1. QLP Experiences: CRJ 3013 Drs. Rob Tillyer & Megan Augustyn Department of Criminal Justice Presentation to the 2015-16 QLP Group August 21, 2015

2. QLP & CRJ 3013 CRJ 3013 – Research Design & Analysis – Core course for Criminal Justice majors – Covers: the scientific method, research design, sampling, basic analysis, etc. Impetus for inclusion in the QLP program – No CRJ courses were tagged as Q courses – On average, between 900-1,000 CRJ majors – Many of these are transfer students – Do not have an opportunity to take a Q course in their electives or in the core curriculum – University had to offer special summer workshops to enable these students to graduate with the Q requirement completed

3. QLP & CRJ 3013 Re-design occurred in 2014-15 – Pilot-tested in 3 sections (1 Fall; 2 Spring) – Roughly 40-50 students per section Re-design did not require significant overhaul – Unique feature: Quantitative component of the course was contained within the final one third of the course, including an assignment To dos: 1.Set standard material covered for course (verify across sections) 2.Design a pre-/post-test 3.Modify the existing assignment to adhere to QLP requirements Considerations: – Course taught by several instructors (tenure or tenure-track only) – Maintain instructor discretion – No substantively new material added to the course

4. QLP & CRJ 3013 Creation of all materials to ensure standardization: – Pre-/post-test – Assignment – Associated data – Grading rubrics Shared in a common folder on the I drive Training meeting (approx. 90 minutes) to all “new” Q-instructors

5. Training Session Information Pre-/Post-Test – What is it? How to administer it… – Administer the Pre-test within the first two weeks of class; Students need Banner ID, pencil, and calculator – Administer the Post-test on the final day of class or during final; – Provide students with ParScore (scantron) forms (available in the CRJ office) and Test – This should be treated similar to an exam; closed book, instructor should only answer clarification questions – These tests are not for grades; Instructor’s discretion whether to give bonus credit for completion – All materials must be returned to the instructor – Answers are not reviewed Pre-/Post Grading Steps: 1.Complete the ParScore training 2.Register with ParScore before semester http://testing.utsa.edu/parscorehttp://testing.utsa.edu/parscore 1.Indicate 2 quizzes (provide general dates) 3.Instructor grades Q.10: Graded on a scale of 0, 1, 3, 5 (see grading rubric) 4.Complete the Grading Instructions Sheet http://testing.utsa.edu/wp- content/uploads/2015/04/0286_0001.pdfhttp://testing.utsa.edu/wp- content/uploads/2015/04/0286_0001.pdf Specific information required on instructions: Professor, Class, How to score Qs 1-9, Send to QLP We have prefilled out forms on I-drive 5.Submit ParScore forms for grading at DT Library

6. Training Session Information Assignment: When to administer? How to grade? – Assignment given toward end of course – Instructor sets how much assignment is worth in the course – Assignment requires 11 questions but can be amended to include additional questions We provide additional questions that can be used or instructors can make their own All assignments must use data provided and contain 11 questions using this data – wording cannot be changed – Instructor/TA grades assignment – Instructor can give any point total to questions for their own grading purposes Translating Assignment to QLP grades – Course coordinator creates the master course template every semester Provide QLP goal, level, grading scheme for each question on assignment – Either the faculty or the TA/Grader download their section(s) Excel template(s) from QLCDS http://qlcds.it.utsa.edu and fills out withhttp://qlcds.it.utsa.edu Student roster information (downloaded from ASAP and Blackboard Learn) Scores for each Q-question on 1-5 scale (1, 3, or 5) – Either the faculty or the TA/Grader uploads the completed Excel template to the QLCDS website

7. QLP & CRJ 3013 Implementation Considerations (for QLP coordinators): – ParScore process – ease and issues? – Grading consistency across sections – how to achieve? are rubrics sufficient? talking across sections? – TA vs. Instructor grading – all or nothing! – Errors in pre-/post-test or assignment – what to do? – Participation issues - Provide all materials for students; course credit or extra credit at discretion of instructor – Explaining Pre-/Post-Test to students: Justification, Grading Procedures; Getting the students to buy in to do best – Flexibility for different instructors Multiple assignments, data sets, practice Implementation Considerations (for students): – Limit knowledge of learning outcomes - avoids unnecessary confusion and questions