Weber State University   

Criminal Justice - Undergraduate

Results of Assessment

2005-2006 (submitted 05/16/06)

I. Undergraduate Program Outcome Assessments

OUTCOME ASSESSMENT

DESIRED OUTCOME: To gain a general understanding of the principles of social research methodology. Course: CJ 4980 Research Methods.

MEANS OF ASSESSMENT: Research projects and exams

WHO DID THE ASSESSMENT: David Murphy, Ph.D.

METHODS:

Students were required to complete two examinations which incorporated a series of rigorous multiple choice and essay questions.  These questions were designed to assess each student’s familiarity with the principles of social research as presented during in-class lectures and in the course textbook. 

In addition, through in-class exercises students gained a familiarity with a variety of methods useful for purposes of conducting research as well as the strengths and weaknesses associated with each.  Field research projects provided students with the opportunity to develop skills in the areas of data recording, coding, and analysis.  Furthermore, students refined their survey construction and interviewing skills.  Students also developed the ability to critically examine scholarly research as was demonstrated via their composition of literature reviews on a relevant research topic of their choosing. 

RESULTS: Students entered the course without strong backgrounds in the principles of social science research methods. Their knowledge base on this topic was expanded in a variety of ways.

Over the course of the semester, students gained an understanding of the importance of criminal justice research as the basis for sound policy-making and practitioner decision making practices. 

IMPLICATIONS

CJ 4980, Criminal Justice Research Methods, serves to broaden students’ understandings of the important role research serves toward the expansion of knowledge in the field of Criminal Justice.  The course also serves to equip students with the skills necessary to apply critical thinking skills to the practice of consuming research findings.  Moreover, the course offers students the opportunity to develop their own research skills through a series of hand-on exercises.   

Assessment of CJ 3300—Victimology

 By Mike Chabries

Spring 2006

Outcomes: Understanding of the history and current status of crime victims in America.

How Assessed: Examinations and Research Paper

Testing—Tests will demonstrate the student’s understanding of class lectures by both the instructor and guest speakers and the assigned textbook

Results—Most students do not understand the history and application of victim rights in today’s criminal justice system.  Students learn about the history of victim rights gong back to biblical times to today’s practice in America.  Discussion involving the political realities of both recognizing and compensating victims often causes great concern on the part of the students.  Students are free to express their concerns on how victims might contribute to their plight to the opposite end which notes victims have a right to not become a crime victim regardless of how they conducted themselves.  Students will understand the conflict that exists in the exercise of individual constitutional rights and the rights and concerns of victims in the criminal justice system.

In addition, students prepare a research paper on a victim related subject as approved by the instructor.  The paper is to be professionally APA prepared and orally presented to the entire class.  The research project, combined with the presentation, represent almost ½ of the student’s grade for this program.

Implications—This course focuses more on how the criminal justice system has forgotten victims and how it deals with conflicts it faces in providing fair and equal justice for all—both victims and offenders.

Scott Senjo
Outcome Assessment
Dept. of Criminal Justice
Spring 2006

DESIRED OUTCOME: Tolerance of Legitimate Cultural Differences in Diverse Society

COURSE: CJ 4980 Research Methods.

MEANS OF ASSESSMENT: Focus Group

WHO DID THE ASSESSMENT: Scott Senjo

Tolerance of Legitimate Cultural
Differences in Diverse Society

1. What do you think is meant by the saying "the U.S. is a 'culturally diverse' society"?

Well, allowing students to go to other countries. Its like a melting pot of different people from different parts of the country.  Pretty close to what she said. But like with the listening to the music, trying the food, the art, and religious beliefs keeps us individually diverse in our ability to interact with others.

Pretty much what they said. The variety we have; like there is Spanish everywhere, middle eastern and African a lot of varieties of cultures. We can worship who we want to and join other countries; you could be killed or hung for saying certain things.

Plus the fact that everyone has different ideas and that and what everyone else said.

2. How do you define the term "cultural tolerance?"

I would say like its letting them come in and letting them lead the lives they want to live.  And just letting them do their own thing, but still letting them live here.

Pretty much the same as what Ashley said.  Not only adapting to us, but us adapting to them.  I used to live in Florida and we had Africans, etc. and we were all tolerant of each other.  We went to each others parties.   We did not fight over our differences, we intermingled.

I think that in our society there has always been an acceptance and encouragement of independence and that relatively we have kind of accepted nonconformity more than other cultures have.

I think it is to accept and to embrace differences even when not agreed upon.

Mutual respect is a good term.

3. In which ways do you think American society is culturally tolerant?

I think one of the biggest is different religions, even in prisons allowing religious freedom is an example.

America is one of the only countries that has like every nation in the world living in it.  No other nation can really top that. American, by its very nature is really broken up and all tolerated under one government.

As  Billy mentioned, it is built into our Constitution to do what we feel it is right we can do. We have a constitutional basis for our freedom to do as we want.

Everything pretty much has been said – with our open arms to other countries. Even on our statue of liberty it tells us to let everyone come in.

We need to also look at the last 50 years. Look how far we have come? There will be a woman president in the next election.

4. In which ways do you think American society is culturally intolerant?

Often there is such as pressure to be tolerant we actually end up putting people down who are intolerant!  It can be strange.  They have just as much right to be intolerant.

It also deals a lot with deep seated beliefs that start in the family.

It depends on what you grew up with.

It’s a little latent, but due to our general thinking in controlling society, we feel like everyone makes a difference. One way we our intolerant, those who get left behind, we don’t tolerate. During transitions, some times folks get left out.

Also its like any criticism we have in the US as intolerant, we do not live in Nirvana, you know, in reality we live in a very tolerant environment. Other nations are not as good as us.

But I think in many ways we think to change rather than understand. For example, terrorism. We seek to stop them rather than understand them.

If we had a greater understanding, we could work to change things more effectively.

Its too much like shoot first and ask questions later. But I read the Koran and it’s a case by case thing.  It does not change the data and the facts. The question is why. And there was not a lot of stopping and thinking about 9-11. We should have thought about it a lot more.

There’s nothing we can do except go to Iraq and fight as an alternative. We have to take out others before they will take us out. And the way we live in society is different. Evolution takes time. So does cultural evolution. We will never have any effect in Iraq. Plus they never did anything to us.

They are not the only nation that has WMD. Lots of nations do, but for some reason, we choose one and take a full throttle action to them. And now we are overcommitted.

5. What more do you think could be done to promote tolerance of legitimate cultural differences in our diverse society?

Can I just say I don’t think a college class is going to be beneficial.  The people in college are already that way.  Its elementary school where we need to focus on.  We can take community policing, women's studies, cultural geography, etc.  But I did not really feel closer to other peoples.  I think in legitimate cultural differences it has to be grass roots.  The others that are in college are already progressive.  You're not going to change races in the South by going to NYU and then going back to them and telling them all about it.

I went to High School in the South. 

We need to encourage Field Trips to other countries.  The college should pay for the field trips to places so we can learn more about cultures.

Assessment of CJ 3020—Criminal Justice Management

By Mike Chabries

Spring 2006

Outcomes: Understanding current management and leadership theory and the application within the criminal justice system

How Assessed:  Examinations, two quizzes and Weekly Case Study Assignments

Testing—Tests will demonstrate the students’ understanding of class lectures by both the instructor and guest speakers and the assigned textbook

Quizzes—Two quizzes are given during the semester.  The first one deals with barriers to interpersonal communications and requires an understanding of various terms along with an understanding of “what it looks like in practice.”  The second one assesses their own personal management style.

Weekly Case Studies—Students submit weekly responses to case study questions from the chapter to be discussed for the week.  The responses demonstrate a knowledge of the subject matter along with an understanding of the application of the knowledge to a specific case study contained in the textbook.

Results—Most students know very little about leadership and management theory prior to this course. This course spends a great deal of time discussing management and leadership theory specifically as it relates to criminal justice organizations. The uniqueness of the various components of the criminal justice system often requires different approaches to both management and leadership for various agencies. Students also understand the importance of interpersonal and organizational communications, various kinds of power in organizations and the realities of politics in the world of criminal justice. In addition, issues related to decision-making, the environment, policy and procedure, mission statements are important components of this program. Also, students are provided four different leadership style surveys to help understand their personal management style. 

Implications—This course helps students to understand the challenges facing the criminal justice system in America.  The system is often in conflict with other “system” agencies and often competes for valuable resources against other criminal justice agencies.  The challenges of criminal justice leadership are unique based upon the mission and responsibilities of the various organizations.  For example, Corrections requires a more structured response than does the Judiciary component of the same criminal justice system.  In the end, students will understand all the challenges of criminal justice organizations but also appreciate that the system is managed fairly well when compared to the private sector.

Assessment of CJ 4990—Criminal Justice Seminar

By Mike Chabries

Spring 2006

Outcomes: This is a capstone course designed to measure what criminal justice students have learned while obtaining their degree.  In addition, students are prepared to enter the job market by learning how to do a resume and interview for a criminal justice position.

How Assessed:  Examinations, participation in three discussions of current major criminal justice issues.  This session is focusing on Death Penalty, Patriot Act, and Gun Control.  Students are required to orally present a criminal justice topic they have researched during their studies at WSU. Students are also expected to make at least two oral presentations of current issues and personal research they have completed. Finally, each student is required to complete a resume and cover letter in preparation for their future job pursuits.

Testing—Tests will demonstrate the students’ understanding of the total criminal justice system issues covered during the course of their study.

Oral Presentations—Students will either present or discuss weekly, at least two different articles contained in the Annual Editions publication dealing with current criminal justice issues.  Also, they will orally present a topic they have personally researched while pursing their degree at WSU.

Results—This course will aid students in preparing for life after college.  Students will be expected to effectively communicate orally and in writing to succeed in this course.  In addition, they will gain confidence as they prepare their resumes and cover letter in such a manner it becomes a tremendous asset for them.  Mock job interviews will also be conducted to provide students a “hands on” experience as public sector personnel experts will come to class to conduct the interviews.

Implications—Students will be better prepared to meet the challenges they will face as they pursue criminal justice careers.

OUTCOME ASSESSMENT

Desired Outcome: General understanding of crime scene processing techniques and crime laboratory analysis procedures.

Assessor: Dr. Brent Horn

Assessment method: Standardized national examination. The American Board of Criminalistics (ABC), in conjunction with the American Academy of Forensic Science (AAFS) and the Counsel of Forensic Science Educators (COFSE), is developing an examination to test the preparedness of students exiting universities having studied the field of forensic science.  The Forensic Science Aptitude Test (FSAT) will be patterned after the current ABC certification examinations and the Graduate Record Exam (GRE).  Students will receive a score between 200 and 800 and are ranked on a national scale in comparison to other individuals taking the exam during the same period.  Results from the exam will be available to the criminal justice faculty members with a breakdown of how well students are performing in specific forensic science areas.  This examination is slated for completion by the ABC in 2007.  Students will be given the exam as a component of their final upper division laboratory course (CJ 4115 for CJ: FS-I students; CJ 4120 for CJ: FS-L students).

Implications: The results of the examination can be correlated back to student grades and post-graduation employment.  In this manner we can determine whether the students are sufficiently prepared to accept employment in active forensic science organizations.  In no way does the CJ forensics faculty intend to teach to the examination in an effort to generate high national scores on the FSAT.  However, we will use results from the FSAT to improve the teaching of topics that are addressed on the exam if we feel that curricular adjustments will benefit our students and contribute to their long term success.

OUTCOME ASSESSMENT

By:  Faye Medd, CJ Dept. Secretary

Assessment:  Marketable credentials for employment or graduate/law school.

Our current exit survey for graduating seniors shows that a small percentage of students are actually working in the criminal justice field currently. The largest percentage of students plan to attend graduate school and study more criminal justice or law. The next highest percentage plan to work in the field as police officers, government officials, military and in the courts system. A small percentage plan to remain in their current career.

Most students financed their education with grants, loans, scholarships and tuition waivers. The next smallest group received financial support from their parents or worked full or part time to support themselves throughout school. Vocational rehabilitation and Work Force services assisted a few.

The most beneficial classes according to students were:

·       Those from Dr. Gillespie

·       Writing classes

·       Forensic classes

·       CJ Seminar

·       Law classes

·       Internship/Field experience class

·       Security related

Students suggested these items to better serve future students. More hands-on experience would be beneficial like internships. More visible information on employment and the CJ honor society. Adult desk and chairs in the classrooms and larger classrooms. More of the same classes offered at different times during the day. More on-line classes to reach a larger portion of the state. Update the crime lab and classrooms with state of the art equipment. Offer more classes at SLCC, Davis and at night. More law related classes to prepare students for law school. Expose students to more criminal justice from the outside by adding more speakers, career fairs and computer crime related classes. Some students thought the Seminar class would be more beneficial offered at the beginning of their senior year. Job placement would be a plus.

Students did consistently comment that our professors are very, very knowledgeable and experienced in the criminal justice field and they have gained much from this rich history.

OUTCOME ASSESSMENT

CJ 4200—ETHICAL ISSUES IN CRIMINAL JUSTICE

Desired Outcome: General Understanding of Major Theories of Ethics

How Assessed: Student comprehension and application of theoretical principles of ethics are demonstrated in the following ways:

Methods:

            - Students are given 4 examinations, including a final exam. Each examination includes true-false, multiple-choice, and brief essay responses requiring the student to apply the principles covered in each block of instruction. The scope of the course addresses law enforcement, attorney, and judicial ethical expectations and actions.

            - Each student is required to submit his/her response to 4 case studies included in the major textbook. Additionally, each student is required to submit a short paper explaining his/her personal and professional ethical philosophy. The case studies and the final paper are all intended to require the student to focus on various ethical situations (and sometimes, dilemmas), and apply the theoretical concepts of utilitarian, deontological, religious, and situational ethics. While there are no absolute “right or wrong” answers, each student is required to justify answers applying theoretical principles and theories.

            - The instructor periodically poses “real life” criminal justice challenges he has personally encountered in the profession. Included in the challenges are media reports, police case reports, and other personal experiences. These situations are the basis of class discussion on what should have been done, what was done, and include the question: what would you do? Why? And, where applicable, how would you do it?

            - Various video presentations are utilized throughout the semester which offer ethics instruction, training and challenges. Additionally, since there is fewer medium available for the study of attorney ethics, an attorney is invited to speak to the class and offer courtroom and litigation experiences and challenges for discussion.

Results: While the semester is not yet concluded, student evaluation is not complete. However, student performance on examinations and assignments indicate they have grasped the important theoretical and applied concepts being taught.

Implications.  This course is vital for all students and practitioners entering or working in the criminal justice field. In fact, for the 2005-2006 academic year, it has become a required course for all majors and minors.

            In addition to the academically oriented, theoretical approach to ethics, the fact that instruction is offered by a practitioner in the field brings a realism to the forms of opportunities, challenges and possible solutions faced in the “everyday world.” Examples of serious ethical mistakes committed by state practitioners, who suffer major consequences, are frequently discussed in class. This, again, brings the student close to the nature of problems often faced by those who are authorized and charged to enforce the law, protect the citizenry, and provide strong examples of the manner in which criminal justice professionals should conduct themselves at all times.

Note: This assessment has been conducted and prepared by Dr. Frank W. Budd, Regent Professor of Criminal Justice, in consultation with the Spring, 2006, adjunct instructor, Mr. Darin Parke.

OUTCOME ASSESSMENT

DESIRED OUTCOME: Majors should demonstrate the ability to effectively communicate in writing.

HOW ASSESSED: Evaluation of journals, resumes and cover letters Fall and Spring Semesters, AY2005-06.

ASSESSOR: Dr. Paul Johnson

RESULTS:  While the format and requirements for this Outcome were similar to those of previous years, I added analysis of draft- to- final cover letters and resumes this time. Past student comments mentioned the fact that the journaling experience, started two to three weeks before addressing the resume-cover letter assignment,  helped prepare and hone their skills for the task of organizing and presenting their accomplishments in a resume format. Further, I asked the students to include in each weekly journal submission the frustrations they incurred in preparing the cover letter/resume requirement. It was most interesting to note that those students with the weakest journals were also those who encountered the most trouble in developing their resumes and cover letters. I consulted individually with each of these students, pointing out the value and practical importance of clear expression.

IMPLICATIONS: Students were able to appreciate first hand the old adage that "fuzzy thinking makes fuzzy writing."  As they learned to become more precise with their journal writing, their cover letter and resume drafts became much clearer and better directed. Students became impressed with the fact that they actually possessed writing skills: Most of them thought they had no such abilities.

2005-2006 Department Outcome Assessment.

Appreciation of constitutional values of due process, equal protection and fundamental fairness.

Michelle E. Heward

DESIRED OUTCOME:  Appreciate constitutional values of due process, equal protection and fundamental fairness in policing, courts, corrections.

HOW ASSESSED: I administered several questions to determine the students’ ability to identify concepts of due process and fundamental fairness, and specifically being able to identify specific provisions of the Bill of Rights. The questions were posed to two upper division law classes:  two sections of Constitutional Rights and Responsibilities (CJ4160), during Spring, 2006. 

WHO DID THE ASSESSMENT: Michelle E. Heward, Professor

RESULTS:  The students were overwhelmingly able to identify that the due process clause of the 14th Amendment required fundamental fairness to be applied in criminal cases.  Some students appeared somewhat confused by the question and cited to specific rights that have been incorporated through the 14th Amendment, as applying to the states.  Overall, the students were able to identify the concept of due process and its importance to state criminal prosecutions.

All but three students were able to identify that the 4th Amendment protects against unreasonable searches and seizures.  This was not the CJ4100 class that focuses on that particular amendment.

All but one student were able to identify provisions of the 5th Amendment that apply in criminal prosecutions.  Overwhelmingly, the students referred to the right against self-incrimination, and some included that the 5th Amendment is where the rights set forth in the Miranda decision originated (although this was not specifically asked).

Nearly all students were able to identify that the 6th Amendment provides for the right to counsel in criminal cases.  Some also included other rights set forth in the amendment.

About three fourths of the students identified that the 8th Amendment protects against cruel and unusual punishments. 

Students appeared to be confused as to the concept of the incorporation doctrine and over half of them indicated that the first ten amendments all applied to the states.  About 40% understood the concept of selective incorporation of the rights and five were either confused by the question or clueless.

All but one student identified that the Bill of Rights protects people within the United States from government abuses.

IMPLICATIONS:  It appears that students have a good understanding of the contents of several provisions of the Bill of Rights as they apply in criminal cases.  They were able to understand that the federal constitution applies to the federal government, and through the 14th Amendment, to state authorities.  The question about incorporation may have been confusing, looking back at the question and responses, but the important concept of the rights applying to the states was clearly understood.  It appears that the overall goal of student knowledge regarding the concepts of constitutional rights as they apply in the criminal justice system, and of due process/fundamental fairness were understood.

OUTCOMES ASSESSMENT REPORT–Spring 2006

by David Lynch 

Undergraduate Program

Desired Outcome: Grasp fundamental concepts, nature of criminal law.

How Assessed: In-class Examination during CJ1330 (undergraduate Criminal Law course).  Specifically, the first exam of the semester covered the fundamental nature of criminal law, including the concepts of mens rea, actus reus, and  constitutional impediments to criminalizing certain conduct (i.e. what can and cannot be made crimes).  Subsequent exams covered less-central topics but this first exam covered the fundamentals.

Who Did The Assessment: Dr. David Lynch

Results: The class average on this fundamentals exam was a 75 (the high was a 98).

Implications: I was a little disappointed with the average only being a 75. Interestingly, the curve was bi-modal rather than the standard bell curve.  What this suggests is that a big segment of the class did very well and a big segment did very poorly with relatively few actually doing average.  This suggests I need to try to find a way to motivate the lower performing segment of the class to do better, especially on this first exam.  Perhaps I could do a more extensive exam review prior to the test to help students see what areas they are confused about and need to study more.