Program Analysis: B.S. in Criminal Justice at St. John’s University and Alignment with Sustainable Development Goals

Program Overview and Core Mission

The Bachelor of Science in Criminal Justice program at St. John’s University is designed to equip students for a wide range of careers in the public and private sectors. The curriculum provides a comprehensive analysis of the criminal justice system, aligning directly with the United Nations’ Sustainable Development Goals (SDGs), particularly SDG 16 (Peace, Justice and Strong Institutions).

Curricular Focus on SDG 16: Peace, Justice and Strong Institutions

The program’s core components are structured to foster the development of effective, accountable, and inclusive institutions. Students engage in a detailed study of:

• Key Justice Institutions: In-depth examination of the police, courts, and corrections systems, which is fundamental to achieving SDG Target 16.6 (develop effective, accountable and transparent institutions).
• Law and Public Policy: Analysis of the development of laws and public policies, directly supporting SDG Target 16.3 (promote the rule of law at the national and international levels and ensure equal access to justice for all).
• Systemic Challenges: A focus on pressing issues within the criminal justice system, encouraging critical thinking on how to build more just and equitable institutions.

Interdisciplinary Approach to Addressing Inequalities (SDG 10 & SDG 5)

Through its interdisciplinary liberal arts foundation, the program prepares students to address systemic issues that intersect with the justice system, thereby contributing to broader development goals.

1. Reduced Inequalities (SDG 10): The curriculum encourages an understanding of how the justice system impacts various populations, preparing graduates to work towards reducing inequality within and by the law.
2. Gender Equality (SDG 5): Students are positioned to analyze and address issues such as gender-based violence and unequal access to justice, contributing to the promotion of gender equality.

Educational Resources and Experiential Learning (SDG 4 & SDG 8)

St. John’s University provides an infrastructure and opportunities that support Quality Education (SDG 4) and prepare students for Decent Work and Economic Growth (SDG 8).

Institutional Assets Supporting Quality Education (SDG 4)

• Advanced computer laboratories
• High-tech classroom environments
• A 1.7 million-volume library for comprehensive research

Career Development and Practical Application (SDG 8)

The Co-Op Education Program provides critical hands-on experience through internships at criminal justice agencies in New York City. This practical training ensures graduates are prepared for meaningful careers, contributing to a skilled workforce and sustainable economic growth.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on the Bachelor of Science in Criminal Justice program at St. John’s University. It details a specific form of tertiary education, highlighting its curriculum, facilities (“advanced computer laboratories, high-tech classrooms, and a 1.7 million-volume library”), and its aim to provide a “thorough understanding of the criminal justice system.” This directly aligns with the goal of ensuring inclusive and equitable quality education.

• SDG 8: Decent Work and Economic Growth

  The program is explicitly designed to prepare students for the job market. The article states it “prepares students for diverse careers” and that graduates are “well-prepared for successful careers.” The inclusion of a “Co-Op Education Program” and “internships at select criminal justice agencies” directly links education to practical work experience and employment, which is a core component of SDG 8.

• SDG 16: Peace, Justice and Strong Institutions

  The subject matter of the degree program is the criminal justice system itself. The curriculum focuses on “key institutions such as the police, courts, and corrections” and the “development of laws and public policies.” By educating future professionals who will work within these institutions, the program contributes to building effective, accountable, and inclusive institutions at all levels, which is the essence of SDG 16.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.3: By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

   The article describes a Bachelor of Science program at a university, which is a form of tertiary education aimed at providing quality instruction and knowledge.

2. Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.

   The program’s focus on preparing students for “diverse careers” and providing “valuable hands-on experience with internships” directly addresses the need for developing relevant skills for employment in the criminal justice field.

3. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

   By offering a university degree and a “Co-Op Education Program,” the university provides a clear pathway for youth to remain in education and training, with the direct goal of transitioning into employment, thereby reducing the likelihood of them being unemployed or inactive.

4. Target 16.6: Develop effective, accountable and transparent institutions at all levels.

   The program contributes to this target by educating and training the future workforce for “key institutions such as the police, courts, and corrections.” A well-educated professional class is essential for developing and maintaining effective and accountable public institutions.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not mention official SDG indicators, but several can be implied from the text:

• Implied Indicator for Target 4.3 & 4.4: The availability of advanced educational resources. The article mentions “advanced computer laboratories, high-tech classrooms, and a 1.7 million-volume library,” which can be seen as qualitative indicators of a quality tertiary education environment.
• Implied Indicator for Target 4.4 & 8.6: Participation rate in work-based learning. The “Co-Op Education Program” and “internships at select criminal justice agencies” are mentioned. The number or proportion of students participating in these programs would be a direct measure of progress.
• Implied Indicator for Target 8.6: Graduate employment rate. The statement that “graduates are well-prepared for successful careers” implies that a key measure of the program’s success is the rate at which its graduates find employment in their field.
• Implied Indicator for Target 16.6: Number of graduates entering public service. The number of students who graduate from the program and subsequently take up positions in the “police, courts, and corrections” systems would be an indicator of the program’s contribution to strengthening these institutions.

4. Summary Table of SDGs, Targets, and Indicators

Source: stjohns.edu