
plan? http://www.stjohns.edu/about/leadership/strategic-planning
The strategic goals/objectives of our program seek to teach graduate students to be able to demonstrate
knowledge of the definitions of crime, different forms of crime and mechanisms of social control, and to
effectively apply theoretical principles to the study of crime and justice. This gives them the analytical, critical,
and practical knowledge of the discipline that can be applied to developing a keen sense of the Catholic,
Vincentian and Metropolitan Mission of the University. Our courses also seek to meet the needs of a diverse
student body while introducing them to the metropolitan and global dimensions of crime and social justice.
The program is committed to developing the research skills of our graduate students and encouraging
the innovative application of knowledge. With the rise of the security state, for example, students need to be
prepared to “interrogate the meaning of social control and its associated concepts” (Croker, 2003) within the
context of social science and to offer alterative models. In addition to fostering professionalism, the program
encourages the ethical and aesthetic values to imagine and help realize a more equitable future. Thus, the
program stresses the importance of an exceptional education that is more than just career preparation. We
believe that our students will leave with the skills to equip them for making a difference in the word through
their future leadership and service. This aim is met in part by focusing on strategic program goals and objectives
that require criminology students to demonstrate an understanding of the applied aspect of the discipline as well
as its theoretical foundations. They are trained to analyze major socio-legal and criminological issues and
theories and to identify viewpoints and concepts useful for a critical analysis of global and cross-cultural issues.
They are able to articulate an understanding of ethical guidelines for criminological research, and to
demonstrate knowledge of the principles of qualitative and quantitative analyses. A key component of the
program’s strategic goals/objectives is that our students are prepared to exercise critical thinking in a global
society and are committed to the broad aims of social science.
These goals are supported by faculty’s professional research agendas that links research, teaching and
the larger community, and sponsorship of numerous campus wide forums that address solutions to world
problems, while working closely with, for example, the Vincentian Center for Church and Society, the
Committee on Women’s and Gender Studies, and the offices of Academic Service-Learning and Study Abroad.
Such efforts address issues pertaining to gender-based violence, public health approach to criminal justice
systems, and cross cultural aspects of criminology, among others.
3b.
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?
Strengths: One of the main strengths of the program is the success our graduates have had in pursuing
meaningful careers in fields related to their studies. Much of this owes to the simple fact of our location in New
York City where federal, state, and city law enforcement agencies abound, as well as a range of non-profit
agencies and NGOs dedicated to addressing criminal justice related issues. The program has seen a significant
number of graduate students coming from outside the state because of the opportunities available in New York.
The relatively small size of our program and of classes (typically 20 or fewer students) is one of the
program’s strengths. Because of this, students receive one-on-one mentoring from faculty.
Weaknesses: The small size of the faculty (three full-time) is also a weakness that forces us to rely on
adjuncts whose availability is uncertain. It also means that if one faculty member is away on a research leave,
for example, the program’s offerings are severely limited.
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Opportunities: The program strives to be nimble, to retain the flexibility to meet the changing demands
of the labor market. One area that is certain to grow is in the provision of mental health services in the criminal
justice system. This will be one of the focuses of the new BA/MA Psychology/Criminology and Justice
program.
Threats: The following have been identified as impacting not only the Criminology and Justice program
but St. John’s University as a whole and colleges and universities generally.
 Shifting demographics which have resulted in declining numbers of high school graduates in the
Northeast,
 Rising tuition costs,
 Uncertain economic conditions,
 Job scarcity,
 Parents and students demanding a higher return on investment..
Source: St. John’s University. (2011).“Repositioning the Strategic Plan 2011 – 2014.”
Responses: We have attempted to address the issue of rising costs by implementing a number of new
programs and policies. New BA/MA programs (Psychology/Criminology; Sociology/Criminology and College
of Mount St. Vincent BA/MA program) reduce the costs of the M.A. degree, allowing it to be completed in 5
years rather than 6 years. We recently instituted a tuition discount for law enforcement officers. We continue
to focus on linking the program to job opportunities. Every fall we sponsor a Criminology Connections event in
which graduates return to campus and discuss their careers and employment opportunities with current students.
We have been working closely with the Career Center to provide students with up-to-date information about job
openings. We continue to emphasize internships as stepping stones to careers. We have begun offering online
courses that give students greater flexibility.
3c.
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.
As the BLS data indicate job opportunities in criminal justice are expected to grow significantly in the
near future. The category with the largest projected growth (21%) is “private detectives and investigators.”
This is significant for the Criminology and Justice program because many of our students pursue careers as
investigators in public agencies and private firms (see 2j. above). Anticipated demand for persons with
advanced degrees in criminology will be even greater in New York City because of the large number of city,
state and federal agencies and organizations located here.
Fastest growing occupations and occupations having the largest numerical increase in employment by
level of education and training projected.
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
LAS_SOC_CRIM&JUST._MA_Q
Occupations having the
largest numerical increase
in employment
Law Enforcement Workers
Change, 2010-20
Percent
7%
Numeric
58,700
Self-Study Template page 11
Projected Changes in Related Occupations (2010 – 2020)
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.
3. The University Core competencies
There is general agreement that as an academic discipline, Criminology is rooted in Sociology, while
Criminal Justice was an outgrowth of the movement for police professionalization. Our MA in Criminology and
Justice distinguishes itself from criminal justice programs that focus on the law and the main components of the
justice system (i.e., police, courts, corrections) with a curriculum that is theoretically grounded in the social
sciences. Methodological skills enable graduates to conduct research that will generate new knowledge. The
program features multiple opportunities for connecting classroom learning, community engagement, and
individual exploration. Students are encouraged to pursue areas of interest to them through community-based
research, internships, seminars, as well as independent study. The program includes a focus on the social ethical
considerations unique to the field of crime and justice, with the goal of giving students new opportunities to
combine a university education with enhanced avenues for career advancement and public service.
Our MA program requires students to enroll in a sequence of three research courses that build and
support students’ methodological skills: Statistics, Research Methods and Evaluations. In addition, students are
required to enroll in Criminological Theory. Elective courses build on the research and theoretical base
provided by these required courses. This core of required coursework is in keeping with, and indeed exceeds,
requirements in other criminology programs. A recent analysis (Lytle & Travis, 2008) of 186 criminology and
criminal justice Master’s programs in the United States reviewed required course curriculum. Only 10.2%
identified themselves as a criminology program (5.9% combined criminology and criminal justice); the majority
LAS_SOC_CRIM&JUST._MA_Q
Self-Study Template page 12
of programs were in Criminal Justice and the most common degree was a Master of Science. The majority of all
programs required: Research Methods, Criminological Theory, Criminal Justice, and Statistics. Similarly,
another study (Triplett & Monk-Turner, 2010) found that of graduate programs identified as Criminology, a
higher percentage required research methods than is true for Criminal Justice programs (91% vs. 83%). In
addition, and notably, Criminology programs require more theory than is typically offered in Criminal Justice
programs.
Faculty have developed a strategy of goals and outcomes assessment that specifies knowledge areas and
competencies to be demonstrated by our graduates and measures to demonstrate the degree to which students
meet our program objectives, including:






Proficient knowledge of criminological methods, theory and substantive issues.
Critical thinking skills, including the ability to evaluate arguments in terms of their logic and supporting
evidence.
Adequate writing skills
Basic skills in computer applications, including Statistical Package for the Social Sciences (SPSS), and
the Internet.
Public speaking and presentation skills.
Our students take a comprehensive exam in their last semester of course work which helps to assess
their proficiency in two critical areas – methods and theory.
The program enables full-time students to complete their coursework and comprehensive examinations
within three semesters; part-time students usually take 5 semesters.
University Core competencies are embedded in both the required and elective courses. For example,
Critical Thinking:
 Faculty members include in their courses a critical writing component utilizing various forms of writing
in association with student presentations.
Information Literacy:
 Faculty include in their courses student presentations that require use of information technology
 Faculty also incorporate traditional multimedia presentations including, PowerPoint, DVDs, and online
media and networking sites (e.g. YouTube, PBWiki, and Facebook).
Skillful Writing:
Faculty members regularly include various forms of writing including, research papers, critical essays,
reflection essays, and journal writing.
 A section of the required course, Proseminar in Criminology, focuses on social science writing.
Quantitative Reasoning:
 • Quantitative reasoning is the foundation of the three-course sequence of method courses described
above (Statistics, Research Methods, Evaluations).
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
LAS_SOC_CRIM&JUST._MA_Q
Self-Study Template page 13
The syllabi for our courses incorporate all the required elements of a syllabus, such as title page;
instructor information; a statement that incorporates the faculty’s teaching philosophy statement; purpose of the
course--tell what this course is designed to do, i.e., the objectives; course description; course and unit objectives
this is where you present an outline of the course; relevant resources that might be helpful, including in the
library and on the web; required and recommended texts; course calendar with dates for assignments, quizzes,
exams; course requirements, such as types of assignments including papers, quizzes, projects, exams; policies
and expectations about attendance and academic honesty; how student work will be evaluated; how grades will
be calculated; and specific learning tools, such as note-taking, that students will have to use.
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)
Like all St. John’s College programs, the department employs WEAVE to conduct annual assessments
in which data is gathered using program-specific measures to ascertain the effectiveness of each program vis-àvis student learning. This quantitatively collected data facilitates SJC practices in which many programs analyze
the data and use them to determine whether or not stated standards are met. In the eventuality that our program
falls short of its stated standards, we develop a plan of action for meeting our departmental and
disciplinary/course-based standards.
Every year since the 2007-2008 academic year, our department has articulated a mission or purpose.
During the same time period and within the context of that mission, our department has identified and
articulated learning goals and outcomes for student learning. The measures we use in WEAVE are there to
assess how well our students reach our learning goals and outcomes. The logical disciple-specific relationship
we have constructed between the mission, the learning goals and outcomes, and the measures used in WEAVE
closes the loop and ensures validity in our model.
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
# Majors/
FT Faculty
FT
PT
Fall 2006
Total
LAS_SOC_CRIM&JUST._MA_Q
FT
PT
Fall 2007
Total
FT
PT
Fall 2008
Total
FT
PT
Fall 2009
Total
FT
PT
Total
Self-Study Template page 14
Majors
8
29
37
Minors
8
30
38
0
Majors
& Minors
Combined
8
29
# of FTE
Students
(Majors &
Minors)
8.00
9.67
# of FTE
Faculty
assigned
to the
program
FTE
Student/
FTE
Faculty
Ratio
39
3
27
30
0
17
12
29
0
0
37
8
30
38
12
27
39
3
27
30
17
12
29
17.67
8.00
10.00
18.00
12.00
9.00
21.00
3.00
9.00
12.00
17.00
4.00
21.00
3.667
3.667
3.667
3.667
3.0
4.818
4.908
5.727
3.272
7.0
F
Fall 2011
P
Majors
Total
F
P
Fall 2012
Total
F
P
Fall 2013
Total
F
P
Total
Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors Majors
22
17
39
33
21
Fall 2010
Total
27
0
Fall 2010
MAJORS
12
FTE MAJORS
54
16
18
Fall 2011
34
15
8
Fall 2012
23
Fall 2013
F
P
Total
F
P
Total
F
P
Total
F
P
Total
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
FTE
33
7
40
16
6
22
15
22
Fall 2010
5.667 27.667
Fall 2011
Fall 2012
2.667 17.667
Fall 2013
# of FTE faculty assigned
to the program
FTE Student/FTE Faculty
Ratio
LAS_SOC_CRIM&JUST._MA_Q
Self-Study Template page 15
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
%
#
%
#
%
#
%
#
%
1446
44%
1536
47%
2079
62%
1998
59%
2898
77%
PT Faculty
1824
56%
1764
53%
1290
38%
1380
41%
870
23%
Total
3270
100%
3300
100%
3369
100%
3378
100%
3768
100%
FT Faculty
% consumed
by
NonMajors
74%
Credit Hrs Taught
F-T Faculty
P-T Faculty (inc
Admin)
71%
Fall 2010
Fall 2011
Number
Percent
2,046
55.9%
1,617
44.1%
Number
2,175
1,761
0.0%
Total
% Consumed by
Non-Majors
3,663
2,433
66%
100%
66.4%
Fall 2012
Percent
55.3%
44.7%
Number
2,358
1,149
0.0%
3,936
2,568
69%
100%
65.2%
Fall 2013
Percent
67.2%
32.8%
Number
2,112
936
0.0%
3,507
2,085
67%
100%
59.5%
Percent
69.3%
30.7%
0.0%
3,048
1,935
100%
63.5%
5c.
Below you will find the number of courses the department has delivered by full-time faculty and part-time
faculty (including administrators).
LAS_SOC_CRIM&JUST._MA_Q
Self-Study Template page 16
Courses
Taught
Fall 2005
#
Fall 2006
%
Fall 2007
Fall 2008
Fall 2009
#
%
#
%
#
%
#
%
20
48%
26
59%
29
63%
36
80%
FT Faculty
25
56%
PT Faculty
20
44%
22
52%
18
41%
17
37%
9
20%
Total
45
100%
42
100%
44
100%
46
100%
45
100%
Courses Taught
Fall 2010
Percent
Number
Percent
27
58.7%
35
62.5%
41.3%
21
37.5%
19
0.0%
Total
Fall 2012
Number
F-T Faculty
P-T Faculty (inc
Admin)
Fall 2011
46
100%
Number
34
18
100%
Percent
Number
Percent
65.4%
33
67.3%
34.6%
0.0%
56
Fall 2013
16
32.7%
0.0%
52
100%
0.0%
49
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)
The most current demographics of the full-time staff in the sociology department include 6 males and 8
females, 2 blacks, 1 Hispanic, 1 Asian and 10 whites. Over the last decade years, the department initiated steps
to attain this level of diversity. It added 5 tenure-track positions. These positions were filled by 5 women. Two
of the women are white; 1 is black; 1 is Hispanic, and 1 is Asian. Eight-six percent of the full-time faculty
members are tenured and fourteen percent are untenured.
LAS_SOC_CRIM&JUST._MA_Q
Self-Study Template page 17
Departmental Data
2005
FT
2006
PT
Total
#
%
#
%
Gender
Male
Female
Total
7
4
11
64%
36%
100%
8
8
16
50%
50%
100%
Ethnicity
Black
Hispanic
Asian
White
Unknown
Total
1
0
0
10
0
11
9%
0%
0%
91%
0%
100%
5
0
2
9
0
16
31%
0%
13%
56%
0%
100%
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
10
0
1
11
91%
0%
9%
100%
FT
2007
PT
Total
#
%
#
%
15
12
27
7
4
11
64%
36%
100%
10
7
17
59%
41%
100%
6
0
2
19
0
27
1
0
0
10
0
11
9%
0%
0%
91%
0%
100%
5
0
1
11
0
17
29%
0%
6%
65%
0%
100%
10
0
1
11
10
1
0
11
91%
9%
0%
100%
LAS_SOC_CRIM&JUST._MA_Q
FT
2008
PT
Total
#
%
#
%
17
11
28
7
6
13
54%
46%
100%
9
6
15
60%
40%
100%
6
0
1
21
0
28
2
1
0
10
0
13
15%
8%
0%
77%
0%
100%
3
0
2
10
0
15
20%
0%
13%
67%
0%
100%
10
1
0
11
10
3
0
13
77%
23%
0%
100%
FT
2009
PT
Total
#
%
#
%
16
12
28
7
7
14
50%
50%
100%
7
4
11
64%
36%
100%
5
1
2
20
0
28
2
1
0
11
0
14
14%
7%
0%
79%
0%
100%
2
1
0
8
0
11
18%
9%
0%
73%
0%
100%
10
3
0
13
10
4
0
14
71%
29%
0%
100%
FT
PT
Total
#
%
#
%
14
11
25
7
7
14
50%
50%
100%
4
4
8
50%
50%
100%
11
11
22
4
2
0
19
0
25
2
1
0
11
0
14
14%
7%
0%
79%
0%
100%
2
0
1
5
0
8
25%
0%
13%
63%
0%
100%
4
1
1
16
0
22
10
4
0
14
10
4
0
14
71%
29%
0%
100%
Self-Study Template page 18
10
4
0
14
2010
FT
2011
PT
Total
#
%
#
%
Male
5
42%
7
70%
Female
7
58%
3
30%
Total
12
FT
2012
PT
Total
#
%
#
%
12
6
46%
6
55%
10
7
54%
5
45%
22
13
30%
5
2
15%
1
FT
2013
PT
#
%
#
%
12
6
43%
5
63%
12
8
57%
3
38%
24
14
27%
5
2
14%
8%
0%
1
1
0%
0%
0
1
10
71%
Total
FT
PT
Total
#
%
#
%
11
6
43%
4
40%
10
11
8
57%
6
60%
14
22
14
25%
4
2
14%
2
20%
4
7%
0%
1
1
7%
0
0%
1
7%
0%
1
1
7%
0
0%
1
0%
0
0%
0
10
71%
8
80%
18
2 or More Races
0
0%
0
Native
Hawaiian/Pacific
Islander
0
0%
0
0
0%
0
Gender
10
11
8
10
24
Ethnicity
Black
2
17%
Hispanic
1
8%
0%
1
0%
0%
0
Asian
American
Indian/Alaskan
Native
White
0%
9
Unknown
Total
3
75%
7
0%
12
0%
0
70%
16
0%
10
3
0%
10
0
77%
8
0%
22
13
0%
0
73%
18
0%
11
2
0%
0
6
0%
24
14
0%
0
75%
16
0%
8
0
0%
22
14
10
24
Tenure Status
Tenured
8
67%
8
9
69%
9
11
79%
11
12
86%
12
Tenure-Track
4
33%
4
4
31%
4
3
21%
3
2
14%
2
0%
0
0%
0
0%
0
0%
0
Not Applicable
Total
12
LAS_SOC_CRIM&JUST._MA_Q
12
13
13
14
14
14
14
Self-Study Template page 19
5e.
What evidence exists that the program’s faculty have engaged in research and scholarship on teaching and/or
learning in the program’s field of study? (Suggested limit 1/2 page)
Professor Tillman and one adjunct faculty completed the required workshops and courses that allowed
them to be certified to teach online courses.
Professor Ryder has been developing a new course on criminology to be taught to both inmates and St.
John’s students at the Riker’s Island correctional facility.
In May 2013, Dr. Ryder travelled to Amman, Jordan, to participate in a Council on International
Educational Exchange (CIEE) International Faculty Development Seminar titled Women, Tradition and
Revolution. The seminar introduced faculty to scholarly communities in the Arab world and encouraged a reexamination of criminological theory and pedagogy within an international context. Dr. Ryder has used the
experience to more fully integrate global competencies and perspectives into the Master’s program curriculum,
particularly in the Women and Crime and Punishment and Reform courses.
In 2013, Dr. Zhuo attended the CIEE International Faculty Development Seminar in Beijing, China,
funded by a CIEE tuition grant from the Dean’s Office. There she attended a ten-day workshop on social
science research and visited Beijing and Guizhou, which are two of the sites for her research. Participation in
the program helped her to develop a new course on Comparative Criminology and to further integrate global
perspectives into the Criminology and Justice program
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)
In the past five years, the Department has provided logistic and financial support for faculty to attend
professional and academic conferences and meetings where they had presented their research as well as
attended academic and pedagogical sessions and workshops. The Department also contributed with faculty’s
research agendas by approving their applications for research reduction and research leaves. The Department
also encouraged faculty to develop and teach courses related to their area of expertise and current research
projects.
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.)
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
Criminology &
Justice (Q)
Saint John’s
College
Total Graduate
Instructional Vibrancy (Spring)
2011
2012
2013
-
-
-
-
-
-
4.23
4.26
4.19
4.37
4.40
4.40
4.14
4.16
4.30
4.37
4.39
4.52
LAS_SOC_CRIM&JUST_MA_Q
Self-Study Template 20
Note: Institutional 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).
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 1/3 page)
All full time faculty assigned to the program hold the Ph.D. degree.
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)
To maintain the quality and consistency of the course offerings an additional full-time faculty member
would be very helpful. This fall, when one of the three faculty members was on research leave, three of the six
courses in the program were taught by adjuncts. Our reliance on adjuncts means that we cannot always
guarantee that certain courses will be offered or offered on a timely basis, but instead course offerings are often
determined by the availability of adjuncts. Moreover, with only three full-time faculty dedicated to the program
it is impossible to offer a full range of courses to cover the diverse needs of our students.
As discussed below, students in the Criminology and Justice program are strongly encouraged to take
internships to gain experience that will further their careers, and an increasing number are doing so. Many
obtain academic credit for their internships by registering for CRM 501. Currently, the program director
supervises all of those internships. However, the university provides no compensation for that effort and as the
number of students registering for those classes increases the amount of time available for each of them
decreases.
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)
Overall, classrooms and labs that we use are adequately equipped with hardware, software, and
peripherals to meet our teaching needs. We also have a computer lab for students within the physical space of
the department to complete assignments, and interact with other students and faculty. The software in the
students’ computer lab has been updated to meet their educational needs. Classroom support for equipment in
need of repair is sometimes slow to respond. The white boards in the classrooms are of poor quality and are
difficult to erase to a clean surface. Library book and video holdings for criminology could be improved. Most
often, we make requests through interlibrary loan which is often untimely.
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)
LAS_SOC_CRIM&JUST_MA_Q
Self-Study Template 21
Depending on the building and location, the physical environment of the classroom can be challenging.
The HVAC systems are often too noisy, and temperatures are not individually controllable. We are either too
cold or too hot. Classrooms are sometimes too crowded, and acoustics vary from good to poor. External noise
from trash collection and landscaping outside classroom buildings interrupts instruction.
Some faculty offices have received new furniture. In addition to faculty offices, the department
maintains office and computer space for adjunct faculty. Much of the same is the case for the department office,
lounge, computer lab and faculty offices. The temperature cannot be individually controlled.
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)
The student computer lab has been updated with new desktops. A flat screen TV monitor and a
computer set up have been installed in the Sociology Lounge where some Criminology classes are held.
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. (Suggest limit 1 page)
SJC Criminology
SJC Criminology
MA Q
MA Q
Enrollment
Credit
Hours
22
432
Fellowships
66,000
Tuition
476,520
Net Tuition
Revenues
386,724
Fees
10,603
Other Direct
Revenue
1,387
Gross
Tuition
& Fees
Financial
Aid
487,123
Total
Revenue
388,112
21,199
Tuition
Remission
13,200
Direct
Contribution
Expenses
Margin #1
202,294
185,818
Report Glossary
Enrollment is based on the Fall 2013 Institutional data.
Tuition and Fees – gross tuition and fees posted to the student account regardless of where the student
takes his or her classes.
Financial Aid – University financial aid as posted to the student account. (Does not include any externally
funded or government aid.)
Tuition Remission –dependent and employee remission for students in the program; reported based
upon the college / program of the student and not the employee organization budget code.
Fellowships - fellowships and graduate assistant tuition remission; does not include stipends.
Other Direct Revenue – Represents additional revenue (e.g. refunds).
Direct Expense – faculty and other instructional costs for the courses within the program of study.
*The information was obtained from a very large data base and you are seeing the end results.
LAS_SOC_CRIM&JUST_MA_Q
Self-Study Template 22
This data base was created by looking at every student in the University for the semesters
under review (Summer & Fall 2013 and Spring 2014).
The MA in Criminology and Justice is cost effective.
The program provides a total revenue of U$D 388,112, which after calculating its costs, leaves a marginal contribution of
U$D 185,818.
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)
Since 2009 we have taken (or are in the process of implementing) the following measures to both
increase enrollments and improve the quality of the program.
1. Hired Dr. Angela Zhuo who teaches statistics and research methods, and adds to the global component
of our program with research on crime in China and a course on Comparative Criminology.
2. Created two new BA/MA programs, (1) with the Psychology Department at St. John’s, and (2) with the
College of Mt. Saint Vincent.
3. Began a marketing campaign that includes sending email blasts to St. John’s students and a Google
communications plan that will bring widespread attention to the program via internet inquiries.
4. Made efforts to attract more law enforcement personnel to the program by offering tuition discounts.
5. In an effort to help our students obtain meaningful employment, we have worked closely with St. John’s
Office of Career Services to make our students aware of job opportunities. Representatives from that
office have been invited to give talks in classes. We routinely pass on information from that office
about job openings to our students.
6. We continue to hold a Criminology Connections event each year in which former students return to
campus to discuss their careers with current students and offer advice about how to best achieve their
career goals.
7. To make the program more flexible and meet the needs of our students who work we have offered more
graduate courses online.
8. Emphasized to students the importance of internships. The increased interest in internships is evidenced
by the fact that in 2010 (Spring—Fall) only 2 Criminology and Justice students took the internship class.
In 2014 (Spring—Fall) that number had increased to 10. The total number of students who interned is
even larger since some students do so without seeking academic credit.
9. We have encouraged graduate students to be involved with national criminology professional
associations. This fall two graduate students gave presentations at the American Society of Criminology
meetings in San Francisco.
LAS_SOC_CRIM&JUST_MA_Q
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