Weber State University
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Criminal Justice - GraduateResults of Assessment 2005-2006 (submitted 05/15/06) II. Criminal Justice Graduate Program Outcome Assessments Graduate Program Desired Outcome: Comprehension of Contemporary Legal Issues, particularly in the context of Law as an appropriate and desired social-control mechanism How Assessed: Analysis of Term papers contrasting two books (one by Justice Breyer of the Supreme Court who champions a "living constitution" and another by Court-critic Robert Bork who champions the use of "original intent"). These two books offer fundamentally different approaches to analyzing the leading legal controversies of our day (e.g., abortion, gay marriage, pornography, death penalty, etc.). These papers were written as part of the requirements for MCJ 6130 (Law and Social Control course). Who Did the Assessment: Dr. David Lynch Results: The students did much better than I expected given the difficulty of these two books for non-lawyers to read. Nobody in the course turned in a bad paper. A couple of the papers were outstanding. Overall, the papers demonstrated a solid understanding of the two authors’ differing approaches to appropriate constitutional interpretation. The students did complain however about the difficulty of these legal books. Implications: After having read the books myself I braced myself for some pretty poor understanding of them on the part of my non-lawyer students. To my surprise they seemed to really "get" these books. I think I will continue to teach this topic in this course, though I may switch books (even though the books were understood by the students, they did express many struggles with them, perhaps more than I should expect). 2005-2006 Department Outcome Assessment Michelle E. Heward DESIRED OUTCOME: Assessment of Student Comprehension of Diversity and Ethical Issues in Criminal Justice HOW ASSESSED: Focus group of 12 criminal justice masters students who had completed twelve weeks of MCJ 6150, Diversity Issues in Criminal Justice. All students enrolled in the class were present and all participated. Approximately one half of the students are currently employed as professionals in the criminal justice field representing corrections, law enforcement, forensics and the law. Students were asked questions to assess 1) the need for cultural competency and diversity education for criminal justice professionals, 2) whether they have or believe they will use their education in cultural competency and diversity as professionals in the field, and 3) whether their education in the Criminal Justice program has challenged bias and/or misconceptions they had about minority communities. Completed April 4, 2006. WHO DID THE ASSESSMENT: Michelle E. Heward, Professor RESULTS: A. Need for cultural competency and diversity education for criminal justice professionals. Students expressed strong feelings about the need for cultural competency and diversity education for criminal justice professionals. The reasons varied, and were thoughtful. People become involved in the criminal justice system as, among others, victims, offenders, volunteers, law enforcement, corrections, attorneys and advocates, and court personnel. Access to the system, and fair treatment within it, depends upon the ability of the participants to communicate. It is "critical" and "basic" to the operation of the criminal justice system. If you can’t get information from victims, no complaint will even be initiated. If officers can’t understand the basis for unrest in a community, they may react in ways that are inappropriate, creating issues and problems. "Negotiation occurs when there is understanding." Another student added that access to the criminal justice system is highly valued. Without an understanding of diversity, we limit those who have access, and thus those who will have a successful experience in the system. "Without understanding diversity, can justice be done?" Students indicated that "everyone" working in the profession needs to understand culture because it will help them understand, treat others fairly and impartially. Frustration with the entire system when participants are not understood. We often don’t understand how our actions are understood by others and what we are doing that may be hurtful. Likewise, ignorance of other cultures is often not purposeful. We think we understand, how we are coming across and how others are perceiving us, but in reality we may not. An understanding of culture and history are "key" and "very important." The criminal justice system may be the only defense against "mobocracy," a cruel result of misunderstanding and intolerance. We come in all shapes and sizes, degrees of religion and cultural backgrounds. The system must be prepared to understand human behavior and diversity to protect the rights of all. Education on diversity helps you understand yourself and realize why you treat others as you do. It effects your job performance. When you realize where your biases come from, you can promote more tolerance and understanding among your circle of friends. You can improve your working environment and surroundings. All criminal justice students need to learn about diversity, but it is a worldwide issue and should be taught to everyone. People are sometimes offended by small things, often because of cultural differences and perceptions. Another student elaborated that crimes often cross international boarders. The United States has become the big brother to the world. If we can’t act responsibly in the way we treat others, how can be lead and expect others to do so? Cultural competency will help us be more effective as a country and in our influence in the world. Diversity in criminal justice is a "fact of life." The more educated you are on diversity issues, the more equipped you will be to deal with the situations you encounter. Several students expressed that this education should
start earlier than at the masters level. It should start with children and
helping them show respect to others. B. Will their education in cultural competency and diversity be used by them professionally? Students strongly agreed that they will use their education in cultural competency and diversity as they work professionally in the criminal justice field. Students used terms like "definitely," "everyday," and it is "critical." Another said they hadn’t thought much about some groups before they came to this class. The homosexual community was brought up as an example. Prior to class they had "brushed it to the side," yet they will come in contact with various communities that they need to recognize and seek to understand. Students said they learned they have to treat everyone individually. This correctional officer found himself looking more critically at files to help him understand. Says he has learned to talk to people and seek a deeper understanding so that he is less likely to offend. Another student says that he works with many different people and has realized that you have to build relationships where mutual respect is the basis. At that point, people can work together better and relax. There was a concern that we may take ourselves and our backgrounds too seriously at times. Students felt that a tolerance of diversity does not necessarily mean that you have to tolerate crime. There was a concern that claims of bias are sometimes used to cloud or divert attention from the real problem. Education has helped this student to "cut though some of the crap" and determine what really happened and if there was in fact bias or just criminal conduct. Some people want to just turn away from the issue because they don’t want to deal with it. He felt that if you have a good understanding of diversity you don’t need to brush diversity issues away, but can handle them straight forwardly. In a subsequent class, we discussed how the students could take their knowledge of diversity and use it to teach others in the profession. A law enforcement sergeant shared that as a result of this class he was going to implement a strategy where he would appoint officers to go into minority communities on evidence and intelligence gathering missions to learn more about the community and its relationship to law enforcement. As they better understood that community they could be called upon by other officers who also worked with that community. Seeing people outside of the confines of an "offender/law enforcement" relationship would also help broaden their perceptions of the community and defeat stereotypes. C. Has their education in the CJ program challenged biases and/or misconceptions they held about minority communities? There was a general perception that the "class cleared up misunderstandings" students did not realize they had. We go through life seeing things through our own eyes and that is how you see issues. Class has helped us step out from behind our own perceptions and see that there are other perspectives. That we grow up with misconceptions and apply them in our adult lives. Class has helped them identify not only what their biases are, but where they came from so that they could end them. Another expressed that they the basis for legal actions in the workplace are often because someone’s feelings have been hurt, often by some silly or stupid comments. People are now more careful about their words and actions, and that has been a positive change. Frustrations exist, however, because of the perception that diversity results in some promotions and hirings based upon filling "quotas" and not based upon the best person for the position. Another student shared that he has adopted family members who are black, the rest of his family is Caucasian. He has found himself trying to understand their perceptions more, how they see what is happening around them. He feels he hasn’t touched the surface of what they are understanding. Prior to class one student was aware of large minority communities with obvious differences, but had not thought much about other groups such as mentally challenged or disabled individuals. Class has started him thinking about his attitudes and perceptions, how he talks and how he jokes with others. Another student talked about her own children and how class has helped her be more cautious in what she says in front of them. Students were struck by the concept of power and its influence on communities that do not have power. One student indicated he knew some groups were distrustful of police, but didn’t understand the history and reasoning behind some of it until now. She saw street crime and white collar crime much differently after this class. She didn’t realize how those in power have helped to shape how we perceive what is "criminal." Students expressed the ability to discuss these issues inside of class much more easily than with others outside of class. It can be done here without much of the emotion that follows outside of this class. Expressed frustration that even on campus in other classes, that teachers tolerate bigotry and bias. Another student has "lived through" affirmative action procedures he saw as unfair as women were working to become more accepted in the profession. While he perceived it as unfair at the time, he thinks that we have moved past that point and his milestones where the affirmative action is not longer necessary. More healthy at this point for women to be recognized on their merits instead of, at the least the perception, that they were being advantaged due to their gender and not ability. IMPLICATIONS: Students strongly agreed that criminal justice professionals need cultural competency and diversity education, that they have and will use their education in this area as they work in the profession, and that their education in the criminal justice program has challenged their bias and misconceptions about minority communities. These students will be working in leadership positions in the criminal justice system. They have a commitment to not only internalizing the ideas of cultural competency and diversity, but leading others to do the same. OUTCOME ASSESSMENT DESIRED OUTCOME: Assessment of student comprehension of diversity and ethical issues in Criminal Justice. Course: MCJ 6150 Diversity Issues in Criminal Justice MEANS OF ASSESSMENT: Exams, field experiences, and papers WHO DID THE ASSESSMENT: David Murphy, Ph.D. METHODS: Students were required to complete two examinations which included a series of essay questions. These questions related to a set of assigned course readings and were designed to assess each student’s: 1. familiarity with the impact that cultural diversity has on the Criminal Justice system. 2. understanding of diversity issues related to culture, race, religion and gender, (among others). 3. ability to examine strategies to integrate cultural diversity and understanding into the criminal justice system. In addition, through field experiences students participated in a variety of activities designed to enhance their understanding of different groups in the community. For example, some students chose to attend a religious service that was noticeably different from his/her own (if any). Alternatively, some students chose to attend cultural events such as festivals, ceremonies, plays or music concerts. Students were strongly encouraged to break away from their “comfort zone” and to place themselves in a situation where they would be the “minority” for a meaningful length of time. Students were encouraged to select events that would enable them to engage in personal communication with others in attendance. Students were required to document and record their thoughts and observations during these experiences and to report on them to the class during brief presentations. Each student was required to directly relate their experiences to the assigned course readings. Finally, each student was required to write a term paper on a topic closely related to one or more of the main themes of the course. RESULTS: Students entered the course without a strong familiarity with diversity and ethical issues in criminal justice. Their knowledge base on this topic was expanded in a variety of ways and this was demonstrated through successful completion of the course requirements mentioned above. IMPLICATIONS MCJ 6150, Diversity Issues in Criminal Justice, serves to sensitize and educate students regarding issues of diversity. The course provides students with the opportunity to explore the cross-cultural contact that criminal justice professionals have with citizens, victims, and co-workers, and the influence of diversity in the Criminal Justice field. Assessment MCJ 6240 Criminal Justice Planning, Budgeting and Evaluation By Mike Chabries Spring 2006 Outcomes: Understanding and Demonstration of Public Sector Budgeting Principles as applied to Criminal Justice Budgets. How Assessed: Students understanding of budgeting, planning and evaluation principles are demonstrated with the following methodologies: Testing—Students will respond to one final written essay exam demonstrating their understanding of the evolution of public sector budgets. Students will identify five types of budgets and explain the contents and purposes of the five budgets. In addition, students will report on how the public sector budgeting and legislative process works at all levels of government with special attention to the state of Utah’s budgeting cycle. Weekly Assignments—Students will work in groups to prepare weekly assignments demonstrating their knowledge of how to prepare various budget documents. The assignments cover all five public sector budgeting strategies with students preparing responses to very specific issues relating to actual criminal justice budgeting challenges. Budget Project—Students will develop an entire budget using one of the five budget styles. They, in conjunction with the instructor, identify a specific budget need and develop an entire budget document based on the approved subject. This project is a group project and represents ½ of the final grade. Two student projects are presented to local public officials the last class of the semester. The public officials’ role plays an actual public sector budgetary hearing using the budgets prepared by the students. Students will make both an oral and written presentation of their budget request. Implications—This course will prepare students to face the challenges of funding criminal justice activities. Students are expected to thoroughly understand budgeting principles, strategic planning, outcome evaluations and the politics involved with public sector budgeting. Students often comment on how difficult this particular course is but note they learn more than ever expected by taking this program. Departmental Outcome Assessment April 2006 MCJ 6160 DESIRED OUTCOME: To develop an understanding of definitions, issues, influences and methods used in public policy making and its application and implementation to the criminal justice system. HOW ASSESSED: A comprehensive examination is given at the end of the semester wherein the student will explain the format for developing a policy and apply 7 essential steps to that formation and analysis. Additionally, each student is required to develop and submit a policy that s/he has developed during the course of the semester. The policy may be one that is applicable to the student’s agency or employment or, if that is not feasible, one that is the product of a research effort. A requirement of this assignment is that each student will apply the 7 step principle to the policy’s development. Each student is required to select a bill introduced during the 2006 Utah legislative session and follow the development and outcome of that bill throughout the session. As part of this assignment, the student is required to spend time at the legislature and report on observations and any relevant experiences. Finally, weekly class discussion is held regarding all reading assignments, as well as criminal justice issues that arise weekly in the media and through student personal experiences. WHO ASSESSES: Mr. Scott Carver RESULTS: As the semester is not yet concluded, not all assignments have been submitted. However, the indications from class members are that they will be completed, on time. Class discussion is a significant indicator of each student’s progress and, given this feedback, it is anticipated that all assignments are underway and will be successfully achieved. IMPLICATIONS: As might be expected, a graduate level course focusing on public policy within the criminal justice system is dynamic. As policies, laws, regulations, etc. regularly change and arise to meet organizational and governmental challenges, so does the material for this course. NOTE: This assessment has been submitted by Dr. Frank W. Budd in consultation with the adjunct instructor, Mr. Scott Carver. 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