Curriculum Mapping Assessment Methods Use of Assessment Data

Transcription

1 Saint Louis University Program Assessment Plan Program (Major, Minor, Core): BA in Criminology and Criminal Justice Department: Social Work Person(s) Responsible for Implementing the Plan: Noelle Fearn/Darcy Scharff Date Submitted: 1/3/2016 Date Re-submitted: 12/8/2016 Program Learning Outcomes What do you expect all students who complete the program to know, or be able to do? Curriculum Mapping Assessment Methods Use of Assessment Data Where is the outcome learned/assessed (courses, internships, student teaching, clinical, etc.)? How do students demonstrate their performance of the program learning outcomes? How does the program measure student performance? Distinguish your direct measures from indirect measures. How does the program use assessment results to recognize success and "close the loop" to inform additional program improvement? How/when is this data shared, and with whom? 1

2 1. Students will demonstrate a practical knowledge of the structure, function and operation of the criminal justice system. Specifically, students will understand the role of the police, corrections and the courts in the criminal justice system and will demonstrate an understanding of the problems and challenges facing the CJ system. Courses that cover this learning outcome: CCJ 1010: Introduction to Criminal Justice CCJ 2200: Law Enforcement CCJ 2250: Institutional and Community Corrections CCJ 3100: Juvenile Justice and Delinquency CCJ 4050: Criminal Law and Procedure CCJ 4150: Criminal Investigations CCJ 4910: CCJ Internship CCJ 4960 CCJ Capstone Courses: The Capstone project (CCJ 4960 CCJ Capstone) will be used to assess this objective. Successful completion of this project requires students to identify a problem within the CJ system and to formulate a workable policy response. This exercise requires students to have a significant and critical understanding of how the system operates in order to be able to identify and effectively address a critical problem. Graduating Seniors will be asked to discuss their understanding of the structure, function and operation of the CJ system and their satisfaction with courses identified in the preceding column, in terms of meeting this objective. Seniors will be asked to discuss how well these classes taught them about the role of the police, corrections and the courts and helped them to understand the problems and challenges facing the system. Annual Alumni Survey Alumni will be asked to assess whether our curriculum adequately provided them with practical knowledge about the structure, function and operation of the criminal The Capstone instructor will use the data gathered through the attached rubric to review and evaluate the seniors Capstone projects for purposes of assessment. The instructor will compile a report summarizing the data which will be shared annually with the CCJ Programs Director, all full-time CCJ faculty, and the Director of the School of Social Work for review and unsatisfactory performance is observed relative to this objective, faculty involved with the related classes will meet and discuss ways to strengthen delivery in the implicated classes. Data from the and the Annual Alumni Survey will be compiled and summarized annually by the CCJ Programs Director and shared with all full-time CCJ faculty and the Director of the School of Social Work for review and responses suggest that particular enhancements or changes are necessary, the CCJ faculty will meet and discuss ways to address shortcomings with curricular revisions. 2

3 justice system and the problems and challenges facing the system sufficient to enter the workforce prepared to work within the CJ system. Alumni will be asked to provide suggestions for curricular revisions or enhancements relevant to more fully delivering training sufficient to meet objective Students will demonstrate knowledge of the nature of crime including theoretical foundations of the causes and correlates of crime. Courses that cover this learning outcome: CCJ 2150: Criminology: The Nature of Crime CCJ 3100: Juvenile Justice and Delinquency CCJ 3150: Contemporary Theories of Crime CCJ 3300: Corporate and White Collar Crime CCJ 3350: Understanding Serial Killers CCJ 3400: Victimology and Victimization CCJ 3550: The Science of Evil CCJ 3600: Mental Health and Crime CCJ: 4010: CCJ Externship CCJ 4960 CCJ Capstone Courses: The Capstone project (CCJ 4960 CCJ Capstone) will be used to assess this objective. Successful completion of this project requires students to thoroughly explain a theory that is either relevant to understanding their CCJ system problem or the policy they created to address it. Depending on the problem and policy selected, various components of the nature of crime classes taken by the student will inform their understanding and analysis. Graduating Seniors will be asked to discuss of the nature of crime including theoretical foundations of the causes and correlates of crime and their satisfaction with courses identified in the preceding column, in terms of meeting this objective. Capstone instructor will use the data gathered through the attached rubric to review and evaluate the seniors Capstone projects for purposes of assessment. The instructor will compile a report summarizing the data which will be shared annually with the CCJ Programs Director, all full-time CCJ faculty, and the Director of the School of Social Work for review and consideration of any programmatic changes as needed. If a pattern of unsatisfactory performance is observed relative to this objective, faculty involved with the related classes will meet and discuss ways to strengthen delivery in the implicated classes. Data from the and the Annual Alumni Survey will be compiled and summarized annually by the CCJ Programs Director and shared with all full-time CCJ faculty and the Director of the School of Social Work for review and 3

4 Annual Alumni Survey Alumni will be asked to assess whether our curriculum adequately provided them with an understanding of the nature of crime including theoretical foundations of the causes and correlates of crime sufficient to enter the workforce prepared to work with offenders and others affected by crime. Alumni will be asked to provide suggestions for curricular revisions or enhancements relevant to more fully delivering training sufficient to meet objective 2. responses suggest that particular enhancements or changes are necessary, the CCJ faculty will meet and discuss ways to address shortcomings with curricular revisions. 3. Students will demonstrate research literacy in criminology and criminal justice and demonstrate a practical knowledge of issues related to research and the measurement of crime. Courses that cover this learning outcome: CCJ 2000: Research Methods in CCJ CCJ 2500: Statistics in CCJ CCJ 4960: Capstone Courses: The Capstone project (CCJ 4960 CCJ Capstone) will be used to assess this objective. Successful completion of this project requires students to do a thorough, exhaustive, synthetic and evaluative literature review, organized thematically, as well as critically evaluate the existing literature relevant to their problem from a methodological perspective. Graduating Seniors will be asked to discuss their understanding of what makes criminological research high quality including issues related to Capstone instructor will use the data gathered through the attached rubric to review and evaluate the seniors Capstone projects for purposes of assessment. The instructor will compile a report summarizing the data which will be shared annually with the CCJ Programs Director, all full-time CCJ faculty, and the Director of the School of Social Work for review and consideration of any programmatic changes as needed. If a pattern of unsatisfactory performance is observed relative to this objective, faculty involved with the related classes will meet and discuss ways to strengthen delivery in the implicated classes. Data from the and the Annual Alumni Survey will be 4

5 data sources, measurement issues and basic analytic techniques. Annual Alumni Survey Alumni will be asked to assess whether our curriculum adequately provided them with an understanding or criminological research sufficient to allow them to be intelligent consumers and users of research in their practice. Alumni will be asked to provide suggestions for curricular revisions or enhancements relevant to more fully delivering training sufficient to meet objective 3. compiled and summarized annually by the CCJ Programs Director and shared with all full-time CCJ faculty and the Director of the School of Social Work for review and responses suggest that particular enhancements or changes are necessary, the CCJ faculty will meet and discuss ways to address shortcomings with curricular revisions. 4. Students will develop and illustrate oral and written communication skills reflecting preparation for their post baccalaureate and professional careers Courses that cover this learning outcome: CCJ 1010: Introduction to Criminal Justice CCJ 2050: Multiculturalism for the CJ Professional CCJ 2150: Criminology: The Nature of Crime CCJ 2200: Law Enforcement CCJ 2250: Institutional and Community Corrections CCJ 3100: Juvenile Justice and Delinquency CCJ 3150: Contemporary Theories of Crime CCJ 3200: Ethics in Criminal Justice CCJ 3300: Corporate and White Courses Most of the classes in our curriculum require students to write papers, give oral presentations and produce other written and oral work. In-class discussions also hone oral communication skills and give students practice thinking on their feet. A summative Capstone project will be used to assess progress on this objective, successful completion of which requires students to produce a lengthy original research paper and to give a public presentation explaining their findings and the policy implications of those findings. Students must also orally respond to questions about their project presentation. Capstone instructor will use the data gathered through the attached rubric to review and evaluate the seniors Capstone projects for purposes of assessment. The instructor will compile a report summarizing the data which will be shared annually with the CCJ Programs Director, all full-time CCJ faculty, and the Director of the School of Social Work for review and consideration of any programmatic changes as needed. If a pattern of unsatisfactory performance is observed relative to this objective, faculty involved with the related classes will meet and discuss ways to strengthen delivery in the implicated classes. Data from the and the Annual Alumni Survey will be 5

6 Collar Crime CCJ 3350: Understanding Serial Killers CCJ 3400: Victimology and Victimization CCJ 3500: Race and Crime CCJ 3550: The Science of Evil CCJ 3600: Mental Health and Crime CCJ 4050: Criminal Law and Procedure Graduating Seniors oral communication skills will be observed and assessed during the exit survey. Graduating Seniors will be asked to explicitly discuss how prepared they think they are to enter the workforce in terms of oral and written communications skills. compiled and summarized annually by the CCJ Programs Director and shared with all full-time CCJ faculty and the Director of the School of Social Work for review and responses suggest that particular enhancements or changes are necessary, the CCJ faculty will meet and discuss ways to address shortcomings with curricular revisions. CCJ 4960: Capstone Annual Alumni Survey Alumni will be asked to assess whether our curriculum adequately prepared them to enter the workforce in terms of oral and written communication skills. Alumni will be asked to provide suggestions for curricular revisions or enhancements relevant to more fully delivering training sufficient to meet objective Students will demonstrate an understanding of diverse populations and explain their understanding of the need for ethical and humane treatment of all people. Courses that cover this learning outcome: CCJ 2050: Multiculturalism for the CJ Professional CCJ 3200: Ethics in Criminal Justice CCJ 3500: Race and Crime During the exit interview, graduating seniors will be given a short vignette involving people from diverse backgrounds involved with the CJ system. Students will be asked to read and reflect on the vignette and then will be asked to discuss how they would handle the situation, The CCJ Director will assess how well the student identified and dealt with the CCJ Director will use the data gathered through the exit survey to assess ethical and multicultural competency. The Director will share the findings from these data with all full-time CCJ faculty and the Director of the School of Social Work for review and consideration of any programmatic changes as needed. If a pattern of unsatisfactory performance is observed relative to 6

7 ethical and multicultural issues presented in the vignette. Graduating Seniors will be asked to discuss their understanding of diverse populations and explain their understanding of the need for ethical and humane treatment of all. Annual Alumni Survey Alumni will be asked to assess whether our curriculum adequately prepared them for the ethical challenges they have faced as practitioners and whether our curriculum provided them with sufficient cultural competency to deal with people from varying backgrounds. Alumni will be asked to provide suggestions for curricular revisions or enhancements relevant to more fully delivering training sufficient to meet objective 5. this objective, faculty involved with the related classes will meet and discuss ways to strengthen delivery in the implicated classes. Data from the and the Annual Alumni Survey will be compiled and summarized annually by the CCJ Programs Director and shared with all full-time CCJ faculty and the Director of the School of Social Work for review and responses suggest that particular enhancements or changes are necessary, the CCJ faculty will meet and discuss ways to address shortcomings with curricular revisions. 7

8 1. It is not recommended to try and assess (in depth) all of the program learning outcomes every semester. It is best practice to plan out when each outcome will be assessed and focus on 1 or 2 each semester/academic year. Describe the responsibilities, timeline, and the process for implementing this assessment plan. Task/Responsibility Timeline Process 1) Fall 2016 Capstone rubric development Develop, review, and submit assessment plan. completed 2) Spring 2017 Develop and finalize Exit Survey and Alumni Survey. Program Director/Associate Dean for Academic Affairs: Organize the assessment. CCJ Faculty: 1) Draft both Exit Survey and Alumni Survey. 2) Finalize the Capstone rubric. 3) CCJ Director, Capstone instructor and CCJ faculty will implement assessment plan on a yearly basis in the Spring semester. 3) Spring 2017 and every semester thereafter. 1) Instructor for Capstone develops rubric. [completed fall 2016] 2) CCJ Director reviews rubric and then presents it to the rest of the fulltime CCJ faculty for feedback and comment. [completed - fall 2016] 3) CCJ Director will draft both the annual Exit Survey and Alumni Survey. [completed - spring 2016] 4) CCJ Director will present the Surveys to the rest of the fulltime CCJ faculty for feedback and comment. [completed spring 2016] 5) Instructor for Capstone will assess the Capstone Project according to the agreedupon rubric and report results to the CCJ Director and the Faculty. [completed spring 2016] 6) If this assessment suggests curricular changes are warranted, the CCJ Director will call a meeting of the faculty to work on revisions and necessary changes. [ongoing] 7) CCJ Director will collect and analyze data from the Exit Survey and Alumni Survey. The Director will report the results to the CCJ faculty, the Director of the School of Social Work, and the CPHSJ Associate Dean for Academic Affairs. [Dr. McGuire completed, fall 2016, upon her return from medical leave.] 8) If this assessment suggests curricular changes are warranted, the CCJ Director will call a meeting of the faculty to work on revisions and necessary changes. [ongoing] 8

9 2. Please explain how these assessment efforts are coordinated with Madrid (courses and/or program)? Not applicable; we do not have a CCJ program in Madrid. 3. The program assessment plan should be developed and approved by all faculty in the department. In addition, the program assessment plan should be developed to include student input and external sources (e.g., national standards, advisory boards, employers, alumni, etc.). Describe the process through which your academic unit created this assessment plan. Include the following: a. Timeline regarding when or how often this plan will be reviewed and revised. Now that this process is underway (begun in the spring 2016 semester), this assessment plan (and all results) will be reviewed annually by the CCJ Program Director, all full-time CCJ faculty, and the Director of the School of Social Work. The plan will be revised and updated as appropriate and necessary, as indicated by observed assessment results/outcomes. b. How students were included in the process and/or how student input was gathered and incorporated into the assessment plan. Students will have input through the. c. What external sources were consulted in the development of this assessment plan? This assessment plan was based on consultation with and review of other program assessment plans and key participants in evaluation and assessment across the College for Public Health and Social Justice, especially the plans of other social work programs in the School of Social Work. Additionally, CCJ faculty met with our College s Associate Dean for Academic Affairs and the University s staff person in charge of assessment. The MSCCP Program Director also consulted with several CCJ colleagues and administrators of CJ/CCJ Programs at other universities. All of these sources contributed to the MSCPP Program assessment plan herein. d. Assessment of the manageability of the plan in relation to departmental resources and personnel The assessment plan appears quite cumbersome and will certainly take significant faculty resources and support to initially develop the necessary instruments and then to both implement and maintain the plan. The CCJ Program(s) has(have) very little in the way of financial and staff/other human resources faculty-wise, we are a very small program and this will be a significant challenge as there are no dedicated funds or human resource support for this undertaking. 9

10 Bachelor of Arts in Criminology and Criminal Justice (BACCJ) CCJ Capstone Assessment Rubric Technical requirements APA (6 th ) style, 20 sources (at least 15 scholarly), pages of text. Introduction (2-5 pages) 5 points Marshal facts and evidence in a persuasive way to establish importance of your problem and quantify the harms flowing from it. Grab readers attention and make clear need for policy reform, explain necessary specialized knowledge, etc. [outstanding, satisfactory, needs improvement] Theory (2-5 pages) 5 points Thoroughly explain a theory that is either relevant to understanding your problem or the policy adopted. [outstanding, satisfactory, needs improvement] Literature review (6-10 pages) 15 points Thorough, exhaustive, synthetic and evaluative li review organized thematically; avoid overreliance on small number of sources. [outstanding, satisfactory, needs improvement] Methodological critique (2-5 pages) 5 points Critically evaluate the existing literature relevant to your problem from a methodological perspective (e.g., strengths/weaknesses) [outstanding, satisfactory, needs improvement] Policy (6-10 pages) 15 points Substantive (not symbolic), evidence-based policy which is informed by and responsive to the relevant research; should include: content, goals, implementation, fits with US criminal justice system, effectiveness (address major critiques), externalities, efficiency, equity, and intervention effects (i.e., how to you measure whether you have met your goals?) [outstanding, satisfactory, needs improvement] Public Presentation 10 points Students must give a 10 minute presentation identifying the most salient aspects of their selected problem, including a summary of major related research findings. Students must then explain how their selected policy will address harms associated with their problem. Students must successfully answer questions from the audience. [outstanding, satisfactory, needs improvement] Total points earned