a multi-year plan: 1997-2000 appendix - john jay college...

Appendix B 1John Jay College Multi-Year Plan:

1997-2000(The Plan, Executive Summary, Appendix)

A Multi-Year Plan:1997-2000

Appendix

'John Jay College of Criminal JusticeThe City University of New York

August, 1997

A Multi-Year Plan:1997-2000

Appendix

Phase 1: Summaries of Degree ProgramsPhase 2: Departmental Summaries

John Jay College of Criminal JusticeThe City University of New York

August, 1997

PHASE 1 OF MULTI-YEAR PLANS:SUMMARIES OF BACCALAUREATE AND MASTER'S

DEGREE PROGRAMS

Computer Information SystemsCorrectional Studies

Criminal JusticeCriminal Justice Administration and Planning

CriminologyDeviant Behavior and Social Control

Fire ScienceFire Service Administration

Forensic PsychologyForensic Science

GovernmentJudicial StudiesLegal StudiesPolice Studies

Protection ManagementPublic Administration

Public Administration - Inspector GeneralSecurity Management

John Jay College of Criminal JusticeApril 30, 1996

Degree Program:

Computer Information Systems

Sponsoring Department(s): MathematicsChairperson:

Professors Sydney Samuel; Douglas Salane, Program CoordinatorMeeting Date:

March 19, 1996

l. What are the new faculty required to strengthen the academic program(s) in yourdepartment? For each degree program (undergraduate and graduate), list these needsover a three-year period.

1. A computer specialist with a background in computer science or applied mathematicsto teach the upper-level courses in the program -- operating systems, the programming languagearea and computer architecture.

2. The existing substitute line needs to be formally filled with a mathematics faculty memberwho will teach the supporting mathematics courses - linear algebra, probability and calculus.

2. What are the anticipated changes in your field and how up-to-date is the presentcurriculum in your program(s)? Specify for each program.

The curriculum is sound and follows guidelines developed by ACM/IEEE. John Jay is notlagging behind and in its fundamentals is consistent with these guidelines. In its recent externalreview, the program has been evaluated highly. It could improve somewhat in the areas ofcomputer architecture, assembly language and software design.

John Jay's program is unique in its orientation toward law enforcement in application. Given ourcriminal justice focus, network computing is particularly important for jobs in this area. Twocourses are especially useful in this regard: MAT400, Quantitative Methods in Criminal Justice,and MAT 270, the Security of Computer Networks. Computer security is an increasingly vitaldimension of the criminal justice area.

The recently-acquired UNIX workstations from external grants, including NSF and CUNY RF,have been an important and useful addition to the program. However, there continues to be anongoing need to upgrade computer facilities.

The program also has a relationship with the Bronx DA's Office which serves as a site forinternships for some of the students in the program. Graduates of the program can feel confidentin moving to graduate programs and jobs emphasizing problem solving, MIS, database mgmt.

3. How does your program compare with similar programs nationally? What additionalresources would be required to achieve a "national" reputation?

A number of faculty currently participate in national meetings in the field and have obtained NSFfunding. For the future, the program is looking toward seeking accreditation from the ComputerScience Accreditation Board, a status that few such programs in CUNY have. This would entailadditional resources.

4. Program Reviewed Yet? Yes-Spring 1993

The external review evaluated the program highly. Among the recommendations were:* a change in the programming language to C; this has been implemented;* a need to improve library holdings; formal requests have been made to the library.

5. Trends in Computer Information Systems

Enrollment* Degrees**

* Source: JJ Office of Admissions and Registration* * JJ Fact Book, Office of Institutional Research

`91 `92 `93 `94 `95196 269 321 350 4352.7% 3.6% 3.6% 3.8% 4.8%1 91 `92 `93 ` 94 `95

5 10 16 15

Degree Program:

Correctional StudiesSponsoring Department (s):

Law & Police ScienceChairperson:

Professor Ken MoranMeeting Date:

April 8, 1996

1. What are the new faculty required to strengthen the academic program(s) in yourdepartment? For each degree program (ug and g), list these needs over a 3-year period.

1. An academic researcher well grounded in social science research, from one of a number ofpossible disciplines, including psychology and sociology.


The field of correctional studies is shrinking. It is not clear at this point how this direction willaffect John Jay's existing program or the path it will take in the future. However, the programhas a number of first-class practitioners who also teach in some of the other majors offered by theLaw & Police Science Department -- Police Studies, Criminal Justice and Legal Studies -- aswell as in the graduate program.


John Jay's program has a number of faculty with national reputations. Its program is sound,although there are not many corrections programs nationally.

4. Program Reviewed Yet? No. Scheduled for Fall 1999 - Spring 2000

5. Trends in Correctional Studies

Enrollment*

Degrees**

* Source: JJ Office of Admissions and Registration; Enroll. includes assoc. degree pgm.* * JJ Fact Book, Office of Institutional Research

`91 `92 ` 93 `94 `95319 350 353 404 4564.3% 4.6% 4.4% 4.3% 5%

1 91 `92 ` 93 `94 `955 11 13 1 0

Degree Program:

Criminal JusticeSponsoring Department (s):

Government, Law & Pol. Science & SociologyChairperson:

Professors Sullivan, Moran and GoddardMeeting Date:

March 27; April 9, 1996


The program uses faculty primarily from the Government, Sociology, and Law & Police ScienceDepartments. Thus, some of the needs of these departments extend as well to the program incriminal justice. Like a number of other programs at the College, there's an overreliance ofadjuncts in some of the courses, especially some upper-level courses.


The curriculum was revised substantially in the early 1990's and the program significantlystreamlined. This is the largest major in the College and the most interdisciplinary, with threedifferent departments participating in the governance and curriculum of the major. There wassome discussion of a possible merger between the B.S. program in Criminal Justice and theCriminal Justice Administration and Planning major next year.


The program is central to the mission of the College and has a number of faculty with nationalreputations. Faculty teaching in this major come primarily from the Sociology, Law & PoliceScience, and Government Departments and many have national reputations in their fields.


5. Trends in Criminal Justice

Enrollment* Degrees* *

* Source: JJ Office of Admissions and Registration* * JJ Fact Book, Office of Institutuional Research

` 91 `92 ` 93 `94 ` 951926 1906 2051 2148 225726.1% 25.3% 25.8% 23.2% 24.8%1 91 `92 ` 93 `94 `95

220 251 270 276

Degree Program:

Criminal Justice Administration & PlanningSponsoring Department (s):

Public Management; Law & Police ScienceChair:

Professor Ned BentonMeeting Date:

March 27, 1996


1. A faculty member in computer applications and criminal justice policy analysis to teach in theCriminal Justice Admin. & Planning program and possibly in the Public Administration Programas well.

2. A specialist in juvenile justice with expertise in program design, delivery and evaluation inorder to further strengthen the college's juvenile justice concentration. Given the increasingparticipation of youth in the criminal justice system, this area of need has become more critical.


1. John Jay's program is the only criminal justice major in the country that focuses onadministration, planning and policy analysis. Within the college, it is the only major that focuseson juvenile justice, a specialty which concerns youth, families and the criminal justice system. Itcuts across agencies and disciplines, involving schools, juvenile and family courts, and otherelements of the criminal justice system and the community.

2. The external review team rated the program positively, indicating that the foundation for therevised major was firmly in place. It indicated that additional faculty were needed for theprogram, with an emphasis on policy analysis, planning, and the juvenile justice component.


1. To acquire a national reputation, the program should have stronger program offeringsregarding children, youth, families and delinquency. This would involve developing distinctfeatures of the program, the most promising of which would be approaching juvenile justicethrough the perspectives of psychology, sociology, public management and law & police science.

A significant number of the faculty have national reputations, publish and conduct scholarlyresearch.

4. Program Reviewed Yet? Yes., in Spring, 1995

The program was rated positively, and a number of recommendations were made regardingconcentrations in policy analysis and juvenile justice; student preparation; and the need tomarket the program more widely.

5. Trends:Criminal Justice Admin. & Planning

Enrollment* (ug) Degrees** (ug)

* Source: JJ Office of Admissions and Registration** JJFact Book, Office of Institutional Research

Note: Enrollment percentages for 1994 reflect the inclusion of 714 students in theassociate degree program in police science at John Jay's Branch Campus in Gurabo,Puerto Rico.

`91 `92 `93 ` 94 95224 238 226 230 2463% 3.2% 2.8% 2.5% 2.7%`91 ` 92 `93 ` 94 `95

33 34 15 33

Degree Program:

CriminologySponsoring Department (s):

SociologyChairperson:

Professor David GoddardMeeting Date:

April 11, 1996


Four new faculty members to teach and conduct social science research in a number of key areaswhich currently are the focus of research by the program's existing faculty. These areas are:youth and youth culture; drugs; gangs; violence; and mediation. In addition to these fourpositions, a CLT in conflict mediation who would serve as a trainer in the dispute resolutionprogram would be needed.


The program is about seven years old. A recent external review rated the program positively. Thecurriculum covers most of the contemporary research areas and is strong in methodology. Apossible addition to the curriculum would be an advanced research methods course for honorsstudents. There has also been some discussion of a specialty in the area of white collar crime;such a direction, if undertaken, would require a researcher in this area.

There was also some preliminary discussion of the possible development of a Social ScienceResearch Center to house the program's research projects and grants. This may be appropriate ata later point when existing grants production expands significantly.


There are about 20 such programs in the country. Many of the faculty have and are developingnational reputations and have received grants in a number of areas, including gangs, mediation,drugs and violence.

4. Program Reviewed Yet? Yes. Fall 1993 - Spring 1994

5. Trends in Criminology


*

Source: JJ Office of Admissions & Registration. ** JJFact Book, Office of Institutional Research

`91 ` 92 `93 ' 94 '95250 335 386 468 5283.4% 4.4% 4.9% 5.0% 5.8%1 91 `92 ` 93 '94 '95

9 13 17 34

Degree Program:

Deviant Behavior and Social ControlSponsoring Department (s): Anthropology, Sociology & PsychologyChairperson:

Professor Nathan GouldMeeting Date:

March 19, 1996


1. An anthropology of law faculty member to address the study of law in non-Western societies.This is a well-developed specialty in the field, and should be our key specialty.

2. Aforensic anthropologist to address the new subspecialty of Physical/BiologicalAnthropology, which merges the fields of science and anthropology. It uses research methods ofbiological anthropology in forensics -- in the study of skeletal remains, for example.

3. A request for an additional faculty member in alcohol studies was made in order to strengthenthis area and the course, ANT264, the Anthropology of Alcohol Use. A suggestion was made tothe Department to reach out to others at JJ in this area, particularly to Roberta Blotner, theDirector of CUNY Office of Substance Abuse, and Daniel Yalisove in the PsychologyDepartment.


John Jay's Deviant Behavior Program is perceived as ahead of the times. While theinterdisciplinary character of the program is not new, what is unique is its focus on a criminaljustice mission. The program was originally modeled on Harvard's Department of SocialRelations, which included Social & Clinical Psychology. There are few other programs of thiskind in the country, one being the U of Chicago's Human Development program.

The program doesn't envision any great changes in the field in the near future. However, thereare some newer methodological approaches in the discipline as well as more recently evolvingperspectives, such as feminist and gender issues in a cross-cultural context.

There's some overlap between DB and JJ's Criminology Program. Criminology at JJ, whilemore interdisciplinary than usual, is overwhelmingly sociological. The Deviant Behavior has abroader, more behavioral science focus.


Some of the faculty already have national reputations and are publishing in the field.John Jay's program is in advance of what other CUNY colleges are doing. A possible area fordevelopment is Legal Anthropology, which is a unique blend of anthropology and criminal

justice.

The Internet & World-Wide Web could be used for marketing & disseminating informationabout the program.

4. Program Reviewed Yet? No. Scheduled for Fall 1997-Spring 1998

5. Trends in Deviant Behavior

Enrollment*

Degrees**


`91 `92 `93 `94 ' 95338% 318% 342 386 4184.6% 4.2% 4.3% 4.2% 4.6%1 91 `92 `93 ` 94 `95

41 36 37 53

Degree Program:

Fire ScienceSponsoring Department (s):

Public ManagementChairperson:


March 27, 1996


1. There is a need for a critical number of faculty in this area.

2. A faculty member with expertise in arson analysis, prevention and investigation to teach inthe Fire Science program. This might be done in conjunction with the Science department.


This major is unique in the metropolitan area. While the enrollments will never be high, it is animportant program for the College and the City.

Curricular modifications include the recommendation of a new course, Fire Dynamics, and thedevelopment of two specializations: fire protection and arson investigation.

The relationship between fire science and engineering needs to be explored further. Topics suchas structural codes and building systems highlight the need to determine more precisely how firescience and engineering interact, and any implications this may have for Vs fire scienceprogram.

A number of issues need to be addressed in connection with the increased collaboration betweenJJ and the Fire Department Academy (FDNY), including: the impact of FDNY courses oncampus enrollments, day-night courses, and faculty resources for coordination.


The program is the only one in CUNY and one of a few nationwide. With the development ofthe master's program in protection management which integrates fire and security, theundergraduate program in fire science and fire services are positioned for future growth andenhancement.

The program currently has only one full-time faculty member, due to retirements. Thisindividual, however, is also the technical editor of a national magazine, Fire and Engineering

Magazine, which has received national recognition for the quality of its coverage of fire andprotection issues.

4. Program Reviewed Yet? Currently in process - Spring 1996

5. Trends: Fire Science

Enrollment* (ug)

Degrees** (ug)


` 91 ` 92 ` 93 ` 94 9545 67 59 59 49. 6% . 9% . 7% . 6% .5%

` 91 ` 92 ` 93 `94 ` 952 5 2 4

Degree Program:

Fire Services AdministrationSponsoring Department (s):



March 27, 1996

l. What are the new faculty required to strengthen the academic program(s) in yourdepartment? For each degree program (ug and g), list these needs over a 3-year period.

1. A faculty member with expertise infire service agency management. Ideally, this individualwould have lead a fire department, understand the fire department culture and relate effectivelyto fire chiefs.

2. A faculty member with expertise in emergency management and procedures, one with a rolesimilar to that employed by FEMA (Federal Emergency Management Agency), which isresponsible for managing disasters and large-scale emergencies.

3. A faculty member in emergency medicine, with knowledge of emergency management andEMT processes.


This is a small but important program for the College and is responsive to the needs of the Cityat-large, particularly the NYC Fire Department.

A major change occurring at present in NYC is the merger of emergency medicine (EMS) intothe fire department, with increased responsibility placed on the fire department in the area ofemergency management. Given this reconfiguration of service delivery, one possible change inJohn Jay's program might be to reconstitute it as the "Fire & Emergency Services Program,"which would encompass fire service, emergency management and emergency medicine.

This master's program in Protection Management integrates two previously separate areas --security management and fire protection -- also a reflection of changes in the field. At theundergraduate level, however, they are still separate.


The program is the only one in CUNY and one of a few nationwide. With the development ofthe master's program in protection management which integrates fire and security, theundergraduate program in fire science and fire services are positioned for future growth andenhancement.

The program currently has only one full-time faculty member, due to retirements. Thisindividual, however, is also the technical editor of a national magazine, Fire and EngineeringMagazine, which has received national recognition for the quality of its coverage of fire andprotection issues.

4. Program Reviewed Yet? Currently in process - Spring 1996

5. Trends: Fire Services Administration

Enrollment*

(ug) Degrees** (ug)


` 91 ` 92 ` 93 ` 94 9518 22 26 28 34

. 2% . 3% .3% .3% . 4%` 91 ` 92 ` 93 ` 94 ` 95

3 4 5 2

Degree Program:

Forensic PsychologySponsoring Department (s):

PsychologyChairperson:

Professors Jack Zlotnick; & Jim Wulach, CoordinatorMeeting Date:

March 27, 1996


1. Aforensic psychologist with research and clinical experience in the area offamily violence,domestic abuse and neglect.

2. A faculty member with expertise in alcohol and drugs who is a prison psychologist. This needis in recognition of the fact that over 70% of those in the criminal justice system have acombination of criminal and alcohol/drug behavior. This individual would teach courses 110,266 and 342 and conduct research in this area. He/she would also work with the AlcoholCertificate Program, which prepares one for the CSA and CSC, which qualify one for the statecredential in this area, and whose standards have just been upgraded in NY State.

3. A social psychologist with expertise in the criminal justice system to teach at both graduateand undergraduate level.

4. Aforensic neuropsychologist with expertise in a relatively new area that addresses brainfunction and psychological development. This individual would teach courses and conductresearch at the graduate level.

5. In general, need more full-time faculty to teach some of the undergraduate courses, includingPsychology of Law (370) and Experimental Psychology (311), an undergraduate requirement.

6. A child development specialist.

7. A testing and measurement faculty member.


As the only program of its kind in the country, John Jay's program is creating the mold in thearea of forensic psychology, combining undergraduate psychology and criminal justice. Thedepartment receives calls from all over the country about the program and about issues relatingto the field.

The criminal justice field hires psychologists for prisons and public agencies and frequentlyemploys those trained with master's degrees. John Jay's program -- at the undergraduate andgraduate levels -- meets this need.

Regarding curriculum, some time ago there was a disproportionate number of failures in theIntroductory Psychology course. This, however, has been addressed through more effectiveteaching and improved pedagogies at the undergraduate level.

A possible area for further examination is Public Policy in Forensic Psychology, which wouldinclude issues of ethics, among others.

Regarding resources, there is a need for more available resources for instrumentation for thepsychology lab, especially for the purchase of testing instruments.


John Jay's program in Forensic Psychology is truly unique in the U.S. A similar program at themaster's level exists in Australia. Doctoral programs are rare, and forensic psychology is often atrack within a Ph.D. program.

A significant number of the faculty have national reputations, publish and conduct scholarlyresearch.

4. Program Reviewed Yet? No. Scheduled for Fall 2000 - Spring 2001. However, themaster's program had its external review this Spring, with preliminary observations indicatingthe high quality and excellence of the program.

5. Trends: Forensic Psychology

Enrollment* (ug)

Degrees** (ug)


` 91 `92 1 93 `94 95393 483 600 718 765(5.3%) (6.4%) (7.5%) (7.7%) (8.4%)

` 91 `92 ` 93 `94 `9555 55 81 85

Degree Program:

Forensic ScienceSponsoring Department (s):

ScienceChairperson:

Professor Selman BergerMeeting Date:

March 25, 1996


1. A science faculty member in instrumental analysis to teach courses in this area and to developa research program in new instrumental applications in forensic sciences.

2. A CLT for technical lab support needs in the program, especially for instrumental analysiscourse; and to repair electronic, mechanical and computer instruments that are in the inventory ofthe department.

3. A junior-level biologist, preferably a molecular biologist, to teach biology to forensic sciencemajors and to conduct research in aspects of molecular biology in Forensic Science.

4. A junior-level scientist to teach large lecture sections in the basic sciences for non-sciencemajors and courses in criminalistics, and to conduct research in the physical science applicationsto forensic science.

5. A junior-level chemist to teach courses and conduct research in chemistry and its applicationsto forensic science.


The reputation of the current program is very strong. There is a greater number of qualitystudents with better academic preparations at both the undergraduate and graduate levels.

The forensic science field is increasingly more technical and computer-assisted; the statisticalevaluation of data reflects this change. There is a need to replace and/or update some of the olderequipment and to acquire up-to-date instrumentation. Specific, more immediate needs include 10analytical balances and additional microscopes.

To meet student need, the program would like to offer courses more frequently; for example, 101and 102 classes might be offered in both fall and spring, rather than only once a year; there doesnot appear to be an overwhelming demand for night courses.

In addition, the program would like to offer more electives and not just required courses, thusenriching students' experiences in the program.

The number of enrollees far exceeds the expected number of graduates. Some discussion tookplace about possible strategies for increasing the pipeline through to graduation.


John Jay has the pre-eminent reputation in the country, compared to similar programs in thecountry, which number about 10 to 15 nationally; within the CUNY system, it is unique.With the growth of the criminal justice field and the increasing interest in and use of scientifictechnology in this area, forensically-trained personnel will continue to be in demand.

A number of faculty have national reputations and are publishing in the field. In order to sustainits national reputation, it is important to increase their research output in the field and to recruitmore research-oriented faculty.

There is a need for upgraded space to accommodate more state-of-the-art laboratory facilities andto acquire new and up-to-date instrumentation.

4. Program Reviewed Yet? No. Scheduled for Fall 1999- Spring 2000

5. Trends in Forensic Science


*Source: JJ Office of Admissions and Registration* *JJ Fact Book, Office of Institutional Research

`91 `92 `93 `94 ` 95180 216 237 308 3412.4% 2.9% 3% 3.3% 3.71 91 `92 `93 `94 `95

4 8 12 11

Degree Program:

GovernmentSponsoring Department (s):

GovernmentChairperson:

Professor Harold SullivanMeeting Date:

March 27, 1996


1. A faculty member in comparative andlor international government to teach courses in thecomparative government/international relations fields within the current Government major andto develop new offerings in these fields, especially for the newly-proposed program ininternational criminal justice.

2. A faculty member who is a specialist in state government. This is particularly important givenchanges in the field and the central role of state governments in issues of criminal justice.The program currently has a specialist who is a leading scholar in the field of state constitutionallaw. An additional line would enhance the program by adding a faculty member with expertisein the field of state government generally.

3. Two faculty in public lawljudicial process to help to reduce the increased reliance on adjunctsin upper-level courses in the field (including capstone courses) and to enable faculty to continuethe development of new courses in the field. To further strengthen the program, those withadditional expertise in research methods would be sought.

In general, given the predominant role of the Government Department in the interdisciplinarymajors at the college, such as Criminal Justice and Legal Studies, as well as the Judicial Studiesmajor, and within the Ph.D. Program in Criminal Justice, these lines would also support theseprograms as well. Additional faculty are needed to reverse the increasingly problematic trend ofadjuncts teaching both introductory and upper-level courses.


The existing curriculum, which was revised in 1993, is largely up-to-date. The major wasspecifically designed to serve the needs of students who might pursue leadership roles relating tocriminal justice and public service as well as advanced degrees in law. However, with thecriminal justice field's increasing emphasis on the comparative/international arena, the.program's desire to fill this area of need, as mentioned above, becomes more crucial.

New Course development reflecting emerging areas of need includes the following:

-- Comparative Urban Systems-- International Comparative Justice and Human Rights-- Gender, Public Policy and Law-- Law and Politics of Sexual Orientation

A The program's participation in the Seminar and Internship in NYC Government (GOV 402,403) has been quite successful, with students being placed in various government agencies and inpolitician's offices in NYC and NYS as well as in Washington, D.C.

One possible area for future curriculum development and enrichment might be a newconcentration within the major relating to national institutions and political economy.


The Government programs's special emphasis in public law (with 7 of the 10 government facultylisting public law among their specializations) makes it unique within the metropolitan area andnationally. A substantial number of faculty have national reputations. All publish in scholarlyjournals, and several are regularly called upon by the media for commentary on various publicissues relating to the intersection of government, politics and criminal justice. .

4. Program Reviewed Yet? No. Scheduled for Fall 1996-97.

5. Trends in Government


Note. These data need to be interpreted carefully. In 1993, the joint Government andPublic Administration major was replaced by two separate programs -- Government andPublic Administration. The above numbers include some public administrationbaccalaureate majors from the earlier combined program. In addition, the numbers alsoreflect the phasing out of the associate degree program in government and publicadministration in 1993.


`91 `92 `93 `94 ` 95898 836 683 497 38912.1% 11.1% 8.6% 5.4% 4.3%1 91 `92 `93 `94 `95

48 61 56 53

Degree Program:

Judicial StudiesSponsoring Department (s):

GovernmentChairperson:

Professor Harold SullivanMeeting Date:

March 27, 1996


1. A faculty member who is a specialist in state government. This is particularly important givenchanges in the field and the central role of state governments in issues of criminal justice. Thisline would complement the program's existing strength in state constitutional law by addition asecond person in state government generally. This person would also teach in the Governmentand Criminal Justice programs.

2. One faculty line in judicial process and politics. The development of new courses in the majorand the increased enrollment in courses in the criminal justice major (GOV 435, Judicial Processand Politics, a capstone course in the Judicial Studies major, and in the Courts concentration inthe Criminal Justice major) have increased reliance on adjuncts to excessive proportions. Thisnew hire would also teach courses in the Government and Criminal Justice programs.


The program is a new major, only three years old. It was designed to complement two of theexisting majors at the College that address the principal components of the criminal justicesystem (police studies and corrections) by adding a third -- the court system. It was initiallyintended to be a track within the newly-revised government major in 1993. However, inrecognition of its distinct focus, the NY State Education Department recommended that it be aseparate program.

The possibility of strengthening the dispute resolution offerings within the curriculum iscurrently being explored, especially in light of the increasing use of mediation as an alternative toadjudication.

New courses currently being developed include:-- the Politics of NY State Courts;-- the American Judiciary and Political Thought.


The Judicial Studies program is a new major and is unique within CUNY, the state and possiblynationally. A number of the full-time faculty have national reputations in judicial process andpublic law and publish in the field.

4. Program Reviewed Yet? No. Scheduled for Fall 1998-99.

5. Trends in Judicial Studies (a new major):


5

* Source: JJ Office of Admisisons and Registration* * JJ Fact Book, Office of Institutional Research

` 91 `92 `93 `94 `958 36 46. 1 % .4% . 5%

1 91 1 92 `93 ` 94 ` 95

Degree Program:

Legal StudiesSponsoring Department (s):

Government; Law & Pol. ScienceChairperson:

Professors H. Sullivan and K. MoranMeeting Date:

March 27; April 9

1. What are the new faculty required to strengthen the academic program(s) in yourdepartment? For each degree program lug and g), list these needs over a 3-year period.

1. There's an overwhelming proportion of adjuncts in the government courses in this major.GOV 230, e.g., the entry-level course for the major is 73% adjunct; some upper-level courses,including GOV 375 and GOV 430, the capstone course, are increasingly dependent uponadjuncts. Additional hirings for the Government and Judicial Studies major would help to relievethis situation.

2. The program has few full-time law faculty. An identified area of need is for a full-time facultymember to teach the Legal Research course.

3. A faculty member to teach and conduct research in criminal law issues and policy analysis.


The program is solid and has been tied more closely to the criminal justice mission. One of thetracks, the regulatory track, had been removed from the major, given budgetary considerations.Legal Studies is one of the largest in the College and is interdisciplinary, reflecting theparticipation of two departments -- Government and Law & Police Science.


The program is unique, particularly its focus on the development of language skills and abilitiesneeded in the context of legal studies and related careers. A number of its faculty have nationalreputations.



5. Trends in Legal StudiesEnrollment* ` 91 `92 ` 93 `94 `95

1054 1 024 1 049 1 043 1 08714.3% 13.6% 13.2% 11.2% 11.9%

Degrees** 1 91 ` 92 ` 93 ` 94 ` 951 04 114 96 140

Degree Program:

Police StudiesSponsoring Department (s):


Professor Kenneth MoranMeeting Date:

April 9, 1996


1. A faculty member with a social science research background who will teach and conductempirical research on police process and procedures.

2. A faculty member in police management with a specialty in computer applications. Thisperson would participate in the Police Studies program and the B.S. in Criminal Justice


The police studies curriculum is satisfactory in its breadth and depth. However, the field ofpolicing has undergone changes in underlying philosophy and policy, with more emphasis todayon community policing. The study of policing, in turn, has become less technically-oriented andmore inclusive, incorporating broader social, psychological and problem-solving approaches tocrime and communities.

John Jay's program needs to move more in the direction of this broader, interdisciplinaryperspective, with a less technically-oriented emphasis on police procedures and methods. Ingeneral, there needs to be a shift in the mix of practitioners and researchers, with more empiricalresearch being conducted on policing and crime.


The program is not perceived currently as having a national reputation. However, a number ofVisiting scholars with distinguished reputations in research on crime and policing have been partof its faculty, including Jerome Skolnick from UC Berkeley and Ben Bowling from England.Further, the premier ethics journal in the field is edited by John Kleinig, a member of John Jay'sLaw and Police Science department. A number of faculty are developing national reputations inwomen policing issues, and others have distinguished themselves in the study of criminal justiceeducation.

4. Program Reviewed Yet? No. Fall 1997 - Spring 1998

5. Trends in Police Studies

Enrollment*

Degrees**

* Source: JJ Office of Admissions and Registration. Enrollment data include associatedegree students; 1994 enrollment data also include 714 students in GuraboBranch campus.

** JJFact Book, Office of Institutional Research

`91 ` 92 ` 93 `94 ` 951344 1287 1324 2222 158618.2% 17.1% 16.7% 24% 17.4%

1 91 `92 ` 93 `94 `9568 60 77

Degree Program:

Protection Management ProgramSponsoring Department (s):



March 27, 1996


1. A faculty member with expertise in protection technology who is experienced in the field. Thisperson would be a security and fire technologist who would teach fire, building and safetysystems.

2. A faculty member who is a protection generalist.


This is an innovative master's program which reflects a recent restructuring of training in twopreviously separate programs -- fire and security. It addresses a major need in the criminaljustice field -- for individuals with professional and technical training in both fire operations andsecurity/safety operations. The program has the potential to be a great program, given additionalfaculty in key areas and targeted marketing.


John Jay's protection management program is unique, the only one of its kind in the country. Itspotential for a national reputation is high, dependent upon faculty resources and specializedrecruitment.

4. Program Reviewed Yet? No. To be scheduled.

5. Trends in Protection Management - Master's degree program


* Source: JJ Office of Admissions & Registration** JJFact Book, Office of Institutional Research

`91 ` 92 `93 ` 94 `9515 20 23 232.3% 2.9% 3% 3.1%

191 `92 `93 1 94 '951 2 2 10

Degree Program:

Public AdministrationSponsoring Department (s):



March 27, 1996


l. A faculty member in computer applications and policy analysis to teach in the PublicAdministration program and possibly in the Criminal Justice Admin. & Planning program aswell.

2. A specialist in international public administration who would teach in the newly-developingmajor in international criminal justice. It is expected that PAD 260 (International PublicAdministration) would be a core course in this new major.


This major serves students interested in criminal justice and related areas of public service whosecareer aspirations involve technical and support functions (such as personnel management) ratherthan line functions. It is also designed for those whose career aspirations are not yet directed to aparticular agency.

The program's curriculum is integrated with other majors at the college. All of the PA coursesexcept two (PAD260 and PAD 440) are required components of one or more majors. There is aneed, however, to examine ways for increasing the participation of public administration coursesin the college's undergraduate majors.

There needs to be closer articulation between the master's program in Public AdministrationMPA) and the MPA-Inspector General program.

More advanced training for faculty is needed in automated technology, particularly in local areanetworks (LAN) and the Internet, in light of the increasing computerization of public sectoragencies and the needs of managers in these fields.


Many of the faculty in the public administration program teach in the graduate program and havenational reputations, publish and conduct scholarly research.

4. Program Reviewed Yet? No. Scheduled for 1996-1997.

5. Trends: Public Administration

Enrollment (UG)* Degrees (UG)**

Note: These data need to be interpreted carefully. In 1993, the joint Government andPublic Administration major was replaced by two separate programs -- one inGovernment and the second in Public Administration. The above numbers refer only tothe separate Public Administration program. For figures on the earler, combined program,see the trends profile for the Government major. In addition, the numbers also reflect thephasing out of the associate degree program in government and public administration in1993.


` 91 `92 `93 ` 94 95120 181 2351.5% 1.9% 2.6%

`91 `92 '93 `94 ` 950 0 0 0 11

Degree Program:

Master of Public Administration - Inspector GeneralSponsoring Department (s):



March 27, 1996


1. A faculty member with expertise in inspection and oversight. Ideally, this person would havebeen an Inspector General who has conducted large-scale investigations and fraud cases.

2. A faculty member with expertise in inspection and oversight, with an emphasis on programevaluation.

3. An economist with expertise in forensic accounting and auditing. This individual wouldaddress issues of waste, fraud and abuse.


This is a relatively new program which addresses a major need in the criminal justice field -- forindividuals with training in oversight and accountability operations. The program has thepotential to be a great program, given additional faculty in key areas and targeted marketing.


John Jay's inspector general program is unique, the only one of its kind in the country. Itspotential for a national reputation is high, dependent upon faculty resources and specializedrecruitment.4. Program Reviewed Yet? No. , Scheduled for Fall 1996 - Spring 1997

5. Trends in Public Administration - MPA Pgm. (includes master's PA & Inspector General)



`91 `92 `93 `94 `95208 226 222 26830.3% 32.2% 29.3% 35.5%

1 91 `92 `93 `94 ` 9543 52 45 56

Degree Program:

Security ManagementSponsoring Department (s):


Professor Kenneth MoranMeeting Date:

April 9, 1996


1. A faculty member in computer security and data protection.


The program is sound; there is, however, a gap in the area of computer fraud. The program doesnot do research on security or on public/private issues.

There was some discussion regarding the possible integration of the security program with firescience into a combined protection management program, as was done recently at the master'slevel. This idea warrants further consideration.


John Jay's program has a good reputation nationally; there are few programs like it in thecountry. One of the program's faculty members is the editor of Security Management Journal, arefereed journal that is the only academic journal in the field, as well as the editor of SecurityNewsletter, both of which are in the forefront nationally on issues of security.


5. Trends in Security Management


* Source: JJ Office of Admissions & Registration. Enrollment data include associatedegree program.

* * JJ Fact Book, Office of Institutional Research

`91 ` 92 ` 93 `94 ` 95184 175 166 200 2362.5% 2.3% 2.1% 2.2% 2.6%1 91 `92 `93 `94 `95

11 13 13 14

PHASE 2 OF MULTI-YEAR PLANSDEPARTMENTAL SUMMARIES

DEPARTMENTS INCLUDED:

African-American StudiesArt, Music & Philosophy

Counseling and Communication SkillsEnglish

Foreign LanguageHistory

Physical EducationPuerto Rican Studies

SEEKSpeech & Theatre

Thematic Studies Program

John Jay College of Criminal JusticeDecember 2, 1996

Department

African-American StudiesMeeting Date

October 21, 1996Chairperson

Professor Jannette Domingo

1. To what extent are your existing faculty resources sufficient to meet your currentdepartmental offerings?

.

The department offers both Ethnic Studies 123 and 125, each of which fulfills the ethnicstudies general education requirement of the College. In addition, the department offers aseries of African-American Studies courses, which comprise a minor, and serve as well ina few majors at the College. With the previous core curriculum, the department hadgreater variety in offering courses that met the general education requirement; with thenewer core, however, the African-American courses, except for the ethnic studiescourses, are not included and serve rather as electives for students.

2. How would you assess the role of your departmental offerings in majors at thecollege?Currently, six (6) of the department's courses participate in College majors:

* AAS 121, African-American Community Issues, for majors in ForensicPsychology, Police Science, and Government;

* AAS 215, Police and the Ghetto, for majors in Criminal Justice, Police Studies,Criminology, and Deviant Behavior.* AAP 240, Psychology of Oppression, for majors in Forensic Psychology.* AAJ 293, for majors in Legal Studies; AAH 270 and AAS 110 for Government.

With the revisions of the criminal justice major which took place a few years ago, theAfrican-American concentration, along with a number of other concentrations, wasdropped from this major.

3. What are the new faculty required to strengthen the academic course offerings inyour department? For each academic area, list these needs over a three-year period.

Two social scientists, as follows:1. A specialist in African Diaspora Studies, who has expertise in the more globaldimensions of African-American studies, and who would complement the college's newdirection in the area of international criminal justice.

2. A public policy specialist, to be chosen from among a variety of possible areas,including the African-American family, economics, and political science, etc.

The department has a considerable number of course offerings in African-American

Studies; many of these offerings, however, have not been taught, given the dearth offaculty resources and the need to staff the Ethnic Studies courses.

4. What are the anticipated changes in your field and how up-to-date is the presentcurriculum in your department? Specify for each program.

The department has a number of courses that could possibly relate to the newly emergingmajor in International Criminal Justice -- AAJ293, Law and Justice in Africa; AAJ290,Crime in the Caribbean; and AAJ2XX, Crime and Drugs in Africa.

The department has a minor in African-American studies consisting of 18 credits; there isa need, however, to reach out to more students and to market this minor moreaggressively

It is difficult to diversify course offerings given the limited scope of the department in theCollege's general education requirements and its participation in majors. There was somediscussion regarding the notions of interdisciplinary and multi disciplinary modes ofthought; the department is currently multi disciplinary in that its faculty come from avariety of disciplines.

5. What do you see as the faculty development needs in your area over the next fewyears?There has been no systematic faculty development process, although a number ofconversations have taken place within the context of the departmental meeting.

6. How do your departmental offerings compare with similar programs withinCUNY and/or nationally? What additional resources would be required to enhancethis reputation?

Since the department does not have a major, the program may not be as visible withinCUNY and outside. Perhaps John Jay might sponsor a conference bringing togetherfaculty from other CUNY programs to look at major trends and directions in the field ofAfrican-American Studies.

7. OtherRegarding grades, there is some discussion in departmental meetings regarding standardsfor grading.

Number of students enrolled:

809

Number of sections:

26

Mean section size:

31

Percentage of seats filled:

71

Number of FT faculty:

4.5

Number of tenured faculty:

0.5

LAM-- 70% goal achieved':

95.24%

Ethnicity:

AA A/P H/PR 1A W Total'

2.5 1 0 0 1 4.5

DEPARTMENT PROFILE

African American Studies

FALL 1995'

1 Fall 1995 Fact Book, Office of Institutional Research, John Jay College

2 From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.

3 African-American, Asian/Pacific, Hispanic/Puerto Rican, Italian-American, White.

Department

Art, Music and PhilosophyMeeting Date


Professor Patrick Collins

1. To what extent are your existing faculty resources sufficient to meet your currentdepartmental offerings in:

The department currently includes the disciplines of art, music and philosophy -- threeareas that constitute part of the general education requirements. One course in either artor music, and the course, Philosophy 231, are required of all students at the College.

There have been two retirements in Studio Art, and currently all of the teachers in thisarea are adjuncts. In addition, given the large enrollments in Philosophy 231, which is ageneral education requirement, philosophy has a great need, especially after losing twofaculty members.

2. How would you assess the role of your departmental offerings in majors at thecollege?

The courses provided by this department are intended to provide a humanizingperspective to the curriculum of a college of criminal justice. The department offers onecourse for majors in legal studies and criminal justice -- PHI 310, Ethics and the Law.

A possible area for development which relates to the College's criminal justice mission isthe preparation of police and/or court room artists who prepare sketches. This wouldrequire further exploration and study.


A full-time faculty member in Studio Art is needed, as well as a faculty member inphilosophy to teach the general education course, Phil231.


The curriculum is becoming increasingly computerized.

5. What do you see as the faculty development needs in your area over the next fewyears?

Although there are a number of adjuncts teaching, some of them are very effectiveteachers. Regarding teaching pedagogy, there is continual discussion within eachdiscipline, especially in philosophy, regarding teaching approaches and methods.


If existing resource needs are addressed, the department is where it should be, given itsrole in the general education component of the College and its relationship to some of themajors.The department's enthnomusicologist is one of the finest in the country.

7. Other

Regarding grading standards, some faculty are quite rigorous, while others less are so.There may be some grade deflation in a few courses.


1 912

Number of sections:

60

Mean section size:

32


86%


11


9

LAM-- 70% goal achieved Z :

86.96%

Ethnicity:

AA A/P H/PR IA W Total 3

2 0 0 0 9 11

DEPARTMENT PROFILE

Art, Music and Philosophy

FALL 1995'

1 Fall 1995 Fact Book , Office of Institutional Research, John Jay College

From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.


Department

Communication SkillsMeeting Date

November 7, 1996Chairperson

Professor John Donaruma, Coordinator


The Communication Skills Program, which is part of the Counseling and CommunicationSkills Department, offers three reading courses: COM101 (0), a remedial course; COM102 (1), a developmental course; and COM 110 (3), the college-level reading course. Allstudents who have not passed the FSAP reading proficiency test are required to enrollinitially in one of the two lower-level courses. COM 110 is available for students whohave passed the proficiency test as well as those progressing from the two lower courses.


The Communication Skills Program does not offer any courses in the major. However,since much of,the reading curricula addresses the topic of critical thinking, the Programhas an additional support role as the College moves toward an increased emphasis oncritical thinking.


Additional staffing and budget are needed in the program's Reading and Study SkillsCenter, since both COM 101 and COM 102 each have a required laboratory componentfor students.


The program is moving in the direction of a more theme-based approach to its curriculum(with the topic of mass media as one example). In addition, technology is beingincreasingly implemented into the curriculum, and students in COM 101 and 102 arerequired to spend a minimum of 10 hours in the Reading and Study Skills Lab. TheProgram is exploring the feasibility of developing a cadre of lessons tied to course contentthat would be implemented by students in the Reading and Study Skills Center.

TheProgram has also initiated a departmental exam in Com Skills 102. As critical thinkingbecomes more emphasized at the College, the reading curriculum will be highlighted.


Faculty need increased training in computer technology, especially as it relates toincorporating this technology into their classes. Additionally, the program is developingfaculty development sessions on the topic of critical thinking.


John Jay's program in Communication Skills parallels many of those throughout CUNYwhich were initially designed for students who did not pass the CUNY readingproficiency tests. Communication Skills faculty participate in local, national andinternational conferences in reading, critical thinking, and related disciplines

Department CounselingMeeting Date

November 14,1996Chairperson

Professor Robert DeLucia, Coordinator


The Counseling Program is part of the Counseling and Communication SkillsDepartment. The Counseling component carries out both teaching and counselingfunctions, and provides academic and personal counseling in both individual and groupsettings. It offers seven courses, including CSL 112 (3), Personal Development-theCollege Experience and CSL 192 (a variation of CSL 112 in a six-week format), CSL 220(3), Leadership Skills, and CSL 210 (3) and 211 (3), Peer Counselor Training.Enrollment in these courses totaled about 1000 in 1995-96. With an overall undergraduatestudent population of over almost 10,000 students, the ratio of counselors to students isquite low -- 1 to 1683. To help meet this need, it uses a number of trained peer counselorsand master's and doctoral student interns, both of whom provide additional support to theProgram.


The Counseling Program provides counseling to students at all stages of their stay at theCollege. It offers advisement in choosing majors and careers, especially to students intheir sophomore year.


The Program believes that five additional lines are needed to replace faculty lost toretirements and to accommodate the growth in student population. Each counseloraverages between 500-700 individual counseling sessions a year. An individual wasrecently hired to address the academic advisement needs of sophomores, who tend to beat a vulnerable time in their college career. In addition, a new person was also hired toprovide specialized advisement to readmitted students. More advisors are needed toaddress the needs of students at particular points in their college career.


John Jay's Counseling Program and the field of counseling in general support a focus onorientation and adjustment to College as well as a student's personal and careerdevelopment and the preparation of an education plan. In recent years, this has becomemore complex, with more students coming to the College with difficult personal andfamily situations and who appear to be more agitated and impulsive. The department istrying to do less intense counseling and make more referrals, while at the same timeattempting to further its teaching role. To respond more effectively to the more immediateneeds of students, it has limited the number of one-half hour counseling sessions andincreased the number of mini, quick counseling sessions. A new reporting system with anonline audit sheet for record keeping is being implemented.

Counselors make a distinction between advisement and counseling. They would like toteach more specialized courses, such as substance abuse and gender studies, but the moreimmediate counseling and advisement needs of students often preclude this. To assistwith its work, the CSL 210 and 211 peer counseling course is provided to a select numberof peer counselors (17 in 1996), most of whom are Forensic Psychology students.Training begins in the spring and continues in the Fall. The Program also uses theassistance of master's and doctoral student interns.

5. What do you see as the faculty development needs in your area over the next fewyears?There needs to be more use of computer technology in the department. A number of theCounselors are professionally involved in their field. The Program would like to developan online, self-directed advisement center, and needs support in implementing this. Aswith other departments, the Program needs additional administrative assistance and space.


It is felt that the Program is the strongest counseling unit in the CUNY system.However, more advisors are needed to help students with their academic course of studyand registration. This is especially the case, as heightened student advocacy encouragesmore students to take advantage of these and other Counseling resources.

DEPARTMENT PROFILE

Counseling & Communication Skills

FALL 1995'


1377

Number of sections:

47

Mean section size:

27


87%


15


11

LAM-- 70% goal achieved 2 :

98.52% (for Comm. Skills only)

Ethnicity:

AA A/P H/PR IA W Total'

4 0 0 4 7 15


z From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.


Department EnglishMeeting Date


Professor Robert Crozier


The department's current resources are considered quite inadequate for a departmenthaving major responsibilities in general education and remedial/developmental education,and one which offers coursework in some majors at the College.

In the area of developmental/remedial education, the department offers English 099 and100, and the College's basic composition courses, English 101 and 102. Almost all ofthese courses are taught by adjuncts. Regarding the general education core, thedepartment offers two required literature courses-- Lit 231 and 232, which are taught bythe full-time faculty.


The English department offers two courses for majors: Legal Writing and Writing forManagement, both of which have been widely praised by students. Currently, only half ofthese sections are taught by full-time faculty. In addition, two courses -- Alcohol andLiterature, and Crime and Punishment in Literature are offered fairly regularly.


The department expects about 3-4 retirements within the next few years. This, togetherwith the relatively small number of full-time faculty teaching in the department, the loanof two full-time faculty to Thematic Studies, and the large student enrollments, allcontribute to a difficult situation for the department. Thus, the department is requestingthe following additional lines over the next few years:

l. For 1997-98, a total of five lines:-- a Director of Composition (to train adjuncts, visit classes, prepare aHandbook, and work on a variety of curricular issues, including standardsof grading and writing proficiency);-- 2 generalists in literature to teach the core courses, Lit 231 and 232;-- 1 professional writing faculty member;

-- one ESL lecturer.2. For 1998-99:

-- 1 professional writing specialist;-- 2 generalists to teach the literature core courses;-- 1 literature generalist to teach electives, one of which would be in non-Western European literature or non-canonical literature.

3. For 1999- 2000:-- 1 professional writing specialist;-- 1 generalist for the courses in the core.


* The discipline-based writing courses are widely praised by students.* In remediation, the current experimental writing pilot provides students with earlier andmore intensive practice in writing. This pilot is being monitored closely for itseffectiveness in improving students' basic writing abilities.* The department is interested in integrating and streamlining the existing components ofremedial and developmental writing so that they will be spread over 11 months, includingthe fall and spring semesters, the intersession, and the summer. It would also like toprovide more individual lab work for those repeating English 099.* The department is currently exploring three to four curricular models for the teaching ofliterature, and will be addressing these issues within the next few months.

5. What do you see as the faculty development needs in your area over the next fewyears?One faculty member currently offers a 700-level graduate course in the Teaching ofWriting; this person has also given workshops on writing pedagogy for the department.More resources should be devoted to developing the skills of adjunct faculty.

6. How do your departmental offerings compare with similar programs withinCUNY and/or nationally? What additional resources would be required to enhancethis reputation?John Jay's English Department offerings, particularly the core literature courses, resemblemany of those offered elsewhere in CUNY. One faculty member teaches in the Ph.D.program in Comparative Literature at the Graduate Center. It was recommended that thedepartment hire faculty who would eventually meet the criteria for teaching in the Ph.D.Program, one of which is two well-received books.7. Other.An outcomes assessment study of the Writing Center is currently being conducted by theJJ Office of Institutional Research and should be available within the next semester.


4874

Number of sections:

192

Mean section size:

25


87%


27.5


24.5

LAM-- 70% goal achieved 2 :

64.52%

Ethnicity:


3 1

0

2 21.5 27.5

DEPARTMENT PROFILE

English

FALL 1995'

1 Fall 1995 Fact Book, Office of Institutional Research, John Jay College



Department

Foreign LanguageMeeting Date October 16, 1996Participants

Professor Catherine Rovira


The department offers 6 credits of foreign language that fulfill part of the generaleducation requirements of the College. In addition, the department offers Span 208,Justice in 20th-Century Spanish Literature, which is part of the Legal Studies Major. Thedepartment recently lost a line in Italian and would like to replace it with a facultymember who has a combined expertise in Italian and Russian

2. How would you assess the role of your departmental offerings in majors at thecollege?In addition to Span 208, which is part of the Legal Studies major, the department wouldalso like to offer Span 290, an interdisciplinary course with the Law and Police andScience department, as a regular course. This course was taught previously as anexperimental course. The department also teaches Court Interpreting and Translation inSpanish.


Two additional full-time faculty members are needed. They include: (1) a full-timefaculty member with a possible combination in Italian and Russian to teach the foreignlanguage requirement of the core; and (2) a foreign language professional with expertisein computers and computer-assisted instruction. Given the current staffing, day/nightcourses sometimes present course scheduling problems.

4. What are the anticipated changes in your field and how up-to-date is the presentcurriculum in your department? . Specify for each program.

Regarding its upper-level courses, the department needs a strategy to develop and marketthese electives. The field of Court Interpreting was mentioned as a possible area forfurther development. The department offers a Court Interpreting Course but it needs to bemarketed more actively in order to recruit students. Further, a minor in Court Interpretingleading to a certificate would be an appropriate direction to move toward, but it wouldalso need to be carefully marketed. It is possible that other CUNY students might be

interested in this concentration.The department would like to be able to offer the following: (1) a remedial or pre-requirement course to enable students to attain the goals of a 1 st year college course; (2) atwo-year requirement in foreign language; and (3) a major.

The foreign language field is growing more toward communicative competence, and thestudy of language is becoming increasingly a multimedia experience. Some implicationsof this are: smaller classes, language labs, a foreign language lab technician, more tutors,a seminar room, films, videos, and recordings, etc. Computer technology is increasinglybeing integrated into the teaching of foreign language; the department would like to usethis technology in its basic courses but needs additional computers for the lab. While itreceived a few computers this year, the department feels it needs a modern lab and atechnician to operate it.


Faculty need further development in computer-assisted instruction in the area of foreignlanguage. Faculty in the department currently participate in workshops and meetingswhere they discuss a variety of teaching methods, approaches and levels of proficiency.The department feels that more methodology workshops and in-service training areneeded to keep faculty current, and that additional support should be provided to enablethem to take such workshops at major language conferences.

6. How do your departmental offerings compare with similar programs withinCUNY and/or nationally? What additional resources would be required to enhancethis reputation?Given that John Jay's language department has no major, it is felt that its 6-creditlanguage requirement is minimal compared to other CUNY colleges. Within CUNY,there is a push for greater conformity regarding a minimum level of 7 in languageproficiency.

The department is a very active one, with a number of faculty working on researchprojects. The teaching staff is good, and a number of the adjuncts have Ph.D.'s.

7. Other

Regarding student outcomes, the department has a lot of discussions regarding whatstudents ought to know and their levels of proficiency. It collects and discusses examsand conducts observations periodically. Regarding grades and grade'inflation, there hasbeen some discussion of grading and standards in the department.


1028

Number of sections:

40

Mean section size:

26


79%


8


7


96.39%

Ethnicity:


1 0 2 0 5 8

DEPARTMENT PROFILE

Foreign Language and Lit.

FALL 1995'


Z From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.


Department HistoryMeeting Date


Professor Mary Gibson


The department offers two general education courses -- HIS 231 and 232. Enrollment inthese courses is substantial, and the department feels that there are too few sections ofthese courses offered. Regarding courses for majors, the department has developed thecourse, HIS 105, which is an alternative to GOV 101 for criminal justice majors. Severalhistory courses serve as electives in one or more majors, including, for example, HIS 325,the History of Criminal Justice in America, and HIS 277, Legal History, which is a pre-requisite for the Legal Studies major.


The department feels that the strength of its faculty is not adequately reflected in majorsat the College. The department has a number of courses in specific majors but would likeexpand this to additional majors at the College. With the two newly developing majors --Justice and the Humanities, and International Criminal Justice-- the department believesthat there will be additional opportunities to participate in the majors at the College.


Students are very drawn to courses in US History, and classes taught by the Americanhistorians fill up. Three faculty are needed as follows:

1. A legal historian with expertise in the new legal history which incorporates theuse of narrative texts in the exploration of court cases and other historical events.

2. A military historian employing a comparative approach to teach the course onmilitary history. The department's previous military historian has not beenreplaced.

3. A non-Western historian, perhaps with a specialization in Africa or Asia, whowould also teach the general education courses, HIS231 and 232.


One change is a major shift in the study of Legal History to "Legal Humanities." Thisinvolves a focus on narrative texts in the analysis and study of court cases and other law-related historical events. The department is seeking a faculty member with expertise inthis area.

Another development is the increasing use by many of the department's faculty of worldhistory texts and a more global approach to the teaching of the general education courses.One concern is the comprehensiveness of the subject matter covered in these courses incontrast to the insufficient background knowledge of some of the students, particularly inthe area of geography. A possible solution is a thematic approach which ties togetherhistorical events that are seemingly remote from each other.


The department has periodic meetings where course content and syllabi are discussed,particularly regarding the general education courses, where non-Western perspectives areincreasingly incorporated into the curriculum. Faculty in the social history of crime mightbenefit from seminars/conferences in the new methodology of legal humanities.


The department's introductory courses and electives in American history are solid. Thefaculty is outstanding and very strong in publishing, with national and internationalreputations. Six faculty members are on the faculty of the Ph.D. program at the CUNYGraduate School. A major difficulty is that the department has no major and the facultywould like to be involved in more upper-level coursework. With the current coursedemands in general education, however, and the need for minimum enrollments in upper-level electives, this is not often possible.

7. Other

Regarding grading and standards, this topic has been discussed in the department. Someof the grades are thought to be too high, but not as high as a number of the other areasand majors at the College.


2138

Number of sections:

54

Mean section size:

40


90%


17.5


17.5


145.83%

Ethnicity:

AA A/P H/PR IA W Total

0 0 0.5 0 17 17.5

DEPARTMENT PROFILE

History

FALL 1995'




Department

Physical EducationMeeting Date

October 16, 1996Participants

Professor Robert Fox

l. To what extent are your existing faculty resources sufficient to meet your currentdepartmental offerings in:

The department participates in the general education requirement of 1 credit in physicaleducation, which may be fulfilled by one of a number of Physical Education courses. Inaddition, the department has two new courses for majors, as described in #2 below.Many of the faculty carry out a variety of tasks and roles, including formal instruction,coaching and administrative tasks. As a result, a number of them are spread very thin andadditional assignments and duties are potentially perceived as burdensome.


The department has two new experimental courses: (1) Stress Management & LawEnforcement, which is included in some majors; and (2) Physical Fitness & LawEnforcement, for those going into Corrections or police work.


Three additional faculty are needed in the following possible areas:

1. A rifle range/firearms specialist, or a person with expertise in diet and nutritionfor the stress management course;2. An expert in self defense and the appropriate use of force. This person woulddevelop this area, particularly as it relates to the preparation of potential recruitsfor the Police Academy??3. An exercise physiologist who would revise the PED 103 course, PhysicalFitness and Dynamic Health, and make it more relevant to criminal justice.


In general, the department is interested in making its curricular offerings more relevant tothe criminal justice mission of the College. One example would be the revision of thedepartment's flagship course, PED103, Physical Fitness and Dynamic Health, with an eyetoward reviewing its objectives, content, and grading standards.

In addition, the following three directions were mentioned:

1. a program in firearms and pistol training, with the possibility to turning the racket ballcourt into a rifle range;

2. A course in the appropriate use of force and self-defense, particularly for women andfor officers who may be in potentially dangerous situations. This would involve revisingexisting courses in judo, karate and self-defense and better integrating them with the restof the college, including the Psychology and Law & Police Science Departments.

3. An emphasis on water safety/swimming, with seminars, workshops, etc. for those whocannot swim.

The department is also focused on becoming more computer literate, and considerableactivity is being carried out in this area.


There is a need for increased emphasis on computer literacy and the use of technology ininstruction.


There is much more cooperation and communication within CUNY and in thedepartment, thus reducing the tendency to operate in isolation.


1034

Number of sections:

33

Mean section size:

31


86%


7


6


63.36%

Ethnicity:


2 0 0 0 5 7

DEPARTMENT PROFILE

Physical Education and Athletics

FALL 1995'




Department

Puerto Rican StudiesMeeting Date


Professor Migdalia DeJesus-Torres de Garcia


The Department feels that its current resources are insufficient to meet its curricularofferings, which include the general education requirement -- Ethnic Studies 124 or 125,and a series of 16 courses that include a minor in PRS and function as well in somemajors at the College. It is a constant balancing act to schedule the appropriate courses forgeneral education and the minor, while taking into consideration day/night options,disciplines, course levels and geographic representation in the curriculum.

2. How would you assess the role of your departmental offerings in majors at thecollege?A total of six Puerto Rican Studies courses (PRJ321, 322, 325; PRL 107,108; and PRS241 and 401) are offered in a variety of majors, including Government, Judicial Studies,Criminal Justice, Criminology, and Police Studies. The Department feels that it has beenan uphill battle to get its courses included in various majors at the college, and that it hasnot been as successful as it would like.


Three additional full-time faculty members are needed to cover the general educationethnic studies courses and the minor. These would be in the following areas: Law andCriminal Justice; Literature/Criminal Justice; and Political Science/Crime. In addition, itwas also mentioned that a search to fill the Visiting Professor line in the area ofDominican Studies would take place this year.


The Department has begun to review its course titles, with the goal of making them morecurrent; it is also considering revamping the program to reflect the shift in thecomposition of the student body and the transdisciplinary interests of faculty. Further, inlight of the multi-disciplinary representation of the department's faculty, there was somediscussion of issues involved in multi-disciplinary and interdisciplinary approaches to thecurriculum.


The department currently conducts what are referred to as "micro faculty developmentsessions" where certain pedagogic techniques are explored. A particular methodologydeveloped by Paulo Freire that uses critical thinking as an integrative technique within thedisciplines was mentioned as one possible approach. This mini-training is also carried outwith adjuncts.


John Jay's Puerto Rican Studies Department is the only department in the nation whichhas identified itself with an interdisciplinary focus on forensic areas of study as it pertainsto the Caribbean, Latin America and Hispanic/Latinos in the USA. Additional resourcesrequired would include seven full-time lines, computer equipment, an increased OTPSbudget, access to additional majors, increased grants and research.

Ethnicity:


0 0 3.5 0 0 3.5

DEPARTMENT PROFILEPuerto Rican Studies

FALL 1995

1 Fall 1995 Fact Book, Office of Institutional Research, John Jay College.

z From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.

3African-American, Asian/Pacific, Hispanic/Puerto Rican, Italian-American, White.

Number of students enrolled: 917

Number of sections: 24

Mean section size: 38

Percentage of seats filled: 87%

Number of FT faculty: 3.5

Number of tenured faculty: 1.5

LAM-- 70% goal achieved': 100%

Department SEEKMeeting Date


Dean Rubie Malone


Students currently entering the SEEK Program are better prepared than in the past-- inpart the result of increased admissions criteria and the mandatory attendance requirementin the Summer Program. Faculty instructional resources are satisfactory. Tutoring isavailable for every academic area being taught. Since no new SEEK students enter theCollege in the Spring, the number of SEEK courses required is reduced. As a result, someof the SEEK faculty are reassigned to teach related college courses in CommunicationSkills, Mathematics and Speech. In the area of Counseling, the need for resources isgreater, given the current ratio of 150-160 students per counselor. SEEK students receivecounseling services from freshman year through graduation. The Department feels thattwo or more counselors are needed in order to provide more effective services to students.


Courses in the SEEK Program increasingly use content and themes that relate to thecriminal justice/public service mission of the College. In addition, the SupplementalInstruction (SI) tutoring model employed by the department involves targeting specificacademic courses considered to be high risk for SEEK students for the purpose ofaddressing their specific content and skills needs. These include: Law 203, Math 104, andintroductory courses in psychology and government, etc.. SI tutors sit in on the class andthen work with the students in group sessions a few times a week. The model appears tobe working well


The department's resources are not considered adequate. Each semester there has been aneed to hire 1 or 2 adjuncts to cover all courses for the semester. In addition, CUNY CAPcounseling assistants work to design and implement mandatory workshops for students onprobation and those who need to pass the proficiency exams.


The curricular changes center around pedagogical strategies. In an attempt to address thisfocus, the department has begun to employ a thematic approach to its curriculum, withspecific themes identified and reinforced in the reading, writing and speech courses.A recent theme incorporated into the curriculum was "The Power of the Vote." Thedepartment's curriculum committee will study new trends and recommend to thedepartment newer and more effective pedagogical approaches. In addition, thedepartment's course offerings were restructured last year to ensure that they were similarin content, credit, and hours to corresponding courses at the College.


There is a need for continued training in curriculum development and pedagogicaltechniques. Faculty in each discipline are encouraged to attend conferences anddevelopmental workshops in their field. A one-day faculty development workshop onteaching and learning strategies was held last year, with both teaching and counselingfaculty participating. The department is sponsoring another faculty development programin the spring and envisions increasing involvement in such efforts by the faculty and staff.


Relative to other CUNY units, John Jay's SEEK Program is considered by CUNY Centralto be one of the more effective SEEK programs in CUNY. The department continues toprepare substantial material and documentation on the program and on its results,including its pass rates in courses, utilization of tutoring, persistence and graduation rates.The SEEK Department expects to expand team teaching with other departments and tocollaborate on pedagogical approaches and techniques which enhance teaching andlearning. In terms of additional resources, a part-time or full-time researcher for thedepartment would be beneficial for students, faculty and the College. In addition, theutilization of the computer to enhance advisement, reporting and record-keeping would bean asset to the department.


1187

Number of sections:

50

Mean section size:

24


86%


13


12


60.24%

Ethnicity:


6 0 5 0 2 13

DEPARTMENT PROFILE

SEEK

FALL 1995'


Z From the "Line Allocation Model," Fall 1995, Office of Institutional Research, John JayCollege. This percentage indicates the degree to which the department's full-time faculty lines cover70% of the sections offered.


Department

Speech and TheatreMeeting Date

November 4, 1996Chairperson

Professor Kathryn Wylie


The department offers Speech 113, Speech Communication , which is one of the generaleducation requirements of the College. It feels that its existing full-time resources are notadequate to meet its current needs. Of the 56 Speech 113 sections offered in Fall, 1996,42 of them were taught by adjuncts. On occasion, the department also borrows a facultymember from the SEEK department. A faculty member on temporary administrativeassignment to another department continues to teach courses on crisis negotiation andinterviewing techniques.

The Department offers elective courses as well, although not as many as it would like,given the demands of SPE 113, and the fact that elective classes need to sustain minimumenrollments in order to run. Its Argumentation and Debate course, however, alwaysenrolls to the maximum


The course, SPE 318, Managerial Communication, is offered in a number of majors at theCollege -- in Public Management, Fire Science, Security Management, and Corrections.


The department received two new faculty lines in the recent past. The department wouldlike an additional speech faculty member to develop courses in some of the newerdisciplinary areas of the emerging majors at the College.


The department is redesigning SPE 113 to make it more relevant to the fields of criminaljustice, police studies and security management. The department is also considering theidea of a departmental, exit exam for SP 113 that would identify the important contentand body of knowledge for the course. This would enable the department to have more

quality control over the course, especially given the large number of adjuncts teachingSPE 113. It would also like to include more media in SPE 113.

Regarding future curricular developments, the department would like to mount thefollowing: a special course in ESL speech, in light of the growing ESL population; aspeech preparatory course in voice and diction; and a speech screening process.

Two dimensions of speech and theater -- drama and role playing -- can be usedeffectively to reinforce certain criminal justice themes. Role playing, for example, couldbe used in the College's human dignity course for police (offered by the Office of SpecialPrograms), as well as for studies in addiction and the family. It was recommended that theChair have discussions with the offices responsible for courses in these areas -- the Officeof Special Programs and the Substance Abuse Program. Possible new directions are acertificate program in the uses of theater, especially role-playing in prisons and for policetraining.

The department has also considered establishing a debate club, given its Argumentationand Debate course. It would also like to create a speech lab and incorporate videotapingin its SPE113 course. The department is increasingly using its Black Box for speechcontests and for SPE 113. It was recommended that the department meet with theCollege's Instructional Services department to address some of these needs.


As mentioned earlier, given the high proportion of adjuncts who teach SPE 113, moretraining is needed, especially regarding the expectations of the content and skills requiredin SPE 113.


The department is similar to a number of those in other CUNY colleges, about one-half ofwhich offer speech courses.


1524

Number of sections:

56

Mean section size:

27


92%


8


6

LAM-- 70% goal achieved Z :

72.16%

Ethnicity:

AA A/P H/PR 1A W Total'

1 0 0.5 0 6.5 8

DEPARTMENT PROFILE

Speech and Theater

FALL 1995'




Department

Thematic StudiesMeeting Date


Professor Gerald Markowitz


The Thematic Studies Program (TSP) is an interdisciplinary program and borrows full-time faculty from a number of departments at the College, depending in part on the needsof the program and the willingness of the faculty member and the home departments toparticipate. Considerable planning is required in this interdisciplinary program, andfaculty typically meet from 3-4 times a week. When the program was founded originally,only full-time faculty taught; however, currently adjuncts represent about one-half of thefaculty in the program.


TSP courses substitute for 9-12 credits of cognate courses that help to broaden the majorsto include humanities and interdisciplinary perspectives on criminal justice issues. Thisprovides students with a different kind of academic experience that has proven to be ofbenefit in applying to law school and graduate school.


The program obtains its faculty by borrowing full-time faculty from existing departments.Regarding areas of need, the program is interested in getting more faculty from the socialsciences, since the orientation of most of the full-timers currently teaching has been in thehumanities. Possible disciplinary areas are the following: Government, Criminal Justiceespecially Law, African American Studies, Puerto Rican Studies, and Psychology. Therehave not been many requests from seasoned faculty at the College.


The TSP Program organizes its curriculum around major themes. The two current themesin the program are: (1) The Individual and Society; and (2) Civil Rights/Civil Libertiesand Criminal Justice. The program is considering the development of a third theme --

with one of two possible directions -- one with an urban/city focus, and the other onconflict and change.

As an interdisciplinary program, TSP has explored interconnections between and among anumber of disciplines, within the context of the particular theme that serves as theunifying principle. It is interested in moving toward more interdisciplinarity in thecurriculum.


Faculty development workshops meet once a month, with most of the discussionscentered on content and teaching approaches. While conversations frequently focus oninterconnections among disciplines, the program has not been as systematic as it wouldlike with regard to developments in interdisciplinary studies.


The interdisciplinary nature of the program places it firmly in the direction of more recentscholarship where interdisciplinary connections are explored. The program wishes tocontinue and expand on its work in this area.

DEPARTMENT PROFILE

Thematic Studies

FALL 1995'

1 Fail 1995 Fact Book. Office of in tiamonal Research, John Jay College.

From the "Line Allocation Model,' Fail 1995, Office of Institutional Research, John JayCollege. This percentage indicates the de; ee to which the department's full-time faculty Lines cover70°'o of the sections offered.

Number of students enrolled: 929

Number of sections:

Mean section size:




LAM-- 70% goal achieved =:

For TSP:

Total student credits: 2784

Total teaching hours: 123

Student credits per teaching hours: 23

LINE ALLOCATION MODEL 1995-1996

(a) (b)

(c) (d)

(e)

(f)

(9)

(h)

(i)

JAN 1996(OIR 96-1)

94-95TOTAL

95-96FACJLTY

95-96RELEASED

95-96RELEASED

95-96ADJUSTED

95-96 LINESNEEDED FOR

95-96% GOAL

DEPT DISCIPLINE SECTIONS LINES TIME TIME LINES LINES 70% GCAL ACHIEVED

AAS AFRICAN AMERICAN STUDIES 42 4.5 10.5 .50 4.00 4.2 95.24

AMP ART, MUSIC, PHILOSOPHY 115 10.0 .0 .00 10.00 11.5 86.96

ART HISTORY 20 3.0 .0 .00 3.00 2.0 150.00MUSIC 28 3.0 .0 .00 3.00 2.8 107.14PHILOSOPHY 40 2.0 .0 .00 2.00 4.0 50.00STUDIO ART 27 2.0 .0 .00 2.00 2.7 74.07

ANT ANTHROPOLOGY 44 6.0 10.5 . 50 5.50 4.4 125.00

CON COMMUNICATION SKILLS 58 6.0 6.0 .29 5.71 5.8 98.52

ENG ENGLISH LANGUAGE A LITERATURE 372 25.5 31.5 1.50 24.00 37.2 64.52

FLL FOREIGN LANGUAGES A LITERATURES 83 8.5 10.5 .50 8.00 8.3 96.39

FRENCH 16 1.0 .0 .00 1.00 1.6 62.50ITALIAN 9 1.0 .0 .00 1.00 .9 111.11SPANISH 58 6.5 10.5 .50 6.00 5.8 103.45

GOV GOVERNMENT 126 9.0 14.5 .69 8.31 12.6 65.95

HIS HISTORY 96 14.5 10.5 .50 14.00 9.6 145.83

LPS LAW, POLICE SCIENCE, CJA 254 25.5 22.0 1.05 24.45 25.4 96.27

CORRECTIONS 30 4.0 .0 .00 4.00 3.0 133.33CRIMINAL JUSTICE 49 6.0 22.0 1.05 4.95 4.9 101.07LAW 88 6.5 .0 .00 6.50 8.8 73.86POLICE SCIENCE 70 7.0 .0 .00 7.00 7.0 100.00SECURITY 17 2.0 .0 .00 2.00 1.7 117.65

MAT MATHEMATICS 259 15.5 13.5 .64 14.86 25.9 57.36

PED HEALTH A PHYSICAL EDUCATION 59 5.0 26.5 1.26 3.74 5.9 63.36

PRS PUERTO RICAN STUDIES 40 4.5 10.5 .50 4.00 4.0 100.00

PST PSYCHOLOGY 169 18.0 16.5 .79 17.21 16.9 101.86

PUS PUBLIC MANAGEMENT 159 13.5 27.0 1.29 12.21 15.9 76.82

ECONOMICS 28 2.5 .0 .00 2.50 2.8 89.29FIRE SCIENCE 19 1.0 .0 .00 1.00 1.9 52.63PUBLIC ADMINISTRATION 112 10.0 27.0 1.29 8.71 11.2 77.81

SEK SEEK 83 5.0 .0 .00 5.00 8.3 60.24

SOC SOCIOLOGY 155 16.0 25.0 1.19 14.81 15.5 95.55

SPE SPEECH & THEATER 97 8.0 21.0 1.00 7.00 9.7 72.16

TOTAL 2211 195.0 256.0 12.19 182.81 221.1 82.68

LINE ALLOCATION MODEL 1995-1996: NOTES

( a) ' Departments' excludes the Science Department and the Thematic StudiesProgram. The lecture/recitation/laboratory format for most of the sciencecourses yields a higher faculty hour per section ratio than the typical 3:1ratio. The Thematic Studies Program is not included in this table.

( b) 'Discipline' refers to the academic discipline(s) within each department.

( c) 'Total Sections' includes all undergraduate, master's, and doctoral levelsections taught by members of the department for the 1994-95 academic year.Crosslisted sections are counted as one section. Freshmen Colloquium sectionsare not included.

( d) 'Faculty Lines' is the tctal of all full-time, substitute, loan, visitingprofessor lines allocated to a department minus the lines of full-time facultyserving in administrative positions and minus the lines of faculty teachingin the Thematic Studies Program. The lines of faculty with dual appointmentshave been assigned proportionally to the affected departments. The number oflines assigned to a department's discipline is determined arbitrarily accordingto the type of courses primarily taught by faculty.

( e) 'Released Time , refers to 'institutionalized' released time such as thatfor chairs, major or program coordinators, athletic coaches, etc.

( f) 'Released Time Lines' converts the released time (e) into faculty lines.The calculation is (released time / 21).

( g) 'Adjusted Lines' is faculty lines (d) minus released time lines ( --F) andreflects the number of lines available for teaching.

( h) 'Lines Needed for 70% Goal' calculates the number of full-time facultylines needed to teach 70% of the total sections offered. The calculation is((total sections x 708) / 7).

( 1) '$ Goal Achieved' shows the degree to which the lines allocated cover708 of the sections offered. The calculation is (adjusted faculty lines /lines needed for 708 goal) * 100.

JAN 1996(OIR 96-1)

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