Economic Crime, Justice Studies, and Cybersecurity Building

Criminal Justice Department

What We Do

Utica College Criminal Justice Department combines a solid foundation in core academics with a practical learning approach emphasizing research, technology, and real-world professional experiences. 

(315) 792-3027
Department Type
Office Location
206 ECJS Building

Criminal Justice Program     Criminal Justice (minor)     Criminal Justice (online)

Welcome to Utica College, the School of Business and Justice Studies, and our Criminal Justice Program.

Dr. Gregory Walsh
Dr. Gregory Walsh

At the bachelor’s degree-level, our Justice Studies Department, which is housed in its own modern academic building, hosts our entire suite of justice-related programs, which also includes our Criminal Intelligence Analysis Program, our Cybersecurity Program, and our Fraud and Financial Crime Program.

Many of our Justice Study students continue their education after graduation by moving on to one of our certificate or master’s degree level programs. Recognizing the needs of today’s students, whether traditional-aged or returning, all of our programs are offered both on-campus and on-line, allowing more flexibility for learning.

For a number of recent years, our college theme has been Never Stand Still, which is a pretty accurate description of a Criminal Justice student’s experience in our program. Students continually engage with our expert faculty, are challenged to think critically and creatively about current criminal justice-related issues and problems, and are tasked with applying that thinking to scenarios, including role-playing opportunities. Our students have the opportunity to join the large and active Organization of Justice Studies (OJS), made up of students from all of our Justice Studies-related programs, and can apply to participate in a Ride-along programs with a local police agency to see, first-hand, the first branch of the criminal justice system in action.

OJS also routinely sets up field trips to local criminal justice facilities, such as the New York State Preparedness Training Center, where they may even become role-players in training exercises being conducted by actual emergency response personnel. OJS also schedules trips to New York City and Washington DC to tour and experience varying branches of the criminal justice system. Recent trips have included the FBI, Secret Service, and NYPD Headquarters. Our students may also qualify to apply for membership in our Honor Society.

Economic Crime, Justice Studies, and Cybersecurity Building
Economic Crime and Justice Studies Building (ECJS)

From both professional and academic fields, our interdisciplinary faculty know the field of criminal justice well, including the current expectations of employers in the field, which includes federal, state, and local law enforcement, corrections, the legal professions, as well as researchers and criminologists. Faculty practitioner experience is vital in helping us keep our program up-to-date and as relevant and effective as possible for our students and voluminous alumni, while.

Student in our programs our introduced to the intricacies, capabilities, challenges, and opportunities that the field of criminal justice provides, culminating with an internship experience, where our students work side-by-side in the field with professionals from all branches of the criminal justice system, including law enforcement, corrections, and the legal field.

We also have two research centers in our Justice Studies building, which examine the latest trends of identity theft, economic fraud, and malware codes. The Center for Identity Management and Information Protection (CIMIP) conducts research on the manipulation of identity by people seeking to avoid legal sanctions.  The Computer Forensics Research and Development Center (CFRDC) has partnerships with numerous local, state, and federal law enforcement agencies who use our facilities for evidence analysis in the prosecution of on-going legal cases. Our Economic Crime Institute (ECI) brings together nationally recognized professionals in the prevention, detection, and investigation of economic crime and fraud. 

We are a justice department for the 21st  century.

Gregory E. Walsh, Ed. D
Director, Criminal Justice Program

Criminal Justice internship program enjoys a national reputation in both the academic and professional communities. Internship opportunities are semester-long and full time. The student fully participates in the operations of CJ agencies and related organizations, and CJ faculty members visit students on site during the internship, regardless of the distance from campus. Internship opportunities exist nationwide in both public and private sectors and, depending on scholastic average, international sites may be approved.

Nature and Purpose

The purpose of the Criminal Justice Internship Program is to provide students with an opportunity to work in an agency related to their academic interest and early career goal. The theme of our program, theory into practice, is intended to reinforce academic concepts through practical work experience, to familiarize students with the rigor of the work place, and to assist students in making future career choices complementary to their abilities.

We require our students to practice their emerging professional skills under the joint evaluative eye of both faculty and agency supervisor. We believe this clearly is a mutually beneficial situation for all parties to an internship agreement- a capstone learning experience; the agency gains as a result of having an extra person with special skills available full-time for up to 600 hours. Certain students are exempted from this requirement of either personal or professional reasons.

Program Objective

The goal of the internship experience is to enhance the students' competencies as practitioners in criminal justice or related fields. Objectives of internship experience include providing the student with (1) a working knowledge of the criminal justice subsystems and their interaction; (2) an understanding of the roles and obligations of a professional person in this system; (3) a better understanding of him or herself and interpersonal relations in their work-place; (4) an ability to apply theoretical knowledge to the solution of problems encountered in practice; (5) an ability to derive information from a practical setting and integrate same into larger bodies of knowledge; (6) an understanding of the host agency's operational environment, from its source of authority to its constituent base; (7) a clear picture of a professional employee's role in the service delivery mission of the agency.

Available Internships


Organization of Justice Studies OJS Fall Cleanup
OJS Fall Cleanup

The Utica College Organization of Justice Studies (OJS) represents students in the criminal justice, fraud & financial crime investigation, cybersecurity and criminal intelligence analysis suite of programs. OJS is open to all undergraduate and graduate students, online or ground-based.

Our mission is to promote the Cybersecurity, Fraud and Financial Crime Investigation, Criminal Intelligence Analysis and the Criminal Justice fields through recreational, educational & service events outside of the classroom. Whether volunteering locally in community service events, listening to industry experts as a part of our OJS Speaker Series, or traveling throughout the nation visiting points of interest, we strive to bring the justice studies field to life for members, gaining priceless memories along the way as well as a great addition to your resume and service portfolio. Join us today!

For more information on joining OJS, contact:

Advisor - Dr. James C. Brown '88 - (315) 792-3246,

Join OJS Today

Federal Agencies

DOJ Agencies







Criminal Justice Student Research Writing

Writing a research paper is much like writing any other paper: you select and organize your information, analyze it, possibly evaluate it and then record the results on paper.

When you write a research paper, it is important that you credit the scholars and critics who have contributed to your ideas. Using citations and references is the scholarly method to discharge this important responsibility. The following are some general samples of APA style citations and references taken or created using the publication Manual of the American Psychological Association (4th ed.)

Criminal Justice/Economic Crime Investigation

By Prof. Kyungseok Choo

This writing manual is not intended to answer any and all questions that may arise as you write essays and papers assigned in each course. It should be recognized as a supplement to other materials available to you. For example, Quick Access: reference for writers, written by Troyka, is an excellent resource. In addition, you should certainly take advantage of the writing session for new students offered each semester by the faculty members of CJ and ECI department.

I. Introduction: Problem Statement

  • What is it that we need to know, don't know yet, and you are going to tell your readers (In a college student writing, most of time your reader will be your professor) on the basis of your research?
  • What are your readers expecting from your introduction?
    • You must convince readers that you have discovered a research problem worth their consideration
    • If your readers are wondering with a question "why am I reading this?" you eventually fail to attract attentions from your readers.
    • You will state some conditions of incomplete knowledge or flawed understanding (ignorance and misunderstanding).
    • You will also state about benefits out of your research. Or you can state the possible cost and consequences if the problems are unresolved.
  • Are you assuming that your readers, particularly your professors know about your research problems.
    • Please do not guess they know about your research problems. More often your professors won?t know unless you tell them.
  • Are you able to tell your readers that you found its solutions or promised solutions to come?
    • You can state the gist of your solution, we have found that ...
    • Or promise a solution, In this report, we describe that?
  • In general, you should provide following elements in the introduction
    1. Opening move: general statement
    2. Context of past research
    3. Condition of ignorance
    4. Cost of that ignorance
    5. Gist of solution
  • Please choose one or two well-known journal articles and find out these elements.
  • If your professor provides guidelines or format of student paper, to achieve a course purpose, you should follow those guidelines.


II. Body

A. Literature Review: Situating your problems in the literature

  • What have others said about your topic?
    • If any theories tried to address your research problems, what do they say?
    • If any, what researches have been done?
    • Are the findings consistent or do past studies disagree?
  • Are you showing your readers that you know the relevant background?
    • Present this as a series of issues relating to your topic rather than a series of summaries of other research articles. Breaking it down and presenting it in some logical fashion
    • Present this in a way that sets up what you are going to do. Therefore, don?t go through tons of readings just to show your professor how much you have read.

B. If writing a review paper, you need to expand your literature review: Discussion

  • Are your statements logically connected?
    • Do not display original thinking but to demonstrate your understanding of current knowledge.
    • Begin with a topic sentence in each paragraph or you can put your topic sentence at the end of each paragraph.
    • Your topic sentence generally state a reason backed up with evidences by specific details and examples.
    • The evidence usually consists of facts, statistics, and expert opinion.
    • A paragraph must have logical connection with a following paragraph. These connections should be very smooth and topic oriented.
    • Tell your story in detail but step by step.
    • In general, you bring in background materials and weave together for a coherent and sensible argument and presentation in the text.
  • Can I make an argument that contradicts with other researchers on my topic?
    • Of course, you can.
    • It is a good idea that allows the readers to think of opposing views and explain why they are wrong.
    • You can make your refutation with a separate paragraph.
  • More hints:
    1. It is a good idea to distinguish your argument from quotation
    - Make sure your readers understand what a quotation is expected to accomplish.
    - Imagine that while you explain something (your topic) to someone (your reader), the third person (your quotation) interrupt your conversation.

    2. It is better to use a stronger verb and if actor isn't a person, figure out who or what is doing something (Clarity)
  • Are you aware of what kind of paper you are writing?
    • Student paper can largely be divided into two categories: review paper and research paper
    • If you are writing a review paper, you should discuss your key findings (your arguments or ideas), develop and claim them in detail in this section. Or you may create a separate "discussion" section.
    • If a research paper, you must include a "research method: methodology" section before a "discussion" section.

C. Research method: Methodology

  • What is the research method or methodology?
    • Here, you will explain the design of your research.
    • The literature review (a product of library research) established your knowledge of the field, and this section demonstrates both your understanding of the methodology you have chosen and your creativity in its application to your specific topic.
    • The specific elements will vary depending on the methodology used, but this should be a detailed plan.
  • What are your hypotheses or research questions?\
    • Begin the research design section by stating the hypotheses (quantitative research) or research questions (qualitative research) that the study is designed to test.
  • Are you specifying and measuring the variables in the hypothesis or research questions?
    • List the variables that you propose to use, and specify how each will be operationalized.
    • You should justify any operationalizations that are not obvious.
    • For example, if you are operationalizing strain (a complex concept), you should justify your choice of measures.
    • If you are operationalizing sex of respondent, the obvious attributes are male and female, and do not require extensive justification
    • If you are using someone else's operationalizing, be sure to cite that source here.
    • In your justification, you should mention any issues of validity, reliability, or ethics that are pertinent to your choice of operationalizing
  • Whom and what will you study in order to collect data for your research problem? And how will you actually collect the data for your study?
    • Parts of this design may be clear from the discussion of measures, but you should present the unit of analysis, sampling frame, sampling procedure, sample size, type of data to be collected and method of collection.
    • These should be justified reliability, validity, and ethical issues, as your operationalizations were.
    • If you are using a long survey questionnaire, you may include it as an appendix and refer to it in the text.
  • You will provide and discuss your research results, often with tables and graph, in the results/discussion section.


III. Conclusion

  • Are you reminding the reader of what you argued?\
    • Send your professor or your readers off with a satisfied feeling that he's learned something worth learning.
  • Don't simply reiterates the points made in the essay
    • Provide broaden or any larger vision or context
    • Return at the end to a quotation, image or statement that essay begin with, but echo the words with new twist or perspective
  • Remember nobody knows better than you know about your research. Therefore, you are becoming an expert on your topic. You have to be very confident and comfortable with your research at the end of your research project.
  • In general, you should provide following elements in the conclusion

    1. Gist of solution
    2. Larger significance/application
    3. What is still not known
    4. Call for further research
    5. Closing quotation/fact

Examples Of APA Style Documentation

APA In-Text Citations

Citations of Paraphrases

  • One Author
  • Two or More Authors
  • Authors with Two or More Works in the Same Year
  • Two or More Authors with the Same Last Name

Citing a work by one author

  1. Choo (2000) found similar patterns for Korean American youth gangs in New York city
  2. The average age of youth gang members tends to be older due to the lack of legitimate job (Hagedorn, 1988)

Citing one work by three or more authors

  1. Holland, Holt, Levi and Beckett (1983) indicate that...
  2. After first citation, you can state: Holland et al. (1983) also found...

Citing works by several authors

  1. After the Civil Rights movement a growing number of racial/ethnic scholars such as Almaguer (1975), Barrera (1978) and Takaki (1979) challenged...
  2. The subjects of this study seemed to perform their duties as determined by the institutional arrangements within which they worked (Watson, Kumar, &Michaelsen, 1993; Cox, Loevl, & Mcloed, 1991; Fitzgerald, 1993)

Citations of Quotations

  • Group or Corporate Author
  • Works Cited by Title
  1. Kenneth Clark (1979) raised some interesting questions concerning artistic "masterpieces" (p105)
  2. She Stated, "The essence of the issue is reality vs. perception" (Cox, 1993, p.132), as noted earlier.


References in APA Style

  • Reference to more than one source
  • Reference to an entire online source
  • Other references to retrievable online sources
  • References to nonretrievable online sources
  • Source lines for graphics and table data

Book by one author

  1. Takaki, R. T. (1979). Iron cages: race and culture in nineteenth-century America. New York, NY: Knopf.

An edited book

  1. Jelin, E. (Ed.). (1991). Family, household, and gender relations in Latin America. New York, NY: Routledge, Chapman &Hall

Article or chapter in edited book

  1. Ruiz, V. L. (1992). Star struck: Acculturation, adolescence, and Mexican American women, 1920-1950. In E. West & P. Petrik (eds.), Small worlds: Children and adolescents in America, 1850-1950. Lawrence, KS: University Press of Kansas.

Article from a scholarly journal

  1. Martinez, E. (1993). Beyond black/white: The racism of our time. Social Justice, 20, 22-35.


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