April Revised February College of Education, Criminal Justice and Human Services. School Of Criminal Justice

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1 School Of Baccalaureate Degree in 18 BS CJ and 18 BS-DL CJ-DL College of Education, and Human Services April 2014 Revised February 2016 Primary Faculty: Sue Bourke (513) Ed Latessa Director, School of

2 School of I. Program Overview The Bachelor of Science (BS) program in at the University of Cincinnati provides students with an interdisciplinary understanding of criminal justice in America. Through coursework and experiences, students gain knowledge of a basic framework of the criminal justice system. Students pursuing a degree in criminal justice have a wide variety of academic interests and talents. Many students select courses that will enhance a specific area, as well as courses they enjoy. Many of our students want to combine their interest in anthropology, literature, psychology, sociology and women s studies. However, students who choose extensive courses in accounting, biology, business, chemistry, information technology or a foreign language seem to have greater career/job opportunities. Students often select minors such as forensic psychology or cybersecurity. All students pursuing an undergraduate degree in criminal justice must complete field placement. The field placement allows seniors to expand upon their education by gaining practical field experience. This unpaid internship is in a criminal-justice related agency of the student s choice. Many students are successful in obtaining full-time positions after graduation, due to experience from their field placement. Through both classroom and field placement, students are prepared for a responsible position of service in law enforcement, the courts, corrections, criminal justice administration, crime prevention, research, youth services agencies and other related career agencies. For individuals already employed in the field, the degree is a good vehicle for career advancement. Graduates of this major pursue many different careers. A few examples are: Corrections Court administrator investigator Law enforcement: local, county, and state Federal law enforcement and corrections Park ranger Probation/Parole officer Public and private security Sports and event security Corporate assets protection Executive protection Risk manager

3 II. Program Learning Outcomes Original: Demonstrate substantive knowledge of the complex problems facing communities as they cope with criminal behavior Demonstrate substantive knowledge of the complex problems facing communities as they cope with criminal behavior Understand their ethical obligations in the criminal justice profession Read, analyze, and synthesize complex information in an organized and logical manner Effectively communicate orally, in writing and in interpersonal and workplace situations To be proficient in basic criminal justice statistics and research methods necessary to meet employer needs, and provide the students with a quality education in criminal justice Demonstrate knowledge which would amply prepare the student for substantive employment in criminal justice careers or for advanced graduate studies Revised April 2014 Upon completion of the Bachelor s Degree in, a graduate should be able to: Demonstrate knowledge of the basic foundation of how the criminal justice system works and the laws that underpin it. Analyze the function of criminal justice agency as it relates to its role in the criminal justice system Demonstrate the skills necessary to obtain an entry level position in the field of criminal justice and ethically discharge their responsibilities Revision 1/25/16 Upon completion of the Bachelor s Degree in, a graduate should be able to: Articulate theories, policies, practices and processes related to the three core components of criminal justice system (i.e., police, courts and corrections) Analyze the function of criminal justice agency as it relates to its role in the criminal justice system Interpret and summarize key questions and problems that arise in any of the three components of the criminal justice system(police, courts and corrections) Evaluate problems and propose solutions in any of the three components of the criminal justice system (police, courts, and corrections) that is, understand a problem, analyze it, and use tools to propose solutions to resolve the problem. Demonstrate social interaction skills (verbal and written) and ethical standards needed to be employed in the criminal justice system

4 Key Required Courses and Experiences* Identified in P-1 E: Emerging D: Developing A: Achieved CJ 1001 Intro to CJ 1002 Intro to Criminology CJ 3021 Research Methods CJ 4020 Procedure CJ 4023 Statistics Field Placement (CAPSTONE) or CJ 4097 Senior Seminar (18 BS-DL CJ-DL students OUTCOMES PLO 1. Articulate theories, policies, practices and processes related to the three core components of criminal justice system (i.e., police, courts and corrections) E E D A PLO 2. Analyze the function of a criminal justice agency as it relates to its role in the criminal justice system E E D D/A A PLO 3. Interpret and summarize key questions and problems that arise in any of the three components of the criminal justice system(police, courts and corrections) E E D/A D D/A A PLO 4. Evaluate problems and propose solutions in any of the three components of the criminal justice system (police, courts, and corrections) that is, understand a problem, analyze it, and use tools to propose solutions to resolve the problem. E E D A PLO 5. Demonstrate social interaction skills (verbal and written) and ethical standards needed to be employed in the criminal justice system E E D A

5 Assessment Measures Aligned with Program Outcomes Program Outcome Assessment Tools Responsible Person, Course(s) and Time frame Course/ Experience Time Line Responsible Person Articulate theories, policies, practices and processes related to the three core components of criminal justice system (i.e., police, courts and corrections) Analyze the function of a criminal justice agency as it relates to its role in the criminal justice system Students are required to * complete an internship with a criminal justice related agency or business. * write a final paper and give an oral presentation based on their field placement experience. Students must have an evaluation completed by agency/business supervisor. Supervisor evaluation Final Paper () Oral Presentation CJ OR CJ 4097 CJ OR CJ 4097 Interpret and summarize key questions and problems that arise in any of the three components of the criminal justice system(police, courts and corrections) Supervisor evaluation Final Paper () Oral Presentation CJ 3021 CJ Research Methods CJ 4023 CJ Statistics CJ Field Placement OR CJ 4097 s s Evaluate problems and propose solutions in any of the three components of the criminal justice system (police, courts, and corrections) that is, understand a problem, analyze it, and use tools to propose solutions to resolve the problem Demonstrate social interaction skills (verbal and written) and ethical standards needed to be employed in the criminal justice system Supervisor evaluation Final Paper () Oral Presentation Supervisor evaluation Final Paper () Oral Presentation CJ OR CJ 4097 CJ OR CJ 4097

6 III. Methods and Measures A few distinct types of data will be collected and utilized in the assessment process: Course Grades- Individual task grades will be used as indicators for assessing relevant outcomes at the E, D, A levels. In scenarios where the course grade is based purely on mastery of material and serves as a reliable indicator of attainment of multiple relevant requirements (as opposed to attendance, etc.), it may be used as a measure for certain program outcomes. In most others, we will use grades from key assignments within the relevant courses. Oral Presentation As part of the students capstone project, students must prepare an oral presentation describing their internship. They are required to share how their internship bridges the content they learned in courses to practical experience. Supervisor Evaluation- During their internship experience, all students are evaluated by a supervisor. The evaluation consists of an assessment of the students professional behavior, their knowledge of the criminal justice system, their critical thinking skills, and their interpersonal skills. Final Paper Results-Students must complete a final paper that serves as their baccalaureate capstone project. Those students interested in research may write a research paper that relates a topic to their internship experiences. Other students may write a reflective paper noting how the content they learned in their degree relates to their experiential learning during their internship.

7 V. Assessment Infrastructure Support for data collection, management, and reporting is provided through the College of Education,, and Education (CECH) Office of Assessment and Continuous Improvement (OACI). Data is entered through web-based rubrics and assessments by the end of each semester. Over the summer OACI generates program specific reports and provides them electronically and in hardcopy to each program. Program faculty review and use these data in their program development and continuous improvement efforts, with documentation of specific actions and steps taken. OACI also has a web site that has all the assessment documents that are developed and maintained for use by program faculty that have national accreditations. For those programs that do not have this set up because they are beginning the assessment process, such as the baccalaureate degree in, web sites will be set up during next year. Policies and procedures for data collection, analysis, and use are summarized in the improvement cycles below: Program Improvement Cycle: For Fall Semester Program Meetings (Summer Work) The following data is aggregated and summarized for decision-makers in program areas: Admissions data Performance on all assessments Handbook and materials developed for students reviewed Data posted to web site By December 1 (Program faculty responsible) Data-based decisions made regarding the programs submitted to OACI Areas needing attention identified Curriculum proposals for curriculum adjustment/maintenance generated Candidates informed of program improvements in response to data By February 1 (Program Faculty responsible; Program Coordinator) Finalize major curriculum changes and develop proposals to be considered by the School leadership Submit curriculum proposals to the School Leadership Monitor progress of proposals During Spring Semester, April 1 (Program Coordinator submits info to appropriate office) Record approved curriculum changes Update curriculum map Update curriculum guides, degree progress audits (DARS), program outlines Update evaluation forms for spring semester distribution Late Spring Semester (by April 15)-Program Coordinator works with Dean s office, Student Services Center (SSC) Dean s office submits official updates to CECH website [Units are responsible for updating their websites directly or through their Web liaison. Faculty are asked to work with Ric Stackpole re: edits to curriculum guides and program outlines.] Implement program improvements; continue to collect data on candidates and programs

8 VI. Findings (N/A) VII. Use of Findings (N/A)