Strategic Plan for Criminal Justice

Context For Planning

1.Tell about your department

It is the purpose of the Grand Valley State University School of Criminal Justice (SCJ) to teach, prepare, advise, and assist students in their efforts toward becoming informed citizens and making positive contributions in their chosen vocations within the criminal justice or legal system. For this reason, the SCJ offers two areas of undergraduate study: criminal justice and legal studies. In either area, students may choose to pursue a Bachelor of Arts (B.A.) or a Bachelor of Science (B.S.) degree; each program entails a variety of required and elective courses to educate students as critical thinkers and to provide them with a comprehensive knowledge of the field.

As of December 15th 2015 the School of Criminal Justice supports a criminal justice Major and three minors: 1) traditional Criminal Justice Minor; 2) Information Security Systems (a minor joint program with the GVSU Information Technology Department); and, 3) Juvenile Justice. At present, a diverse faculty (14 tenure/tenure track and 2 visiting professors) offers a broad array of contemporary courses in the Criminal Justice field. These faculty currently serve enrolled student 833 majors, 305 enrolled student minors, in addition to several thousand GVSU students seeking a general liberal arts education each year.

In addition to the undergraduate degree programs, the SCJ offers a Master of Science (M.S.) in Criminal Justice that is designed to further prepare students in becoming criminal justice leaders, planners, practitioners, and academicians. This degree program seeks to create a dynamic community of criminal justice professionals and scholars who will work in concert to offer innovative strategies for advancing and improving current criminal justice programs and practices. Graduate courses provide students with opportunities to apply concepts of ethics, political and social justice, historical analysis of institutions and policy, leadership and management, theories, and scientific research. The MCJ =curriculum also prepares students interested in pursuing a doctoral education with appropriate theoretical, research, analytical, and critical interpretation skills.

The faculty and staff demonstrate that the School of Criminal Justice strives to ensure that educational offerings, policies, and procedures for all degree and non-degree programs are of high quality, rigorous, and equitable regardless of delivery format or location, and lead to degree completion. The faculty and staff also show that the GVSU General Education program provides students with opportunities to gain and develop skills and knowledge that will prepare them to be productive global citizens, and that program assessment has been and continues to be ongoing process and an integral component of the culture of the SCJ. Lastly, this self-study describes multiple related educational activities conducted by the SCJ in support of its mission. They include: services for students who are not fully prepared for college-level study, internships, and service learning opportunities. Through these related educational activities, the SCJ demonstrates both commitment to student success and diversity and responsiveness to the evolving needs of the broader community.

2. Context for planning

In the Fall 2015, the SCJ Unit Head, Dr. Kathleen Bailey, advised the faculty during unit meetings that the SCJ must prepare and submit a strategic plan self-assessment report at the end of the of the fall 2015 semester. In early September, the leadership team, including the Director of the School of Criminal Justice, Dr. Kathleen Bailey, SCJ Undergraduate Coordinator, Dr. Brian Johnson, Graduate Coordinator, Dr. John Walsh, Legal Studies Coordinator, Ruth Stevens, JD and the Director of the Criminal Justice Training, Williamson Wallace, JD met and began to establish a plan to be inclusive in the development of the strategic plan. It should be noted that all components of this of this strategic plan development required faculty collegiality, discussion and teamwork.

First each coordinator or director met with their committees to work on developing 5 objectives and actions for each program. Once all objectives and actions were completed in each committee, the results were disseminated to the all the other committees for review and revision suggestions. Once the reviews and revisions were suggested, each committee reviewed and either revised their objectives and action plans or provided comprehensive rationale as to why the suggestions where rejected. On October 14th 2015 at the full faculty and staff unit meeting the strategic plan was again discussed and final revisions were agreed on. At this same meeting the final plan was approved by the faculty.

Mission

To promote the growth of students through teaching, mentoring, creative scholarship and community engagement.

Vision

The School of Criminal Justice educates students to become knowledgeable, competent, and ethical leaders in the criminal justice and legal professions

Value Statement

Liberal education and academic excellence in learning and teaching. Creative scholarly research and writing. Experiential learning and critical thinking. A commitment to ethical professional services for diverse local, national, regional/state and global communities and populations. A culture of collegiality and collaboration. Diversity, civic discourse, democratic communities, and justice. Informed decision-making. Empowered graduates with professional practice skills.

Strategic Priorities, outcomes, and key objectives

Strategic Priority Area 1: Actively engage learners at all levels.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 1.A.1

At least 90% of MCJ students will participate in at least one high impact learning experience prior to graduation.

Baseline

In fall 2016, 90% of CJ 601 students will engage in a high impact collaborative assignment

Progress

2018 Status
Achieved
In calendar year 2018, 11 out of 11 students successfully completed CJ 601. This course delivers a "high impact" learning experience.

2017 Status
Minimal Progress
The SCJ Graduate Committee is currently exploring ways to increase graduate student enrollment as well as additional MCJ courses that can be designated as providing a high-impact learning experience.

2016 Status
Achieved
100% of students registered for CJ 601 in the Fall of 2015 (n=16) engaged in a high impact collaborative assignment (establishing the baseline) / In the Fall of 2016, 100% of students registered for CJ 601 completed a high impact collaborative assignment (first data collection point). Ongoing data collection will continue each Fall until Fall semester 2021.

Outcome B: Grand Valley is diverse and inclusive.

Objective 1.B.1

Increase the diversity of Police Academy enrollment to 20% to more closely reflect the diversity population of Michigan

Baseline

Data from 2014-2015 Police Academy Enrollment

Progress

2018 Status
Minimal Progress
During the 2018 Police Academy recruitment period, a significant focus was given to recruiting minority students. This was done to increase the pool of minority graduates eligible to be licensed as law enforcement officers in Michigan. Activities included: the use of recruiting materials (through institutional marketing), some of which featured minority students (GVSU Police Academy Poster, Banner, and Brochure); participation in the “Those Who Protect Us” outreach program for inner-city youth, organized by the PALS organization; recruiting at three area career fairs; recruiting at the GVSU Majors Fair and CCPS Degree Seeking Undergrad Recruitment Event; participation in the Muskegon Career Tech Center CJ Career Day, Kent Career Tech Center College Expo, and Baker College Law Enforcement Symposium; and recruiting presentations for the Ottawa and Kent County Career Tech Center CJ Programs, Metro High School Police Academy, and the Michigan Veterans Buddy to Buddy Network.

2017 Status
Minimal Progress
During the 2017–2018 Police Academy recruitment period, a significant focus was given to recruiting minority students. This was done to increase the pool of minority graduates eligible to be licensed as law enforcement officers in Michigan. Activities included: the use of recruiting materials (through institutional marketing), some of which featured minority students (GVSU Police Academy Poster, Banner, and Brochure); participation in the “Those Who Protect Us” outreach program for inner-city youth, organized by the PALS organization; recruiting at three area career fairs; recruiting at the GVSU Majors Fair and CCPS Degree Seeking Undergrad Recruitment Event; participation in the Muskegon Career Tech Center CJ Career Day, Kent Career Tech Center College Expo, and Baker College Law Enforcement Symposium; and recruiting presentations for the Ottawa and Kent County Career Tech Center CJ Programs, Metro High School Police Academy, and the Michigan Veterans Buddy to Buddy Network.

2016 Status
Minimal Progress
During the 2016 –2017 Police Academy recruitment period, a significant focus was given to recruiting minority students in order to increase the pool of minority graduates eligible to be licensed as law enforcement officers in Michigan. Activities included: the production of recruiting materials (through institutional marketing), some of which featured minority students (GVSU Police Academy Poster, Banner, and Brochure); participation in the “Those Who Protect Us” outreach program for inner-city youth, organized by the PALS organization; and recruiting presentations in area high school career tech programs (Ottawa & Muskegon counties). 2016 Data - Basic Academy: Police Academy minority enrollment = 6% Baseline Data MP Vet’s Academy: 2014 minority enrollment = 9%, 2015 minority enrollment = 0% 2016 Data – MP Vet’s Academy: Police Academy minority enrollment = 20% As noted above, there was a 65% decrease in minority enrollments in the Basic Academy between the 2014-2015 baseline and 2016. However, there was a 78% increase in minority enrollments in the MP Academy between the 2014-2015 baseline and 2016. During the 2016 –2017 Police Academy recruitment period, a significant focus was given to recruiting minority students in order to increase the pool of minority graduates eligible to be licensed as law enforcement officers in Michigan. Activities included the production of recruiting materials (through institutional marketing) featuring minority students (GVSU Police Academy Poster/Flyer), participation in the “Those Who Protect Us” outreach program for inner-city youth organized by the PALS organization, and recruiting presentations in area high school career tech programs (Ottawa & Muskegon counties). Future planned activities include participation in high school career fairs and involvement with university minority groups / events.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 1.C.1

The CJ undergraduate Program will develop unique internships with external partners to enhance the high impact opportunities for students

Baseline

2014-2015 Internship opportunities

Progress

2018 Status
Substantial Progress
The SCJ has worked to increase the student participation in CJ 490, Criminal Justice Internship. In fall 2018 the Dean’s office supported SCJ with a visiting professor position with a goal of internship program growth and community collaboration. The focus of initial efforts to achieve this goal include developing a baseline for recruiting and retention, and course revision for a more rigorous program. These efforts contribute to the plan to develop the course further as a community based learning opportunity for GVSU students.

2017 Status
Minimal Progress
To date, the SCJ continues to add unique internship programs for students.

2016 Status
Minimal Progress
To date, the SCJ has established internships with approximately 86 sites throughout West Michigan, the state of Michigan, and the United States. As part of the internship program, the SCJ has also developed a new “high impact” course. This course is CJ 491. The purpose of this course is to provide students an opportunity to earn internship credit where they are currently employed by performing an academic-based project for the employer. As part of this course, students are also required to present their research at GVSU’s annual Student Scholarship Days. It is anticipated that this new course will provide full-time employed students the opportunity also earn internship credits. Some specific efforts to increase the number of internship partnerships includes informing students that new sites can be created, based on their interests and desired location, “cold calls” to various agencies, working with the local criminal justice community and related organizations, and meeting with agencies that attend career-service events to market the CJ 490 and CJ 491 courses.

Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 1.E.1

At least 80% of SCJ credit hours are taught by tenure-stream faculty or AP faculty to enhance the reputation of the SCJ and GVSU

Baseline

Data from 2014-2015

Progress

2018 Status
Achieved
Goal has been achieved

2017 Status
Minimal Progress
2014-2015 Total Classes Total Adjuncts Total Tenure Track Percentage of tenure track Legal Studies 18 9 9 50% Criminal Justice 128 27 101 78.9% TOTAL 146 36 110 75.3% 2017 Legal Studies 25 9 16 64% Criminal Justice 143 38 105 73.5% TOTALS 168 47 121 72.1%

Strategic Priority Area 2: Further develop exceptional personnel.

Outcome B: Grand Valley is diverse and inclusive.

Objective 2.B.1

Legal Studies program maintains an Advisory Board composed of diverse members of local legal community

Baseline

In fall 2015, 15% of Legal Studies Advisory Board members represent diverse populations.

Progress

2018 Status
Substantive Progress
Changes to the Advisory Board have been minimal over the last calendar year; without members leaving and joining the Board, composition of represented populations remains steady. (27% of board members are racial/ethnic minorities)

2017 Status
Substantive Progress
Between fall of 2015 and 2016 the Legal Studies program added six Legal Studies Advisory Board members who represent diverse populations. Because of resignations during the 2015-2016 academic year and an increase in the size of the Board, the net percentage increase in representation of diverse populations was lower than it might otherwise have been.

2016 Status
Substantive Progress
Between fall of 2015 and 2016 the Legal Studies program added six Legal Studies Advisory Board members who represent diverse populations. Because of resignations during the 2015-2016 academic year and an increase in the size of the Board, the net percentage increase in representation of diverse populations was lower than it might otherwise have been. As of fall 2016, six out of 22 Advisory Board members (27 per cent) represent diverse populations, an increase of 12 per cent from fall 2015. We will continue to monitor Advisory Board composition in order to maintain our progress as the composition of the Board changes.

Objective 2.B.2

The SCJ increases the diversity of faculty, and staff to at least 18%

Baseline

Diversity of combined faculty and staff in 2014-2015 is 84.5% non-Hispanic white

Progress

2018 Status
Substantive Progress
Diversity of faculty/staff has remained relatively stable since 2017.

2017 Status
Minimal Progress
2014-2015 Total Adjuncts Adjuncts Non-Hispanic White Tenure Track Tenure Non-Hispanic White Non-Hispanic White 1. Legal Studies 5 0 2 0 0% Criminal Justice 7 2 13 3 25% TOTAL 12 2 15 3 18.5% 2017 Legal Studies 5 0 3 0 0% Criminal Justice 13 3 11 4 29% TOTALS 18 3 14 4 21.8%

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 2.C.1

The Police Academy will develop partnerships with Law Enforcement communities and increase participation in law enforcement educational programs and associations.

Baseline

Number of partnerships & associations in 2014-2015

Progress

2018 Status
Achieved
The GVSU Police Academy is currently partnered / associated with the West Michigan Criminal Justice Training Consortium, Ottawa County ISD Careerline Tech CJ Program, Muskegon Area Career Tech CJ Program, Kent ISD Tech Center CJ Program, GRCC Police Academy, Baker College CJ Program, Veteran’s Buddy to Buddy Network, Student Veterans Association, International Association of Directors of Law Enforcement Standards and Training, and Advocates and Leaders for Police and Community Trust.

2017 Status
Substantial Progress
The GVSU Police Academy is currently partnered / associated with the West Michigan Criminal Justice Training Consortium, Ottawa County ISD Careerline Tech CJ Program, Muskegon Area Career Tech CJ Program, Kent ISD Tech Center CJ Program, GRCC Police Academy, Baker College CJ Program, Veteran’s Buddy to Buddy Network, and the International Association of Directors of Law Enforcement Standards and Training.

2016 Status
Minimal Progress
The GVSU Police Academy is partnered / associated with the West Michigan Criminal Justice Training Consortium, Ottawa County ISD Careerline Tech CJ Program, Muskegon Area Career Tech CJ Program, Kent ISD Tech Center CJ Program, GRCC Police Academy, and the International Association of Directors of Law Enforcement Standards and Training.

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 2.D.1

The MCJ program assessment of scholarships of discovery, application, integration and teaching is consistent across the entire graduate program.

Baseline

In winter 2016, the culminating experience of MCJ students will consist of either (A.) the successful completion of a Masters thesis or (B.) the completion of a written and oral comprehensive examination.

Progress

2018 Status
Achieved
In calendar year 2018, 6 MCJ students successfully completed either a Master’s Thesis or the written and oral comprehensive examination. The objective was met.

2017 Status
Achieved
The SCJ Graduate Committee is continuing to encourage the effective supervision of graduate students completing a master’s thesis, as well as provide opportunities three times a year for MCJ graduate students to take the comprehensive examination.

Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 2.E.1

75% of faculty members participate with in joint full-time/adjunct professional development activities relating to teaching.

Baseline

Percentage of faculty who attended joint professional development activities related to teaching and learning for 2014-2015 academic year.

Progress

2018 Status
Achieved
During the 2018 calendar year, 100% of faculty members, including adjuncts, participated in professional development sessions sponsored by the Legal Studies program.

2017 Status
Achieved
During the 2015 calendar year, two full-time faculty members and four adjunct faculty members taught in the Legal Studies program. The two full time faculty members and two adjunct faculty members (66% of faculty) participated in a joint professional development session. For the 2016 calendar year, three full-time faculty members and three adjunct faculty members taught in the Legal Studies program. One hundred per cent of faculty members participated in a joint professional development session sponsored by the Legal Studies program in December 2016.

2016 Status
Achieved
During the 2015 calendar year, two full-time faculty members and four adjunct faculty members taught in the Legal Studies program. The two full time faculty members and two adjunct faculty members (66% of faculty) participated in a joint professional development session. For the 2016 calendar year, three full-time faculty members and three adjunct faculty members taught in the Legal Studies program. One hundred per cent of faculty members participated in a joint professional development session sponsored by the Legal Studies program in December 2016

Objective 2.E.2

At least 70% of SCJ faculty will participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions.

Baseline

Percentage of faculty who participated in professional development in 2014-2015

Progress

2018 Status
Substantive Progress
In 2018, 56% of SCJ faculty participated in professional development activities relevant to the discipline

2017 Status
Achieved
94% Of all faculty and AP have participated in development to expand, enhance and extend their competencies

Strategic Priority Area 3: Ensure the alignment of institutional structures and functions.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 3.A.1

The CJ Undergraduate program will develop a 3-year program

Baseline

Existing 4-year plan

Progress

2018 Status
Substantial Progress
The three program was approved in 2018. Brochures for marketing the program have been approved and are in production.

2017 Status
Substantive Progress
The SCJ has approved the plan to move forward with a three year plan to aid students in a timely graduation

2016 Status
Substantive Progress
To date, the SCJ has engaged in the following activities regarding this Strategic Priority: • Exploring the feasibility of the 3-year program with the SCJ Undergraduate committee • Working with the CCPS advising centers to explore any issues with a 3-year program • Discussion between the SCJ unit hand and undergraduate committee chair • Sharing this priority with the SCJ Undergraduate Advisory Board and asking for their feedback. • Developing on-line summer courses in preparation for the three-year program

Outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 3.D.1

Legal Studies program offers courses in the major in an on-line format.

Baseline

Number of sections of Legal Studies courses offered on-line in 2014-2015 academic year.

Progress

2018 Status
Substantial Progress
The Legal Studies program has continued offering LS 201 and LS 490 online, both during regular-length semesters and during the accelerated SP/SU sessions. The Legal Studies program also began offering LS 420: Commercial Law in an online format during SP/SU session.

2017 Status
Substantive Progress
LS 201 was offered on-line in winter 2017 and spring 2017. The program has submitted a request through SAIL for approval to offer LS 420 – Commercial Law on-line in summer 2017.

2016 Status
Substantive Progress
The Legal Studies program did not offer any courses in an on-line format during the 2014-2015 year. In spring 2016 the Legal Studies program offered its first courses in an online format: LS 201 – Introduction to Law and LS 490 – Legal Studies Internship. Prior to offering these courses on-line, the program sought and obtained approval from the American Bar Association. LS 201 will also be offered on-line in winter 2017 and spring 2017. The program has submitted a request through SAIL for approval to offer LS 420 – Commercial Law on-line in summer 2017.

Objective 3.D.2

10% of MCJ graduate courses are offered in innovative approaches such as hybrid, on-line and competency oriented.

Baseline

Percentage of MCJ graduate courses offered in innovative approaches such as hybrid, online, and competency-oriented for the 2014-2015 academic years.

Progress

2018 Status
Achieved
In calendar year 2018, 6 MCJ Program courses were taught, two of which were in hybrid format. This objective was met.

2017 Status
Minimal Progress
In calendar year 2017, 7 in-class MCJ program courses were taught. None of the courses were in a hybrid, online, or competency format. The objective was not met.

Objective 3.D.3

At least 25% of Police Academy courses are delivered in competency-oriented formats.

Baseline

Percent of competency-oriented Police Academy courses delivered in 2014-2015

Progress

2018 Status
Achieved
In 2018, the academy staff continued to identify curriculum areas where the use of force could become a critical factor during police-citizen encounters. Practical scenarios were updated and modified to incorporate use of force decisions in varying degrees. Moreover, the number of scenario-based training segments was increased to provide a building block approach, and give students an opportunity to practice appropriate escalation and de-escalation techniques.

2017 Status
Substantial Progress
In 2017, the academy staff continued to identify curriculum areas where the use of force could become a critical factor during police-citizen encounters. Practical scenarios were updated and modified to incorporate use of force decisions in varying degrees. Moreover, the number of scenario-based training segments was increased to provide a building block approach, and give students an opportunity to practice appropriate escalation and de-escalation techniques.

2016 Status
Substantive Progress
In 2016, the academy staff identified curriculum areas where the use of force could become a factor during police-citizen encounters. Practical scenarios were created to incorporate use of force decisions in varying degrees. Moreover, the number of scenario-based training segments was increased to provide a building block approach, and give students an opportunity to practice appropriate escalation and de-escalation techniques.

Objective 3.D.4

At least 30% of SCJ courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented.

Baseline

2014-2015 data

Progress

2018 Status
Substantial Progress
The SCJ continues to get courses approved, and develop new courses for online delivery. In 2018, 29.6% of all classes offered were online. This is largely driven by Summer enrollments in online classes, but Fall & Winter availability of online classes has grown as well. Over 90% of SCJ Faculty are approved to deliver online classes and over 70% of the SCJ curriculum has been approved for online delivery.

2017 Status
Substantial Progress
80% of all tenure and tenure track faculty have completed online certification

Outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 3.E.1

Legal Studies program develops budget to ensure that adequate funding is available for activities required to maintain ABA approval.

Baseline

Budget prepared for 2008 application for ABA approval

Progress

2018 Status
Achieved
The ABA site visit anticipated for 2018 occurred in late 2017 and led to program re-approval.

2017 Status
Substantive Progress
The Legal Studies Coordinator and Unit Head met to review the budget for the Legal Studies program and have submitted proposed current and future budgets for review by the American Bar Association (ABA).

2016 Status
Minimal Progress
The Legal Studies Coordinator and Unit Head met to review the budget for the Legal Studies program and have submitted proposed current and future budgets for review by the American Bar Association (ABA). The Coordinator and Unit Head will continue to review budget allocations in anticipation of an ABA site visit in 2018.

Strategic Priority Area 4: Enhance the institution's image and reputation.

Outcome A: Grand Valley's learning environment is personal, challenging, and transformational, supporting excellent academic programs and co-curricular opportunities.

Objective 4.A.1

Legal Studies program is recognized for its excellence by successfully completing the ABA reapproval process

Baseline

Approved status of Legal Studies program.

Progress

2018 Status
Achieved
The Legal Studies program’s Reapproval Application was accepted by the ABA, and a site visit was conducted in late 2017. The Legal Studies program successfully obtained reapproval by the ABA.

2017 Status
Substantial Progress
The Legal Studies Program Coordinator submitted the program’s Reapproval Application to the ABA in November 2016 and had a reapprove visit in the Fall of 2017

2016 Status
Substantial Progress
The Legal Studies Program Coordinator submitted the program’s Reapproval Application to the ABA in November 2016. The program is awaiting a response from the ABA and scheduling of a site visit which is anticipated to take place in winter or fall 2018.

Objective 4.A.2

The MCJ graduate program will be ranked among the top five in their discipline within the state of Michigan

Baseline

MCJ graduate program ranking within Michigan 2014-2015 academic year.

Progress

2018 Status
Achieved
According to the National Center for Education Statistics, in the state of Michigan, there are 13 public or private non-profit 4-year universities that provide an advanced sociological (with criminological or criminal justice focus), criminological, criminal justice or criminal-justice related degree (i.e. Adrian College, Eastern Michigan University, Ferris State University, Grand Valley State University, Madonna University, Michigan State University, Northern Michigan University, Oakland University, Siena Heights University, University of Detroit Mercy, University of Michigan-Ann Arbor, Wayne State University, and Western Michigan University). Of the 13 universities, 7 are categorized as regional universities and ranked by U.S. News & World Report as follows: University of Detroit Mercy #19; Adrian College #20; Grand Valley State University #29; Ferris State University #83 (tie); Northern Michigan University #83 (tie); Madonna University #93; Siena Heights University #118. U.S. News & World Report does not rank Criminological and Criminal Justice System In-Seat Graduate Programs, only on-line programs. Therefore, the outcome of the objective cannot be determined.

2017 Status
Achieved
The SCJ Graduate Committee is currently working to improve the overall MCJ program (admissions, enrollment, retention, graduation, job placement).

2016 Status
Achieved
At present, there are only four programs in Michigan that grant Master of Science (M.Sc.) Degrees in Criminal Justice (not including entirely online programs): Michigan State, Grand Valley State, Wayne State and Ferris (Northern Michigan has suspended their graduate program). Thus, at present we have met this goal. There is no established system of ranking M.Sc. degrees in the State, the graduate committee will be developing a measurement metric starting in 2017.

Outcome C: Grand Valley has mutually beneficial relationships, partnerships, collaborations, and connections with local, state, national, and world communities.

Objective 4.C.1

At least 70% of the SCJ tenure stream faculty members participate in one or more external/community/professional relationships not including membership in an external professional organization within their discipline

Baseline

2014-2015 Data from Faculty Digital Measure Reports

Progress

2018 Status
Achieved
In 2018, 87.5% of the faculty in the School of Criminal Justice were engaged with community partners relevant to the discipline.

2017 Status
Achieved
94% Of faculty are participating in professional relationships and collaborations

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