Ph.D. Program Criminal Justice CECH Original submission, April 2014 Revised September 1, 2015 Primary Faculty:

Chris Sullivan 513-556-3851

sullivc6@ucmail.uc.edu

I. Program Overview

The Ph.D. program in Criminal Justice began in September 1992 and had its first graduate in 1996. The program now has more than 120 graduates who have pursued careers in academe, government research and policymaking, and nonprofit research across the U.S. The School also has numerous graduates working in the Criminal Justice administration. The Doctoral Program was ranked #3 in the most recent US News and World Report survey of graduate education in criminology and criminal justice.

Students enrolled in the Doctoral Program receive intensive training in consuming, producing, and transmitting scientific knowledge on crime and criminal justice. This training occurs both in the classroom and through teaching and research opportunities that offer students the chance to apply the skills that they have developed at earlier stages of the program. Students also have opportunities to attend professional conferences and obtain funding to pursue their interests.

The Program is research-intensive and the School’s Faculty has been ranked #1 for its scholarly productivity in recent publications. With concentrations in criminology, criminal justice, policing, crime prevention, and corrections, the Ph.D. program covers interests ranging from understanding the nature of crime to analyzing the justice system’s response and designing programs aimed at its prevention. Students take multiple courses and a comprehensive examination in their chosen area of interest, offering both a breadth and depth of knowledge on the subject matter. The various interests and expertise of the School’s Faculty offer students a great deal of opportunity for one-to-one mentoring in a host of topics within those areas. At the same time, the School’s affiliated research centers in Criminal Justice (CCJR), Corrections (UCCI), and Crime Science (ICS) involve interested students with research and technical assistance efforts that affect real-world policy and practice.

II. Program Outcomes

Original: 1. Demonstrate expertise in criminology or criminal justice 2. Demonstrate expertise in corrections, crime prevention, or policing sub-fields 3. Able to design and execute research in criminology or criminal justice using scientifically appropriate designs 4. Demonstrate high level of proficiency in social science statistics Revised: Students who obtain a doctoral degree in Criminal Justice from the University of Cincinnati will:

1. Identify and describe fundamental concepts in criminology and criminal justice

2. Explain key theories, current state of empirical knowledge, and important current

questions in criminology, criminal justice, corrections, crime prevention, or policing

sub-fields

3. Demonstrate proficiency in knowledge of commonly used research designs, data

collection methods, and statistical techniques

4. Design and execute original research in chosen area using scientifically appropriate

designs and data collection methods

5. Develop and deliver components of a course, such as syllabi, assignments, and lectures

6. Develop scholarly products such as conference presentations and research papers

7. Create and discuss an academic and early career development plan

III. Curriculum/Program Map

Program Learning Outcomes Program Learning Outcomes

1. I

den

tify

an

d d

escr

ibe

fun

dam

enta

l co

nce

pts

in

crim

ino

logy

an

d c

rim

inal

just

ice

2. E

xpla

in k

ey t

heo

ries

, cu

rren

t st

ate

of

em

pir

ical

kno

wle

dge

, an

d im

po

rtan

t cu

rren

t q

ues

tio

ns

in

crim

ino

logy

, cri

min

al ju

stic

e, c

orr

ecti

on

s, c

rim

e

pre

ven

tio

n, o

r p

olic

ing

sub

-fie

lds

3.

Dem

on

stra

te p

rofi

cien

cy in

kn

ow

led

ge o

f

com

mo

nly

use

d r

esea

rch

de

sign

s, d

ata

colle

ctio

n

met

ho

ds,

an

d s

tati

stic

al t

ech

niq

ues

4. D

esig

n a

nd

exe

cute

ori

gin

al r

esea

rch

in c

ho

sen

area

usi

ng

scie

nti

fica

lly a

pp

rop

riat

e d

esig

ns

and

dat

a

colle

ctio

n m

eth

od

s

5.

Dev

elo

p a

nd

del

iver

co

mp

on

en

ts o

f a

cou

rse,

such

as

sylla

bi,

assi

gnm

ents

, an

d le

ctu

res

6. D

evel

op

sch

ola

rly

pro

du

cts

such

as

con

fere

nce

pre

sen

tati

on

s an

d r

esea

rch

pap

ers

7. C

reat

e an

d d

iscu

ss a

n a

cad

emic

an

d e

arly

car

eer

dev

elo

pm

ent

pla

n

Req

'd C

ou

rses

ID in

P-1

CJ8020-Structural Theories of Crime E, D, A

E, D

CJ8030-CJ Research Methods I E, D E, D

CJ8031-CJ Research Methods II E, D E, D

CJ8040-CJ Statistics I E, D E, D

CJ8041-CJ Statistics II E, D E, D

CJ9000-CJ Research Practicum E, D

CJ9001-CJ Teaching Practicum E,D, A

CJ9090-Dctral Dissertation Rsrch D, A D, A D, A D, A

CJ

Gro

pu

ing CJ8010-Seminar in CJ Theory E, D, A E, D

Or

CJ8011-Seminar in CJ Process E, D, A E, D

Req’d Courses in Each Track E, D

Exp

’s

Methods/Stats Proficiency Paper D, A D, A D, A

Preliminary Meeting

E, D,

A

Comprehensive Exam A

KEY

E- Introduced, Emerging

D - Developing

A - Achieved

IV. Methods and Measures

Several distinct types of data will be collected and utilized in the assessment process. Information will come from both “direct” and “indirect” measures:

Paper, Exam, Presentation, or Course Grades- Individual task grades will be used as indicators for assessing relevant outcomes at the E, D, A levels. In scenarios where the course grade is based purely on mastery of material and serves as a reliable indicator of attainment of multiple relevant requirements (as opposed to attendance, etc.), it may be used as a measure for certain program outcomes. In most others, we will use grades from within a course.

Proficiency Paper Results-Students must complete a research methods/statistical application paper at the conclusion of their first year. The results of this process in terms of (a) pass, (b) pass after revision, and (c) fail will be recorded and submitted. Faculty will work from a common set of assessment guidelines in evaluating these papers and results will be considered within that framework.

Comprehensive Exam Results-Students must complete a comprehensive exam in their chosen area after completion of course work. The results of this process in terms of (a) high pass, (b) pass, (c) low pass, and (d) fail will be recorded and submitted. Faculty will work from a common set of assessment guidelines in evaluating these papers and results will be considered within that framework. This will also be looked at in a time-to-completion manner in terms of milestone data.

Student Survey-A survey will be conducted with PhD students each spring to (a) collect data regarding their impressions of the program and what could be improved and (b) get some insight into their out-of-classroom scholarly activities pertinent to program outcomes (e.g., meeting presentations, peer-reviewed publications, technical reports, work on funded research studies, grant proposals submitted). The information collected for part (a) will be anonymous and de-identified, while (b) will be used both to track individual student progress and assess program outcomes.

Dissertation-Results from dissertation proposal and final meetings will be utilized to evaluate some program outcomes (see below as well).

Narrative Comments/Summary-Given the somewhat limited nature of course and exam grades, brief narrative comments will be sought from course instructors and dissertation and exam committees to contextualize student and/or cohort performance on particular tasks related to relevant program outcomes. The narrative comments will draw on a common rubric consisting of core dimensions related to program outcomes (e.g., working knowledge of literature, proficient

application of relevant methods and analytic tools). This will also be looked at in a time-to-completion manner in terms of milestone data.

Assessment Measures Aligned with Program Outcomes

Program Outcome

Assessment Tools

Course/ Experience

Time Line Responsible Person

1. Identify and describe fundamental concepts in criminology and criminal justice

a. Course Exams (E, D) b. Course Papers (A)

CJ8020; CJ8010, CJ8011

Submitted at end of course; Compiled at end of Spring

Instructors submit grade/narrative to Grad Program Director

2. Explain key theories, current state of empirical knowledge, and important current questions in criminology, criminal justice, corrections, crime prevention, or policing sub-fields

a. Course Papers (E, D) b. Course Presentations (A) c. Comp Exam Results/Comments (E)

Req’d Course(s) in Each Area; Comprehensive Exams

Submitted at end of course or experience; Compiled at end of Spring

Instructors and area chairs submit grade/narrative to Grad Program Director

3. Demonstrate proficiency in knowledge of commonly used research designs, data collection methods, and statistical techniques

a. Research Proposals (course) (E, D) b. Statistics Exam Results (E, D) c. Proficiency Paper Results (D, A) d. Work on Research Projects (A) e. Dissertation (A)

CJ8030, 8031 CJ8040, 8041 Dissertation (CJ 9090) Proficiency Paper

Submitted at end of course or experience; Compiled at end of Spring

Instructors and area or dissertation chairs submit grade/narrative to Grad Program Director

4. Design and execute original research in chosen area using scientifically appropriate designs and data collection methods

a. Dissertation (E, D, A) b. Meeting Presentations (E, D) c. Published Papers/Reports (E, D, A) d. Work on Research Projects (E, D)

CJ8030, 8031 CJ8040, 8041 Dissertation (CJ 9090) Proficiency Paper

Submitted at end of exam process or experience; Student survey in Spring; Compiled at end of Spring

Instructors, area or dissertation chair, and students submit data to Grad Program Director

5. Develop and deliver components of a course, such as syllabi, assignments, and lectures

a. Practicum Tasks (E, D, A)

CJ9001

Submitted at end of exam process, course, or experience;

Instructors, dissertation chair, and students submit data to Grad Program Director

6. Develop scholarly products such as conference presentations and research papers

a. Dissertation (E, D, A) b. Meeting Presentations (E, D) c. Published Papers/Reports (A)

Dissertation (CJ 9090)

Submitted at end of process; Student survey in Spring; Compiled at end of Spring

Chair and students submit data to Grad Program Director

7. Create and discuss an academic and early career development plan

a. Preliminary Meeting Form (E, D, A)

Preliminary Meeting Submitted at end of process; Fall of 2nd year for all Doctoral Students

Hearing Committee submits data to Grad Program Director

V. Assessment Infrastructure

The Assessment Process for the Doctoral Program will occur under the oversight of the Graduate Program Director and additional members of the Graduate Committee. The Graduate Program Assistant and a Teaching Assistant will be made available to help with this work. It is anticipated that our existing course and student record systems, as well as newly created databases, will be utilized in the compilation of needed data. The process will consist of five key phases, with the last three emphasizing the dissemination and use of findings: 1. Compilation of Assessment Data Generally, assessment data will be compiled throughout an Academic Year as different courses and relevant program experiences conclude. A survey will also be distributed to all active PhD students toward the end of the AY. A web-based survey/data upload system will be developed so that information can be submitted by instructors, area chairs, and students as requested by the Graduate Program Director or Program Assistant. Final compilation of data will occur shortly after the conclusion of Spring term. 2. Analysis of Assessment Data Following compilation of data, the Graduate Program Director and Committee will produce a brief report of summary findings around each of the seven program goals identified above. 3. Reporting of Assessment Data This brief report will be disseminated to faculty along with the “Graduate Director’s Report,” which has traditionally been submitted and discussed at the School of Criminal Justice’s Annual Faculty Retreat in August. This is often accompanied by a brief overview of planning issues around the program. It is anticipated that the Assessment data would become part of that report. 4. Faculty Discussion of Assessment Data and Action Planning While/After introducing the annual assessment data, the graduate committee will identify a limited number of important areas for follow-up discussion at the subsequent faculty meeting (September/October). A limited action plan would then be developed for approval by the next Faculty meeting so that the degree of work could be assessed and some tasks could begin relatively quickly. 5. Taking Action Based on Assessment Data In general, it would be expected that these items would be “areas of emphasis” for the coming Academic Year and the Graduate Program Director, Committee, and Faculty could then undertake feasible action consistent with the proposed actions and resolutions. It is expected that any alterations to existing policies, processes, or area or School curricula would proceed at a pace consistent with the degree to which they are prioritized within an action plan by Faculty. As the process unfolds across years it is anticipated that updates

on “past” items and introduction of “new” items would become part of the presentation of data and subsequent discussion each fall. Some aspects of possible action plan items may also be incorporated into the student survey process.

VI. Findings

N/A

VII. Use of Findings

N/A