Evaluation of Graduate Program: 2013 Student Surveyjohnjay.jjay.cuny.edu/files/2013_grad.pdf ·...

Evaluation of Graduate Program:

2013 Student Survey

Office of Institutional Research December 2013

OIR 13–25

Table of Contents Overview …………………………………………………………………………………………………… 3 Key Findings ……………………………………………………………………………………………… 4 Table 1: Population and Sample Demographics ……………………………………………… 11 Table 2: All Graduate Programs (Aggregated Results) ……………………………………… 13 Appendix A: Respondents’ Comments …………………………………………………………… 23

Question 25: Program Strengths 24 Question 26: Program Weaknesses 41 Question 27: Suggestions 66 Question 7.1.D: Problems with Course Registration 82

Appendix B: Results by Graduate Program …………………………………………………… 84

Table 1: Criminal Justice 85 Table 2: Digital Forensics and Cybersecurity 95 Table 3: Forensic Mental Health Counseling 105 Table 4: Forensic Psychology 115 Table 5: Forensic Science 125 Table 6: International Crime and Justice 135 Table 7: Protection Management 145 Table 8: Public Administration 155 Table 9: Advanced Certificate Programs 165

Overview The 2013 Student Evaluation of Graduate Program Survey was administered by John Jay’s Office of Institutional Research. The survey included questions pertaining to students’ current graduate program in terms of program administration, faculty, educational/professional development, and overall satisfaction. Additional questions focused on usage of library services and asked for commentary on personal experiences in the graduate program. A preliminary list of graduate students enrolled at John Jay at the start of the Fall 2013 semester was extracted from the CUNY Institutional Research Database. Those individuals were invited to participate in the web-based survey; each received multiple emails containing a link to the survey. Of the 1,697 students who were contacted, 529 completed the survey—a 31% response rate! (Please note, though, that one respondent was dropped because of dual status as a master’s and doctoral student. Thus, the final N was 528.) The report provided herein details students’ responses to the 2013 Student Evaluation of Graduate Program Survey. Table 1 contains demographic information for the population and sample. (Given that the two groups were similar, no weights were applied to survey responses.) Table 2 presents survey responses aggregated across all graduate programs. Appendix A contains respondents’ verbatim comments to open-ended questions (including program strengths, program weaknesses, and suggestions). Appendix B presents survey responses for each graduate program. Several key findings, based on the entire sample, are delineated in the following section.

John Jay College of Criminal Justice Office of Institutional Research

Evaluation of Graduate Programs 2013 Student Survey

December 2013 OIR 13-25

Key Findings Sample Characteristics

Respondents were mainly female (70%), White (49%), younger than 30 years old (58%), and NYC residents (60%).

Less than 30% of respondents had earned a bachelor’s degree from John Jay.

Most respondents are pursuing a Master’s degree (99%), have continuing degree

status (66%), and attend part-time (71%).

The most popular graduate programs are Public Administration (45% of respondents), Criminal Justice (15%), and Forensic Psychology (15%).

58% of respondents have earned 18 credits or less towards their graduate degree. 47% of respondents have earned a cumulative GPA of 3.50 or greater.

Most respondents are currently working for pay (71%). Of these, 64% are full-time employees (working an average of 35+ hours per week), but only 31% have jobs directly related to their graduate programs.

Program Administration

92% of respondents “agreed” or “strongly agreed” that their graduate programs’ goals, mission, and purpose are clear. Likewise, the majority of respondents “agreed” or “strongly agreed” that their graduate programs provide services to help students pursue further graduate study (80%) and to find employment related to the discipline (75%).

However, the quality of advising provided by and within graduate programs needs improvement – only 58% of respondents indicated that overall advisement was “good” or “excellent.” As can be seen in Figure 1, advisement on degree requirements had the highest percentage of positive ratings while advisement on job/career options had the lowest percentage of positive ratings.

In terms of course registration, 84% of respondents were able to register for every

course needed this semester. For the 16% who were unable to register, the most frequently selected reasons were sections being filled (46%) or not offered (44%) at times they could take the course. Additional reasons were that courses were not offered (26%) and ad-hoc comments (28%) pertaining to administrative issues, lack of advisement, and work/financial constraints, for example (see Appendix A).




When asked about course offerings, 75% of respondents “agreed” or “strongly agreed” that courses are typically offered at convenient times. Nonetheless, the majority of respondents also felt that more courses should be offered in the evening (77%), on the weekend (52%), and online (57%).

Faculty

Faculty received positive ratings in terms of discipline-specific knowledge and teaching ability (94% and 89% of respondents, respectively, rated these areas as “good” or “excellent”), as well as being effective teachers and preparing carefully for courses (88% of respondents “agreed” or “strongly agreed” to both statements).

91% of respondents “agreed” or “strongly agreed” that faculty members are

genuinely interested in the success of students. However, there appears to be a discrepancy between perceptions of faculty interest in student success and perceptions of actions reinforcing that interest. For example, Figure 2 shows that less than 80% of respondents gave ratings of “good” or “excellent” on all course performance-related indictors.




Only 63% of respondents “agreed” or “strongly agreed” with the statement “I know at least one faculty member well enough to ask for a letter of recommendation.”

While 86% of respondents felt faculty members’ attitudes towards students were

“good” or “excellent,” fewer respondents (76%) indicated that their own relationships with faculty were positive.

Educational and Professional Development

When asked about the role of graduate courses in their educational development, most respondents gave favorable ratings. Figure 3 indicates that more than 80% of respondents felt that courses “somewhat” or “very much” improved their thinking, speaking, and writing, and challenged them to do their best work. The one area rated less favorably was acquiring work-related knowledge and skills.

86% of respondents plan to complete, are currently working on, or have already

completed a capstone requirement. Fieldwork was the most frequently selected requirement (52%).




Most respondents “agreed” or “strongly agreed” that their graduate programs provide adequate preparation for further graduate study (85%) and future professional work (83%).

However, only 41% of respondents have engaged in professional activities. The most frequent activities were attending conferences (selected by 63% of those respondents) and conducting research (61%). Less than 10% of respondents selected higher-level activities such as authorship on presentations or manuscripts.

Library Services

Only 9% of respondents have had a library instruction session in a graduate course, and of these, 89% reported that it was “somewhat” or “very much” useful.

For those respondents who have not had a library instruction session in a

graduate course, the majority think it would be useful (be it “a little,” “somewhat,” or “very much”) to have such a session in their graduate courses (65%) or graduate program orientation (72%).




29% of respondents have never visited the John Jay Library in person.

61% of respondents visit the John Jay Library website at least once a week.

The most useful library service is “online databases and journals.” Most

respondents indicated that this resource was “somewhat” or “very much” useful for coursework (86%) and research/professional development (77%).

The least useful library service is “assistance with locating library materials.” Only about half of the respondents indicated that this resource was “somewhat” or “very much” useful for coursework (54%) and research/professional development (50%).

General Satisfaction

77% of respondents rated their overall experience in their respective graduate programs as “good” or “excellent.”

If they had the chance to start over again, 80% of respondents would definitely or

probably choose to enroll in the same graduate program at John Jay. Respondents’ Comments

The majority of respondents provided comments to the open-ended questions regarding their graduate programs’ strengths (68%) and weaknesses (70%), as well as suggestions for how the graduate programs can help students complete their degrees (58%). Many comments were detailed; so much so, in fact, that there are 58 pages of comments (see Appendix A)!

The selected respondent comments provided below illustrate major themes.

Strengths

– SOME of the professors that I have had, not all, are very knowledgeable in their area. These same professors are willing to help answer questions and lead students in the right directions to their particular career. Also, very useful in the resources they provide to help students determine where to do their internship/externship.

– The graduate programs strength are the diverse areas of study that students can

choose from. Also the prestige of the program has the potential to lead students into great career paths.




– The opportunity to interact and exchange ideas with a diverse group of students, the knowledgeable faculty and coursework that has been pertinent to my career advancement.

– The required core classes introduce and reinforce important information that is

useful for an academic and/or practitioner. It is helpful that 711 and 710 are team-taught to encourage debate and different perspectives. In fact, if all the courses could be taught this way, that would help stimulate critical and individualized thinking.

Weaknesses

– A weakness of the graduate program is in its ability to make students aware of useful resources, (e.g., places to print, places to study, etc) making them fend for themselves in order to discover these resources.

– I advised myself on the course requirements and luckily I did it correctly, but a

lot of students were confused on the exact courses required for graduation.

– I don't find the classes challenging. I don't feel like the full-time faculty members care about student success. Every class I've had with a full-time faculty member has been laughable in content, depth, and expectations. Papers don't get graded, you never receive feedback in a timely fashion, etc. I think the full-time faculty is very focused on their research and brush off their teaching and grading responsibilities to TAs.

– Misinformation. Program was advertised as evening classes, but all of my classes

begin before 6. Daytime lab requirements were also not included. Lack of support. A handful of professors have been condescending, sarcastic, and basically rude to me and some people in my program. We don't need to be coddled, but we shouldn't feel like we're being ridiculed. The program has also been missing a general advisor - someone to tell us where things are and what processes/guidelines John Jay has. All of us have been improvising our way through registration over the past week without a whole lot of guidance.

– No support or assistance for the graduate students who work during the day and

need help in the evening. No one is hardly there after 5pm and all of the career fairs and workshops are conducted during the day when most graduate students work during day.

– Some of the professors do not seem like they care to teach. I actually had one

professor tell me that IF he had read the syllabus he would have advised me differently. If he had read the syllabus? Why would I pay to take a course where the professor didn't read the syllabus? That's completely unacceptable and not something you would expect from any respectable school. I am thinking about transferring because the school and the program now seem like a joke to me.




– The class schedules are not good enough. For example, next semester most

classes are from 6-9 pm and they are overlapping each other which makes the students take one class a day. Also, there aren't too much online classes offered which is another weakness as well.

– There is no advisement at all. I've been having trouble finding an internship and

have received no help. Many of the graduate students in this program have experienced the same thing.

– There should be more exposure to the different fields of work and opportunities

available once we graduate. Maybe through talks with alumni, alumni currently working in field related to the program, etc.

Suggestions

– Devote more resources to the graduate program; evenly split the Career and Professional Development Office's resources between undergraduate and graduate concerns, and make sure that everyone in the program is on the same page when it comes to administrative concerns,

– I have not once been able to get in touch with an Academic Adviser, nor have they

ever emailed me back when I've asked for help. This needs to change.

– John Jay Career Services and faculty needs to really understand what skills employers are looking for and create opportunities for students to do those courses. The school offers both graduate and undergraduate public administration programs, yet there is no offering of courses in software programs that are used in nonprofit organizations. Last I checked the school didn't offer QuickBooks, Raiser's Edge or any similar program. Programs that employers constantly ask for in job postings.

– Maybe form cohorts in the beginning. It would be great to have a steady group to

bounce ideas off of.

– Offer more courses at varying times and a wider selection across different subjects.

– Provide more services and resources to graduate students during evening hours

and on weekends.




Gender N % N %

Female 1112 65.5 371 70.3

Male 585 34.5 157 29.7

Ethnicity N % N %

White, non‐Hispanic 821 48.4 259 49.1

Black, non‐Hispanic 361 21.3 129 24.4

Hispanic 372 21.9 102 19.3

Asian / Pacific Islander 140 8.2 38 7.2

American Indian /Native Alaskan 3 0.2 0 0.0

Age N % N %

24 or younger 473 27.9 151 28.6

25 to 29 601 35.4 157 29.7

30 to 34 271 16.0 82 15.5

35 to 44 216 12.7 77 14.6

45 or older 136 8.0 61 11.6

Residency Type N % N %

NYC 995 58.6 314 59.5

NY State 382 22.5 103 19.5

USA 233 13.7 78 14.8

US Territory 2 0.1 1 0.2

Foreign 85 5.0 32 6.1

NOTES:

1. Data were extracted from the CUNY Institutional Research Database.

2. The population consists of all graduate students who were enrolled at the start of the Fall 2013 semester.

3. The sample consists of those graduate students who completed the online survey.

4. Some NYSED programs (listed on next page) have multiple tracks at the college, as follows:

• Protection Management includes Protection Management and Security Management.

• Public Administration includes Inspection & Oversight and Public Policy & Administration.

• The Criminal Justice, Forensic Psychology, and Public Administration programs include dual degree

students (e.g., BA/MA, BS/MA, MA/JD) currently pursuing the Master's degree.

• Advanced Certificate programs include Applied Digital Forensic Science, Computer Science for Digital

Forensics, Crime Prevention and Analysis, Forensic Accounting, Forensic Psychology (a postgraduate

certificate), and Terrorism Studies.

Table 1: Population and Sample Demographics

PERSONAL CHARACTERISTICS

Population (N = 1697) Sample (N = 528)




Degree Pursued N % N %

Master's 1672 98.5 522 98.9

Advanced Certificate 25 1.5 6 1.1

Earned Bachelor's Degree from John Jay N % N %

Yes 519 30.6 138 26.1

No 1178 69.4 390 73.9

Admission Type N % N %

First‐time Graduate Matriculant 498 29.3 158 29.9

Graduate Readmit 102 6.0 24 4.5

Graduate Transfer 1 0.1 0 0.0

Continuing Degree 1096 64.6 346 65.5

Attendance Type N % N %

Full‐time 407 24.0 153 29.0

Part‐time 1290 76.0 375 71.0

NYSED Programs N % N %

Criminal Justice 301 17.7 81 15.3

Digital Forensics and Cybersecurity 40 2.4 12 2.3

Forensic Mental Health Counseling 144 8.5 49 9.3

Forensic Psychology 225 13.3 78 14.8

Forensic Science 48 2.8 13 2.5

International Crime and Justice 67 3.9 20 3.8

Protection Management 100 5.9 31 5.9

Public Administration 747 44.0 238 45.1

Advanced Certificate programs 25 1.5 6 1.1

Cumulative Credits Earned N % N %

9 or less 653 38.5 199 37.7

10 to 18 307 18.1 108 20.5

19 to 27 332 19.6 99 18.8

28 to 36 260 15.3 86 16.3

37 or more 145 8.5 36 6.8

Cumulative GPA N % N %

2.99 or less 60 3.5 18 3.4

3.00 to 3.24 151 8.9 38 7.2

3.25 to 3.49 254 15.0 75 14.2

3.50 to 3.74 374 22.0 116 22.0

3.75 or more 364 21.4 131 24.8

No GPA reported 494 29.1 150 28.4

Table 1: Population and Sample Demographics

ACADEMIC CHARACTERISTICS

Population (N = 1697) Sample (N = 528)




N Yes No

4: Are you currently working for pay? 528 71.2% 28.8%

If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk

4.1: How many hours per week (on average) do you spend working for

pay?

375 1.9% 4.5% 14.9% 15.2% 63.5%

If yes, N Yes No

4.2: Is your job directly related to your graduate program? 375 30.7% 69.3%

CURRENT WORK ACTIVITIES

Table 2: All Graduate Programs




5: How much do you agree or disagree with the following statements? N Strongly

Agree

Agree Disagree Strongly

Disagree

A. The graduate program's goals, mission, and purpose are clear 528 35.2% 57.2% 6.4% 1.1%

B. The graduate program provides services (e.g., workshops, counseling)

that help students find employment related to the discipline

528 25.0% 49.8% 20.3% 4.9%

C. The graduate program provides services (e.g., workshops, counseling)

that help students pursue further graduate study

528 24.6% 54.9% 15.9% 4.5%

D. The college provides the graduate program with adequate resources

(e.g., space, lab equipment, supplies)

528 26.7% 50.8% 15.5% 7.0%

6: Please rate the quality of advising provided by and within your

graduate program in each of the following areas:

N Excellent Good Fair Poor

A. Degree requirements 528 32.6% 39.6% 18.8% 9.1%

B. Selecting courses 528 24.6% 38.3% 23.5% 13.6%

C. Job/career options 528 16.1% 36.2% 29.7% 18.0%

D. Further graduate study 528 16.7% 41.9% 26.5% 15.0%

E. Overall advising received 528 16.9% 40.9% 25.4% 16.9%

PROGRAM ADMINISTRATION





N Yes No

7: This semester, did you register for every course you needed to take? 528 83.9% 16.1%

7.1: I could not register for a course because… (select all that apply) N Yes

(selected)

A. Sections were already filled for times when I could take the class 85 45.9%

B. Sections were not offered at times when I could take the class 85 43.5%

C. The course was not offered this semester 85 25.9%

D. Other (please specify) 85 28.2%


Agree


Disagree

A. Courses in the graduate program are generally offered at convenient

times

528 19.9% 55.5% 19.9% 4.7%

B. I would like more courses offered in the evening 528 33.0% 43.8% 17.4% 5.9%

C. I would like more courses offered on the weekend 528 22.0% 30.1% 33.7% 14.2%

D. I would like more courses offered online 528 30.3% 26.5% 29.9% 13.3%

PROGRAM ADMINISTRATION (continued)






Agree


Disagree

A. Most faculty members are genuinely interested in the success of

students

528 36.6% 54.5% 7.2% 1.7%

B. Most faculty members interact with students outside of class 528 21.0% 43.9% 29.9% 5.1%

C. Most faculty members prepare carefully for their courses 528 30.5% 58.0% 9.1% 2.5%

D. Most faculty members are effective teachers 528 28.2% 60.0% 9.7% 2.1%

11: Please rate the quality of faculty in each of the following areas: N Excellent Good Fair Poor

A. Teaching ability 528 35.8% 53.4% 9.1% 1.7%

B. Teaching methods 528 26.1% 52.3% 17.2% 4.4%

C. Knowledge and experience in the discipline 528 61.7% 32.2% 4.9% 1.1%

D. Attitudes toward students 528 39.4% 46.4% 11.7% 2.5%

FACULTY






Agree


Disagree

A. The amount of coursework students are expected to do is

appropriate

528 24.2% 62.3% 11.7% 1.7%

B. The level of coursework required to earn good grades is clear 528 28.8% 58.3% 10.4% 2.5%

C. Faculty are available outside of class to discuss grades or assignments 528 24.8% 59.8% 13.3% 2.1%

D. I know at least one faculty member well enough to ask for a letter of

recommendation

528 28.8% 33.7% 27.8% 9.7%


A. Frequency of feedback about course performance 528 18.6% 47.0% 26.7% 7.8%

B. Quality of feedback about course performance 528 19.5% 50.6% 23.1% 6.8%

C. Promptness of feedback about course performance 528 19.9% 45.5% 26.1% 8.5%

D. Willingness to help students having academic difficulty 528 29.4% 46.6% 18.8% 5.3%

N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative

14: How would you characterize your relationships with faculty? 528 25.0% 26.1% 25.0% 19.7% 3.2% 0.2% 0.8%

FACULTY (continued)





15: To what extent have courses in your graduate program: N Very Much Somewhat A Little Not At All

A. Helped you to acquire job or work‐related knowledge or skills 528 29.2% 40.9% 14.6% 15.3%

B. Improved your ability to think critically and analytically 528 52.5% 34.8% 9.7% 3.0%

C. Improved your ability to speak knowledgeably and effectively 528 47.7% 37.1% 11.6% 3.6%

D. Improved your ability to write knowledgeably and effectively 528 48.3% 35.4% 11.9% 4.4%

E. Challenged you to do your best work 527 56.0% 32.4% 8.3% 3.2%

N Yes No

16: Do you plan to complete, are currently working on, or have already

completed a capstone requirement (e.g., thesis, exam, fieldwork)?

528 86.2% 13.8%

16.1: Please indicate your capstone requirements… (select all that apply) N Yes

(selected)

A. Thesis or dissertation 455 43.7%

B. Comprehensive exam 455 33.4%

C. Fieldwork experience (internship, externship, professional practicum) 455 52.3%

EDUCATIONAL AND PROFESSIONAL DEVELOPMENT






Agree


Disagree

A. The graduate program provides opportunities for students to engage

in research

528 39.2% 45.8% 12.7% 2.3%

B. The graduate program provides opportunities for students to attend

professional conferences

528 26.7% 50.2% 19.9% 3.2%

C. The graduate program provides adequate preparation for future

professional work

528 29.9% 53.2% 12.9% 4.0%

D. The graduate program provides adequate preparation for further

graduate study

528 30.3% 55.1% 12.1% 2.5%

N Yes No

18: During your time in the graduate program, have you engaged in any

professional activities?

528 40.7% 59.3%

18.1: Please indicate your professional activities… (select all that apply) N Yes

(selected)

A. Attended a professional conference 215 62.8%

B. Done an independent study or research project 215 60.5%

C. Received money or an award for research or other work in the

discipline

215 4.7%

D. Authored or coauthored a poster or presentation accepted at a

professional conference

215 7.0%

E. Authored or coauthored a paper submitted for publication in a peer‐

reviewed journal

215 5.1%

EDUCATIONAL AND PROFESSIONAL DEVELOPMENT (continued)





N Yes No

9: Have any of the courses in your graduate program included a library

instruction session?

528 8.5% 91.5%

If yes,N

9.1: Which course(s) included a library instruction session? 45

If yes,N Very Much Somewhat A Little Not At All

9.2: How useful was the library instruction session? (If you have had more

than one, please refer to your first experience when answering.)

44 54.5% 34.1% 4.5% 6.8%

If no,N Very Much Somewhat A Little Not At All

9.3: Do you think it would be useful for your graduate courses to include

a library instruction session?

483 16.1% 26.5% 21.9% 35.4%

9.4: Do you think it would be useful for your graduate program

orientation to include a library instruction session?

483 26.1% 22.8% 23.2% 28.0%

CRJ: 715, 730, 747; FOS: 706, 726, 796; ICJ: 804; PAD: 700, 702, 704, 714, 730, 747,

758, 771; PMT: 701, 752; PSY: 700, 701, 715, 745, 769

Text Responses (aggregated)

LIBRARY SERVICES





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week

19: How often do you visit the John Jay Library in person because of your

graduate coursework and/or research?

528 28.6% 17.8% 9.7% 13.4% 14.0% 13.6% 2.8%

20: How often do you visit the John Jay Library online because of your


528 8.0% 9.1% 5.5% 16.9% 19.3% 28.8% 12.5%

21: How useful are the following library services for your graduate

coursework?

N Very Much Somewhat A Little Not At All Have Not

Used

A. Assistance with locating library materials (in person, phone, text,

email)

528 26.5% 27.5% 10.8% 3.4% 31.8%

B. Online databases and journals (e.g., EBSCO, JSTOR, PsycINFO) 528 63.4% 21.6% 6.3% 1.5% 7.2%

C. Subject guides and handouts (e.g., subject guides, APA style handout,

research tutorials)

528 39.0% 28.2% 10.2% 3.0% 19.5%

D. The library as a place to study or write papers 528 31.1% 25.6% 13.1% 7.8% 22.5%

22: How useful are the following library services for your research or

other professional development activities?


Used


email)

528 24.4% 25.8% 11.4% 2.5% 36.0%



research tutorials)

528 33.7% 29.2% 10.2% 3.0% 23.9%


LIBRARY SERVICES (continued)






23: How would you rate your overall experience in your current graduate

program?

528 25.4% 51.3% 18.2% 5.1%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No

24: If you could start over again, would you enroll in the same graduate

program at John Jay?

528 42.8% 37.5% 13.4% 6.3%

GENERAL SATISFACTION





Appendix A:

Respondents’ Comments




25: What would you say are the strengths of your graduate program?

Note: “XXX” has been substituted for individuals’ names (and other identifiers) where appropriate.

- diversity in the courses offered - being known in the field of criminal justice in the US

1) Research & Design Methods 2) Policing & Corrections Studies 3) Advanced Terrorism Certificate

1. The faculty is knowledgeable 2. Program requires a lot of courses that prepare students for work

A few professors are very helpful and provide sound feedback. Advising on course selection. Most staff are experts in their area.

A few teachers are very knowledgeable in the subject matter; some even are able to convey that knowledge in a manner that is helpful in the academic setting

A lot of independent work

A professor that left for a better offer

A strength of the graduate program is that it brings together a very diverse student populous.

academics

All my Prof were very nice and profesional

Amazing faculty with very specific knowledge and experience. Grad student advisors are quick to respond and helpful, however since they do not have the authority to help us with everything it can be frustrating.

An in depth look at the functions of government

Applications in real-world settings and involvement with professionals.

As an MPA student at the program at West Point, I would say the flexibility of evening classes is spectacular. I also think the professors in this program are fantastic for the most part.

asking questions

Assistance from some of the professors. Courses/coursework is interesting

At this time, I do not recognize no strengths at this morning, I'm new to the program.

Availability of courses, quality of faculty

Availability of professors, opportunities to do research, and collaboration with peers

Because the program is such a small one its great being able to get to know fellow students and teachers on a one on one basis.

Certain teachers who are the top in their field, who genuinely care about the topics they teach on. Another strength would be in the quality of students selected for the program, who bring tremendous insight to peers.

Challenging me to do and think in ways I never thought possible




Classroom experience

Comprehensive and clearly guided

Confidence in myself and I feel prepared to handle career in management.

Convenient times for classes.

Core classes are straight forward and apply to what I want to learn

Courses are offered at a variety of times and there are enough seats that not being able to take a desired class seems to be a non-issue. Academic and career advising services are plentiful and helpful. Program administration seems to be good.

Courses offered, course content, facilities.

coursework and professors

Critical Analysis, decisiveness and research

CUNY school network might helps graduates to find a job.

Def. experts in the field. XXX is great as well!

Definitely the experience of the professors.

Diversity Challenging Promotes critical thinking and analysis on international level

Diversity of faculty. Multiple areas of specialization.

don't know yet

Dr XXX

Dr. XXX and Dr. XXX are incredibly knowledgeable

Eclectic with committed faculty

Evening and weekend classes.

Excellent and experienced professors. Extensive courses.

Excellent faculty.

Excellent professor

Excellent professors

Excellent Professors and many opportunities fro research.

Excellent professors who have a lot of experience from related major fields

Experience and knowledge of the course instructors.

Experienced educators




Experienced faculty Great research projects

Experienced professors with vast knowledge in their field. Professors are genuinely excited about what they do. They have very impressive resumes. The improved facilities are great.

Externship opportunity

Extremely knowledgeable staff who are respected in their fields and have connections related to the classes they teach.

Faculties are very knowledgeable in the field.

faculties are very knowledgeable.

Faculty

Faculty and Staff with strong background and experience in the fields they teach.Brining current events and real news into the classroom to teach and give practical applications to the course work. Keeping textbooks costs fairly low and reasonable. Location in NYC were there are many opportunities in the PMT field of work

Faculty are excellent. I am able to apply what I am at learning in class to my current job.

Faculty are really knowledgeable

Faculty assistance and guidance and ability to engage research.

Faculty Involment

Faculty. MSRG

Fast-paced and dense overview of computer science, operating systems and networking with discussions of arithmetic, Boolean logic gates and the history of computer architecture. Excellent and passionate instructors who reply quickly to email queries.

Flexible class schedules allow students with a busy schedule to attend school.

Flexible course hours which are designed with working students in mind, caring and interested faculty, interesting/diverse array of course subjects, highly regarded in the field of criminal justice.

Flexible, instructors are very knowledgeable. Being inline can be hard to teach, I find I do better in the courses where instructors have set up PowerPoint lectures as opposed to just the readings.

Focus on investigation within the IG field and connection to the Association for Inspectors General.

For the most part, the faculty are experts in the courses/fields they teach which is encouraging.

God's grace

Great faculty who are knowledgeable and have a lot of experience in the field.

great interest in the material

Great professors with an array of experience and careers.




Great teachers with experiences, and great resources.

Great teamwork amongst the MPAIG program. Professors communication and feedback not only keeps you on track but makes you want to do better and keep up with good work. The full support from staff and Advisement is essential, XXX is there at all times and through emails, and phone calls, there is a rapid responses and a lot of support. The Inspector General Conference is definitely a strength to all students, to be able take a real look at the career field with experienced people.Where we can not only learn but get a better look as well as prepare ourselves for success based on experiences others have obtained on the field. The combination or these resources make an outstanding program and I am very proud to part of it.

Groundbreaking research, experts in the field teaching, personable faculty

High Quality Teachers that are knowledgable

I am enrolled in the Digital Forensics and Cyber Security program. This semester I enrolled in the FCM740 and 760. The workload has been a lot more productive because the teachers were willing to focus more on doing a lot of hands on instead of just focusing on the reading or the theory aspect of the course material. I've learned to use more tools and duplicate actual scenarios that are closely related to the work that I will encounter on the field.

I am good at researching and writing papers

I am learning how to effectively become a better public server.

I am not able to make an assessment as this is my first semester and my judgment may not be accurate

I am very impressed with my two Professors, they lead a lively and intelligent class.

I appreciate that John Jay offers the IG program. It is wonderful to be able to study this field that is becoming more and more important as the public requires more accountability and transparency from the public sector.

I believe my graduate program has some of the best and most qualified professors and faculty. They are extremely well educated on their topics and have a wealth of experience in their field. You can tell they are investing a lot in their students and want to see us do well.

I believe that the courses are suited to help the students in their professional lives once they graduate.

I cannot say as of yet . A fair program

I enjoyed the testing or assessment courses available and the diversity of the professors.

I feel some of the strengths are the fact that many of the Professors have or either continue to work within the field of study. I also like that fact that despite many of my class mates are older, many of them currently work in related fields as well and are extremely helpful. It makes it a lot easier to make connections.

I feel the courses are challenging and the work rigorous.

I have had some really outstanding professors, that I feel lucky to have studied under their guidance (XXX, XXX, XXX, XXX, XXX, XXX, and XXX, specifically).

I have only taken online courses due to my work schedule. Without online courses I would be unable to complete my masters at John Jay.




I like the fact that XXX and other staff members reach out to the students and provide guidelines to how to select courses and a career path.

I love and enjoy the classes that I am taking. All are interesting and I know the knowledge I would gain from them will help me in my career choices in the future. I'm very intrigued by the level of experience of all the faculty members, its very impressive, and I understand why John Jay is one of the leading schools in forensic psychology.

I think each course provided an opportunity for the student to both examine an area of Protection Management in depth as well as develop critical thinking , research, and communication skills. I intentionally tried to take each course with different professors to tap into each professor's knowledge. I think this enriched my experience.

I truly believe that the faculty endeavor to produce a high quality Master's program.

I want to be able to attend professional conferences without the amount of people allowed being so little.

I would require all professors to not miss more than two classes. It would allow weaker students not to fall behind.

I would say my core class pad 700 is really helpful in understanding the basic of PA and the available resources which are great. Like the books and iPads available to us.

I would say the faculty and their experiences are the strengths of my graduate program.

If someone wants to learn and engage the Professors, they will get these opportunities. So again, while at the end of the day it's up to you how you are going to use the program and its resources (including the professors) to its fullest & to your advantage, it will not happen on its own; you will have to make it happen for it to happen. Nobody will give anything on a silver plate, but they will try to facilitate your goals and endeavors, if you yourself know what they are & are pursuing them! People are generally there to help.

I'm learning a lot of fundamental concepts.

Information on various careers, networking night for grad students and employers, job & internship fair, library services (ex. APA style guides, databases), and workshops (ex. resume/cover letter).

instructor knowledge and experience in the field

Instructors with lots of experience and enthusiasm; the iPad benefit is great; the IG conference is a unique and educational experience; and the course material is practical and challenging.

Interesting core courses in the beginning of the program had me excited to be a part of the program and interested to further enhance my knowledge within the field. PMT 712 was by far the best class I have taken. I learned a tremendous amount about fire safety in that class and it was online. The funny part is that I am a Security Management student.

interesting course topics, access to professor with relevant academic and work experiences, ability to gain research experience

It is broad.

It is one of the few colleges that has a psychology program with a forensic focus, and it is in a relatively good location.

It is the best school in this area. The proffesors are all well prepared.




It provides good insight into the profession and some of the challenges within the profession

It seems like doing bachelor's degree was like a high school. It requires lots of work, lots of research and lots of thinking. It is challenging but I am not giving up, because it will provide me those tools which I need to be successful.

Its convenient, and there are well informed professors teaching.

It's helping plan for me to me a great public administrator

It's like a family. Some professors are very excellent.

It's very interesting and challenge. I always up for a challenge!

I've really enjoyed the assessment courses, I like that they're mostly taught as practicums and that I got to practice with the actual testing materials.

Keeping me in shape. I'm constantly working on papers, projects and assignments.

Knowledgable faculty. Some, however, are too lax in their teaching and don't expect enough from students.

Knowledgable professors who have experience in the field. Good forensic related course options.

knowledge and experience of professors, availability of courses, learning job related skills

-knowledge in Criminal Justice field -good chances in finding job related to your grad.program

Knowledge in the field of study

Knowledgeable and academically active professors, emphasis and opportunity for research. Proximity to externship cites near the school (e.g. Kirby Forensic, Rikers)

Knowledgeable and experienced professors

Knowledgeable faculty, clear goals

Knowledgeable Professors

Knowledgeable professors and affordable tuition.

Knowledgeable professors and staff.

Knowledgeable teachers and some amazingly smart and talented classmates.

leadership has vision

Learning to communicate more effectively and think more critically.

Location Price

Lots of knowledgable and professional staff

Lots of material at hand, very organized, and oftehn times helpful.




Make student think outside the box

makes you think critically and be more observant toward society as a whole.

Many of the professors I've encountered are very knowledgeable and have a lot of field experience to share.

Many of the professors really care about the field, and are quiet knowledgable.

Many of the professors work in the field and have a lot of experience to offer. The students in Dr. XXX's office always answer my emails and questions, and Dr. XXX I think is a strength of the program because he is always willing to help students and really understands the field of counseling and what students will face.

Meaningful relationships and learning experiences from other Graduate students and Professors. The professors really force the students to excel to their fullest potential, I never met such dedicated professors who really want to see the students grow. I am truly grateful! From the admission staff I felt welcomed and capable. For once I felt I could do something bigger than myself. Thank Professor XXX for this enlightenment! Thank You Professor XXX for the support and thank you to the director of the MPA admission. The staff at John Jay believed in me when I wasn't sure about believing in myself! Thank You! Thank You!

Most classes are offered at convenient times at night, allowing me to work full-time.

Most my professor's have been excellent. One of the main reasons I enrolled in the MPA Program was to learn to do primary research. Im fall 2012, I took a quantitative analysis course and I did not learn anything.

Most of the professors I have experienced in the program are highly knowledgeable. They have a lot of experience which they teach throughout the class.

Most teachers have practical experience in their field, making them exceptional educators. The classes are in the evening, which allows me to have a full time job. The material is very practical for real world application.

MPA specializations - course selections

Multi faceted academic disciplines are taught in the MPA program.

My ability to do research assignments with confidence

My Graduate program definitely prepared me for a future in the field; I loved becoming familiar with research and the psychological tools required later on.

My graduate program is convenient, some books are provided for some courses, the teachers work with students to a great extent, and expectations are reasonable.

My program has a very strong research program. We have a student group which promotes research among MA students. The faculty members also have research labs in which MA students are invited to work. This helps us grow as students and, also, helps us foster close relationships with faculty.

N/A

N/A first semester

NA




networking

Networking capabilities

Nice package. All glitter. No substance.

None

None.

Not sure

Offering different specializations.

ok

Online classes and constant communication between me and professors.

Overall, great professors, plethora of classes offered

Preparation for the State licensure

Prestige of institution, incl but not limited to, well-respected faculty

Prior Law Enforcement Background and knowledge of the security industry.

professional effectiveness

Professional professors with a lot of experience.

professionalism of professors and their profeessional backgrounds

professors

Professors and classmates with real world experience.

Professors and faculty are very knowledge and understanding

Professors are generally helpful

Professors are great with questions and are always there to help. The feedback is quick and detailed.

Professors are knowledgeable and treat students fairly. They are also available when students need help.

Professors are knowledgeable in subject matter and many have worked in the field of study.

Professors are knowledgeable in the subject that they are instructing

Professors are very knowledgeable on the subject matter and they explain lessons by stating their own experiences which I thought was very helpful.

professors knowledge and experience

Professors that are knowledgeable and fair.




Professors who have been teaching me are very knowledgeable and experienced.

Professors who have experience in the field

Professors with a lot of field experience and such

Professors with experience in their field

Professors with real experience in the field.

Provide services and materials very useful for students.

Provides a comprehensive understanding of the pubic sector

Provides you with the ability to have real hands on experiences especially with cases that relates to real life situations. Also equips you with the relavant knowledge for the work enviorment necessary in numerous ways

reputation

Reputation of the college name

Researching and interavting with classmates

Resources

Small program in which the students gets very close that they turn out to rely and support one another. Professor XXX is one of the best professors that I have had through out the program.

Some of my professors are understanding realizing that there are older students who are juggling working full time, having families and going to school.

Some of the Faculty.

Some of the professors are very knowledgeable about their field of study but others seem to go through the motions.

Some of the professors I have had have been very good and very supportive of the students in the class. Overall the courses have variety.

SOME of the professors that I have had, not all, are very knowledgeable in their area. These same professors are willing to help answer questions and lead students in the right directions to their particular career. Also, very useful in the resources they provide to help students determine where to do their internship/externship.

some professors are very knowledgable

Some professors make the education and process worth it but others make you want to quit

Strong research background.

Students have the opportunity to learn from a high qualified faculty and staff.

Support with materials, resources and counseling.




Teachers are very knowledgeable

teachers have experience in the real world and are happy to help

Teaching management skills. Improving on writing skills as well as research skills.

The ability to analyze and recognize the issues an organization may be facing in order to make it more efficient and effective in its goals. It has also helped in the research of certain issues in society of that time.

The ability to be completed online

The ability to become better managers

The absolute thoughtfulness in the MPA program. And Ms. XXX!

The ammount of workshops and fairs

The breadth of knowledge and the emphasis on application to the field of forensic psychology (in that there are very few outside hypothetical situations given, but rather real and likely situations that students may encounter as professionals) are the main strengths of this program.

The broad experience of the professors.

The chief strength of the program are the challenges given to students in writing and research projects.

The choice of classes. There is something for almost every interest, regardless of your concentration.

The course are

The courses and subjects are relevant. However, practical experiences is needed. This takes active participation of students from the program in conferences and other active research organizations.

The courses are practical and the competency developed over time in those courses are very useful and can be applied to performing well on a real job.

The coursework is geared towards the major and most professors are very knowledgeable in their subject area.

The credit requirement to complete the degree is reasonable. The program has some Professors that really know the subject matter and have the ability on how to teach it.

The curriculum is great. courses assigned are interesting

The curriculum prepares us in an extraordinary way by teaching us to think critically and supplying the foundations for work in a variety of chemical fields, not only forensics.

The degree requirements are fair and useful. Most professors are excellent and have experience in the field that they are teaching about.

The diversity and experience of the faculty.

The diversity of professors.

The diversity of the classes offered and the caliber of the faculty




The diversity of the faculty enables me to understand issues from different perspectives and cultures. I love that professors are approachable and most of them are friendly and very willing to give feedback even when the topic is not related to their class.

The education acquired in this graduate program can be directly applied to my professional field of interest.

the experience of the professors

The expertise of the faculty

the expierence my teachers have in the field

The facility

The fact that I would be able to gain some type of license

The fact that it exists.

The fact that students are given the opportunity to attend workshops and seminars, which helps with the strengthening of the educational experience.

The faculty

The faculty

The faculty and the information they give and the teaching tactics they used

The faculty are excellent. The amount if experience shared.

The faculty are knowledgeable and seem genuinely interested in our success.

The faculty is extremely knowledgeable about their areas of study. The guidelines for what you have to take to complete in order to graduate are very clear. The online registration is very easy to understand.

The faculty is knowledgeable.

The faculty is very impressive. The externship and research opportunities are terrific.

The faculty really care about students and want you to do well. It is an interesting degree with useful courses.

The focus on analysis and evaluation. There is a dedication to memo writing as well.

The forensic psychology program has great faculty. It is amazing to learn from some of the best in the field.

The graduate programs here at John Jay pertain to jobs that are available in today's job force.

The graduate programs strength are the diverse areas of study that students can choose from. Also the prestige of the program has the potential to lead students into great career paths.

The great faculty.




The greatest strength of my graduate program (computer forensics bridge program) is the evening course scheduling as it caters to working students.

The hands on experience it allows

The JJC MPA Program at West Point is outstanding! Mrs. XXX and Mrs. XXX have been fantastic in helping organize and register for classes. Most Professors have been professional and unbiased in their instruction.

The job and networking opportunities. Texts books provided for the course instead of student buying and the iPad.

The John jay Name

The John Jay name has clout.

The knowledge and expertise of the faculty; it seems like each professor is/was at the top of their field.

The knowledge and expertise of the professors was very impressive and valuable.

The knowledge of the Faculty makes you confident or proff you as a student that your are learning good things that will definitely help you in the future. Facukty with the right Knowledge.

The knowledgeable faculty who timely respond.

-The knowledgeable Professors -The reputation

the length of time given to turn in assignments. Understanding that the students are adults with other responsibilities and recognizing the challenges associated with school, work and children alike.

The many opportunities to be involved in research, and working with a faculty who is considered an expert in the field

The material taught, professors knowledge and professional demeanor

The materials suck as cases studies and books and internet base articles such as IG websites are excellent.

The most obvious strength is the experience and interaction with the teachers.

The motivation and sympathy of the professors

The MSRG is absolutely amazing. I have received most of the information I need from them, as opposed to faculty or school offices. And my mentor is wonderful, he is always extremely gracious and helpful, and quick to reply when I shoot him an email. And the workshops they put together are excellent and very informative.

The name John Jay College is well known, thus saying I attended the school has always been a good experience.

The online factor

The opportunity it provides to apply yourself and understand real word activities.

The opportunity to interact and exchange ideas with a diverse group of students, the knowledgeable faculty and coursework that has been pertinent to my career advancement.




The other students bring diverse perspectives and the professors allow sufficient time for conversation and debate in class. I love this! Also the professors are clearly knowledgeable about their topics.

The posting of various job and internship opportunities for graduate students on John Jay Careers website.

The professional full time teachers make this program worth the struggle and discomfort.

The professionalism and knowledge of the professors.

The professor are fully willing to help and support their students succeed. Professors are the center of this program.

The Professors

The professors and the ability to attend professional conferences and learn to network.

The professors and the coursework.

the professors and their assignments

The professors are engaged in assisting you in becoming successful in the receaching your goals.

The professors are excellent and are great with applying scientific methods and related topics to specific field work and can elaborate based on their personal experience. All professors challenge students.

The professors are excellent. I have acquired so much knowledge in a short amount of time.

The professors are extremely knowledgeable in their field.

The professors are great.

The professors are incredibly knowledgeable, experienced in the field, and willing to use their own experiences as examples in the classroom.

The professors are The strength they are able to make some boring topics fun and engaging for the students.

the professors are very knowledgeable in their crafts.

The professors are very knowledgeable of their subject topics.

The Professors guidance and class sessions.

The professors have field experience

The professors have years of experience in public administration.

The professors. The amount of expertise within their given fields of criminal justice is very strong. They go out of their way to help students, and are passionate about the subject material.

The professors. They are their for the students yet give the type of work that requires critical thinking and applying what we learn.




The program challenges the student to think critically about issues in public administration. It also builds your presentation skills. The core courses provide a strong foundation in leadership and management.

The program has a very strong Toxicology and Criminalistics, however, the Molecular Biology program needs more work.

The program is very comprehensive and will provide the requisite knowledge & skills.

The program is very comprehensive, covering a wide range of topics in the field.

The program offers exposure to a wide variety of subject matters.

The program provides in-depth knowledge about the criminal justice field. The textbooks and powerpoint slides are very clear and thorough. Most professors lecture well and are able to communicate the subject material in a coherent manner. The learning environment is great. Most professors communicate via Blackboard, which is very efficient. The program enforces research based learning.

The quality and quantity of courses available for study as well as the quality of Professors offering instruction.

the quality of new personel, teachers, career counselors and acedemic advisors. most of the professors have extended public service carrers to draw paralells for students

The quality of the professors, the resources and support provided by the MPA staff, and the relevant coursework that can be easily applied to real life in the public sector.

The quality, experience, and knowledge of the professors.

The relationship between the topics/classes studied and my employment.

The required core classes introduce and reinforce important information that is useful for an academic and/or practitioner. It is helpful that 711 and 710 are team-taught to encourage debate and different perspectives. In fact, if all the courses could be taught this way, that would help stimulate critical and individualized thinking.

The required courses, while not always the most interesting, provide necessary skills that translate into the public workforce.

The research methods and proper way of writing and presenting a topic, also the availability the professors have for you when you need them

the researching methods because it prepares you for certain positions in public administration

the small number of students, which makes the classroom more comfortable for interaction.

The specializations

The strenght of the program is that it has quality professor who are not only knowledgeably of the course they are teching but also have life experience for the most part.

The strengths are really the faculty. The professors are knowledgeable in the fields they are teaching about and teach real world experience. Another strength is the opportunity for internships in our field of study. It is beneficial to learn exactly the work we will be doing after graduation.




The strengths are the professors. They have a wealth of knowledge in the field and it shows in their lectures.

The strengths are the variety of courses offered.

The strengths in this graduate program is the knowledge that we can that can be used in our fieldwork.

The strengths of my graduate program are some of the instructors. They are very helpful most of them and are willing to help you.

The strengths of my graduate program are that it not only provides an MA but also licensure and that it provides me with mandatory internships. The majority of the courses are also useful for the future.

The strengths of the Digital Forensic graduate program is that there are faculty that have the potential to teach at an advanced level, however the time and dedication is lacking which hurts the students.

The strengths of the graduate program are the experiences and knowledge the professors have. The professors seem to care about the students and care about what they are teaching.

The strengths of the MPA program is it provides the students with Professor that are rounded experience wise. this helps the students to gain a better practical understanding of the discipline they are pursuing.

The strengths of the program are the full-time faculty and their research labs/experience and their teaching. The college assistants and MSRG are a huge help to students in their navigation of the program as well.

The subject matter in my specialization can be immediately applied to the situations in my office. The program touches many of the areas that I am interested in, and the majority of my professors were informed and challenged me to understand and apply the subject matter.

The teachers are experts in their field and are an excellent source for learning.

the teachers are the best in their fields

The teachers have a lot of research experience.

The teachers, and the overall organization of the mandatory subjects.

The theories I have learned will be able to put into practice

The times that the classes are scheduled, knowledgable professors, passionate professors, the availability of various PA courses.

The tuition is great considering the financial crisis most are facing. Course selecton in each concentration are intersting ( the material).

The variety of course subjects, the recognition of the school.

The Weekend program

The willingness to improve the program. I like the support of textbooks and Ipad.

There are ample research opportunities

There are genuinely some professors who care about our future.




There are knowledgeable professors.

There are some professors who are truly knowledgeable and are good professors.

There is a very strong emphasis on research, which I think can be useful to some students. The faculty is very experienced in the field and are able to give a lot of real-world examples to bolster what they are teaching. I think that adjunct faculty and PhD students are really dedicated and skilled.

This graduate program at John Jay is great. I've learned how to effectively communicate with an audience when presenting using a power point presentation. In addition, my writing, critical thinking, my behavior in the workplace, and the way I perceive things in the workplace ha significantly changed...

This graduate program has the tools such as a lab that students may utilize. The staff know their information.

This program has a good foundation, but when I first applied for the program, I applied in response to a particular field of study, which is no longer being offered.

Three out of four of my professors are wonderful are present in the room ready to better the future workers in this field. They are available for outside contact/communication and are willing to adapt their teaching style to make it a better experience for everyone. Dr. XXX, Dr. XXX and Professor XXX are wonderful!!!! Dr. XXX is probably the best research methods and design teacher I have had thus far (out of 2 graduate schools and undergrad = 4 research classes). I wish Dr. XXX and Dr. XXX taught a variety for classes I would take them for everything!!! They challenge you but are there to make sure you don't fall behind. Mr. XXX although I had never had him in a class saw me in a hallway frantic on the phone with my mother, he stopped and helped me with my admission problems as did his dept head. That kind of caring for the students your biggest strength at this school.

To ehance students knowlege and skills in the world of work.

Tuition is affordable and theoretically can be completed in about 2 years. The college also has a reputation for criminal justice and law enforcement, which is helpful for students pursuing those fields

Types of courses are being offered. I think classes are very realistic. I can use the knowledge in my professional life.

Unable to tell at this point. This is my first semester

Variety of courses

Variety of courses, passionate professors who offer students great opportunities, good professional reputation.

Very challenging, and allows you to apply what you are learning.

very detailed and helps me to analysis information from a whole different perspective

Very educated teachers for the most part. They all seem to know alot in their discipline and are very professional in class.

Very knowledgable and experienced staff. Impressive.

Very professional.

We have numerous presentations, which has helped in my job employment.




Weekend and evening classes make attending school and working full time possible.

Well Assigned Class Materials

Wide range of required courses and electives, appropriate requirements

wide variety of course options




26: What would you say are the weaknesses of your graduate program?


- I received no academic advisory as a Fulbright scholar and all my Fulbright colleagues, I met in my pre-academic program, had an academic advisor. Since there war somebody else who did the affiliation for me, even if I chose this school, I did not know the requirements I need to follow. I had a lot of difficulties because of this. - sometimes the people that are working in these social services, like health center, dean office etc., I have the feeling that they don't know what they are doing. I remember right after I started school I asked for a peer student who can show me the campus so I can get familiar with the place I will be studying in, and everyone was sending me from one office to another. A really pain!

1- New office staff person - she more interested in the imagined power of her job then helping students 2- Seems to be a weaker stepchild to CJ or MPA by credits and requirements

1. Course options are limited and they are offered at very limited times - I wish there was daytime and evening availability for each class 2. Registration appointments make no sense - people who have a lot of credits and need certain classes (and those who work at JJ) should be waiting and registering as soon as registration opens, I don't think I should have to take various elective classes at inconvenient times simply because those people are awarded registration priority.

1. It's disgusting that we are still in such a nasty old building, with dirty walls, desks and unsantiary bathrooms. 2- I feel the advisor should be more knowledgeable on the class selections. That process is a little silly and unprofessional. I wish there were more grant writing workshops or a grant writing class.

A lot of course work to cover.

A lot of courses get filled quickly because their is only one of them open. If there could be more open sections for students.

A lot of information at a high speed. Hard to retain the information at this pace.

A seeming lack of ability to offer courses on a regular basis. Next semester will be my last, and only one of the two courses I have been wanting to take since starting my program will be offered - the other has not been on the table since I began the program.

A weakness of the graduate program is in its ability to make students aware of useful resources, (e.g. places to print, places to study, etc.) making them fend for themselves in order to discover these resources.

abilty to retain good staff

Academic advisement is somewhat limited as its difficult to obtain an appointment to discuss your courseload. I found it difficult to reach an advisor which caused me to register for classes that was outside of my area of specialization. As a result I had to apply for dual specialization since I was off track for my first choice, Management & Operations

Academic advising is a little weak in my opinion. Some information that everyone might benefit from could be sent out via email or some other method, so that individual students don't need to make advising appointments to go seeking out that information. An example is picking the thesis or externship track. I don't even know if I'm supposed to declare that somewhere or what...

Academic feedback and communication.

Administrative and individual support.




Advisement, direction.

Advising

Advising and Support.

Advising, I was never assigned an advisor. In most cases if I needed advising I went to Jay stop or would ask the professor I felt most comfortable or had to email the program chair. It was very confusing coming into the program as a new student with no advisement, didnt know what the comp exam or pmqt were until I heard upperclassmen graduate students discussing it. Felt forced to jump into my specialization even though I held off until my 3rd semester when I felt I had a good idea of the program and what field I wanted to specialize in. Email wanted me to give my specialization only after my first semester which was way too early to make a thoughtful decision. The requirement to take PAD courses in order to graduate. In many cases the required PAD courses are frustrating and hold little relevant value for PMT students and are PAD students usually hold a advantage in the courses (ie- free textbooks, general knowledge of course materials). The PMT program needs to develop more PMT courses to replace the required PAD courses to make a more valuable and beneficial use of students time. More courses such as risk analysis and research methods, which give actual instruction a skill, should be developed and introduced into the required course load.

Advisors not being involved more for first semester/first year students on the proper course load to take in the beginning. Students dont know if they should be half-time or full-time, definitely need advisors to step it up and advise so that students are not dropping, withdrawing, and flunking out of classes.

Although the books and materials are relevant and provide great references and resources for completing the class work, I still believe the material would be more relevant if we actually practice more in the lab. The lab doesn't always function as expected and it is sometimes very frustrating to get to the right individual or to get the proper assistance.

Although the teachers have a lot of research experience, I think if they had more practical experience the student would benefit greatly.

Any of the networking opportunities are not at reasonable times for a graduate student. Most of Graduate students work during the day and go to class at night.

As a certificate student I felt left out and confused for a large portion of my first semester. A meet and greet with the faculty and students or a better departmental orientation would have gone some way toward helping me feel included and not like an afterthought.

Aside from a great deal: Changes in leadership, lack of ease in externship placement (BIGGEST WEAKNESS), overemphasis on CASAC, lack of communication between staff and students regarding graduate progress, lack of training on the part of student workers representing program, too many adjunct teachers who use pre-made textbook power points and teach directly from them word-for-word, timeliness, the graduate studies department staff is EXTREMELY RUDE, classes going past 10pm are awful.

Avalibility of tutors in writing lab. Appointments have to be made days in advance.

Broadly, the program suffers from the gross incompetence of the faculty. With few exceptions, the course instructors are incapable of providing cogent lectures or productively interfacing with students.

Can't think of any




Certain professors are not clear in their instructions, grading and expectations in course work. This becomes more of a disadvantage when these professors are part of the core curriculum courses, which is ultimately tested in the comprehensive exam. This puts the students at an increased disadvantage when completing the exam.

Certain required classes are unclear and made registering a little stressful

Class availability at registration

Classes taught using Powerpoint. The faculty needs to be more interactive.

Community

Could use more guidance as far as class scheduling and course requirements

Course admission/registration

Course selection is sometimes misleading and confusing

Courses are not necessarily structured around the forensic aspect of mental health counseling.

Courses not being offered every semester leaves little flexibility for me since I have set days off during the week. If a course isn't offered on my days off I'm stuck not being able to complete needed classes.

Currently I am doing the Forensic Accounting program, and i believe this is the 3rd year of the program. However, it seems as if all the kinks within the program have not been ironed out yet. Many students this semester have issues with how Professor XXX teach the material, and are waiting to voice those opinions at the end of the course.

Diluted content, lack of lab time, ineffective teaching style(s)

discrimination among professor and students (some professors)

disorganization

Diversify the course subjects a little more.

Does not offer enough online classes.

Does not prepare you for work after, no access to jobs, no structure

don't know yet

Emphasis on internships.

Evening students do not get the same resouces as the day students.

Event for networking and potential employment opportunities event are weak. Employers who participate are usually not looking for new candidates. Give off a feeling of waste of time to attendees.

Everything else, from poor teaching/clasroom skills, to a lack of direction for the externship program, my experience at John Jay makes me want to highly advocate for students interested in strong academics to apply elsewhere.

Expensive.




Everything and everybody who is not a teacher at the school. The administration is terrible; the people are rude, the bureaucracy is nauseating, and the curriculum is relatively weak. For instance, the prime reason I attended the John Jay College of Criminal Justice's MA program was to study the field of corrections within the area of criminal justice. However, only one course was offered in my first semester, and now there are ZERO courses available for studies into corrections. Corrections studies and administration was an offered graduate specialization, yet there are no corrections courses available. When I wrote to XXX about the absence of any corrections courses within the curriculum, I received a response that plainly said "sorry about that".....that's it. No explanation, no guidance, nothing. Since then I have been even more disillusioned with the MA program at JJC. In a school directly devoted to the criminal justice system, there is no sign of the corrections element. This is sad. Furthermore, the courses that are requirements for my degree are offered in bulk, and then rescinded. I had registered for CRJ 716 for this semester, and yet it was canceled on the LAST DAY possible; this provided me no time in order to switch courses around that met my schedule; I was unavailable to take this class.

EXTERNSHIP PLACEMENT!! This process is terrible. In general, all the listserv listings are related to the Forensic Psychology student NOT the FMHC. There is no effort made to match student with an appropriate facility and there is no energy placed on the supporting the student with the nuts and bolts of their search. Those binders in the office are extremely unhelpful and insulting to think that we should search through old hand written pieces of paper seeing who, maybe, is still taking interns and we can't take these binders out of the office, so we need to sit there and write down as many as we can, and then half the time the contact is no longer with the facility. I am so disappointed in this process, it has soured my opinion on the entire program. Additionally, a DIY approach to choosing your classes each semester is insane. There is no theoretical pedagogy regarding what order material is presented. A student should never be allowed to take counseling before they take personality or development. The information is set up in building blocks - its like trying to learn algebra before you know how to multiple.

Faculty are very self-deprecating about John Jay/CUNY, program is too short to develop meaningful knowledge/skills in a specific area (at least with the thesis track), some faculty are teaching at an undergraduate or high-school level. Too much insistence on teaching citation style and basic writing info in every class. It frequently feels less like graduate school than my undergraduate program (not at John Jay)!

faculty needs to improve building connection with students to advise them about career options

Flexibility to choose an area of specialization.

For me personally I find the online courses to be the weakest portion. while challenging in that I am basically forced to teach myself the material. There has been very little interaction with the professors otther than posting assignments, grading, and giving feedback. the teachers were helpful WHEN asked specific questions. But the online courses do not provide th eindividual interaction between the teaching staff and other styudents. YET they COST the same to the student.

Granted the small sample size, classes seem to be geared exclusively towards learning how to write a paper and to write it to the specifications of the particular professor. There has been little learning of actual applicable knowledge. This is certainly not what my expectation of a Masters granting program was prior to beginning classes.

havn't found any weakness

help in job opportunities after graduating from John Jay

Hours when the professors are available to meet with a student do not work at all for working students.

I advised myself on the course requirements and luckily I did it correctly, but a lot of students were confused on the exact courses required for graduation.




I am specializing in Juvenile justice and have had trouble getting classes because there are very few offered on this topic and the few that are offered are offered infrequently.

I can not think of any weaknesses.

I cannot think of any at this time.

I can't think of any at tis time.

I could appreciate more out of class communications from professors. I have used the school email and tried to conform to their policies, but sometimes I don't receive a response.

I did not enjoy the classes with excessive coursework instead of a midterm or final exam which were usually elective courses or courses with adjunct professors who were not easily reachable at school.

I do not feel a sense of community, poor feedback on assignments and professsors tend to hand assignments back late or in some cases, not at all.

I don't find the classes challenging. I don't feel like the full-time faculty members care about student success. Every class I've had with a full-time faculty member has been laughable in content, depth, and expectations. Papers don't get graded, you never receive feedback in a timely fashion, etc. I think the full-time faculty is very focused on their research and brush off their teaching and grading responsibilities to TAs.

I don't think there is any any weeknesses.

I enjoy going to class but due to my work schedule it's difficult for me to go to class at school. I believe offering more online classes would make my life a bit much easier.

I feel like some online professors are great, where as others are probably balancing full time jobs and really do not have time for the class.

I feel that not having an adviser to seek out in times of need is a huge weakness. Yes we might be adults now and don't need guidance and to be baby-ed all the time but as professionals in the field we are encouraged to seek out advice and guidance from others so why should we not have that same freedom here? Also, I applied twice to this school, I feel that the staffing in your Graduate Admissions office is lazy and unprofessional. Both times I applied I had difficulty in getting in touch wiht someone or getting CORRECT and FACTUAL answers out of the staff in there. I consider this a weakness of the program because the faculty in this office made it a reflection of the program I was applying to, saying that they felt certain ways.. When I had spoken to the dept. chairperson regarding my application he said that there were no notes in the file from them, and they had not ever been given my file to review.

I feel that the college is more concerned with the perception of distinction than achieving distinction through facilitating the students distinguishing themselves.

I feel there was no computer seesion for online students, especially the students who live in new york. Navigation is not easy and sometimes professors do not understand with issues that may come up.

I have not yet detected any. I just started 2 months ago.

I like that we have the ability to attend the AIG conference. I would like to receive info throughout the program on career options, job placement assistance, and career counseling.

I loved the MPA program. My only suggestion is that graduate students have access to a computer lab when the library in closed.




I really enjoy collaborate classes, I would like to see more group sessions through the online sessions. (Blackboard collaboration were we can all speak and have a class even at our own homes through I pad).

I started out in the campus-based program and switched to the online program. I preferred the campus-based program because we didn't have to participate in discussion boards on BB and we had more interaction with the professors. I think online programs are good for some students, but I think I'm better suited for classroom instruction.

I think better integration of CRJ 715 and 716 would better serve students. The problem is that one class does not directly lead to the other. Rather, the material is interrelated, making it difficult at times to remember everything from 715 when taking 716. I think if the courses could be reorganized to be taken concurrently, it would really make the concepts easier to understand and retain.

I will refrain from making an assumption as I recently started the program

I wish I could study in the library before class but there isn't really a quiet place with a desk to go. The majority of the professors are extremely helpful and respectful but I have had two that were actually rude and didn't seem to care about the students. In addition I felt that they were not up to date on changes in the field because they only work with high SEC clients and depended on students to teach them simple technology such as the computer and projector. I also found it frustrating that I had to take psychopathology before my first 30 credits because I felt that what I was learning will be obsolete once the new DSM was out. Also I would like for teachers to use the DSM 5 because I am graduating and that is what I need to learn and many professors are still using the 4.

I wish there Was more hands on counseling and guidance

I wish there were more choice of classes offered in the evening or on Saturdays.

I would have liked to know about the personalities of the professors. A personality conflict I had with a professor caused me to disregard any desire in a thesis or research. Granted, part was my fault, but I feel like this would be a very helpful tool to have, especially since this professor was on sabbatical when I joined the lab.

I would like the oppirtunity to network more, as well as expand on finance studies in combination with the program.

I would like to receive more advisement in regards to my classes and career choices and internships. As a first year, first semester student, I would've liked maybe an online or phone appointment with one of the advisors to let me know what classes I should be taking in my first semester. If it wasn't for the list online I wouldn't have known. Also, I would like more options for times to take classes. When I was registering most of the classes were already filled as well.

I would like to see a dual degree program for PMT and PAD students that is concise and fair.

I would make entry harder than what it currently is. I find that a lot of pathway students end up struggling with the materials, primarily because they don't have a sound basis of knowledge. However, saying that, I do think the MPAQE is an adequate exam to base individuals writing skills. Require an internship for graduation if they do not work in a relative field.

I would say the academic advisement process. I was expected to gratudate on May 2013 and due to a wrong academic advisement I was not able to do so.

If you have a syllabus to make sure to follow it.

In theory is okay but when it comes practice..,there are gaps, classes like CSI, Investigative Techniques we need to do field work like; visiting clinics, labs, Police Department etc




Ineffective scheduling. I had two classes that were without professors for the 1st week or class.

Information overload, too much required in courses, material is sometimes very ambiguous. The MPAQE exam needs great improvement, the noise level from the typing during the exam is very distracting, the required reading is very long and boring to do in the two hours there is not time to really get what the article is about to then write an effective response. I think the exam should be done online at your home and timed or shorten the reading so that students can be able to read it at least twice to really understand or choose a reading that is easier to read and understand. Also with the orientation do more to introduce students to the school and it's resources and not lectures on the program that they already have knowledge about.

Informing students about the resources that are available to them

Informing students of class registration dates and times and course availability

Instructors not answering questions posed by students, thoroughly. When answered they are vague. Instructors not taking control of class, allowing a student to continuously interrupt lecture- that does not pertain to class discussion

Insufficient sections for some specialized courses.

It could be a little more rigorous. Also, some professors are awful.

It has been difficult at times to get certain classes. I am still burdened by an erroneous grade wherein the Professor acknowledged I was wronged but a year later there are no responses to my Emails and my grade has not been changed despite the fact I did as he asked. I feel I have no recourse because he chairs his Department. Has totally soured me.

It is difficult to get in touch with the program director, Dr. XXX. While there are other graduate students that work in the department, it is difficult getting in touch with the director for time sensitive questions.

It is frustrating and impossible to get in touch with anyone in the program, from program director to faculty. I have taken multiple classes where I have never received an email reply or feedback from my professors. It is difficulty during registration and to ensure I will graduate on time because the program director does not respond to emails in time, if at all.

It is hard to seek assistance. Research has not been so easy for me to get involved.

It is not the program that is weak, I think it is the fact that it is a commuter school so it is hard to do any group assignments with other students in the graduate program. Everything is done through email which is not helpful, therefore although group projects do allow you to make friends in your program, I do feel they are a weak part of the program.

It is perhaps too broad, so it is hard to figure out what the focus is, and what future opportunities comes with being in this program.

It is understandable that for mental health counseling, some degree of knowledge is required about psychoanalytic theory for the general context/historical context. However, I think it was a poor choice for John Jay to offer PSY741, a psychoanalytic course that has no scientific research to back up any of Freud's claims with a professor/instructor that is a hard core Freudian. Psychoanalytic counselors give a bad name to psychologists and I dont think John Jay should focus too much on that if the school seeks to revampt their curriculum in attempt to become a leading research oriented school.

It is very difficult to get advisement from the BA/MA office. It would be great if Excel training could be included in classes other that PAD 747, as the IT workshops schedules do not cater for students that work full time




It lacks a standard for grading and informing students along the way as to their progress.

It's kinda of hard to get into contact with someone in advisement. As an evening student, there should be more ways to get in contact with an advisor.

It's online. Sometimes because if this assignments can be confusing or things are "lost" in translation. Weird not knowing my classmates at all.

Its very easy to get lost in what you should be taking throughout the semister months.

John Jay's administrative infrastructure is weak. Jay express is always overloaded (it services undergraduates and graduates). Last semester, when I was kicked out of all my courses because of a late loan, I had to attempt to remedy the problem from my home in Rhode Island. Over 4 days, I was on the phone for about 8 hours. I would get transferred form department to department and get nothing done. I finally had to take a bus and discuss my issue with JJ reps in person. Although I was finally able to reenter my classes, at the time, I felt penalized for going to this school.

lack of a clear description of forensic psych program - limited jobs available for individuals who graduate with this degree

Lack of advisement and lack of clarity of systems

Lack of advising. Program needs better structure and or specializations for students.

Lack of classes each semester that is part of the core requirement

lack of funding/stipends/grants --opportunities very demanding coursework (some professors are unsympathetic assignments or overlaps with other classes) Some professors are very ineffective at teaching despite being very well versed in their field.

Lack of graduate advisers for students, opposed to undergraduate advisers

Lack of guidance and sharing of information.

Lack of guidance on what courses to take prior to others. Lack of assistance with externships. No advisor assigned to students for more personal guidance. Lack of clarity to students of whom to go to for specific needs.

Lack of help in getting a job.

Lack of interaction

Lack of knowledge in the field. For example Budgeting

Lack of opportunity to practice one's skill sets.

Lack of professional conferences. Lack of outside activities

Lack of space in order to graduate students to adequately to be taught and complete research for their classes. The majority of classes are placed in the north hall building which I believe is a terrible building to place all graduate students.




Lack professional network for FMHC students. I attended a handful of networking and internship job fairs as well as the career development office and noticed that the generalizability of the Forensic Psychology program affords its students more variety in choices. Perhaps the school can develop relationships with nonprofit organizations or counseling centers to aid students who are more focused on counseling and to expand the focus beyond the court system.

Library needs to accommodate more students--more tables, more cubicles

Like wise there are very good professors who really teacher the course to student who maybe be doing the subject matter for the first time.There are also professor who do the opposite (do not teacher the subject clearly)and therefore the student gets loss during the course and often drop out.

limited class schedule. having trouble registering for required courses

Limited time

Mandatory stronger writing classes are necessary for all students

Many of the additional resources such as workshops available to students occur durnig the week when class is in session.

Many of the classes located in the obsolete North Hall building.

Misinformation. Program was advertised as evening classes, but all of my classes begin before 6. Daytime lab requirements were also not included. Lack of support. A handful of professors have been condescending, sarcastic, and basically rude to me and some people in my program. We don't need to be coddled, but we shouldn't feel like we're being ridiculed. The program has also been missing a general advisor - someone to tell us where things are and what processes/guidelines John Jay has. All of us have been improvising our way through registration over the past week without a whole lot of guidance.

Missing out on certain workshops, seminars etc because it is not available in the evenings during the week or Saturdays.

More advice should be offered on career opportunities with Masters degrees in this field.

more choises of classes, more emphasis in political behavior, urban and environmental policies, politics overall

More classes should offer Microsoft Excel. I wish to be proficient in Microsoft Excel and I would be if my classes offered it.

More consistent graduate advising and informing grad students that an advisor is on sick leave would warrant notificaton

More convenient timetable for working students.

More evening opportunities for class.

More opportunities for employment would be an improvement as well as clarity with class hours during enrollment.

Most classes are too easy to get an A. Not enough work is given to attain a Masters degree.




Most of the faculty are not prepared to be teaching a graduate course. I attended Hunter College as an undergraduate I found their undergraduate classes to be far more engaging and pensive than graduate courses at John Jay College. The faculty generally are not very knowledgeable of their field and they do not do a great deal to inspire their students. Classes are dull, and students are subject to performing monotonous assignments reminiscent of high school homework. The faculty is not up to par with other CUNY faculty members. Classes are not intellectual in any capacity. If the goal of the John Jay PAD program is to create more generic public administrators then the program is succeeding. Graduate students are relegated to North Hall which is not fit to serve as a homeless shelter. My interest in public service has decreased as a result of this program.

MPA advising is TERRIBLE, having ONE advisor for the entire program (XXX) makes no sense. Additionally, she is not a professor and does not seem to have much background in the subject at all. She is a perfectly nice woman but is not suited to the job of advising an entire program of Master's students. I am very confused as to how this came about.

MPA has too many options. The list of core courses are too broad in order to cover everyone in the major so we end up taking required core courses we don't need or have nothing to do with our focus.

MPAQE

MPAQE is not necessary because all the students have to write paper for every course. this exam just creates a barrier to students.

n/a

N/A

N/A

N/A

n/a

N/A first semester

na

NA

Needs to be more sensitive to students who must work and provide for themselves and their families. I'm not saying a free ride but more understanding and sensitivity with the particular circumstances of the individual student rather than creating standards to apply to all. My program has a lot of busy work rather than engaging in learning. Some of the professors are too concerned with their own research rather than the students. Professors should have more flexibility for different learning techniques as well as mentor students outside the classroom. Also, please don't hire faculty with no teaching experience.

No counselors available and you receive attitude when you ask questions from those you CAN actually reach out to for help.

No direct what students should be focusing on in order to graduate. Leaves student working what they should do and where they should go for certain things.

No emphasis on teaching students primary research skills and enhancing statistical software skills. Low rating on graduates finding jobs.




No funds to help attend conferences. Conferences are recommended by faculty and extremely educational but are expensive for broke college students

no lab area for graduates, help when graduate students are feeling stress out, grad students need more help finding employment

no one really knows the required classes to take. not enough information regarding the thesis and externship tracks

No support or assistance for the graduate students who work during the day and need help in the evening. No one is hardly there after 5pm and all of the career fairs and workshops are conducted during the day when most graduate students work during day.

No time to get to know students or professors outside of classes. Profs. and staff are hit-and-miss with replying to emails. Some never reply, some take a few days, some reply promptly. So there can be a lack of communication.

No weaknesses are in this program.

No weaknesses.

none

None

none

Not a lot of information for international students

Not all classes offered as needed

Not all courses are given every semester at appropriate times (after working hours).

Not all the classes available every semester

not all the profs. are good at teaching. they can be very disorganized not know what they are doing and come across rude.

Not being able to attend classes because it is only offered in the evening. I have to take online courses in order to attend school for my graduate studies.

Not clear advisement. Confusing instructions on what classes to take. Not enough information on where to declare major.

Not enough administrative guidance. Not enough courses provided for night students.

Not enough classes during the times that I need (at night)

Not enough classes offered at the West Point JJC MPA program.

Not enough classes offered online

Not enough classes that placed you in a real time environment. Ive utilized the computer lab for classes a handful of times. This has been a common complaint amongst my peers as well.




Not enough computers equipped with SPSS

Not enough courses are offered per semester. Not enough different choices of courses. The balance of theory and practical needs improving. Vital to have a lot of practical sessions in a degree program such as D4CS.

Not enough electives

Not enough focus/emphasis on the skills and areas needed to have a good working knowledge of the field. Do not feel like one will be a "Master" of these skills once completing the coursework. Also, no general public administration courses on finance/budgeting is available. Given that this is an MPA program, that should be required. Not enough resources committed to jobs for those with experience. Most jobs are for entry-level positions, but there does not appear to be a focus or strong effort to find positions for experienced hires.

Not enough interaction with the program administrators

Not enough job prep or information on exactly how you're education fits into the job market

Not enough networking

Not enough online classes or various times for every class

Not enough online courses and classes are not offered at enough different times

Not enough practice in the field

not enough time to dedicate fully

Not enough training time in the library's computer labs and info on how to access online resources from offsite. We are supposed to become familiar with various High-Level Languages (like C and Java), and it would be helpful if we could have lab time.

Not many classes offered during morning hours.

Not many morning/daytime classes offered

Nothing really, maybe the cost of the program.

One of the weaknesses of the graduate program is job placement/job opportunities.

organization throughout the school is horrendous. for a school that is so well known in New York, I expected the staff to be able to help me when needed. if I didn't want the name on my degree, I would have found a new school within the first week of classes. the school should be ashamed to run things the way they do.

Organization, teaching practices, ethics

Overall administration; it often seems like none of the faculty or staff are on the same page about anything administrative. Career and professional development; it most often seems like the staff in this office are more concerned with the needs of undergraduate students than with the needs of graduate students, which is extremely frustrating when I simply don't have the time to hound them to do their jobs. 90% of what they post on their site or email me is for undergraduate students, and when I tried to get help from them in person I was given the absolute minimum amount of attention and consistently inaccurate information which ultimately cost me an internship. Lack of resources; it is very apparent that this is an undergraduate focused school from the lack of resources that are devoted to the graduate program.




Participation of students and faculty in conferences. We don't have a sense of community. We need that community to build a strong and active research facility within the D4CS program.

Perhaps, we may in the future want to introduce some best practices from other nations and to do some comparative analysis especially in public policy, budgets and financial analysis, among others, which at the moment we don't do. I also feel, not that the program is weak as such but to strengthen it more, we should mandate that professors supplement the texbooks with at least three classic scholarly articles for class discussions over the course of the semester. For me, the articles or even one article turns to give a better understanding of the concepts in a whole textbook.

Poor academic advising Some professors have poor curriculum plan

Poor administration, arbitrary requirements, very little help in finding an externship leading to a poor presentation of this program in the work force. Director of program is not accessible (aside from Dr. XXX this semester)

-Poor advisement. Advisers should know how often courses are offered and advise accordingly. -PAD 701 is a CORE MPA course. Every semester it is offered in one section, online, with an impossible professor! The very nature of the class requires a classroom setting where students can dialogue with the professor. -My particular program is extremely unorganized and disjointed. The program is not properly coded with Financial Aid which has caused several of us to experience a problem. -Course registration permissions take an inordinate amount of time. Sure, everyone is busy, but during registration high times, students should be the focus. -Professor that express their personal sexist and racist views in the classroom and blacklist you if you challenge them or present a different perspective -Professors teach from 'accountingcoach.com' instead of utilizing the assigned book for the course. Why the hell did I register for the campus class if it is essentially distance learning? There is no metric to measure my grasp or comprehension of the material via a website. I'm a student attending JJay to learn skills that can transfer to my worklife. -Yet another professor does not 'teach' a very intensive accounting course. He assigns one end-of-chapter problem to every student in the class for the next session. At that session, he calls your name and asks what answer you came up with. If it is correct, he'll make a few arbitrary comments about the question and move on. Only if someone gets it wrong or if it is a particularly difficult problem will he 'work' it out on the board using the instructor's manual solution. There have been some proven instances where the publisher's version was incorrect. The professor is unable to provide an explanation (because he has not worked the problem himself... he is relying on the manual) Totally frustrating!!!! -I had a class this semester in a computer storage room in North Hall!!!!! It was filled with antiquated computer equipment from at least 20 years ago.... and the professor was ok with this although there were other empty rooms available? -Career Services has a plethora of information on INTERNSHIPS. However, if you look at the demographics of students that are enrolled in MPA, many if not most have prior substantial work experience and attend the program for a future salary supplement. Furthermore, why would an employed person leave a job that may not necessarily be in their field of study to take an UNPAID internship with no guarantee of future employment. This advice does not make sense in this job market or ever! John Jay is not the institute of higher learning that I thought it was. The are numerous deficiencies plaguing the MPA program. Rogue professors don't care, they give you the standardized syllabus with their contact info and office hours but are truly not available when you visit or write. Advisement is virtually non-existent although I hear the MPA PPA adviser is much more helpful. There is so much more to report.... but why bother? Even my venting through this survey will not effect immediate measurable change.

poor advising of capstone track preparation and procedure (i.e. when to apply for research labs, when to take thesis courses, direct placement in externships, internships), need for more classes (especially core classes) after 5 pm., most of the practical experience is done outside of the curriculum (need to provide equal practicum, research, and fundamental experience within the courses), lack of funding to attend psychological conferences, over-reliance on technology for communication, feedback, progression planning (via emails, blackborad, etc.), no opportunities for graduate level assistanships, lack of scholarships, need for more courses that focus on how to maneuver through: different forensic topics (risk assessment, malingering, competency), DSM-Disorders (mood, personality, childhood, psychotic) , therapy techniques (CBT, Psychodynamic, DBT, IPT)




Poor class accomodation. In one instance we moved twice. Projectors not working affects the delivery. Pros, emails not working. Text hard to find. Material that should be available on reserve stolen. How's that possible? Professors, who are not objective enough to judge one on performance instead of preconcieved notions based on one's nationality or ethnicity.

practical work, hands on or real world related assignments

Professor availability for graduates program needs to be more convinient for the Students that are currently working a full-time job.

Professor XXX

professors

Professor's are not great teachers. However, know their content very well, many are poor communicators of material. Overall student population do not contribute to class discussions and there is a lack of free exchanges of ideas in the classroom.

Professors may know their field very well but are not accustomed to teaching the material.

Professors should STOP babysitting the students and get serious! If they don't want to be serious at the undergraduate level (although they should), PLEASE at least make them more serious at the graduate level. This is not a joke, it's my education. and your reputation.

Professors such as XXX and XXX are useless in class. XXX talks too much about sex and XXX is disorganized.

Quality of lectures by the professors. They need to be little more clear.

Required courses in stats and research methods are usually given by adjunct faculty who are either not knowledgeable or proficient. I feel I had a disadvantage working with inexperienced professors. Poor writing support. Writing empirically has been a great challenge for me, and surprisingly, there is no class effectively teaching proper academic writing.

Scheduling conflicts make it very difficult to complete requirements. These schedule conflicts have persisted over generations of students in our program and have not been remedied, especially for students who need to complete undergraduate requirements in the first year.

Shortage of conference opportunities for student and limited major related courses for student to take.

since because a lot of my teachers are very experienced in the field they aren't very experienced teachers so they have a hard time having lessons plans and staying on topic

So far I am 100% pleased with the graduate program at John Jay.

So many required courses and not enough choices or electives for students in combined thesis and externship track. I only have 2 electives while others have 4 and there are other interesting courses I'd like to take

some are not

Some classes needs to be on line and as well as in the evening. Many of the workshops or programs offered do not take into consideration that some of the students are older adults who are employed.

Some course goals and descriptions per the syllabi are indistinguishable from each other and only one IG conference, not two, should be required.




Some coursework, is to stringent, and does not allow for flexibility.

Some (not most) professors are ambiguous with their expectations and grading. In those classes, there is no telling three quarters into a course what the outcome will be. Clear learning goals would help. I have a conditional acceptance and have had to take Psy311. I am in there with a number of graduate students, all of whom are too advanced for the course. That class is a waste of time, and money. I can appreciate a student needing to set a former foundation for psychology before starting the MA, but subjecting anyone to 311 is cruel and unusual. It would be nice if those give conditional acceptances were given the opportunity to prove the merit of their previous experiences and could test out of courses, such as Psy311 or statistics. Administer the final exam.

Some faculty, while amazing, seem to have too much on their plates. Most are helpful in person but it is very hard to reach some via email.

Some of the ellectives are not as useful as anticipated

Some of the professors are not equipped to teach.

Some of the professors do not seem like they care to teach. I actually had one professor tell me that IF he had read the syllabus he would have advised me differently. If he had read the syllabus? Why would I pay to take a course where the professor didn't read the syllabus? That's completely unacceptable and not something you would expect from any respectable school. I am thinking about transferring because the school and the program now seem like a joke to me.

Some of the teachers are difficult to understand

some professors are too busy to give the adequate time for each student

Some professors are unprepared for class and lacks clarity in instructions. The readings required for some classes are excessive and instead of a student trying to read and absorb materials, they use to time trying to get through the readings.Tthis to me is a waste of time and resources because we are unable to grasp the material. It becomes a situation where it is all about getting through and obtaining a grade. There really needs to be a balance.

Some professors don't meet the standard to teach graduate program. Being successful as a former lawyer or police officer doesn't mean that you have the ability or the specific skills to be a professor. With my respect.

Some professors need to understand that even though it's a graduate program, students paid there money to be thought and not to teach themselves.

Some professors really don't care if the students are learning the information They tell you at the beginning of the course that everyone gets an A and it's pretty hard to get below that. They're not really interested if you're learning the material or not.

Somethings are very confusing/ unclear within the program and in the classroom. which is leaving many of us feeling overwhelm. Also, the conditions of the building and classrooms is not suitable or fair. Other programs able to use the new building with more space and updated technology, and MPA is using the old factory building with limited space and inaccurate computers and projectors, which hold up lesson time.

Sometimes I don't think professors give us enough work to really learn. I hate to admit this, but if I don't have a reason to read I often will not. So if there is no assignment correlating to the reading, it likely will not happen.




Sometimes I'd wish that there was more time to write a paper, and then increase the expectations of that paper. I love writing but due to the high amount of papers some semesters it has been too much and the papers have been of lower quality than I know I can produce - but I still got A's! I think the graduate program could give more time to investigate some issues in depth instead of doing so much that at the end of the semester (after final) you hardly remember what the topics were.

Standards for work quality seems to be a bit relaxed.

Still too much structured exams at this level for many courses, students should be more engages from week to week with assignments and cases this allows the knowledge and realtive skills for dealing woth cases broader (develop students to be more open to many perspective) foster more discussion

Student need more help with career job placement before graduation.

Students are not given adequate career information and opportunities. This should be done at the beginning of the program. In the Forensic Mental Health Counseling field, there are many positions and information should be given about these different areas so that students can better plan for their futures. Important things are salary information and criteria needed for licensure or for specific positions, and job descriptions.

Tangential lectures, where the task or lesson at hand is lost, certainly affect the quality of understanding in a given class. In addition, there is something of a disconnect between professors who are relatively, and occasionally frustratingly, lax in lecture, but give intensive and thorough exams on material not sufficiently reviewed. Outside of the classroom itself, I personally wish there was a stronger sense of community for all graduate students, but particularly within this program.

Teachers should use powerpoints during class.

Terrible administrative help Education material not at graduate level

Terrible communication about advising, unclear what the professors demand as far as level of graduate work and papers.

The administration is disorganized and there isn't clear communication with students. Especially being in a new program, I do not feel like I have gotten any guidance from John Jay. I am somewhat off their radar though.

The administration of this school is by far the worst that I have ever experienced. No one cares about the students or how they can help.

The availability of classes (not available every semester). Some classes that I have had were not as expected and students taking the class with other professors reported better experiences.

The availability of courses for working professionals.

The availability of evening classes for those who work full time and the ability of professor's to have interactive teaching.

The availability of internships for people that work full-time but want that experience in the field they're studying but can't due to work.

the capstone is a waist of time. Also, there should be more financial aid for grad students. It wouldn't hurt to have a better advisor, the current ones KNOW NOTHING, offer no help, don't know the classes.




The class schedules are not good enough. For example, next semester most classes are from 6-9 pm and they are overlapping each other which makes the students take one class a day. Also, there aren't too much online classes offerred which is another weakness as well.

The classrooms in the Shoe Factory. They are hot all year Fall, Winter, and Spring. No services, uncomfortable chairs/desks - This is not a place were learning will thrive - all you do is think when am I going to get out of here.

The confusion over the requirements for the program, especially when you add in an Advanced certificate. No clear answer is available and there is a discrepancy in the information posted in the catalogs and the information received from advising. Also - at this point in ones college career, being tested for grammar, punctuation is a little "cat out of the baggish". The MPA QE is an unnecessary distraction and stressful element for some students that is past its prime.

-The courses do not teach you anything about the forensic application of the topic being studied yet the degree is forensic mental health counseling. -Anything I learn from class I could have or already have learned from a book on my own or that was already assigned...you don't learn anything extra by attending classes.

The department seems to be a bit disorganized. Many professors didn't know they were teaching certain courses ahead of time. I've missed valuable class time because of this. Some professors are teaching courses they've never taught before and have had to throw together a curriculum and aren't even sure how assignments will be graded. It is frustrated because I feel I'm not getting my money's worth and I also don't know where I stand in certain classes until a professor figures out how he/she will be grading assignments.

The department takes very little in the way of suggestions from its students and shuts them out of decision making opportunities.

The expecations of full-time working students by professors in unrealistic. Because they are in academia, they think that long papers are important and critical to our learning. It's just the opposite. In my job, I am asked to summarize concepts, shorten documents, and prepare what I have to in a concise, professional manner. The focus is too old-school not enough hands-on preparation or field trips. My co-students are working cops, firefighters, managers etc. The collective feeling among many of us is that we could teach the class better than most of the professors. Not all of them, but many. They really don't seem to know what is happening in the real world.

The fact that the program is so small it doesn't allow for more sections of a certain class to be offered more than once in a semester. So if you can't take one class that is offered in a certain semester most likely you will have to wait until it is offer again.

The faculty I have had so far. I have only been here half of a semester, so have not met a lot of the well known faculty. On the first day of class, TWO of my professors did not show up to class. This is absolutely unacceptable given the level of degree I am getting and the amount I am paying to be here. I later found out that there were no professors assigned to that class time and they had to hire two professors last second. They are both very incompetent in teaching, and I feel I have not learned hardly anything at all this semester from them. I am extremely disappointed with the organization of this college. I am hoping for much, much better next semester.

The final capstone requirements are useful to those who are interested in research or field work, but I think the field work component is too closely modeled off of the forensic mental health program. Many students in the forensic psych program don't want to be a counselor or a researcher, and I feel the current options somewhat limit their options to grow professionally.




The final options for students. The program offers thesis or externship options. This would be great except getting an externship is very difficult, and some individuals are not research minded. It would be nice if there was a third option to take a comprehensive exam at the end like other programs. Some students are having to stay extra semesters because they are unable to locate proper externships.

The flexibility in allowing students to major in more than one track.

The forensic psych program didnt really inform people that the program is really just a stepping stone program to a doctorate. Myself, and many others I know, are in the process of switching majors because of this.

The graduate program doesn't offer enough practical or hands-on assignments.

The greatest weakness is the poor teaching methodology. The professor is very demonstrable very knowledgeable in the course subject, but the class is not efficiently or effectively run. The professor reads off 60+ slides for 2 hours, does little to no problem solving examples in class (and when he does, it is read off the slide), cannot follow the syllabus schedule (everything is 2 weeks behind), and does not return graded homework at least 1 week before exams. There also does not seem to be a graduate program work room for our program (computer forensics bridge program); if there is, it has not been clearly identified in class, writing, or during orientation. While the course is held in the evening (6-8pm), the professor office hours are not--this defeats the purpose of catering to working students.

The hours. I could work during the day or at night but the hours are right in the middle (usually classes starting at 4/5), which for commuters does not not provide enough time to work and go to school. Undergraduate had much more convienient hours.

The instructors are not balanced. Some instructors give virtually no homework while others give an unrealistic amount of course work.

The is not much student input in course outline. Some professors emphasis too much on theory than practice.

The labs are under equipped and there is no funding for students to go to conferences

The lack of advisement or help with career plannning. However, this seems to be a weakness at John Jay overall.

The lack of available courses for weekends and evenings

The lack of guidance for dual programs. It is unclear how to pursue a dual program. Some areas of study cannot be combined and students are misguided.

The lack of support and assistance given by the department in regards to finding locations for externships, especially for anyone who is not in the state of NY was incredibly frustrating. There was also not a clear understanding and/or guidelines stating what classes I needed to take and I was given different answers by different members of the department.

The law parts, because for me, as an international student, the American law system is unfamiliair.

the limited graduate majors.

The majority of teachers are poor and do not adequately teach the subject matter. During my time in the graduate program, I have only had 3 or 4 good professors. Overall, the professors are not providing us with as good as an education as John Jay College advertises. If I were able to go to another school with a forensic focus, I would do so. John Jay seems more concerned with obtaining money than ensuring that students are receiving the proper instruction.




the most challenging courses being placed together at the end of the program that may present problems in completing the program if GPA needs improving. the difficult course could be offset by courses not so difficult to balance the amount of pressure to complete course without worry of failing the program.

The North building where the majority of my classes have been taught needs to be renovated, professors not answering their emails in a timely manner, there are several workshops that I would love to attend but due to the majority of them being scheduled during the day, I am not able to due to my full-time job.

The program directors, XXX and XXX, who never respond to e-mails and if they ever do are very rude. They make the experience with the program very uncomfortable and unwelcoming. Placing graduate program into the N building was an awful idea. Graduate students pay more money and more of us pay out of pocket unlike the undergraduate freshmen. Look at the statistics one in awhile! It is disrespectful and shows no care about the program. John Jay website still states that the program is ranked in the top 20 percent, that information is undated and has changed to below 20 percent since. It is misguiding and shows lack of transparency of a public agency. We have to lean that in class, but our mentors lack it.

The program does not have graduate advisers. Workshops are also offered at inconvenient times early in the day during work hours or in the evening during class hours. Some professors need more classroom structure. The program does not leave room for students to get to know and bond with professors. Professors do not take the time to know their students name.

The Program doesn't have office hours that are compatible with student's schedule's. If classes do not begin until typically 6:15 PM, but the department is closed it is very difficult to speak with someone face to face. Also that I am not all that aware of who the chair of the program is. I also feel that Protection Management and its many concentrations do not receive all of the attention it deserves especially in comparison to other programs of study. We are rarely informed about conferences of setting up chapters/societies for either Security Management, Emergency Management, Fire Sciences, and Cyber Terrorism. All of which, are becoming extremely popular and in demand careers. You have many people coming out of these programs doing amazing things and it isn't really highlighted or properly communicated. My graduate program could also do a better job of showcasing itself.

The program lacks a research focus, for students looking to move onto another degree program the benefits are limited.

The program need more seminars .

The program seems really easy and not challenging. The program also seems unprepared to take on a lot of students, as the professors were not figured out by the first week of classes

The registration process is a weakness in that certain people are able to register first. It makes sense that second years get to register first but the registration dates for first year first semester graduate students is not the same and I believe that this is unfair. Also confusion about dates when things are due to the school offices are never accurate for example having paperwork due to one of the offices on Columbus Day when the college is closed.

The research class that I am currently enrolled is honestly one of the weaknesses. I have great professors so far that are very effective in teaching the class except for the research class, which I though is very important. We need research professors who can communicate the subject matter effectively and would be accomodating to students.

The resources are the poorest I've ever seen at a university especially for graduate students.

The specializations within the program are not very diverse; it seems that at some point majority of them overlap in more than a few courses. I wished I figured out I wanted to become a Statistician before I enrolled in the CRJ MA program. I do thank one of my professors for helping me figure it out.




The spring career fair did not have one company or agency present that was involved in emergency management.

The staff is terrible and useless. I am afraid I will never be able to get the classes I need to graduate.

-The students are not very unified. -Administration (School itself, not the criminal justice dept.) and process seems to treat graduate students as an afterthought.

The teacher being unavailable due to conferences with the IG track student. The college in general having holidays during classes so I'm barely I'm class and don't learn anything. My teacher making us just read and expect us to comprehend everything and not really covering the material. Pad 702

the teachers that read from there notes/power point/lecture verbatim. teachers that make students teach each chapter- although i do support the underlying principle of forcing the text. i just think accountability for mastery of the material could be determined in other ways.

The time some of my needed courses conflict with work schedule.

The times... While for most the evening schedule is good, however not all jobs are as flexible for night school so maybe some early, or afternoon classes would be better

The uncertainty of job availability soon after graduation without adequate previous working experience

the uneven percentage distribution of assisgnments, papers and tests.

The weakness of the graduate program is the course work that some of the professors have. I think some of the professors provide an abundance of work that is unrealistic for some of the lives that students live. I think instead of providing an abundant amount of work, the professor's should focus on a specific goal or mission for the students that can be applied to the real world. There have been too many occasions where I am writing a research paper thinking why am I doing this? research papers do not necessarily act as an effective learning tool. I love Professor XXX because I feel like I learned substantial and useful information in his courses that I can apply to the real/professional world. I also enjoy Professor XXX case studies that are real situations that need decision making. In these case studies I feel like I am prepping my self for professional problems and I am utilizing the knowledge I have acquired. What I do not think is useful, are research papers that seem to have no purpose but a culminating event to solidify the course. More times than not I feel like research papers are useless unless the student is trying to become a Ph.D after graduate school. Rarely have I wrote a research paper thinking my job or profession is going to appreciate that I know APA style writing.

The weakness of the MPA program is that it provides inadequate services to the the students who attend school on the weekends or evenings hours who also pays high tuition rates that includes services not easily available to us, unless we lose a day of hours from work. A clear example of that is the lack of available services to to MPA during the times that classes are available such as the the evening hours or weekends. JSTOP is not available on weekend along with many other services.

The weaknesses are the times the classes are offered. Not everyone works full time and would like to come to class during the day! Many great teachers but many not great teachers… evaluate them every semester!

The weaknesses of my graduate program are that many classes are offered at night and that research and statistics classes are required courses. My program is geared towards being a clinician not a researcher thus I feel that those courses are not necessary especially since I took both undergrad.

The weaknesses of the program include some of the adjunct professors and their teaching style. Some of the adjuncts' teaching methods are not up to standards with graduate school curriculum. Also, the lack of future career searches and preparation could be addressed.




The weaknesses of the graduate program is that the faculty retention rate is very low, professors are not responsive to student emails and inquiries. Many assignments are required but are never graded and returned to the student. Students get no feedback on any assignments. The digital forensic lab is hardly used because of the lack of resources or sometimes the computer programs or configurations are not there or incorrect. It is impossible and frustrating to get in contact with the lab manager. Many of the faculty do not have a lab/hands-on aspect to the class. I think the program would be better if there were more practitioners because they have the field experience and are more comfortable with the technology. I think that a qualifying exam should not be required for an internship to count as a capstone, if it was acquired without the help of the program. If a company has enough faith to hire you as an intern there should not be any exam for you to proceed with that to count as a capstone credit. There needs to be more variety of classes and I think the professors need to be changed ever so often on the courses they teach, because once a professor teaches a class for X amount of years, the course materials tends to be dated and not current. Not enough FCM classes are offered in the Spring semesters, which sometimes prevent students from graduating in May or even taking any FCM classes. The CSIBridge courses are a waste of time and resources because you could successfully complete the degree without taking those courses. I think the CSIBridge courses could be replaced with more FCM electives or class options. I think the Digital Forensic program is understaff and not funded enough, for example more resources could be dedicated to the lab and faculty.

The weaknessess of the graduate program is that there are teacher that believed that you should had learn certain writing abilities such as Memo, Matrix and other material that yes should had been taught but were not and therefore, put students at a disadvantage and professors attitudes is "Your in the graduate program figuer it out yourself." I feel if I am paying for an education and do not know something I expect the professor to teach it to me not throw me the line, "challenge yourself," If I wanted that I would enrolled online courses but that is not what I wanted that is why I enrolled in classes.

The website does not clearly represent the program.

The wi-fi in the new building is awful.

There are a lot of weaknesses in the graduate program. First of all, lets discuss the MPA career center. It is extremely hard to get an appointment with the counselors and the appointment availability for after six pm is completely non existent. They advisers barely help you with anything and just try to get you out of the office as fast as possible. The job fairs are completely useless and there is no reason to have them since they are always telling hopeful students that they are not hiring. Then lets touch on the subject of the advisor XXX. I have been misled by her degree completion plan many times and every time I have asked her for assistance, her uncaring attitude has put me off. And yet, when I try to get assistance from anywhere else, they always say to go through XXX first. Very disappointing service. The classrooms for graduate study is in the North Hall are completely falling apart. Why was the new building created if we are not able to have any classes there where the computers are in working order. I feel disappointing in the program itself because I am not sure if I will be able to obtain a lucrative position, which was the reason for my entrance into graduate school. I wanted to attend John Jay, which is where I also completed my undergraduate degree, but I know wish I would have gone to a school which actually cares about my success.

There are not enough course sections open to accommodate all the graduate students who need to complete their degree! It is impossible to get any advisement on individualized course and degree planning. The administration at John Jay is horrible! There is no communication within departments. I have had so many problems trying to reach the correct person to answer my questions only to wait on the phone for over an hour to find out that this extension can not help with that question and to call another phone number. I am disgusted by the amount of time it takes to get one question answer from any department in the administration!

There are some professors who really care about helping the students, especially those who work full time.... Others don't care and are not compassionate enough.




There are not enough available resources for graduate students during the evening hours and on weekends. for example there are many opportunities, events, employer information sessions, and faculty available during the day (12-3) and at club hours that are simply not available to the graduate students who work full time (9-5). It is especially unfair for those MPA students who pay a higher tuition however do not reap the benefits that other students have.

There are several professors that I have encountered that have way too much on their plate to have full attention on their graduate classes. These professors are not clear in what they require for assignments, they do not update their material from year to year based on new information such as the release of the DSM-V, and students often fail their exams and are given a curve.

There aren't enough evening classes and there aren't enough fairs/programs held in the evening. It puts people who work at a disadvantage to be able to fully take advantage of all the resources available.

There is a lack of advisement, posting of research opportunities is very limited, certain required classes are only offered after 8pm.

There is a lack of order and preparation in the program as a whole. I am currently enrolled in a research and design course where the professor has no idea what she is doing because she was asked to teach the course at the last minute. The professor who was supposed to teach the course dropped out at the last minute, which is a huge problem. I know that the whole class is frustrated with the way things are going and the lack of order.

There is a large discrepancy in the quality of professors and coursework. Out of the 4 classes I am currently taking, only 1 is actually challenging me and making me feel as if my tuition money is being utilized. The others I feel frustrated with because they appear to be at the same level as undergraduate courses, and I feel as if I'm wasting my time and money. My Intermediate Statistics course in particular is more introductory than the stats class I took as an undergraduate. I feel as if the information being taught in class is completely disconnected from the textbook and the tests, as well. Furthermore, the opportunity for thesis advisors are few and far between. I have heard many other graduate students concerned about not being able to acquire an advisor. Also, when I have attempted to email Graduate Studies or Graduate Admissions, I have received no response, even when I have sent more than 1 email. Often when I call, they are not available. I commute to school from Long Island and it is frustrating to have to take away from my campus time to physically go to the offices and not even be able to talk to someone because I don't have an appointment; yet I was unable to make an appointment because I can't get in touch with them electronically!

there is no acceptable baseline level of knowledge for students. more of a requirement to read and become educated on ICJ work would be great. Maybe some more conferences or some required blackboard discussions for new students. I had to catch myself up, annoying when other students are lost because they did not do work themselves. Takes up class time with useless conversation.

There is no advisement at all. I've been having trouble finding an internship and have received no help. Many of the graduate students in this program have experienced the same thing.

There is no job placement help for Graduate students. Most graduate students work full time, and the times of job fairs, and meet and greets are during regular work hours. Staff hired to work in Graduate Admissions, etc. are unfriendly, and UNINFORMED!! MOST of the employers in attendance at John Jay Job Fairs are NOT HIRING!!! In addition, the employers at John Jay Job Fairs are the BLUE COLLAR equivalent to the employers at St. John's University; e.g. ST. John's University: Secret Service; John Jay: Secret Service Uniform Police. St. John's University: CIA; John Jay: CIA Guard.

There is no place anymore for graduate students to study or work on computers. Before, there was the graduate center, which has now disappeared. I think it is extremely important with a graduate center since the library is too noisy and not always used in a respectful manner by undergraduate students.




There is no sense of relationship between professors and students. They don't even remember who you are when you ask for a recommendation.

There should be more application of the material incorporated into the classroom. In one midterm, a professor had the class analyze a lawsuit and an incident report using our knowledge from the material. This type of work was very helpful. Alternatively, in a criminal law course, and we deal strictly with court cases. Most of my classmates and I do not have experience in this field, so it would have been beneficial for us to have more structure in the course in addition to the Socratic method. A balance between structured concepts and application of them, with room for individualized thinking, that would be the ideal program. Our courses have a lot to offer, so a more specific mission displaying that is important too.

There should be more exposure to the different fields of work and opportunities available once we graduate. Maybe through talks with alumi, alumni currently working in field related to the program etc.

Thesis specification

This is my first semester - none so far.

This program requires an individual to take an MPAQE, but in this semester there are no seminar to prep for the exam, even though this exam is given every semester. The students were not notified of seminars being given in the summer, so we are pretty much on our own.

Time Management

To compensate for not meeting in person, more work is assigned.

To many requirements for the program

Too broad of subject matter. The program does not adequately prepare students to be a leader in the Security field. I feel more time needs to be placed on students performing security surveys, managing a team, practical budget work. Too much time is focused on theory and some classes focused on one aspect of a subject, i.e. Investigative Methods focused on the role of the IG, the whole semester. How about some case work on how to conduct an investigation, steps to take. Sometimes hands on field work instead of book knowledge helps. A vehicle mechanic doesn't learn how to fix cars by reading a book, he/she does hands on field work. We should be learning, in class, how to perform a security survey , how to write a proposal, how to properly analyze different aspects of managing a security team. When I was in undergrad in forensics we actually processed a mock crime scene. How about some mock investigations, mock budgets instead of case studies and scholarly analytical jibberish. If John Jay wants to put out the best and brightest in the security field then prepare your students to do their best by teaching them the basics of the trade.

Too early in course to say.

too few courses required

Too few faculty members or faculty that is overcommitted and has less time to prepare for classes.

too many off days for our lab sections

Too many programs and services offered to compliment the program are offered during the work day, when many of us are unable to attend.

Too many students, making it difficult to pursue a thesis.

too more homework is assigned, and not taking into consideration that most of the graduate students have a full time job.




Too much reading and coursework, which can be hard for those that work full time. Needs to offer more online courses and evening courses.

Too much writing

Total lack of support from the leadership of the PMT program.... many instructors have littl ereal life experience

Training in assessment or therapeutic treatment

Transferring what I learned to my current job in law enforcement.

Trying to find an externship and there's no assistance. The binders were not up to date and there are not as many choices as they make it sound. There should be more help or placement in an externship since it is a track and a requirement.

Two of my professors never showed up to the first class. One of which was hired after the term had already started. It made a horrible first impression for a new graduate student. Both teachers have been rather inadequate in my opinion. We are half way through the semester, and both of these teachers are 3 weeks behind. As a JJAY alumni, I thought I was returning to a great school. It seems to me that this school does not give graduates the same consideration as the undergrads.

Unable to find jobs The program is not hands-on it is more objeective than practical At the end one is without a skill

Unable to tell at this point. This is my first semester

Understanding most students taking graduate classes are working adults who seek to squeeze whatever time they have to dedicate to the program

Unnecessary writing.

Very little academic advisement. I didn't feel as if there was any guidance in the programs, especially when it came to securing an externship, understanding the guidelines and requirements, due dates for assignments, etc. It was left to undergrad/grad students working in the office to relay any information, and they didn't always provide accurate answers. That was an extremely stressful period of my time at JJ, and it was a very negative experience.

Very little overall guidance and coordination. Also XXX was not only not helpful but lacked common courtesy. While she may be very effective at portions of her work, she should re-examine how she interacts with people. I approached her with one or two simple items over the years and she was negative and assumed I created the problems, not a good assumption.

We could stand to have a few more classes in the other (newer) buildings, not just in North Hall (it's a little depressing).

When I first started the MPA program in Inspection and Oversight, there weren't enough accounting/finance courses and was advised by faculty to get an accounting degree or certificate once I receive my MPA. Discouraging because I'm already spending a lot of money on my MPA.

Where the skills and actual coursework applies in public administration.

While most of my courses have been very well taught, a few of the courses have varied too greatly from professor to professor. In some sections, students learn more or, at least, very different material than other sections. At least in the initial, required courses, I think there should be more standards on what is taught.




With only a semester's worth of experience, I've yet to have a professor who I feel is entirely competent/professional with their teaching style.

Work overload

Workshops and activities not available to night students

Workshops, seminars, guest speakers, networking events are offered at times where most full time employed students are in class or at work.

Writing ability needs to be improved

Writing effectively




27: What could your program do to help you complete your degree?


1. Advise me of my requirements but don't expect me to make informed decisions about my progress for the entire program when I am not informed. 2. Realistically inform me of program expectations but stop short of ominous advice. I was a 4.0 student undergrad, I pay cash for my education, and I always try for a perfect score not just to pass. I didn't come here to waste my time I do my best work all of the time. 3. Be clear of course requirements and make it available within the first few weeks. Often I deliver what I am required to do before the deadline. I can't do this if I have to wait on what is required or the requirements change after it is issued. I want the ability to budget my time to meet my goal like in most jobs.

1. Offer more daytime classes (Offer more than 1 option for each class) 2. Let all students register as soon as registration opens - as it is in other colleges

1. Provide a work room for the graduate program--John Jay, as university, has a lot of public meeting areas (with couches/ottomans), but an appalling lack of actual work space outside of the library. The graduate program should push for at least half of the couches in it's floor level's common area to be replaced with desks and tables conducive to working. 2. Ensure professors use examples in class, refrain from reading 60+ slides (word for word!) on powerpoint, give a 5 minute break after 1 hour in a 2 hour + class, and stay on schedule with the syllabus. 3. Provide students with graded homework at least 1 class period before exam dates.

A capstone class, a class that covers all clinical theories on a broad level. Although this may not help complete the degree, having the degree CACREP certified would help in future endeavors.

A reevaluation of comp review class for more discipline and review of practice essays

academic advisement should be mandatory each semester

Academic advisement would help. I sometimes have questions about my career path and do not know where to turn.

add a few courses to form a dual in public admin policy analysis and inspector and and oversight

Add more classes with more hrs available

Add more online classes, some more night classes from 8:20-10:20om. Conduct classes in the new building. Hire more friendly staff workers. Adding a grant writing class in the schedule of classes.

advise about possibilities in further education and future employment

Advisement, and better accessibility to register for certain classes.

Allow a person to take 3 classes.

allow me to switch to the new MPA program that has additional accounting /finance courses.

Allow more faculty-student engagement.

Allow students to obtain a laptop.

Answer their emails.




Apart from the career placement suggestions, nothing.

Assign advisors to each student to work with them throughout their degree.

Assign an advisor and schedule appointments.

assist with finding externships

At the most offer an internship program of a minimum set of hours to be able to graduate with some type of experience set in our field.

At this point I do not know... Project Management Course needs to be applicable in the evenings and on weekends for everyone.

At this point, I am now on track but it would of been helpful to learn what course were needed early in the program

At this point, nothing

At this point, nothing. I am on my final semester.

Be more clear . Hire better professors. Have more assistance at necessary times .

Be more clear about the graduating options and the internships.

Be more supportive and offer more classes earlier because not all graduate students work and in our society today not all jobs are from 9-5. Therefore, we need flexibility with class scheduling.

Better academic advising.

Better administrative and individual support. The MPA advisers are overburdened and ineffective- some people can handle being overburdened, but not these advisers. Either get more bad ones, like the ones we have, or hire good ones that can manage the workload better.

Better direct me in terms of how to go about securing an externship

better Organization, better considerations for graduate students

Better schedules.

Better scheduling, more opportunities for employment within John Jay (e.g. not cutting half of the FOS 108 sections due to pathways)

Broaden the days and times courses are offered to take into account different peoples schedules.

Build the thesis into the graduate program and let students opt out if they wish. At the graduate level, we should not have to prove we can do a thesis by getting an A in various statistics courses. This is an unfair requirement for the thesis track. I have real world experience in research, I have authorship on multiple papers and presentations, and statistics is not my strong suit. It puts undue pressure on me to think that I may be rejected from thesis because I got an A- or a B+ in stats. This should not be a requirement and is unfair considering professors use computers to run stats on their data. Or they hire other people to do it for them...

Cater more towards people who work full time. If there were more online, evening, and weekend classes available, I think more people would graduate within the two years.




Clarify the guidelines to grade change. In my earlier experience with this matter the grade was changed expeditiously. I believe when a professor blatantly disregards you, it is indicative of the value placed on the students....

Classes are not offered with other course requirements in mind. For example, I had planned to complete the CASAC track in my program. One of the required courses is being offered for the first time this coming semester and it is not even on a day that I am available to take it. Also, NONE of the undergrad courses that are required are offered on the same day. It could literally take several semesters to complete the CASAC track and delay my graduation. Due to the fact that the program is not coordinated, I will not be completing my CASAC requirements at John Jay and I will have to look for programs on my own. This was major disappointment for me because I had really hoped to complete my education hours while at John Jay. I know that this was also a problem for other students who had wished to do the same.

Conduct workshops and activities at night or on weekends

Continue being awesome. I'm so proud of my program and talk about it to my friends, colleagues, and family all the time.

Continue exactly how they have been!

Continue providing assistance to the students

Continue the excellent teaching!

continue their hard work I think they are doing a great job

Continue to develop my writing abilities

continue to offer interesting classes that are related to the field of interest.

Continue to provide funds or internship credit to student because of this economy crisis

continue to provide services to assist in writing and proper research methods.

Continue to teach me all needed information to succeed

Counseling more frequently.

Create a strong emphasis on employment opportunities and events for MPA students.

Create better class schedules, create a peer program for the FMHC program, screen potential faculty better by sitting in on their lectures or actually reading student feedback, being more proactive with employment contacts for students who are graduating

Devote more resources to the graduate program; evenly split the Career and Professional Development Office's resources between undergraduate and graduate concerns, and make sure that everyone in the program is on the same page when it comes to administrative concerns,

Dig harder into the core subjects - meaning, require professionalism that doesn't satisfy with 3 courses regarding a specific subject, it requires more in my opinion.

don't know yet

Each student should have an advisor that they are required to meet with.




Encourage instructors to use more multimedia. Like instated earlier about using power point presentations to sub for in-class lectures. Video conferences etc. I like online classes that have a steady workload because it forces is to keep up.

Encourage more student involvement in State and/or National conferences/competitions like other programs or even other CUNY schools. Promote itself better. Students should know the program exists and should not have to either attend John Jay College as an undergraduate or do a lot of research to discover that it is an option. Host a symposium at least once a year for the various concentrations. And stay abreast on current career trends and changes within the field so that what students are learning in class can be applied to real world experience.

Ensure students have a better counselor or person guiding the classes ensuring nothing is being missed.

Every course grading system should include multiple activities with different numerical values toward the final grades. In other words, the grading system should not only be Homework, midterm and finals, but to include of means or activities (assignments) toward the final grade.

EVERYTHING IS WELL ORGANIZED

Externship placement.

Faculty and staff to get back in communication with students when questions are asked, in an reasonable time frame. Answering the students questions, instead of providing vague, incomplete or no responses.

Find an externship

First of all, have an academic advisor!!!! For an international student who is not familiar with the American university and the whole culture in general, having an allocated faculty staff working closer to such students, it would be so helpful! In the end an international student pays more money to study here than any other student!!! Second of all, implement more integrative activities for international students. We just had the orientation day and that was pretty much it!

Flexibilities to take and complete a class

FLEXIBLE SCHEDULES

For me personally there is nothing that the program can do at this point. I expect to graduate at the end of this semester. For others, I think more advisement on course options, as well as advisement and preparation on/for the Comprehensive exam. In my experience the course description in the catalogue varied vastly from the actual courses.

Get a better location for classes... humm maybe the new building or even the Westport.

Give better advisement, provide a letterhead with internships,jobs, research and other things PMT staff and faculty are aware and know are open to the students to apply for, put up a bulletin board in the PMT department hallway with all important and useful information for PMT students, assign advisors to each graduate student. Provide a lounge or meeting room for PMT students to utilize specifically for them.

Give free or low-cost informational sessions for completing and preparing your thesis and how to navigate the whole process of finishing the program. Some of us are lost in the whole 'finding an advisor and second reader' track. Also, majority of the conferences and fairs for graduate students are at times that conflict with work hours. Please note that a good portion of those enrolled in graduate school are also full time employees.

give more hours in the writing center.




give some advice on career plans in the forensic psychology field

Give us a greater sense of cohort

Have a graduate specific administrative help center. Also, have requirements, paperwork, & deadlines in one place.

Have less requirements for the program

Have Microsoft word equipped in all computers in the college

Have more advisors available to grad student. Helping students look into the future and they should be heading. Helping student build their next stepping stone.

Have more advisors specifically for my major, that reach out to you

Have more clear directions about requirements. also having classes at a range of times. I'm not looking forward to taking 3 8:20-10:20 classes next semester and doing to my externship.

Have more courses available online.

Have more flexibility in when classes can be taken. Have more morning classes. The program guidelines could be less rigid or if they are going to be rigid like they are, then all of the required classes need to be offered every semester with enough seats for everyone enrolled in the program.

Have more night classes. Some of the classes I am interested in taking are only offered during the day.

Have more online classes to choose from

Have more tutors available. Continue offering Microsoft tutoring session which I think the program discontinued. The internship waiver should not be only offered to students about to graduate. It is discouraging to apply and take a TIMELY advantage.

Have online sessions once a week in addition to the weekly classes

Have thesis discussions and help us with financial aid more

Having internships available to those students that want the experience in the field they're studying but can't due to work. Have some internships that maybe are flexible with working students

help me get a job

Help set up internships. STOP SENDING SO MANY EMAILS. I can't distinguish between the important ones and the ones telling me that it's "Latin night" or something stupid. I'm not a teenager in undergrad. I'm a working adult and I don't have time to check 30+ stupid emails to find the 1 important one about a networking event.

Help the students find externships.

Help with thesis writing

Hire and train part&full-time committed educators, not researchers who teach as a last resort.

Hire competent caring individuals who are committed to the work.




Hire more dedicated professors and offer better career information. Also, prepare the Masters students to go into the job market because not all of us plan on going on to get our PhD.

Hire more professors sucha as XXX and XXX.

I am not that far into my degree yet to adequately answer this question.

I believe there should be WAY more options for individuals that work full-time or commute from out of state to attend programs and fairs. Most programs are during they day, and not enough time is given in advance to request days off from work. This is EXTREMELY frustrating. Not everyone is a full time student and I think at least a few programs should be run after hours for those that work or commute.

I can't think of anything the program could do for this. I feel I am well prepared to complete the necessary courses.

I can't think of anything. I am leaving the program on target to graduate.

I feel that there should be an adviser assigned to the students. This is hopefully the last schooling many of us will have to go through, I feel that it is important to have an adviser to make sure we are on the right track to not waste time or money on classes that will not benefit us in the long run. Also, I feel like the e-mails to the jjay account can be summarized into one weekly update of the events for the week instead of a mass amount of emails that are difficult to sort through on a daily basis.

I feel there are a lot of services offered to help students. I think it is just harder for me because I work full time and am just a part time student. I also only come to class only one day a week as I live in Westchester County, therefore I do not feel as involved as some other students might.

I guess make the degree plan clearer on paper. It elevates the many different misleading information we here from others. Other, is me doing my part in my courses. Team work!

I have been satisfied with the help I have received. Internship recommendations. Guidance towards further study (POA program).

I have not once been able to get in touch with an Academic Adviser, nor have they ever emailed me back when I've asked for help. This needs to change.

I have received advisement, only once, for class selection. In the Urban Affairs program, it's difficult to enroll in the Hunter courses. Jay Express seems to be clueless about how to go about that, or even enrolling in classes off-campus.

I really don't need much. I'm gainfully employed and went for the degree to enhance my knowledge and perhaps prepare for a new assignment or career. The younger students I think are uncertain about the work environment and want more direction as far as practical preparation and guidance. Some opportunity to role into the work world would probably be welcome.

I think John Jay is performing very well in providing all the resources and qualified Professors. I believe it is ultimately the graduate student’s responsibility to succeed.

I think offering day classes would be helpful. I am working full-time, but have a flexible schedule and would be able to take a morning class and then go to work. Also I have met many students who are not working full-time and would be able to take morning/afternoon classes.

I understand academia is important but a more practical approach to the class work would help understand the material a lot better and would be more helpful to help me successfully complete the workload and graduate with a higher level of knowledge and placement in the field.




I think the level of advising through the program assistants and the masters student research group are outstanding. I would say that the biggest resource I would like added to the program would be a student lounge or office (along the lines of the phd or adjunct lounges). It would benefit us to have a computer lab (with spss) to do our own work or research during the day on a first come first served basis. It would also be nice if we had a lounge where we could go between classes to meet up with other students. Going from the 10th floor to the graduate studies labs or library is quite a trek and separates us from student and faculty collaboration.

I think, the program is doing too much to help me complete my degree - it should make me work harder for my degree, so should the Professors. At this point, I feel like the program is doing students a disservice by "helping" them so much to graduate. I mean if someone can't complete their degree - there is a reason for it - and it's NOT the program. STOP babysitting and START demanding hard work and quality. If you dread the evaluation forms and not getting your tenure - well- that's a problem I can't go into right now - but definitely - that conflict of interests should be examined and corrected ASAP.

I will be completing my degree in 1.5 months. i would have enjoyed instead of having a networking event so often for students that staff members should be committed to serve students as mentors. If i was not involved in a research lab with a professor eventually becoming my ideal mentor i would be lost.

I would love for the program to have a workshop this coming winter break for PAD 771. I registered for the workshop in the summer, but it was cancelled... I am currently registered for this class in the Spring 2014..

I would love to see more information provided on the LMHC licensing test, the hours required, potential places to work in the city, etc. There is a lot of confusion about where to go following graduation, as well as whether students with an LMHC can apply for jobs seeking LCSW's, etc. Any assistance in seeking employment would be GREAT!

If a student fails the comp exam, they should have workshops on ways to prepare better for the next comp exam.

Improve the computers in the language lab. They are old and must be restarted, and sometimes do not restart. Also MO in all library computers... I do research and use MO to create bibliographies and take notes. I addressed this with them, horrible excuses. JJ is one of two CUNY schools that ignore the needs of students to research and write in the library- where printed material can be accessed.

Improve the scheduling of classes. Have required text available at the bookstore. Resolution of grades must be expidited. I currently have an incomplete on my scorecard from a course I did last fall. The professsor promised a grade since April, I applied at the office in June for the change. I have received no feedback. This is rediculous.

Improvements in computer applications for degree advisement- Degreeworks is obsolete and useless.

Include a field lecture and /or open forum with professionals working in the field as past of the coursework.

Include greater practical exercises and more choice of courses.

Increase faculty help in thesis research.

Increase the research opportunities available.

Inform me about conferences and research options.

INFORMED EMPLOYEES; JOB PLACEMENT;




It is critical to make sure that the library and computer labs have extended hours during midterms and final exams so that students have a quiet place to study and conduct research.

It would be hard to answer this question, due to the fact that I have completed the bulk of required course on my own. I would only hope that the items that I felt lacked within my program experience (i.e. weaknesses) would be addressed and fixed for the next incoming students.

It's doing what it needs to. I just wish I had had the ability to take the courses that initially attracted me to John Jay.

It's not completing the degree I'm having a problem with. I could sleepwalk through this program and walk out with a degree and high GPA. It would help me immensely if the classes were harder and there was more expectation on the students to perform at a high level.

I've completed all the requirements.

John Jay Career Services and faculty needs to really understand what skills employers are looking for and create opportunities for students to do those courses. The school offers both graduate and undergraduate public administration programs, yet there is no offering of courses in software programs that are used in nonprofit organizations. Last I checked the school didn't offer QuickBooks, Raiser's Edge or any similar program. Programs that employers constantly ask for in job postings.

Just more guidance on how to get work in the field if you are not interested in a doctoral degree. My internship experience showed me that I didn't need a doctorate to have a sustainable career in Forensic Psychology but a lot of students are discouraged when they aren't interested in going further because they make you feel like if you don't, you can't get a good job in the field.

Less writing

Listen to the students concerns without judgment or criticism. Perhaps, realize their teaching methods and expectations have to be adjusted to meet a new economic reality.

lower tuition

Make classe available for working students 6pm or later!

Make clear all requirements. Offer assistant with areas in need of improvement (writing, job search, etc.,)

Make it easier to determine what classes you need to take to complete the degree. This can be done by creating a full list of classes needed to complete a certain specialization on one web page and a different web page for a different specialization. It is currently mixed with core classes on top followed by the different specializations below.

Make it easier to find information about the different programs, have more detailed descriptions of courses and make advisement easier to arrange

make sure professors are actually showing up to class and being run properly

Make sure that professors aren't just teaching to get a paycheck. They need to have the desire to want to help students learn too.

Make sure the requirements are clear and readily available for students. Get rid of the Differential tuition, I receive no benefit. All my money is doing is subsidizing someone else's tuition costs.

Make Terrorism Studies courses available in the Summer Semester.




Making having classes twice a week rather than once a week. 2 hours isn't enough to cover the lessons.

Mandatory internship course. Provide graduate advisers to assist students with their graduate school process.

Maybe form cohorts in the beginning. It would be great to have a steady group to bounce ideas off of.

more convenient evening classes and online classes

More courses should be offered for the winter and summer semesters to help students finish faster.

More courses to be taken in the evening and more openings especially core courses like crime mapping and crime scene investigation.

more evening classes (6:15 or 8:20)

More guidance on possible course options, flexibility in courses.

More help actively finding externship options, not just showing us the completion letters of other students. More guidance and less junk email.

more interaction with professors, attending two conferences per year

More interaction with student. It will be to have course advisers come to class and talk to students.

More one on one job placement. It seems the job fair is the only thing offered. There should be a much better system in place to help the graduates actually find jobs.

More online classes will help students who are unable to attend classes in person.

More options in order to apply myself or get my feet wet in my particular field of study. The only opportunity that occurs is in a internship but at times it all depends if you get a job at an agency of your choice.

More professional connections, more internships that are paid.

More professors that are willing to take students to get their feet wet on the research aspect.

More scholarships or fellowships in order to help students pay to finish the program.

Move to trimesters or quarters

My degree is completed after this semester.

My program could help in completing my degree by offering more morning classes.

My program could provide some sort of degree assessment and guidance counselor that can try to tailor the graduate student to take courses that specifically matches the students profession or desires. I have taken courses I did not need or did not matter to my professional life. I have visited counseling at the graduate center and got mixed guidance on courses to take but not really any guidance on what is specifically useful for me. lastly, there could be a mandatory assessment for students to receive professional certificates or licenses before they graduate. Licenses that specifically match a students professional goal such as a license in Human Resource management

n/a




N/A

N/A

N/A

N/A

n/a

n/a

N/A first semester

na

NA

None

Not sure

Not sure

not sure

not sure what more the graduate program can do. I love the book lending program. How about more books for more classes to lend out to us.

Not Sure.

Nothing

Nothing

Nothing

Nothing

Nothing

Nothing

Nothing further

Nothing in particular. They are doing a great job overall

Nothing, I am almost done with little help from the program

Nothing, I personally don't need help, I just need to finish my thesis. Perhaps they could give me a scholarship being that I've applied to about 30 scholarships at John Jay.

Nothing, I'm almost done and I did all the leg work myself!




Nothing, the MPA is an amazing program that allows students to choose their future. If you put effort into it you will graduate.

Nothing, the outline is all that is needed to let the student know what classes they need to take. If a grad student can not follow that document the they should not be in the program.

Offer a better availability of courses at night. Have faculty reach out to students to better assist in course planning and thereafter.

Offer a comprehensive exam option.

Offer all classes online.

Offer all required classes each semester. For example, PMT 763 is not offered in Spring 2014. Why is a required class not offered?

Offer classes either during the morning and afternoon hours, or exclusively evenings(no 3-5).

Offer courses during multiple times during the week or online.

Offer more career options, job fair just for graduate students

offer more classes

Offer more classes at a better time

Offer more classes at the JJC MPA Program.

Offer more classes in the day time. I work evenings and nights and cannot attend classes in person because of it. I can only attend classes online in the meantime.

Offer more classes in the fall and even in the summer in order to have options.

Offer more classes that start at 7pm rather that 615pm

Offer more classes year round.

Offer more courses at varying times and a wider selection across different subjects

Offer more courses during morning/day and online

Offer more courses in the semester especially online courses

Offer more courses in winter and summer.

Offer more FCM classes in the Spring.

Offer more flexible scheduling in regards to courses and more externship opportunities

Offer more flexible thesis opportunities, and make this information public through the website. Also allow more online courses and weekend courses! Especially during the summer session. Allow for more electives as opposed to certain intro courses. For instance, I am at a graduate level; if I do not already understand research methods, there is an issue. Instead of being forced to take that introductory course, I would much prefer my time and money to go towards an elective or assessment course that would actually be new and relevant knowledge for me.




Offer more FMHC courses! Organize mandatory academic advisers for graduation students! Completely revamp the administration department!

Offer more hours for the same class, so that there is a better variety

offer more interesting courses

Offer more of the classes that I need so I can finish on time.

Offer more online classes during the winter and summer sessions

offer more online classes!

Offer more online classes. I think it would be very beneficial for students who work long hours and would have to commute right after work to school.

Offer more research opportunities and opportunities for presenting/attending conferences.

Offer more scholarships and financial aid during the summer.

Offer more seats in the required courses, or if the course sections are actually closed, it needs to be reflected on the "open courses" class selection page. I looked up the courses I wanted to sign up for right before registering and several courses said they had numerous seats open, but when I entered the code into the registration system, it said that the course was closed. This is not helpful when trying to take required courses and forming a schedule around courses you believe are open.

Offer more sections of certain classes.

Offer more skill development courses online, evenings or Saturdays.

Offer more support and advisement

Offer more times for required classes and offer more online courses

Offer more weekend and evening courses.

Offer the course that are advertised when looking into the college. Train the support staff (administration, financial aid, bursar, etc.) to interact with human beings. Offer a seminar on thesis preparation that is NOT A CLASS. The thesis prospectus course is all and fine, but a one day Q+A seminar with a professor would help to alleviate many of a student's questions regarding the thesis track for a graduate degree.

offer tutoring at convinient times and days.

Offer writing and research programs in between semesters or weekends when semester is in, offer more evening classes, offer more graduate events in the evening

Omit MPQE if students have already taken the capstone.

Online courses

Online tutoring for the program.




OPEN UP MORE SEATS IN DOCTORAL PROGRAM BOTH FULL AND PART TIME FOCUS ON JJ STRENGHT AREAS LIKE CJ, POLICE .FORENSICS OTHER SCHOOLS ARE NOT MATCHING WHAT WE HAVE TO OFFER YET THEY MAY ADMIT MORE STUDENTS

ORGANIZE yourselves.

Perhaps having counciling staff notify students via email, phone, or mail to track the progress of those students trying to complete their degrees.

Please have academic (not career) counseling that would allow me to ensure that I was on track with my degree. When I went to the student academic counseling center, their sign said they only assisted freshmen/undergraduate students. I felt like as a graduate student that this was not fair because I needed the resources as well.

Practice while working

Prof. should prepare students the Capstone from PAD700 and forward.

Profession skill training. How to write reports evaluate clients, etc. it would be great if the school had a clinic or day care program that students could get practice with client contact assignments

Professors need to be a bit more mindful that they're not the only one who works. Being more understand and rewarding could help me actually enjoy to go to class.

Professors, administration, graduate/ program offices could better explain requirements and best track.

Programs like CUNY Corps offer students like me the opportunity to get on the job experience while still a student. For me programs like this go beyond helping me to complete my degree with success, they actually complete my education. The support network provided by the school such as career counseling is also important.

Provide a mentor that his matched to the student's abilities after the first year, and let hem guide them through the academic, internship and post graduate work.

Provide a supportive, welcoming and listening environment. Many students at John Jay are constantly facing challenges, either stemming to their social, political or environmental surroundings. The program advisors and professors should realize that John Jay has always had a history of empowering and supporting students through various resources rather than intensifying the stress to create a more rigorous environment. Unfortunately, John Jay has been more concerned with economic growth rather than the particular student body needs.

Provide another capstone experience outside of research or a clinical externship.

Provide as much as possible flexible course access per semester.

Provide better electives

Provide classes at a later time or on weekends so that I can still have a job. Provide more research lab opportunities. Provide help with finding a thesis adviser.

provide classes ata ll times

Provide me with extra assignments that will provide me an opportunity to stay in the program despite my lower GPA standing. To have come thus far and still face the challenge of not completing the program is not only failure but disappointing given all the unforseen obstacles and challenges that I have faced and have overcome.




provide more classes in the evening

Provide more grant opportunities based on both need and academic performance Funding is imperative

Provide more guidance to finding externships.

Provide more MPA advisers who are relatable and understanding, keep events that give a sense of community within the program, offer more diverse internship programs in the field, and offer more online courses.

Provide more opportunities for potential employment and group study sessions.

Provide more sections for courses that close quickly i.e. the Crime Scene Investigations course. Enhance the administrative process when a student choses an elective across disciplines. For example, I received permission to take two courses that were not apart of the criminal justice program, and those two courses are listed as "electives not allowed." This could hinder the time frame for degree completion.

Provide more services and resources to graduate students during evening hours and on weekends.

Provide more supportive professors that understands students with Learning Disabilities. The professors do not have much patience.

Provide more training opportunities or workshops

Provide professors that are equip to transfer information that students can understand in a clear precise manner.

Provide scholarship and more courses

Providing (helpful and relevant) resources to help with externships, ensuring that all personnel in the department have the same understanding of any requirements, having departmental office hours that extend past 2 days a week and past 4pm.

Providing Abundance.

Questions be answered more clearly

raise acedemic standards

Require a meeting with someone in the department, instead of making it voluntary.

require practical work in the field related to concentration

Schedule more workshops after 6pm

See 26. Computer lab time, and possibility for learning a variety of new and old procedural languages including COBOL and C.

See above answer and address those issues.

Set up library meetings to help with paper research.

So far i feel that i have been properly advice in order to complete my degree.

So far, I'm good to go, I just hope I get proper help with my upcoming capstone.




Some counseling, to figure out what my next step should be to starting a career

Someone that is in a higher position than the professors should attend some classes & evaluate the performance of the professors who evaluate our work for an entire semester. The professors must be evaluated especially the classes that require just writing not projects or multiple choice exams. Because simply those classes rely on what the professors think of your paper or how good or bad your paper is!

Spme kind of work study as a group.

Stop scheduling classes at the same times, so I don't have to extend my studies AN ENTIRE YEAR because of it.

Talk more with students about balancing work and school. If you're not going to make evening classes actually in the evening, they should at least find a way to compensate us for some of the money we're losing from our jobs - Metro cards, lunches or dinners... A lot of the job booths/fairs seem to be focused more on undergrads and criminal justice. It's difficult to get into a crime lab without a Master's. Setting up internships for students would be huge.

The course material need to be reduced.

The faculty and staff need to be more supportive of students instead of always discouraging us and telling us that if we don't understand the work we should change majors

The graduate program could be more clear in their timeline of a thesis (e.g. exactly how soon you should be looking for an adviser).

The first thing the graduate program needs to realized again that some of us are full time workers, some of us are doing full time classes and some of the work is too much. You are throwing all these papers one class after another because you want us to be able to write correctly, but you are missing the point. You are overwhelming a lot of us college students but are not teaching us what we need to learn to be out there. Actual experience and reseach is key that is what I would like from the graduate program. Example I am talking a Satistic class that require we use excel instead of having it in a lab we have it in a classroom with no computer access where I can get that one on one instructions even if it is witht he computer. I have to listen to the instructor teach read the book then go do it on my own. It not what I call education is what I call hurry up and learn it and it not it your bad luck. I am not paying to the thrown at the wolf like that. I want actual instruction with real computer not when there is a test on it. That is when we get to go to a lab when we have a test. That is unreal. Some people like myself learn by doing not by always listening and reading. There should be more hand on. I apologized for any error grammical or spelling but I am writing this survey at my lunch break because some of us have to work a full time job and go to school.

The graduate program may provide more online courses to accommodate students who are full-time employees.

The graduate program should allow some students to test out of certain classes or take expedited classes; many students have very different educational backgrounds, so certain classes are only useful to those who have not been exposed (or have been less exposed) to the material. I came from a research-based undergraduate university, so my knowledge base surrounding research methods and statistics seems to be greater than many of the other students, making me feel that my time would be better spent in either a more advanced class or an elective class that would further enrich my education.

The library is supposed to be a place to study and complete coursework. It's VERY distracting when students talk loudly and hangout in the library. I'm not sure if the Graduate Program can do anything about the level of noise in the library, but it would be nice if this message can be passed on to the Chief Librarian.




The most challenging piece was finding placement for the externship. Other schools and programs place the students. See comments above for a suggestion. I searched for a year, contacted 40 organizations, only had 2 interviews, and ended up taking a position outside of NYC that required me to move away temporarily and extend my completing the program beyond 2 yrs.

The only thing I can think of is to offer more times and classes and this will probably not happen but it is more expensive than undergraduate courses but I believe it should be the same.

The program counselor needs to be more open and knowledgeable about her job. She must be reliable and gives us ideas about completing our graduate program with success. She needs to explain more and be clear with the information she is providing to us. The department also needs to hire more counselors, we need guidance and counseling in our MPA program.

The program director should answer emails and messages in a timely fashion, not after registration closes.

There is not much that the Graduate program could do. However, firstly merge the PAD and Graduate office together. Secondly hire faculty that have an interest in teaching. My GPA is 3.7 I did not have to work hard for that and that speaks volumes at the graduate level. I merely want to finish my degree at John Jay and move forward it is not a place for intellectual stimulation. It is more of a place to blindly follow a professor's syllabus complete boring assignments receive an A or B and pass the course.

There's nothing more they can do for now.

To help me complete my degree, the program can continue to make sure students are on track to graduation and maybe have a few open advising sessions, kind of like a talk in a classroom or lecture hall, just for basic information.

To those of us who work full time to pay for our tuition at John Jay, it will be helpful if we had some guidance in how to handle graduate work and our full time jobs. Also, I feel that these classes are geared towards individuals who either are police officers or have attended John Jay for their undergraduate degree. There are a number of students who have not graduated from John Jay, but have graduated from other schools, and sometimes I feel excluded because I am not accustomed to the ways this are done at John Jay. I am seriously thinking of doing this program at another school.

treat us with respect, offer the same help as they do with undergrads

Unsure

waive the MPAQE. It is very stressful to complete an essay within 2 hours including reading a long journal.

We need more support from our professors. Most professors do not respond to emails and at times students need clarity.

When I comple te my degree I would like to be able to refer to my studies with confidence that they are supported with what is discussed in criminal justice research, policy and practice. I would definitely like to see a diversity of courses on research methods. Also, a course should be added to the core curriculum that is strictly about critiquing research and developing inquiry. Critical and guided thinking is extremely important and would invite students to constantly develop and communicate their ideas.

Writing support




7.1.D: I could not register for a course because... Other (please specify)

All sections were already filled for all times the class was open

audited comp review to take elective

Because i was not made aware some of my classes was waived without credits

can only take two classes per semester

Courses cancelled

Courses that I need to take conflict with each other.

Didn't thik I could handle the course with the rest.

Due to multiple professors being out on vacation and sabaticle my transfer credits were not approved till very late and I was only able to get in electices.. what a waste of my first semester.

FMHC courses psych 737 & 738 which are needed by all thesis students are only offered in one section in the spring semester. There needs to be more open sections in order to accommodate all the thesis students. I am very upset that there is only one section offered of these classes which severely interferes with my job, therefore I will have to quit my job.

Had resolve an INC grade

I am currently taking the pre-requisite and the registrar was closed on the first day of registration so I could not take care of it.

I could not afford to

I didnt even know I needed to take a certain class during my first semester

I have a conditional acceptance so registering is a mess.

I leave work at 630 pm, it difficult to get to class for 615 classes, don't offer much classes that fits my work schedule.

Independent Study

money matters

My academic advisor is useless. I've "advised" myself to the best of my abilities since I've been a student at John Jay. Given this constraint, I was not aware that certain courses are offered only once per academic year. I missed an IMPORTANT class this semester and now have to WAIT another full year to sit for the course when I would otherwise graduate next semester. My adviser was more concerned with the rigors of her PhD pursuit than she is about advising students. I have done my due diligence as a student and kept in constant contact with her (email communications provide substantive evidence.) I am extremely perturbed with the course of events surrounding my advisement, course selection, registration, and departmental approvals.

needed permission from program director who did not respond in time




the classes were filled the day I was allowed to register

The course said there were open seats available but when I entered the course code to register it said the course was closed.

The program used to register gave me problems and no one responds to their emails in the administration

Too busy at work




Appendix B:

Results by Graduate Program




N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

54 1.9% 5.6% 13.0% 18.5% 61.1%

If yes, N Yes No


Table 1: Criminal Justice






Agree


Disagree




81 25.9% 51.9% 19.8% 2.5%



81 25.9% 53.1% 16.0% 4.9%



81 28.4% 51.9% 12.3% 7.4%














N Yes No



(selected)






Agree


Disagree


times

81 14.8% 63.0% 17.3% 4.9%










Agree


Disagree


students

81 37.0% 50.6% 9.9% 2.5%









FACULTY






Agree


Disagree


appropriate

81 23.5% 65.4% 9.9% 1.2%




recommendation

81 29.6% 23.5% 35.8% 11.1%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



81 93.8% 6.2%


(selected)










Agree


Disagree


in research

81 37.0% 49.4% 12.3% 1.2%



81 24.7% 54.3% 17.3% 3.7%


professional work

81 27.2% 53.1% 13.6% 6.2%


graduate study

81 33.3% 56.8% 8.6% 1.2%

N Yes No



81 48.1% 51.9%


(selected)




discipline

39 10.3%



39 5.1%


reviewed journal

39 0.0%






N Yes No



81 14.8% 85.2%

If yes,N





12 66.7% 25.0% 8.3% 0.0%




69 18.8% 26.1% 18.8% 36.2%



69 31.9% 26.1% 21.7% 20.3%

CRJ 715, CRJ 730, CRJ 747

LIBRARY SERVICES






N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



81 14.8% 11.1% 14.8% 17.3% 22.2% 18.5% 1.2%



81 3.7% 3.7% 4.9% 12.3% 27.2% 35.8% 12.3%


coursework?


Used


email)

81 44.4% 23.5% 6.2% 2.5% 23.5%



research tutorials)

81 48.1% 32.1% 6.2% 2.5% 11.1%





Used


email)

81 38.3% 25.9% 7.4% 0.0% 28.4%



research tutorials)

81 38.3% 34.6% 7.4% 1.2% 18.5%









program?

81 28.4% 58.0% 11.1% 2.5%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



81 45.7% 35.8% 11.1% 7.4%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

10 0.0% 10.0% 10.0% 0.0% 80.0%

If yes, N Yes No


Table 2: Digital Forensics and Cybersecurity






Agree


Disagree




12 0.0% 41.7% 33.3% 25.0%



12 0.0% 50.0% 25.0% 25.0%



12 0.0% 58.3% 25.0% 16.7%














N Yes No



(selected)






Agree


Disagree


times

12 33.3% 58.3% 0.0% 8.3%










Agree


Disagree


students

12 41.7% 58.3% 0.0% 0.0%









FACULTY






Agree


Disagree


appropriate

12 8.3% 75.0% 16.7% 0.0%




recommendation

12 16.7% 66.7% 16.7% 0.0%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



12 83.3% 16.7%


(selected)










Agree


Disagree


in research

12 25.0% 50.0% 16.7% 8.3%



12 25.0% 25.0% 33.3% 16.7%


professional work

12 8.3% 58.3% 25.0% 8.3%


graduate study

12 8.3% 58.3% 25.0% 8.3%

N Yes No



12 58.3% 41.7%


(selected)




discipline

7 0.0%



7 0.0%


reviewed journal

7 0.0%






N Yes No



12 0.0% 100.0%

If yes,N





0




12 0.0% 16.7% 16.7% 66.7%



12 16.7% 25.0% 41.7% 16.7%

N/A

LIBRARY SERVICES






N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



12 66.7% 16.7% 8.3% 8.3% 0.0% 0.0% 0.0%



12 66.7% 8.3% 0.0% 8.3% 0.0% 16.7% 0.0%


coursework?


Used


email)

12 8.3% 25.0% 0.0% 8.3% 58.3%



research tutorials)

12 0.0% 33.3% 8.3% 16.7% 41.7%





Used


email)

12 8.3% 25.0% 0.0% 8.3% 58.3%



research tutorials)

12 8.3% 25.0% 8.3% 16.7% 41.7%









program?

12 8.3% 66.7% 16.7% 8.3%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



12 25.0% 41.7% 25.0% 8.3%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

30 0.0% 13.3% 33.3% 26.7% 26.7%

If yes, N Yes No


Table 3: Forensic Mental Health Counseling






Agree


Disagree




49 12.2% 49.0% 30.6% 8.2%



49 14.3% 51.0% 28.6% 6.1%



49 14.3% 53.1% 22.4% 10.2%














N Yes No



(selected)






Agree


Disagree


times

49 10.2% 49.0% 28.6% 12.2%










Agree


Disagree


students

49 28.6% 63.3% 8.2% 0.0%









FACULTY






Agree


Disagree


appropriate

49 24.5% 73.5% 2.0% 0.0%




recommendation

49 22.4% 18.4% 44.9% 14.3%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



49 100.0% 0.0%


(selected)










Agree


Disagree


in research

49 32.7% 49.0% 16.3% 2.0%



49 22.4% 49.0% 24.5% 4.1%


professional work

49 16.3% 55.1% 18.4% 10.2%


graduate study

49 16.3% 55.1% 22.4% 6.1%

N Yes No



49 26.5% 73.5%


(selected)




discipline

13 0.0%



13 23.1%


reviewed journal

13 15.4%






N Yes No



49 6.1% 93.9%

If yes,N





3 66.7% 33.3% 0.0% 0.0%




46 13.0% 13.0% 21.7% 52.2%



46 23.9% 17.4% 21.7% 37.0%


PSY 700, PSY 715, PSY 745, PSY 769

LIBRARY SERVICES





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



49 28.6% 18.4% 10.2% 10.2% 20.4% 8.2% 4.1%



49 2.0% 6.1% 2.0% 18.4% 26.5% 32.7% 12.2%


coursework?


Used


email)

49 30.6% 12.2% 8.2% 4.1% 44.9%



research tutorials)

49 38.8% 20.4% 8.2% 2.0% 30.6%





Used


email)

49 24.5% 10.2% 8.2% 6.1% 51.0%



research tutorials)

49 32.7% 18.4% 12.2% 4.1% 32.7%









program?

49 18.4% 42.9% 30.6% 8.2%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



49 38.8% 42.9% 12.2% 6.1%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

41 7.3% 14.6% 24.4% 29.3% 24.4%

If yes, N Yes No


Table 4: Forensic Psychology






Agree


Disagree




78 25.6% 51.3% 17.9% 5.1%



78 23.1% 62.8% 11.5% 2.6%



78 28.2% 46.2% 20.5% 5.1%














N Yes No



(selected)






Agree


Disagree


times

78 11.5% 64.1% 21.8% 2.6%










Agree


Disagree


students

78 30.8% 59.0% 9.0% 1.3%









FACULTY






Agree


Disagree


appropriate

78 30.8% 56.4% 12.8% 0.0%




recommendation

78 23.1% 25.6% 34.6% 16.7%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



78 98.7% 1.3%


(selected)










Agree


Disagree


in research

78 53.8% 42.3% 3.8% 0.0%



78 24.4% 55.1% 17.9% 2.6%


professional work

78 32.1% 50.0% 14.1% 3.8%


graduate study

78 33.3% 53.8% 11.5% 1.3%

N Yes No



78 29.5% 70.5%


(selected)




discipline

23 8.7%



23 30.4%


reviewed journal

23 21.7%






N Yes No



78 6.4% 93.6%

If yes,N





5 20.0% 60.0% 0.0% 20.0%




73 13.7% 21.9% 24.7% 39.7%



73 20.5% 17.8% 24.7% 37.0%


PSY 701, PSY 745

LIBRARY SERVICES





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



78 32.1% 7.7% 7.7% 11.5% 14.1% 17.9% 9.0%



78 2.6% 1.3% 2.6% 10.3% 17.9% 42.3% 23.1%


coursework?


Used


email)

78 21.8% 25.6% 14.1% 1.3% 37.2%



research tutorials)

78 17.9% 30.8% 11.5% 2.6% 37.2%





Used


email)

78 16.7% 25.6% 11.5% 1.3% 44.9%



research tutorials)

78 16.7% 28.2% 12.8% 1.3% 41.0%









program?

78 21.8% 44.9% 24.4% 9.0%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



78 39.7% 42.3% 10.3% 7.7%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

9 11.1% 0.0% 44.4% 22.2% 22.2%

If yes, N Yes No



Table 5: Forensic Science





Agree


Disagree




13 0.0% 23.1% 69.2% 7.7%



13 0.0% 61.5% 30.8% 7.7%



13 7.7% 53.8% 23.1% 15.4%














N Yes No



(selected)






Agree


Disagree


times

13 0.0% 61.5% 23.1% 15.4%










Agree


Disagree


students

13 30.8% 53.8% 7.7% 7.7%









FACULTY






Agree


Disagree


appropriate

13 7.7% 69.2% 23.1% 0.0%




recommendation

13 30.8% 38.5% 23.1% 7.7%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



13 100.0% 0.0%


(selected)










Agree


Disagree


in research

13 30.8% 53.8% 15.4% 0.0%



13 23.1% 53.8% 15.4% 7.7%


professional work

13 23.1% 53.8% 15.4% 7.7%


graduate study

13 23.1% 53.8% 15.4% 7.7%

N Yes No



13 61.5% 38.5%


(selected)




discipline

8 0.0%



8 12.5%


reviewed journal

8 25.0%






N Yes No



13 23.1% 76.9%

If yes,N





3 33.3% 0.0% 33.3% 33.3%




10 20.0% 40.0% 10.0% 30.0%



10 30.0% 30.0% 10.0% 30.0%


FOS 706, FOS 726, FOS 796

LIBRARY SERVICES





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



13 23.1% 23.1% 7.7% 15.4% 7.7% 15.4% 7.7%



13 0.0% 15.4% 0.0% 7.7% 15.4% 46.2% 15.4%


coursework?


Used


email)

13 7.7% 23.1% 7.7% 7.7% 53.8%



research tutorials)

13 23.1% 30.8% 15.4% 7.7% 23.1%





Used


email)

13 15.4% 30.8% 0.0% 15.4% 38.5%



research tutorials)

13 38.5% 23.1% 7.7% 7.7% 23.1%









program?

13 23.1% 38.5% 23.1% 15.4%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



13 30.8% 30.8% 15.4% 23.1%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

14 7.1% 0.0% 35.7% 14.3% 42.9%

If yes, N Yes No


Table 6: International Crime and Justice






Agree


Disagree




20 35.0% 40.0% 20.0% 5.0%



20 25.0% 65.0% 5.0% 5.0%



20 15.0% 60.0% 10.0% 15.0%














N Yes No



(selected)






Agree


Disagree


times

20 15.0% 55.0% 25.0% 5.0%










Agree


Disagree


students

20 45.0% 45.0% 10.0% 0.0%










FACULTY





Agree


Disagree


appropriate

20 15.0% 60.0% 15.0% 10.0%




recommendation

20 25.0% 65.0% 5.0% 5.0%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



20 100.0% 0.0%


(selected)










Agree


Disagree


in research

20 60.0% 35.0% 5.0% 0.0%



20 40.0% 40.0% 20.0% 0.0%


professional work

20 40.0% 40.0% 20.0% 0.0%


graduate study

20 50.0% 40.0% 10.0% 0.0%

N Yes No



20 35.0% 65.0%


(selected)




discipline

7 0.0%



7 14.3%


reviewed journal

7 14.3%






N Yes No



20 5.0% 95.0%

If yes,N





1 0.0% 0.0% 0.0% 100.0%




19 15.8% 21.1% 42.1% 21.1%



19 26.3% 31.6% 31.6% 10.5%

LIBRARY SERVICES


ICJ 804





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



20 10.0% 15.0% 5.0% 30.0% 5.0% 30.0% 5.0%



20 0.0% 0.0% 0.0% 15.0% 5.0% 40.0% 40.0%


coursework?


Used


email)

20 30.0% 50.0% 0.0% 0.0% 20.0%



research tutorials)

20 60.0% 20.0% 5.0% 0.0% 15.0%





Used


email)

20 30.0% 35.0% 10.0% 0.0% 25.0%



research tutorials)

20 55.0% 15.0% 5.0% 0.0% 25.0%









program?

20 40.0% 35.0% 25.0% 0.0%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



20 45.0% 50.0% 0.0% 5.0%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

24 0.0% 0.0% 8.3% 4.2% 87.5%

If yes, N Yes No


Table 7: Protection Management






Agree


Disagree




31 19.4% 48.4% 25.8% 6.5%



31 16.1% 51.6% 22.6% 9.7%



31 12.9% 54.8% 16.1% 16.1%














N Yes No



(selected)






Agree


Disagree


times

31 12.9% 61.3% 19.4% 6.5%










Agree


Disagree


students

31 51.6% 45.2% 3.2% 0.0%










FACULTY





Agree


Disagree


appropriate

31 25.8% 64.5% 6.5% 3.2%




recommendation

31 38.7% 38.7% 22.6% 0.0%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



31 96.8% 3.2%


(selected)










Agree


Disagree


in research

31 38.7% 38.7% 19.4% 3.2%



31 38.7% 48.4% 12.9% 0.0%


professional work

31 35.5% 51.6% 9.7% 3.2%


graduate study

31 29.0% 61.3% 9.7% 0.0%

N Yes No



31 58.1% 41.9%


(selected)




discipline

18 5.6%



18 0.0%


reviewed journal

18 0.0%






N Yes No



31 6.5% 93.5%

If yes,N





2 50.0% 50.0% 0.0% 0.0%




29 10.3% 27.6% 17.2% 44.8%



29 24.1% 17.2% 27.6% 31.0%

PMT 701, PMT 752, PAD 702

LIBRARY SERVICES






N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



31 32.3% 25.8% 3.2% 12.9% 9.7% 16.1% 0.0%



31 12.9% 19.4% 12.9% 22.6% 9.7% 16.1% 6.5%


coursework?


Used


email)

31 29.0% 29.0% 16.1% 0.0% 25.8%



research tutorials)

31 35.5% 32.3% 12.9% 3.2% 16.1%





Used


email)

31 22.6% 22.6% 25.8% 0.0% 29.0%



research tutorials)

31 32.3% 22.6% 19.4% 0.0% 25.8%









program?

31 35.5% 54.8% 9.7% 0.0%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



31 51.6% 29.0% 19.4% 0.0%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

191 0.5% 1.6% 8.9% 11.0% 78.0%

If yes, N Yes No


Table 8: Public Administration






Agree


Disagree




238 29.8% 51.7% 14.7% 3.8%



238 30.7% 53.4% 13.4% 2.5%



238 33.6% 49.6% 12.6% 4.2%














N Yes No



(selected)






Agree


Disagree


times

238 27.7% 50.4% 19.3% 2.5%










Agree


Disagree


students

238 37.8% 53.8% 6.3% 2.1%










FACULTY





Agree


Disagree


appropriate

238 23.9% 60.1% 13.9% 2.1%




recommendation

238 31.1% 37.4% 23.5% 8.0%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



238 74.8% 25.2%


(selected)










Agree


Disagree


in research

238 36.6% 46.2% 14.3% 2.9%



238 26.9% 49.6% 21.0% 2.5%


professional work

238 32.8% 55.0% 10.1% 2.1%


graduate study

238 31.1% 55.0% 11.3% 2.5%

N Yes No



238 41.2% 58.8%


(selected)




discipline

98 3.1%



98 1.0%


reviewed journal

98 1.0%






N Yes No



238 8.0% 92.0%

If yes,N





18 61.1% 38.9% 0.0% 0.0%




219 18.7% 31.1% 21.9% 28.3%



219 27.4% 24.2% 21.9% 26.5%



PAD 700, PAD 704, PAD 714, PAD 730, PAD 747, PAD 758, PAD 771

LIBRARY SERVICES




N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



238 31.9% 22.3% 10.1% 11.8% 12.6% 10.1% 1.3%



238 9.2% 13.4% 7.6% 20.6% 18.9% 21.8% 8.4%


coursework?


Used


email)

238 22.3% 31.1% 12.6% 4.2% 29.8%



research tutorials)

238 45.4% 27.3% 10.5% 2.9% 13.9%





Used


email)

238 23.5% 28.2% 12.2% 2.5% 33.6%



research tutorials)

238 38.2% 31.9% 9.2% 3.4% 17.2%









program?

238 25.2% 53.8% 16.4% 4.6%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



238 43.3% 36.1% 15.1% 5.5%






N Yes No


If yes, N 1 to 5

hrs/wk

6 to 10

hrs/wk

11 to 20

hrs/wk

21 to 34

hrs/wk

35 or more

hrs/wk


pay?

2 0.0% 0.0% 0.0% 50.0% 50.0%

If yes, N Yes No



Table 9: Advanced Certificate Programs





Agree


Disagree




6 16.7% 50.0% 33.3% 0.0%



6 16.7% 50.0% 16.7% 16.7%



6 16.7% 50.0% 33.3% 0.0%














N Yes No



(selected)






Agree


Disagree


times

6 33.3% 50.0% 0.0% 16.7%










Agree


Disagree


students

6 16.7% 83.3% 0.0% 0.0%









FACULTY






Agree


Disagree


appropriate

6 50.0% 50.0% 0.0% 0.0%




recommendation

6 33.3% 50.0% 0.0% 16.7%






N 7 = Very

Positive

6 5 4 = Neither 3 2 1 = Very

Negative



FACULTY (continued)










N Yes No



6 33.3% 66.7%


(selected)










Agree


Disagree


in research

6 16.7% 50.0% 16.7% 16.7%



6 16.7% 50.0% 16.7% 16.7%


professional work

6 33.3% 50.0% 16.7% 0.0%


graduate study

6 33.3% 66.7% 0.0% 0.0%

N Yes No



6 33.3% 66.7%


(selected)




discipline

2 0.0%



2 0.0%


reviewed journal

2 0.0%






N Yes No



6 0.0% 100.0%

If yes,N





0




6 0.0% 33.3% 16.7% 50.0%



6 16.7% 16.7% 16.7% 50.0%


N/A

LIBRARY SERVICES





N Never 1 time

/semester

<1 time

/month

1 time

/month

1 time

/week

2‐3 times

/week

4+ times

/week



6 16.7% 16.7% 0.0% 33.3% 0.0% 33.3% 0.0%



6 33.3% 0.0% 0.0% 16.7% 33.3% 16.7% 0.0%


coursework?


Used


email)

6 33.3% 16.7% 16.7% 16.7% 16.7%



research tutorials)

6 0.0% 33.3% 50.0% 0.0% 16.7%





Used


email)

6 16.7% 33.3% 33.3% 0.0% 16.7%



research tutorials)

6 0.0% 50.0% 16.7% 16.7% 16.7%









program?

6 33.3% 50.0% 16.7% 0.0%

N Definitely

Yes

Probably

Yes

Probably

No

Definitely

No



6 66.7% 16.7% 16.7% 0.0%






Evaluation of Graduate Program: 2013 Student Surveyjohnjay.jjay.cuny.edu/files/2013_grad.pdf ·...

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