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Rachael Rief

Title: Assistant Professor

Department: Criminal Justice

College: College of Health and Public Service

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Nebraska at Omaha, 2023
    Major: Criminology and Criminal Justice
  • MA, University of Nebraska at Omaha, 2019
    Major: Criminology and Criminal Justice
  • BS, University of Nebraska at Omaha, 2017
    Major: Criminology and Criminal Justice

Current Scheduled Teaching

CJUS 5950.008Master's ThesisFall 2025
CJUS 2300.002Police SystemsFall 2025 Syllabus
CJUS 3900.400Research Methods in Criminal JusticeFall 2025 Syllabus
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 3900.400Research Methods in Criminal JusticeSummer 5W1 2025 Syllabus SPOT
CJUS 2300.400Police SystemsSpring 2025 Syllabus SPOT
CJUS 3900.001Research Methods in Criminal JusticeSpring 2025 Syllabus SPOT
CJUS 2100.401Crime and Justice in the United StatesFall 2024 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

  • Clinkinbeard, S.S., Rief, R. (2022). Police reform needs women: gender equity as cultural change..

    • Journal Article

  • Rief, R., Lara, R., Iratzoqui, A. (2025). A Process Evaluation of a Group Violence Intervention Strategy: Lessons Learned from Implementation. 1--17. Taylor \& Francis.
  • Rief, R., Clinkinbeard, S.S. (2025). Navigating social identity in policing: Female police officers’ experiences during the 2020 legitimacy crisis. Other. 1--21. Routledge.
  • Cho, M., Koo, D., Rief, R., Makau, D. (2025). Patterns of Early Risk Factors for Juvenile Justice Outcomes in Youth with High-Incidence Disabilities. Other. 00111287241313335. SAGE Publications Sage CA: Los Angeles, CA.
  • Rief, R., Iratzoqui, A. (2025). Examining links between dispatch time, deployment time, and case resolution in agency incident data. Other. 1-18. Emerald. https://doi.org/10.1108/pijpsm-04-2025-0060
  • Rief, R., Clinkinbeard, S.S., Goodijohn, L.E., Rhodes, T.N. (2024). Ask the women in blue: Female officers’ thoughts on the recruitment and retention of women in policing..
  • Rief, R.M., Applegarth, D.M., Lewis, R.A. (2024). In Pursuit of Fairness: A Review of themes of gender responsiveness and racial bias in criminal justice actuarial risk assessment tools.. Criminal Justice Policy Review.
  • Clinkinbeard, S.S., Rief, R., Rhodes, T.N., Goodijohn, L.E. (2024). Navigating Entry: The Role of Exposure and Career Fit Negotiation in Women’s Pathways to Policing in the United States.. Justice Quarterly.
  • Huff, J., Clinkinbeard, S.S., Rief, R.M., Dunlap, B., Zamouri, I., Goodijohn, L., Meenagh, C., Champenstein, C., Townsley, J., Fernandez, M., Swanson, J. (2024). Recruiting, retaining, and advancing women in policing: Lessons learned from the IAWP Gender-Responsive Policing Summit..
  • Applegarth, M.D., Lewis, R.A., Rief, R. (2023). A research note: Risk assessments, development, and application of informative yet imperfect tools.. Criminal Justice Policy Review.
  • Rief, R.M., Huff, J. (2023). Revisiting the influence of police response time: Examining the effects of response time on arrest and how it varies by call type. Journal of Criminal Justice. 84 102025. Elsevier BV. https://doi.org/10.1016/j.jcrimjus.2022.102025
  • Clinkinbeard, S.S., Solomon, S.J., Rief, R.M. (2021). Why Did You Become a Police Officer? Entry-Related Motives and Concerns of Women and Men in Policing.. Criminal Justice & Behavior.
  • Rief, R., Clinkinbeard, S.S. (2021). Examining police officers’ perceptions of stress: the role of Person−environment fit. Policing: An International Journal of Police Strategies and Management. 44 (6) 985-998. Emerald. https://doi.org/10.1108/pijpsm-02-2021-0034
  • Rief, R.M., Clinkinbeard, S.S. (2020). Exploring Gendered Environments in Policing: Workplace Incivilities and Fit Perceptions in Men and Women Officers.. Police Quarterly.
  • Clinkinbeard, S.S., Solomon, S.J., Rief, R. (2020). Who Dreams of Badges? Gendered Self-Concept and Policing Career Aspirations.. Feminist Criminology.

    • Magazine/Trade Publication

  • Rief, R., Iratzoqui, A. (2024). Interagency Collaboration in Violence Intervention Program: Lessons Learned from the Implementation of a Group Violence Intervention Strategy in a Large Southern City..
  • Clinkinbeard, S., Rief, R. (2020). Four Steps to Bringing More Women into Policing: Define, Build, Experiment, and Refine. https://www.policechiefmagazine.org/four-steps-to-bring-more-women-into-policing/

    • Webpage

  • Lewis, R.A., Rief, R.M., Applegarth, M.D. (2024). Best Practices for Improving the Use of Criminal Justice Risk Assessments: Insights From NIJ’s Recidivism Forecasting Challenge Winners Symposium. https://nij.ojp.gov/topics/articles/best-practices-improving-use-criminal-justice-risk-assessments
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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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