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Criminal Justice Transfer A.S. MHEC Proposal

A. Centrality to the Institutional Mission and Planning Priorities

The herein contained New Program Proposal seeks to establish a Criminal Justice Transfer Program at Allegany College of Maryland (hereinafter “ACM”) wherein graduating students will earn an Associates of Science (A.S). degree. ACM has a long-standing Criminal Justice Program in which graduates earn an Associates of Applied Science (A.A.S.) degree. Additionally, until a few years ago, ACM had a Criminology Program in which graduating students earned an Associates of Science (A.S.) degree. However, with the advent of areas of concentration, the Criminology Program merged into the Criminal Justice A.A.S. Program as the Criminal Justice Transfer Area of Concentration. The Criminal Justice Transfer Area of Concentration has worked very well for our students, and we have been relatively pleased with the curriculum. However, the purpose of this request for a new program is because we desire for our students to earn an Associates of Science (A.S.) degree. Many transfer institutions offer better transfer credits, and better access to scholarships for students who earn an A.S., as opposed to an A.A.S. The mission of Allegany College of Maryland is to be a “lifelong learning community dedicated to excellence in education and responsive to the changing needs of the communities we serve. Our focus is the preparation of individuals in mind, body, and spirit for lives of fulfillment, leadership, and service in a diverse and global society. We are committed to engaging students in rich and challenging learning opportunities within a small college atmosphere that is known for its personal touch.” The newly proposed Criminal Justice Transfer A.S. Program aligns perfectly with the mission of ACM. First of all, the new program is responsive to the changing needs of the communities we serve—namely transfer institutions who once were satisfied when our graduates earned an A.A.S. degree, but now prefer an A.S. Additionally, over the past several years, more of our students desire to continue their education than to enter the workforce upon graduation from ACM, hence we are responsive to the changing needs of our students. Second, the new program better prepares our students for lives of fulfillment, leadership, and service because they will have better transfer opportunities, which in turn, allow the students to more quickly and efficiently reach their educational goals, and become working members of society. The proposed Criminal Justice Transfer Program supports the strategic goals of the Educational Master Plan of ACM in a number of ways. Specifically, ACM’s Educational Master Plan includes five key themes. Among these themes is “Programs and Courses—ACM ensures quality and academic integrity of courses and programs.” Making these changes to our Criminal Justice curriculum ensures that our Criminal Justice Transfer Program is of utmost quality for our transfer students. Another theme of the Educational Master Plan is “Educational Support Services: ACM seeks to ensure quality educational services and infrastructure that are accessible, support student retention, and enhance the learning success for the

student.” The birth of this proposal was from our Student Support Services Transfer Advising Office. This is where we first learned of the difficulties our students were potentially facing should we not have an A.S. degree in Criminal Justice. The Administration of ACM is very supportive of the Criminal Justice Transfer Program, and has always been. The institution agrees to provide administrative, financial, and technical support for the Criminal Justice Transfer A.S. program. Further, while the institution is planning for long-time success of this program, the institution does agree to continue the program for a period of time sufficient to allow enrolled students to complete the program.

B. Critical and Compelling Regional or Statewide Need as Identified in the State Plan

There is a need for this Criminal Justice Transfer A.S. Program for many reasons. Specifically, it provides for the advancement and evolution of knowledge. Increasingly, our students are desiring to continue their studies after graduating from ACM, and this program allows this happen. By providing our students with concrete opportunities for transfer, this program absolutely provides for advancement and evolution of knowledge. It will allow students a solid path to transfer, with in essence is a solid path to the advancement and evolution of knowledge. The Maryland State Plan for Postsecondary Education looks for (1) Access, (2) Success, and (3) Innovation. This program meets all three of these key terms. The Criminal Justice Transfer (A.S.) program curriculum is designed to provide students with access to a quality education and affordability with ample transfer opportunities. Success is demonstrated because our students will be better prepared for a four-year school and will have better transfer opportunities with an A.S. degree. Finally, this is innovation. We are taking what we have and making it better all with the intention of making improvements for our students.

C. Quantifiable and Reliable Evidence and Documentation of Market Supply and

Demand in the Region and the State

The Criminal Justice Program at ACM has a robust enrollment. This year there are 65 students enrolled in the Program. Last year there were 88 students enrolled. Of this year’s students, 47 students are in the career track and 18 students are enrolled in the transfer track, which will become this “new” Program. The Criminal Justice Program has a working articulation agreement with the Allegany County Career and Technical Education Center’s Law Enforcement Program providing students with early college and other transfer opportunities. Additionally, as the only true Criminal Justice Program in Garrett and Allegany Counties, there is a demand for our program in Western Maryland. (NOTE—Frostburg State University does not have a “Criminal Justice” Program, but a Law and Society Program.) As a note, the graduates from this new program will transfer before beginning employment, but many express their interest in transferring to Frostburg State University. Frostburg State University has indicated it is undergoing changes with

its Law and Society Program, and when this occurs, will be in a position to create a new and greater articulation agreement with our students. There is ample demand for our graduates in the local region. Within ten miles of Allegany College of Maryland, there are two state prisons (WCI and NBCI), one federal prison (FCI Cumberland) which includes a prison camp, a local jail (Allegany County Jail), two local police departments—Cumberland City Police and Frostburg police, Maryland State Police C Barracks, and the Allegany County Sheriff’s Office. Additionally, within Allegany County, many other opportunities exist for our graduates including Department of Juvenile Services, other Juvenile Career Opportunities, private security, College policing, and many others. Graduates with an Associates Degree, enter Criminal Justice employment in entry-level positions. However, our graduates of the new program who go on to obtain a Bachelor’s Degree will enter employment at a higher level and will advance at a quicker rate. All of the institutions listed in the paragraph above, are more likely to hire a graduate who has earned a Bachelor’s Degree than an Associates’ degree, hence a justification for the program. Over the next five years, it is anticipated that the need for Criminal Justice Professionals will continue to increase. Presently, the Maryland Department of Corrections is very short-staffed. According to the Herald Mail Media, the Department of Corrections has launched “Operation Hire” in 2015, and has engaged in over 300 hiring events and still are very short staffed. With two Maryland prisons very close to ACM, opportunities abound. Additionally, the Bureau of Labor Statistics project that police careers will grow 5% over the next ten years. (https://www.bls.gov/ooh/protective-service/police-and-detectives.htm#tab-6). Additionally, other fields in Criminal Justice have projected growth including Probation Officers, Correctional Treatment Specialists, and others. (https://www.bls.gov/ooh/community-and-social-service/probation-officers-and-correctional-treatment-specialists.htm). Prospective student enrollment in the Criminal Justice Department at ACM has been rather consistent over the last several years, so it is anticipated that the students will continue to enroll. As our student base is from numerous locales, it is difficult to provide specific data on the supply of prospective graduates.

D. Reasonableness of Degree Duplication

As noted throughout this Report the Program is not a “new” program in the sense that it has never existed before, rather is a new Program because we wish to award an Associates of Science Degree instead of an Associates of Applied Science Degree. Accordingly, this is not the type of situation in which we are creating a program in an already crowded field, but rather are changing the type of degree we are awarding. As noted throughout this report, the Program is needed to facilitate transfer opportunities for our students. The transfer market is much better when a student earns an Associates of Science degree than an Associates of Applied Science. This program is very similar to our current Criminal Justice Transfer Area of

Concentration, but we wish to make the change because of changing the degree awarded. Numerous other Colleges offer Criminal Justice Degrees across the State of Maryland. Some of these colleges offer A.A.S. Programs, some offer Criminal Justice as an area of concentration in other programs, so that students can receive an A.S. or an A.A. degree. Our goal at ACM is to offer students career preparation through our current Criminal Justice program wherein students can graduate with an A.A.S. and be ready for entry level employment, or graduate from the “new” Program with an A.S. and be prepared for transfer to a four-year institution to continue their studies in Criminal Justice.

E. Relevance to High-Demand Program at Historically Black Institutions (HBIs)

Based upon the distance Allegany College of Maryland is from any Historically Black Institutions (HBIs), and the fact that this Program has existed for many years, just with an Associates of Applied Science Degree, it is not expected that there will be any negative impact to Historically Black Institutions (HBIs).

F. Relevance to the Identity of Historically Black Institutions (HBIs)

The Program will not have impact on the uniqueness, institutional identifies and missions of Historically Black Institutions (HBIs).

G. Adequacy of the Curriculum Design, Program Modality, and Related

Learning Outcomes

1. Describe how to proposed program was established, and also describe the faculty who will oversee the Program.

As noted above, the Criminal Justice Program has been a long-standing Program at ACM. A few years ago, with the advent of areas of concentration, the former Criminology Program became an area of concentration under the Criminal Justice A.A.S. Program. The curricular design has proven to work well. Nonetheless, the difficulty has arisen as relating to transfer. Increasingly, more students are desiring to continue their Criminal Justice education upon graduation from ACM, and these students are beginning to encounter transfer difficulties with an A.A.S. degree. Hence, the decision to create a stand-alone Criminal Justice Transfer A.S. program was developed. This Program will be overseen by Brandon James Hoover, J.D., Program Director for Criminal Justice and Legal Studies. Mr. Hoover, a licensed attorney in Maryland and West Virginia, holds the rank of Associate Professor and has served Allegany College of Maryland since August 2013.

2. Describe the educational objectives and learning outcomes appropriate to the rigor, breadth, and modality of the program.

The Educational Objectives and Learning Outcomes for the proposed program are as follows:

Educational Objectives: 1. Students will be able to read, analyze, and apply criminal justice texts,

laws, and cases. 2. Students will be able to communicate effectively both orally and in

writing as required by criminal justice professionals. 3. Students will recognize common ethics-related situations encountered

by criminal justice professionals, and will be prepared to respond appropriately.

4. Students will be prepared to work in the criminal justice field with sensitivity and recognition of cultural and socioeconomic differences.

5. Students will demonstrate mastery of the discipline of criminal justice.

Learning Outcomes: --Students will be able to identify, locate and apply different types of primary sources of law including the U.S. Constitution.

--Students will create a variety of criminal-justice related written documents using accurate facts, grammar, and syntax.

--Students will utilize effective oral communications as necessary of entry-level criminal justice professionals.

--Students will identify appropriate Codes of Ethics for criminal justice professionals and will recognize appropriate methods of reporting ethics violations.

--Students will recognize the concept of multiculturalism, and will examine its effects on the criminal justice system.

--Students will demonstrate factual knowledge about the core components of the criminal justice system including the police, courts, and corrections by validating their knowledge of criminal law, the principles and techniques of criminal procedure, fundamental principles and procedures of the investigation of crime, and matters of juvenile justice.

These learning objectives and learning outcomes have been developed by the Criminal Justice Team at ACM, and have been vetted through the Program’s Advisory Committee, as well as the Academic Assessment Committee at Allegany College of Maryland who reviews annually the assessment of the Program.

3. Explain how the institution will a. Provide for Assessment of Student Achievement of Learning

Outcomes in Program. b. Document student achievement of learning outcomes in the

Program.

Allegany College of Maryland requires rigorous assessment of student learning. Each year, each academic program, including Criminal Justice is required to engage in program-level student learning assessment to determine whether students are meeting the learning

outcomes of the program. The report, due each year by June 30, explains the areas of success and areas of improvement in student learning. A Additionally, each academic program is required to engage in comprehensive Program Review every four (4) years. This report reviews the assessment of all program level student learning outcomes. (More specifically, each Program is required to assess all of outs Program-level student learning outcomes each Program Review Cycle.) Therefore, this ensures adequate assessment and documentation of such assessment.

4. Provide a list of courses with title, semester credit hours and course descriptions along with a description of program requirements:

Courses Titles, Credit Hours, and Descriptions:

Criminal Justice Transfer A.S. Program Courses First Semester (Fall)

Course Title Hours Description Criminal Justice 101 (Introduction to Criminal Justice)

3 A survey of the history, philosophy and social development of police, courts and corrections in a democratic society. Identification and operations of local, state and federal agencies will be covered with emphasis on criminal justice career orientation.

Criminal Justice 103 (Criminal Law)

3 A study of substantive criminal law as it is applied at local, state and federal levels. Elements of crimes as prosecuted in a court of law are examined, and court decisions are used to study the sources and types of criminal laws.

English 101 (Freshman English)

3 Students develop skills in expository and argumentative academic writing by reading and responding to texts; by engaging in the writing process of prewriting, drafting, revising and editing; and by mastering the conventions of American Edited English. The course includes instruction in research methods such as use of library resources, documentation, citation, and the avoidance of plagiarism. Credit may be conferred by way of the CLEP general examination in English composition (with essay). Students seeking to earn credit by examination should consult their advisors.

Mathematics Elective 3 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

Sociology 101 (Introduction to Sociology)

3 A basic course in sociology. Overview of principles of sociology using empirical knowledge

and the application of the scientific method. Review of basic principles of social interaction, social roles, organization, processes, stratification, social change, group dynamics, and valuation.

TOTAL 15 Second Semester (Spring)

Criminal Justice 102 (Administration of Criminal Justice)

3 A study of the core components of the criminal justice system from an organizational perspective. Students will analyze organizational effectiveness of the police, courts, and corrections in depth to fully understand the operations of these justice systems. The course will examine key theoretical approaches and concepts of organizational principles, models and typologies.

Criminal Justice 106 (Introduction to Corrections)

3 A survey of the field of corrections as it relates to the criminal justice system. Emphasis is placed on the history of corrections and the various forms of criminal sanctions imposed at local, state and federal levels.

English Elective 3 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

Humanities Elective 3 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

Psychology 101 (General Psychology)

3 A foundation course in psychology. Review of the nature and purpose of psychology, the dynamics of adjustment, sensory development, psychometry, and the application of psychological knowledge to practical problems.

TOTAL 15 Third Semester (Fall)

Criminal Justice 111 (Criminology)

3 This course is a study of the scientific analysis of criminal behavior, of the criminalization processes and of the processes of social control. The course will examine the historical development of social and behavioral explanations of adult and juvenile crime. Crime causation theories are explained in relation to policies developed from these theories and the real and intended impact of these policies are discussed to demonstrate their impact on society in regard to crime prevention and control and criminal rehabilitation.

Criminal Justice 115 (Juvenile Justice)

3 Juvenile Justice is a comprehensive study of the prevention, detection, and correction of juvenile delinquency. The course includes a study of laws relating to young offenders, police procedures dealing with youth and the Juvenile Court process.

The course also focuses on the processes of juvenile justice intake, assessment, community programs and the institutional treatment of youth.

Laboratory Science Elective 4 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

Criminal Justice 203: (Ethics and Leadership)

3 A topical study of the various philosophical approaches for developing appropriate ethical decision-making tools for the criminal justice professional. Ethical dilemmas are illustrated in actual application in police, courts, corrections, criminal justice policy, and criminal justice scenarios. Students are exposed to the significance of ethics and to reflect critically on matters especially pertinent within criminology and criminal justice curricula.

Speech 101 (Speech Communication I)

3 A survey course incorporating intrapersonal, interpersonal, and public speaking. A student will acquire theory and develop skills in interviewing, small group discussion, and informative/persuasive speaking.

TOTAL 16

Fourth Semester (Spring) Elective 3 As students have a choice with an elective, a

course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

Laboratory Science Elective 4 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

PHED Elective 1 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

POSC 101: American National Government

3 The structure and functions of American national government. The elements of the executive, legislative, and judicial processes, with emphasis upon the role of the voter. Particular attention to problems of civil liberties, responsible government, and efficient administration.

Social and Behavioral Science Elective

3 As students have a choice with an elective, a course description is unavailable because there are numerous options for a student to choose based on the student’s learning needs in consultation with the academic advisor.

TOTAL 14 Program Requirements:

This Program will be an open-enrollment Program. In order to successfully complete a Criminal Justice (CRIM) course, a student must earn a grade of at least “C.” Student must follow the education requirements of ACM and possess at least a grade point average of 2.0 in order to complete the Program. 5. General Education Requirements

General Education requirement will be met in this Program as follows:

General Education Requirements

English composition - 3 credits

ENG 101, Semester 1

Mathematics at or above college algebra - 3 credits

Math Elective, Semester 1

Arts and Humanities – 6 credits

Speech 101, Semester 3 Humanities Elective, Semester 2

Social and Behavioral Sciences - 6 credits

SOC 101, Semester 1 PSYC 101, Semester 2 POSC 101, Semester 4 Social/Behavioral Elective, Semester 4

Biological and Physical Sciences – 7-8 credits and one course must include a laboratory

Science Elective, 4 credits, Semester 3 Science Elective, 4 credits, Semester 4

6. Identify any specialized accreditation or graduate certification

requirements for this program and its students. None.

7. If contracting with another institution or non-collegiate organization,

provide a copy of the written contract.

None to provide.

8. ACM is providing assurance that the proposed program will provide students with clear, compete, and timely information on the curriculum course and degree requirements, nature of faculty/student interaction, assumptions about technology competence and skill, technical equipment requirements, learning management system, availability of academic support service and financial aid resources, and costs and payment policies. Evidence of this assurance exists by way of the ACM webpage, course catalog, student handbook, academic advisor, and mandatory orientation program.

9. ACM is providing assurance that advertising, recruiting, and admissions materials will clearly and accurately represent the proposed program and

services available. Evidence is not presently available, as the program has yet to be approved. Once the program is approved, materials will be created. In accordance with ACM requirements, such materials will be reviewed by the department, the appropriate dean, and the desktop publishing staff for accuracy as to the program and services available.

H. Adequacy of Articulation

The new Program supports articulation with programs at partner institutions. The current Criminal Justice Transfer Area of Concentration has articulation agreements in place with numerous institutions including Goucher College, Potomac State College, and others. The new program has yet to garner any articulation agreement, though, since it has not been approved. Once this program is approved, it will be a top effort of the Program Director for Criminal Justice and Legal Studies to work with the Dean of Arts and Sciences to facilitate numerous articulation agreements. However, we have found that four year institutions prefer to discuss the articulation after the approval of the program, not during the process.

I. Adequacy of Faculty Resources Since this program has already existed for a large number of years as an area of concentration under the existing Criminal Justice Program, and does not include the creation of any new courses, the current full-time and adjunct faculty are adequate to meet the needs of the program. The Program will be directed by Brandon James Hoover, a full-time faculty member who is admitted to the bar in the States of Maryland and West Virginia. Brandon will teach some courses himself. Additionally, Scott K. Golub, a full-time faculty member at the College serves on a full-time basis for the Program. Finally, various adjuncts from the community are used from time to time. Presently, Robert E. Bright, Jr. (last year’s recipient of the ACM Adjunct of the Year) is our sole adjunct. In the past, we have had local attorneys serving as adjunct instructor for the Program, as well.

All of the general education courses currently exist and will be taught by existing full-time and adjunct faculty with teaching credentials and excellent teaching skills. The education courses will be taught by current full-time and adjunct faculty who are also properly credentialed and have excellent teaching skills.

Faculty Name Status Degree Courses Taught Brandon James Hoover Assistant Professor

Full-Time Director

Jurist Doctor

CRIM 103: Criminal Law CRIM 115: Juvenile Justice CRIM 205: Constitutional Law (rotating basis)

Scott K. Golub Assistant Professor

Full-time Masters of Criminal Justice (M.S)

CRIM 101: Introduction to Criminal Justice CRIM 102: Administration of Criminal Justice CRIM 103: Criminal Law CRIM 104: Criminal Evidence and Procedure CRIM 106: Introduction to Corrections CRIM 111: Criminology CRIM 203: Ethics and Leadership CRIM 205: Constitutional Law (rotating basis) CRIM 216: Cyber Law

Robert E. Bright, Jr. Retired—Federal Bureau of Prisons

Adjunct Bachelor’s of Criminal Justice (B.S.)

CRIM 102: Administration of Criminal Justice CRIM 105: Criminal Investigation CRIM 106: Introduction to Corrections CRIM 208: Interpersonal Communications in Criminal Justice CRIM 210: Advanced Policing

ACM provides a wide-range of pedagogy training for its faculty on a consistent basis. Specifically, the College holds an Annual Teaching and Learning Day, in May each year. This training relates directly to pedagogy to meet the needs of students. Additionally, other training opportunities are offered on a regular basis to meet the pedagogy needs of students. ACM further provides detailed training for learning management system use. Last year, ACM switched from Blackboard to D2L Brightspace. The College provided near seamless transition to the new LMS. This included in person trainings, online training, appointment of learning ambassadors, one of which was assigned to each faculty member. Additionally, our onsite LMS technical support service, eLets, provides concierge service tailored to each individual’s needs. Finally, ACM offers training through eLets for distance education courses. Any course that is offered through distance education is required to go through training and review.

J. Adequacy of Library Resources The implementation of this program requires no new courses and the current library holdings are appropriate to meet the needs of the program and are consistent with COMAR 13B.02.02.18. The resources include on-site collections as well as computerized access to holding in other libraries. Additionally, the Allegany County Circuit Court Law Library is 2.6 miles from the ACM campus and is open to the public. The ACM Library is a wonderful learning institution and the Criminal Justice Department has a close-working relationship with the librarians. Each year, numerous criminal justice students receive library instruction and library assistance for their research. Additionally, each year the library purchases new Criminal Justice materials, as they are requested from the Criminal Justice department.

K. Adequacy of Physical Facilities, Infrastructure and Instructional Equipment

As mentioned previously, this program does not require any new courses. Accordingly, it will be using the same physical facilities, infrastructure, and instructional equipment as has been used by the current Criminal Justice Program and the Criminal Justice Transfer Area of Concentration. It is worth noting, however, that the Criminal Justice Program will be moving to enhanced state of the art classrooms, and will be receiving lab space for hands-on activities beginning with the completion of the renovation of the ACM Technologies Building.

L. Adequacy of Financial Resources with Documentation

a. Table 1: Resources and Narrative Rationale

TABLE 1: PROGRAM RESOURCES AND NARRATIVE RATIONALE

1. Reallocated Funds Data: Enter the amount of funds for the first five years of implementation that will be reallocated from existing campus resources to support the proposed program. This would include funds reallocated from the discontinuance or downsizing of academic programs.

Narrative: Analyze the overall impact that the reallocation will have on the institution, particularly on existing programs and organizational units.

As indicated in the chart below, there will be no re-allocated funds for the Criminal Justice Transfer Program. Allegany College of Maryland already has a Criminal Justice Program. The “new” Program is just a re-writing of the current Area of Concentration. Accordingly, Criminal Justice budgets will not need changed, and this will have no overall negative financial implications or re-allocations. As explained throughout this report, this change is being made for the benefit of allowing our students to transfer with an A.S. degree, which enhances transfer options.

2. Tuition and Fee Revenue Data: Enter the estimated tuition and fee revenue that will be directly attributable to students new to the institution enrolled in this program each year. The revenue should be calculated by multiplying the tuition rate by the projected annual FTE enrollment.

Narrative: Describe the rationale for the enrollment projections used to calculate tuition and fee revenue. The enrollment projections are based on the number of students currently enrolled in the Criminal Justice Transfer Area of Concentration. Each year, as the program gains popularity, we expect a modest increase of 10% per year, which basically amounts to about 2 to 3 additional students each year. Further, a 2% tuition/fee increase was anticipated for each year. This is based on prior tuition/fee increases at ACM.

3. Grants and Contracts Data: Enter the amount of grants, contracts or other external funding which will become available each of the five years as a direct result of this program.

Narrative: Provide detailed information on the sources of the funding. Attach copies of documentation supporting the funding. Also, describe alternative methods of continuing to finance the program after the outside funds cease to be available. Conditional approval may be granted to a proposal that is dependent on grant funds that have not been officially awarded at

the time of proposal submission, but in which substantial evidence has been provided to indicate a favorable review and an impending grant award is imminent. Under these conditions, program approval may be granted for a twelve-month period. During this period, the program may not be implemented. Full program approval is granted only after funding documentation is accepted. Under extraordinary circumstances, a one-time extension to conditional approval may be granted to an institution that provides compelling information to warrant an extension.

There are no expected grants at this time.

4. Other Sources Data: Enter any additional funds from sources other than in 1, 2, and 3 that have been specifically designated for the program.

Narrative: Provide detailed information on the sources of the funding, including supporting documentation.

There are no expected other sources of funding at this time.

5. Total Year Data: Total the financial resources that will be available for each year of program implementation. Include cumulative as well as one-time resources.

Narrative: Additional explanation or comments as needed. None needed at this time.

Program Resources and Narrative Rationale table on following page

Maryland Higher Education Commission

Please do not leave any cells blank. Place a "0" in the cell if no data is applicable for the specific resource category.

TABLE 1: PROGRAM RESOURCES

Resource Categories Year 1 Year 2 Year 3 Year 4 Year 5 1. Reallocated Funds 0 0 0 0 0

2. Tuition/Fee Revenue (c + g below)

$156,728 $176,262 $196,510 $217,492 $247,949

a. Number of F/T Students 19 21 23 25 28

b. Annual Tuition/Fee Rate $8036 $8197 $8361 $8528 $8699

c. Total F/T Revenue (a x b)

$152,684 $172,137 $192,303 $213,200 $243,572

d. Number of P/T Students 1 1 1 1 1

e. Credit Hour Rate $269.60 $269.60 $269.60 $269.60 $269.60

f. Annual Credit Hours 15 15 15 15 15

g. Total P/T Revenue (d x e x

f)

$4044 $4125 $4207 $4292 $4377

3. Grants, Contracts & Other External Sources

0 0 0 0 0

4. Other Sources 0 0 0 0 0

TOTAL (Add 1 – 4) $156,728 $176,262 $196,510 $217,492 $247,949

b. Table 2: Program Expenditures and Narrative Rationale

TABLE 2: PROGRAM EXPENDITURES

1. Faculty (# FTE, Salary, and Benefits): Enter (a) the cumulative number of

new full- time equivalent faculty needed to implement the program each year, (b) the related salary expenditures, and (c) the related fringe benefit expenditures. (For example, if two new faculty members are needed, one in the first year and one in the second, the full-time equivalency, salary, and benefits for one member should be reported in Year 1, and the same information for both members should be reported in Year 2 and each successive year.)

2. Administrative Staff (# FTE, Salary, and Benefits): Enter (a) the

cumulative number of new full-time equivalent administrative staff needed to implement the program each year,(b) the related salary expenditures,

and (c) the related fringe benefit expenditures.

3. Support Staff (# FTE, Salary, and Benefits): Enter (a) the cumulative number of new full-time equivalent support staff needed to implement the program each year, (b) the related salary expenditures, and (c) the related fringe benefits expenditures.

4. Equipment: Enter the anticipated expenditures for equipment

necessary for the implementation and continuing operation of the program each year.

5. Library: Enter the anticipated expenditures for library materials directly

attributable to the new program each year.

6. New and/or Renovated Space: Enter anticipated expenditures for any special facilities (general classroom, laboratory, office, etc.) that will be required for the new program. As a footnote to the table or in attached narrative, indicate whether the renovation of existing facilities will be sufficient or new facilities will be necessary.

7. Other Expenses: Enter other expenditures required for the new program.

Attach descriptive narrative or provide footnotes on the table. Included in this category should be allowances for faculty development, travel, memberships, office supplies, communications, data processing, equipment maintenance, rentals, etc.

8. Total Year: Add each expenditure (continuing and one-time) to

indicate total expenditures for each year of operation.

Program Expenditures table on following page

Maryland Higher Education Commission Please do not leave any cells blank. Place a "0" in the cell if no data is applicable for the specfic expenditure category.

TABLE 2: PROGRAM EXPENDITURES:

Expenditure Categories Year 1 Year 2 Year 3 Year 4 Year 5 1. Faculty (b + c below) 0 0 0 0 0

a. Number of FTE 0 0 0 0 0

b. Total Salary 0 0 0 0 0

c. Total Benefits 0 0 0 0 0

2. Admin. Staff (b + c below) 0 0 0 0 0

a. Number of FTE 0 0 0 0 0

b. Total Salary 0 0 0 0 0

c. Total Benefits 0 0 0 0 0

3. Support Staff (b + c below) 0 0 0 0 0

a. Number of FTE 0 0 0 0 0

b. Total Salary 0 0 0 0 0 c. Total Benefits 0 0 0 0 0

4. Technical Support and Equipment

0 0 0 0 0

5. Library 0 0 0 0 0

6. New or Renovated Space 0 0 0 0 0

7. Other Expenses 0 0 0 0 0

TOTAL (Add 1 – 7) 0 0 0 0 0

EXPLANATION: Please note, Table 2 is full of “0” (zero) because there will not additional expenses because of the Criminal Justice Transfer Program. As

explained throughout this report, the current Criminal Justice Transfer Area of Concentration already exists. Accordingly, there will be no additional expenses.

M. Adequacy of Provisions for Evaluation of Program

ACM has a robust process for evaluation of courses, faculty, and student learning outcomes. First, courses are evaluated each semester by our students to determine whether the students feel as though outcomes are being met. In Criminal Justice, the Criminal Justice faculty also meet regularly to discuss courses, including whether outcomes are being met. Finally, instructors also engage in course level student learning assessment. Faculty are evaluated each year by their supervisor on a formal basis. Additionally, the faculty in Criminal Justice engage in peer evaluation/observation on a regular basis to work toward consistent and constant improvement. Student Learning Outcome Assessment occurs on a regular basis as well. Each year, as noted throughout this Report, the Criminal Justice Program engages in Program Level Assessment wherein we assess our students, examine the results and make improvements where necessary. Each year’s the assessment report is reviewed by the Academic Assessment Committee, the respective Dean, and the Coordinator of Student Learning Assessment. Further, every four (4) years, each Program undergoes Program Review, wherein an in-depth review of the program including the courses, faculty and student learning outcome assessment are reviewed in detail. This review process also considers results of student surveys, including graduation surveys, and includes discussion of the finances of the program, and the working conditions/satisfaction of the faculty members. The Program Review process culminates with an open forum for the program, the dean, the program review committee, and other interested persons to attend and discuss the achievements and shortcomings of the program, and to work toward constant improvement.

N. Consistency with the State’s Minority Student Achievement Goals

The Criminal Justice Program addresses minority student access and success by being an open enrollment program. Many of our students are racial minorities. These students are provided with the same quality education as all students. All students at ACM who struggle or need assistance are provided with any resources that can be provided. ACM strives to offer quality education at an affordable price, thus providing all persons with access. ACM further provides a wide array of support services, thus providing assistance to lead students toward success. As indicated in the Allegany College of Maryland Non-Discrimination Statement: Allegany College of Maryland does not discriminate against any individual for reasons of race, ethnicity, color, sex, religion or creed, sexual orientation, gender identity or expression, national origin, age, genetic information,

familial status, disability or veteran status in the admission and treatment of students, educational programs and activities, scholarship and loan programs, or to terms and conditions of employment, including but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leave of absence, compensation and training. Allegany College of Maryland complies with applicable state and federal laws and regulations prohibiting discrimination and Maryland prohibits retaliation in any form against any person who reports discrimination or who participates in an investigation.

O. Relationship to Low Productivity Programs Identified by the Commission

This is not a low productivity program.

P. Adequacy of Distance Education Programs

This is not a distance education program.