Graduate Prioritization Project
Master of Science in Criminal Justice and Criminology
Department of Government and Justice Studies
1. Enrollment and Graduate Rates (first year of MSCJ&C program was Fall 2006)
a. Fall 2006 –
10 enrolled 9 graduated
90% graduation rate
b. Fall 2007 –
21 enrolled* 17 graduated
81% graduation rate
c. Fall 20088 enrolled
4 graduated
50% graduation rate
d. Fall 200923 enrolled* 18 graduated
78% graduation rate
e. Fall 201011 enrolled 11 Graduated
100% graduation rate
f. Fall 20113 enrolled
0 graduated
0% graduation rate
g. Fall 201212 enrolled 10 still in program
h. Fall 201313 enrolled
Totals for classes that have graduated: 76 enrolled 59 graduated

77% graduation rate
*Number includes on-campus and off-campus (hickory) class
2. Quality, Uniqueness and Program Impact:
a. At the time the MSCJ&C program was approved by the UNC System in Jan 06
there were three other MS in Criminal Justice programs:
1. UNC-Charlotte,
2. East Carolina University and
3. North Carolina Central University.
b. Since our program was approved two additional Master levels programs have
been approved by the UNC system.
1. UNC Wilmington and
2. Fayetteville State University
c. Currently our program is similar to the number of students in the other Master
level CJ programs in the UNC system
1. ASU: 23 Graduate Students
2. UNC-Charlotte: 36 graduate students
3. East Carolina University: 27 graduate students
4. North Carolina Central University: 40 graduate students
5. UNC Wilmington: 20 graduate students
6. Fayetteville State University: 28 graduate students
d. Because our program is Criminal Justice and Criminology we have a focus on
both the CJ system (Police, Courts, and Corrections) and well as research and
theory. The other programs have a primary focus on one side with elective
classes supporting the other. We have required classes in both:
1. Research/Theory1. The American Justice System and Social Justice
2. Research Methods
3. Crime, Theory and Policy
2.
CJ System 1. Police and Society
2. Corrections: Theory and Application
3. Court Administration
3. Scholarly Productivity of Program Faculty
Year
Books
Peer-Reviewed
Scholarly
Article
Publication
2010-11
3
28
19
2011-12
7
28
18
2012-13
10
44
27
Based on 35-37 faculty members of the Department of G&JS over the three-year period
4. Central to University Mission:
a. The Master of Science in Criminal Justice and Criminology (MSCJ&C) program
is an interdisciplinary degree designed to:
1. provide broad-based education for individuals preparing for entrance into
the field of Criminal Justice;
2. enhance the capabilities and performance of those individuals currently in
the Criminal Justice field, whether already in management, or seeking
promotion;
3. foster pertinent research within the discipline of Criminal Justice;
4. provide a graduate-level foundation for individuals wishing to pursue a
terminal degree (Ph.D.) in Criminal Justice or Criminology.
b. Currently, no Master’s level Criminal Justice program is offered in this region by
either a public or private institution.
c. As a comprehensive university Appalachian State University’s mission is to
provide career-oriented education that will assist our graduates in obtaining entrylevel employment and assist current practitioners in seeking career advancement.
1. Three important reports indicate the growth within the field of Criminal
Justice, Criminology, and Protective Services field.
1. U.S. Department of Labor’s “Occupational Outlook Handbook,
2010-2011 Edition,”
2. North Carolina Employment Exchange Commission, and
3. “Vision Plan for the Economy of the Advantage West Region of
North Carolina 2004-2009” by the Western North Carolina
Economic Development Commission.
2. Our graduates have gone on to law school, NC Department of Corrections,
Community Corrections, Charlotte-Mecklenburg PD, Greensboro PD,
SBI, FBI, County Court administrators, Juvenile Court Councilors, U.S.
Army and U.S. Navy, and Ph.D. Programs.
Master of Science in Criminal Justice and Criminology
Department of Government and Justice Studies
College of Arts and Sciences
9 April 2013
Dr. Kenneth Mullen, Program Director
Dr. Brian A. Ellison, Department Chair
1. Centrality to University's Mission
Provide a brief historical and contextual description of the program and describe what
extent the program is “mission critical” to Appalachian State?
The Master of Science in Criminal Justice and Criminology (MSCJ&C) program, within the
Department of Government and Justice Studies and the College of Arts and Sciences at
Appalachian State University, is an interdisciplinary degree designed to:
• provide broad-based education for individuals preparing for entrance into the
field of criminal justice;
• enhance the capabilities and performance of those individuals currently in
the criminal justice field, whether already in management, or seeking
promotion;
• foster pertinent research within the discipline of criminal justice;
• provide a graduate-level foundation for individuals wishing to pursue a
terminal degree (Ph.D.) in criminal justice or criminology.
The program consists of the following coursework and experiences:
• required core courses in criminal Justice, criminology, and sociology, which are
designed to provide an overview of the criminal justice system, research methods, as well as
policy, social, and theoretical issues;
• an internship, directed research project, or thesis designed to link theory with practice;
• elective courses offering concentrated areas of study within criminal justice, criminology,
and related disciplines.
Currently, the Master of Science in Criminal Justice and Criminology program is the only
master's level program of its kind offered in the region. Also, as a comprehensive university,
ASU's mission is to offer career-oriented educational opportunities that will assist graduates in
obtaining entry-level employment and assist practitioners in seeking career advancement – an
objective that is met by this program.
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Can this program be combined with a similar or related program in the present
department or in another department?
There is not a similar program or department on campus. The program of study does allow
students to take courses from other departments, which allows us to utilize resources that are
already in place. These departments and programs include public administration, sociology,
business, and political science.
2. Demand
Provide a brief explanation for the enrollment, degrees awarded, and Student Credit Hour
(SCH) trends in the data for the last five years. In other words, what are the reasons for
the five-year average enrollment number? If enrollment is declining, provide an
explanation and describe plans to deal with the enrollment issues.
Number of enrolled students within the MSCJ&C program according to the Office for
Institutional Research:
Fall 07: 27 Students
Fall 08: 27 Students
Fall 09: 38 Students
Fall 10: 27 Students
Fall 11: 22 Students
Five Year average: 28 students
Degrees awarded within the MSCJ&C program according to the Office for Institutional
Research:
2007-08: 9 Graduates
2008-09: 10 Graduates
2009-10: 15 Graduates
2010-11: 7 Graduates
Four Year average: 10 Graduates
What strategies have the program faculty employed to recruit a larger and more qualified
applicant pool for each of the last two years? What has been done to increase yield?
The director of the program established a relationship with Johnson C. Smith College in
Charlotte, NC, a historically black college, to both increase the number of applicants and to
increase more minority applications. Two of twelve students in our current class are African
American women.
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Members of the criminal justice faculty also receive a list of criminal justice majors in the
department with a 3.0 GPA or higher. As we advise these students we make an effort to recruit
them into our graduate program.
Has the program been identified by the General Administration as a low productivity program at
any point in the past? How many cycles and when? What factors enabled the program to avoid
the low-enrollment review in 2012?
No
Document the job prospects for the program’s graduates?
Our MSCJ&C graduates have entered law schools, Ph.D. programs, or have found employment
with the NC Department of Corrections, Community Corrects, Charlotte-Mecklenburg PD,
Greensboro PD, SBI, FBI, county court administrations, and the U.S. Army and U.S. Navy as
officers.
What verifiable evidence is there of sufficient student and employer demand not only to
continue this program but also to expand it?
Three important reports indicate the growth within the field of criminal justice, criminology, and
protective services field. They are the U.S. Department of Labor’s Occupational Outlook
Handbook, 2010-2011 Edition, the North Carolina Employment Exchange Commission, and the
Vision Plan for the Economy of the Advantage West Region of North Carolina 2004-2009 by the
Western North Carolina Economic Development Commission.
3. Quality of the Program
How does the program identify and measure student-learning outcomes?
What is the quality of the program and what indicators are used to assess the quality?
What external validation of program quality can be documented?
Is the program accredited or has accreditation been sought?
Student learning outcomes are developed by program faculty and reflect the knowledge and
abilities that students will need build careers in criminal justice. The National Criminal Justice
Association, expectations of employers, such as local, state, and federal agencies, and the
academic field of criminal justice inform the student learning outcomes.
The program has an active assessment program is monitored by the program director, the
department chair, and CAS. The assessment program demonstrates that our graduates have all
obtained a high level of proficiency in the student learning outcomes. Additionally, on the
program level our placement rate is 100%.
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The program has not been accredited due to budget shortfalls.
When was the most recent revision of the curriculum? What impact did the revision have
on quality as well as on enrollment?
Program and curricular revision is continuous and is informed by our assessment program. Our
last curricular adjustment was in the 2012-2013 academic year.
What is the program’s average time-to-degree?
Two years.
IF the program requires more than 2.5 years for completion, explain why.
IF the program requires more than 2.5 years, provide a evidence that the program can
offer courses and mentoring that would allow for a timely completion of the degree. In
what ways can summer school offerings be used to decrease time to degree?
IF the program requires more than 2.5 years, how many credit hours are students enrolled
in that do not count as program-of-study requirements?
How many doctoral students have requested time extensions in the last 5 years? Why?
None of the above is applicable to the MSCJ&C program.
In thesis or dissertation programs, how does the research affect the average time-to-degree?
A request for additional time in the thesis track of the program is rare.
Does the department track placement of graduates?
Yes. See above.
If so (for the last five years): What percentage of graduates is admitted to graduate or
professional programs? What percentage is employed in the field of study?
10% of students have entered Ph.D. programs. 90% of graduates are employed in the field of
study.
If not: What plans does the department have to track placement of graduates?
N/A
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4. Faculty Involved
How many faculty members are teaching in this program? (note separately the number of
NTT faculty and their qualifications to teach graduate courses. How many program-ofstudy courses NTT faculty taught during each semester of the last two years?)
There are 10 tenure-track faculty members that contribute to the MSCJ&C program (out of 12
tenure-track criminal justice faculty members in the department).
It should be noted that these faculty also serve approximately 500 undergraduate criminal justice
majors.
No NTT faculty members teach courses in the MSCJ&C program.
What is the average teaching load of the faculty in the department? How does that
teaching load break down into graduate/undergraduate courses?
The teaching load is a 3/3. The normal graduate load is one graduate level class a faculty
member will occasionally teach two graduate courses per year in response to demand in our
distance education program.
If the program has a thesis or dissertation track, what is the average thesis or dissertation
mentoring load of faculty in the program?
The majority of students do not use the thesis track. Students in the thesis track must select one
thesis advisor and two committee members. The average load is less than one thesis per faculty
member.
What additional faculty resources would be necessary if the program were to grow by
10%? By 20%? By 30%?
Each of these scenarios would require additional faculty due to the demands of our 500-student
undergraduate program. In other words, additional demands for graduate education would
displace service to our undergraduate program. Two to three additional faculty members would
be needed to grow by 10% to 30%.
FOR DISTANCE EDUCATION PROGRAMS: If the program has several cohorts, how
many tenure track faculty members teach in each cohort? How many NTT faculty
members teach in each cohort?
We do not distinguish between distance education faculty and Boone faculty. Thus 10 faculty
members teach in the distance education program. No NTT faculty members teach in the
distance education program.
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5. Facilities/Equipment
Are available space and equipment adequate and appropriate for the program? What
would be the cost to provide necessary space and/or equipment to enhance the program?
The Department of Government and Justice Studies lacks adequate space to operate the program.
The department has been promised additional space in Anne Belk Hall for six years.
6. Costs
What is the average enrollment in graduate courses in the program?
Ten to fifteen students.
What did it cost to offer the program each year for the last two years? Calculate FTE faculty
time, assistantships, NC tuition scholarships, other scholarships, research funding for graduate
students, lab supplies, etc.
$150,000
How much tuition revenue did the program (NOT the department) generate each year for the last
two years?
$72,116
How much extramural funding did the faculty in the program acquire annually for the last two
years?
$0
How much revenue in gifts and donations has the program raised in the last two years?
$0
What is the average student debt at the time of graduation? What is the range of student debt for
2011-12? Currently?
This information is not available.
FOR DISTANCE EDUCATION PROGRAMS: How many cohorts are currently active?
Currently we do not have an graduate program active cohort. It is important to note that the
criminal justice program offers the BS in criminal justice via the 2+2 program in Hickory.
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What is the enrollment in each cohort?
How much did it cost Appalachian to offer each cohort (calculate FTE faculty,
supplemental pay, travel costs, rental costs on space per cohort)?
How much tuition revenue did each cohort generate relative to the cost of operation?
Which program options or concentrations or cohorts can be consolidated or eliminated?
If the program or one or more cohorts were eliminated, how would the department or the
college spend the dollars saved on other programs/activities?
If the program were eliminated this year it may save up to $70,000. But, the Department of
Government and Justice studies is woefully understaffed when it comes to maintenance of its
undergraduate criminal justice population: twelve faculty members serve an undergraduate
population of 500 students. In the end, our graduate program provides an incredibly efficient
service to the state of North Carolina.
7. Duplication
What other institutions in North Carolina offer a similar program?
UNC-Charlotte, East Carolina University, North Carolina Central University, UNC Wilmington
and Fayetteville State University.
In what significant ways is Appalachian’s program different from the others in the state?
Our program combines both theory (criminology) and practice (criminal justice). No other
program in the state offers this combination in a single program. Or program also serves western
North Carolina.
What is the enrollment in similar programs (same CIP code) at each UNC campus?
UNC-Charlotte: 40
East Carolina University: 30
North Carolina Central University: 40
UNC Wilmington: 20
Fayetteville State University: 30
In what ways can this program's objectives be accomplished equally well through another
program at Appalachian or at another UNC institution?
Which courses in the program are duplicated in other programs/departments?
In what ways can sharing some courses through distance education increase enrollment?
In what ways is this program unique or distinctive in the UNC system?
See above.
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8. Future Directions
What potential for growth does the program have? Cite concrete evidence from external
sources and from responses to other items in this review.
We can maintain the MSCJ&C program at its current levels (24 – 30 graduate students in the
program at any given time) and also believe that its present size serves the university and western
North Carolina. We will continue to offer graduate cohorts in Hickory in response to local
demand. Presently all of our students either find employment or opportunities that fit their career
goals. The program is also manageable given the size of our faculty and the demands of our
undergraduate program.
How can the program’s potential be actualized (cite opportunities and barriers)?
The program is currently being managed according to the mission of ASU and within the
management constraints of a large undergraduate program. The program could be grown, like
any graduate program on campus, with more lucrative assistantships, more tuition waivers,
additional faculty members, and more space in the department.
9. Critical Mass
What would be the impact on other departments or on other programs if the program
under review were eliminated? Response should include potentially positive impact such
as the ability to serve more undergraduates or teach General Education courses or provide
more faculty research time.
What would be the impact on other departments in the college or other programs
(including undergraduate) in the department if the program were to grow?
Eliminating the program would have no affect on other departments or programs. It would
simply deny access to the master's in criminal justice to students in western North Carolina –
assuming of course that these students wanted to stay here. Eliminating the program would have
a minimal positive impact on our ability to focus on our undergraduate students.
If the program were to grow it would impact other departments and programs only insofar as
they compete for graduate assistantships, tuition waivers, additional faculty, and space.
10. Summary
Given documented student and employer demand (if it exists), what could the program be
like in 5 years? In 10 years?
We hope the program continues to produce qualified graduates for the professional criminal
justice community in North Carolina, and also students for Ph.D. programs. The most important
benefit will be the development of an alumni community that helps us serve our students by
providing opportunities for internships and jobs in criminal justice.
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Recommendation about the Program to be made by the Review Committee
1.
Should the program be continued as a separate degree program? If continuation is
recommended, what sound and compelling reasons can be provided in support of such a
recommendation?
2.
If the recommendation is to continue the program, can it be made more productive? If so,
how? What steps must be taken to strengthen the program and make it more productive? Should
the program be consolidated or merged with other existing programs? If so, which ones?
3.
Should the program be discontinued? If so, on what timetable? If the program is
discontinued, would there be any savings of funds or resources that could be reallocated to other
programs and activities of greater productivity or higher priority? If so, what would be the
savings?
4.
If the program is offered through distance education, should some cohorts be eliminated
or consolidated? If so, on what timetable? If not, what steps must be taken to strengthen the
program and increase enrollment in all cohorts?
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