M.S. in Criminal Justice Program Assessment Plan October 2007

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1 1 M.S. in Criminal Justice Program Assessment Plan October 2007 Mission Statement of the Division of Criminology, Criminal Justice and Social Policy: The Division of Criminology, Criminal Justice and Social Policy emphasizes the integration of theory and practice to allow students to study crime and explore the broad field of criminal justice. Specifically, the Division strives to educate its students to be critical thinkers who can apply the knowledge they learn to related problems in the field of criminal justice, develop ideas to address said problems, and effectively communicate their ideas in a professional setting. Its undergraduate programs prepare students for employment in professional settings that require good interpersonal, communication, and problem-solving skills, or for graduate-level education in social sciences. Its graduate programs provide students with professional development for successful careers in administrative roles within public and private agencies, or for further post-graduate studies in social sciences. Mission Statement of the MSCJ Program: The Master of Science in Criminal Justice program emphasizes an applied education that integrates academic and professional skills. As such, the program s purpose is to broaden students knowledge of the causes, consequences, and responses to crime and how crime is interrelated to other fields within the social sciences. Additionally, the program assists students in developing their analytical and intellectual skills so that they may apply the knowledge they have learned, and in turn, be in a stronger position for success in either post-graduate educational opportunities or employment in criminal justice fields. Conceptual relationship among University, Program, and Course Learning Goals and Objectives: The mission of the University of Baltimore is to enable students to combin[e] theory and practice to create meaningful, real-world solutions to 21 st century urban challenges. To accomplish this, the University has established a set of learning goals that focus on helping students develop the attributes and skills that will enable them to become engaged members of the community. Some of these learning goals include communicating effectively in various media, developing a knowledge and skills base, thinking critically and creatively, analyzing and synthesizing information to solve problems, and growing in enthusiasm for the pursuit of excellence throughout a lifetime of learning.

2 2 The MSCJ program s mission and learning goals mirror those adopted by the University, thus the program s course learning goals and objectives are designed to enable students to gain a broad understanding of the criminal justice system as a whole, as well as each of its individual components, to identify current challenges facing the criminal justice system, to think critically and creatively to formulate strategies, and to articulate their thoughts and ideas in a clear and professional manner. While the majority of students who enter the MSCJ program use this knowledge and experience to secure employment within the field of criminal justice, these analytical and technical skills can also be utilized in other fields of employment, as well as in post-graduate studies. The Division faculty recognizes that learning occurs in a broader context than the classroom; however, the MSCJ program attains its learning goals primarily through the courses it requires of students. Connections between these goals and the program s courses are illustrated in the matrix below. In addition, we have formulated a set of learning objectives within each individual course that directly support one or more of the program s learning goals, and can be measured. Therefore, the assessment of related learning objectives across several courses within our program enables us to ascertain how well the program goals are being met. Process for setting learning goals and objectives: The MSCJ faculty has focused on the programmatic goals and course learning objectives since the program s inception. Since then, faculty members have discussed what they expect students to learn while in the program. Through a review of the standards outlined by the Academy of Criminal Justice Sciences, the leading accrediting body of our discipline, as well as other graduate programs in criminal justice and criminology, we have mutually agreed upon the set of program goals that will be adopted at this particular time in the Division s history. However, the Division s faculty recognizes that goals and objectives are not static constructs, but will undergo continuous development as assessment information is obtained, interpreted, and applied. Thus, the Division will conduct annual assessments that include both direct and indirect measures of different learning goals and objectives in order to identify the program s strengths and weaknesses, and thereby make necessary adjustments. While direct measures of program learning goals and objectives will emanate from assessments conducted within individual courses, the Division will also utilize indirect measures by contacting both alumni and the professional criminal justice community to determine whether or not the program s goals are being met and what other goals might be included.

3 3 Program Learning Goals: Upon graduating from the M.S. in Criminal Justice program a student will: 1. Demonstrate a broad understanding of each of the following areas, which in turn will enable the student to discuss, evaluate, and propose solutions to criminal justice problems: a. The criminal justice system, as well as a specialization in one of the following four areas: law enforcement, courts and law, corrections, or juvenile justice b. The evolution of criminological theories, and their relevance to contemporary public policy c. The role of strategic planning, forecasting, and program evaluation within criminal justice agencies. 2. Demonstrate the following analytical, technical, and communication skills necessary for future employment and/or post-graduate studies in the social sciences: a. accessing relevant literature via library and internet database searches b. evaluation and discussion of prior research relevant to a problem c. application of methods appropriate to systematic study of a problem d. statistical analyses of data when and as appropriate e. application of strategic planning, forecasting, and program evaluation strategies to a contemporary problem f. evaluation and discussion of investigational outcomes g. effective communication in both oral and written form

4 4 Courses Incorporating Learning Goals Course 1a 1b 1c 2a 2b 2c 2d 2e 2f 2g Core Courses CRJU 602 Research Techniques in CJ X X X X CRJU 603 Criminal Justice Statistics X X CRJU 610 Administration of Justice X X X X CRJU 710 Advanced Criminology X X CRJU 711 CJ Planning/Systems Applications X X X X X Specialization Courses * CRJU 606 Contemp. Criminal Court Issues X X X CRJU 608 Juvenile Justice X X X CRJU 611 Contemporary Corrections X X X CRJU 631 Police and Society X X X CRJU 635 Youth Problems in Society X X X CRJU 640 Managing Police Organizations X X X CRJU 642 Managing Correctional Orgs. X X X CRJU 645 Constitutional Law X X X CRJU 707 Community Corrections X X X CRJU 708 Solutions to Youth Problems X X X CRJU 712 Seminar in Law Enforcement X X X CRJU 713 Seminar in Judicial Admin. X X X * NOTE: Regardless of a student s specialization (e.g., policing, courts/law, corrections, juvenile justice), we try to emphasize the same set of learning goals in each of the specialization courses in order to prepare students to synthesize and disseminate the information in their capstone project either a thesis or the comprehensive exams.

5 5 Learning Outcome Assessment Plan Outcome 1: Demonstrate a broad understanding of each of the following areas, which in turn will enable the student to discuss, evaluate, and propose solutions to criminal justice problems: a. The criminal justice system, as well as a specialization in one of the following four areas: law enforcement, courts and law, corrections, or juvenile justice b. The evolution of criminological theories, and their relevance to contemporary public policy c. The role of strategic planning, forecasting, and program evaluation within criminal justice agencies. Assessment Processes and Criteria for Outcome 1a: To help students understand the breadth and the interdependent nature of the criminal justice system, students are required to take CRJU 610 Administration of Justice, and one class in each of the three components of the system: law enforcement, courts/law, and corrections. Students then must select one area within the system in which to specialize, and take two additional courses related to that branch of the system. Course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed for CRJU 610 and each of the specialization courses to measure students understanding of the criminal justice system in general, as well as their area of specialization. Assessment Processes and Criteria for Outcome 1b: One of the core courses all MSCJ students are required to take is CRJU 710: Advanced Criminology. In this class, students review the founding principles of all the major criminological theories, and are then taught how the theories can be empirically validated and how to translate their principles into policy. Course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' knowledge of theoretical constructs and their ability to apply them to policy development can be measured. Assessment Processes and Criteria for Outcome 1c: One of the last core courses MSCJ students are required to take is CRJU 615: Criminal Justice Planning and Systems Applications. In this class, students are introduced to the concepts and skills of forecasting, strategic planning, and program evaluation. They are then expected to integrate the information and skills they have learned in the other four core courses (e.g., Administration of Justice, Research Methods, Statistics, Advanced Criminology) and their specialization classes to develop a) a forecasting model for a current problem within the criminal justice system and/or their area of specialization; b) a

6 6 strategic plan for a criminal justice or community-based agency; and c) a program or policy for a criminal justice population. Course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' knowledge of theoretical constructs and their ability to apply them to policy development can be measured. Outcome 2: Demonstrate analytical, technical, and communication skills necessary for future employment and/or post-graduate studies in social sciences a. accessing relevant literature via library and internet database searches b. evaluation and discussion of prior research relevant to a problem c. application of methods appropriate to systematic study of a problem d. statistical analyses of data when and as appropriate e. application of strategic planning, forecasting, and program evaluation strategies to contemporary problem f. evaluation and discussion of investigational outcomes g. effective communication in both oral and written form Assessment Processes and Criteria for Outcome 2a, 2b, 2f, 2g: Throughout the coursework within the MSCJ program, students are required to write a variety of research papers and give oral presentations on topics that relate to their specialization, as well as their general knowledge of the criminal justice system and criminological theory. In order to complete these assignments, students must formulate clear and concise research questions, be able to locate appropriate background information using a variety of criminal justice related databases, and discuss their ideas and findings in a professional tone and style that is consistent with the citation and writing standards in our field (APA). Because the nature and breadth of these written and oral assignments varies from one class to the next, a set of course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' analytical, technical and communication skills can be measured. Assessment Processes and Criteria for Outcome 2c: One of the core classes required of all MSCJ students is CRJU 602: Research Techniques in Criminal Justice and CRJU 610: Administration of Justice. In CRJU 602 students learn how to systematically evaluate crime trends and research techniques, while in CRJU 610 students critically examine related criminal justice policies and programs. Although the course prepares students to conduct primary research in the field, the coursework relies on the use of existing research to draft their research proposals. A set of course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' analytical skills in each of these two courses can be assessed.

7 7 Assessment Processes and Criteria for Outcome 2d: Another of the core classes required of all MSCJ students is CRJU 603: Criminal Justice Statistics. In this course students learn different statistical techniques and models of analysis, as well as data entry in SPSS, that can be utilized to conduct exploratory and evaluation research. A set of course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' analytical and statistical skills can be assessed. Assessment Processes and Criteria for Outcome 2e: The final core course the MSCJ students are required to take is CRJU 615: Criminal Justice Systems Planning. In this course, students learn the principles and applications of various planning and evaluation strategies that are typically utilized in agency settings. These skills include developing a strategic plan for a criminal justice or community-based agency, using various forecasting techniques to predict future trends of a contemporary problem, developing a program to be implemented within an agency or out in the community, and developing a plan to evaluate a program s effectiveness. A set of course learning objectives, corresponding assessment rubrics and standards for student attainment will be developed so that students' ability to demonstrate each of the aforementioned skills can be measured. Indirect Methods of Measuring Program Goals In addition to developing a variety of class-based learning outcomes that will serve as direct measures as to how well the program is meeting its specified learning goals, the Division will also develop a set indirect measures to assess whether those learning goals are appropriate to the needs of the field and are thorough enough. The first of these measures is an Exit Survey for MSCJ students conducted by the office of the Dean of the Yale Gordon College of Liberal Arts. The survey includes items that asks students to self-report how well they think the program provided the knowledge and professional skills (e.g., critical thinking, problem-solving, effective oral and written communication skills) that will help them secure employment within the field, or to continue their education in a post-graduate program; or for those who were already employed while pursuing their degree, how well they believe the program taught them a set of knowledge and professional skills that will help them advance their career. The survey is administered to graduating students every semester. Data from this survey are analyzed regularly; a report is delivered to the program director approximately every five years depending on the number of graduates. Results will be used to identify possible adjustments to course curriculum in order to better meet the program s learning goals. The second indirect measure is a yet to be developed Alumni Survey that will be mailed out to all MSCJ graduates to measure their perception of how well the MSCJ program

8 8 prepares students for a career in criminal justice and/or post-graduate studies. The survey will be initially distributed at the next required USM program review, and will then be repeated every five years in conjunction with that review. MSCJ Program Outcomes Assessment Timeline Summer 2007: Draft MSCJ Program Assessment Plan Fall 2007: Obtain University approval for MSCJ Program Assessment Plan. Develop activities/assignments, rubrics, and performance criteria for Goal 2e in CRJU 615: Criminal Justice Planning (Note: this course will be renumbered to CJRU 711 beginning in spring 08). Assess learning outcomes for Goal 2e in CRJU 615: Criminal Justice Planning File a report of the assessment activities completed during fall 07 semester. Begin preparation of assessment activities for Goal 1b in spring 08 semester. Spring 2008 Develop activities/assignments, rubrics, and performance criteria for Goal 1b in CRJU 710: Advanced Criminology Begin assessing learning outcomes for Goal 1b in CRJU 710: Advanced Criminology. File a report of the assessment activities completed during spring 07 semester Begin preparation of assessment activities for Goal 2a and 2c in fall 08 semester. Present assessment plan and provide status report to CCJSP faculty on outcomes and/or progress of assessment to solicit feedback on how best to use information in terms of curriculum development, revision, etc. Fall 2008 Develop activities/assignments, rubrics, and performance criteria for Goals 2a and 2c in CRJU 602: Research Methods in Criminal Justice. Begin assessing learning outcomes for Goals 2a and 2c in CRJU 602: Research Methods in Criminal Justice. File a report of assessment activities completed during fall 08 semester. Begin preparation of assessment activities for Goal 2d in spring 09 semester Spring 2009 Develop activities/assignments, rubrics, and performance criteria for Goal 2d in CRJU 603: Criminal Justice Statistics. Begin assessing learning outcomes for Goal 2d in CRJU 603: Criminal Justice Statistics. Begin preparation of assessment activities for Goal 1a and 2g in fall 09 semester Begin indirect assessment of program goals via analyses of MSCJ Exit Survey. Repeat bi-annually.

9 9 File a report of assessment activities completed during spring 09 semester Present assessment plan and provide status report to CCJSP faculty on outcomes and/or progress of assessment to solicit feedback on how best to use information in terms of curriculum development, revision, etc. Fall 2009 Develop activities/assignments, rubrics, and performance criteria for Goals 1a and 2g in CRJU 610: Administration of Justice. Begin assessing learning outcomes for Goals 1a and 2g in CRJU 610: Administration of Justice. File a report of assessment activities completed during fall 09 semester. Begin preparation of assessment activities for Goal 2b in spring 10 semester. Spring 2010 Develop activities/assignments, rubrics, and performance criteria for Goal 2b in one of the specialization courses. Begin assessing learning outcomes for Goal 2b in the selected specialization course. File a report of assessment activities completed during spring 10 semester. Begin preparation of assessment activities for Goal 1c in fall 10 semester. Present assessment plan and provide status report to CCJSP faculty on outcomes and/or progress of assessment to solicit feedback on how to best use information in terms of curriculum development, revision, etc. Fall 2010 Develop activities/assignments, rubrics, and performance criteria for Goal 1c in CJRU 711: CJ Planning/Systems Applications. Begin assessing learning outcomes for Goal 1c in CRJU 711: CJ Planning/Systems Applications File a report of assessment activities completed during fall 10 semester Begin preparation of assessment activities for Goal 2f in spring 11 semester. Spring 2011 Develop activities/assignments, rubrics, and performance criteria for Goal 2f in CRJU 603: Criminal Justice Statistics. Begin assessing learning outcomes for Goal 2f in CRJ 603: Criminal Justice Statistics. File a report of assessment activities completed during spring 11 semester. Present assessment plan and provide status report to CCJSP faculty on outcomes and/or progress of assessment to solicit feedback on how to best use information in terms of curriculum development, revision, etc.

10 10 Responsibility for Implementation of MSCJ Assessment Plan The Faculty Program Director is responsible for implementing the assessment plan. However, the primary responsibility of the Program Director is to chair a Program Assessment Committee which comprises of two members of the faculty, who will serve on the committee for a two-year term. The responsibilities of this committee include ensuring that the agreed upon time line is adhered to and that assessment results are compiled and reports filed with the University Assessment Committee. The program director and committee are also responsible for integrating the results of assessment into the program and its curriculum. All of this should be done in a framework of collegial responsibility because the faculty, as a group, share responsibility for designing and delivering a curriculum that achieves the program s goals.