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Ryan Getty

Title: Adjunct Faculty

Department: Criminal Justice

College: College of Public Affairs and Health Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Dallas, 2012
    Major: Criminology

Current Scheduled Teaching

CJUS 5800.401Topics in Criminal JusticeSpring 2026
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

CJUS 5700.400Evaluation and Research MethodologiesFall 2025 Syllabus SPOT
CJUS 5700.461Evaluation and Research MethodologiesFall 2025 Syllabus SPOT
CJUS 3900.401Research Methods in Criminal JusticeFall 2025 Syllabus SPOT
CJUS 3600.002Criminology. 3600. CriminologyFall 2024 Syllabus SPOT
CJUS 5700.400Evaluation and Research MethodologiesFall 2024 SPOT
CJUS 5700.461Evaluation and Research MethodologiesFall 2024 SPOT
CJUS 3600.900Criminology. 3600. CriminologySpring 2024 Syllabus SPOT
CJUS 4901.901Senior Seminar: Criminal Justice and Public PolicySpring 2024 Syllabus SPOT
CJUS 4700.001Research Methods in Criminal JusticeSpring 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Getty, R. (2019). Concealed Carry on Campus. Policing America’s Educational Systems. 145-173. Routledge. https://doi.org/10.4324/9781315155715-10

    • Journal Article

  • Caudill, J.W., Getty, R., Smith, R., Patten, R., Trulson, C.R. (2013). Discouraging window breakers: The lagged effects of police activity on crime. Journal of Criminal Justice. 41 (1) 18-23. Elsevier BV. https://doi.org/10.1016/j.jcrimjus.2012.09.005
  • Caudill, J.W., Getty, R., Smith, R., Patten, R., Trulson, C.R. (2013). Discouraging window breakers: The lagged effects of police activity on crime. Journal of Criminal Justice. 41 (1) 18-23. Elsevier BV. https://doi.org/10.1016/j.jcrimjus.2012.09.005
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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