School Mission, Goals, and Outcomes

School Mission:

To educate our students to be ethical leaders in practice, policy, and scholarship; to produce informative and influential research; and to promote justice, equity, and safety through service to our communities.

 

School Goals:

The School of CCJEM will produce graduates who are able to:

1. Critical Thinking & Problem Solving: Use creativity and analytics to evaluate facts, recognize logical flaws and conflicting viewpoints, and pose critical questions to devise solutions for complex problems.
2. Subject Mastery: Demonstrate a functional knowledge of subject matter terms, concepts, issues, components, and processes, with the ability to synthesize key ideas and engage in intelligent discourse.
3. Cogent & Effective Communication: Speak and write with a clear purpose, using relevant and supporting sources in an organized structure.
4. Professional and Ethical Leadership: Serve the community as agents of positive change by exceeding expectations of the profession, treating all with dignity and respect, and making choices based on honesty, integrity, and principle.
5. Sociocultural Competency & Global Awareness: Advocate for the importance of diversity, appreciate the different ways people experience the world, and identify how individual and collective behavior affects others.

 

Undergraduate CCJ Program Learning Outcomes

1. Explain the underlying philosophies, history, processes, components, and best practices of the CJ system (i.e., police, courts, correctional agencies).
2. Demonstrate effective written and oral communication and the appropriate use and synthesis of reliable information sources with proper attribution.
3. Analyze the role of ethics, diversity, culture, political power, and corporate power on the components of the CJ system.
4. Evaluate the nature, extent, causation, and prevention of crime and critique the major criminological theories.
5. Demonstrate social scientific research methodologies and analyze data to formulate defensible conclusions. 
6. Apply the principles of substantive, procedural, and evidentiary criminal laws that regulate and guide the CJ system and its actors.
7. Apply classroom-based information to a real-world setting (e.g., social support agency, police department, courtroom, correctional facility) and critically examine the practices, policies, or processes of that setting.

 

Graduate CCJ Program Learning Outcomes

1. Explain, connect, differentiate, apply, and critique theories of crime, criminal behavior, law, justice, and social control within a social-cultural-political context
2. Critically analyze and critique criminal justice policy, the operation of the criminal justice system, and their effects on individuals, communities, and society
3. Apply the scientific method and analytic tools to interpret research and data related to crime and the criminal justice system to assess effectiveness of theories and policies
4. Use jurisprudential and ethical theories to analyze the role of diversity, culture, and power on national and global criminological and criminal justice issues
5. Integrate theories, methods, and statistics to construct research questions, examine literature and data, and deduce/extrapolate implications for theory, policy, and research
6. Demonstrate the ability to effectively develop and communicate ideas and arguments through written work and oral presentations

 

Graduate EMER Program Learning Outcomes

1. Act consistently to expand personal knowledge, gather information from reliable sources, write with a clear purpose, and allow ideas to be challenged and modified.
2. Synthesize the emergency management principles in addressing the present hazard, risk, and vulnerability conditions, anticipating how their interactions may evolve.
3. Summarize information flows within and between organizations to create strategies for involving diverse stakeholders on the disaster risk issue.
4. Promote the value of including diverse community voices in pre-disaster capability building and effectively communicate multifaceted disaster risk problems.
5. Participate in team building and mutual learning processes, incorporating ethical principles and public value into the discourse. 
6. Form arguments from evidence, identify an appropriate research design, and use analytics to evaluate a disaster risk emerging from the interactions between the social, built, and physical environments.
7. Apply ethical scientific concepts and processes to problem-solving, decision-making, assessing appropriate technology application, and policy development.
8. Independently research an issue thoroughly: ethically gathers information from a wide range of sources, and reliably identifies critical patterns, trends, and relationships in the data.