Learning Assurance Report. for the. B.S. in Criminal Justice Program. in the. (Department of Sociology, Geography, Anthropology and Criminal Justice)
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1 1 Learning Assurance Report for the B.S. in Criminal Justice Program in the (Department of Sociology, Geography, Anthropology and Criminal Justice) (College of Humanities and Social Sciences) Fall 2003 Prepared by Michelle Emerson and Sutham Cheurprakobkit SECTION 1 ARTICULATING STUDENT LEARNING OUTCOMES
2 Criminal Justice Program Step 1 - Listing the General and Specific Student Learning Outcomes 2 General Student Learning Outcomes GENERAL SLO 1. Demonstrate understanding of the major criminological theories and the complexities of the modern criminal justice system and processes (GLO). (Knowledge) 1.1 Explain the major theories of crime causation (classical, biological, psychological, sociological, and structural), crime prevention, victimology, sociology of violence, and deviance and social control. (Knowledge) 1.2 Define and describe the structure of each component of the present criminal justice system. (Knowledge) 1.3 Explain the historical development within the following areas: (1) criminal justice and juvenile justice processes (law, crime/delinquency, and administration), (2) law enforcement (police organization, police investigation, discretion, subculture, and legal issues), (3) law adjudication (criminal law, prosecution, defense, and court procedures and decision-making, (4) corrections (incarceration, communitybased corrections, and treatment programs). (Knowledge) 1.4 Critically assess the current criminal justice system and explain what works and what needs improvement. (Knowledge/Skill) General SLO 2. Develop critical thinking skills, written and verbal communication, and the ability to conceptualize ideas (GLO). (Knowledge/Skills) 2.1 Apply learned theories and information to related problems with changing factual situations within criminal justice through analysis and integration. (Knowledge/Skills) 2.2 Present opposing viewpoints on various criminal justice issues. (Knowledge/Skills) 2.3 Communicate thoughts effectively to others in written and verbal form. (Skills) 2.4 Move from specific local knowledge to understanding national and global issues.(skills) General SLO 3. Discuss and relate culture, diversity, and social and technological changes to crime and the criminal justice system (GLO). (Knowledge/Attitudes) 3.1 Discuss the significance and impact of age, gender, race/ethnicity and socioeconomic class differences on criminal justice system. (Knowledge/Attitudes)
3 3.2 Display an appreciation for and tolerance of cultural differences in American society. (Attitudes) Analyze theories placing emphasis on ethnicity or culture specific conduct within the criminal justice process. (Knowledge/Skills) 3.4 Identify and explain how social and technological changes influence crime, criminals, the law, and the operations of criminal justice organizations (police, courts and corrections) and vice versa. (Knowledge) General SLO 4. Understand social science research and the ability to apply the knowledge to criminal justice issues (GLO). (Knowledge/Skills) 4.1 Discuss the overall research process, research design and make use of the appropriate research techniques based on relative strengths and weaknesses. (Knowledge/Skills) 4.2 Demonstrate ability to write a basic research paper. (Knowledge/Skills) 4.3 Critically analyze and evaluate a scholarly peer-reviewed article. (Knowledge/Skills) 4.4 Demonstrate how to make use of library resources. (Skills) General SLO 5. Act ethically and value ethical behaviors in all aspects of criminal justice. (Knowledge/Attitudes) 5.1 Explain the code of professional ethics in criminal justice. (Knowledge) 5.2 Describe ethical and professional issues in criminal justice and criminal justice research and apply evaluative decisions to such ethical dilemmas. (Knowledge/Skills/Attitudes)
4 4 Specific Student Learning Outcomes (SSLO) for the Three Major Concentrations 1. SSLOs for the Criminal Justice Administration Concentration. Recognize the importance of managerial and leadership skills and relate them to their job in the criminal justice field. (Knowledge/Skills) 1.1 Discuss how crucial the complex administrative and human resource demands are to criminal justice organizations and the impact the psychological, sociological, and technological changes have on these organizations and their employees. (Knowledge) 1.2 Explain characteristics of good criminal justice administrators which include supervisory and managerial skills, interpersonal and problem-solving skills, and communication skills, as well as leadership and decision-making qualities and apply such knowledge to criminal justice work. (Knowledge/Skills) 2. SSLOs for the Forensic Behavioral Sciences Concentration. Recognize the fact that America is a violent and predatory society and memorize all the innovative investigative techniques to the solution of crime. (Knowledge) 2.1 Discuss psychological and sociological theories relating to violent offenders, their behavior and motivation, and their victims. (Knowledge) 2.2 Explain all the investigative approaches, including such innovative techniques as forensics and behavioral science skills, criminal profiling, threat analysis, and crime analysis. (Knowledge) 3. SSLOs for the Technology and Crime Concentration. Understand the dynamics of crime and computer offenders and utilize technologies (including Geographic Information Science (GIS)) as an investigative tool to help prevent crime and arrest criminals. (Knowledge/Skills) 3.1 Discuss how technologies have both positive and negative effects on crime and the criminal justice system and process. (Knowledge) 3.2 Demonstrate how to use GIS to create crime maps for crime prevention and crime apprehension purposes. (Skills) 3.3 Discuss the historical development of cyber crime and show what are the current responses to the cyber crime problem. (Knowledge) SECTION 1 ARTICULATING STUDENT LEARNING OUTCOMES I. Overall Summary of the Strength of the Student Learning Outcomes Rating and Response: Exemplary All indicators supporting the student learning outcomes (SLO) are exemplary. The established SLOs reflect three important learning outcomes (knowledge, skills, and attitudes) and are student-centered. The SLOs at the specific level are differentiated from the general SLOs and comply with the standards of the Criminal Justice curriculum provided by the Academy of Criminal Justice Sciences (ACJS).
5 5 IA. Knowledge/Skill/Attitude Balance and Student Centered Rating and Response: Good There are knowledge, skill, and attitudinal SLOs. Twenty-two of the twenty-five SLOs articulate the knowledge base expected of students in this major. Majors need to know what makes up the criminal justice process, police, courts, and corrections and how they various parts are related. The major needs to know what affects the individual components, police administrative, court decisions, crime causation theories. Fifteen SLOs involve use of skills. Skills refer to student s ability to think critically, apply comparative thinking, and communicate views to another. Three SLOs incorporate attitudinal components. However, some SLOs have blended categories. Table below shows the number in each of the categories: Category Number Knowledge 19 Skills 13 Attitudes 3 Knowledge and Skills 8 Knowledge and Attitudes 1 Knowledge, Skills, and Attitudes 1 IB. SLO Differentiation Rating and Response: Exemplary The specific student learning outcomes are focused and measure the general student learning outcomes to which they are associated. Each of the specific student learning outcomes use action verbs and are measurable. For example, general student learning outcome #1 has three specific student learning outcomes that are not only focused but measurable. The first specific student learning outcome is to explain major theories of crime causation. The second specific student learning outcome is to demonstrate knowledge of the history and development of criminal justice agencies. The third specific student learning outcome is to define and describe the structure of each component of the criminal justice system. IC. Compliance with Disciplinary Conventions Rating and Response: Exemplary The Academy of Criminal Justice Sciences curriculum standards for undergraduate criminal justice program were consulted in developing the program s student learning outcomes. The two suggested components of the criminal justice undergraduate curriculum have been incorporated into the student learning outcomes. The first suggested component is the purpose of higher education programs in criminal justice, which says that the criminal justice program must educate students to be critical thinkers who can communicate thoughts effectively in oral and written form and who are able to conceptualize ideas (see General Student Learning Outcomes #1). The second suggested component is the broad scope of criminal justice, which states that the program should reflect all the fields in the criminal justice system, including criminal justice and juvenile processes (law, crime, administration of justice), criminology (the causes of crime, typologies, offenders, and victims), law enforcement (police organization, discretion, subculture, and legal constraints), law
6 6 adjudication (criminal law and prosecution), and corrections (incarceration, communitybased corrections, and treatment of offenders) (see General Student Learning Outcomes #2). Due to the interdisciplinary nature of crime and criminal justice, four more general student learning outcomes have been added. These four additional areas of the general student learning outcomes (Diversity and Cultural Awareness in Criminal Justice; Society, Technology, and Crime; Research Methods in Criminal Justice; and Values in Criminal Justice) have significantly affected the field of criminal justice and become increasingly important for students to learn. ID. Building Upon Prior Learning Rating and Response: Exemplary Four of the program s six general learning outcomes and associated specific learning outcomes build upon the general education experience: critical thinking and communication skills in criminal justice; diversity and cultural awareness in criminal justice; research methods in criminal justice; and values in criminal justice. These aid in helping to understand more holistically various processes of decision-making, cornerstone theories in criminology and sociology, application of a variety of research designs, methods and methodologies, and an appreciation and grasp of Spanish language principles. IE. Lower-Order and Higher-Order Thinking Rating and Response: Exemplary Both lower-order and higher-order thinking is evident in some of the student learning outcomes. For example, SLO 1.4 focuses on explaining the historical development of the present criminal justice system; SLOs 2.1 and 2.2 emphasize the application of the criminal justice information to related problems and the presentation of opposing viewpoints on various criminal justice issues; SLO 3.4 focuses on explaining the impact of social and technological changes on crime and the law. Several specific SLOs call for higher-order thinking such as SLO 2.4 and SLO 2.5 (which focus on student s ability to conceptualize knowledge and ideas), SLO 3.1 (which focuses on discussing the significance and impact of various factors on the criminal justice system), SLO 4.4 (which focuses on analyzing and evaluating a scholarly peer-reviewed article, and SLO 5.2 (which involves making evaluative decisions about ethical dilemmas in criminal justice issues). Foundations of Criminal Justice relies heavily on lower-order thinking as students receive and recite basic factual information about the criminal justice system. As students move into the other Criminal Justice courses, they are required to combine facts and ideas in order to synthesize, generalize, explain, hypothesize or arrive at some conclusion or interpretation through class discussions, writing assignments, and exams. Towards the end of their program, students complete the Social Science Research Methods course which allows them to conduct their own research, allowing students to direct their learning and further develop their understanding of the criminal justice system. Finally, students complete an internship where they can use their knowledge to assess problems in the criminal justice system and be able to resolve such problems.
7 7 Section 2 Listing of Program Requirements and the Linking of Program Requirements to Learning Outcomes Lower Division Requirements (18 hours) Course Number Course Title # Hours CRJU 1101 Foundations of Criminal Justice 3 SOCI 2201 Principles of Sociology 3 SSRM 2301 Social Science Research Methods 3 SPAN 2030 Spanish for Human Services and Criminal Justice 3 Choice from 2 of the following: Course Number Course Title # Hours PSYC 2201 General Psychology 3 GEOG 1101 World Regions 3 ANTH 2201 Introduction to Anthropology 3 HS 2233 Overview of Human Services 3 Upper Division Requirements (18 hours) Course Number Course Title # Hours CRJU 3310 Police in America 3 CRJU 3332 Corrections 3 OR SOCI 3352 Juvenile Delinquency and Corrections 3 CRJU 3398 Criminal Justice Internship 3 OR GEOG 4415 Practicum in Geographic Information Systems 3 CRJU 4100 Ethics in Criminal Justice 3 POLS 4411 Criminal Law 3 OR CRJU 3315 Criminal Procedure 3 SOCI 4432 Criminology 3 Cultural Diversity (select 1 = 3 hours) Course Number Course Title # Hours ANTH 3310 Cultural Diversity in the US 3 ANTH 4410 Cultural Anthropology 3 SOCI 3314 Race and Ethnicity 3 PSYC 3355 Cross-Cultural Psychology 3 Contextual Factors of Crime (select 2 = 6 hours) Course Number Course Title # Hours CRJU 4200 Alcohol, Drugs, and Crime 3 CRJU 4430 Victimology 3 SOCI 3360 Sociology of Violence 3 SOCI 4442 Deviance and Social Control 3 CRJU 3400 Ideological/Group Violence in America 3
8 GEOG 3300 Urban Geography 3 Major Concentration (choose three courses in one concentration = 9 hours) 8 Criminal Justice Administration Concentration Course Number Course Title # Hours CRJU 3311 Police Administration 3 SOCI 4444 Social Change and Modernization 3 SOCI 3304 Social Organization 3 MGT 3100 Management and Behavioral Sciences 3 PSYC 4475 Psychology of Workplace Motivation & Leadership 3 HS 3313 Interviewing Skills and Crisis Management 3 Forensic Behavioral Science Concentration Course Number Course Title # Hours SOCI 3360 Sociology of Violence 3 CRJU 3320 Criminal Investigation 3 SOCI 3365 Profile of the Serial Offender 3 SOCI 4410 Criminal Profiling and Analysis 3 SOCI 4442 Deviance and Social Control 3 PSYC 4430 Abnormal Psychology 3 Technology & Crime Concentration Course Number Course Title # Hours GEOG 3305 Introduction to Cartographic 3 GEOG 3315 Introduction to GIS 3 GEOG 4405 Advanced GIS 3 CRJU 3320 Criminal Investigation 3 CRJU 3305 Technological Applications in the Criminal Justice System 3 CRJU 4305 Technology and CyberCrime 3 Related Studies (12 hours) Free Electives (12 hours) General Student Learning Outcomes (SLOs) 1.1 Explain the major theories of crime causation (classical, biological, psychological, social, and structural). Knowledge Learning Experiences that Contribute to Attainment of SLOs CRJU 4200: students apply theory to explain alcohol and drug use and abuse and its relationship to crime. CRJU 4430: students gain an understanding of victimization theories. SOCI 2201: students gain an understanding of the sociological perspective and the key concepts of sociology. SOCI 3360: students learn the major theories of violent crime. SOCI 3365: students learn theories relating to
9 1.2 Define and describe the structure of each component of the present criminal justice system. (Knowledge) 1.3 Explain the historical development within the following areas: (1) criminal justice and juvenile justice processes (law, crime/delinquency, and administration), (2) law enforcement (police organization, police investigation, discretion, subculture, and legal issues), (3) law adjudication (criminal law, prosecution, defense, and court procedures and decision-making, (4) corrections (incarceration, communitybased corrections, and treatment programs). (Knowledge) 9 serial offenders. SOCI 4432: students learn about the theory and practice, the nature and cause of crime, and the etiology of criminal offenses and offenders and compare and contrast the various theories of crime causation. SOCI 4442: students gain an understanding of the major theories on deviance and social control. PSYC2201: students gain an overview of human development, learning and thinking, motivation, perception, personality and behavior, including psychological theories of criminal behavior. HS 2233: students learn about the theories and perspectives of social/personal problems. ANTH 4410: students gain an in-depth understanding of culture, and its effects on peoples' behavior. CRJU 1101: students learn about the structure of the criminal justice components. CRJU 3332: students learn about the structure of the corrections system. CRJU 3310: students learn about the structure of law enforcement. CRJU 3398: students include the structure and functions of the internship agency in their paper. SOCI 3352: students discuss the structure, functions, and operations of the juvenile justice system, including the police, the courts, and corrections. CRJU 1101: students learn about crime in America, the criminal justice process, law enforcement, adjudication, punishment, corrections, and prisons. CRJU 3310: students gain knowledge of law enforcement history in America. CRJU 3311: students familiarize themselves with the principal issues facing contemporary American police administration. CRJU 3315: students explore the criminal process at all stages. CRJU 3320: students learn about the basic functions of police patrol and detectives and the basic elements of criminal investigations; examines the historical and theoretical aspects of the investigation of crime. CRJU 3332: students learn about the historical
10 1.4 Critically assess the current criminal justice system and explain what works and what needs improvement. (Knowledge/Skill) 5.3 Apply learned theories and Information to related problems with changing factual situations within criminal justice through analysis and integration. (Knowledge/Skills) 5.4 Present opposing viewpoints on various criminal justice issues. (Knowledge/Skills) 5.5 Communicate own thoughts effectively to others in written and verbal form. (Skills) 10 and contemporary reasons given for criminal sanctions. CRJU 4200: students describe past and present drug control policies and strategies. SOCI 3352: students explain the definition, extent, cause, treatment, prevention, and control of juvenile delinquency. POLS 4411: students gain an understanding the role of the Supreme Court of the United States in interpreting those provisions of the Constitution that affect criminal justice. CJRU 1101, CRJU 3398, CRJU 3310, CRJU 4100, CRJU 3320, CRJU 3311, CRJU 3315, CRJU 3332: students learn about what works and what does work in criminal justice operation and legal system. CRJU 3315: students demonstrate how case facts changed may impact the court decisions outcome. CRJU 3398: students apply theories they learned to their internship experience. CRJU 4430: students complete a service learning project to apply what they have learned in class to real-life situations. SOCI 2201: students apply sociological concepts to everyday life. SOCI 4442: students relate theories on deviance and social control to situations in everyday life. CRJU 1101, CRJU 3310, CRJU 3311, CRJU 3315, CRJU 3398, CRJU 4100, CRJU 4200, CRJU 4430, SOCI 2201: students discuss and debate on various social and criminal justice issues. CRJU 1101: students do a paper on criminal justice issues. CRJU 3305: students conduct research, write a term paper and present paper to the class. CRJU 3310: students write a term paper in the law enforcement area and present to the class. CRJU 3311: students acquire and demonstrate critical thinking skills through written work and classroom discussion. CRJU 3315: students write case analysis and do oral arguments. CRJU 3332: students research and write a paper
11 5.6 Move from specific local knowledge to understanding national and global issues.(skills) 11 related to corrections. CRJU 3400: students prepare a case study of an assigned terrorist group and present case study to the class. CRJU 3398: students write a research paper and present it to the internship committee. CRJU 4100: students complete a research/writing assignment on criminal justice ethical issues. CRJU 4200: students complete research and writing assignments in the areas of alcohol, drugs, and crime. CRJU 4430: students complete writing assignment on victimology. SOCI 2201: students write a paper to improve their understanding and application of basic sociological concepts. SOCI 3352: students research, write, and present a paper on a juvenile justice issue. SOCI 3360: students complete a research paper on a violent crime and present their paper to the class. SOCI 4432: students write a research paper to explore a topic in criminology. SOCI 4442: students write field notes on their field trip and discuss deviance and social control issue online. SSRM 2301: students research and write an original research paper. SPAN 2030: students learn basic Spanish needed to communicate with clients in the criminal justice field. HS 2233: students conduct a research on a social issue and present it as a literature review. CRJU 3400: students gain an understanding of international and domestic terrorist groups. CRJU 4200: students learn about the national and international aspects of the drug problem in the U.S. and worldwide. CRJU 4430: students learn about the victimization in the U.S. and worldwide. SOCI 4444 students learn about the global trends, interpretations, and impacts of social change. GEOG 1101: students are informed of multicultural approaches to human and ethnic interaction with the physical environment. GEOG 3300: students focus on global urban patterns and problems.
12 3.1 Discuss the significance and impact of age, gender, race/ethnicity and socioeconomic class differences on criminal justice system. (Knowledge/Attitudes) 3.2 Display an appreciation for and tolerance of cultural differences in American society. (Attitudes) 12 CRJU 1101: students explain how demographic and socioeconomic factors affect the criminal justice system. CRJU 3310: students are exposed to the ethnic tensions discussions/issues between the police and the minority community. CRJU 3314: students develop an understanding of race as a socially constructed concept and be able to think sociologically about racial and ethnic categories. CRJU 3398: students discuss the impact of the demographic and socioeconomic factors in their internship paper. CRJU 4200: students participate in discussions pertaining to the issues of SES, race, age, and gender in relation to drugs and crime. CRJU 4430: students learn about the differences in victimization rates based on various demographic factors. SOCI 4442: students explain how demographic and socioeconomic factors relate to deviance and social control. ANTH 3310: students learn how culture, race, ethnicity, identity, gender, and social stratification are interrelated using a holistic and comparative perspective. GEOG 3300: students become familiar with the various economic, social and political aspects of life in the city from a local/national perspective. SOCI 2201: students acquire a sociological perspective of human society. SOCI 3314: students learn about the racial and ethnic relations, prejudice and discrimination, and multi-culturalism concentrating on the American experience. SOCI 4442: students gain an intellectual and practical understanding of deviance and social control in pluralistic society. SPAN 2030: students learn about cultural differences and develop communication skills and language needed to work with Spanishspeakers in the criminal justice field. ANTH 2201: students gain a sense of the wide range of variability of human culture, respect for other ways of life, and a better perspective on one s own culture. ANTH 4410: students learn about ethnocentrism,
13 3.3 Analyze theories placing emphasis on ethnicity or culture specific conduct within the criminal justice process. (Knowledge/Skills) 13 cultural relativity, enculturation and how it applies to their own life and career. HS 2233: students are introduced to the importance of cultural sensitivity in the human service field. PSYC 3355: students learn how to apply psychological principles across a variety of cultures. SOCI 3314, SOCI 3352, SOCI 4432, SOCI 4442: students analyze theories relating to ethnicity and culture and apply them to criminal justice issues. 3.4 Identify and explain how social and CRJU 1101: students learn about the impact of technological changes influence crime, social and technological changes on crime and criminals, the law, and the operations of criminal justice system. criminal justice organizations (police, CRJU 3305: students learn about the current and courts and corrections) and vice versa. predicted hardware and software applications of (Knowledge) technology by criminal justice agencies, especially law enforcement agencies; requires assignments to examine how technology impacts the criminal justice system. CRJU 3310: students are informed of the changing role of law enforcement, policecommunity relations, and police initiatives in response to social changes. CRJU 3315: students learn about police use of technology and the implications of individual rights. CRJU 3320: students are introduced to the technological aspects of criminal investigation. CRJU 3400: students learn about intelligence gathering and counter-intelligence techniques for terrorist groups. CRJU 3398: students discuss in their paper the effects of social and technological changes at their internship site. CRJU 4200: students discuss drug control policies in the context of social changes throughout U.S. history. CRJU 4305: students discuss an overview of cyber-crime and computer-related crime issues. SOCI 4444: students learn about the nature, types, and causes of social change; technological and socio-cultural factors affecting institutional change. 4.1 Describe and discuss the overall SSRM 2301: students learn about research
14 research process, research design and make use of the appropriate research techniques based on relative strengths and weaknesses. (Knowledge/Skills) 4.2 Demonstrate ability to write a basic research paper. (Knowledge/Skills) 4.3 Critically analyze and evaluate a scholarly peer-reviewed article. (Knowledge/Skills) 4.4 Demonstrate how to make use of library resources. (Skills) 5.1 Explain the code of professional ethics in criminal justice. (Knowledge) 5.2 Describe ethical and professional issues in criminal justice and criminal justice research and apply evaluative decisions to such ethical dilemmas. (Knowledge/Skills/Attitudes) 14 process, research design and the use of appropriate research techniques. PSYC 2201: students explain different research methods used and articulate strengths and weaknesses of the various research design. SOCI 2201: students become familiar with the social research process and key research concepts. CRJU 1101, CRJU 3305, CRJU 3310, CRJU 3332, CRJU 3398, CRJU 3400, CRJU 4100, CRJU 4200, CRJU 4305, SOCI 2201, SOCI 3360, SOCI 4432, SSRM 2301: students conduct academic research and write a research paper relevant to a topic in their field. SSRM 2301: students write the literature section of the research paper involving the analysis and evaluation of several refereed articles. CRJU 3315: students review and analyze legal articles. CRJU 3305, CRJU 3310, CRJU 3315, CRJU 3332 CRJU 3398, CRJU 3400, CRJU 4100, CRJU 4200, CRJU 4305, SOCI 2201, SOCI 3360, SOCI 4432, SSRM 2301: students make use of library resources (i.e., books, and databases) for their research paper. CRJU 3315: students explain ethically legal issues involved with judges and police officers. CRJU 4100: students are introduced to the fundamentals of ethical theory, doctrines, controversies, and rules of moral judgment. CRJU 3320: students learn about ethical issues in police criminal investigations. CRJU 4100: students learn the importance of ethical knowledge and moral character in the decision-making process. SSRM 2301: students learn about ethics in social science research.
15 15 Specific Student Learning Outcomes (SLOs) 1.1 Explain how crucial the complex administrative and human resource demands are to criminal justice organizations and the impact the psychological, sociological, and technological changes have on these organizations and their employees. Knowledge 1.2 Describe characteristics of good criminal justice administrators which include supervisory and managerial skills, interpersonal and problem-solving skills, and communication skills, as well as leadership and decision-making qualities and apply such knowledge to criminal justice work. Knowledge/Skills Learning Experiences that Contribute to Attainment of Specific SLOs CRJU 3311: provides students with an overview of the duties and responsibilities of criminal justice managers in the face of global and technological change SOCI 4444: provides students with an overview of the nature, types, and causes of social change, including technological and sociocultural factors affecting social change. SOCI 3304: students introduced to large scale social organizations with an emphasis on bureaucracy. CRJU 3311: familiarizes students with the challenges facing criminal justice Administrators and Commanders and introduces students to the pressures and choices confronting criminal justice managers/leaders during a period in which growth in demand for services is becoming greater than increases in available resources. MGT 3100: students are presented with the evolution of functional and behavior aspects of management and organizational theory. PSYC 4475: students learn about motivation and leadership in the workplace by addressing theoretical formulations, major research findings and real-world applications. HS 3313: students are exposed to a variety of perspectives and techniques used by all human service workers in interviewing clients
16 Describe psychological and sociological theories relating to violent offenders, their behavior and motivation, and their victims. Knowledge 2.2 Explain all the investigative approaches, including such innovative techniques as forensics and behavioral science skills, criminal profiling, threat analysis, and crime analysis. Knowledge 3.1 Discuss how technologies have positively affected the criminal justice system and process, which include DNA testing, nonlethal weapons, wireless communication systems, forensic science, GIS, etc. Knowledge 3.2 Demonstrate how to use GIS to create crime maps for crime prevention and crime apprehension purposes. Knowledge/Skills SOCI 3360: students gain understanding of the causes of violent behavior in society and the social implications of violent behavior. SOCI 3365: students gain knowledge about theories and research which explains criminal behavior and about victim selection. SOCI 4442: students learn about the nature, causes, and consequences of deviant behavior, including violent behavior. PSYC 4430: students gain knowledge about the various forms of mental illness and maladjustment, including how it leads to violent behavior. CRJU 3320: gives students an appreciation of the historical, procedural, technological, and ethical aspects of criminal investigation. SOCI 3365: students learn various skills necessary in the development of offender characteristics and investigative strategies in unsolved homicide and sexual assaults; students learn how to identify and interpret the behavioral evidence left at crime scenes. SOCI 4410: students use the deducting profiling method and learn about the process of forensic evidence and development of offender characteristics in profiling; students learn about the socio-legal aspects involving profiling. CRJU 3305: students gain knowledge of hardware and software available in criminal justice agencies and the effect technology has had on the criminal justice system and legal issues. CRJU 4305: students gain an overview of cyber crime and computer-related crime issues facing the American criminal justice system, particularly law enforcement. GEOG 3305: students learn how to recognize map features, compare map types, understand basic cartographic principles, and produce their own maps. GEOG 3315: students learn basic GIS concepts and engage in spatial data modeling, spatial database manipulation, and elementary spatial analysis. GEOG 4405: present case studies on GIS
17 3.3 Recognize that cybercrime has no national or international boundaries and has become more complex to deal with, and that criminal justice officials must strive to be more ready and more technologically knowledgeable. Knowledge 17 applications, present a poster on their GIS 3315 project, learn how to automate data and complete a final project. CRJU 4305: students learn about government response to cyber crime problems, especially from a law enforcement perspective. Self Evaluation SECTION II CONNECTING OUTCOMES TO THE PROGRAM REQUIREMENTS II. Overall Strength in Connecting Outcomes to Program Requirements Rating and Response: Exemplary All indicators reflecting the strength of connecting outcomes to SLOs are exemplary. The SLOs are linked to multiple course requirements. A strong linkage between SLOs and lower division courses, between SLOs and upper division courses, and between SLOs and upper elective courses is evident. The learning experiences in the program requirements build on the general education experience and lower division elective program requirements. There is also a strong linkage of SLOs to the internship. IIA. Linkage of All Program Requirements to SLOs Rating and Response: Exemplary All courses (program requirements) are linked to specific learning outcomes. The matrix linking program and course requirements to specific learning outcomes provides this evidence. IIB. Reinforcing SLO Attainment through Multiple Program Requirements Rating and Response: Exemplary The matrix shows that all of the specific student learning outcomes are linked to multiple program requirements. Specifically, student learning outcomes are linked to all required lower and upper division courses. IIC. Lower Division, Program Admission & Prerequisite Requirements Rating and Response: Exemplary There are no program admission requirements. Lower division courses are linked to several specific student learning outcomes. IID. Core Upper Division (or Graduate) Course Requirements Rating and Response: The core upper level division course requirements (e.g., CRJU 3310, CRJU 3332, CRJU 4100, and CRJU 3315) are linked to multiple specific student learning outcomes.
18 IIE. Elective Upper Division (or Graduate) Requirements of the Program Rating and Response: Strong Upper division electives are linked to multiple specific student learning outcomes. 18 IIF. Building Upon General Education (or the Baccalaureate Education) Outcomes Rating and Response: Exemplary Four of the SLOs build on some of the learning experience for the general education experience. SLO #2 (Critical Thinking and Communication Skills in Criminal Justice) are research and writing requirements (conforming to either the APA or ASA style) in which students need to use their analytical thinking to come up with some alternative solutions to the discussed issues. CRJU 3310 requires student to present their paper to the class. SLO #3 (Diversity and Cultural Awareness in Criminal Justice) are class discussions, exercises, writing requirements, and exams in which students describe theory and studies on socioeconomic class and cultural differences. SLO #5 (Research Methods in Criminal Justice) are writing requirements in which students demonstrate ability to search for refereed articles from the databases. SLO #6 (Values in Criminal Justice) are discussions, exams, case scenarios, and writing assignments relating to the ethic principles and ethical issues in the field of criminal justice. CRJU 1101 (Foundations of Criminal Justice) and SOCI 2201 (Principles of Sociology) are low-division (prerequisite) courses that serve as the foundation for many of the upper-level courses in the Criminal Justice program. Many learning experiences in these two courses (assignments, class discussions, and exams) prepare students for the upper-level course requirements. IIG. Required Practicums & Internships Rating and Response: Exemplary The internship course (CRJU 3398) is linked to multiple specific student learning outcomes. IIH. Capstone Experience Rating and Response: Not Applicable.
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20 20 Matrix of Program Course Requirements Linked to Specific Student Learning Outcomes for the Criminal Justice Program Student Learning Outcome s CRJU 1101 SOCI 2201 SSRM 2301 SPAN 2030 PSYC 2201 GEOG 1101 ANTH 2201 HS 2233 CRJU 3310 CRJU 3332 SOCI 3352 CRJU 3398 CRJU 4100 CRJU 3315 SOCI 4432 ANTH 3310 ANTH 4410 SOCI 3314 PSYC 3355 CRJU 4200 CRJU 4430 SOCI 3360 SOCI 4442 CRJU 3400 GEOG 3300 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
21 Matrix of Program Course Requirements Linked to Specific Student Learning Outcomes for the Three Concentrations CJ Administration Concentration Forensic Behavioral Science Concentration Technology & Crime Concentration Specific Student Learning Outcomes 21 CRJU 3311 SOCI 4444 SOCI 3304 MGT 3100 PSYC 4475 HS 3313 SOCI 3360 CRJU 3320 SOCI 3365 SOCI 4410 SOCI 4442 PSYC 4430 GEOG 3305 GEOG 3315 GEOG 4405 CRJU 3320 CRJU 3305 CRJU X X X X X X X X X X X X X X X X X X X X
22 22 SECTION 3 CONNECTING OUTCOMES TO ASSESSMENT METHODS For Internship Course (CRJU 3398) GENERAL SLO 1. Demonstrate understanding of the major criminological theories and the complexities of the modern criminal justice system and processes (GLO). (Knowledge) Specific SLO 1.3: Explain the historical development within the following areas: (1) criminal justice and juvenile justice processes (law, crime/delinquency, and administration), (2) law enforcement (police organization, police investigation, discretion, subculture, and legal issues), (3) law adjudication (criminal law, prosecution, defense, and court procedures and decision-making, (4) corrections (incarceration, community-based corrections, and treatment programs). (Knowledge) Means of Assessment Criteria: The Internship Paper requires that students address the analytical issues and questions posed by the committee at the pre-internship meeting, as well as any additional analytical insights arrived at by the student. It is important to relate the experience to academic coursework, which may be validated, reinforced or refuted. Questions posed by the committee include a history of the internship site and an explanation of how it fits into the criminal justice system. The final internship paper will be used to collect evidence of SSLO 1.3. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form 1 of the internship paper. Achievement of this SSLO will be based on a rating of the internship paper in regards to coverage of historical development. Students will demonstrate a range of knowledge in this area. Internship committee members will rate each student s paper in terms of addressing the analytical issues and questions posed by committee members with the following choices: 1) Exceeds Expectations 2 2) Meets Expectations 3) Below Expectations Specific SLO 1.4: Critically assess the current criminal justice system and explain what 1 Assessment forms were created for the presentation and paper for the purpose of Assessment. Committee members will complete these forms at the post-internship meeting. Thus, there is no cost associated with this data collection. These forms are attached. They do not include student names to ensure confidentiality. Data from these forms will be entered by the assessment evaluators into SPSS for analysis. 2 The original collection of data includes categories of: Very Poor, Poor, Fair, Good, Excellent. Because of the vagueness of these ratings and suggestions from Internship Committee Members, these categories have been changed to: Exceeds Expectations, Meets Expectations, and Below Expectations. These ratings will be used in future data collection.
23 23 works and what needs improvement. (Knowledge/Skill) Means of Assessment Criteria: The Internship Paper requires that students write a summary explaining their experience in this internship (a minimum of two pages). For example, discuss your ability to now evaluate current issues in law enforcement, or your understanding of the complexity of the Criminal Justice system. Students are asked to make recommendations and to discuss what areas could be improved at their internship site. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper. Achievement of this SSLO will be based on a rating of the internship paper in regards to the critical assessment of their internship site. Students will demonstrate a range of knowledge and skills in this area. Internship committee members will rate each student s paper in terms of paper included a summary, which explained his/her experience in this internship (such as evaluating current issues) with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations General SLO 2. Develop critical thinking skills, written and verbal communication, and the ability to conceptualize ideas (GLO). (Knowledge/Skills) Specific SLO 2.1: Apply learned theories and information to related problems with changing factual situations within criminal justice through analysis and integration. (Knowledge/Skills) Means of Assessment Criteria: The Internship Paper requires that students address the analytical issues and questions posed by the committee at the pre-internship meeting, as well as any additional analytical insights arrived at by the student. It is important to relate the experience to academic coursework, which may be validated, reinforced or refuted. Questions posed by the committee include applying and testing theories learned in coursework to the internship experience. The final internship paper and the mid-term site evaluation will be used to collect evidence of SSLO 2.1. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper. Each field supervisor completes an evaluation form for the intern. Achievement of this SSLO will be based on a rating of the internship paper in regards to application of theories to experience at internship. Students will demonstrate a range of knowledge/skills in this area. Internship committee members will rate each student s paper in terms of addressing the analytical issues and questions posed by committee members
24 24 with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations Achievement of this SSLO will also be based on the site evaluation. Supervisors rate students in terms of relates theoretical knowledge to practice with the following choices: 1) Highest Level 2) Above Expected Level 3) At Expected Level 4) Below Expected Level 5) Very Poor. Specific SLO 2.2: Present opposing viewpoints on various criminal justice issues. (Knowledge/Skills) Means of Assessment Criteria: The Internship Paper requires that students address the analytical issues and questions posed by the committee at the pre-internship meeting, as well as any additional analytical insights arrived at by the student. Questions posed by the committee include examining various viewpoints at their internship site. The final internship paper will be used to collect evidence of SSLO 2.2. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper. Achievement of this SSLO will be based on a rating of the internship paper in regards presenting opposing viewpoints on issues related to the experience at internship. Students will demonstrate a range of knowledge/skills in this area. Internship committee members will rate each student s paper in terms of student provided various viewpoints and perspectives on criminal justice issues with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations Specific SLO 2.3: Communicate thoughts effectively to others in written and verbal form. (Skills) Means of Assessment Criteria: The Internship Paper, Internship Presentation, and Site Evaluation will be examined in regards to written and verbal communication skills. About students complete their internship each semester at this time. All papers and presentations will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper and the presentation. Each field supervisor completes an evaluation form for the intern.
25 25 Achievement of this SSLO will be based on a rating of the internship paper in regards written communication skills. Students will demonstrate a range of knowledge/skills in this area. Internship committee members will rate each student s paper in terms of including insight, analysis, interpretation, and supportive research with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations Achievement of this SSLO will be based on a rating of the internship presentation in regards verbal communication skills. Students will demonstrate a range of knowledge/skills in this area. Internship committee members will rate each student s presentation in terms of communication skills with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations Achievement of this SSLO will also be based on the site evaluation. Supervisors rate students in terms of functions cooperatively with professionals, clients, and others with the following choices: 1) Highest Level 2) Above Expected Level 3) At Expected Level 4) Below Expected Level 5) Very Poor. General SLO 3. Discuss and relate culture, diversity, and social and technological changes to crime and the criminal justice system (GLO). (Knowledge/Attitudes) Specific SLO 3.1: Discuss the significance and impact of age, gender, race/ethnicity and socioeconomic class differences on criminal justice system. (Knowledge/Attitudes) Means of Assessment Criteria: The Internship Paper requires that students address the analytical issues and questions posed by the committee at the pre-internship meeting, as well as any additional analytical insights arrived at by the student. It is important to relate the experience to academic coursework, which may be validated, reinforced or refuted. Questions posed by the committee often include an assessment of demographic characteristics of populations served at internship site. The final internship paper will be used to collect evidence of SSLO 3.1. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper.
26 Achievement of this SSLO will be based on a rating of the internship paper in regards to coverage of the demographic characteristics relating to their internship site. Students will demonstrate a range of knowledge in this area. Internship committee members will rate each student s paper in terms of student provided discussion regarding the significance and impact of age, gender, race/ethnicity and socioeconomic class differences on the criminal justice system with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations Specific SLO 3.4: Identify and explain how social and technological changes influence crime, criminals, the law, and the operations of criminal justice organizations (police, courts and corrections) and vice versa. (Knowledge) Means of Assessment Criteria: The Internship Paper requires that students address the analytical issues and questions posed by the committee at the pre-internship meeting, as well as any additional analytical insights arrived at by the student. It is important to relate the experience to academic coursework, which may be validated, reinforced or refuted. Questions posed by the committee often include a discussion of the effects of social and/or technological changes at their internship site. The final internship paper will be used to collect evidence of SSLO 3.4. About students complete their internship each semester at this time. All papers will be used for the initial assessment. Future assessments will include up to 20 students. Scoring is completed by the three members of each internship committee for each student. Each member will complete an evaluation form of the internship paper. 26 Achievement of this SSLO will be based on a rating of the internship paper in regards to coverage of the influence of social and technological changes and their influence on their internship site. Students will demonstrate a range of knowledge in this area. Internship committee members will rate each student s paper in terms of paper provided explanation on how social and technological changes influence crime, criminals, the law, and the operations of the criminal justice organizations with the following choices: 1) Exceeds Expectations 2) Meets Expectations 3) Below Expectations General SLO 4. Understand social science research and the ability to apply the knowledge to criminal justice issues (GLO). (Knowledge/Skills) Specific SLO 4.2: Demonstrate ability to write a basic research paper. (Knowledge/Skills) Means of Assessment Criteria: The Internship Paper will be examined in regards student s ability to write a basic research paper. The Internship Paper requires that students demonstrate an ability to write in an academically acceptable manner in terms of style and
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