Assessment Report Criminal Justice Department School of Education and Human Services Korni Swaroop Kumar, Chair Melchor C. de Guzman, Assessment Coordinator

Assessed domains Knowledge Skills Attitudes Core concepts Applications Writing Verbal Critical Thinking Analytical Diversity Ethics

Student Learning Outcomes SLO1 Administration of Justice Students will be able to discuss the contemporary criminal justice systems identifying major systems of social control and their policies and practices. SLO2 Corrections Students will be able to examine correctional philosophies and practices and their applications to corrections and the treatment of offenders. SLO3 Criminology Students will be able to apply criminological theories to explain crime phenomena. SLO4 Law Adjudication Students will be able to explain the philosophies, criminal laws and procedures, as well as the decision-making processes of the legal system. SLO5 Law Enforcement Students will be able to analyze the relevant theories, operations and issues in policing. SLO6 Research & Analytical Methods Students will be able to apply qualitative/quantitative research methods relative to criminal justice issues. SLO7 Cultural Diversity/Ethics Students will be able to assess the complexity of cultural diversity and ethical issues within the criminal justice system.

Assessment Plan Please see handouts

SLO 4 CRJ 305 –ADJUDICATION PROCESS (SPRING 2013) N=36 Students will be able to explain the philosophies, criminal laws and procedures, as well as the decision-making processes of the legal system

CRJ 305 ADJUDICATION PROCESS Rubrics

Identifies relevant concepts in adjudication process (Objective 1) Applies the use of rhetorical arguments and persuasion to the application of adjudication process (Objective 2) Areas Not meeting Expectations (1) Approaching Expectations (2) Meeting Expectations (3) Exceeding Expectations (4) No opportunity to observe Measuring Instrument Objective 1 (Concepts Identification) Scores below 70 Scores range from Scores range from Scores range from Exams Objective 2 (Concepts Application) presents examples, facts or theories from one perspective. creates arguments by combining examples, facts or theories from one perspective. Independently creates whole out of multiple parts (synthesizes) or creates arguments by combining examples, facts or theories from one perspective. Independently creates whole out of multiple parts (synthesizes) or creates arguments by combining examples, facts or theories from multiple perspectives. Theory & theme of case assignment

Areas Poor Proficiency (1) Barely Proficient (2) Moderately Proficient (3) Highly Proficient (4) No opportunity to observe Measuring Instrument Skills Writing 4 errors per page in grammar and citations 3 errors per page in grammar and citations 2 errors per page in grammar and citations 1 error per page in grammar and citation Article review assignment Verbal Organizational pattern is not observable within presentation. Language choices are unclear and minimally support the effectiveness of the presentation. Organizational pattern is intermittently observable within the presentation. Language choices are mundane and commonplace and partially support the effectiveness of the presentation. Organizational pattern is clearly and consistently observable within the presentation. Language choices are thoughtful and generally support the effectiveness of the presentation. Organizational pattern is clearly and consistently observable and skillful and makes the content of the presentation cohesive. Language choices are imaginative, memorable, compelling, and enhance the effectiveness of the presentation. Oral presentation of mock trial Critical Thinking Presents information from irrelevant sources representing limited points of view/approaches Presents information from relevant sources representing limited points of view/approaches. Presents in-depth information from relevant sources representing various points of view/approaches. Syntheses in-depth information from relevant sources representing various points of view/approaches. Courtroom 302/Text Reflection Assignment Analytical SkillsLists evidence, but does not organize and/or is unrelated to focus Organizes evidence, but the organization is not effective in revealing important patterns, differences or similarities. Organizes evidence to reveal important patterns, differences or similarities to focus. Organizes and syntheses evidence to reveal insightful patterns, differences or similarities related to focus Mock Trial Case Analysis Assignment [Wiki Assignments]

Areas Poor Proficiency (1) Barely Proficient (2) Moderately Proficient (3) Highly Proficient (4) No opportunity to observe Measuring Instrument Attitudes DiversityStates minimal interest in learning about the intersection of race, gender, sexuality and socio- economic status and legal system. Asks simple questions about the intersection of race, gender, sexuality and socio- economic status and legal system. Asks deeper questions about the intersection of race, gender, sexuality and socio- economic status and legal system and seeks out answers to these questions. Asks complex questions about the intersection of race, gender, sexuality and socio- economic status and legal system and articulates answers to these questions that reflect multiple “cultural” perspectives. Article reflection assignment: Section V assigned Readings

ASSESSMENT REPORT & CLOSING THE LOOP See handouts

Assignments Used Knowledge Assessment CRJ 305 Application – Case analysis/discussions Concepts identification – Multiple choice online assessment exams

Knowledge Assessment

Skills Assessment

Diversity/ethics Assessment

CRJ 305 Learning Competencies on Aggregate Outcome Measures

What the data told us The data suggest that we need to enhance the critical thinking skills of our students The assessment of the knowledge aspect shows that students are particularly strong on the applications The concept identification aspect of student learning needs more directions and enhancements

Action Plan/Data Driven Decision: How the department did or will “close the loop” Create more critical thinking exercises – Include a module on critical thinking – Introduce the formal concepts of critical thinking Create more concepts identification exercises/exams

What resources were applied or are needed to close the loop Faculty time for the assessment process and the closing the loop meeting Department will spend some time in developing activities and assignments that will enhance students’ critical thinking skills