CRIMINAL JUSTICE GRADUATE PROGRAM

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1 CRIMINAL JUSTICE GRADUATE PROGRAM DEPARTMENT OVERVIEW FACTS, FIGURES, AND TRENDS FALL 2008 FALL 2013 PREPARED BY THE OFFICE OF GRANTS AND PROGRAM REVIEW AND THE CRIMINAL JUSTICE DEPARTMENT UNIVERSITY OF TENNESSEE AT CHATTANOOGA 1

2 TABLE OF CONTENTS FIGURE NUMBER FIGURE TITLE PAGE 1 Current Organizational Structure of the Department of Criminal Justice 4 2 Student Majors: Gender and Ethnicity 7 3 Enrollment Trends 8 4 Faculty and Degree 15 5 Faculty Gender and Ethnicity 16 6 Student Ratings of Faculty 17 7 Presentations and Conferences Attended by Faculty 21 8 Faculty Publications and Related Efforts 22 9 Significant Service Roles/Consulting by Faculty Faculty Development and Research Awards Internal UC Foundation Support Total Student Credit Hour (Sch) Production Courses Taught by Regular Vs. Adjunct Faculty Student Credit Hour Production Per FTE Faculty (Adjuncts Not Included) Courses Offered in the Past Two Years Course Enrollment in the Past Two Years Operating Budget Per Full-Time Faculty Member Operating Budget Per Student Major Operating Budget Per Student Credit Hour Production Sample of Library Hours Fall Comprehensive Exams Completed Theses Completed Degrees Awarded 50 2

3 PREFACE/HISTORY 1. DEPARTMENTAL STRUCTURE The Criminal Justice Program currently offers one undergraduate major, one online undergraduate major, one undergraduate minor, and one graduate degree. The undergraduate program review is contained in another document and this report concentrates only on the graduate program except where information is needed to provide context for both programs. A general assessment of prior program reviews was discussed in the undergraduate program review in the Introduction Section. In addition, there were several recommendations made pertaining specifically to the graduate program in past reviews. These included: revise the graduate curriculum including reducing the number of required courses to at least 18 hours and removing the internship as a requirement; reinforce the program s commitment to scholarly studies at the graduate level by encouraging the thesis option and requiring a research portfolio for non-thesis students; increasing travel to Knoxville to better facilitate interaction with students at our distance location; developing policies to provide graduate faculty with a workload reduction; and developing two or three full web-based classes at both the graduate and undergraduate level. All of these issues are discussed in more depth in subsequent sections. We have revised the curriculum to include only 15 hours of core requirements and deleted the internship requirement. We have re-vamped the comprehensive exam option. We have developed some web-based courses at both levels of the program. The only recommendations not addressed deals with classes offered and faculty workload. Students have repeatedly reported that unique courses are not offered with sufficient frequency. However, without additional staffing, this is not feasible. Due to universitylevel budgeting issues, this may become a greater problem as we are no longer able to offer elective courses in the summer. As a result, we have encouraged graduate students to take six hours electives outside of the discipline. Additionally, we have not been able to provide graduate faculty with a workload reduction. This is partly due to lack of resources, is generally beyond our control, and requires a commitment to more evenly applied policies with respect to graduate teaching workload. 3

4 FIGURE 1: CURRENT ORGANIZATIONAL STRUCTURE OF THE DEPARTMENT OF CRIMINAL JUSTICE Jeffrey Elwell, Dean of the College of Arts and Sciences Helen Eigenberg Department Head Tammy Garland Graduate Coordinator Karen McGuffee Coordinator: Legal Assistant Studies Priscilla Keener Administrative Support Assistant III Pat Jackson Work Study Students 2. DEPARTMENTAL GOALS/OBJECTIVES The mission of the Master of Science degree in Criminal Justice is to prepare graduates for leadership, education, and research roles in the field of criminal justice. We are committed to coursework that is grounded in theory, research, and community engagement. We are committed to preparing students to become ethically informed, culturally sensitive, engaged scholars and practitioners. This goal is achieved by an inclusive curriculum that includes common core areas of study, while allowing for flexibility in electives so that students can tailor their degree in ways that are most reflective of their career and academic goals. Graduates from this program will emerge with a thorough knowledge of the major substantive areas of the criminal justice system with refined analytic, critical, evaluative and empirical skills. The degree prepares graduates for leadership in management positions in criminal justice and social service agencies, or entry into doctoral study. The program facilitates collaboration with faculty in terms of research, involvement in community service projects, and teaching. It is designed to empower students as critical thinkers, ethical actors, and competent communicators concerning matters of crime and justice. The Criminal Justice Program promotes both a theoretical and applied understanding of the criminal justice system. Emphasis is placed on intellectual, experiential, and problem solving activities. Students in the graduate program are 4

5 expected to demonstrate their ability to retain and integrate core material in the field in preparation for managerial and leadership roles throughout the justice system as well as developing the skills necessary for doctoral work. Students are required to demonstrate an increased mastery of skills as a result of the program. This includes critical thinking, problem solving, writing, research, and oral communication skills. Copies of all SACS goals/outcome measures are on file in the department. The most recent evaluation cycle for is attached to this report and is discussed below to illustrate how data is used to assess program goals. The following overview is a condensed version of our annual SACS goals and a review of assessment measures attached to each goal. Goal: Mastery of core material. Graduates of the Criminal Justice Program will demonstrate their ability to master core material in the field including familiarity with the structure and operation of the justice systems, criminological theory, and research methods. Assessed by: student satisfaction with the quality of coursework in the major, percentage of comprehensive exams passed, and quality of coursework in individual classes. Goal: Knowledge of practical skills needed for employment. Assessed by: percentage of internships resulting in a passing grade, percentage of internships completing with a satisfactory work performance, and student satisfaction regarding opportunities to master the practical skills necessary to obtain employment in their field. Goal: Integration of program skills. Assessed by: percentage of theses resulting in a passing grade in the thesis course. Graduates of the Criminal Justice Program, who are completing a thesis, will demonstrate their ability to master core material in the field, written communication skills, and oral communication skills. Assessed by: percentage of students successfully completing the thesis process. Goal: Demonstrate mastery of research skills. Assessed by: student satisfaction regarding opportunities to master writing skills, quality of theses and comprehensive exams, and quality of written assignments in courses (specifically, CRMJ 5020-Research Methods). In general, goals have been met. Students indicate that they have ample opportunities to master writing, oral communication and critical thinking skills. We have substantially revised the thesis process in current years to ensure timely graduation of students. This semester, students must now meet specified benchmarks to be allowed to proceed to the second semester of thesis. Failure to do so will result in the student being moved to the comprehensive exam option. Additionally, we revised the comprehensive exam process to include more interpretive and data-driven results. Both assessments are our best measures of overall competency. Program revisions have enabled us to increase the standards for our program, which has resulted in a change in the quality of students and the number of full-time students enrolled in the program. 5

6 PART ONE: STUDENT EXPERIENCE 1. ADMISSIONS AND ENROLLMENTS A. ADMISSIONS STANDARDS Generally speaking, admissions standards in the program are consistent with those of the University. Students must hold a baccalaureate degree from a regionally accredited college or university and have a minimum grade point average of 2.7 (based on a 4.0 scale) on all undergraduate work taken prior to receiving the baccalaureate degree or 3.0 in the senior year. (Conditional admission may be possible). They also must take the Miller Analogies Test (MAT) or the Graduate Record Exam (GRE). As a general admissions guideline, the program uses 375 on the MAT or a combined verbal/quantitative score of 300 on the GRE, with at least a 3.0 on the analytical writing portion. These scores are consistent with national averages for the admission into master s programs in the social sciences on both tests. Applicants must submit two letters of recommendation from faculty members in their undergraduate major or from the most recent work supervisor if the applicant graduated from college four or more years ago. They must complete the Writing Proficiency Essay form available from the Graduate Studies Office (unless they have completed the GRE with the writing assessment portion). In addition, the Criminal Justice Program requires students to complete a supplemental data form and a brief essay to demonstrate writing proficiency. Upper level foundation courses may be required for students who lack adequate preparation in criminal justice. Depending upon the undergraduate major, students are often required to take six to twelve hours of undergraduate courses including theory and methods. Students with an incomplete application may be admitted for one semester. This status cannot be renewed. Students with a GPA below a 2.7 may be accepted as conditional students. They may take six or nine graduate hours as specified by the Graduate Program Coordinator. Within two semesters of initial enrollment, the applicant must earn a grade of B or better in each graduate course and a cumulative 3.0 grade point average on all graduate courses taken during this time or the applicant will be dismissed. At the completion of the conditional work, the Graduate Program Coordinator and Dean of The Graduate School will review the student s application materials and make a final admissions decision. If the student is accepted as a degree-seeking student, courses taken during the period of conditional admission may, with the recommendation of the Program Coordinator, be accepted into the degree program. Conditional admission is a one-time opportunity extended to students who are United States citizens or permanent residents to prove that, despite a low grade point average in undergraduate studies, they can now perform satisfactorily in graduate classes. Enrollment in graduate courses under a conditional admission status does not, however, imply admission into a degree program. Students classified with conditional or provisional admissions status are not eligible for financial aid. 6

7 When making admissions decisions, a student with a high GPA and GRE score receives priority over other applicants. While we have no formal limits on the number of students admitted in any given semester, we try to control cohort sizes to ensure that graduate classes are between 15 and 20 students per semester. The Graduate Program Coordinator makes admissions decisions for the department (although, on occasion, she may consult with faculty if a case is complicated or if there are questions about suitability for the program). Generally speaking, students admitted to our program have a mean G.P.A. of over 3.0. We also are proud of the diverse nature of our student body. Our program is 45.7% female in a field that traditionally has been (and is) male dominated (see Figure 2). Eighteen percent of our majors are African-American, a figure higher than the university average of 16.5%; less than 8% of students enrolled in the Graduate School are African American. Unfortunately, the program has few other ethnic minorities, following university enrollment patterns. FIGURE 2: STUDENT MAJORS: GENDER AND ETHNICITY Female (15) Male (19) American Indian 1 0 Asian 0 0 Hispanic 0 1 African American 3 3 Caucasian B. ORIENTATION Students in the program are advised to attend the annual fall orientation provided by the Graduate School. In addition, orientation to the program is covered in our first required seminar course (CRMJ 5000). Faculty expectations, areas of expertise, and general program guidelines are covered in this course, which is required and offered each fall. Students also may consult our advising web page, ( where there is a lot of relevant information program requirements. A graduate student handbook to assist with orientation is in progress. Students are advised by the graduate program coordinator 7

8 and any questions or concerns regarding course scheduling, job opportunities, or general concerns are discussed with her. C. ENROLLMENTS Generally speaking, enrollments have been static over the past five years; the number of majors is relatively consistent (about 30 annually, see Figure 3). We have been working on increasing the quality of our students and the number of full-time students, both of which had an effect on the data. Our program, historically, largely was part-time students and included a significant distance learning component, which was satellite based delivery to the UT Knoxville campus (only). The distance learning component was eliminated in 2004 due to declining enrollments and many administrative problems including competition from the UT Knoxville program. Thus, we have worked to increase full-time students. These changes have resulted in some enrollment fluctuation. Nonetheless, the program is operating with good levels of enrollment, and the number of students enrolled allows for a cohesive program enabling students to engage in a learning environment that effectively meets the needs of a seminar-based format. Currently, we cannot handle much growth given our staffing shortages. FIGURE 3: ENROLLMENT TRENDS Fall 2009 Fall 2010 Fall 2011 Fall 2012 Majors SUPERVISION AND RETENTION OF STUDENTS A. RETENTION STANDARDS Continuation standards for the program are those established by the Graduate School. A student admitted to graduate study must maintain a 3.0 GPA on all courses taken for graduate credit. Students who fail to meet these standards will be placed on academic probation. They must raise their cumulative GPA to 3.0 or higher by the end of the next two terms of enrollment (counting the entire summer session as one term) or they will be dismissed. Students are automatically dismissed if they fail to meet this 8

9 standard or if they fail to achieve a 3.0 or higher for either probationary semester. In addition, the Criminal Justice Program has instituted a three C rule. Students receiving a third final grade of C or below on any graduate credit course will be dismissed from the program. B. STUDENT SUPPORT In addition to orientation activities (previously discussed), all graduate students in the program are advised by the Graduate Coordinator to ensure continuity. Each student is seen personally by the Coordinator at least once a semester to review his/her status. The nature of the curriculum also offers students the opportunity to structure electives in ways that best meet their individual career and/or educational goals. All admission and retention standards are posted on the University Graduate School web pages ( Students also have continuous access to their progress via their MocsDegree, a computerized (albeit unofficial) record of their coursework and requirements. C. PROGRESS MONITORING In addition to advising, progress is monitored by the candidacy process. All students receive notification from the Graduate Coordinator when it is time to submit a program of study or declare candidacy. According to university policy, admission to a graduate degree program allows the student to demonstrate ability but does not guarantee the right to continue toward a degree unless a program of study is filed with the Graduate School. The program of study is normally made after the student has completed 9 semester hours of approved graduate courses (excluding transfer credit and any specified prerequisites) and before completion of more than 18 hours. On the application, the student must list the courses which have been completed and those which the student plans to complete to fulfill requirements for the degree. The application is reviewed and signed by the Criminal Justice Graduate Program Coordinator prior to being submitted to the Graduate School, where it is approved by the Dean. In addition, a student who fails to submit a candidacy form before completion of more than 18 graduate hours must petition Graduate Council for acceptance of the additional course hours. Any changes to the Program of Study will be made on the Candidacy Form. Application for Candidacy must be completed at least one semester prior to graduation or from the anticipated graduation date. The student must have a B average (3.0 GPA) on all courses taken for graduate credit and have completed prerequisite and designated courses. The application is reviewed and signed by the Criminal Justice Graduate Program Coordinator prior to being submitted to the Graduate School, where it is approved by the Dean. Failure to submit the Candidacy Form by the deadline may result in postponement of graduation All credit applied toward a graduate degree must be earned within a six-year period beginning with the registration for the earliest course counted toward the degree program. The Criminal Justice Program may grant an extension for one-year or less; 9

10 however, the Graduate Council must be notified in writing. The six year time limit is consistent with most graduate programs nationally in the field of Criminal Justice. The Graduate School monitors this time limit and students cannot graduate without meeting the requirement. Students also must complete a thesis or take comprehensive exams at the end of their degree program; both of these processes ensure that students demonstrate mastery of current information in the field. 3. CURRICULUR OFFERINGS TO ENHANCE STUDENT EXPERIENCES A full review of the curriculum is presented in Part Four of this report. Briefly, students are required to complete 36 total hours. They are required to complete a 15 hour core, which includes six hours in research methods, three hours of theory, three hours of proseminar, and three hours of professional development. Students take an additional 15 to 21 hours in electives (depending on whether they are enrolled in the thesis or comprehensive exam option). Students must either: a) complete a thesis for 6 hours credit or b) take comprehensive exams and complete an additional 6 hours of electives. There are no short courses in the Program. In an attempt to meet the needs of our students, we continue to offer some limited web-based courses as electives for students in our program. Currently, we offer CRMJ 5050: Criminal Justice Policy and Administration, CRMJ 5060: Police and Society, and CRMJ 5260: Ethics and Crime online. These courses have the same expectations and evaluations as face to face courses. Syllabi are on file in the department. 4. EXTRACURRICULAR AND PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO ENHANCE STUDENT EXPERIENCES While the Criminal Justice Program has no graduate student organization, all graduate students at UTC can join the Graduate Student Association (GSA). We also have no formal lecture series, but graduate students are encouraged to participate in any programs sponsored by the department. We have had several students attend and/or present at national conferences including Courtney Crittenden and Mikaela Cooney. Both of them were supported by GSA and/or departmental funds. Students are also encouraged to participate in UTC Research Day, which allows UTC students and faculty to showcase their research; both Katherine Ray and Charles Goforth have presented coauthored research papers in the past two years. Currently, there are a number of students working on research projects with faculty. In addition, we have had a number of students and former students publish with faculty: Makayla Cooney (Garland), Courtney Crittenden (Garland), Eric Dutkiewicz (Hensley); Lauren Gibson (Eigenberg & Hensley), Christina Policastro (Garland), Joshua Overton (Hensley), Tara Richards (Garland, Bumphus, & Thompson), Susan Thomas (Garland & Hensley), and Lenze Zehel (Iles & Bumphus). Professional and career opportunities are reviewed in the Professional Development course. Students are informed about the services provided by the 10

11 University Placement Center and are encouraged to use peer-networking and special projects to enrich career-related opportunities. Students also have access to the annual career fair that includes many criminal justice representatives. All students have the opportunity to participate in an internship for elective credit. Students are advised to consider taking internships as a way to attain experience in the field, especially for those without prior work experience in the field. Students are supervised by the departmental internship coordinator. The internship requires a personal interview with the internship coordinator. The internship is evaluated by both faculty and placement supervisors. Faculty grade written assignments and placement supervisors rate student performance on diverse indicators. Academic enrichment opportunities also are present in the form of Graduate Assistantships. Students work 20 hours a week for faculty and receive a $3500 stipend and in-state tuition waiver per semester. The Department has two full-time graduate assistants paid for by the University, which sometimes have been awarded as half-time assistantships depending on applications and qualifications of candidates in any given semester. In addition, we have generated funds from an auxiliary program (Command College) to fund an additional assistantship. Historically, the department has also been successful in securing Opportunity Assistantships from the Equity and Diversity Office, which was an equivalent to a graduate assistantship for the department. These assistantships are extremely competitive and are only given to assistant professors who have an active research agenda. Currently, we have two students serving as graduate assistants in the department, who were awarded an Opportunity Assistantship. Our students have also been able to receive full-time assistantships through the Women s Center and the Student Development Center. We also have two programs that are unique teaching/learning environments: the Southeastern Leadership and Command Academy (Command College) and the Tennessee State Victim Assistance Academy. These programs generally enrich the mission of our engaged, metropolitan university by providing distance students (traditional and non-traditional) with coursework for social service and criminal justice professionals across Tennessee as well as various other states. Southeastern Leadership and Command Academy In 2000, officials from the University of Tennessee at Knoxville s Law Enforcement Innovation Center (LEIC) approached UTC to develop a command college for senior law enforcement officers/chiefs in the state/region. UTC was approached because UTK has no criminal justice program and they needed our expertise. In consultation with LEIC, UTC faculty secured nationally known academicians with expertise in policing (most of whom also are former law enforcement personnel) to devise a curriculum and serve as instructors. The command college program has been offered annually; the first cohort graduated in spring The program is a seven week blended program with five weeks spent on campus at UTC and the other two online. Students travel to Chattanooga for program delivery 11

12 and spend 240 hours in the classroom. Students travel to Chattanooga for program delivery and spend 240 hours in the classroom. Continuing Education provides all logistical support. Participants are required to complete a variety of weekly assignments (both in and out of class). The Faculty Liaison for the program (Vic Bumphus) also teaches courses and serves as the academic conduit to the program. The Liaison coordinates the delivery of the curriculum, evaluates it, and grades student materials. In addition, each of the students must complete a policy analysis paper and pass a final exam. Students may elect to receive six hours graduate credit if they can meet university admissions criteria. Students in Command College attend about 66% more time than students at the graduate level (who spend 84 hours in class for 6 hours credit). All instructors are evaluated and these evaluations are reviewed by appropriate coordinating staff in Continuing Education, the UTC faculty liaison, and LEIC officials. Since its inception, the program has graduated approximately over 300 participants, and over onethird of them have taken the credit option (either graduate or undergraduate). All of these students also represent new students to UTC as only in-service law enforcement personnel in high ranking positions are allowed to attend. This type of collaborative relationship is paramount to the university s metropolitan mission. Police chiefs and sheriffs, as well as command level law enforcement staff, are often promoted to executive levels within their agencies with no additional training or education in management, supervision, leadership, or development. Some expert training exists in Tennessee, but these courses generally are limited to specialized topics such as Hostage Negotiations, Homicide Investigations, Instructor Development, etc. These programs rarely are longer than 40 hours, which is insufficient time to allow command level staff to develop responsible and superlative leadership skills. The UTC/LEIC Command College provides a program that can develop these skills. This type of education not only impacts individual leaders, but also helps ensure that our cities in the state (and region) are better managed and (hopefully) safer. Tennessee State Victim Assistance Academy The Tennessee Coalition against Domestic and Sexual Violence, in collaboration with the State Treasurer s Office, the Office of Criminal Justice Programs, the Tennessee Victims of Crime State Coordinating Council, and the University of Tennessee at Chattanooga, was awarded a federal grant from the Office of Victims of Crime to develop and implement a victim assistance academy in Tennessee. The first Academy was held in summer 2006 and has continued to be offered on campus each summer. The Academy is a one week session held on the UTC campus. Students stay in dorms and Continuing Education provides support services. The Academy has had about 50 participants each year and about 10 of them each year have been UTC students. The purpose of the Academy is to provide basic level training to victim advocates. The field lacks a specific career path, and many people come to the work with a wide variety of training and education. The purpose of the federal funding is to address these issues nationally by establishing programs throughout the nation. Dr. Eigenberg worked in consultation with the other partners to develop the curriculum. She served as a 12

13 curriculum expert, faculty liaison, and instructor for some sessions. The Academy addresses issues specific to Tennessee. Attendees expand their knowledge of Tennessee law and increase their ability to serve as effective advocates. The Academy is designed for individuals who have less than two years experience assisting victims of crime. The training is appropriate for individuals working in victim advocacy programs, prosecutors offices, law enforcement, probation, corrections, domestic and sexual violence programs, child advocacy centers, and other victim service agencies. It also is appropriate for students who wish to pursue careers related to victim advocacy. The 40 hour curriculum encompasses a variety of subjects including: victims compensation, domestic violence, sexual assault, child victimization, elder abuse, rural victims, hate crimes, collaboration, and cultural competency. Students may receive three hours graduate credit. Additional course work is required and is done via distance learning. Students have additional assigned readings, participate in discussion boards, and complete a major writing assignment. This program also is an example of the work of an engaged metropolitan university. This type of education helps assure that people who work in victim services are better educated which, in turn, hopefully results in better experiences for victims who interact with employees in a variety of capacities. 13

14 PART TWO: FACULTY QUALITY 1. FACULTY CREDENTIALS A brief overview of departmental faculty is presented here to provide context (see Figure 4). The program has nine full time faculty members, including one person (Susan Thomas) on a one-year appointment. Six tenured faculty members have been at UTC for 7 years or more. Notably, Dr. Roger Thompson has been at UTC for over 30 years, Dr. Helen Eigenberg for 15 years, and Dr. Vic Bumphus for 11 years. Dr. Tammy Garland is in her ninth year at UTC, while Dr. Chris Hensley and Dr. Gale Iles are in their eighth year. Dr. Garland, Dr. Hensley, and Dr. Iles were tenured during this evaluation period and promoted to the rank of Associate Professor. In 2010, we hired two new faculty members, Sharon Love and Seong min Park. All tenured or tenure-track faculty have terminal degrees. The department employs a full-time instructor to cover the course offerings for the undergraduate majors. Sara Knox has been a full-time instructor for 7 years. She was initially hired in 2005 but as a result of hiring tenure-track positions, she was not reappointed. The department re-hired her in 2008, and she has continued to teach in the department. Sara Knox holds an MS in criminal justice. Dr. Eigenberg, Department Head, is on a nine month contract and receives a one month stipend for summer work. She has a two course load reduction in the fall and spring to compensate for administrative duties. There have been some significant changes in the department in the past five years. We had one faculty member, who was not reappointed (Melchor deguzman [ ]); he chose to leave prior to his one-year post-tenure decision. Due to the lateness of the decision, we were unable to hire a tenure-track line, so Sara Knox was hired as a one-year lecturer to fill the need. In 2010, we were able to hire two new tenure track faculty despite a competitive job market. Dr. Love, however, was not re-appointed in 2013 and will be leaving the university after the academic year. Due to creation of the online program, we were granted a tenure-track line (Park) to cover the needs of the department; we were also able to keep our instructor position (Knox). This year, we were also able to hire a lecturer (Thomas) using departmental revenue due to the success of the online program; however, we are unsure of the stability of this position due to unstable funding decisions regarding online program compensation. 14

15 FIGURE 4: FACULTY AND DEGREE Faculty Member Rank/Date Hired Vic Bumphus Assoc. Prof. (2002) Helen Eigenberg Professor (1998) Tammy Garland Assoc. Professor (2005) Chris Hensley Assoc. Professor (2006) Gale Iles Assoc. Professor (2006) Sara Knox Lecturer (2008) Sharon Love Asst. Professor (2010) Seong min Park Asst. Professor (2010) Roger Thompson Assoc. Prof. (1977) Susan Thomas (2013) (One year position) Degree Ph.D. in Criminal Justice and Criminology Ph.D. in Criminal Justice Ph.D. in Criminal Justice Ph.D. in Sociology Ph.D in Criminal Justice M.S in Criminal Justice Ph.D. in Criminal Justice Ph.D. in Criminal Justice Ed.D. - Curriculum and Instruction M.S. in Criminal Justice University Michigan State University Sam Houston State University Sam Houston State University Mississippi State University University of Nebraska University of Tennessee at Chattanooga University of Oklahoma University of Cincinnati University of Tennessee University of Tennessee at Chattanooga The wide variety of education and experience among our faculty serves the students well. All faculty members are generalists with strengths in certain areas. Faculty have expertise in law enforcement (Bumphus, Park, Thompson), corrections (Eigenberg, Hensley), courts (Iles) research (Bumphus, Park, Eigenberg, Garland), theory (Hensley, Love, Iles), juveniles (Garland, Thompson), victimology (Eigenberg, Garland, Love), multicultural/diversity issues (Bumphus, Love, Eigenberg, Garland, Iles) and crime prevention/policy implementation (Thompson). The following list outlines more specifically areas of interest held by each faculty member: Vic Bumphus: police accountability systems, proactive police strategies, family and crime, criminal justice privatization, and race, gender and criminal justice processing Helen Eigenberg: institutional corrections, violence against women, gender and crime, and women in academe Tammy Garland: gender and crime, criminology, popular culture, victimology, juvenile justice, drug policy, and criminal justice research methods 15

16 Chris Hensley: inmate sexuality, animal cruelty, serial killers, and attitudes toward criminal justice issues. Gale Iles: comparative justice systems, criminology, and court systems Sara Knox: ethics, media, and gender and crime Sharon Love: criminology and minorities Seong min Park: research methods, community policing, and general police issues Susan Thomas: criminology, criminal justice overview, gangs Roger Thompson: violence, crime prevention, and public policy Some of our faculty members also have practical experience in the field. Dr. Seong min Park was a police officer with the South Korean Police Agency for 16 years. Dr. Bumphus was a police investigator for the U.S. Army for four years and a correctional unit supervisor for one year. Dr. Eigenberg was a correctional officer and then a case manager for five years in the federal prison system. She also worked for about two years with a domestic violence shelter and a rape crisis center. Professor Sara Knox worked about 18 months as a forensic technician in fire investigations. Dr. Sharon Love worked as a substance abuse counselor for 1 year at an in-patient hospital drug abuse unit. The Program has a very diverse faculty with respect to gender and ethnicity (see Figure 5). Fifty five percent of our faculty are women (n=5; Eigenberg, Garland, Iles, Knox, Love) which is high for a traditionally male dominated field. Twenty-two percent of our faculty are African-American/Black (n=2 Bumphus and Iles), which is higher than the University rate of 6%. We also have one person of Asian/Pacific Island descent (Park from South Korea) and one faculty member of Native American descent (Love). FIGURE 5: FACULTY GENDER AND ETHNICITY (2012/2013) Female (5) Male (4) Asian 0 1 Hispanic 0 0 African American 1 1 Caucasian

17 2. TEACHING QUALITY/STUDENT EVALUATIONS University policy requires that all courses be evaluated by students at least once a year; however, all courses in the Department are evaluated every semester, including summers. Student evaluations are used in the annual EDO evaluation process for all faculty members, as well as in reappointment and tenure decisions. All student evaluations of faculty members are available for review in the Department. Student evaluations, individually and collectively, indicate that the faculty does a good job in the classroom. Student evaluations of individual faculty generally demonstrate a mean score of 5 or above (on a 7 point scale 7 being the most positive score). These evaluations consist of seven core questions developed and used by faculty university-wide. They assess whether: 1) The instructor is willing to help students; 2) The instructor encourages students to be actively engaged in learning the content of the course; 3) The instructor provides timely feedback on assignments and exams; 4) The instructor includes activities and assignments that help students learn the content of this course; 5) The instructor clearly communicates expectations of students for this class; 6) The instructor expects high quality work from students; and 7) Overall, this class has provided an excellent opportunity for me to increase my knowledge and competence in its subject. Figure 6 demonstrates that faculty in the Department generally are evaluated similarly as faculty in the College and the University as a whole. FIGURE 6: STUDENT RATINGS OF FACULTY Responses to statement: The instructor of this class is an effective teacher. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 7% 8% 7% Mostly Agree 15% 15% 16% Completely Agree 70% 69% 66% 17

18 Responses to statement: The instructor encourages students to be actively engaged in the content of this course. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 11% 8% 9% Mostly Agree 16% 16% 18% Completely Agree 68% 66% 64% Responses to statement: The instructor provides timely feedback. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 8% 9% 10% Mostly Agree 18% 18% 17% Completely Agree 62% 62% 59% 18

19 Responses to statement: The instructor includes activities and assignments that help students learn the content of this course. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 6% 10% 9% Mostly Agree 17% 17% 20% Completely Agree 60% 58% 54% Responses to statement: The instructor clearly communicates expectations of students for this class. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 7% 8% 10% Mostly Agree 17% 17% 17% Completely Agree 63% 62% 58% 19

20 Responses to statement: The instructor clearly communicates expectations of students for this class. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 8% 6% 6% Mostly Agree 18% 18% 22% Completely Agree 71% 70% 65% Responses to statement: Overall, this class has provided an excellent opportunity for me to increase my knowledge and competence in this subject. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% UTC College Dept Slightly Agree 8% 8% 8% Mostly Agree 17% 16% 18% Completely Agree 63% 62% 59% 20

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