NAU Criminal Justice Department Bachelor of Science Student Learning Outcomes Assessment Plan, 2004-5 The Department of Criminal Justice Mission: The mission of the Department of Criminal Justice is to provide undergraduate and graduate students with an education in criminal justice that meets the highest national standards, that prepares them to think critically about the problems of crime and justice as citizens, and that will enable them to perform effectively in the criminal justice arena as workers. Pursuing this mission involves four interconnected activities: education, scholarship, service, and assessment. The Department of Criminal Justice is an academic department in the College of Social and Behavioral Sciences. It is committed to pursuing the activities of education, scholarship, and public service in a manner that is consistent with the intellectual traditions of social science inquiry, and that fulfills Northern Arizona University's mission of providing "an educational environment which values all kinds of human diversity and encourages independent and critical thought." The Department of Criminal Justice recognizes that crime is a multifaceted phenomenon, involving both traditional crimes such as murder, rape, robbery, and theft, newly recognized problem areas such as domestic violence, hate crimes, and campus crime, and organizational offenses such as environmental crime, corporate crime, and political crime. The department also recognizes that the pursuit of justice involves not only the criminal sanctioning system of police, courts, and corrections, but also matters of social justice and a variety of other institutions and activities such as regulatory systems, civil law and administrative law, alternative dispute resolution, private policing, and informal social control. The Department of Criminal Justice recognizes that the issues of crime and justice are complex, controversial topics that are open to a number of different interpretations and approaches. Consequently the department is committed to an open intellectual environment that encourages teaching and scholarship from a diversity of theoretical perspectives and research methodologies. Assessment of Student Learning Outcome Goals In keeping with the mission of the Department, eight student learning outcome goals were developed. These are: Students will:
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Effectively communicate orally Effectively communicate in writing Demonstrate an understanding of the differing arrays of people and cultures as they relate to justice systems Understand the importance of ethics and ethical behavior in the achievement of justice Be able to theoretically analyze justice issues Know how social scientists conduct justice research Be able to evaluate the quality of reported justice research Recognize the interactive relationship between social forces and justice
The Department chose to focus on the first three of these goals for the up-coming year and to assess other goals in future plans. For this first year, we plan to assess student learning in three areas: written communication skills, oral communication skills, and understanding of different people and cultures as they relate to justice systems. Evidence and Indicators To assess undergraduate student learning, both direct and indirect indicators will be gathered. For assessment of oral communication, faculty instructors will assess in-class oral presentations in a selected upper-division class (CJ 355, CJ 345, or CJ 450, depending on faculty availability that semester). A rubric developed by the Assessment Committee in cooperation with the appropriate faculty members and CJ students will assess student oral communication learning. The Assessment Committee has already developed suggested rubrics for these goals which will be refined in consultation with appropriate faculty members. Aggregate data will then be analyzed by the Committee. For assessment of written communication, faculty members teaching CJ 345, the required junior-level writing course for the major, will assess final papers.. Faculty teaching CJ 345 (in the semester to be assessed) will work with the Assessment Committee to refine the existing rubric that will assess the final papers. Aggregate data will then be analyzed by the Committee. The third goal to be assessed, understanding of difference, will also be assessed by the appropriate faculty members through papers from CJ 345. The existing rubric will be refined in cooperation with the appropriate faculty members. Aggregate data will then be analyzed by the Committee. Both formative and summative measures will be used in the Undergraduate Assessment plan; though, over time, one year of assessment may emphasize one measure over the other. In this first year, the three goals are measured in 300-level courses to provide formative measures of student learning (in progress, or in the location where that learning is supposed to occur, i.e. the writing course). Students typically take CJ 450, the capstone course, at the end of their time in the program (usually their last semester before graduation). Assessment of oral and written communication in CJ 450 provides a summative indicator of student learning.
Focus groups with CJ club students or in specific classes (CJ 345 and CJ 355), depending on the availability of instructors, will also be held, to get indirect measures of student learning outcomes. See the table. Design and Use: A committee of three Criminal Justice faculty members developed this assessment plan in the 2003-04 year. The Committee included external input and information in the development of the assessment plan. Specifically, the NAU Office of Assessment met with the Committee, and provided plans from other NAU departments and other institutions. The Committee reviewed sample rubrics for written and oral communication (such as from the Chicago Public Schools Bureau of Assessment) and adapted existing measures to suit the goals of Criminal Justice Department assessment. In addition to external input, the Committee received internal feedback on the goals, measures, and the final undergraduate assessment plan after presentation of each stage of the plan to the whole faculty of the Criminal Justice Department at a series of departmental meetings, and from students via the CJ Club email listserve. Data will be analyzed annually each spring and the results will be presented to faculty members at a departmental meeting. The Assessment Committee will make recommendations to the faculty and students (via email) concerning curricular changes. Decisions will be made by the faculty as a whole and implemented by the department’s Policy and Planning Committee. For the feedback loop, the Assessment Committee will review the plan at the same time as analysis is being carried out to see if changes are needed. As well, feedback will be requested of faculty and students each year about what goals are priorities for assessment for the upcoming year. By involving all faculty members and selected students in the assessment process, we hope to keep the plan manageable, as well as increase information and understanding about assessment among all faculty members and students.
Learning Outcome
1. Students will effectively communicate orally.
Where Outcome Learned
1. Any upper division class in which oral presentations are assigned: CJ 355 or CJ 345 or CJ 480 2. Focus groups.
Indicators of Learning
1. An in-class oral presentation will be assessed by the appropriate faculty members 2. Students will be questioned about their oral communication skills 1. A final term paper will be assessed by appropriate faculty members. 2. Students will be questioned about their written communication skills
Collection Methods
1. Faculty members will use a rubric to assess student skills and provide aggregate data to the assessment committee for analysis 2. Facilitators will keep notes 1. Faculty members will use a rubric to assess student skills and provide aggregate data to the assessment committee for analysis 2. Facilitators will keep notes 1. Faculty members will use a rubric to assess student skills and provide aggregate data to the assessment committee for analysis 2. Facilitators will keep notes
Analysis Methods
1. Use of Faculty Approved Standards Rubric that rates presentation skills as excellent, competent or insufficient 2. Notes will be reviewed by the assessment committee. 1. Use of Faculty Approved Standards Rubric that rates skills as excellent, competent or insufficient 2. Notes will be reviewed by the assessment committee. 1. Use of Faculty Approved Standards Rubric that rates skills as excellent, competent or insufficient. 2. Notes will be reviewed by the assessment committee.
Feedback Procedures
The assessment committee will submit a report to the CJ faculty, members of the CJ Graduate Student Association and CJ Club, and to the Dean as requested. The appointed committee will submit a report to the CJ faculty, members of the CJ Graduate Student Association and CJ Club, and to the Dean as requested. The appointed committee will submit a report to the CJ faculty, members of the CJ Graduate Student Association and CJ Club, and to the Dean as requested
2. Students will effectively communicate in writing
1. The writing intensive course (CJ 345) and the senior capstone course (CJ 450) 2. Focus groups.
3. Students will demonstrate an understanding of the different array of people and cultures as they relate to justice systems.
1. C.J. 345: Human 1. All CJ 345 students and Cultural Relations will write an essay 2. Focus groups. addressing difference, culture and the justice system 2. Students will be questioned about their oral communication skills