CTE  BIANNUAL  REVIEW           PROGRAM:   C riminal   J ustice   DEPARTMENT  CHAIR:  Harry  Bidleman    

     

S  T  U  D  E  N  T   G  O  A  L  S   1.   What  are  the  goals  of  students  enrolled  in  this  program?  

  A  total  of  604  CJ  students  completed  the  Perkins  Classroom  Survey  between  2012-­‐2015  across  13  different  CJ  courses  and  29   sections.    Of  the  students  who  completed  the  survey,  98%  responded  to  the  ‘Main  Reason  to  Take  Class’  question  and   roughly  99%  responded  to  the  question  about  ‘Current  Academic  Goal’.  Most  students  enroll  to  prepare  for  a  career  in   criminal  justice  (58%)  and  a  majority  (52%)  plan  to  transfer  to  a  4  year  school.      

Main  Reason  To  Take  Class 0%

10%

20%

30%

40%

50%

60%

13.58%

Prepare  for  transfer

57.89%

Prepare  for  a  career 2.89%

Acquire  skills  required  in  my  existing  job

0.85%

Prepare  f or  change  of  careers Prepare  for  promotion  or  b etter  p osition  in  current  field

4.07%

Accumulate  General  Ed  credits/units

3.74% 8.83%

Personal  interest/self-­‐enrichment  n ot  related  to  career

3.90%

MULT

1.02%

I  don't  have  a  specific  reason  to  take  this  class  at  this  time

3.23%

Other

 

Current  Academic  Goal 0%

10%

20%

30%

40%

34.40%

Complete  an  associate  degree

Complete  one  o r  more  skills  certificates

Complete  a  few  c ourses;  no  plans  b eyond  that Complete  this  course-­‐  n o  plans  b eyond  that

1.68%

0.67% 1.85% 0.84% 2.52%

MULT

5.70%

Not  sure

  Source:  Perkin  Classroom  Survey  Data  Set  2012-­‐2015    

 

 

60% 52.35%

Transfer  to  a  4-­‐yr.  school

Complete  a  certificate  o f  achievement

50%

 

L  A  B  O  R   M  A  R  K  E  T   D  E  M  A  N  D  

 

2.   Is  there  a  labor  market  demand  for  this  program?   Yes,  there  is.  The  projected  annual  supply  is  381  for  the  estimated  1.110  positions,  leaving  a  gap  of  729.  This  equates  to   approximately  66%  under  supplied.    

   

 

Labor  Market  Gap:  Supply  -­‐  Demand  =  Net  Gap    

 

 

Projected  Annual  Demand   3  Years  Annual  Avg.  (2014-­‐17)  

 

 

1,110      

Projected  Annual  Supply   3  Year  Annual  Avg.  (2012-­‐15)  

381  

 

 

Gap   Supply  -­‐  D emand  

(729)  

   

%  Over  or   (Under)  Supplied  

(65.68%)  

 

Standard  Occupation  Codes  (SOC)  included:  Police  and  Sheriff’s  Patrol  Officers  [33-­‐3051];  Police  Patrol  Officer  [33-­‐3051];  Sheriffs  and   Deputy  Sheriffs  [33-­‐3051];  Correctional  Officer  Jailer33-­‐3012];  Fish  and  Game  Warden  [33-­‐3031];  Detectives  and  Criminal  Investigators   [33-­‐3021];  Police  Detective  [33-­‐3021];  Police  ID  and  Records  Officer  [33-­‐3021];  Criminal  Investigators  and  Special  Agents  [33-­‐3021];   Immigration   and   Customs   Inspectors  [33-­‐3021];  Intelligence  Analysts  [33-­‐3021];  Security  Guard  [33-­‐9032];  Parking  Enforcement  [33-­‐ 3041];  Transit  and  Railroad  Police  [33-­‐3052]   Regions  included:  Santa  Cruz,  Monterey,  San  Benito,  Santa  Clara.   Source:  LMI  data::  Centers  of  Excellence::  Demand  and  Supply  Data  Tools.  

     

 

 

C  E  R  T  I  F  I  C  A  T  E   A  N  D   D  E  G  R  E  E   C  O  M  P  L  E  T  I  O  N   2.   How  successful  is  the  program  at  moving  students  to  completion  of  certificates  and  degrees?   The  averages  over  the  past  five  years  have  been  fairly  consistent,  issuing  approximately  11-­‐18  annually  with  the  exception  of   AA/AS  degrees  in  2011-­‐12  and  2013-­‐14.    It  is  clear  that  students  are  gravitating  towards  the  AA/AS-­‐T  degree  since  it  gives  them   many  more  options,  especially  since  many  students  transfer  to  San  Jose  State  and  other  CSUs.      

Source:  Planning  and  Research  Office::  SQL  Data  Warehouse::  ProgramPlanning_AA-­‐ASDegrees.sql        

 

 

J  O  B   P  L  A  C  E  M  E  N  T   A  N  D   W  A  G  E   A  D  V  A  N  C  E  M  E  N  T   3.   How  successful  is  the  program  at  placing  students  into  jobs  and  advancing  their  wages?     A  total  of  138  CJ  students  completed  the  Employment  Outcomes  Survey  between  2010-­‐2015.    Of  the  students  who  completed   the  survey,  100%  of  Completers  and  99%  of  Leavers  responded  to  the  ‘Employment  Status’  question,  while  71%  of  Completers   and  80%  Leavers  responded  to  the  ‘Working  in  Field  of  Study’  question.   While  both  completers  and  leavers  have  a  high  employment  rate,  75%  and  81%,  job  placements  remain  low  with  only  25%  of  the   completers  and  32%  of  the  leavers  working  within  their  field  of  study.  

 

What  Best  Describes  Your  Employment  Status  Now? 90% 80%

75.0%

81.1%

70% 60% 50% 40% 30% 20%

13.1%

10%

1.2%

1.9%

0.0%

0% Employed

Self-­‐employed

5.7%

1.9%

Working  not  for  p ay (volunteer,  internship,  etc.)

Completer  ( 100%)

Unemployed

Leaver  (99%)

 

 

Working  in  the  Field  of  Study  2010-­‐2015 80%

70.00%

70%

58.14%

60% 50% 40% 30%

32.56% 25.00%

20% 10%

5.00%

9.30%

0% Yes

Closely  related  but  not  exactly the  same Completer  ( 71%)

Source:  Employment  Outcomes  Survey,  2010-­‐2015.        

Leaver  ( 80%)

No

 

 

 

D  E  P  A  R  T  M  E  N  T   P  L  A  N  S   5.   What  actions,  if  any,  does  the  program  intend  to  undertake  over  the  next  two  years  to  increase  program  completions,  job   placements,  or  wage  advancement?     Program  completion  is  in  decline  partially  because  of  low  student  enrollments  state  and  college  wide,  but  also  because  of   the  reduced  interest  in  working  as  a  police  officer  which  has  traditionally  made  up  a  significant  number  of  criminal  justice   students.  The  almost  daily  occurrences  of  police  officers  being  killed  in  the  line  of  duty  has  brought  about  a  decline  in   applicants  both  locally  and  nationwide.  Local  agencies  are  finding  it  increasingly  difficult  to  get  people  to  apply  for   employment.     For  both  completers  and  leavers,  job  placements  remain  low  with  only  25%  of  the  completers  and  32%  of  the  leavers   working  within  their  field  of  study.  A  full  70%  of  those  that  completed  the  program  are  not  working  in  their  field  of  study   although  75%  are  employed.  Unfortunately,  this  has  been  a  historic  problem  with  criminal  justice  students,  not  just  in  our   program,  but  nationwide.    The  primary  reason  is  the  difficulty  in  passing  the  required  background  investigation  because  of   poor  life  choices.     We  have  attempted  to  address  this  issue  by  the  recent  creation  of  a  new  course,  CJ  150-­‐  Career  Planning  for  Public  Safety.   The  course  was  designed  to  prepare  candidates  for  the  testing  and  hiring  process,  including  a  thorough  review  of  the   background  investigation  process.  It  is  an  elective  course  so  it  is  not  required  for  the  degree  and  we  have  been  finding  that  a   number  of  students  drop  the  course  after  only  a  few  weeks.  This  may  be  due  to  the  realization  that  they  will  probably  not   get  hired  as  a  police  officer  because  of  new  information  that  they  obtained  while  in  the  class.  Additionally,  a  number  of   students  do  not  want  to  complete  the  written  assignments  included  in  the  course.  The  department  added  these  assignments   to  address  report  writing,  which  is  difficult  for  many  students  and  newly  hired  police  officers.  The  department  also  conducts   mock  interviews  with  representatives  from  local  law  enforcement  agencies  to  help  students  prepare  for  the  job  market.     During  our  department  meeting,  it  was  agreed  that  all  faculty  would  try  to  address  the  issue  of  background  investigations  at   least  minimally  in  each  class  and  to  encourage  students  to  enroll  in  CJ  150  to  determine  if  they  were  eligible  for  employment   in  this  field.  If  we  can  let  the  students  know  what  types  of  behavior  will  disqualify  them  from  becoming  a  police  officer,  they   may  stop  it  in  time  to  still  get  hired.  Most  hiring  agencies  report  they  have  to  test  approximately  50-­‐100  applicants  just  to   hire  one  person.  We  have  been  asked  by  the  local  agencies  to  discourage  students  from  applying  to  their  department  when   it  is  apparent  they  have  disqualifying  conduct  in  their  past  as  it  is  a  large  expense  and  investment  of  time  and  resources  for   the  agencies  to  test  candidates.  Unfortunately,  many  of  their  life  choices  that  were  made  before  they  entertained  the  idea   of  employment  in  the  field  of  criminal  justice  or  law  enforcement  will  prevent  them  from  ever  being  hired,  despite  efforts   employed  by  the  college  or  its  faculty.    

Criminal Justice Biennial Report 2016.pdf

Accumulate General Ed credits/units. Personal interest/self-enrichment not ... [33-3021]; Police Detective [33-3021]; Police ID and Records Officer [33-3021]; Criminal Investigators and Special Agents [33-3021];. Immigration and Customs ...

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