The Masters’ of Criminal Justice at South University: A review of the online programsteemCreated with Sketch.

in #education4 years ago

I graduated from South University in September of 2015 with a Master's of Science in Criminal Justice. This review of that program will be conducted in five areas; experience overall, quality of education, interaction with facilitators, bias in material, and academic career suitability. It must be noted that I do not have experience in a brick and mortar academic graduate program, nor have I any training in pedagogy. My previous academic background consists of a bachelor's in government (political science) on campus at the University of Texas at Austin, with some criminology courses taken as electives. I was NOT a good undergrad, by any means!

My overall experience was good (4/5). I initially chose South University for its brick and mortar facility in Austin, but the advisor had to leave just prior to my starting of the program, necessitating my use of the online program. The program requires the completion of 48 credit hours. Classes are based on the quarter system. The online classes were conducted over a 5.5 week period per course. Two online courses were available per quarter, overlapping or consecutively, depending on schedule. The structuring of the material allowed for a flexible schedule. The final course, the applied professional project, is a 3 month course. I will add a caveat in that I busted my behind in the program. Online courses require that you stay on top of yourself to get the work done My goals in the program went beyond getting the work done, but also to understand the material in application to real world scenarios and to be able to contribute to other students' understanding of the course. One result of the experience is that I have developed a research interest in the comparison of the online graduate experience versus the traditional method in the criminal justice field. Considering my situation, I would choose South University again with little hesitation.

Quality of education matters (4/5) Although South University is an accredited institution, I encountered a great deal of criticism towards schools that are both online and for profit. I found this criticism at conferences and in online forums such as and the Reddit GradSchool subreddit. As far as South University goes, I found the education to be within the realm of what I expected graduate level studies to encompass. Willis (2012) notes that a graduate level criminal justice program should both expose the student to the theories of justice and to encourage the student to personally challenge the theory. I feel that South University's program did this for me. The material was certainly more in depth than my undergraduate coursework, and required a great deal of analysis and writing. On average, I wrote about 12 pages per week per course. I spent an average of 30 hours of a week in total in study per course. Discussion accounted for 40% to 50% of the grade, depending on course. This may have been advantageous, as Stack (2013) contends that the nature of web based discussion holds several advantages to classroom discussion. For the most part, I felt that I earned the grades I made. Rarely, I received a lower grade than I thought I deserved, although the majority of grading disparities involved a higher grade than I felt warranted. I would say that the ratio was 75% “accurate” grading to 20% “maybe more than I deserved” grading to the rare 5% “c'mon I did better than that” grade. I never complained about lower grades in that I felt I was receiving the benefit of the more optimistic grading. However, I did feel that the instructors were open to discussion regarding grading had I chosen to contest such a grade. In comparison with what I have read on the above forums regarding grading in the social sciences graduate field, this seems to be the norm for both workload and grading standards.. Without having undertaken traditional graduate coursework for a direct comparison, I would say that the South University program meets the standards.

The instructors (facilitators) were excellent overall (5/5). There was an issue in instruction in one course, but that was due to an outside factor, and I think that South University, and the instructors involved, handled the situation as best as could be. It did cause an issue due to the intense time requirements of the course. However, at no time did I feel that any of the instructors were just putting time in. On the contrary, the majority of instructors provided additional study material and practical experience to the course work. At no point did an instructor blow me off regarding course questions. As noted above, I felt that the instructors were approachable in every course I took.

There was not an overwhelming sense of bias (3/5).There is going to be bias in any human endeavor. Academia has traditionally been known to have a liberal bias (Yancey, 2012),(Friedman, 2005). Yet I did not see an overwhelming bias in either the coursework or in the instruction. Some courses used biased material as source references (such as, but I found that other courses used material from the right (such as the Heritage Foundation) to balance out the bias level As an interesting aside, I was cautioned against using a potentially biased source, in the form of a Congressional committee investigating the Fast and Furious gunrunning scandal, in one of the courses that used as a source, but I just amused myself at the incongruity and moved on. I did find that the textbooks trended more to the left, but since graduate level studies require some analysis of the material by the student, I did not find this to be a problem. I found other material to study in the cases that I found the bias level to be unsuitable.

The weakest part of the South University program is its suitability for preparation in an academic career (3/5). Partially, this is due to the dim view of online and for profit schools that I discussed above. This assessment is also based upon the use of an applied project to complete the program, as opposed to a thesis requirement. However, it can be said that South is directed primarily at people that are currently working in the criminal justice field and seeking a master's degree to enhance their professional knowledge. This assumption is based primarily on the flexible online program and the short course periods. South University may consider adding a thesis option for those students seeking to move on to doctoral work. Finally, I was never sure just what it was that I was supposed to be doing as a graduate student beyond cranking out the work. I did attend the ACJS meeting, and there met with the program director for the school as a whole. I did use the material I prepared for a thesis to create a paper that will be presented at the ACS meeting. I will admit that I did not avail myself completely of the expertise that was available to me; I could have been more assertive in asking questions about what I needed to do to advance myself as a student. When I did ask questions they were answered promptly with encouragement and the availability of further support. I would also say that this an area where an on-campus experience has a built in advantage over the online experience; building personal relations is much easier on location. Crawford (2011) stresses the importance of mentoring in the criminal justice field, but also admits that there is not a great deal of discussion within the academic community regarding the process itself. From my own experience, it is also a responsibility of the student to pursue mentoring support.


Crawford, C. (2011). Dilemmas in supervising and mentoring criminology graduate students. Journal of Criminal Justice Education, 22(2), 226–246.

Friedman, J. (2005). The bias issue. Critical Review, 17(3/4), 221–236. Retrieved February 23, 2015 from

Stack, S. (2013). Does discussion promote learning outcomes? Analysis of an online criminology class: Research note. Journal of Criminal Justice Education, 24(3), 374–385.

Willis, J. J. (2012). Bridging the normative gap in graduate criminal justice curricula: teaching theories of justice. Journal of Criminal Justice Education, 23(1), 81–102.

Yancey, G. (2012). Recalibrating academic bias. Academic Questions, 25(2), 267–278.

Originally posted at:


This post has been linked to from another place on Steem.

This post has also been linked to from Reddit.

Learn more about and upvote to support linkback bot v0.5. Flag this comment if you don't want the bot to continue posting linkbacks for your posts.

Built by @ontofractal

There were over a dozen subjects in my Bachelors degree, or one of my degrees. I actually have more letters AFTER my name than I really have IN my name . . .

I cannot recall I think i only failed two or three subjects, I think that last fail was when they changed the "conceded pass" mark UPWARDS ! ! ! This was OK at 45 % but then they changed it to FIFTY PERCENT, ridiculous; after all i was PAYING fees and THEIR WAGES ! ! !

B/Dastards ! ! !

Anyway after I received my parchment (qualifications) I checked my attendance and over the space of four years I had actually attended six classes that was not mandatory; excluding exams of course . . .

So I thought that is not so bad, I only ever went to school SIX times; and only failed three subjects leading to redo those entire subjects again.

I am still having counselling over one assignment; I procrastinated and delayed this academic requirement until I finally felt I had to attempt it. When the assignment was returned to me it was overwritten with the words "Assignment mark ZERO %, assignment UNREAD; assignment submitted twenty days late ! ! ! , full academic penalty . . . "

Personally I was devastated, after all the effort I had invested in AVOIDING that assignment; then to finally submit my workmanship and have it rejects as unread. I emailed the "creature" and they said that is policy, I said but if you had read it and seen how great it was; anyways they politely terminated the communications : (

Anyways; who needs damn creatures anyways; I showed her, despite her attempts to prevent me reaching the 50% passing mark.


Hah; i showed her, dam femails ;)

< There were over a dozen subjects in my Bachelors degree, or one of my degrees. I actually have more letters AFTER my name than I really have IN my name . .


I had the same thing happen a few times during my online education as far as procrastination goes, BUT I had busted my ass in those courses before the procrastination would start...I think teachers let you get away with a ittle bit more if you have shown you can work hard over the long haul

I got so annoyed in one class, I had this young Asian chick as a presentation talk partner. She was even slacker than me, she was half my size, Asian and half my age.

This b/witch did even less than me, but every time she saw the teacher she would offer the teacher an Apple (figuratively speaking) , she would smile sweetly and talk up how amazing the world was going to be when she got out there to contribute.

Always with the teacher she was oh this class is great, this class is simply awesome, etc, etc, yadda; yadda, yadda.

I got a REDO on the ENTIRE class and this lazy brown nosing female thing got her pass. Seriously I wanted to look up her address and drive around to her house and vomit in her letterbox...

Simply amazing, now I solo everything since that way I am always the most talented and the most useless person on my "team" ! ! !

she deserved a spanking. Asian women usually do ;>

..and Latinas
...and Jewesses
...and white wimmins

hmmm, pretty much, they all do. I guess that's why their butts are shaped to fit in your hands!

Seriously though, I was lucky in that I was in a program that was primarily used by professionals, and that hence pulled their weight or even outdid me.

Even the one flaky chick I took a course with did a great job in group activities