Graduate Degree Program Assessment Progress Report Cover Sheet:

(1)

Graduate Degree Program Assessment Progress Report Cover Sheet: Degree: Ph.D. Criminal Justice For Calendar Year: 2014

(Date submitted to college committee: March 12, 2015 By: Emily Berthelot) (Date posted on college assessment website:__________)

Overall Rating:__________________________________ 1. Student learning goal(s) addressed this year:

The PhD in criminal justice is designed to produce faculty members and researchers who can advance the science of criminal justice/criminology through sound research, policy application, and educating future generations of criminal justice practitioners. To that end, there are four learning goals of the program.

1. To prepare students to investigate criminal justice/criminology issues through rigorous application of the scientific method.

2. To prepare students to formulate research questions and apply appropriate methods and analyses to those questions to formulate answers that influence knowledge, policy, and practice in the field of criminal justice/criminology. 3. To promote the continued development of theoretical explanations of crime and

justice within the broader society.

4. To produce professors who understand the disciplinary requirements of research, teaching, and service, and who are able to achieve those requirements at the highest levels.

These goals extend the learning goals of the BA and MA programs. They particularly extend the MA program in that they assume the learning goals and objectives of the MA program are possessed by students entering the PhD program (whether they come from UALR or another school). This also shows the growing interdependence of the MA and PhD program as the MA program is being used to remove deficiencies of incoming PhD students. These goals also meet the disciplinary standards for persons receiving a PhD and taking a position as a professor or researcher.

2. Learning outcomes/objectives for those goals addressed this year:

The learning goals are placed into action with the learning objectives associated with them. These facilitate assessment of the PhD program through the output of doctoral students in terms of coursework (tests, papers, and dissertations) and through their presentations, publications, and teaching.

1. To prepare students to investigate criminal justice/criminology issues through rigorous application of the scientific method.

a. Synthesize the literature on a topic to aid in addressing the theoretical framework of a research project

b. Demonstrate an understanding of the elements theoretical framework of research projects

(2)

d. Communicate the results and conclusions in academic products (papers, presentations, and published works)

2. To prepare students to formulate research questions and apply appropriate methods and analyses to those questions to formulate answers that influence knowledge, policy, and practice in the field of criminal justice/criminology. a. Correctly identify the central issue of an issue and develop primary and research questions that address the issue

a. Correctly identify the proper methods for addressing the primary and research questions

b. Correctly identify the proper statistical analyses for the data gathered in a research project

c. Identify theoretical and policy issues of the research topic

3. To promote the continued development of theoretical explanations of crime and justice within the broader society.

a. Demonstrate an understanding of the key issues in the study of crime and justice

b. Demonstrate an understanding of the influence of crime and justice within broader society

c. Demonstrate an understanding of the role of scholarship in advancing the understanding of crime and justice

4. To produce professors who understand the disciplinary requirements of research, teaching, and service, and who are able to achieve those requirements at the highest levels.

a. Demonstrate an understanding of the role of a professor in a department, university, and discipline

b. Demonstrate an understanding of the role of research in the career of a professor

c. Demonstrate effective teaching techniques

d. Demonstrate an understanding of the role of service in faculty activities 3. Courses & activities where assessed:

Throughout these objectives, the use of scholarly products to assess the objectives is a critical part of the assessment. Students in the program are expected to present papers at the UALR Student Research Expo and at national and international conferences. They are also expected to publish articles, both with faculty coauthors and as sole authors. Each of these products was assessed by faculty to determine if students are obtaining the skills they need to be successful as professors in the field.

(3)

Goal # 1 To prepare students to investigate criminal justice/criminology issues through rigorous application of the scientific method.

Courses and Activities

How Outcomes are Measured

Outcome #1 Outcome #2 Outcome #3 Outcome #4 CRJU 8310 Proseminar Emphasis Assessed Extensive Paper Little Paper None Not assessed Extensive Exam CRJU 7392 Research Methods Emphasis Assessed Little Exam/Paper Somewhat Paper Somewhat Paper/Project Somewhat Paper Statistics (varies) Emphasis Assessed None Not assessed None Not assessed Extensive Paper/Exam Somewhat Paper Scholarly Products Emphasis Assessed Extensive Project Extensive Project Extensive Project Little Project Goal # 2 To prepare students to formulate research questions and apply appropriate methods and analyses to those questions to formulate answers that influence knowledge, policy, and practice in the field of criminal justice/criminology.

Outcome #1 Outcome #2 Outcome #3 Outcome #4 CRJU 8310 Proseminar Emphasis Assessed Extensive Paper None Not assessed None Not assessed Extensive Paper CRJU 7392 Research Methods Emphasis Assessed Extensive Exam/Paper Extensive Exam/Paper Little Paper/Project Little Paper Statistics (varies) Emphasis Assessed None Not assessed Little Not assessed Extensive Exam/Paper Little Not assessed Scholarly Products Emphasis Assessed Extensive Project Extensive Project Extensive Project Extensive Project Goal # 3 To promote the continued development of theoretical explanations of crime and justice within the broader society.

Outcome #1 Outcome #2 Outcome #3 Outcome #4 CRJU 8310 Proseminar Emphasis Assessed Extensive Paper Somewhat Paper Extensive Paper CRJU 7300 Crim Theory Emphasis Assessed Extensive Paper Extensive Exam/Paper Little Not assessed

(4)

Goal # 4 To produce professors who understand the disciplinary requirements of research, teaching, and service, and who are able to achieve those requirements at the highest levels. Courses and

Activities

Outcome #1 Outcome #2 Outcome #3 Outcome #4 CRJU 8310 Proseminar Emphasis Assessed Extensive Discussion Extensive Discussion None Not assessed Extensive Discussion Courses Taught Emphasis Assessed Somewhat Evaluations None Not assessed Extensive Teaching Evaluations None Not assessed Scholarly Products Emphasis Assessed Somewhat Project Extensive Project None Not assessed Little Not assessed 4. Methods used:

Data were collected for this assessment report using rubrics developed by the Criminal Justice Assessment committee. A total of 33 Ph.D. student hours in the above CRJU courses in the Spring, Summer, and Fall semesters of 2014 were assessed by their

instructors. Rubrics for assessment and curriculum assessment map that include activities assessed are attached below. Once the rubrics were completed, the assessment

coordinator coded the data into SPSS. The assessment coordinator conducted descriptive univariate analyses of the data to produce an overall understanding of the achievement characteristics of the students.

5. What are the assessment findings? How did you analyze them?

Summary assessment data are attached to this document. Data on student learning goals and objectives were collected using rubrics developed by the Criminal Justice

Assessment committee. Assessment rubrics require instructors to evaluate student learning using written exams, written assignments and homework based on assigned readings, and scholarly products. The data were summarized and organized in an easily read set of tables that were then used to make recommendations to instructors on best practices to improve student learning.

Students were assessed, independently of course grades, in their ability to identify and describe the current issues in the criminal justice system. Assessment data indicate that 100 percent of Ph.D. students assessed were rated as excellent or good at identifying and describing the current issues in the criminal justice system. Regarding the ability to identify and describe the major concepts in the CJ system, 84.6 percent of students were rated as excellent (expertly able to identify and describe the major concepts within the current issues in the CJ system) and 15.42 percent were rated as good (clearly able to identify and describe the major concepts within the current issues in the CJ system). No students were rated as weak or inadequate at identifying and describing concepts. Regarding the ability to identify and describe the debates in current issues in the CJ system, 76.9 percent of students were rated as excellent (expertly able to identify and describe the debates in current issues in the CJ system) and 23.1 percent of students were rated as good (clearly able to identify and describe the debates in current issues in the CJ system). No students were rated as competent, weak, or inadequate at identifying and describing debates. Regarding the ability to identify and describe the legal issues within

(5)

the CJ system, 76.9 percent of students were rated as excellent (expertly able to identify and describe the legal issues within the CJ system) and 23.1 percent were rated as good (clearly able to identify and describe the legal issues within the CJ system). No students were rated as competent, weak, or inadequate at identifying and describing legal issues. (N=13)

Students were assessed, independently of course grades, on their ability to design a research plan to evaluate criminal justice programs, policies, or issues in the study of crime and justice. Assessment data indicate that 100 percent of Ph.D. students are excellent or good at overall research design. Regarding the ability to formulate an important question or problem, 64.3 percent of students were rated as excellent (expertly able to address an important question or problem; clearly states the problem and why it is important) and 35.7 percent were rated as good (clearly able to address an important question or problem; states the problem and why it is important), No students were ranked as competent, weak, or inadequate at formulating an important question or problem. Regarding the understanding of research methods concepts, 67.9 percent of students were ranked as excellent (expertly provides evidence of understanding of relevant social scientific concepts or principles) and 32.1percent were ranked as good (clearly provides evidence of understanding of relevant social scientific concepts or principles). No students were ranked as competent, weak, or inadequate at understanding research methods concepts. Regarding the use of research literature, 67.9 percent of students were ranked as excellent (expertly applies the research literature to the problem) and 32.1 percent were ranked as good (clearly able to apply the research literature to the problem. No students were ranked as competent, weak, or inadequate at the use of research literature. Regarding the application of research methods, 78.6 percent of students were ranked as excellent (expertly applies a methodology to the problem) and 21.4 percent were ranked as good (competent application of methodology to the problem). No students were ranked as competent, weak, or inadequate. (N=28)

Students were assessed, independently of course grades, on their ability to interpret and apply statistical techniques to the study of crime and justice. Assessment data indicate that 100 percent of students are rated as excellent or good at the overall application and interpretation of statistics. Regarding the identification and description of statistical terms and definitions, 60 percent of students were ranked as excellent (expertly able to identify and describe statistical terms and definitions) and 40 percent of students were ranked as good (clearly able to identify and describe statistical terms and definitions). Regarding the ability to interpret quantitative measures, 40 percent of students were rated as excellent (expertly interprets quantitative measures, including nonparametric and multivariate techniques) and 60 percent were ranked as good (clearly interprets

quantitative measures, including nonparametric and multivariate techniques). Regarding the ability to apply quantitative measures to make informed decisions, 60 percent of students were rated as excellent (expertly utilizes quantitative measures to make informed decisions) and 40 percent were rated as good (clearly utilizes quantitative measures to make informed decisions, but not as strong as an excellent answer). (N=5)

(6)

Students were assessed, independently of course grades, on their ability to apply knowledge of the operations of the criminal justice system to develop solutions to the specific problems of the criminal justice system. Assessment data indicate that 100 percent of students were excellent or good at the overall application of knowledge of the CJ system. Regarding the ability to address an important question or problem, 67.9 percent of students were ranked as excellent (expertly able to address an important question or problem; clearly states the problem and why it is important) and 32.1 percent were ranked as good (clearly able to address an important question or problem; states the problem and why it is important). Regarding the use of scholarly literature, 64.3 percent of students were ranked as excellent (expertly applies the scholarly research literature to the problem) and 35.7 percent were ranked as good (clearly able to address an important question or problem; states the problem and why it is important). Regarding the ability to analyze the problem, 78.6 percent of students were ranked as excellent (expert analysis of the problem; results are significant and interesting) and 21.4 percent were ranked as good (clear analysis of the problem). Regarding the development of recommendations and conclusions that apply scholarly knowledge to the problem, 75 percent of students were ranked as excellent (expertly develops recommendations and conclusions that apply scholarly knowledge to the problem) and 25 percent were ranked as good (clearly able to develop recommendations and conclusions that apply scholarly knowledge to the

problem). (N=28)

Students were assessed, independently of course grades, on their ability to apply

theoretical concepts to the study of crime and justice. Assessment data indicate that 100 percent of students were excellent or good at the overall application of theoretical concepts to the study of crime and justice. Regarding the ability to identify and describe the concepts and assumptions of traditional and contemporary criminological or

administrative theories, 57.1 percent of students were ranked as excellent (expertly able to identify and describe the concepts and assumptions of traditional and contemporary criminological or administrative theories) and 42.9 percent were ranked as good (clearly able to identify and describe the concepts and assumptions of traditional and

contemporary criminological and administrative theories). Regarding understanding the evolution of theory, 72.7 percent of students were ranked as excellent (expertly able to identify and describe the major theoretical paradigms and how they evolved) and 27.3 percent were ranked as good (clearly able to identify and describe the major theoretical paradigms and how they evolved). Regarding the application of criminological theory to crime and justice concepts, 57.1 percent of students were ranked as excellent (expertly able to apply criminological or administrative theory to crime and justice topics) and 42.9 percent of students were ranked as good (clearly able to apply criminological or

administrative theory to crime and justice topics). (N=28)

Students were assessed, independently or course grades, on their scholarly products. Assessment data indicate that 100 percent of students were ranked as excellent or good regarding the components of the scholarship being included. Regarding the main idea of the scholarship, 100 percent of students were ranked as excellent (main idea clearly defined). Regarding the focus of the scholarship, 100 percent of students were ranked as excellent (purpose is clear and to the point; integration of materials is tightly done and

(7)

thorough). Regarding the organization of the scholarship, 100 percent of students were ranked as excellent (strong organization). Regarding grammar of scholarship, 100 percent of students were ranked as excellent (no errors). (N=3)

PHD CRJU Student Publications, Executive Reports, and Grant Funding Burgason, K. A., S. A. Thomas, and E. R. Berthelot. 2014. "Community Disadvantage Incident

Characteristics, and the Nature of Violence: A Multi-Level Analysis of Gun Use and Extent of Victim Injury." Journal of Interpersonal Violence. doi: 10.1177/08862605- 13505212 Drawve, G., S. A. Thomas, and J. T. Walker. 2014. “The Likelihood of Arrest: A Routine Activity

Theory Approach to NIBRS Data.” American Journal of Criminal Justice. Walker, J. T. and R. D. Dierenfeldt. 2014. “The Restriction and Likely Elimination of the

Exclusionary Rule.” In Current Legal Issues in Criminal Justice, edited by C. Hemmens. 2nd ed. New York, NY: Oxford University Press.

Berthelot, E., T. Brown, K. Burgason and G. Drawve. Forthcoming. ―The Southern Pub Crawl and Brawl: An Investigation of the Relationship between Alcohol Availability and Violent Crime. Deviant Behavior.

Drawve, G., S. Moak, and E. Berthelot. 2014. "Predictability of Gun Crimes: Hot Spots versus Risk Terrain Modeling." Policing and Society.

Drawve, G., S. Thomas, and J. Walker. 2014. ―The Likelihood of Arrest: A Routine Activity Theory Approach. American Journal of Criminal Justice 39(3): 450-470.

Jang, H., J. Kang, R. Dierenfeldt, and G. Lindsteadt. Forthcoming. ―Weapon Possession among

College Students: A Study from a Midwestern University.‖ International Journal of Offender

Therapy and Comparative Criminology.

Montague, D., L. Bell-Tolliver, D. Lowe, C. Brooks, and J. Miller. 2014. "Inmate Sincerity via

Community Reentry." International Journal for Innovation Education and Research 2(6):

18-24.

Baldwin, J. and K. Sobba. Forthcoming. ―Longitudinal Research.‖ In W. Jennings, G. Higgins, D. Khey, and M. Maldonado-Molina (Eds.). Encyclopedia of Crime and Punishment. Hoboken, NJ: Wiley-Blackwell.

Burkey, C., T. ten Bensel, and J. Walker. 2014. Forensic Investigation of Sex Crimes and Sexual

Offenders. Anderson Publishing: Waltham, MA.

Laan, J. Forthcoming. ―Carter, Rubin ‗Hurricane‘.‖ In S. Chermak and F. Bailey (Eds.). Crimes of the Centuries: An Encyclopedia of Notorious Crimes, Criminals, and Criminal Trials in American History. Santa Barbara, CA: ABC-CLIO.

(8)

Walker, J. and R. Dierenfeldt. Forthcoming. ―The Restriction and Likely Elimination of the Exclusionary Rule.‖ In C. Hemmens (Ed.). Current Legal Issues in Criminal Justice. New York, NY: Elsevier Publishing.

Walker, J. and T. Zawisza. 2014. ―Social Disorganization Theory.‖ In J. Miller (Ed.). Encyclopedia of Theoretical Criminology. Hoboken, NJ: John Wiley and Sons, Inc.

Galchus, K., T. Brown, M. Glidden, D. Montague, A. Terry, and M. Funk. 2014. ―Racial Differences in Financial Literacy among Prisoners in Arkansas‘ Correctional Institutions. Final Grant Report for the UALR Institute on Race and Ethnicity.

Montague, D., K. Sobba and N. Paladino. 2014. Report 1 for Beyond the Walls Project: Submitted to the Arkansas of Community Correction – Grantor, Bureau of Justice Assistance. (―Beyond the Walls‖) Second Chance Act Adult Offender Comprehensive Statewide Recidivism Reduction Demonstration Program. Announcement Number: BJA-2012-3251.

Sobba, K., D. Montague, and N. Paladino. 2014. Report 2 for Beyond the Walls Project: Submitted to the Arkansas of Community Correction – Grantor, Bureau of Justice Assistance.

(―Beyond the Walls‖) Second Chance Act Adult Offender Comprehensive Statewide Recidivism Reduction Demonstration Program. Announcement Number: BJA-2012-3251. Sobba, K., D. Montague, R. David, and N. Paladino. 2014. Report 4 for Beyond the Walls Project:

Submitted to the Arkansas of Community Correction – Grantor, Bureau of Justice Assistance. (―Beyond the Walls‖) Second Chance Act Adult Offender Comprehensive Statewide

Recidivism Reduction Demonstration Program. Announcement Number: BJA-2012-3251. Brittani A. McNeal, Emily R. Berthelot, and Julie M. Baldwin. November 2014. “Examining

Calls for Police Service using UALR Racial Attitudes Survey Data: A Multilevel Analysis of Crime Reporting, Trust, Fear of Crime, and Perceptions of the Criminal Justice System.”

PHD CRJU Student Presentations

Burkey, C., T. ten Bensel, and B. Gibbs. ―Female Sex Offenders: An Exploration of Typologies. American Society of Criminology, 2014. San Francisco, CA. Dierenfeldt, R. and S. Thomas. ―Shake, Bake, and Roll: A Place-Level Analysis of

Methamphetamine Use and Production. Understanding the Community Context of Substance Abuse. American Society of Criminology, 2014. San Francisco, CA.

Laan, J. ―Disorderly Behavior: Mental Disorder and Misconduct in Prison. American Society of Criminology, 2014. San Francisco, CA.

Berthelot, E., S. Thomas, T. Brown, and G. Drawve. ―Community Crime Rates and Values of the American Dream: A Multilevel Analysis of the Racial Convergence of Social Values in a Southern City. American Society of Criminology, 2014. San Francisco, CA.

(9)

Glidden, M. and T. Brown. ―Separated by Bars or Benjamins? A Comparison of the Financial Knowledge and Habits of Arkansas Insiders and Arkansas‘ General Population.

American Society of Criminology, 2014. San Francisco, CA.

McNeal, B. and E. Berthelot. ―Will the Victim Report the Crime? An Analysis of How Perceptions of the Criminal Justice System Affect Reporting to the Police. American Society of Criminology, 2014. San Francisco, CA.

Sobba, K. and R. Dierenfeldt. ―Lend Me Your Ear: Using Contract Staff to Monitor

Institutional Behavior Exhibited by Adult Offenders. American Society of Criminology, 2014. San Francisco, CA.

Brown, T. C., M. D. Glidden, K. Galchus, M. Funk, D. Montague, and A. Terry. Financial Knowledge Among Insiders in Arkansas Correctional Institutions. Academy of Criminal Justice Sciences, 2014. Atlanta, GA.

Burgason, K., S. Thomas, and E. R. Berthelot. Gats and Gashes: Street Culture and Distinctions in the Nature of Violence Between Youth and Adult Offenders. Academy of Criminal Justice Sciences, 2014. Atlanta, GA.

Dierenfeldt, R. Big Brother as a Contract Monitor: An Assessment of the Use of Contract Staff to Monitor Offender Communications. Academy of Criminal Justice Sciences, 2014. Atlanta, GA.

Drawve, G. Comparison of Hot Spot Techniques. Academy of Criminal Justice Sciences, 2014. Atlanta, GA

Montague, D. R., K. Sobba, and Twanna Johnson. Macro and Micro: Best Practices Learned via Arkansas Community Reentry Programming. Academy of Criminal Justice Sciences, 2014. Atlanta, GA

McNeal, B. and E. R. Berthelot. Contact, Race, and Victimization: Perceptions of Police and Courts in Pulaski County. Academy of Criminal Justice Sciences, 2014. Atlanta, GA Miller, J. M. and E. R. Berthelot. Crime Bluff: Fact or Fiction? Academy of Criminal Justice

Sciences, 2014. Atlanta, GA

6. What conclusions were drawn and what decisions were made as a result? How were stakeholder groups involved?

This assessment report addresses the programmatic assessment of the PhD program to date. It is based on faculty discussions and focus groups and discussions with doctoral students. At present, we have agreed on the core learning goals and learning objectives for the Ph.D. program, established a four year plan, created rubrics for assessing all four learning objectives, and have conducted assessments all learning objectives listed above. The above findings suggest that the department is successful in educating students on

(10)

The analyses indicate that the vast majority of students were rated as excellent or good regarding their ability to investigate criminal justice/criminology issues through rigorous application of the scientific method, to formulate research questions and apply

appropriate methods and analyses to those questions to formulate answers that influence knowledge, policy, and practice in the field of criminal justice/criminology, the

development of theoretical explanations of crime and justice within the broader society, and understanding the disciplinary requirements of research, teaching, and service, and who are able to achieve those requirements at the highest levels.

The PhD program in Criminal Justice entered its first students in Fall 2011. As evidenced by the list of scholarly activity above, our students have already proven to be successful at contributing to the discipline. Additionally, of the three students who are completing the completed the program (they will graduate in May, 2015), two have obtained tenure track assistant professorships at prestigious universities and the third has secured a very prestigious post doc. The program is clearly very strong, but often struggles in terms of recruitment due to a lack of assistantship funds. Discussions with potential doctoral students indicate that there is an expectation of financial support when entering a doctoral program. Thus, in order to continue recruiting and retaining high quality doctoral students, the criminal justice doctoral program is in need of more institutional support.

(11)

PHDCJ Assessment – April 5, 2013

Rubric 1 Identify and Describe Issues in the CJ System

Rubric 1

Identify and Describe the Current Issues in the Criminal Justice System.

Rater ______________________ Date _____________

LO 1: Students will be assessed, independently of course grades, in their ability to identify and describe the current issues in the criminal justice system. Use the following rubric to asses each student’s identification and description of the current issues in the CJ System.

Performance Area

Excellent Good Competent Weak Inadequate

Concepts Expertly able to identify and describe the major

concepts within the current issues in the CJ

system.

Clearly able to identify and describe the major concepts within the current issues in the CJ

system.

Competently able to identify and describe the

major concepts within the current issues in the

CJ system.

Limited ability to identify and describe the

major concepts within the current issues in the

CJ system.

Unable to identify and describe the major concepts within the current issues in the CJ

system.

Debates Expertly able to identify

and describe the debates in current issues in the CJ system.

Clearly able to identify and describe the debates in current issues in the CJ system.

Competently able to identify and describe the debates in current issues in the CJ system.

Limited ability to identify and describe the debates in current issues in the CJ system.

Unable to identify and describe the debates in current issues in the CJ system.

Legal Issues Expertly able to identify

and describe the legal issues within the CJ system.

Clearly able to identify and describe the legal issues within the CJ system.

Competently able to identify and describe the legal issues within the CJ system.

Limited ability to identify and describe the legal issues within the CJ system.

Unable to identify and describe the legal issues within the CJ system.

Rate the Overall Identification and Description of Current Issues in the CJ System (Place an X in one of the following boxes)

(12)

Rubric 2 Apply Theoretical Concepts to Study of Crime & Justice

Rubric 2

Apply Theoretical Concepts to Study of Crime & Justice

Rater ______________________ Date _____________

LO 2: Students will be assessed, independently of course grades, in their ability to apply theoretical concepts to the study of crime and justice. Use the following rubric to asses each student’s application of theory.

Concepts & Assumptions

Expertly able to identify and describe the concepts

and assumptions of traditional and

contemporary criminological or administrative theories.

Clearly able to identify and describe the concepts

and assumptions of traditional and contemporary criminological and administrative theories. Competently able to identify and describe the

concepts and assumptions of traditional and contemporary criminological and administrative theories. Limited ability to identify and describe the

concepts and assumptions of traditional and contemporary criminological and administrative theories.

Unable to identify and describe the concepts and

assumptions of traditional and contemporary criminological and administrative theories. Evolution of Theory

Expertly able to identify and describe the major theoretical paradigms and how they evolved.

Clearly able to identify and describe the major theoretical paradigms and how they evolved.

Competently able to identify and describe the major theoretical paradigms and how they evolved.

Limited ability to identify and describe the major theoretical paradigms and how they evolved.

Unable to identify and describe the major theoretical paradigms and how they evolved.

Application of Theory to crime and justice

Expertly able to apply criminological or administrative theory to crime and justice topics.

Clearly able to apply criminological or administrative theory to crime and justice topics.

Competently able to apply criminological or administrative theory to crime and justice topics.

Limited ability to apply criminological or administrative theory to crime and justice topics.

Unable to apply criminological or administrative theory to crime and justice topics.

Rate the Overall Application of Theoretical Concepts to the Study of Crime & Justice (Place an X in one of the following boxes)

(13)

PHDCJ Assessment – April 5, 2013 Rubric 3 Design a Research Plan

Rubric 3 Research Design

Rater ______________________ Date _____________

LO 3: Students will be able to design a research plan to evaluate criminal justice programs, policies, or issues in the study of crime and justice. Use the following rubric to asses each student’s research design.

Excellent Good Competent Weak Inadequate

Formulation of the Problem

Expertly able to address an important question or problem; clearly states the problem and why it is

important

Clearly able to address an important question or

problem; states the problem and why it is

important

Competently able to address an important question or problem

Limited ability to address an important question or problem Unable to address an important question or problem Understanding of research method concepts Expertly provides evidence of understanding of relevant social scientific concepts or principles.

Clearly provides evidence of

understanding of relevant social scientific concepts or principles.

Competently provides evidence of

understanding of relevant social scientific concepts or principles.

Limited ability to reference relevant social scientific concepts or principles.

Unable to reference relevant social scientific concepts or principles.

Use of research literature

Expertly applies the research literature to the problem

Clearly able to apply the research literature to the problem

Competent application of the research literature to the problem

Limited application of the research literature to the problem

Unable to apply the research literature to the problem Application of research methods Expertly applies a methodology to the problem.

Clearly able to apply a methodology to the problem. Competent application of methodology to the problem. Limited application of methodology to the problem.

Unable to apply the methodology to the problem.

Rate the Overall Research Design (Place an X in one of the following boxes)

(14)

Rubric 4 Application of Techniques of Statistical Analysis

Rubric 4

Interpretation and Application of Statistics

Rater ______________________ Date _____________

Students will be assessed, independently of course grades, in their ability to interpret and apply statistical techniques to the study of crime and justice. Use the following rubric to asses each student’s interpretation and application of statistics.

Identification and description

of Statistical Terms & Definitions

Expertly able to identify and describe statistical

terms and definitions

Clearly able to identify and describe statistical terms and definitions

Competently able to identify and describe statistical terms and

definitions

Limited ability to identify statistical terms

and definitions

Unable to identify and describe statistical terms

and definitions

Interpretation Expertly interprets quantitative measures, including nonparametric and multivariate techniques. Clearly interprets quantitative measures, including nonparametric and multivariate techniques. Competently interprets quantitative measures, including nonparametric and multivariate techniques. Limited ability to interpret quantitative measures. Unable to interpret quantitative measures.

Application Expertly utilizes quantitative measures to make informed decisions. Clearly utilizes quantitative measures to make informed

decisions, but not as strong as an excellent answer. Competently utilizes quantitative measures to make informed decisions. Difficulty utilizing quantitative measures to make informed decisions. Inability to utilize quantitative measures to make informed decisions.

Rate the Overall Interpretation and Application of Statistics (Place an X in one of the following boxes)

(15)

Rubric 5 Apply Knowledge of Operations of CJ System to Problems

Rubric 5

Apply Knowledge of CJ System to Problems

Rater ______________________ Date _____________

LO 5: Students will be assessed, independently of course grades, in their ability to apply knowledge of the operations of the criminal justice system to develop solutions to the specific problems of the criminal justice system.

Excellent Good Competent Weak Inadequate

Problem Expertly able to address an important question or problem; clearly states the problem and why it is

important.

Clearly able to address an important question or

problem; states the problem and why it is

important.

Competently able to address an important question or problem.

Limited ability to address an important question or problem. Unable to address an important question or problem. Use of scholarly literature

Expertly applies the scholarly research literature to the problem.

Clearly able to apply the scholarly literature to the problem.

Competent application of the scholarly literature to the problem.

Limited application of the scholarly literature to the problem.

Unable to apply the scholarly literature to the problem.

Analysis of the Problem

Expert analysis of the problem; results are significant and interesting.

Clearly able to analyze the problem. Results are interesting.

Competent analysis of the problem.

Limited analysis of the problem.

Unable to analyze the problem.

Recommendation s & Conclusion

Expertly develops recommendations and conclusions that apply scholarly knowledge to the problem.

Clearly able to develop recommendations and conclusions that apply scholarly knowledge to the problem.

Competently able to develop

recommendations and conclusions that apply scholarly knowledge to the problem.

Limited ability to develop

recommendations and conclusions that apply scholarly knowledge to the problem.

Unable to develop recommendations and conclusions that apply scholarly knowledge to the problem.

Rate the Overall Application of Knowledge to a CJ System problem (Place an X in one of the following boxes)