Lawyers Practicing Medicine: Criminal Justice,Criminology, Sociology and Differential Curricula

Recently there has been a vigorous dialogue over the Academy of Criminal Justice Sciences (ACJS) academic standards pertaining to the role of JDs within criminal justice academic programs. It is a next logical step to open a discussion on a related aspect of the ACJS standards: “doctorates in a closely related field.” This discussion should center on how “closely” the “closely related fields” should be. This article examines the relationship between an education in sociology and criminology/criminal justice programs respectively by comparing the general curricular requirements, undergraduate and graduate, in a selection of sociology and criminology and criminal justice programs. This analysis indicates that there is a great deal of similarity within the sociology curricula, which contain sociologically oriented classes and criminology/criminal justice curricula, which contain criminologically oriented courses, but there is little overlap in course offerings across these two academic areas. Specifically, sociology graduates are not exposed to a meaningful number of criminology/criminal justice classes.     

Who has come out of the pipeline? African-Americans in criminology and criminal justice

This study analyzes survey data collected from African-Americans with PhDs who teach criminology or criminal justice. This research is particularly concerned with the experience of African-Americans in institutions of higher education. In addition to demographic data, the survey collected information on school of graduation, scholarly productivity, and collegial relations. The results indicate that African-Americans are graduating from, and being hired at, some of the top-ranked PhD programs in criminology/criminal justice. African-Americans are generally entering the academic profession as assistant professors with limited publication experience. Finally, African-Americans, in most cases, feel included and a part of their departmental activities.     

Criminology/Criminal Justice Representation in the Discipline of Sociology: Changes between 1992 and 2002

This paper examines changes in the representation of criminology, as an area of specialization, in the discipline of sociology between 1992 and 2002. Utilizing the ASA Guide to Graduate Programs in Sociology, we note faculty areas of specialization. We expect that criminology will appear more often as a specialty area in 1992 than 2002. All full‐time faculty in U.S. graduate programs in sociology are included in the analyses. We found no significant change in listing criminal justice as a specialty between 1992 and 2002. Our findings suggest that faculty with terminal degrees from less prestigious institutions and those who teach in less prestigious institutions are more likely to list criminology as a specialty area.     

Goals,Expectations, and Satisfaction of Criminal Justice Majors: Implications for Faculty,Students, and Programs*

Students majoring in criminal justice present an “embarrassment of riches” for academic programs, so little attention has been given to these students and their perspectives on criminal justice programs. However, the assessment movement in higher education and the ACJS encourage self‐examination and program improvement. Further, student satisfaction has been recognized as an important element in the discussion of school and program quality and effectiveness. The present paper presents data from an outcome survey of graduating seniors from a Midwestern public university, with a focus on the reasons why students chose the major, career plans upon graduation, and program satisfaction. The paper explores possible predictors of these variables and discusses the implications of these results for criminal justice faculty, students, and programs.     

The State of Criminal Justice Educational Programs in the United States: Bachelors’ Degrees,Curriculum Standards,and the Ongoing Quest for Quality

While definitions for, and assessments of, the quality of degree programs in higher education are varied, in criminal justice the field has determined a quality program is one that meets certain standards involving such areas as program mission, curriculum, faculty credentials, and resources determined through “academic certification” by the Academy of Criminal Justice Sciences (ACJS).The problem is few programs have pursued certification and almost no research has otherwise assessed degree program quality. Using data collected from the population of bachelor’s degree programs in criminal justice (BCJ) operating during 2015–2016 (N = 670), this study assessed program curriculum using ACJS standards, and examined institutional, departmental, and programmatic influences on the number of standards met. Results indicated BCJ programs met few curriculum standards, and that departmental factors were especially significant influences on the number of standards met. These results warrant revisiting accreditation as the mechanism for insuring the quality of criminal justice academic programs.     

Why we Need Certification Standards in Criminal Justice Education and what the Impacts will be: a Response to the Concerns of JDs

In 2005 the Academy of Criminal Justice Sciences approved ACJS Certification Standards for Academic Programs. This was the culmination of two decades of efforts on the part of criminal justice educators to establish minimum standards for the discipline. These standards were developed to improve the quality of criminal justice education at the associate’s, bachelor’s and master’s degree levels. Section C, which establishes faculty qualifications for teaching at the various program levels, has been criticized by educators holding JDs as an effort by PhDs to push them out of the profession. The President of the Academy of Criminal Justice Sciences responds to specific concerns of JDs and then discusses the general impacts of the ACJS certification standards on criminal justice education.     

Making and Breaking Careers: Reviewing Law Enforcement Hiring Requirements and Disqualifiers

With an increasing number of students entering criminal justice programs across the country, the majority of students are looking to pursue a career in law enforcement. While many students graduate college equipped for the law enforcement job market, some are unprepared for the scrutiny and depth the law enforcement hiring process requires. Using LEMAS data and a content analysis, this article reviews local and federal law enforcement agency websites and investigates specific job requirements, as well as noted disqualifiers, for both local and federal law enforcement positions. Furthermore, this article offers suggestions to criminal justice educators for assisting students in being prepared for realistic employment opportunities in the criminal justice field upon graduation.     

“There’s More Than One Right Path to The Destination”: Does Degree Type Make a Difference in Police Recruiting?

Each year colleges and universities market criminology and criminal justice programs to potential applicants by suggesting these programs offer a uniquely tailored path for those seeking entry into a policing career. Despite such claims, little empirical research exists to suggest that degree content is a factor in influencing recruitment outcomes. In this paper, we present results from an ongoing, exploratory study into pre-recruitment education to show that program content—in this case, a criminology or criminal justice diploma or degree—has generally little influence on how police agencies evaluate a potential applicant. Drawing on interviews with thirty-two (n = 32) police recruiters and senior officers from police services across the province of Ontario in Canada, we show that, while many agencies prefer candidates with degrees, criminology and criminal justice degree holders are not privileged in the recruiting process over those applicants from other disciplines.     

Celebrating 100 Years of Criminal Justice Education, 1916–2016

Berkeley Police Chief August Vollmer, in coordination with the University of California, created a baccalaureate degree granting program for his police officers in the summer of 1916. The program was titled Criminology and consisted of courses on police practices, criminal law, and many of the natural science classes including biology, chemistry, and toxicology. This program continued through the summer of 1932, when a university-wide program was developed and overseen by then Professor August Vollmer. The summer program, begun in 1916, developed into both the modern criminology and criminal justice programs of today. The purpose of this paper is to recognize the development of criminal justice education which marks its 100th anniversary in the summer of 2016.     

Freshman interest groups in criminal justice education

Freshman group programs have been promoted by many institutions of higher learning. However, few empirical evaluations of such programs have been reported in the scholarly literature, and none have focused on programs in criminal justice education. Subjects in this study included 130 students enrolled in an introductory criminal justice course at one institution, a portion of which (32 students) were also enrolled in sections of a group program called Freshman Interest Groups. Results showed that students enrolled in this program did better in the course than their freshmen peers and upper-class students, which analyses showed was largely due to higher attendance.     

Do Our Books Reinforce Criminal Justice Stereotypes? An Analysis of the Images in Introductory Criminal Justice Textbooks

Over the past 30 years, there has been much attention placed on the content within introductory textbooks in fields, such as education, sociology, economics, psychology, and criminal justice. Within the field of criminal justice, a surplus of information has been gathered through analysis of the text found within introductory textbooks. There has been much less emphasis, however, on the potential for stereotypical images found within the pictures of criminal justice textbooks. This study builds on the diminutive literature on the images in criminal justice textbooks. We examined the pictures in 22 introductory criminal justice textbooks over a 17-year period to determine the percentages of men, women, minorities, and other groups that comprise these pictures. We find that white males dominate the images of criminal justice personnel in these textbooks, and that minorities are more likely to be portrayed as criminals than as criminal justice employees.     

Consider the lawyers: Law school's lessons for criminal justice education

For two disciplines interested in similar issues, law schools and criminal justice programs may as well be on different sides of the moon when it comes to pedagogy. Undoubtedly, criminal justice has lessons to share with law, but legal instruction also offers innovations for justice education. The following essay presents my experience from both law school and criminal justice programs, offering recommendations to improve criminal justice teaching. I offer the suggestions not under any brazen notion that I have discovered the secrets to ideal pedagogy, but rather to suggest that many of law's methods would benefit criminal justice as well.     

Continuity and discontinuity in competing models of criminal justice education: Evidence from illinois

Competing models of criminal justice education have been conceptualized to exist for many years. Relevant empirical data to support this notion can be identified in the literature, especially data derived from early surveys of criminal justice educators and content analyses of criminal justice curricula as found across institutions of higher education. Using contemporary survey data from criminal justice faculty members in the state of Illinois, the authors attempt to assess whether the evolution of criminal justice education has resulted in contemporary demarcations and models of criminal justice education that differ from those identified in the earlier literature. The survey data suggest strong patterns, some of which differ from those identified previously. Four models of criminal justice education emerging from the data are discussed, and their implications for criminal justice education are highlighted.     

Successful Transitions to Graduate School: Using Orientations to Improve Student Experiences in Criminology and Criminal Justice Programs

The initial transition to graduate school provides a critical opportunity for promoting a positive educational experience among incoming students. This study discusses the importance of this transition and then describes a novel student-led orientation approach to facilitating successful entry of new students into criminology and criminal justice graduate degree programs. Results from an evaluation of this approach are presented. Analyses of focus group and student survey data indicate that graduate students matriculating into a criminology and criminal justice program in a southern state felt welcomed and found the information, guidance, and social networks that they developed to be helpful. At the same time, students identified ways the orientation could be improved for future cohorts. A student-led orientation, along with evaluation of it, provides a promising strategy for criminology and criminal justice graduate programs to create positive educational and professionalization experiences for their students.     

Turnover of senior faculty in departments of social and physical science and engineering

Given the projected surplus of PhDs over the next 20 years, faculty departures to jobs outside academe could be an important source of new academic jobs. This paper attempts to discern and explain hiring and departure patterns of senior faculty in departments in 12 fields. There was more net hiring in engineering departments than elsewhere and fewer departures from departments in public than in private institutions. The relationship between selectivity and thenet hiring rate of senior faculty was significantly negative and nonlinear. Despite predictions of declining enrollments, departments in the less selective institutions still evidence growth of senior faculty positions. Several explanations of this pattern are offered.     

Faculty Diversity and Program Standing in Criminology and Criminal Justice: Findings for 31 Doctoral Programs in 2008

Ashby's Law of Requisite Variety states that variance prepares systems for daily activities and unforeseeable events, suggesting that academic departments comprising faculty from multiple institutions and disciplines would better adapt to ever‐changing environments. This study outlines the disciplinary heritage of full‐time tenure‐stream faculty (N = 495) within criminology and criminal justice doctoral programs (N = 31), then examines the degree to which those programs adhere to Ashby's principle. The study ranks programs on both institutional and disciplinary variances, and how well the programs balance those competing interests. Findings revealed that programs were quite mixed on both variance measures but that variance rankings had little association with how peers rated programs for 2009, in that highly ranked programs appeared with similar frequencies at both the top and bottom of variance rankings. Thus, it appears national respect is not dependent on the variance of faculties with respect to institutional and disciplinary heritage.     

Supplementing the ‘College Experience’ with Program-Based Learning Communities

ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.     

Short-Term Study-Abroad Experience in Ireland: An Exercise in Cross-Cultural Counseling

International exchanges or study-abroad experiences can have lifelong impacts on students from various disciplines. This article describes the integration of a short-term study-abroad program to Ireland into two socio-cultural courses. The experience also offers course credit for major requirements in two programs. Through this two-week travel experience students are brought into intensive contact with educators, scholars, and community activists in Ireland and Northern Ireland and weigh differences and similarities in the social issues and services among the three countries. While the course is aimed at students in the counseling field, it also appeals to students majoring in criminal justice, sociology, women's studies, international studies, and political science.     

One-person criminal justice programs: An exploratory study

This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education.