BA Criminal Justice ( )

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1 BA Criminal Justice ( ) Program Information Point of Contact Kim DeTardo-Bora Support for University and College Missions Marshall University is a multi-campus public university providing innovative undergraduate and graduate education that contributes to the development of society and the individual. The University actively facilitates learning through the preservation, discovery, synthesis, and dissemination of knowledge. University Mission Programs must state their Program Mission and specify how this mission supports both the University's Mission as well as any Mission that the College the Program is housed under happens to have. College Mission To graduate students who understand and appreciate the art of scholarship, who have an excellent grasp of the fundamental concepts in their principal areas of study, who are cognizant of the interrelationship of technology and the discovery of new knowledge and who are prepared to provide vision and leadership that combines intellectual inquiry with its application to social needs for the betterment of society. Program Mission The Department of Criminal Justice and Criminology prepares students for careers, career advancement, and advanced study in criminal justice and criminology. Our program assists students to demonstrate the knowledge, skills, and attitudes necessary to evaluate, understand, and resolve complex problems related to crime and criminal behavior, and prepares them to contribute to the functioning of various criminal justice agencies or to continue their education. Support for College Mission Our mission supports the College of Science in that it provides the skills necessary to evaluate, understand, and resolve complex problems in combination with an understanding of technology. Moreover, it prepares students to contribute a newfound vision and leadership to the advancement of the criminal justice system. Support for University Mission 1) Use their knowledge, creativity, and critical thinking skills to make their communities better places in which to live ("prepares them to contribute to the functioning of various CJ agencies" 2) Examine critically, the many issues facing society and through the process of civil discourse, prepare themselves to become socially responsible individuals who contribute to the betterment of society ("evaluate, understand, and resolve complex problems related to crime and criminal behavior"). 3)

2 Appreciate and to cultivate diversity, and to value differences ("contribute to the functioning of various CJ agencies").

3 Learning Outcomes Students will define and properly use specialized terms to describe, explain, and differentiate the components, roles, and practices of the criminal justice system. Assessment Point 1 Embedded Assessment Expected Benchmark Level CJ200: Introduction to Criminal Justice 1) Select Questions on Final Exam; 2) Police Report; 3) Information; 4) Pre-Sentence Investigation Report; 5) Sentencing Exercise Milestone Assessment Point 2 Embedded Assessment Expected Benchmark Level CJ492: Senior Seminar 1) In-class or take-home exercise(s); 2) Criminal Case Scenario Capstone Students will describe and explain at least one major theory in criminal justice and criminology, identify its associated theorist(s), and use it to explain a selected behavior (e.g., crime), event (e.g. victimization), or policy response (e.g., law). Assessment Point 1 Embedded Assessment Expected Benchmark Level CJ404: Theoretical Criminology Theory Paper: 1) Theory Explanation; 2) Theory Application Milestone Assessment Point 2 Embedded Assessment Expected Benchmark Level CJ492: Senior Seminar Capstone Research Proposal: Theory Explanation & Application Capstone

4 Students will locate, evaluate, and incorporate information from different relevant media sources (e.g., book, journal article, online source) to support a written product or oral presentation with citations in APA format. Assessment Point 1 Embedded Assessment Expected Benchmark Level CJ404: Theoretical Criminology Annotated Bibliography Assignment: 1) Locate, Summarize, and Evaluate Sources; 2) Cite & Reference Sources in APA Format Milestone Assessment Point 2 Embedded Assessment Expected Benchmark Level CJ492: Senior Seminar Capstone Research Proposal: 1) Locate, Summarize & Evaluate Sources; 2) Cite and Reference Sources in APA Format Capstone

5 Students will develop a research proposal to resolve a problem in criminal justice/criminology that is related to another discipline or practical setting, review literature from criminal justice/criminology and at least one other related field, propose an appropriate ethical research design, and describe potential policy implications. Assessment Point 1 Embedded Assessment Expected Benchmark Level CJ302: Research Methods in Criminal Justice & Criminology In-class and/or Take-Home Exercises: 1) Identify a Problem Relevant for CJ/CRIM and at Least One Other Discipline or Practical Setting, Ask a Research Question About the Problem, Formulate Testable Hypotheses to Answer the Question; 2) Critique Research Ethics; 3) Develop a Viable, Scientifically Sound Research Design; 4) Develop a Literature Review Using Sources Relevant to CJ/CRIM and at Least One Other Related Field; 5) Describe Potential Policy Implications Milestone Assessment Point 2 Embedded Assessment Expected Benchmark Level CJ492: Senior Seminar Capstone Research Proposal: 1) Design a Viable, Scientifically and Ethically Sound Research Proposal to Address a Problem Relevant for CJ/CRIM and at Least One Other Discipline or Practical Setting; 2) Use Sources from CJ/CRIM and One Other Field to Develop a Comprehensive Literature Review That Explains the Interrelated Nature of the Problem in CJ/CRIM to Another Discipline or Setting; 3) Describe Policy Implications Capstone

6 Students will develop and deliver an oral presentation and supplemental media (e.g., Powerpoint) that describes a sustained, coherent argument, provides narrative information, or explains technical issues and processes related to criminal justice/criminology theory, practice, or research. Assessment Point 1 Embedded Assessment Expected Benchmark Level CJ302: Research Methods in Criminal Justice & Criminology 1) Oral Presentation: a) Organization and Argument; b) Delivery; 2) Media Supplement: a) Visual Appeal; b) Effectiveness Milestone Assessment Point 2 Embedded Assessment Expected Benchmark Level CJ492: Senior Seminar 1) Oral Presentation of Capstone Research Proposal: a) Organization and Argument; b) Delivery; 2) Media Supplement to Oral Presentation: a) Visual Appeal; b) Effectiveness Capstone

7 Rubrics Students will define and properly use specialized terms to describe, explain, and differentiate the components, roles, and practices of the criminal justice system. Trait Introductory Milestone Capstone Advanced Define/Identify Terms in CJS Correctly defines or identifies fewer than 16/25 terms Correctly defines or identifies at least 18/25 terms Correctly defines or identifies at least 20/25 terms Correctly defines or identifies at least 23/25 terms Describe Components, Differentiate Practices, and Explain Roles of Participants in the Criminal Justice System Correctly describes fewer than 2 of the 4 components of the CJS, differentiates fewer than 4 of the 6 levels of proof, and explains the roles of fewer than 4 of the 6 of the participants in the CJS. Correctly describes at least 2 of the 4 components of the CJS, differentiates at least 4 of the 6 levels of proof, and explains the roles of at least 4 of the 6 of the participants in the CJS. Correctly describes 3 of the 4 components of the CJS, differentiates at least 5 of the 6 levels of proof, and explains the roles of at least 5 of the 6 of the participants in the CJS. Correctly describes all 4 of the components of the CJS, differentiates all 6 levels of proof, and explains the roles of all 6 of the participants in the CJS.

8 Students will describe and explain at least one major theory in criminal justice and criminology, identify its associated theorist(s), and use it to explain a selected behavior (e.g., crime), event (e.g. victimization), or policy response (e.g., law). Trait Introductory Milestone Capstone Advanced Theory Explanation Communicates an incomplete and/or inaccurate description of the theory's concepts or propositions (more than half are missing) Communicates and synthesizes the criminological theory partially (half of the key concepts or propositions are not completely or accurately described). Communicates and synthesizes nearly all of the criminological theory (almost each key concept or proposition is completely and accurately described). Communicates and synthesizes a criminological theory fully (each key concept or proposition is completely and accurately described). Theory Application Unable to explains how the theory applies to an agency Explains how some of the theory applies to an agency Illustrates how most of the theory applies to an agency Illustrates how the theory applies to an agency problem, problem, crime, or criminal problem, crime, or criminal problem, crime, or criminal crime, or criminal

9 Students will locate, evaluate, and incorporate information from different relevant media sources (e.g., book, journal article, online source) to support a written product or oral presentation with citations in APA format. Trait Introductory Milestone Capstone Advanced Identifies, summarizes, and evaluates few, if any, Identifies, summarizes, and scholarly sources (many are evaluates good quality Identifies, summarizes, and Identifies, summarizes, and unacceptable), with few, if sources, many relevant to the evaluates high-quality sources, evaluates high-quality any, relevant to the topic. Few topic, from respected scholarly mostly relevant to the topic, sources, directly relevant to key issues, main themes, outlets. Some key issues, from respected scholarly the topic, from highly results, and limitations are main themes, results, and outlets. Most key issues, main respected scholarly outlets. summarized, and few are limitations are summarized, themes, results, and All key issues, main themes, Source Identification, Summary, and Evaluation evaluated in terms of reliability, usefulness, timeliness, and purpose. and some are evaluated in terms of reliability, usefulness, timeliness, and purpose. Good limitations are summarized, and most are evaluated in terms of reliability, usefulness, results, and limitations are summarized, and reliability, usefulness, timeliness, Unacceptable sources include quality sources include articles timeliness, and purpose. High purpose are evaluated. High newspaper articles, non-peer from less respected journals, quality sources include peer- quality sources include peer- reviewed encyclopedia entries, textbooks, and dated, reviewed journals, research reviewed journals, research trade publications, magazines, authored reports on web sites monographs, research reports monographs, research reports and undated, unauthored web of research entities (e.g., from governmental agencies, from governmental agencies, pages. May copy or plagiarize Urban Institute, Vera and scholarly books. and scholarly books. information instead of Institute). paraphrasing. Few, if any, in-text citations and references are in proper APA format with many minor and/or major errors. Typical major errors for citations Most in-text citations and Nearly all in-text citations and include neglecting to include references for most sources references for all sources are an in-text citation, failure to are in proper APA format with in proper APA format with few match in-text citations with several (3-4) minor errors. (1-2) minor errors. Typical references, and neglecting to Typical minor errors for minor errors for citations APA Citations include required information in an in-text citation. Typical major errors for references include failure to include a reference, omission of key citations include missing or improper use of ampersands, parentheses, or "et al," and typical minor errors for references include improper include missing or improper use of ampersands, parentheses, or "et al," and typical minor errors for references include improper All in-text citations and references for all sources are in proper APA format with no errors. reference information, such as use of italics, improper use of italics, improper year of publication, volume indentation, misuse of capital indentation, misuse of capital number, publisher information, letters, missing or improper letters, missing or improper DOI#, etc. References may use of punctuation, use of punctuation, follow a different style such as parentheses, or fonts. parentheses, or fonts. MLA or Chicago. Student may consistently omit cites, and/or fail to quote or paraphrase sources correctly.

10 Students will develop a research proposal to resolve a problem in criminal justice/criminology that is related to another discipline or practical setting, review literature from criminal justice/criminology and at least one other related field, propose an appropriate ethical research design, and describe potential policy implications. Trait Introductory Milestone Capstone Advanced Identify a Problem and Propose a Scientifically and Ethically Sound Research Design Supported by Literature to Resolve It Problem is ill-defined. Research design is unrealistic, lacking more than 2 components, and overlooking more than 2 ethical concerns. Two or more fewer than the minimally required literature sources are reviewed. Student asks a basic research question but may only be able to derive 1, if any, hypothesis. Problem is defined but may not be placed in the context of a related discipline or practical setting. Research design is viable, but may be lacking 1 or 2 components or overlook 1 or 2 ethical concerns. One fewer than the minimally required literature sources is reviewed. Student asks a basic research question but derives only 1 or 2 hypotheses. Problem is defined in the context of a related discipline or practical setting and a scientifically and ethically sound research design is proposed that will address the problem. The minimally required literature sources are reviewed. Student asks one quality research question and derives at least 3 hypotheses. Problem is well-defined in the context of a related discipline or practical setting and a scientifically and ethically sound research design is proposed that will address the problem. More than the minimally required literature sources are reviewed. Student asks more than one quality research question and derives more than 3 hypotheses. Student identifies but fails to Student identifies, but provides Student identifies and Student identifies and Recognition and Discussion of Potential Policy Implications discuss 1, if any, policy implication for each potential hypothetical outcome limited discussion of at least 2 policy implications for each potential hypothetical outcome discusses at least 3 policy implications for each potential hypothetical outcome thoroughly discusses at least 4 policy implications for each potential hypothetical outcome (hypotheses supported and not (hypotheses supported and not (hypotheses supported and not (hypotheses supported and supported). supported). supported). not supported).

11 Students will develop and deliver an oral presentation and supplemental media (e.g., Powerpoint) that describes a sustained, coherent argument, provides narrative information, or explains technical issues and processes related to criminal justice/criminology theory, practice, or research. Trait Introductory Milestone Capstone Advanced a high-quality, interesting, and well-organized oral Student makes an attempt to presentation in a professional develop and deliver an oral a basic oral presentation that manner, adhering to time presentation but seems totally may be lacking in organization constraints and displaying unprepared and disorganized, and somewhat dull. Manner is a very good, interesting, and depth of understanding to often reading directly from somewhat unprofessional (with organized oral presentation in provide accurate responses to Develop and Deliver an Oral Presentation slides. Manner is mostly unprofessional (with many vocal and/or physical a few vocal or physical distractions) and may be either too short or too long. Student a mostly professional manner, adhering to time constraints and displaying enough all audience questions. Professional presentations adhere to all time constraints distractions) and may be either is able to address some understanding to provide and are delivered at an too short or too long. Student audience questions, but is adequate responses to most appropriate pace with is unable to address any obviously unfamiliar with the audience questions. appropriate vocal tone, audience questions. A major topic. A minor lack of volume, and eye contact with lack of preparation is obvious. preparation is obvious. no distracting physical or vocal displays (e.g., hesitation, stuttering, fidgeting, pacing, etc.). Prepare and Deliver Supplemental Media to Augment Oral Presentation a supplemental presentation (e.g., Powerpoint, Prezi) to accompany his/her oral presentation, but it is totally lacking visual appeal (no background design, font too small or too large), much too wordy or much too brief, a supplemental presentation (e.g., Powerpoint, Prezi) to accompany his/her oral presentation, but it may be lacking in visual appeal, too wordy or too brief, slightly a very good, organized, relevant, and visually appealing supplemental presentation (e.g., Powerpoint, Prezi) to accompany his/her a high-quality, well-organized, highly relevant, and visually appealing supplemental presentation (e.g., Powerpoint, Prezi) to accompany his/her oral presentation. High-quality presentations complement the totally lacking in organization, disorganized, or lacking some oral presentation. oral presentation with visual and/or lacking much important important information. aids that are neither too wordy information. nor too brief and are visually interesting, but not distracting.

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