Progranl Outcome Assessment Report. Criminal Justice Program. Department of Behavioral Sciences. Southeastern Oklahonla State University

Transcription

1 Progranl Outcome Assessment Report Criminal Justice Program Department of Behavioral Sciences Southeastern Oklahonla State University

2 Program Assessment Report Evaluation Report Criminal Justice Table of Contents A. Program Identification 3 B. Report Author, 3 C. Program Mission Statement, Goals, and Learning Objectives 3 D. Identification and Assessment oflearning Outcomes 3- E. Program Modifications F. Departmental IETV, 2 G. Faculty Contributions 2 H. Appropriate Signatures 2 Appendix A - Pre-modifications Criminal Justice Curriculum 3 Appendix B - Post-modifications (NEW) Criminal Justice Curriculum 4 Appendix C - Strengths and Weaknesses ofthe Program 5 Appendix D - Constituents and Stakeholders Relevant to the Program 6 Appendix E - Field Experience Evaluation Tool 7 2

3 (A) PROGRAM: Criminal Justice (B) AUTHOR AND DATE SUBMITTED: Hallie Stephens; September 200 (C) MISSON STATEMENT, GOALS, AND LEARNING OBJECTIVES: The primary mission ofthe Criminal Justice program is to provide students with a quality education in criminal justice. We strive to prepare them to address the challenges of crime in society as criminal justice professionals, researchers, and educators. It is also imperative that we impart sensitivity to diversity and diverse viewpoints in order that they may understand our diverse society and the impact they will have on criminal justice issues. Criminal Justice is an academic field closely related to the discipline of Criminology. Criminology is the scientific study ofcrime, criminal behavior, and institutional responses thereto. Criminal Justice is an institutional response. The academic field of Criminal Justice is devoted to the scientific study of crime and the scientific study ofthe administration of Criminal Justice components: law enforcement, courts, and corrections. The curriculum has a multi-disciplinary foundation that seeks to scientifically orient and academically prepare students for careers in Criminal Justice or graduate or professional studies by relying on instructional assistance from the disciplines of Sociology, Psychology, and Political Science, as well as the field of Occupational Safety. Criminal Justice Learning Objectives Students who complete their degree requirements in Criminal Justice should be able to:. Establish and demonstrate a comprehensive knowledge in the five substantive areas of criminal justice: criminal justice process, criminology, law enforcement, law adjudication, and corrections. 2. Demonstrate the ability to think critically. 3. Exhibit the ability to conceptualize ideas. 4. Exhibit basic research skills by successful completion of an original research proposal. 5. Display the ability to communicate effectively in oral and written form. 6. Demonstrate the ability to process and apply information reliably. 7. Demonstrate an understanding of social problems, human behavior, and public policy. 8. Successfully complete a supervised work experience with a criminal justice, law enforcement, or correctional organization or facility. (D) IDENTIFICATION AND ASSESSMENT OF LEARNING OUTCOMES: Assessment of Learning Outcomes # -3,6,7: () Establish and demonstrate a comprehensive knowledge in the five substantive areas of criminal justice: criminal justice process, criminology, law enforcement, law adjudication, and corrections. (2) Demonstrate the ability to think critically. (3) Exhibit the ability to conceptualize ideas. 3

4 (6) Demonstrate the ability to process and apply information reliably. (7) Demonstrate an understanding of social problems, human behavior, and public policy. Learning Outcome How Assessed Contributing Courses Future Assessment -3,6,&7 Educational Criminal Additional testingpre-testing and post- Testing Procedures Service (ETS) Criminology testing in contributing Subscores Introduction to Law courses. The Criminal (The ETS Enforcement Justice faculty are Examination in Criminal Justice Criminal law designing pre- and post assessments to indexes student knowledge in (I ) theory, (2) the law, (3) Jaw enforcement, (4) corrections, (5) the court system, (6) critical thinking, and (7) research methodology and statistics. ETS reports a total scaled score (range =20-200) and scaled subscores) Introduction to Corrections assess student learning outcomes -3,6,7 These assessments will be embedded within the contributing courses. Assessment MethodCs): Students assessed: Fall 2009 n=4; Spring 200, n=2 Selection - Notification given by advisor during graduation check and letters mailed to students Sample make-up - All graduating Criminal Justice seniors Work evaluated - Exam responses from the ETS How assessment conducted - The ETS Examination in Criminal Justice was administered to graduating seniors during the Fall 2009 and Spring 200 semesters in a classroom setting designated for assessment testing only. Data - The ETS Criminal Justice total score and subscores in the assessment included () theory, (2) the law, (3) law enforcement, (4) corrections, (5) the court system, (6) critical thinking, and (7) research methodology and statistics. Summary of Results Presented in Tables -6: Table presents a frequency distribution of the ETS total scaled scores achieved by Southeastern Oklahoma State University (SOSU) Criminal Justice students taking the Fall 2009 ETS examination (n=4). Table 2 presents a frequency distribution of the total scaled scores achieved by SOSU Criminal Justice students taking the Spring 200 ETS examination (n=2). Table 3 presents a frequency distribution of the ETS total standardized scores of nationwide Criminal Justice students tested , n= (The data, statistics and lists of schools administering the Major Field Tests are updated every 5 years). 4

5 Table 4 presents the mean percent correct scores for all SOSU Criminal Justice students for each ETS assessment indicator, Fall 2009 (n=4). Table 5 presents the mean percent correct scores for all SOSU Criminal Justice students for each ETS assessment indicator, Spring 200 (n=2). Table 6 presents the mean percent correct scores for all nationwide Criminal Justice students at one hundred and two (l02) domestic institutions for each assessment indicator, Table Frequency Distribution ofets Total Scaled Scores for SOSU Criminal Justice Students Fall 2009 (n=4) Score Frequency Mean = 43 Std. Dev. = 7.5 Table 2 Frequency Distribution ofets Total Scaled Scores for SOSU Criminal Justice Students, Spring 200 (n=2) Frequency Mean = 53 Std. Dev. = 2 5

6 Table 3 Frequency Distribution ofthe ETS Total Standardized Scores for Nationwide Criminal Justice Students Tested , n= 8636 Total Score Range (20-200) % at or below Mean = 54 Std. Dev. = 4.7 Table 4 Mean Percent Correct Scores for SOSU Criminal Justice studentsfor each ETS Assessment Indicator, Fall 2009 (n=4) Indicator Mean Percent Correct Theory 38 The Law 47 Law Enforcement 49 Corrections 35 The Court System 49 Critical Thinking 42 Research Methodology and Statistics 49 6

7 Table 5 Mean Percent Correct Scores for SOSU Criminal Justice students for each ETS Assessment Indicator, Spring 200 (n=2) Indicator Mean Percent Correct Theory 49 The Law 53 Law Enforcement 53 Corrections 54 The Court System 58 Critical Thinking 56 Research Methodology and Statistics 48 Table 6 Mean Percent Correct Scores for Nationwide Senior Criminal Justice students from domestic institutions (n=95) for each ETS Assessment Indicators, Indicator Mean Percent Correct Theory 44 The Law 54 Law Enforcement 5 Corrections 49 The Court System 56 Critical Thinking 52 Research Methodology and Statistics 44 Analysis and Interpretation: ETS Total Scores As evident from tables, 2, & 3 Criminal Justice student scores at Southeastern Oklahoma State University are comparable to ETS Total Scaled Scores nationwide. Regarding Fall 2009 ETS Total Scores, four students were below the national mean, Regarding Spring 2000 ETS Total Scales Scores, seven students were at or above the national mean and five were below. The mean for S.O.S.U. students increased by ten points in the Spring 200 semester when compared to the Fall 2009 semester. It is reasoned that the difference may have been due to an increase in the number of students graduating in Spring 200 as compared to Fall ETS Subscores According to tables 4, 5, & 6, there is an overall understanding of Criminal Justice material presented at Southeastern Oklahoma State University for each subscore category assessed by ETS. Regarding Fall 2009 subscore results, S.O.S.u. Criminal Just.ice students fell slightly below the mean achieved by Criminal Justice students at 02 domestic institutions nationwide on all but one indicator, research methodology and statistics. Regarding Spring 200 S.O.S.U. Criminal Justice students achieved a higher mean on four out of seven indicators as compared to the mean achieved by Criminal 7

8 Justice students at 02 domestic institutions nationwide. However, throughout the analysis, the low number of respondents (n=6 total for the year) at S.O.S.u. does not allow for a true comparison. More data must be collected. The Criminal Justice faculty are developing new assessment instruments to help address this issue (see rubrics below). Benchmark Standards for ETS Total Results Southeastern Oklahoma State University faculty will utilize the following Total Score and Subscore benchmarks to evaluate student performance on the ETS Assessment for Criminal Justice: ETS Total Score Outcomes Unacceptable Acceptable Target 56 or below ETS Subscore Outcomes Unacceptable Acceptable Target 40 or below Planned Assessments in Development by Criminal Justice Faculty Outcomes Increased understanding of Criminal Justice material presented at s.o.s.u. Assessments Embedded in Criminal Justice Courses Pre-tests Post-tests Courses Used Criminal Procedures Criminology Introduction to Law Enforcement Criminal law Introduction to Corrections Scoring Rubric Model for Planned Course Embedded Assessment Assessments embedded in Criminal Justice courses will develop performance rubrics that win follow the general model of the rubric presented below: Unacceptable Acceptable Target Increase in understanding of Criminal Justice material Little indication of increased understanding of Criminal Justice material Program ModificationCs) See attached curriculum modifications in appendices A and B Too soon to measure the effects of new curriculum Evidence of mastery of Criminal Justice material 8

9 Assessment of Learning Outcomes # 4,5: Learning Outcomes: (4) Exhibit basic research skills by successful completion of an original research proposal. (5) Display the ability to communicate effectively in oral and written form. Learnin~ Outcome How Assessed Contributin~ Courses Future Assessment 4&5 Research proposal Introduction to Criminal Justice submitted as Social Research Capstone course course requirement Assessment MethodCs); Students - Fall 2009 n =4; Spring 200 n=lo Selection - Advisor recommendation Sample make up - Criminal Justice students who have completed the prerequisite (SOC. 3) Work evaluated - Proposal score How assessment conducted - Course (SOC Introduction to Social Research) instructor graded and assessed each student based on quality of proposal completed. Data - The scores were obtained for each Criminal Justice student enrolled in the course Results: Table 7 presents a frequency distribution of the research proposal total scores achieved by SOSU Criminal Justice students enrolled in the required research class for the Criminal Justice program, Fall 2009 (n=4); Spring 200 (n=0). Table 7 Frequency Distribution ofsosu Criminal Justice Student Proposal Total Scores Fall 2009 (n=4) Spring 200 (n=lo) Fall 2009 Score Frequency Spring 200 Frequency Mean = 83 Std. Dev. = 8 Mean = 84 Std. Dev. = 4 9

10 Analysis and Interpretation: According to the data, SOSU Criminal Justice students demonstrate strong research ability. There will be additional data presented in future reports once the new curriculum has been in place for a few more semesters. The Criminal Justice faculty believe that sufficient additional comparison data from the new capstone course will be available by Fall 202 or Spring 203. Introduction to Social Research student grades, Fall 2009 (4), Spring 2009 (n=lo) Unacceptable (below 69) Acceptable (70-89) Target (90 or above) 7 5 Program ModificationCs) Planned: Create and implement other research oriented assessment measures (inclusion of Criminal Justice Capstone course data). Assessment of Learning Outcomes #8: Learning Outcome: (8) Successfully complete a supervised work experience with a criminal justice, law enforcement, or correctional organization or facility. Learning Outcome How Assessed Contributing Courses 8 Criminal Justice Field Field experience in Experience Site Evaluation Criminal Justice Tool (Appendix E) Assessment MethodCs): Students - Fall 2009 n=6; Spring 200 n=lo Selection - The completion of at least 00 hours ofcoursework Sample make-up - All Criminal Justice Seniors Work evaluated - Work site supervisor evaluations, course paper, course attendance, and a minimum of 20 clock hours participation at work site How assessment conducted - Classroom evaluation/monitoring by department instructor; instructor graded and assessed each Criminal Justice student Data - The grades were obtained for each Criminal Justice student enrolled in the course Analysis and Interpretation: The combined students for both Fall 2009 (n=6) and Spring 2009 (n=lo) enrolled in the field experience course completed all course requirements and received above average evaluations from their site supervisors (00 percent of Criminal Justice students at target). SOSU Criminal Justice students are performing well based upon data from the Field Experience Site Evaluation Tool (See Appendix E). 0

11 Criminal Justice Field Experience Student Grades, Fall 2009 (n=6) and Spring 200 (n=lo) Unacceptable (evaluation and participation ranks student at or below a 2rade of e) Acceptable (evaluation and participation ranks student with a grade of B) Target (evaluation and participation ranks student with a grade of A) Program Modification(s): Beginning in the Fall 2007, the Criminal Justice Field Experience course (CJ 4233) became a more guided experience. Students are required to meet in a classroom setting to discuss their work experiences, ethical guidelines, and produce written assignments. The field experience work site evaluations have been restructured to address student measurable student performance (see appendix E for evaluation tool). (E) MODIFICATIONS: The Criminal Justice program has implemented a new curriculum. Please see appendix A and appendix B for a description ofthe changes made. The new curriculum was put in place Fall 2009 and as a result there are no data available currently. (F) DEPARTMENTAL IETV: IETV and Web-based courses offered by the department use the institutional evaluation forms designed for this purpose. The following is a brief description of the Criminal Justice courses offered Fall 2009 and Spring 200 Fall 2009 course # semester offered offered online yes or no offered blended yes or no offered as face-to-face yes or no CJ 2533 FA09 - IETV no no yes CJ 3323 FA09-IETV no no yes CJ 33 FA09 -IETV no no yes CJ 4333 FA09-IETV no yes yes S iprid course # semester offered offered online yes or no offered blended yes or no offered as face-to-face yes or no CJ 2533 SPI0-IETV no no yes CJ 33 SPI0-IETV no no yes CJ 333 SPI0-IETV no no yes Fall 2009 satisfied* unsatisfied* IETV (n=30) 9 IETV (n=20) S rin 200 satisfied* 7 unsatisfied* 3

12 *The questions on both survey instruments were either dichotomous or a likert scale. The questions indicating a positive, or satisfied, response to the course were combined into one and the scales were collapsed. The same procedure was used for the questions indicating a negative, or unsatisfied, response. (G) FACULTY CONTRIBUTIONS: A copy of this report was made available prior to the submission deadline on the Department of Behavioral Sciences Blackboard website. All faculty members in the department were encouraged to review the report and make suggestions and corrections. The Criminal Justice faculty members in the Department of Behavioral Sciences are: Dr. Hallie Stephens, program coordinator and assistant professor and Dr. Dennis Brewster, assistant professor. Dr. Hallie Stephens, ri Primary Report Author c::;;; f;t;ff~~_. Department Chai~rtmentof Behavioral Sciences 9-/0-/0 Date Dean, School ofeducation and Behavioral Sciences Date 2

13 Appendix A BACHELOR OF ARTS IN CRIMINAL JUSTICE MAJOR-MINOR - (54 hrs.) (57 hours officially after FA09) New # Required Courses (39 hrs.) Completed Enrolled (same) CJ 2533 The Criminal Justice System 3 hrs. (same) CJ 3833 Criminal Justice Administration (elective) 3 hrs. (CJ 3433) CJ 3933 Criminal Law (elective new name) 3 hrs. (CJ 3 33) CJ 4003 Corrections 3 hrs. (CJ 3433) CJ 4033 Criminal Procedures (elective) 3 hrs. (same) CJ 433 Law Enforcement and the Community 3 hrs. (elective - new name) (CJ 4440) CJ 4233 Field Experience in Criminal Justice 3 hrs. (same) SOC 3003 Introduction to Social Research 3 hrs. (same) SOC 3523 Juvenile Delinquency 3 hrs. (same) SOC 4333 Criminology 3 hrs. (same) POSC 353 U.S. Constitutional Law (elective) 3 hrs. (same) PSY 433 Abnormal Psychology (elective) 3 hrs. (same) SFTY 333 Drugs and Society (elective) 3 hrs. Elective Courses (5 hrs. from the following) (CJ 33) CJ 2423 Introduction to Law Enforcement 3 hrs. (required - new name) (CJ 3323) CJ 3223 Criminal Investigation 3 hrs. (removed) CJ 3773 Professional Ethics in Human Service 3 hrs. (removed) CJ 4633 Issues in Security Management 3 hrs. (CJ 4260) CJ 4970 Special Studies 3 hrs. (same) SOC 22] 3 Social Problems 3 hrs. (removed) SOC 3323 Collective Behavior and Social Movements 3 hrs. (same) SOC 3623 Race, Gender, and Ethnic Relations 3 hrs. (removed) SOC 3883 Introduction to Social Work 3 hrs. (removed) SOC 453 Sociology of Death and Dying 3 hrs. (removed) PSY 23 Psychology of Adjustment 3 hrs. (removed) PSY 32 I3 Psychology of Childhood 3 hrs. (removed) PSY 3233 Psychology of Adolescence 3 hrs. Liberal Arts and Sciences Required - 80 hrs. Total Hours Required for Graduation - 24 hrs. Please see new criminal justice curriculum sheets - they will apply to those declaring after FA09 3

14 Appendix B SOUTHEASTERN OKLAHOMA STATE UNIVERSITY CRIMINAL JUSTICE MAJORJMINOR (57 HOURS) Required Courses (27 hrs.) Enrolled Completed CJ 2533 Introduction to Criminal Justice 3 hrs. CJ 33 Introduction to Policing in the U.S. 3 hrs. (Prq. CJ 2533, SOC 4333) CJ 323 Introduction to Law & the Legal System 3 hrs. (Prq. CJ 2533, SOC 4333) CJ 333 Introduction to U.S. Corrections 3 hrs. (Prq. CJ 2533, SOC 4333) CJ 4333 Capstone in Criminal Justice 3 hrs. (Prq. CJ 2533, SOC 4333, CJ 33, CJ 323, CJ 333, SOC 3523, SOC 3003, SOC 3003 Introduction to Social Research 3 hrs. (Prq. SOC 3, CJ 2533, SOC 4333) SOC 323 Methods of Social Research 3 hrs. (Prq. SOC 3, CJ 2533, SOC 4333) SOC 3003, & 9 elective hours) SOC 3523 Juvenile Delinquency 3 hrs. (Prq. SOC I 3, CJ 2533, SOC 4333) SOC 4333 Criminology (Prq. SOC 3, CJ 2533) 3 hrs. Elective Courses (5 hrs. from:) CJ 3323 Criminal Investigations & Forensics 3 hrs. CJ 3333 Administration of Criminal Justice 3 hrs. CJ 3433 Criminal Law and Procedures 3 hrs. CJ 4253 Contemporary Issues in Policing 3 hrs. CJ 4283 Correctional Law 3 hrs. CJ 4403 Comparative Criminal Justice Systems 3 hrs. CJ 4970 (three hours) Special Studies 3hrs. POSC 353 U.S. Constitutional Law 3 hrs. (9 hrs. from:) CJ 3343 Victimology 3 hrs. CJ 4543 Advanced Criminological Theory 3 hrs. SOC 223 Social Problems 3 hrs. SOC 3623 Race, Gender, and Ethnic Relations 3 hrs. SFTY 333 Drugs and Society 3 hrs. (3 hrs. from:) CJ 4260 Independent Study in Criminal Justice 3 hrs. CJ 4440 Internship in Criminal Justice 3 hrs. (3 hrs. from:) PSY 3373 Psychology of Personality 3 hrs. PSY 433 Abnormal Psychology 3 hrs. PSY 4973 Forensic Psychology 3 hrs. 4

15 Appendix C Strengths and Weaknesses of the Criminal Justice Program Strengths: Program structure in now aligned with accreditation standards o Multi-disciplinary approach o Curriculum design improved to accomodate different specialties: Law enforcement Courts Corrections Student enrollment is traditionally high Improved contact with off-site branches o Continued effort to establish cohort in Grayson county Student involvement in student oriented organization specific to the discipline o S.O.S.u. Criminal Justice Club Weaknesses: Lack of full-time faculty lines to support continued growth potential Newly implemented curriculum does not allow for comparison of past performance Retention of students - graduation rate is low compared to enrollment and declared majors No distribution given to constituents and stakeholders to identify needs 5

16 Appendix D Constituents and Stakeholders Relevant to the Criminal Justice Program Law enforcement agencies Correctional facilities Attorneys Graduate programs 6

17 Appendix E Criminal Justice Field Experience Site Evaluation Tool INTERNSHIP IN Criminal Justice DEPARTMENT OF BEHAVIORAL SCIENCES CRIMINAL JUSTICE PROGRAM SOUTHEASTERN OKLAHOMA STATE UNIVERSITY Student's Name Mid-Tenn Evaluation Final Evaluation (check one). EVALUATION Please evaluate the student in each of the following areas. Circle one number for each line. Q) l:: '" l:: ~ -~ <e: Q) Q) 0 u ;;. " 0 ~ p.. Personal Characteristics <e: u.l u. Enthusiasm Friendliness Cooperativeness Promptness Competence Empathy with People Shows Good Judgment Confidentiality Initiative Responsibility Relationships. Relation to staff Relation to clients Ability to Use Experience in Future 3. Adaptability Level of student's perfonnance Ability to organize and carry out tasks Potential for a career in this type of work Additional Comments Concerning Student's Perfonnance in Internship... Q) ::: Please list any special activities, programs, or decisions in which the student was involved during his lntemship with your agency or organization. Attach additional pages ifnecessary 7