BACCALAUREATE AND MASTER’S DEGREES
NEW PROPOSAL FORM: ONE-STEP PROCESS
(Submit One Copy)
REVISED FORMAL PROPOSAL
Institution: Kennesaw State University
Institutional Contact (President or Vice President for Academic Affairs): Dr. Ken Harmon,
Interim Vice President for Academic Affairs
Date: February 23, 2010
School/Division: College of Humanities and Social Sciences
Department: Sociology and Criminal Justice
Departmental Contact: Dr. Sam Abaidoo, sabaidoo@kennesaw.edu or
Dr. Sutham Cheurprakobkit, scheurpr@kennesaw.edu
Name of Proposed Program/Inscription: Master of Science in Criminal Justice (MSCJ)
Degree: Master’s Degree
Major: Criminal Justice
CIP Code:
Anticipated Starting Date: August 2011
1. Program Description and Objectives:
a. Objectives of the program
The proposed MSCJ is an ideal program for traditional students and professionals in the field
of criminal justice who aspire to further their education beyond the baccalaureate degree.
The program will include face-to-face, hybrid, and online course instructional formats. The
program will also have a unique “Global/International Perspectives in Criminal Justice”
focus. The latter will include both an ‘International Criminal Justice Experience’ study
abroad opportunity and a comparative criminal justice systems course. The program
provides a focused and interactive educational experience designed to equip students with
the knowledge and skills in criminal justice administration, including critical thinking and
communication, as well as in relevant technologies and information sources. The program
will also provide students an opportunity to understanding and addressing the significance
of cultural diversity within the criminal justice context. These attributes are essential for
success in contemporary criminal justice agencies and in relevant private sector
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organizations both in Georgia and elsewhere. Students will also be prepared for further
graduate study should they choose to pursue this option.
b. Needs the program will meet
The principal designers of the program engaged in an extensive review of the literature on
the changing requisites for a graduate program in Criminal Justice. These requisites are tied
to the domestic and global changes underway that impact crime and crime control policy and
practice. These data are supplemented by interviews of administrators, recent baccalaureate
graduates with majors in Criminal Justice, and practitioner scholars in the discipline.
Discussions about a graduate program arose primarily from numerous student inquiries.
Graduates of the B.S. in Criminal Justice at KSU initiated discussions about graduate
opportunities in the discipline. They also expressed their concerns about the ability to
complete post baccalaureate work while employed. Their ideas and concerns provided the
impetus for developing a needs-assessment survey regarding support for having a master’s
degree program in Criminal Justice at KSU. The initial survey, conducted in 2006 (n=154),
shows that 71% (i.e., 109 students) of those surveyed said they planned to pursue a master’s
degree in Criminal Justice. Ninety seven percent (149 students) stated that they either
“strongly support” or “support” a graduate program in Criminal Justice at KSU.
A follow-up survey of students began during spring semester 2009. Snapshot data of the
responses at this time (n=423) indicate that 205 students (48.5%) are considering graduate
work in Criminal Justice. Ninety percent, or 382 students, “strongly support” or “support” a
graduate program in Criminal Justice.
There does not appear to be an existing graduate program in criminal justice that offers a
study focus in the area of “International Perspectives in Criminal Justice” in Georgia or its
surrounding states. In fact, the focus on International Perspectives in Criminal Justice in the
proposed program appears to be the first of its kind in the nation.
The development of this proposed program has also been informed by the following:
1. Analysis of the education content in higher education that meets the knowledge gap
A good quality criminal justice education program must use the Academy of Criminal Justice
Sciences (ACJS) Minimum Standards (Clear, 2001, Finckenauer, 2005, and Southerland,
2002). The proposed program does that by adopting the goals and standards recommended
by the ACJS Executive Board. The latter adopted the goals and standards as certification
criteria in October 2005 for Criminal Justice master’s degree programs for universities
across the country. (http://www.acjs.org/pubs/167_667_12024.cfm). Conforming to the
ACJS standards offers at least three possible benefits to the program: (1) it closes “the door
for disciplinary exploitation, as planners may create programs to fulfill non-academic
institutional needs,” (2) it enhances the program’s ability to attract new students to the field,
and (3) it helps facilitate the accreditation effort (Bufkin, 2004, pp. 255-257). The
curriculum in Kennesaw State University’s Bachelors of Science in Criminal Justice itself is
based on these standards.
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Also as previously mentioned, one of the proposed MSCJ program’s themes, “Global
Perspectives in Criminal Justice”, is a new specialization among existing masters’ programs
in criminology or criminal justice. After September 11, 2001 it is difficult to deny the
importance of the impact of globalization on crime and society. Natarajan (2002) advocates
the need for an international criminal justice curriculum that provides knowledge on a wide
range of criminal justice related topics from a global perspective.
2. Input from practitioners
A series of personal interviews were conducted with four senior security personnel of three
large American corporations (including Mr. Dimalanta of U.S. Security Associates, Inc; Mr.
Preau and Mr. Rose of BellSouth Telecommunications, Inc. (now AT&T); and Mr. Dennis of
Delta Airlines, Inc). Due to their criminal justice extensive work experience, they were asked
to identify what they consider to be important topics for a criminal justice graduate
curriculum. They were also asked to identify a list of core competencies they want to see
among their employees. Beyond the core CJ areas some of the key topics and competencies
identified include knowledge about “the role of technology,” “management and leadership,”
“skills in interpersonal relationships and communication,” and “finance and basic
accounting” (J. Dimalanta, personal communication, March 10, 2005; J. Preau & R. Rose,
personal communication, March 15. 2005; & D. Dennis, personal communication, March 29,
2005). The identified topics have been incorporated into the proposed curriculum.
The demand for more criminal justice education and programs, both undergraduate and
graduate, is evident and is strongly supported by the following three related factors:
1. The increasing numbers of female and minority personnel in criminal justice workforce.
The data clearly show that the number of female and minority employees in the criminal
justice agencies (such as large police departments and employees of federal, state, and
private adult correctional facilities) has greatly increased over the past decade
(http://www.albany.edu/sourcebook/toc_1.html)
With specific reference to Georgia a sizeable proportion of employees of jails and correction
agencies are females and minorities. For example, of the 8,188 jail staff and correctional
officers in 1999, about 40 percent of them (3,255) are females and minorities.
2. The desire and commitment of many criminal justice scholars and officials to
professionalize criminal justice careers through education, resulting in a rapid growth in
criminal justice programs in the U.S. Currently, there are 32 institutions that offer doctoral
programs in criminology and criminal justice (Frost & Clear, 2007), and over 150 institutions
with criminology and criminal justice master’s degrees (Bufkin, 2004). It is estimated that
master’s degree recipients have increased by over 200% since the 1970s and each doctoral
program graduates about three students per year (Clear, 2001).
3. A national trend for criminal justice agencies in emphasizing the importance of higher
education. A study regarding education in law enforcement conducted by Carter, Sapp, and
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Stephens (1989) found that the various national criminal justice commissions
recommended:
- that some years of college be required for appointment;
- that higher educational requirements be set for promotion;
- that education programs be a matter of formal policy; and
- that higher education should be viewed as an occupational necessity.
The Georgia Department of Corrections (GDC) has already established a program called
“employee education initiative”
(http://www.dcor.state.ga.us/NewsRoom/PublicInformation/EducationInitiative.html) to
support its employees’ continued education. The GDC Employee Education Initiative seeks
to invest in these employees’ futures by providing opportunities for higher education and
thereby enhance the professionalism of the department.
The reasons outlined above suggest that more criminal justice personnel (including females
and minorities) have an incentive to participate in the proposed program.
c. Brief explanation of how the program is to be delivered
The proposed program will employ both online and in-person class formats. The latter is
consistent with current practices since these delivery formats are already utilized for courses
offered in the undergraduate program.
The proposed use of online instructional methods support KSU’s mission to use “technology to
advance educational purposes, including instructional technology, student support services and
distance education.”
The International Criminal Justice Experience course (a summer study abroad program) in the
proposed program, which is one of the unique features of this program, will operate in a similar
way as other study programs offered through KSU’s Institute of Global Initiatives.
d. Prioritization within the institution’s strategic plan
Kennesaw State University:
The proposed Master of Science degree in Criminal Justice (MSCJ) helps further Kennesaw
State University’s mission and priorities in several ways. One of the missions of the
university is that “students prosper in a supportive environment with faculty, staff, and
administrators who are vitally engaged in student life. KSU’s academic programs are
collaborative and creative, emphasizing both the development and application of knowledge.
The KSU community values and promotes integrity, global awareness, technological literacy,
diversity, and lifelong learning”. (Kennesaw State University Strategic Plan 2007-2012, p. 3
at http://www.kennesaw.edu/president/strategic_plan07.pdf)
KSU’s strategic goals and action steps that this program supports are articulated below:
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Goal 1. To enhance and expand academic programs and delivery
Action Step 8. Add degree programs that are strategically important to the local community, to
Georgia, and to the nation at both the undergraduate and graduate levels. (p.9)
This proposed program strengthens the institution by meeting the needs of “experienced
professionals seeking academic advancement through professionally-oriented degrees,
especially at the graduate level.” It also reflects the institutional goal of responding to the
needs of its service area by providing “particularly outstanding programs or distinctive
characteristics that have a magnet effect throughout the region or state.”
Action Step 3. Enhance the quality and quantity of technology for teaching, research, and
scholarship. (p.9)
The design of the proposed program involves the use of face-to-face, hybrid, and online
instructional methods that support KSU’s mission to use “technology to advance educational
purposes, including instructional technology, student support services and distance
education.”
Goal 4. To enhance student life activities and prepare students to be leaders.
Action Step 2. Increase student participation in study abroad programs by 5 percent per year. (p.
15).
The proposed MSCJ includes an area of focus that provides students with greater
understanding of international criminal justice systems and mechanisms of cooperation
among CJ professionals, as well as transnational issues and practices as they pertain to crime
and its management. In particular, the proposed program offers a course called
“International Criminal Justice Experience” where students will have the opportunity to
spend 15-20 days in a select country to study its criminal justice and legal systems. This
characteristic reflects the defining anchor of KSU’s Strategic vision/plan which is the
commitment to global learning and engaged citizenship, the theme of the institution’s Quality
Enhancement Program (QEP).
Board of Regents:
The proposed MSCJ supports, and is consistent with three of the six strategic planning
principles established by the Chancellor of the University System of Georgia:
Strategic Goal Two:
Create enrollment capacity to meet the needs of 100,000 additional students by 2020.
As a result of its strategic actions, the University System will increase capacity to
accommodate targeted, programmatic growth.
As of Fall 2008, the undergraduate program in Criminal Justice at KSU had 463 majors, which
was the highest number among all fourteen undergraduate Criminal Justice programs in the
University System in Georgia. This high enrollment in the undergraduate Criminal Justice
program will help meet enrollment needs for the proposed program. The most recent survey
conducted in Spring 2009 showed that 382 students (90%) support a graduate program in
Criminal Justice at KSU and that about 205 students (49%) plan to continue graduate work in
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Criminal Justice. When approved, the proposed program will be the only graduate program
in Criminal Justice in North Georgia, and will attract both traditional and non-traditional
students interested in the field to the program.
Strategic Goal Three:
Increase the System’s participation in research and economic development to the benefit of a
global Georgia. Enhance and encourage the creation of new knowledge and basic research
across all disciplines.
In an open world with permeable borders, Georgia must increasingly compete not only with
fifty states, but also with other countries. It must seek to determine its own future, which
entails controlling, creating, directing, and attracting the resources to ensure economic
growth and a high quality of life.
Among other things this goal anticipates an increase in USG’s competitiveness for federal
research funds, and creating a System-level academic plan for workforce development. This
program is expected to contribute to the fulfillment of these objectives by fostering
faculty/graduate students’ research and grant activities.
Strategic Goal Five:
Maintain affordability so that money is not a barrier to participation in the benefits of higher
education. As a result of its strategic actions, University System institutions will remain
affordable for students and assist economically disadvantaged students in meeting the cost of
college. (http://www.usg.edu/strategicplan/)
The proposed graduate program will help in developing Georgia’s human capital and prepare
criminal justice professionals for success in the 21st century. It will expand the knowledge
base for intellectual capital and provide a foundation in both domestic and international
criminal justice system information and associated skills. The curriculum of the proposed
MSCJ is based on national benchmarks and standards (outlined by the Academy of Criminal
Justice Sciences Certification Standards).
Department of Sociology and Criminal Justice:
This proposal is in response to the continuous improvement and assessment process utilized
by the university and the Department of Sociology and Criminal Justice to chart new
directions in higher education. KSU's strategic implementation process is infused in strategic
planning and implementation documents throughout the campus.
KSU’s Department of Sociology and Criminal Justice is poised to take on the challenge and
excitement of the proposed graduate program because it is dedicated to learning-centered
education, applied research, and community outreach. The department is in its tenth year of
existence and shows evidence of success through its booming growth in number of declared
majors. For example, criminal justice majors grew from 0 in Fall 2002 when the program
was approved, to 463 in Fall 2008. Three hundred and sixty students graduated from the
B.S. in Criminal Justice program between Summer 2003 and Spring 2009. The entire
Sociology and Criminal Justice Department, which also includes a vibrant B.S. in Sociology
program, totaled approximately 700 enrolled majors in Fall 2008.
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2. Description of the program’s fit with the institutional mission and nationally accepted trends in the
discipline.
1. The undergraduate Criminal Justice program at Kennesaw State University has proven
itself to be a model program in the state. The curriculum for the program, which was
approved by the BOR in 2002, is based on the national standards outlined by the Academy of
Criminal Justice Sciences. The table below indicates that it is the strongest program in the
University System based on most recent available enrollment figures (see University System
of Georgia Fall Enrollment, 2004 through 2008 For Degrees and Majors authorized as of
February 2009 at http://www.usg.edu/research/students/enroll/5yr/enroll04-08.pdf).
During FY09 103 students graduated from the program. This means that between FY04 and
FY09 364 undergraduate students, many of whom are prospective graduate students in the
proposed program, have graduated from this program.
Institution
Albany State University
Armstrong Atlantic State University
Augusta State University
Clayton State University
Columbus State University
Fort Valley State University
Georgia College & State University
Georgia Southern University
Georgia State University
Kennesaw State University
North Georgia College & State University
Savannah State University
University of Georgia
University of West Georgia
Valdosta State University
Number of Criminal Justice/Criminology/Justice
Studies Majors, Fall 2008
231
141
132
227
334
224
106
283
425
463
257
224
175
204
361
Approximately 10 to 12 students will graduate from the MSCJ program annually.
Based on the continued growth of the undergraduate criminal justice program and the high
number of surveyed students who expressed interest in pursuing a graduate degree in
criminal justice, it is anticipated that the majority of the students entering the program will
be from our undergraduate criminal justice program. It is noted that several of the current
criminal justice undergraduate students are practitioners. It is also expected that the
interdisciplinary nature of the proposed program would attract students from other related
programs such as psychology, sociology, political science, and human services who might be
interested in studying the field of criminal justice.
2. The curriculum of the proposed MSCJ program offers something not offered by other
masters in criminal justice programs. The program adopts the basic standards recommended
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by the Academy of Criminal Justice Sciences (ACJS). Most other graduate programs in
criminal justice do not include all the core courses recommended. In a review of 156 existing
graduate programs in criminology and criminal justice nation-wide, Bufkin (2004) found
that the majority of the programs do not adopt the ACJS Minimum standards, and that
program contents are so diverse that the broad disciplinary aims of criminal justice
education seem to be overlooked.
The core courses of the proposed program include six required content areas recommended
by the ACJS, including Administration of Justice, Corrections, Criminological Theory, Law
Adjudication, Law Enforcement, and Research and Analytic Methods. As indicated below the
ACJS guidelines also suggest that graduate programs in criminal justice should include an
examination of the issues of diversity and ethics in their curricula. This can be done either as
specific required courses and/or the integration of these issues across the curriculum.
Regarding ethics the ACJS states that…
“…programs should provide evidence that students are taught to employ ethical
perspectives and judgments in applying this knowledge to related problems and changing
fact situations.” (ACJS Standards)
The proposed KSU Masters of Science in Criminal Justice program emphasizes ethics in all
courses as the University expects all students and graduates to reflect this emphasis in their
work. While there is not a separate course on Ethics, each of the program’s component
courses is taught from an ethical perspective which is designed to best prepare students for
the choices they must make as criminal justice professionals.
Each course includes an exploration of criminal justice ethics, including an historical
overview, from both the individual and organizational perspective as it relates to the specific
subject. Substantial attention is given to significant ethical issues and dilemmas which are
regularly encountered by professionals in all of the major facets of the criminal justice
system: law enforcement; corrections; the legal profession; and policymaking. Depending
on the course, these may include: corruption and abuse of power and authority, violations of
civil rights, professional and sexual misconduct, ineptitude, off duty misconduct, the “war on
terror” and the “war on drugs,” racism and racial discrimination, deception by law
enforcement authorities, mandatory and guideline based sentencing, the death penalty and
life with or without the possibility of parole, or transnational comparative ethics.
Courses may elucidate on the wide variety of sources of ethics (natural law, religion,
constitutions, law, codes of ethics, etc.), specific terminology and concepts of ethics.
Regarding diversity the ACJS notes that…
“a graduate program in criminal justice includes a systematic examination of the issues of
diversity in criminal justice through either specific required courses and/or the integration
of these issues within the program’s curriculum.”
An outcome of the proposed program is to enhance an understanding of cultural diversity
and to use this knowledge to recruit diverse groups into the criminal justice professions.
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The United States continues to undergo a dramatic demographic and cultural diversification.
According to the US Census Bureau, the Hispanic/Latino population represented 15.1% of
the total US population in 2007, Asians 4.4%, and Blacks 12.8%
(http://quickfacts.census.gov/qfd/states/13000.html). This increasing diversity is also
occurring in Georgia, which is now 58.5% white (non Hispanic).
The increased population diversity in the metro area, and across the country, represents
more than a demographic shift. It also involves socioeconomic as well as cultural diversity.
This multi-layered phenomenon is a factor that criminal justice practitioners must be able to
understand and work with. This will involve increased capacity to build trust, communicate,
and cooperate with community representatives of those varied groups.
All courses in the proposed curriculum will have a multi-cultural basis. For instance, courses
pertaining to violence, victimization, and corrections will expose the student to current
issues concerning crime among majority and minority populations. Courses on criminal
justice administration and management will examine recruitment and promotional
strategies to diversify the criminal justice workplace, and thereby to enhance the
effectiveness and credibility of criminal justice organizations.
3. The international criminal justice focus of the proposed program reflects KSU’s
commitment to global learning and engaged citizenship, the theme of the institution’s Quality
Enhancement Plan (QEP). Most of the existing graduate programs in criminology and
criminal justice offer only one or two international criminal justice related courses in their
curriculum. The proposed program offers an area of emphasis on Global Perspectives in
Criminal Justice that, among other things, provides students with an opportunity to
participate in summer study abroad where they can learn about the justice system of another
country.
Faculty members in the Criminal Justice program have already developed and led two CJ
study abroad programs for undergraduates. A distinguished professor in the department,
Dr. Sutham Cheurprakobkit, developed a course titled “International Criminal Justice” that is
offered during summer in Thailand. This program has been in effect since 2003. Dr. Michelle
Emerson has also been directing another criminal justice focused study abroad to
Netherlands for three years. These programs can be restructured to also include graduate
courses for the proposed MSCJ degree. The proposed program also plans to offer study
abroad opportunities in the two countries neighboring the U.S. - Canada and Mexico. The
latter is deemed important given the greater likelihood that U.S. criminal justice
professionals may be called upon often to collaborate with their counterparts in these
countries to deal with international criminal events and activities.
4. This would be the only graduate program in Criminal Justice in the northern sector of the
state, a region that KSU intends to actively serve. Graduates of this program would have the
opportunity to apply for admission to the newly approved doctoral program in criminal
justice at Georgia State university.
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3. Description of how the program demonstrates demand and a justification of need in the discipline
and geographic area and is not unnecessary program duplication.
1. National and regional needs for graduates prepared by this program
The U.S. Department of Labor’s 2008-2009 Occupational Outlook Handbook states
that “Job opportunities in most local police departments will be excellent for qualified
individuals, while competition is expected for jobs in State and Federal agencies. Average
employment growth is expected.
a) Employment change. Employment of police and detectives is expected to grow 11
percent over the 2006-16 decade, about as fast as the average for all occupations. A
more security-conscious society and population growth will contribute to the
increasing demand for police services.
b) Job prospects. Overall opportunities in local police departments will be excellent for
individuals who meet the psychological, personal, and physical qualifications.”
(http://www.bls.gov/oco/ocos160.html)
Positions in correctional fields, including Probation Officers and Correctional Treatment
Specialists, are also expected to grow at around 11 percent between 2006-16. “A graduate
degree is more vital in obtaining these positions than positions in policing since some employers
require a master’s degree in criminal justice, social work, psychology, or a related field for
candidates who do not have previous related experience”.
2. In the Georgia Department of Labor's report, titled Area Workforce Trends Projections to
2014, policing positions are among those noted in the section “Occupations with the Most Job
Growth.” More specifically, policing is “among the 15 occupations – out of more than 700 –
(that) are projected to add more than 9,200 jobs over the next 10 years, a majority of all
projected job growth in this area.”
(http://explorer.dol.state.ga.us/mis/occupation/long_term/dekalb.pdf)
3. Criminal Justice Administration Knowledge and Skills Needed
The days of the “beat cop” with years of street experience being the ideal candidate for police
management have passed. Today those who are tapped for management must be able to
understand and comprehend many fields of study that have never before been a requisite to
policing. This proposed program builds the foundation for learning about and accessing this
information.
Criminal justice officials in the Atlanta and Cobb area oversee hundreds of personnel and
agency budgets in the millions of dollars. With these complex administrative and human
resource demands, the law enforcement manager, probation supervisor, and warden must
possess skills at least equal to the manager in a company. This need is becoming especially
critical with the aging (and upcoming retirement) of the "Baby Boomer” practitioner. The
latter means that younger employees will suddenly be thrust into vacant supervisory and
management positions without requisite skills. Poor management decisions can cost citizens
millions of dollars.
a) Increase Critical Thinking and Communication Skills
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Workforce Preparation and Higher Education in Georgia: A Survey for the Board of Regents
of the University System of Georgia (1997) states that “employers identify critical thinking
and oral communication skills as the qualities they most desire in their employees. The
ability to work in teams and written communication skills also receive significant support”
(Executive Summary).
These qualities are even more critical today because of the often highly stressful and
potentially dangerous roles of the criminal justice practitioner. Interpersonal skills and
problem solving skills make the practitioner a more professional and competent public
servant. Effective written communication skills capture critical information that may
determine the outcome of a criminal trial. The ability to learn and to communicate what one
has learned is an integral component of all courses in the proposed major.
Carlan’s (2007) examination of the status and attitudes of law enforcement professionals
about their educational experiences strongly support the need for effective graduate
programs in Criminal Justice. “Essentially, officers with higher levels of Criminal Justice
education tend to occupy higher ranks and reflect more positive attitudes toward the
acquisition of administrative skills, communication skills, critical thinking skills, overall
understanding of the criminal justice system, and human relations skills.” More specifically,
law enforcement professionals with graduate criminal justice degrees are better prepared to
do well in their positions, both in terms of performance and promotion.
b) Technology and Information
Crime and “crime fighting” have become more technological and will continue to evolve in
this direction. Crimes such as “cyberstalking,” identity theft, computer fraud, and various
forms of white collar crime require a criminal justice professional who understands and can
utilize technology, along with understanding the dynamics of these forms of criminality.
Complex investigations requiring forensics and behavioral science skills are becoming more
of the norm. Computer technology that monitors and “maps” crime patterns are critical to
crime prevention strategies of the criminal justice community.
The relevance of this topic is highlighted in the following statements made in “The Electronic
Frontier: The Challenge of Unlawful Conduct Involving the Use of the Internet, A Report of
the President’s Working Group on Unlawful Conduct on the Internet”, March 2000:
Cybercriminals are no longer hampered by the existence of national or
international boundaries, because information and property can be easily
transmitted through communications and data networks. As a result, a criminal
no longer needs to be at the actual scene of the crime (or within 1,000 miles, for
that matter) to prey on his or her victims. Just as telephones were (and still are)
used by traditional boiler-room operators to defraud victims from a distance, a
computer server running a webpage designed to defraud senior citizens might
be located in Thailand, and victims of the scam could be scattered throughout
numerous different countries. A child pornographer may distribute photographs
or videos via e-mail running through the communications networks of several
countries before reaching the intended recipients.
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Likewise, evidence of a crime can be stored at a remote location, either for the
purpose of concealing the crime from law enforcement and others, or simply
because of the design of the network. Long-distance detection, however, may
take the investigation and prosecution of these crimes out of the exclusive
purview of any single jurisdiction, thereby creating yet other challenges and
obstacles to crime-solving.
4. Cultural Diversity Knowledge and Skills Needed
The United States continues to undergo a dramatic demographic and cultural diversification.
According to the US Census Bureau, the Hispanic/Latino population represented 14.07% of
the total US population in 2004, Asians 4.20%, and Blacks 12.77%
(http://www.census.gov/). In 2010, it is projected that 16.03% of the US population will be
Hispanic/Latino, 4.54% will be Asians, and 12.24% will be Blacks. This increasing diversity
is also occurring in Georgia.
The increased population diversity in the metro area, and across the country, represents
more than a demographic shift. It also involves socioeconomic as well as cultural diversity.
This multi-layered phenomenon is something that criminal justice practitioners must be able
to understand and work with. This will involve increased capacity to build trust,
communicate, and cooperate with community representatives of those varied groups.
All criminal justice courses in the proposed curriculum will include an examination of how
cultural diversity influences the subject area. For instance, courses pertaining to
criminological theory, law enforcement, and corrections will expose the student to current
issues concerning crime among majority and minority populations. The course on strategic
planning for criminal justice will, among other things, examine recruitment and promotional
strategies to diversify the criminal justice workplace, and thereby enhance the effectiveness
of the criminal justice agencies.
5. Global Perspective in Criminal Justice Knowledge and Skills Needed
Crime is a globalized phenomenon as stated in the Report of the President’s Working Group
cited above. Also as noted by Natarajan (2002, p. 480), “in the wake of the World Trade
Center disaster, the general point is now easier to make that countries on their own, without
international help, cannot successfully tackle some crimes”. Natarajan (2002) cited several
publications including Adler (1996), Bowling (2001), the United Nations (1995) that
emphasized the importance of addressing globalization, international and transnational
crimes, international cooperation among criminal justice agencies, and comparative criminal
justice system and issues. Today’s advanced student of criminal justice must have
knowledge about the network of international organizations such as the UN (e.g., Office for
Drug Control and Crime Prevention), the European Institute for Crime Prevention and
Control, Interpol, the Transnational Crime and Corruption Center, and the Global Justice
Information Sharing Initiative.
In the era of global crime and terrorism, criminal justice practitioners are expected to expand
their knowledge base in very significant ways. They are expected to be knowledgeable about
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chemical agents, dispersal patterns, critical infrastructures, structural engineering, virology,
emergency management, as well as cultural factors that may either fester or foster the
inclination towards mass murder. Identity theft, computer fraud, multinational and
transnational crime, internet scams, financial fraud via computers, and computer hacking
also require a great deal of specialized knowledge and skill.
4. Brief description of institutional resources that will be used specifically for the program (e.g.,
personnel, library, equipment, laboratories, supplies & expenses, capital expenditures at program startup and when the program undergoes its first comprehensive program review.
The proposed program will be housed in the Department of Sociology and Criminal Justice
(SCJ). The current resources at KSU’s library (books, scholarly journals and publications, and
government materials) are sufficient for the start of the program. To meet increased office
supply needs, as well as increased cost of copying, subscription, printing, etc. the operating
budget for the department will need to be adjusted upwards. Based on current operating
cost for our undergraduate programs it is estimated that the upward adjustment in the
budget to support the new graduate program will amount to about $12,000 a year.
The steady-state costs are primarily for personnel, more specifically, an assistant professor
and lecturer faculty lines for approximately $129,000 (including benefits of approximately
$32,000) in FY2012 (year 2) and two assistant professor lines in FY2013 (year 3) for
approximately $143,000 (including benefits of approximately $35,000). A lecturer is
requested to teach undergraduate classes, thereby allowing present tenure track faculty
members to take on graduate program teaching assignments and other duties. It is worth
pointing out that new faculty positions requested in years 2 and 3, as well as existing faculty
who will participate in the graduate program, will all be teaching in the undergraduate
programs as well.
Additional costs will include 12-month conversion for program coordinator in the amount of
about $21,000 a year and 5 graduate assistantships estimated at $40,000 ($8,000 each per
academic year). Graduate assistants will constitute an important resource as they serve as
TAs and provide research support to faculty. As well, approximately $40,000 will be needed
for administrative support staff (including benefits of about $10,000) and an additional parttime funding of $8,000 will be needed in year 1 to help cover seats to be given up by faculty
teaching graduates-only classes (summarized budget table is on pages 36-37). While it is
often useful to use premium pricing for tuition in order to generate funds for a graduate
program, that avenue is not being pursued with the present proposal. The goal is to make
the proposed program financially accessible to all students, which is consistent with the
Chancellor’s strategic planning principles.
5. Curriculum: List the entire course of study required and recommended to complete the degree
program. Provide a sample program of study that would be followed by a representative student.
a. Clearly differentiate which courses are existing and which are newly developed courses. Include
the course titles as well as acronyms and credit hour requirements associated with each course.
13
There are eleven (11) new courses in the program, not including a Special Topics Course. The
Academy of Criminal Justice Sciences (ACJS) certification standards for required content areas
are noted in the core courses.
Program Structure: 33 hours
18 hours
6 Core Courses
3 hours
1 Global Perspectives in Criminal Justice Course
6 hours
2 Elective Courses
6 hours
Criminal Justice Policy Research Project or Thesis
Required Core:
18 hours
CRJU 7701 Critical Issues in Criminal Justice –New (ACJS content area Administration of
Justice)
CRJU 7702 Advanced Criminological Theory – New (ACJS content area Criminological
Theory)
CRJU 7703 Advanced Law Enforcement – New (ACJS content area Law Enforcement)
CRJU 7704 Institutional and Community Corrections - New (ACJS content area
Corrections)
CRJU 7705 Law and the Legal Process – New (ACJS content area Law Adjudication)
CRJU 7706 Advanced Research Methods and Computer Applications – New (ACJS
content area Research and Analytic Methods)
Global Perspectives in Criminal Justice (Select One)
3 hours
CRJU 7709 Comparative Criminal Justice Systems-New
or
CRJU 7722 International Criminal Justice Experience – expansion of existing program
(Study Abroad)
Criminal Justice Electives:
6 hours
PAD 6200 Fundamentals of Public Administration and Public Service
PAD 6600 Program Evaluation (prerequisite is PAD 6200)
PAD 7455 Administrative Law
ACCT 8000 Accounting Insights for Managers
IS 8930 Information Security Administration
CRJU 7707 Strategic Planning for Criminal Justice-New
CRJU 7708 Criminal Justice Policy and Analysis -New
CRJU 7709 Comparative Criminal Justice Systems-New
CRJU 7710 Transnational Crimes and International Security-New
CRJU 7711 Human Rights Standards in Law Enforcement-New
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CRJU 7722 International Criminal Justice Experience (Study Abroad)
CRJU 7900 Special Topics in Criminal Justice
CRJU 7950 Directed Study
CRJU 8801 Criminal Justice Policy Research Project
or
CRJU 8800 Thesis
6 hours
Total Required for the Degree
33 hours
6 hours
Note:
(1) To address the issue of classroom space limitation and to accommodate students’ scheduling need,
about one-third (3 courses) of the eleven new courses in the proposed curriculum will be designed
for online instruction.
(2) For the four non-criminal justice courses (ACCT 8000, IS 8930, PAD 6600, and PAD 7455)
included in the electives for students to take, the prerequisite has been waived for PAD 6600 based
on courses the students will take in this proposed curriculum. Students can take IS 8930 with
permission of the MSIS’s program director (see the attached letter).
ACCT 8000 does not require a prerequisite. Students interested in taking ACCT 8000 only have to
complete a 10-day non-credit accounting module and pass the examination before being allowed to
enroll into the class. PAD 7455 requires PAD 6200 as a prerequisite. If students choose to take
PAD 7455 and the prerequisite (PAD 6200), those 6 credit hours will constitute their elective hours.
b. Append course descriptions for all courses (existing and new courses).
c. When describing required or elective courses, list all course prerequisites.
CRJU 7701 Critical Issues in Criminal Justice 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course provides an advanced examination of the American Criminal Justice System including
police, courts and corrections, with emphasis placed on major systems of social control, contemporary
policy issues, juvenile justice and comparative criminal justice.
CRJU 7702 Advanced Criminological Theory 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course is a graduate level introduction to the theory and research on the nature, causes and patterns
of the etiology of crime and criminal behavior taken from diverse, interdisciplinary perspectives.
CRJU 7703 Advanced Law Enforcement 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
15
A variety of significant issues in modern American law enforcement is addressed in this course,
including policing in a diverse and technologically advanced society, the law enforcement subculture,
problems and challenges for law enforcement administrators, the role of private security in
complementing government law enforcement efforts, and ethical dilemmas facing law enforcement
officers throughout the organizational hierarchy.
CRJU 7704 Institutional and Community Corrections 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course is an analysis of contemporary correctional services and issues of prisons and alternative
community-based programs for adults and juveniles with emphasis placed on multiculturalism,
overcrowding of correctional facilities, and legal issues.
CRJU 7705 Law and Legal Process 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course examines the sources of modern American jurisprudence and the influences on legislation.
The adversarial system of justice is considered in depth, and includes consideration of justice models,
prosecution and defense strategies, and ethical considerations for the participants in the adjudicatory
process.
CRJU 7706 Advanced Research Methods and Computer Applications 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course helps students develop familiarity with methods of research, design and analysis in the field
of criminal justice. Survey and research design, research and sampling techniques, and statistical and
analytical methods will be covered. The course includes intense hands-on computer work using
statistical software.
CRJU 7707 Strategic Planning for Criminal Justice 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course examines the interrelationship of the three components of the American criminal justice
system and the manner in which each component operates within the larger political system. Goalsetting, problem-solving, planning and designing the program/policy are examined in the context of law
enforcement, courts, and corrections. The course also discusses future trends in criminal justice.
CRJU 7708 Criminal Justice Policy and Analysis 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course covers basic concepts of crime prevention theories and strategies and addresses different
crime control program and models. Topics include how and why crime rates differ, the utility of
research to address policy questions, and what works and what does not work in crime
prevention/control programs.
CRJU 7709 Comparative Criminal Justice Systems 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course examines and compares the criminal justice systems of several countries by focusing on
historical, political and social factors, and explaining their influence on legal institutions and systems of
justice. The course discusses the difficulties in comparisons and how to conduct an effective
comparative analysis. Topics may include: perceived causes of crime, police structures, legal systems,
16
victims, crime prevention, corrections, and recent trends in international crime and justice.
CRJU 7710 Transnational Crimes and International Security 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course examines legal and institutional responses to and international cooperation against
transnational crime, particularly terrorism, human and drug trafficking. Topics include the analysis of
the concept of universal jurisdiction that provides a basis for treating certain crimes as "transnational”
and “international" and an evaluation of the range of institutions created to track and punish
international criminals (such as the International Criminal Court).
CRJU 7711 Human Rights Standards in Law Enforcement 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
This course discusses the international mechanisms for the protection of human rights and explores how
these mechanisms can be strengthened and improved to better prevent and respond to the human rights
violations. Topics may include the rights of individuals to equitable treatment at the hands of the state,
the international law enforcement standards regarding detention, arrest, bail, search and seizure, right to
counsel, presumption of innocence, and standards of evidence.
CRJU 7722 International Criminal Justice Experience (study abroad) 3-0-3
Prerequisite: Admission to the MSCJ Program or permission of the MSCJ Program Director.
In the era of globalization, a greater understanding of other justice systems is vital to ensure that
international criminal conduct is understood and effectively investigated, prosecuted and sanctioned.
This study facilitates learning about the justice system of another country (which may vary each year)
by exposing students to and providing interaction with law enforcement officers, members of the
judiciary, and the corrections agencies in a country outside the United States.
PAD 6200 Fundamentals of Public Administration and Public Service 3-0-3
Prerequisite: Admission to graduate study.
This course covers the public policy making process, civil service and administrative agencies, and
policy implementation, with brief introductory forays into motivation, leadership, decision making,
finance and budgeting, and personnel. Contrasts between public and business administration will be
included.
PAD 6600. Program Evaluation 3-0-3
Prerequisite: PAD 6250
This course is designed to introduce the basic methods of policy and program evaluation.
These evaluation methods are used in needs assessments, monitoring social programs, and assessing the
effectiveness and efficiency of their impacts. Quantitative approaches, such as experimental, quasiexperimental, and reflexive designs and the social, political, and ethical context of evaluation studies
will be discussed.
PAD 7455. Administrative Law 3-0-3.
Prerequisite: PAD 6200
Administrative law provides students with a broad ranging analysis of how public administrators must
handle constitutional and legal restraints placed on them by legislators, executives and the judiciary.
The course provides an overview of those constraints then discusses in depth United States Supreme
17
Court cases in which the law and constitution are applied to administrative actions.
ACCT 8000. Accounting Insights for Managers 3-0-3
Prerequisite: GBA 6101 or Undergraduate Accounting Equivalence
This course provides manages with an overview of key accounting issues, with an emphasis on
concepts, tools, and international perspectives that will provide direct benefits in the workplace. Areas
covered included reporting performance to stakeholders outside the entity to make decisions and control
behavior, and ensuring the reliability of accounting information.
IS 8930 Information Security Administration 3-0-3
Prerequisite: Full admission to the MSIS program or permission of the graduate program director.
Examination of current Standards of Due Care and Best Business Practices in Information Security.
Includes examination of security technologies, methodologies and practices. Focus is on evaluation and
selection of optimal security posture. Topics include evaluation of security models, risk assessment,
threat analysis, organizational technology evaluation, security implementation, disaster recovery
planning and security policy formulation and implementation.
CRJU 7900 Special Topics in Criminal Justice 3-0-3
Prerequisite: Approval of instructor and the MSCJ Program Director.
Selected topics of interest to faculty and students are covered in this course.
CRJU 7950 Directed Study
Prerequisite: Approval of the instructor and the MSCJ Program Director.
This will result in a research paper or scholarly project developed under the guidance of a graduate
criminal justice faculty.
CRJU 8800 Thesis
Prerequisite: 30 completed hours in the Criminal Justice Graduate Program.
This course includes thesis research, preparation and completion.
CRJU 8801 Criminal Justice Policy Research Project
Prerequisite: 24 completed hours in the Criminal Justice Graduate Program.
This course includes a policy research project of thesis quality to enable students to apply statistical,
evaluation and planning skills tools to criminal justice policy.
SAMPLE PROGRAM OF STUDY
Fall Year 1: Advanced Research Methods and Computer Applications; Critical Issues in
Criminal Justice; Law and the Legal Process
Spring Year 1: Advanced Law Enforcement; Institutional and Community Corrections;
Advanced Criminological Theory
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Summer Year 1: International Criminal Justice Experience OR Comparative Criminal Justice
Systems
Fall Year 2: Program Evaluation; Strategic Planning for Criminal Justice; Criminal Justice
Policy and Analysis
Spring Year 2: Thesis or Criminal Justice Policy Research Project
d. Provide documentation that all courses in the proposed curriculum have met all institutional
requirements for approval.
Earlier last year, a formal Letter of Intent was sent to our Department Chair, our Dean, the Vice
President for Research & Dean of the Graduate College and the Associate Provost. They all agreed
that it was a strong proposal. We are currently in the process of obtaining approval for this program.
The courses in the proposed curriculum have been prepared for review by the relevant curriculum
committees.
e. Append materials available from national accrediting agencies or professional organizations as they
relate to curriculum standards for the proposed program.
Complete Certification Standards can be found at the Academy of Criminal Justice Sciences (ACJS)
webpage under, Certification. http://acjs.org/pubs/167_667_3517.cfm. We are including below the
first section on certification standards for college/university criminal justice master’s degree programs
relating to Program Mission and History, Program Structure and Curriculum, Faculty for Graduate
Degree Programs, Admission and Articulation, Resources and Student Services.
Quality Standards for the Master’s Degree in Criminal Justice
Section A: Program Mission and History
Standards:
A.1 The program has a stated mission and set of purposes derived from and consistent with the
overall mission and purposes of the institution of higher education.
A.2 A history of the program is provided.
Section B: Program Structure and Curriculum
Standards:
B.1 The program clearly specifies and publishes program goals, objectives, and requirements. The
institution’s mission and purposes are reflected in the specific educational objectives of the
program. Requirements for the program are based upon clearly defined and articulated learning
19
objectives, including a mastery of the knowledge, methods of inquiry, and intellectual skills
pertinent to the study of the causes, consequences, and responses to crime and its
interrelatedness to other areas of inquiry.
B.2 The program design is characterized by sufficient content, breadth, depth, coherence, and rigor
appropriate to its higher education level. Individual courses and programs are dynamic and
responsive to new developments in the field and modes of inquiry.
B.3 The program and courses provide an opportunity for reflection and for analysis of the subject
matter. Programs and courses offered on other than the usual semester/quarter hour basis or
through distance learning modalities (internet, television, video-conferencing, or other means)
or through different divisions of the institution (e.g., day division, evening division, continuing
education division) demonstrate that students completing these programs or courses acquire
levels of knowledge, understanding, and competencies comparable to those expected in similar
programs offered in more traditional time periods and modalities.
B.4 The methods of evaluation of student performance are appropriate and consistent with
established institutional and academic standards and are comparable to other programs
throughout the institution.
B.5 The broad scope of the field of criminal justice is reflected in the graduate curriculum and is a
balanced presentation of the issues of the field. All master’s degree programs must demonstrate
that the content areas below are substantively addressed in the curriculum. Individual courses
may address multiple content areas.
Table 1: Required Content Areas and Related Topics
Content Area
Related content topics include but are not limited to:
Administration of
Justice
Contemporary criminal justice system, major systems of social
control and their policies and practices; victimology; juvenile
justice; comparative criminal justice
Corrections
History, theory, practice and legal environment, development of
correctional philosophy, incarceration, diversions, communitybased corrections, treatment of offenders
Criminological
Theory
The nature and causes of crime, typologies, offenders, and
victims
Law Adjudication
Criminal law, criminal procedures, prosecution, defense, and
court procedures and decision-making
Law Enforcement
History, theory, practice and legal environment, police
organization, discretion, and subculture
Research and
Analytic Methods
Quantitative - including statistics - and qualitative, methods for
conducting and analyzing criminal justice research in a manner
appropriate for graduate students
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B.6 In addition to the content areas above, a graduate program in criminal justice includes a
systematic examination of the issues of diversity in criminal justice through either specific
required courses and/or the integration of these issues within the program’s curriculum.
Further, programs should provide evidence that students are taught to employ ethical
perspectives and judgments in applying this knowledge to related problems and changing fact
situations.
B.7 A variety of criminal justice electives are available consistent with faculty, resources, and
program objectives. Some degree programs will offer concentrations in specific areas,
depending upon the composition of the student body and faculty expertise.
B.8 Programs have elective internship opportunities available to graduate students. Measures are
taken to ensure that internships are integrated into the academic component of the program and
related to educational objectives.
B.9 The graduate program objectives reflect a high level of complexity, specialization, and
generalization. The program has cohesive curricula and requires activities designed to advance
the student substantially beyond the levels of knowledge, competence, and educational
accomplishments of a baccalaureate degree program. In addition, all students completing
graduate degrees in criminal justice have, at a minimum, graduate level courses in criminal
justice and/or criminological theory, research methods, and statistics.
B.10 A master’s level criminal justice program requires a minimum of 30 semester hours or the
equivalent in graduate level criminal justice and related cognate credits.
B.11 The graduate program is not offered unless resources and expectations exceed those required
for an undergraduate program in criminal justice.
Section C: Faculty for Graduate Degree Programs
Standards:
Criminal justice faculty credentials, number, diversity of educational and professional
C.1
experience, time commitment and performance are sufficient to accomplish the program’s
mission and objectives. Faculty specializations are considered in recruitment and hiring
decisions.
C.2
Faculty holding terminal degrees in the field of criminal justice or fields appropriate to
criminal justice are actively sought. Institutions do not have undue dependence on faculty
who are graduates of their own programs.
C.3
The institution employs an open and orderly process for recruiting and appointing faculty.
Criminal justice program faculty members direct the search process for new program faculty
members.
C.4
Ninety percent of all full-time faculty in master’s degree programs must hold an earned
doctorate (PhD) in criminal justice or a closely related discipline. When a faculty member
holds a graduate degree in a closely related discipline, there should be evidence of
21
experience, scholarship, and professional involvement, demonstrating a clear commitment to
and identification with the field of criminal justice.
C.5
All graduate degree programs should strive to have all faculty members with terminal
degrees.
C.6
A program’s faculty FTE to student ratio must comply with the standards of that region’s
institutional accrediting body (e.g. Middle States Association).
C.7
Faculty assignments and workloads allow adequate time to provide effective instruction,
advise and evaluate students, continue professional growth, and participate in scholarship,
research, and service compatible with the mission and purposes of the institution and
program.
C.8
Graduate teaching assistants are qualified in terms of education, experience, and training in
the field of criminal justice and are usually engaged in teaching only lower-level
undergraduate courses. Where graduate teaching assistants are employed, the program
carefully selects, trains, supervises and evaluates them.
C.9
Faculty categories (e.g., full-time, part-time, adjunct) are clearly defined, as is the role of
each category in fulfilling both the program’s and the institution’s mission and purposes.
Orientation, oversight, evaluation, and professional development opportunities are provided
for all faculty, including part-time and adjunct faculty. Criminal justice faculty members take
advantage of these opportunities and take initiative in ensuring their continued competence
and growth as teachers and scholars.
C.10
Faculty members are demonstrably effective in carrying out their assigned responsibilities.
The institution employs effective procedures for the regular evaluation of faculty
appointments, performance, and retention.
C.11
Programs rely on full-time faculty to teach core-courses and to deliver at least two-thirds of
the teaching in the master’s degree program.
Section D: Admission and Articulation
Standards:
D.1 The institution specifies and publishes requirements for admission into, continuation in,
termination from, or re-admission to its criminal justice program(s), which are compatible with
its educational purposes. Graduation requirements are clearly stated in appropriate publications
and are consistently applied in the process for awarding degrees. Degrees awarded accurately
reflect student attainments.
D.2 No credit toward graduation is awarded for undergraduate level or remedial work designed to
prepare the student for graduate study.
D.3 Only credit from institutions that are accredited by their regional higher education body is
accepted for transfer into a graduate criminal justice program and only on a strictly limited
22
basis. No more than nine hours of acceptable transfer credit are awarded at the Master’s degree
level. There are no waivers of credit. No academic credit is awarded by the criminal justice
program for life experience or for military, police academy, or other professional training.
Section E: Resources
Standards:
E.1 The program has sufficient facilities, equipment (including classrooms, laboratories,
information and computer technology), and budgetary resources to meet program objectives
and the needs of faculty and students.
E.2 Students have access to library and information resources, collections and services that are
sufficient in quality level, diversity, quantity, and currency to support and enrich the criminal
justice program’s offerings.
E.3 Library facilities are adequate to house the collection and equipment so as to foster an
atmosphere conducive to inquiry, study, and learning among program students, faculty, and
staff.
E.4 A program’s resources must be in compliance with the standards of that region’s institutional
accrediting body (e.g., Middle States Association).
Section F: Student Services
Standards:
F.1 The program provides an environment that fosters the intellectual and personal development of
its graduate students, consistent with its mission and purposes.
F.2 All students in the criminal justice graduate program have access to appropriate and effective
orientation, academic advisement, career development, and placement counseling.
F.3 The institution systematically identifies the characteristics and learning needs of its criminal
justice graduate student population and makes provision for responding to them.
f. Indicate ways in which the proposed program is consistent with national standards.
As mentioned earlier, a good quality criminal justice education program must use the Academy of
Criminal Justice Sciences (ACJS) Minimum Standards (Clear, 2001, Finckenauer, 2005, and
Southerland, 2002). The proposed program does that by adopting the goals and standards
recommended by the as reflected by the curriculum described above. The ACJS Executive Board
adopted the goals and standards as certification criteria in October 2005 for Criminal Justice master’s
degree programs for universities across the country. (http://www.acjs.org/pubs/167_667_12024.cfm).
Conforming to the ACJS standards offers at least three possible benefits to the program: (1) it closes
“the door for disciplinary exploitation, as planners may create programs to fulfill non-academic
institutional needs,” (2) it enhances the program’s ability to attract new students to the field, and (3) it
helps facilitate the accreditation effort (Bufkin, 2004, pp. 255-257). The curriculum in Kennesaw State
University’s Bachelors of Science in Criminal Justice itself is based on these standards.
Also as previously alluded to, one of the proposed MSCJ program’s themes, “Global Perspectives in
Criminal Justice”, is a new specialization among existing masters’ programs in criminology or criminal
23
justice. After September 11, 2001 it is difficult to deny the importance of the impact of globalization
on crime and society. Natarajan (2002) advocates the need for an international criminal justice
curriculum that provides knowledge on a wide range of criminal justice related topics from a global
perspective.
The curriculum of the proposed MSCJ program offers something not offered by other masters in
criminal justice programs. The program adopts the basic standards recommended by the Academy of
Criminal Justice Sciences (ACJS). Most other graduate programs in criminal justice do not include all
the core courses recommended. In a review of 156 existing graduate programs in criminology and
criminal justice nation-wide, Bufkin (2004) found that the majority of the programs do not adopt the
ACJS Minimum standards, and that program contents are so diverse that the broad disciplinary aims of
criminal justice education seem to be overlooked.
The core courses of the proposed program include six required content areas recommended by the
ACJS, including Administration of Justice, Corrections, Criminological Theory, Law Adjudication,
Law Enforcement, and Research and Analytic Methods. As indicated below the ACJS guidelines also
suggest that graduate programs in criminal justice should include an examination of the issues of
diversity and ethics in their curricula. This can be done either as specific required courses and/or the
integration of these issues across the curriculum. Regarding ethics the ACJS states that…
“…programs should provide evidence that students are taught to employ ethical perspectives
and judgments in applying this knowledge to related problems and changing fact situations.”
(ACJS Standards)
The proposed KSU Master’s of Science in Criminal Justice program emphasizes ethics in all courses as
the University expects all students and graduates to reflect this emphasis in their work. Rather than
offering a separate course on Ethics, each of the program’s component courses is taught from an ethical
perspective which is designed to best prepare students for the choices they must make as criminal
justice professionals.
Each course includes an exploration of criminal justice ethics, including an historical overview, from
both the individual and organizational perspective as it relates to the specific subject. Substantial
attention is given to significant ethical issues and dilemmas which are regularly encountered by
professionals in all of the major facets of the criminal justice system: law enforcement; corrections; the
legal profession; and policymaking. Depending on the course, these may include: corruption and
abuse of power and authority, violations of civil rights, professional and sexual misconduct, ineptitude,
off duty misconduct, the “war on terror” and the “war on drugs,” racism and racial discrimination,
deception by law enforcement authorities, mandatory and guideline based sentencing, the death penalty
and life with or without the possibility of parole, or transnational comparative ethics.
Courses may touch on the wide variety of sources of ethics (natural law, religion, constitutions, law,
codes of ethics, etc.), specific terminology and concepts of ethics.
Regarding diversity the ACJS notes that…
“a graduate program in criminal justice includes a systematic examination of the issues of
24
diversity in criminal justice through either specific required courses and/or the integration of
these issues within the program’s curriculum.”
An outcome of the proposed program is to enhance an understanding of cultural diversity and to use
this knowledge to recruit diverse groups into the criminal justice professions.
The United States continues to undergo a dramatic demographic and cultural diversification.
According to the US Census Bureau, the Hispanic/Latino population represented 15.1% of the total US
population in 2007, Asians 4.4%, and Blacks 12.8%
(http://quickfacts.census.gov/qfd/states/13000.html). This increasing diversity is also occurring in
Georgia, which is now 58.5% white (non Hispanic).
The increased population diversity in the metro area, and across the country, represents more than a
demographic shift. It also involves socioeconomic as well as cultural diversity. This multi-layered
phenomenon is a factor that criminal justice practitioners must be able to understand and work with.
This will involve increased capacity to build trust, communicate, and cooperate with community
representatives of those varied groups.
All courses in the proposed curriculum will have a multi-cultural basis. For instance, courses
pertaining to violence, victimization, and corrections will expose the student to current issues
concerning crime among majority and minority populations. Courses on criminal justice
administration and management will examine recruitment and promotional strategies to diversify the
criminal justice workplace, and thereby to enhance the effectiveness and credibility of criminal justice
organizations.
g. If internships or field experiences are required as part of the program, provide information
documenting internship availability as well as how students will be assigned and supervised.
Internships or field experiences are not a required part of the program. However, we would encourage
students to enroll in the International Criminal Justice Experience/Study Abroad.
h. Indicate the adequacy of core offerings to support the new program.
There are six (6) new courses in the program, not including a Special Topics Course. The Academy of
Criminal Justice Sciences certification standards for required content areas are noted in the core
courses. To address the resource issue (faculty shortage and classroom space limitation), the proposed
curriculum employs two strategies. First, a cross-listing strategy will be employed in which five
courses in the core will be cross-listed with the current undergraduate courses in our department.
Graduate students enrolled in these cross-listed courses will be required to complete additional class
requirements, including the length and depth of the examinations and term/research papers as well as
paper presentations. Second, about one-third (2 courses) of the six new courses will be designed for
online instruction.
25
6. Admissions criteria. Please include required minimum scores on appropriate standardized tests and
grade point average requirements.
Unconditional MSCJ Program admission requires:

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University-wide graduate admission requirements.
Possession of a baccalaureate degree from an accredited university or equivalent training at a
foreign institution.
One official copy of all undergraduate and graduate transcripts.
A letter stating the applicant’s interest and goals for the MSCJ program.
A current resume.
Three current letters of recommendation that address the applicant’s potential for graduate study
from those qualified to assess the applicant’s academic success in graduate school.
A status of “good standing” at the last institution attended.
A grade point average of 2.8 (on a 4.0 scale) or better in the last 60 semester credit hours of
undergraduate work.
An 800 on the GRE (combined verbal and quantitative only).
Applicants with undergraduate degrees not in criminal justice, criminology, or related studies will
be required to complete two courses (six hours) of undergraduate coursework in Criminology and
Research Methods in Criminal Justice. These undergraduate hours will not count towards the
graduate degree requirements.
Students not meeting the 2.8 required GPA may be admitted conditionally pending that coursework
taken during the first semester must be completed with a GPA of 3.0 or above. Students not meeting
the required 800 GRE criteria may be admitted conditionally pending that the student re-takes the GRE
during the first semester and obtains a 800 score or above.
Applications from non-U.S. citizens or nonpermanent residents will be processed as international and
must meet the following requirements:
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International applicants must have their foreign credentials evaluated by an independent
evaluation service that is a member of the National Association of Credential Evaluation
Services, Inc. Course-by-course evaluations, equivalence to an accredited U.S. degree or number
of years toward completion, and grade point average equivalents are required.
International students from countries where English is not the primary language must submit a
TOEFL score of 550 (or 213 if using computer-based total or 79-80 if using Internet-based total)
or above to be considered for admission. Applicants from Australia, Bahamas, Barbados, Belize,
Canada, Dominica, Ghana, Guyana, Ireland, Jamaica, Liberia, New Zealand, Sierra Leone, South
Africa, Tobago, Trinidad, United Kingdom, or Zimbabwe may be exempt from this requirement.
As an alternative to TOEFL, the IELTS will be accepted; the minimum required score is 6.02.
Affidavit of support from the sponsor (F-1 Visa students only)
Certified financial letter from sponsor’s bank showing that funds are available for one year of
study
Valid passport with an I-94 is to be submitted upon arrival at Kennesaw State University (F-1
Visa Students only).
26
TOEFL scores may be waived for international students from countries where English is the primary
language of instruction and the principal language spoken in the home; or for non-citizens of the United
States earning a bachelor’s degree or higher in the United States or other English-speaking countries.
Only credit from institutions that are accredited by their regional higher education body is accepted for
transfer into a graduate criminal justice program and only on a strictly limited basis. Up to nine
semester hours of acceptable transfer credit can be awarded at the Master’s degree level. Students must
provide course descriptions and syllabi wherever possible, and the program director will determine the
amount of credit granted. Such course work may be no more than five years old. There are no waivers
of credit. No academic credit is awarded by the criminal justice program for life experience or for
military, police academy, or other professional training.
7. Availability of assistantships (if applicable).
Graduate Assistantships will be provided by the Graduate College.
8. Student learning outcomes and other associated outcomes of the proposed program.
There are two main Kennesaw State University assessment protocols which will apply to the proposed
program. This includes continuous assessment of student learning outcomes relative to specific
program courses and overall program quality. It also includes a periodically scheduled overall program
review. The second protocol, which evaluates the overall health of a program based on specific criteria,
involves comprehensive self study, peer review and feedback. It provides for focused overview and
reporting aimed at engendering continuous improvement in program quality and student learning.
The graduate program coordinator of the proposed program will be responsible for coordinating the
assessment of the program. ACJS accreditation will also be sought for program.
9. Administration of the program:
a. The program will be housed in the Department of Sociology and Criminal Justice, College of
Humanities and Social Sciences.
b. The program will be supervised by our Department Chair but coordinated by the Criminal Justice
Graduate Program Coordinator.
10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum credit hour
requirement at a specific degree level, then provide an explanation supporting the increase in hours
(Note: The maximum for bachelor’s degrees is 120-semester credit hours and the maximum for
master’s degrees is 36-semester credit hours).
Not applicable.
11. Accreditation: Describe disciplinary accreditation requirements associated with the program (if
applicable).
Noted earlier under 5. Curriculum, E and F and under 8.
27
12. Projected enrollment for the program especially during the first three years of implementation.
Please indicate whether enrollments will be cohort-based.
Year
New students admitted
Continuing students
Total enrollment
Graduating students
Implementation Year
25
0
25
0
2nd year
25
21
46
17
3rd year
25
29
54
17
4th year
35
37
72
17
Note: Robert C. Lightfoot & William G. Doerner (2008) found a 33% attrition rate for graduate
students in Criminal Justice programs (i.e., 17% drop in first year and 17% drop in second year). The
“continuing students” row is based on a 17% attrition rate from admissions in the previous year. This
row also includes students who did not complete requirements within 2 years.
13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the program. For each
faculty member, provide the following information:
Faculty Name
Rank
Highest
Degree
Ph.D.
Degrees
Academic
Current Teaching
Earned
Discipline
Workload
Sutham
Professor
B.A., M.S., Criminal Justice 9 semester credit
Cheurprakobkit
Ph.D.
hours per semester
Rebecca D.
Associate Ph.D.
B.S., M.S., Criminal Justice 6 semester credit
Petersen
Professor
Ph.D.
hours per semester
Stan Crowder
Assistant Ph.D.
B.S., MBA, Criminal Justice 9 semester credit
Professor
Ph.D.
hours per semester
Christopher Totten Assistant J.D.
B.A., M.L., Criminal Justice 9 semester credit
Professor
J.D.
hours per semester
Jennifer McMahon- Assistant Ph.D.
B.A., B.S.,
Sociology
9 semester credit
Howard
Professor
M.A., Ph.D.
hours per semester
There also are at least four other faculty from other disciplines (including Public
Administration, Accounting, and Information Systems) who will be teaching the four
existing KSU courses selected to be part of the curriculum of the proposed program.
Explanation of how workload will be impacted by the new program:
The proposed program will be absorbed in whole by the present faculty in its first two years
of implementation. The present faculty will be responsible for offering seven courses (six
core courses for the Fall and Spring Semesters of Year 1 and the International Criminal
Justice Experience course during the 1st Summer. A plan to hire additional faculty, including
a lecturer in the following years to both accommodate the growth of the undergraduate
28
criminal justice program and to cover the undergraduate courses to be given up by faculty
teaching in the graduate program has been laid out in the budget. Prior to the hiring of
additional faculty services of additional temporary faculty will be used to cover relevant
undergraduate classes.
Expected responsibilities in the program:
Below is the list of courses with the present faculty and their areas of specialized competence
related to the proposed program.
COURSE
CRJU 7701 Critical
Issues in Criminal
Justice
FACULTY’S PUBLICATOINS
Dr. Sutham Cheurprakobkit:
- Sutham Cheurprakobkit; Robert A. Bartsch. (1999). Police work
and the police profession: Assessing attitudes of city officials,
Spanish-speaking Hispanics, and their English-speaking
counterparts. Journal of Criminal Justice, 27(2), 87-100.
Dr. Rebecca Petersen:
- Cheatwood, A. Derral & Petersen, Rebecca D. (2007). The film
“Criminal Justice”: Race, gender, and university experience in
students’ perceptions of racism and guilt. Criminal Justice
Review, 32, 26-46.
CRJU 7702
Advanced
Criminological
Theory
Dr. Stan Crowder:
- Crowder, W.S. (2008). Using a Cold Homicide Case to Teach
Criminal Profiling. The International Journal of Learning, 15( 5).
- Crowder, W.S. (2009). Behavioral Motivational Typologies Found
in Incarcerated Former Law Enforcement Officers. March Issue Conference of the Journal of Arts and Sciences; ISSN: 19436114.
Dr. Rebecca Petersen:
- Petersen, Rebecca D. (2006). The female presidents of the
American Society of Criminology. Feminist Criminology, 1, 147168.
Dr. Jennifer McMahon:
- McMahon, Jennifer and Jody Clay-Warner. (2002). “Child Abuse
and Future Criminality: The Role of Social Service Placement,
Family Disorganization, and Gender.” Journal of Interpersonal
Violence, 17 (9): 1002-1019.
- Clay-Warner, Jody and Jennifer McMahon-Howard.
(Forthcoming 2009). “Reporting Rape: Classic Rape and the
Behavior of Law.” Violence and Victims.
29
CRJU 7703 Advanced Dr. Sutham Cheurprakobkit:
Law Enforcement
- J. Eric Coleman, Sutham Cheurprakobkit. (2009). “Police Hiring
-
-
-
and Retention of Sexual Minorities in Georgia and Texas after
Lawrence v. Texas. Journal of Criminal Justice, 37(3), 256-261.
Sutham Cheurprakobkit. (2006). “The impact of race, police
experience, and feeling of safety on attitudes toward the police.”
Journal of Police and Criminal Psychology, 21(2), 55-67.
Robert A. Bartsch; Sutham Cheurprakobkit. (2004). The effects
of amount of contact, contact expectation, and experience with
police on attitudes toward police. Journal of Police and Criminal
Psychology, 19, 58-70.
Sutham Cheurprakobkit; Gloria T. Peña. (2003) Computer
crime enforcement in Texas: Funding, training, and investigating
problems. The Journal of Police and Criminal Psychology, 18(1),
24-37.
Dr. Stan Crowder:
- Crowder, W.S. (1998). Law Enforcement Accreditation: Has It
Professionalized American Law Enforcement? Ann Arbor: UMI
Dissertation Services.
- Crowder, W.S. (1999). Accreditation Study Results. CALEA
Update, pp. 1,14, 20.
- Crowder, W.S. (2009). Law Enforcement Investigations, In:
Forensic Criminology, Editors: Petherick, W. and Turvey, B.
Academic Press (In Press).
CRJU 7704
Institutional and
Community
Corrections
Dr. Rebecca Petersen:
-
-
-
CRJU 7705
Law and the Legal
Process
Harris, Patricia M., Petersen, Rebecca D., & Rapoza, Samantha.
(2001). Between probation and revocation: A study of
intermediate sanctions decision-making. Journal of Criminal
Justice, 29, 307-318.
Petersen, Rebecca D. (2000). Gang subcultures and prison
gangs of female youth. Free Inquiry in Creative Sociology, 28,
27-42.
Petersen, Rebecca D. & Palumbo, Dennis J. (1997). The social
construction of intermediate punishments. The Prison Journal,
77, 78-92.
Dr. Jennifer McMahon:
- McMahon-Howard, Jennifer, Jody Clay-Warner, and Linda
Renzulli. (Forthcoming 2010). “Criminalizing Spousal Rape: The
Diffusion of Legal Reforms.” Sociological Perspectives.
Dr. Christopher Totten:
- Ferdico, J.N., Fradella, H.F., & Totten, C.D. (2008). Criminal
procedure for the criminal justice professional (10th ed.).
Belmont, CA: Wadsworth/Cengage. (Original edition soleauthored by John Ferdico published in 1975.)
30
Totten, C.D. (2007). Hudson v. Michigan: Has the U.S. Supreme
Court effectively killed the "knock and announce rule"?
Criminal Law Bulletin, 43, 159-173.
CRJU 7706 Advanced Dr. Sutham Cheurprakobkit:
Research Methods
- Sutham Cheurprakobkit; Robert A. Bartsch. (1999). Police
and Computer
work and the police profession: Assessing attitudes of city
Applications
officials, Spanish-speaking Hispanics, and their English-speaking
counterparts. Journal of Criminal Justice, 27(2), 87-100. (Using
a random digit telephone survey technique)
-
Dr. Rebecca Petersen:
Petersen, Rebecca D. & Valdez, Avelardo. (2005). Using
snowball-based methods in hidden populations to generate a
randomized community sample of gang-affiliated adolescents.
Youth Violence and Juvenile Justice, 3, 151-167.
Dr. Sutham Cheurprakobkit:
- Sutham Cheurprakobkit. (2000). Police-citizen contact and
police performance: Attitudinal differences between Hispanics
and non-Hispanics. Journal of Criminal Justice, 28(4), 325-336.
- Sutham Cheurprakobkit; Robert A. Bartsch. (2001, December).
Police performance: A model for assessing citizens' satisfaction
and the importance of police attributes. Police Quarterly, 4(4),
449-468.
- C. Wayne Johnston; Sutham Cheurprakobkit. (Autumn, 2002).
Educating our police: Perceptions of police administrators
regarding the utility of a college education, police academy
training and preferences in courses for officers. International
Journal of Police Science and Management, 4(3), 182-197.
- Sutham Cheurprakobkit. (2008). The importance and
incorporation of community policing characteristics in mid-size
and large police departments: Police chiefs’ views. In J. Ruiz and
D. Hummer (Eds.), Handbook of police administration (pp. 1732). Boca Raton, FL: CRC Press.
-
CRJU 7707
Strategic Planning
for Criminal Justice
CRJU 7708
Criminal Justice
Policy and Analysis
Dr. Sutham Cheurprakobkit:
-
-
-
Sutham Cheurprakobkit. (2002). Community policing: Training,
definitions, and implications. Policing: An International Journal
of Police Science and Management, 25(4), 709-725.
Sutham Cheurprakobkit, Wayne Johnston. (2007).
“Inappropriate Internet Sites: Citizens’ Attitudes about Their
Computer Skills and the Need for Training.” International
Journal of Police Science and Management, 9(1), 1-13.
Sutham Cheurprakobkit. (2001). Organizational impacts on
community policing: Management issues and officers'
perceptions. Crime Prevention and Community Safety: An
International Journal, 3(1), 43-54.
31
-
Sutham Cheurprakobkit; Robert A. Bartsch. (2000). School
crime and education: Is there a need for criminology/criminal
justice courses in the high school curriculum. Journal of
Security Administration, 23(2), 1-12.
Dr. Rebecca Petersen:
- Petersen, Rebecca D. (2000). Definitions of a gang and impacts
on public policy. Journal of Criminal Justice, 28, 139-149.
- Petersen, Rebecca D. (1995). Expert policy in juvenile justice:
Patterns of claimsmaking and issues of power in a program
construction. Policy Studies Journal, 23, 636-651.
- Palumbo, Dennis J. & Petersen, Rebecca D. (1994). Evaluating
criminal justice programs: Using policy as well as program
theory. Evaluation and Program Planning, 17, 259-264.
CRJU 7709
Comparative
Criminal Justice
Systems
CRJU 7710
Transnational
Crimes and
Dr. Sutham Cheurprakobkit:
Sutham Cheurprakobkit; Sarit Puthpongsiriporn. (2005).
Service Culture for the Implementation of Community Policing:
A Case Study of the Malaysian Police. International Journal of
Police Science and Management, 7(4), 286-299.
- Sutham Cheurprakobkit; Furjen Denq; and Lou-Jou Lee. (2001).
Police officers’ attitudes about neighborhood watch programs in
Taiwan. Police Practice and Research: An International Journal,
2(3), 273-296.
- Sutham Cheurprakobkit. (2000). The drug situation in
Thailand: The role of government and the police. Drug and
Alcohol Review, 19(1), 17-26.
- Lou-Jou Lee; Sutham Cheurprakobkit; and Furjen Denq. (1999).
Neighborhood watch programs in Taiwan: Police attitudes,
crime rate, and community support. International Journal of
Police Science and Management, 2(1), 57-77.
- Sutham Cheurprakobkit; Pornchai Kuntee; and Michael S.
Vaughn. (1998). Drugs in Thailand: Assessing police attitudes.
International Journal of Offender Therapy and Comparative
Criminology, 48(1), 81-100.
- Sutham Cheurprakobkit; Pornchai Kuntee; and Furjen Denq.
(1997). Police officers’ attitudes about drug enforcement in
Thailand: A cross-sectional study. Policing: An International
Journal of Police Science and Management, 20(1), 196-214.
- Jakkrit Singhsilarak; Sutham Cheurprakobkit. (2007). Police
education and training in Thailand. In Peter C.. Kratcoski and
Dilip K. Das (Eds.), Police education and training in a global
society (pp. 57-70). Lanham, MD: Lexington Books.
Dr. Christopher Totten:
- Totten, C.D. & Tyler, N. (2008). Arguing for an integrated
approach to resolving the crisis in Darfur:
-
32
International
Security
-
-
The challenges of complementarity, enforcement, and related
issues in the International Criminal Court
(ICC). Journal of Criminal Law and Criminology, 98, 1069-1118.
Totten, C.D. (2009). The International Criminal Court and truth
commissions: A framework for cross-interaction in the Sudan
and beyond. Northwestern Journal of International Human
Rights, 7, 1-33.
Totten, C.D. (2005). Human rights violations: Truth
commissions versus war crimes tribunals. In L.D. Bender (ed.),
Global Society: Fundamentals for Study and Analysis (pp.174 180). Publicaciones Puertorriqueñas, Inc.
CRJU 7711
Human Rights
Standards in Law
Enforcement
Dr. Sutham Cheurprakobkit:
PAD 6600
Program Evaluation
PAD 7455
Administrative Law
ACCT 8000
Accounting Insights
for Managers
IS 8110
Information Security
Administration
CRJU 7722
International Criminal
Justice Experience
(Study Abroad)
existing KSU course
CRJU 7900
Special Topics in
Criminal Justice
CRJU 7950
Directed Study
CRJU 8800
Thesis
CRJU 8801
CJ Policy Research
Project
Any Criminal Justice graduate faculty
-
Wittaya Prayongphan, Sutham Cheurprakobkit, and Quang
Truong. (2008). “Thai Police Officers’ Attitudes toward the
Deportation Policy on Non-Documented Workers in Thailand.”
Law Enforcement Executive Forum, 8(1), 119-131.
existing KSU course
existing KSU course
existing KSU course
Dr. Sutham Cheurprakobkit has been directing the summer study abroad program
in Thailand since 2003. Other criminal justice faculty have also
directed/participated in other study abroad programs, including one to the
International Criminal Court (ICC)/ Netherlands
Any Criminal Justice graduate faculty
Any Criminal Justice graduate faculty
Any Criminal Justice graduate faculty
Total Number of Faculty: ___9____
33
b. If it will be necessary to add faculty in order to begin the program, give the desired qualifications of
the persons to be added, with a timetable for adding new faculty and plan for funding new positions.
Proposed additional faculty must earn a Ph.D. degree in Criminal Justice, Criminology, or a
related field with research area and expertise in the field of criminal justice policy and evaluation,
and crime analysis. Below is the timetable for adding new faculty and plan for the funding:
Number of Additional FTE Faculty
New Positions
Cost of New Positions
Source of Funds for
Positions from Reallocation
Source for Reallocation
Implementation
year
-1
2nd
year
3rd
year
1
1
70,000
--
$70,000
State
allocation
---
$72,000
State
allocation
---
1
CHSS (position
already approved)
4th
year
5th
year
---
---
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
a. Provide a narrative that explains how current institutional resources will be expended
specifically for this program. Provide a narrative that explains how the institution will fiscally
support the establishment of the new program through the redirection of existing resources and
acquisition of new resources. Indicate whether the institution will submit a request for new
funds as part of its budget request. The narrative also needs to explain the basis of the
institution’s projections with regard to anticipated EFT, head count, student enrollment,
estimated expenditures, and projected revenues.
The proposed program will be housed in the Department of Sociology and Criminal Justice
(SCJ). The current resources at KSU’s library (books, scholarly journals and publications, and
government materials) are sufficient for use for the program. To meet increased office
supply needs, as well as increased cost of copying, subscription, printing, etc. the operating
budget for the department will need to be adjusted upwards. Based on current operating
cost for our undergraduate programs it is estimated that the upward adjustment in the
budget to support the new graduate program will amount to about $12,000 a year.
The steady-state costs are primarily for personnel, more specifically, one assistant professor
position for approximately $70,000 (including benefits of approximately $17,000) in FY2012
(year 2) and one assistant professor position in FY2013 (year 3) for approximately $72,000
(including benefits of approximately $17,600). It is worth pointing out that new faculty
positions requested in years 2 and 3, as well as existing faculty who will participate in the
graduate program, will all be teaching in the undergraduate programs as well.
34
Additional costs will include 12-month conversion for program coordinator in the amount of
about $21,000 a year, graduate assistantships estimated at $40,000 and approximately
$40,000 for administrative support staff (including benefits of about $10,000). As well an
estimated additional part-time funding of $8,000 will be needed in year 1 to help cover seats
to be given up by faculty teaching graduates-only classes. While it is often useful to use
premium pricing for tuition in order to generate funds for a graduate program, that avenue is
not being pursued with the present proposal. The goal is to make the proposed program
financially accessible to all students, which is consistent with the Chancellor’s strategic
planning principles.
During the first year of its implementation, the proposed program will share resources
(including administrative assistance) with the 2 existing undergraduate programs in the
Department of Sociology and Criminal Justice. Such transitional support will be reduced with
the proposed hiring of an Administrative Associate ($40,000 per year including benefits)
starting in year 2 to focus primarily on the proposed program. The Administrative Associate
will assist the program coordinator with the administrative work and also serve as the
contact and liaison person between the Criminal Justice graduate faculty and graduate
students in the proposed program. Also in year 1 $8,000 additional adjunct funding will be
needed to cover undergraduate classes. The assistant professor line in Year 2 ($70,000 per
year) and one additional faculty at the Assistant Professor rank in Year 3 ($72,000 per year)
will be added to both the undergraduate and graduate programs in Criminal Justice in order
to accommodate the growth in the programs so that the Department can meet the projected
retention and graduation rates.
First Year
FY 2011
Second Year
FY 2012
Third Year
FY 2013
Fourth Year
FY 2014
I. ENROLLMENT PROJECTIONS
Student Majors
Shifted from other programs
New to the institution
Total Majors
25
25
25
46
25
54
35
72
Course Sections Satisfying Program Requirements
Previously existing
New
Total Program Course Sections
5
6
11
4
3
7
9
2
11
11
0
11
Credit Hours Generated by Those Courses
Existing enrollments
New enrollments
Total Credit Hours
300
300
153
300
453
216
300
516
216
420
636
10
17
17
DEGREES AWARDED
35
**Enrolment #s are based on the assumption that
each new student will take 3 credit hours in
summer
II. EXPENDITURES
Personnel – reassigned or existing positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs
EXPENDITURES (Continued)
Personnel – new positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other personnel costs
Total New Personnel Costs
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
$53,000
$55,400
$17,000
$40,000
$21,000
$30,000
$27,000
$60,000
$21,000
$30,000
$27,600
$21,000
$171,000
$174,000
$12,000
$12,000
$12,000
$183,000
$196,000
$123,000
$8,000
$53,000
$21,000
$60,000
$21,000
$30,000
$10,000
Start-up Costs (one-time expenses)
Library/learning resources
Equipment
Other
Physical Facilities: construction or major renovation
Total One-time Costs
Operating Costs (recurring costs – base budget)
Supplies/Expenses
Travel
Equipment
Library/learning resources
Other
Total Recurring Costs
GRAND TOTAL COSTS
$112,000
36
III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds
New student workload
New Tuition**
Federal funds
Other grants
Student fees
Other
New state allocation requested for budget hearing
$195,625
$308,731
$351,819
$473,157
$25,400
$46,736
$54,864
$73,152
$221,025
$355,467
$406,683
$546,309
Nature of Funds
Base budget
One-time funds
GRAND TOTAL REVENUES
** Based on Fiscal Year 2011 graduate tuition and mandatory fees for full time in-state students for 2 semesters and 3 credit
hours per new student for summer
37
Facilities Information for New Academic Programs
Proposed Location for the Program: Dept. of Sociology and Criminal Justice (4th Floor, Social
Sciences Building)
Floor area required for the program (gross and net square feet): ______________
Type of spaces required:
 Number of classrooms
 Number of labs
 Number of offices
 Other spaces
_2 classrooms per semester
_Use the existing computer lab
_None in the 1st year; two offices for the 2nd year__
____________
Place an “X” beside the appropriate selection:
_X____
Existing facility will be used as is (area square footage):
________
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
_________
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and
indicated estimated cost and source of funding.
Other comments:
Note: A system office Facilities Project Manager (through the Office of Facilities) may contact you
with further questions separate from the review of the new academic program.
38