Over the past few years, the multi-disciplinary field of crime-study has attempted to address various aspects of its higher educational curricular structure. However, there has been a paucity of research concerning the confirmation of academic credit for experiential learning and the structure of baccalaureate programs that are the gatekeepers for transfer credit or advance study. The information in this study involved coding, transcribing and tabulating nominal data from 380 institutional catalogues of criminal justice curricula throughout the U.S. and one from Canada. The variables were independent with a composite measurement used for scaling purposes. Findings revealed the multi-disciplinary character of the field with its diverse structures, titles and statuses as well as the evolution of task-based paradigms and the field's changing clientele. 6 tables, 4 footnotes, and 10 references. (Author abstract modified)