All Program Reviews for Administration of Justice
| Academic Year | Status | |
|---|---|---|
| 2025-2026 | Submitted | Current |
| 2018-2019 | Submitted | View |
Administration of Justice
2025-2026 Program Review
1 ) In 3-5 sentences, describe your unit to an audience of potential students. Many units take this information from their website. If it has been awhile since your unit has updated its website, take this opportunity to design a brief description of your unit for today’s students.
The Administration of Justice program offers both Associate's and Associate's for Transfer degrees that cover the prevention, discovery, control and treatment of crimes, criminals, and criminality.
The Homeland Security certificate program examines the roots of terrorism, weapons of mass destruction, intelligence analysis, response methods, natural disaster incidents, threat mitigation, crisis negotiation, and conflict resolution.
The Department currently consists of one assistant professor and 9 adjunct professors. Our programs are currently 100% online and asynchronous.
2 ) Who is disproportionately impacted in your unit?
African American students and students living below the poverty level are disproportionately impacted across multiple measures of student success. These groups consistently show lower course success rates, lower A-B rates, and lower course completion or retention rates compared to their peers. Female students also demonstrate some achievement gaps, though these are generally smaller, appearing in a few courses in both success and A-B rates.
Intersectional data further highlights that African American and low-income students experience the largest disparities overall. In some cases, male students within certain groups also show lower success rates compared to their counterparts. In contrast, veterans and students with disabilities tend to perform relatively well and do not show the same patterns of disparity.
Use the Disproportionate Impact* reports below to answer question #2. These reports show how student achievement outcomes vary by gender, race/ethnicity, veteran, foster youth, disability, and income/poverty level status to enable users to engage in more advanced student-centered and equity-centered analysis, reflection, and planning. These reports are integrated with ARC's Data on Demand system to provide users with more sophisticated and nuanced ways of exploring their unit's data. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
*This link provides the California Community College Chancellor's Office's definition of disproportionate impact.
Disproportionate Impact
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
3 ) What equity advancing actions have your programs already taken?
Assistant Professor and Adjunct Professor as advisors to the Public Safety Club to help engage our students.
Assistant Professor as liaison to the Public Service HomeBase. This is another opportunity to engage students and provide superior support to those students who need it. This relationship is especially important in connecting students to BeaverCares, counseling, and other support services.
Assistant Professor holds office hours in the Unite Center and in the Public Service HomeBase to create partnerships and synergies.
Adjunct Professor on the Distance Education Committee. The Distance Education Committee provides guidance on matters related to distance education to the Academic Senate, aligned with Academic Senate values of Inclusion, Diversity, Equity, Accessibility & Antiracism.
Assistant Professor on the Curriculum Committee. We review and make recommendations on all proposals to add, delete, or revise courses and programs, guided by policies and requirements set by the State, District, and College, including those regarding transfer, CTE, general education, and DEI/IDEAA.
Increasing the availability of core classes during the summer session.
Many faculty members in the department have taken Canvas classes in order to be better acquainted with Universal Design for Learning (UDL) techniques.
4 ) What will be your unit’s strategies for eliminating disproportionate impact (DI)?
Implement Inclusive and Culturally Responsive Teaching
· Create new courses and programs that attract a diverse group of students.
Increase Academic Support Services
· Recruit tutors in ADMJ
Strengthen Mentoring and Advising
· “Meet your professors” faculty meet and greet before each semester.
· Create a student resource internet page related to ADMJ and HLS jobs and university programs.
Address Financial and Resource Barriers
· Create OER/ZTC courses.
Create a More Inclusive Department Climate
· Create relationships with high school “Magnet Academies” in the Sacramento area to increase enrollment of DI students.
· Attract a more diverse group of students to the Public Safety Club by ensuring that we have culturally appropriate speakers and activities.
5 ) What support do you need to eliminate disproportionate impact (DI)?
Time to create new programs and courses.
Time to recruit tutors and connect them with the Learning Resource Center (LRC).
Staff assistance to create and maintain a webpage.
Time to create OER/ZTC courses.
Time to build relationships with the Magnet Academies.
Staff assistance in attracting a more diverse group of students to the Public Safety Club.
6 ) What other issues or concerns have affected your unit and are important for you to bring up?
With only one full-time faculty member, much of the weight of these efforts is centralized in one person. We need to consider hiring another full-time faculty member to ensure the continuity of these efforts.
The lack of available classrooms on campus during peak hours prevents ADMJ /HLS faculty from holding in-person classes that would serve our students. Currently we are restricted to one mode of instruction (online asynchronous).
The Enrollment, Department Set Standards, and SLO Data Set may be additional considerations and helpful for answering this optional question, but not required. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
Enrollment
The enrollment links now direct you to your unit’s enrollment data in ARC Data on Demand (5 years of duplicated enrollment for Fall or Spring terms). Using the filters available along the left side navigation in ARC Data on Demand, enrollment data can now be disaggregated or filtered on a number of course or student characteristics to provide more fine-tuned exploration and analysis of enrollment data. Examples include disaggregating by course, ethnicity/race, gender, and age.
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
Department Set Standards
Shows course success rates (# of A, B, C, Cr, and P grades expressed as a % of total grade notations) compared to lower and upper thresholds. Thresholds are derived using a 95% confidence interval (click the report link for details). The lower threshold is referred to as the Department Set Standard. The upper threshold is referred to as the Stretch Goal.
- Green
- Most recent academic year exceeds the upper threshold
- Yellow
- Most recent academic year falls between the lower and upper threshold
- Red
- Most recent academic year falls below the lower threshold
The faculty's continuous review of student achievement of course SLOs is documented using the Authentic Assessment Review Record (AARR), which involves a review of student work demonstrating achievement of the course SLO. Faculty record student achievement for a randomly assigned course SLO based on one or more authentic assessments that they regularly perform in their classes. The aggregated results are then reviewed annually as part of Annual Unit Planning, in which the results may serve as the basis for actions and, if applicable, resource allocation, and are aligned with college goals and objectives.
The AARR summary link provides an aggregate of the results of the most recent AARR implementation. The AARR results by SLO link provides a more detailed view, including the specific ratings assigned by faculty to each randomly assigned course SLO, and what, if any, actions were taken.
Note: Established thresholds (i.e., green/yellow/red indicators) have yet to be developed for SLO data.
In your program review process, you may want to refer to the goals and actions in your Annual Unit Plans since your last Program Review. Follow this this link to access your previous AUP submissions. For Faculty support, please contact Daniel Slutsky at slutskd@arc.losrios.edu.