Reporting School/College: College of Professional Studies
Program Reviewed: Criminal Justice AS 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)
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 1

STANDARD 2. The program attracts, retains, and graduates high quality students.
2a. Undergraduate SAT and High School Average
SAT High School Average
2008 2009 2005 2006 2007 2008 2005
850 Program
School/
College 963
University 1068
2006
810
2007
959
1075
973
1075
990
1087
1020
1092
70
82
86
80
82
87
82
87
83
87
2009
84
88
Not applicable at the program level.
2010
SAT Scores
2011 2012 2013 2010
High School Average
2011 2012 2013
School/
College - SI 997 1017 1004
Total
University 1097 1087 1096
2b. Undergraduate 1 st Year Retention Rate
2003 2004* 2005
996
1104
2006 2007
83
87
84
87
83
88
2008**
85
89
100% Program
School/
College
University
81%
78%
Not applicable at the program level.
57%
82%
78%
100%
77%
78%
100%
87%
79%
85%
76%
Note* The % of students started in Fall 2004 and returned to the program in Fall 2005
** The % of students started in Fall 2008 and returned to the program in Fall 2009
# Fresh
2
138
3268
# Ret
2
108
2557
%
100%
78%
78%
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 2

2009 2010 2011
Fall
# Fresh
2012**
# Ret %
School/
College - SI
Total University
78%
78%
85%
78%
86%
76%
68
2757
60
2195
88%
80%
* The % of students started in Fall 2012 and returned to the program in Fall 2013
2c. Undergraduate 6 Year Graduation Rate
Fall
1999 2000 2001
Program
School/College
Average Rate
University
69%
64%
63%
59%
78%
61%
Not applicable at the program level.
2004
School/College
Average Rate - SI 56%
2005
Fall
58%
Total University 58% 58%
2d. Graduate Standardized Test Scores
Not Applicable
2006
63%
59%
2007
65%
55%
2002
76%
61%
2003
65%
58%
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 3

2e. Please describe how the program compares with peer and aspirational institutions.
(Suggested limit 1/2 page)
No information.
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
2009 Number of Students
Majors
Minors
Total
2005
21
0
21
2006
19
0
19
2007
5
0
5
2008
MAJORS CRJ1 AS
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Majors Majors Majors Majors
1 1 2 1
2h. Number of degrees granted during the past five years. See table below.
Degrees Granted
Undergraduate AS
04/05
9
05/06
8
Academic Year
06/07
6
07/08
2
5
0
5
08/09
2
3
0
3
CPS-UG-SI CRJ1 Criminal Justice (AS) AS
10/11
Degrees
Conferred
3
11/12
Degrees
Conferred
1
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 4

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 Protective Service.
2009-
2010
0
2010-
2011
Associates
0
2011-
2012
0 Local
National 37,260 44,923 50,695
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)
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)
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 5

STANDARD 3. The program engages in ongoing systematic planning that is aligned with the University and
School/College planning, direction, and priorities.
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
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?
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.
Fastest Growing Occupations
Change, 2010-20
Percent Numeric
Occupations having the largest numerical increase in employment
Change, 2010-20
Percent Numeric
Bailiffs, Correctional Officers and Jailers
5% 26,000
Law Enforcement Workers
7% 58,700
21% 7,100 Private Detectives and
Investigators
Law Enforcement Workers 7% 58,700
Changes, 2010-20
Grow much faster than average – Increase 21% or more
Private Detectives and Investigators
Percent
21%
Numeric
7,100
Changes, 2010-20
Grow about as fast as average - Increase 7 to 14.9%
Law Enforcement Workers
Bailiffs, Correctional Officers and Jailers
Percent
7%
5%
*For more information please visit: http://www.bls.gov/news.release/ecopro.toc.htm
Standard 3. Additional comments if needed: (Suggested limit 1 page)
Numeric
58,700
26,000
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 6

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
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)
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 7

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 Total FT
Fall 2006
PT Total FT
Fall 2007
PT Total FT
Fall 2008
PT Total FT
Fall 2009
PT Total
Majors 19 2 21 16 3 19 4 1 5 4 1 5 1 2 3
Minors
# of FTE
Faculty assigned to the program
0
Majors
& Minors
Combined 19 2 21 16 3 19 4 1 5 4 1 5 1 2 3
# of FTE
Students
(Majors &
Minors) 19.00 0.67 19.67 16.00 1.00 17.00 4.00 0.33 4.33 4.00 0.33 4.33 1.00 0.67 1.67
0
0
0
0
0
0
0
0
0
FTE
Student/
FTE
Faculty
Ratio 0 0 0 0 0
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 8

S
Total
Fall 2010
P
Majors
Fall 2011 Fall 2012 Fall 2013
1
Total
Majors
1
F
Majors Majors Majors Majors Majors Majors
1
Total
1
F
1
P
1
Total
2
F
1
Total
Majors
1
Fall 2010 Fall 2011 Fall 2012 Fall 2013
FTE MAJORS
P Total F Total F P Total F Total
FTE FTE FTE FTE FTE FTE FTE FTE FTE
0.333 0.333 1 1 1 0.333 1.333 1 1
Fall 2010 Fall 2011 Fall 2012 Fall 2013
# of FTE faculty assigned to the program
FTE Student/FTE Faculty
Ratio
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.
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 9

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 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Taught # % # % # % # % # %
4395 56% 3690 50% 3912 55% 4002 60% 3726 57%
FT Faculty
PT Faculty
Total
% consumed by
Non-Majors
3516 44%
7911 100%
19%
3717
7407
50%
100%
25%
3192
7104
45%
100%
22%
2694
6696
40%
100%
19%
2802
6528
Credit Hrs Taught
F-T Faculty
P-T Faculty (inc
Admin)
Total
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Number Percent Number Percent Number Percent Number Percent
4,032 60.7% 3,984 58.0% 3,963 58.8% 3,939 60.4%
2,613 39.3% 2,883 42.0% 2,775 41.2% 2,586 39.6%
0.0% 0.0% 0.0% 0.0%
6,645 100% 6,867 100% 6,738 100% 6,525 100%
43%
100%
17%
% Consumed by
Non-Majors
1,026 15.4% 984 14.3% 864 12.8% 813 12.5%
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 10

5c. Below you will find the number of courses the department has delivered by full-time faculty and part-time faculty (including administrators).
Courses Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Taught # % # % # % # % # %
46 42% 57 50% 56 53% 50 51%
FT Faculty
PT Faculty
Total
54
57
111
49%
51%
100%
64
110
58%
100%
58
115
50%
100%
50
106
47%
100%
48
98
49%
100%
Courses Taught
F-T Faculty
Total
Fall 2010 Fall 2011 Fall 2012 Fall 2013
Number Percent Number Percent Number Percent Number Percent
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%
95
0.0% 0.0% 0.0% 0.0%
100% 111 100% 108 100% 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_CRJ_CRIM.JUST_AS_SI Self-Study Template 11

Departmental Data
#
FT
%
2005
#
PT
%
Total
#
FT
%
2006
#
PT
%
Total
#
FT
%
2007
#
PT
%
Total
#
FT
%
2008
#
PT
%
Total
#
FT
%
2009
PT
# %
Total
Gender
Male
Female
Total
11 65% 32 76% 43 10 67% 34 77% 44 13 72% 27 73%
6 35% 10 24% 16 5 33% 10 23% 15 5 28% 10 27%
40
15
13
5
72%
28%
22
9
71%
29%
35
14
12
5
71%
29%
22
7
76%
24%
34
12
17 100% 42 100% 59 15 100% 44 100% 59 18 100% 37 100% 55 18 100% 31 100% 49 17 100% 29 100% 46
Ethnicity
Black
Hispanic
Asian
White
Unknown
3 18% 3 7%
0 0% 1 2%
1 6% 0 0%
6
1
1
2
0
1
13%
0%
7%
6
2
1
14%
5%
2%
8
2
2
2
0
1
11%
0%
6%
8
1
1
22%
3%
3%
12 71% 38 90% 50 12 80% 35 80% 47 15 83% 27 73%
1 6% 0 0% 1 0 0% 0 0% 0 0 0% 0 0%
10 2 11% 5 16%
1
2
0
1
0%
6%
0
0
0%
0%
7
0
1
0
1
2 12% 3 10%
0%
6%
0
0
0%
0%
42 15 83% 25 81% 40 14 82% 25 86% 39
0 0 0% 1 3% 1 0 0% 1 3% 1
5
0
1
Total
Tenure Status
Tenured 12 71%
Tenure-Track 5 29%
Not Applicable 0 0%
Total 17 100%
17 100% 42 100% 59 15 100% 44 100% 59 18 100% 37 100% 55 18 100% 31 100% 49 17 100% 29 100% 46
12 11 73%
5
0
17
4
0
27%
0%
15 100%
4
0
15
7
0
39%
0%
18 100%
11 11 61% 11 12 67%
7
0
18
6
0
33%
0%
18 100%
12 13 76%
6
0
18
4
0
17
24%
0%
100%
13
4
0
17
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 12

Gender
Male
Female
Total
Ethnicity
Black
Hispanic
Asian
American Indian/Alaskan Native
White
2 or More Races
Native Hawaiian/Pacific Islander
Unknown
Total
Tenure Status
Tenured
Tenure-Track
Not Applicable
Total
CPS_CRJ_CRIM.JUST_AS_SI
#
FT
%
2010
#
PT
%
T FT
2011
PT
# % # %
T
#
FT
%
2012
PT
# %
2013
T
#
FT
% #
PT
%
12 67% 17 68% 29 12 67% 17 65% 29 12 67% 19 73% 31 12 67% 20 74% 32
6 33% 8 32% 14 6 33% 9 35% 15 6 33% 7 27% 13 6 33% 7 26% 13
18 25 43 18 26 44 18 26 44 18 27 45
T
2 11% 4 16% 6 2 11% 4 15% 6 2 11% 4 15% 6 2 11% 3 11% 5
1 6% 0% 1 1 6% 1 4% 2 1 6% 0% 1 1 6% 1 4% 2
1 6% 1 4% 2 1 6% 1 4% 2 1 6% 1 4% 2 1 6% 1 4% 2
0% 0% 0 0% 0% 0 0% 0% 0 0% 0 0% 0
14 78% 19 76% 33 14 78% 19 73% 33 14 78% 20 77% 34 14 78% 21 78% 35
1 4% 1 4% 1 4% 1
0
4%
0%
1
0
0% 0% 0 0% 0% 0 0% 0% 0 0% 0 0% 0
18 25 43 18 26 44 18 26 44 18 27 45
14 78%
4 22%
0%
18
14 15 83%
4 3 17%
0 0%
18 18
15 15 83%
3 2 11%
0 1 6%
18 18
15 16 89%
2 2 11%
1 0%
18 18
16
2
0
18
Self-Study Template 13

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)
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 09/10
$ Amount
Program
$ Amount
Department
Fiscal Year
10/11 11/12 12/13
- - - -
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 14

5h. Please comment on the table below that shows trends in overall course evaluations instructional vibrancy for your program (if available), your college and the university. (Suggested limit ½ page)
Overall Evaluation (Spring) Instructional Vibrancy (Spring)
2011 2012 2013 2011 2012 2013
Criminal
Justice AS (SI)
College of
Professional
Studies
-
4.04
-
4.09
-
4.14
-
4.34
-
4.33
-
4.43
Total
Undergraduate
4.01 3.21 4.07 4.27 4.29 4.35
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 /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)
CPS_CRJ_CRIM.JUST_AS_SI Self-Study Template 15

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_CRJ_CRIM.JUST_AS_SI Self-Study Template 16