In the program, graduate students participate in activities led by the departmental graduate student association (GSA). The GSA organizes social gatherings for students, sometimes on their own as students and other times with faculty to get to know each other outside of the classroom. The GSA also helps to coordinate workshops for students, such as planning a program of study or a thesis workshop. The criminology GSA also organizes and participates in community projects depending on the interest of its members.<\/p>\n
Students apply their advanced knowledge and skills about contemporary crime and justice issues through completion of an independent capstone project focused on research, teaching, or a justice agency. Through this experience, students work with expert faculty to develop a unique project while preparing for their chosen profession or career.<\/p>\n
The following examples illustrate the kinds of capstone projects completed by some of our recent criminology master\u2019s students.<\/p>\n
Olive Aiello: The Grass Isn’t Greener: A Comparative Study of Safety and Well-being within Flagstaff Parks<\/em><\/p>\n Marie Blackwell: From Columbine to Santa Fe: Shifts in Media Coverage of School Shootings<\/p>\n Kelcie Cervelli: A Comparative Study of the Juvenile Super Predator Myth and Contemporary Immigration<\/p>\n Kathleen Davis:<\/span><\/span> The Gendered Nature of Perceived <\/span><\/span>Maltreatment <\/span><\/span><\/span>in Youth Athletic Participation: A Quantitative <\/span><\/span>Analysis<\/span><\/span><\/span><\/p>\n Ellie Faley: Big Trucks & Plated Guns: A Political Economy of Violence and Juvenile Mexican Cartel Recruitment<\/p>\n Natalie Castro: An Analysis of Roommate Conflict as Domestic Violence<\/p>\n Destiny Kelln: Assessing Gender-Responsive Reentry Programming for Formerly Incarcerated Women in Arizona<\/em><\/p>\n Megan Marshall: Disability and the Criminal Justice System: Bridging the Gap Through Integration, Education, and Reform<\/p>\n Kathleen Davis:<\/span><\/span> The Gendered Nature of Perceived <\/span><\/span>Maltreatment <\/span><\/span><\/span>in Youth Athletic Participation: A Quantitative <\/span><\/span>Analysis<\/span><\/span><\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n Kayla Hill: Understanding Student Engagement and Behavior to Inform Educational Programming in Juvenile Detention<\/p>\n Kaitlyn Johnson: Bridging Education with Experience: Creating a Red Cross Internship<\/p>\n Skylar Kartchner: Victim Witness Services Internship: Examining Intersectional Approaches to Service Provision <\/p>\n Emma Wason- Emotional Regulation in Criminal Justice- <\/span>Involved <\/span>Youth<\/span><\/p>\n <\/p>\n <\/p>\n <\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Ralph Garcia (2017) Inspiring Student Engagement and Collaboration Using Critical Pedagogy Across Three Different Modalities<\/em><\/p>\n Jaimee Limmer (2013) It’s Your Education, Be in It: Enhancing Success for First Year Criminal Justice Students<\/em><\/p>\n Jason Tabor (2010) Seven Tools of Teaching<\/em><\/p>\n Margaret Bentzen (2009) Teaching Crime and Justice: A Pedagogical Recommendation for the Classroom and the Field<\/em><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n2025<\/h4>\n
2024<\/h4>\n
Internship projects Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2026<\/h4>\n
2025<\/h4>\n
2024<\/h4>\n
Teaching capstone projects Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
Contact the Graduate Coordinator<\/h3>\n <\/div>\n