Upload
hathu
View
213
Download
0
Embed Size (px)
Citation preview
Assessment Report School Year 2013-2014
Criminal Justice
Prepared by: Harry L. Cramer, Assistant Professor of Criminal Justice
Pag
e1
Table of Contents
Subject Title Page Number
Table of Contents 1
Program Name 2
Report summary 2
University Mission Statement 2
Program Mission Statement 2
Program Goals 3
Program Learning Outcomes 3
Program learning Outcomes Assessed (current school year ) 3
Description of the Methods of Program Assessment 4
Results of Assessment 4
Analysis of Assessment Results 5
Planned Program Changes 6
Program Aspirations 8
Possible Changes in Assessment Methods 8
List of Appendixes
Appendix 1 Criminal Behavior Long Paper assignment 10
Appendix 2 Reactive Attachment Case History Form/Assignment 14
Appendix 3 Criminology Group Project: Oral Presentation and
Annotated Bibliography 16
Appendix 4 Quincy Grading Rubric for Writing Enhanced Courses 20
Appendix 5 Scoring Sheet for Writing Rubric 23
Appendix 6 Group Presentation Rubric 25
Pag
e2
Assessment Report Format
An annual assessment report should be completed by each academic program; copies should be
submitted to the VPAA and the Unit/School Chair/Dean, who will forward the report from the
unit to the Director of Academic Assessment, currently Dr. Teresa Reed, by June 30. A copy
should be retained by each program for reference and guidance in successive years.
The report should contain the following information:
Name of academic program: Criminal Justice 2013 to 2014
Report Summary (A brief paragraph providing an overview of what reviewers can expect when
reading the report)
The reader will see the assessment activities related to Outcome 5 in Criminal Justice. While the
objective was achieved by the students, there is room for improvement. The reader will have the
opportunity to examine recommendations to improve communications which was the thrust of
the outcome in question.
Quincy University Mission Statement
Quincy University stands as a Catholic, independent, liberal arts institution of higher learning
in the Franciscan tradition. Inspired by the spirit of Francis and Clare of Assisi, we respect each
person as a sister or brother with dignity, value, and worth. We work for justice, peace and the
integrity of creation. We prepare men and women for leadership and for the transformation of
the world by educating them to seek knowledge that leads to wisdom. We welcome and invite all
to share our spirit and life.
Program Mission Statement
The Criminal Justice Department Mission Statement
The Mission of the Department of Criminal Justice is to provide undergraduate students with the
professional and academic preparation necessary for entry-level positions throughout the
criminal justice system and related professions. The program addresses the functions and
organization of the criminal justice system, prepares students to think critically about the
problems of crime and justice, and provides students with decision-making skills and the
understanding of different cultures, ethics and social problems. The department encourages
students to recognize that the pursuit of justice involves more than the traditional criminal justice
system of police, courts, and corrections, but also includes matters of social justice. The
department empowers students to envision criminal justice functions and problems creatively,
and to seek non-traditional solutions to challenges. The program provides students with the
preparation necessary for successful graduate study, and further endeavors to provide criminal
justice professionals with career-enhancing educational experiences.
Pag
e3
The Department of Criminal Justice is an academic department in the Division of Behavioral &
Social Sciences at Quincy University. It is committed to pursuing the activities of education,
scholarship, and public service in a manner that is consistent with the intellectual traditions of
social science inquiry and service that fulfills Quincy University’s Mission Statement: “We work
for justice, peace and the integrity of creation. We prepare men and women for leadership and
for the transformation of the world by educating them to seek knowledge that leads to wisdom."
Program Goals/Objectives Proposed (under review and subject to change)
Goals
1. Provide undergraduate students with the professional and academic preparation necessary
for entry-level positions throughout the criminal justice system and related professions. 2. Provides students with the preparation necessary for to be life-long learners, especially to
be successful in graduate study, and further endeavors to provide criminal justice
professionals with career-enhancing educational experiences.
3. Provide opportunities for students to develop critical thinking skills to apply to problem
solving and organization.
4. Provide for support of the Bonaventure Program.
5. Create opportunities for students to inculcate Franciscan Values in students, faculty and
others.
Program Learning Outcomes (A list of all program learning outcomes)
1. General Understanding of the Criminal Justice Process including the components and
processes from the reporting of crime through corrections, and punishment &
rehabilitation/treatment phase.
2. General knowledge of the role of each component of the criminal justice system
including the publics as well as interactions within and between these components.
3. General understanding of the types and fundamental concepts of law (statutory &
regulatory) applicable within criminal justice system.
4. Ability to critically and theoretically analyze justice issues utilizing a general
understanding of the principles of good critical thinking skills as well as appropriate
utilization of social science research methodologies.
5. The ability to effectively and clearly communicate in various forms.
6. Vision of the ethical decision making and problem solving strategies applicable to
both the operation and administration of justice in a multicultural society which
incorporates social justice perspectives.
7. Marketable credentials for graduate/law school or employment as demonstrated
through internships in work settings
8. Understanding of crime and criminal justice from a global perspective.
I. Program learning outcomes assessed for the current school year
5. The ability to effectively and clearly communicate in various forms.
Pag
e4
II. A detailed description of the methods of program assessment used this year
To assess Learning Outcome 5, I used direct measures which were course imbedded in two
courses, CRJ310.00 W:Criminal Behavior and the G: Criminology Course (CRJ 343.00). I
focused on three assignments. Students will have met the objective if they score 73% or above
for the assignment. This represents the lowest C score. I selected these courses because they are
three hundred level courses that all Criminal Justice Majors must take. The majority of the
students were junior or senior level students. I chose the assignments based on their ability to
measure different aspects of the objective in question.
A. The long paper from Criminal Behavior (CRJ310.00 W:Criminal Behavior)
1. Represents a formal secondary research report (see Appendix 1)
2. Point Value= 100
3. I used Quincy University’s Intensive Writing Rubric for grading (in use prior
to 2014). See Appendixes 4 and 5
B. RAD Case History from Criminal Behavior (CRJ310.00 W:Criminal Behavior)
1. Represents a form of technical writing (See Appendix 2)
2. Point Value=35
C. Oral Presentation in Criminology (CRJ343.00 G: Criminology)
1. Represents oral communications (see Appendix 3)
2. Point Value=80 (40 points for the presentation, 10 points for the poster and 30
points for the Annotated bibliography
a. The assignment is a group project but each student orally presents their
portion of the assignment in class
b. I used the Criminal Justice Oral Presentation Rubric for grading this
assignment. See appendix 6
III. Results of this year’s assessment
A. The long paper from Criminal Behavior (CRJ310.00 W:Criminal Behavior)
1. The following statistical analysis represents the grades including those which were
corrected. Two students who failed to submit a paper which resulted in a grade of 0 and
I removed those scores.
2. Results:
a. Median 88
b. Mode 94
c. Mean 83=83% (low B)
B. RAD Case History
1. The following statistical analysis represents the grades including those which were
corrected. Four students who failed to submit papers which resulted in a grade of 0
and I removed their scores.
a. Median 33
Pag
e5
b. Mode 34
c. Mean 31=89% (B+)
C. Oral Presentation in Criminology (CRJ343.00 Criminology)
1. The following statistical analysis represents the grades.
a. Median 73
b. Mode 78
c. Mean 74=93% (A-)
IV. Analysis of assessment results
A. Written Communications:
To successfully achieve this objective, students were expected to earn a minimum grade of 73%
which is a low C. On face value, the students achieved a class averages in both written
assignments that exceeded the minimum requirement. I graded the long paper from Criminal
Behavior (CRJ310.00 W: Criminal Behavior) which represented a formal secondary research
report using the Intensive Writing rubric and students were permitted to submit corrected
versions of their papers. Content and Critical Thinking was markedly improved over previous
years. The students had more difficulty with Organization and Language (referring to the
rubric).
Under Organization, students continued to struggle with writing Introductions and Conclusions.
The students consistently failed to incorporate in their introductions arguments, purpose or thesis
statements and key points they intended to cover in the papers. Furthermore, the majority of the
students failed to successfully tie into their conclusion how they achieved their argument, thesis
or purpose and frequently lacked key points that they wanted the reader to remember. Less than
half of the students also struggle knowing when and how to document sources. While I have
noticed some improvements this year, I observed more students struggling with format and
knowing when to insert parenthetical references. It is notable that I incorporated in assignment
specific instructions about the introduction and documentation of sources.
Anecdotally, in terms of language, I have noted some improvement over the years in spelling and
word usage. I have observed weaknesses in the area of comma usage, sentence structure, such as
comma splicing and run-on sentences. A number of the students had difficulties with verb tense.
Some students struggled with paragraph structure.
On examination of the technical writing assignment, the RAD (Reactive Attachment Disorder)
case history, the assignment called for students to read a case history which I provided. They
were then to assess the behaviors and risk factors associated with the subject (and family) of the
history and respond to questions in the case history form which is attached. Consequently, the
focus of the assignment was more oriented toward proper identification of behavioral traits and
risk factors related to RAD. I considered, as an important secondary objective for this
assignment, the experience of writing in a technical style. (Students have several opportunities
Pag
e6
to engage in technical writing in other courses, as well (including writing policy and procedures,
generating police reports on offences, search warrant applications and affidavits and various
logging documents for evidence). I encouraged the students to simplify their writing for these
assignments, using plain language when describing the behaviors and risk factors. Students
fared better in this assignment grade-wise. The students did not have the opportunity to correct
this assignment.
B. Oral Communications
The resulting grade is somewhat misleading as this is the combined scores for the three
components of the assignment. I broke out the presentation component for the assignment.
In this situation, the students earned an average grade of 83%. The Annotated Bibliography
and posters (or other audio Visual Aid) grades tended to improve the scores. Referring the
reader to the rubric which is attached, the trait with which the students had the most difficulty
was Presentation. The majority of the students failed to engage the audience as they read
their speeches from notes or from the PowerPoint or poster. This clearly indicated a lack of
practice and familiarity with the material they were presenting. Content was the strongest of
the traits. The groups successfully fulfilled the assignments.
In conclusion, the students did achieve the minimum requirements in both written and oral
communications as measured by these assignments. The students exhibited problem areas in
both forms of communications as noted above.
V. Planned program changes based on assessment results
Plans for program changes motivated by assessment results (noting which changes can and will
be implemented by program faculty, which require consultation or approval by the VPAA or
academic committees, and which involve requests for changes by other academic programs
A. Written Communications:
1. In my interpretation of the technical writing assignment work, I do not see a need to
make any changes. It appeared that in this assignment and by this point in their
education, they have grasped skills necessary to successful write in a technical style
appropriate to the subject matter.
2. In my interpretation of the secondary research assignment, I am still not satisfied with the
students’ development of their introductions and conclusions. I am of the opinion that
the majority of the students do not use the development of thesis or purposes in writing
papers. More than one half of the class wrote weak conclusions. I have already
consulted with English Department faculty members over the years and I have
incorporated suggestions which have helped. I have also developed more thorough
instructions for each assignment including discussions on the development of
introductions and conclusions for the assignments that require them. Moreover I have
Pag
e7
given students written directions on their assignments about documentation of sources
and I have added similar information in the syllabi. I also discuss plagiarism and source
documentation verbally in all of my classes and referred them to various sources of
information. I also provide feedback to students using the form related to the rubric
which is attached hereto.
3. In research that I have conducted on the failure to develop thesis or purposes for a paper,
depending on the nature of the assignment, I have learned that there may be a problem
with student understanding of and integration of developing thesis or purpose content,
form and functions (Angelo and Gross, 1993. P 172-173). Bean adds to this prospect that
students have withdrawn from “reasoned analysis and argumentation” in their writing
(Bean, 1996. P 24-25.) While there are various theories as to why this occurs, clearly the
literature encourages teachers to fashion pedagogy directed towards encouraging thinking
skills and provide assignments that challenge students in this way.(Bean)
I have learned that one recommended solution which I intend to adopt is the inclusion of
a Classroom Assessment Technique or CAT called “What, How and Why Outlines”
(Angelo and Gross). In adopting this outline which the students prepare prior to the
assignment, students must analyze the what (content of the assignment), the how (form of
the assignment) and why (function of the assignment). Students then use the outline to
guide research and writing the paper (including effective introductions and conclusions).
This exercise also helps to develop related teaching objectives which support both the
Bonaventure Program and major related out-comes as noted below:
a. Analytical skills in the subject matter
b. Improved reading skills in general
c. Improved writing skills relative to the type of writing called for in the assignment
d. Develop appropriate study skills, strategies and habits
e. Learn to evaluate methods and materials of research of topics
f. Develop capacity to make learned principled choices (material selection and
documentation)
g. Develop capacity to independently cogitate (Angelo and Gross)
I will adopt the “What, How and Why Outline on a trial basis in one of the courses
that I teach next year to see if the outline improves the students in developing appropriate
theme, purpose or thesis and the inclusion of this in developing papers. This should lead
to improved organization and content, including better use of introduction and
conclusion.
In addition, I will continue to encourage students to use their English grammar books
and other sources to help them with language related problems noted above
Pag
e8
I will also review the new writing rubric which has been use in the Pilot Assessment
project of the university’s assessment initiative with the students to strengthen language
skills.
The objective of this outline will have been achieved if I discern an increase in
meaningful development of theme, purpose or thesis (according to the nature of the
assignment and course) and use thereof in researching, constructing and writing research
papers.
I will look for another indication of successfully achieving the outcome of the outline
which will be effective and well written introductions and relevant conclusions. Content
of the narrative should be adequately reflected in the introductions and conclusions.
4. Outcome to be assessed 2014-2015 year is 6: Vision of the ethical decision making and
problem solving strategies applicable to both the operation and administration of justice
in a multicultural society which incorporates social justice perspectives.
B. Oral Communications:
By the time the students are taking three hundred level courses, the majority have
already taken the COM 101, “Fundamentals of Public Speaking.” I have examined the
course content and rubric used in that course in the past. I am convinced that the source
of the difficulty in engaging the audience and in reading the presentation is a lack of
preparation. Therefore, in courses which require oral presentations, I am going to review
the rubric in class and make it available to the students. I will emphasize that
presentation, including engaging the audience, is a part of the grade. In order for the
objective to be achieved, I should witness an improvement in the student engagement
(eye content and responsiveness to student inquiry) as well as improve articulation of the
material
VI. Program Aspirations
Program Aspirations for the next academic year,
o With the recommended changes noted above, I hope to see a5 % increase in the
average score in each of the aspects of learning out-come 5.
o Resources required I do not anticipate a monetary outlay beyond the investment
of my preparation time and class time.
VII. Possible changes (additions/modifications) in assessment methods for the future
As I have another Criminal Justice faculty member to assist me, I hope to complete a
review of the current programs goals and objectives as well as outcomes. This will
necessarily impact assessment.
Pag
e9
VIII. Other pertinent information (optional)
Please note that this document is focused on program assessment based on success in meeting
learning outcome goals. Each academic unit may have other goals (e.g., faculty development,
scholarship, honors, fund raising, and so on). An addendum summarizing results in these areas
may be attached to the report as desired.
Pag
e10
Appendix 1
Quincy University
Criminal Behavior
Harry L. Cramer
Assignment
Assignment Title: Long Paper
Objective/s: Referring to Syllabus Division/Department Objectives: 4, 5 and
Course Objectives: 1, 2
.
Due Date: 4/2/2014
Policy on Late Work: 1. I will deduct one grade step for each day that school is in
Session for late work turned in.
2. I will not accept late papers after one week of the due date.
Form of Submission: Paper version and one electronic version
Total Possible Points: 100 points
Identify a crime or a serial crime (murder, rape, robbery, burglary, and there are others).
Locate an actual case in the newspaper or other reliable source. Learn as much about the
crime or type of crime on which you reporting. It may be solved or unsolved.
Choose a theory that is covered in the course and analyze the crime, including the victim
(if appropriate) and offender. How does the theory explain the cause of the criminal
behavior in general and the offender in particular?
In doing your research and analysis, you will need to work through formulating a
research question, hypothesis and a final working hypothesis which you will state and
prove in your paper. The hypothesis will be about how a given theory explains the cause
of the crime or some aspect of the crime. Failure to have a research hypothesis will
seriously affect your grade. Use the research that you do to prove you hypothesis.
I expect a well formatted paper using APA style elements. That includes an abstract,
well stated introduction which sets out the hypothesis and a brief outline of how you
intend to write and prove your hypothesis in the body of your paper. I also expect a
quality conclusion wherein you restate your hypothesis and some key points that you
used to prove or accept your hypothesis. Note, the Abstract and the introduction are
different. I refer you to Everyday Writer for more information on how to write an
abstract.
References and their quality will be part of my assessment of your paper. Choose
quality, scholarly articles. Wikipedia is not considered a quality source.
Specifications: Long Paper Specifications
Submit a paper version and an electronic version via Moodle.
Cover Sheet APA Style
Pag
e11
Abstract APA style
References (parenthetical) using APA Style
Bibliography or Works Cited Page APA Style citing a minimum of five sources (the
text may be cited but it does not count towards the minimum number of sources).
Use quality sources.
Pages numbered
Minimum length of 8 (no longer than 10 pages) typed pages of text in the body of
the paper:
I define a page as one complete typed page of text.
Reference Sheet (Bibliography), cover sheet, abstract and other annexes
do not count towards the minimum number of text pages.
Papers must be typed in double space, 12 CPI, Times New Roman font.
Margins-one-inch margins on all sides, including top and bottom
Check the schedule for the due date.
Re-submission is optional but if submitted I suggest students retain a copy of each
assignment on their computers or a paper copy.
Other Paper Information: I am looking for a quality research paper. Your sources should be
reflective of the added length, as well. As this is a 300 level course, I will be looking for quality
sources. Use Psychological, Sociological and/or law journals showing that the information has
been subjected to academic or professional review and comment. I will evaluate the quality of
your sources and the number of them.
YES !!! GRAMMAR, PUNCTUATION, AND SPELLING COUNT IN THE GRADE AS
DOES FORM (COVER SHEETS, PAGE NUMBER, and MARGIN WIDTHS)...so please
proofread your paper before you hand it in. Corrections may be neatly written in by hand after
the application of correction fluid ('white out'), so that the last minute discovery of a few
typographical errors should not require retyping the entire paper or page.
Student Responsibility for Documenting Sources and general guidelines for Evaluation
of Student Compliance
Students are required to document all sources using APA (American Psychological
Association) Style in Criminal Justice courses that I teach. This means that students are
required to enter sources of their information in the form of abbreviated citations in
parentheses. Generally, an abbreviated citation of a source should appear immediately
following the completion of a thought which the student has developed based on the
information from a single source. A parenthetical reference (an abbreviated citation of a
source) should also appear after each direct quote from a source. These parenthetical
references will need to appear throughout the paper. Please consult an APA style manual for
more complete directions or contact your instructor.
In addition students are also required to have a” Works Cited" page/s which will contain the
complete citation of all sources used in the paper.
Pag
e12
Failing to properly cite the sources used in a paper is usually considered a crime and is
certainly a form of cheating called plagiarism. Therefore, papers turned into me lacking one
or both will receive a grade of “0” or a failing numerical grade.
Students may be allowed to correct deficiencies for an improved grade but the student will
not be eligible for any extra credit for correcting errors of omission of either parenthetical
references in the body of the text or work cited page.
The instructor reserves the right to follow the university policy on cheating for papers turned
in lacking proper documentation.
A parenthetical reference will look something like this (specific appearance will vary
depending on the type of source, the amount of references to the source and other factors).
For this example, this is a book with a single author.
In a multicultural society, each culture retains its own standards of ethics and behaviors
(Schmallegar, 2011, p. 26). Or as in a direct quote:
“Multiculturalism describes a society that is home to a multitude of different cultures, each
with its own set of norms, values and routine behaviors (Schmallegar, 2011, p. 26).
The Works Cited page reference for a book with one author will look like this example.
Schmalleger, F. (2011). Criminal justice today: an introductory text for the 21st century,
eleventh edition. Upper Saddle River, N.Y.: Prentice Hall.
Note that the second (and subsequent lines) line is/are indented. These appear as a list of
references on a works cited page. Again the exact form will vary somewhat depending on
the source as with the parenthetical references.
I will refer to The Everyday Writer by Andrea Lunsford or the most current APA style
manual for evaluating the application of the APA style. Other sources for APA may be
found on the Brenner Library web page. Thank you.
I look forward to reading your papers. Remember, as always, if you have any questions
about the paper assignment or any other aspects of the course...PLEASE FEEL FREE TO
ASK ME. Thank you and I wish you good writing!
Pag
e13
Appendix 2
Reactive Attachment Case History Form/Assignment
After reading the RAD Case History which posted above this assignment, complete the
following form. You print and turn in hard copy or submit through Moodle.
Criminal Behavior Case History Assignment Form
Assignment Topic: ____________________________ Student: ________________________
Describe the Disorder (in general, not related to this history)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Describe the reason for referral (current case) including symptoms that lead you to believe that
this case relates to the above described disorder
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Describe natural parents, noting anything related to the above disorder .
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Describe foster care/adoption experience of the child
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Was there any sexual dysfunctional behavior performed by this child? If yes, describe
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
Was this child sexually abused? If yes describe victimization
______________________________________________________________________________
Pag
e14
______________________________________________________________________________
______________________________________________________________________________
_____________________
Does this child abuse substances i.e. drugs, alcohol, tobacco? If yes, describe.
______________________________________________________________________________
_______
Did birth parents, foster parents or others in the child’s life abuse alcohol or drugs (including in
uterus)? If yes, describe.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________
How does this case strike you, your thoughts, feelings and what is you prognosis of this case?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________
Pag
e15
Appendix 3
Quincy University
Criminology
Harry L. Cramer
Assignment
Assignment Title: Group Project: Oral Presentation and Annotated Bibliography
2014
Goals & Objective/s: Referring to Syllabus page 3: Program/Department Outcomes5&7
& 7; Course Specific Objectives: 4 & 5
Due Date: Day of Presentation (required)
Group Date
1 & 2 4/7
3 & 4 4/9
5 4/11
Total Possible Points: 90 pts.
Evaluation: Teacher/Peer Review (within group)
ASSIGNMENT:
1. Read the chapters or section out of our text book relative to your crime and read the
assigned chapters from the book on reserve associated with the crime your group is
assigned (see below for assignment and book information). The readings are designed to
give you a good understanding of transnational crime in general and you specific crime as
well.
2. Identify a theory which we have or will study from our text this semester which in your
group’s opinion explains the cause/s of the assigned crime. Note the international
perspective of this assignment. Please approach this from a transnational perspective.
3. Develop a hypothesis in the same manner as you have been asked to do for your
individual papers.
4. Conduct a review of literature to support your hypothesis
5. Prepare a research annotated bibliography (see specifications which follows)
which you will hand in on the date of your presentation
6. Prepare a quality poster presentation of at least 20 minutes in length during which
your group will summarize your findings. Please do this presentation as a
persuasive presentation as if you want us to be persuaded to your groups
hypothesis.
Pag
e16
This is a Persuasive presentation the goal of which is to “convince your reader (that would be
your classmate and me) to your point of view.” (Johnson, Rettig, Scott, and Garrison, 2005. P.
13). Use the information from your research to justify your position.
You will turn in one electronic annotated bibliography via Moodle of at least 6 sources following
APA style.
Your group also must advocate for some applied or practical aspect of your assigned topic.
Perhaps there is a change in some procedure, law, definition…whatever you choose….that your
group would like to see implemented. You may want to advocate for the status quo. Perhaps
you have an idea on how to better address some problem related to your hypothesis.
I expect a quality presentation. In terms of the oral presentation, please do not read your paper
from notes or your poster but speak from them. Use the oral presentation to high light important
or key aspects of your findings, agreement or disagreement. You may wish to use your oral
presentation to expand on what you have in your outline. Also, I expect you to incorporate in
your presentations audio/visual aids (video, posters, PowerPoint and/or overhead) and some
creativity in your presentations. Perhaps you would like to include a skit in your presentation, an
activity that involves the class somehow, an interview or a guest speaker. I can add additional
time if that will help your group. All group members must be in attendance and present material.
You may ask what a poster presentation is. A poster presentation consists of an exhibit of
materials that report research endeavors or informational resources in visual and summary form.
Poster presentations provide a unique form that facilitates personal discussion of work with
interested colleagues and allows students to browse through highlights of current research.
If you were doing this associated with a conference, space would be set aside near the exhibit
area or in a ballroom for these presentations, and each author has access to a large bulletin board
upon which to display important points from her/his work. Attendees have an opportunity to
observe a variety of poster presentations that focused on the interesting visual displays of
research, program materials, or computer resources that can then be augmented by face-to-face
conversation between authors and viewers. We will do this in class.
.
Tips for Creating Posters
(from Sociologists of Minnesota Conference (St. Cloud State University):
http://condor.stcloudstate.edu/~soc/conference/poster.html
Titles and Headings: Use a large, bold font to separate the sections of your presentation
so readers can easily skim the work to read for interest. Keep font consistent and make
sure it is readable from 3-5 feet away.
Length and Tips on Presentation: Information should be presented in bullet format,
graphs, tables, and/or other visual ways of representing the information that makes it easy
Pag
e17
to grasp the "lesson" or "message" of your presentation. Keep colors simple. Avoid
making the poster too busy--If you have an abundance of information; consider what is
the most important information to get your message across. See the list of guideline for
further assistance below.
Assessment
30 points on Annotated Bibliography
Poster 10 points
Presentation 40 points. I will hand out peer evaluation forms regarding your activity in
your groups.
Reserved Book 1 Albanese, Jay S. Transnational Crime and the 21st Century: Criminal
Enterprise, Corruption, and Opportunity. New York: Oxford UP, 2011. Print.
Reserved Book 2: Martin, Gus. Understanding Terrorism: Challenges, Perspectives, and Issues.
Thousand Oaks, CA: SAGE, 2013. Print.
Group 1 Drug Trafficking read Reserved Book 1 chapters 1, 10 & 2
Group 2 Human Trafficking Reserved Book 1 chapters 1, 10 & 5
Group 3, Stolen Property Reserved Book 1 chapters 1, 10 & 3
Group 4 International Terrorism Reserved Book 2 chapters 2, 15 & 8
Group 5 Commercial Vices: Obscenity and Pornography Reserved Book
1 chapters 1, 10 & 7
Look up your topics in appropriate reference sources in order to find citations to articles using
resources available to you in the library such as periodical indexes, abstracts etc. I will accept as
resources for this paper journal articles, periodical articles (including popular news as well as
professional publications), and Internet articles subject to the limitations for Internet articles in
the syllabus. You may also include interviews as sources.
Annotated Bibliography (A.B.) Specifications:
Style Guide: ASA (American Sociological Association)
Title page (to include paper title, name of student/writer, group number, group
members, course name and number, name of instructor, name of university, and
date)
APA format 12 CPI, Times Roman font
Margins: one-inch margins on all sides, top and bottom, as well
Number pages
Fasten pages with a staple
Documentation: APA Bibliography style
Outline of the A.B.
o Title Page
o Introduction (1-2 paragraphs which introduces your topic, states your
group’s position and lists key points that you plan to cover)
Pag
e18
o Six or more annotated bibliographical entries (citation follow by a
summary or annotation for that source, then the next citation followed by
the summary for it and so. Annotations are to be one paragraph in length
or about 50 words +/- in length.
A note on sources. Use only quality sources. You may use the text and the books on
reserve as sources for your presentation but for the AB, please do not use the text. Do not
include Wikipedia or like sites. I prefer scholarly articles or peer reviewed journal articles.
Quality books are fines as well. You may use interviews, too.
Attire for Group Presentations: When presenting the actual group presentation before the
class and others, students are to dress professionally. Business casual or better will be
considered appropriate for this. It will be part of the presentation evaluation. An explanation for
business casual has been posted on the course Moodle page for your consideration. Note,
students are not required to buy clothes for this and casual attire will be acceptable as long as you
appear well-groom and neat in your appearance.
Poster Guidelines…see http://www.freedocumentsearch.com/ppt/apa-style-poster-
presentation.html You may also visit the APA web site and the Purdue Owl web site for ideas.
Groups (5) Group members as of 1/31/14
User
count
Group 1 (A) Justin Anderson, Quenten Hooker, Rosa Krone, Scott Ladi,
Daniel Lee, 6
Group 2 (B) Gregory Cain, Thomas Fish, Breanne Meyer, Theodore
Rule, Jamaal Wilburn 4
Group 3 (C) Malynda Ancell, Ivan Cortes, Jeanine Riley, Sarah White,
Matthew Wontorcik 5
Group 4 (D) Rilan Childs, Taylor Dralle, Brooke Horner, Dereasha
Smith, Andrew Zimmerman 5
Group 5 (E)
Sylvia Anaghara, Andrew Duncan, Christian Jordan, Alicia
Martin, Ryan Seifert
5
Pag
e19
Appendix 4
Quincy Grading Rubric for Writing Enhanced Courses
CRIM First Edition: April 2006
Content and Critical Thinking Organization Language (Discipline and Assignment
Specific Objectives Go Here.)
The paper meets
assignment
requirements
deliberately and
appropriately.
Its purpose is clear, it
contextualizes the
issues, and provides
effective examples
and illustrations of its
purpose and points.
The ideas are
original, complex,
and strongly
substantiated.
It demonstrates
strong judgment and
draws conclusions
while carefully
considering its
audience.
The paper has a
logical organization
with an effective and
appropriate
introduction and
conclusion and clear
transitions between
paragraphs and
sentences.
The paper is creative
and deliberate in its
design.
Support in the form of
original ideas, or
quotes or paraphrases
from significant and
credible sources, is
incorporated skilfully
and documented
appropriately.
The organization is
appropriate to the
content and nearly
flawless.
The paper is free of
errors and is
consistent in its use
of voice and diction.
It has varied and
correct sentence
structure and
punctuation and
demonstrates careful,
concise, and precise
word choice.
An appropriate
vocabulary is
exhibited as is an
understanding of the
key terms of the
class.
All of the stylistic
choices further the
expression of ideas
and intentions.
Select a position ref. the theory
as it applies to current
(or historical) crime
problems.
You may choose a
national perspective or
international one.
clearly defined thesis statement
that states your idea in positive
way but in a manner that allows
you to test your theory or
position and argue for it
o in your introduction
and
o a reference to it in
your conclusion (as
part of your summary)
Persuasive Paper
Supported w/
information/argument with
o evidence and
o reasoning
The paper mostly
meets the assignment
requirements
deliberately and
appropriately.
Its purpose is clear, it
considers the issues,
and it provides some
effective examples
and illustrations of its
purpose and points.
The ideas are
somewhat complex
but lack originality
and are not fully
The paper has a
logical organization
with an introduction
and conclusion and
transitions between
paragraphs and
sentences but they are
somewhat awkward or
incomplete.
The paper is
somewhat creative
and mostly deliberate
in its design.
Support in the form of
original ideas, or
The paper has few
errors and is mostly
consistent in its use
of voice and diction.
It has varied and
mostly correct
sentence structure
and punctuation and
demonstrates some
care in word choice.
An appropriate
vocabulary is
exhibited as is some
understanding of the
key terms of the
Cover Sheet APA Style
References (parenthetical) using
APA Style
Bibliography Page APA Style
citing a minimum of eight sources
Pages numbered
Minimum length of ten
typed pages of text:
typed in double space,
12 CPI,
Times New Roman font
Margins-one-inch margins on
all sides
Pag
e20
developed or
substantiated.
It demonstrates some
judgment and draws
some conclusions,
but does not carefully
consider its audience.
quotes or paraphrases
are present, but not
always skilfully
included or
documented.
There is an occasional
lack of development,
redundancy, and/or
incorrectness.
class.
Most of the stylistic
choices further the
expression of ideas
and intentions.
The paper meets the
assignment
requirements but
formulaically.
Its purpose is for the
most part clear and it
considers the issues,
but it does not
provide adequate
examples and
illustrations of its
purpose and points.
The ideas lack
complexity and
originality and need
significant
development
It demonstrates
mediocre judgment
and draws
uncomplicated
conclusions. It does
not have a clearly
defined audience.
The paper has an
introduction and
conclusion and
transitions between
paragraphs and
sentences, but they are
often awkward or
incomplete.
It lacks creativity but
is deliberate in its
design.
Support in the form of
original ideas, or
quotes or paraphrases
are not sufficiently
included and/or
documented.
There is a frequent
lack of development,
redundancy, or
incorrectness.
The paper has
several errors and is
not often consistent
in its use of voice
and diction.
It has varied but not
often correct
sentence structure
and punctuation and
demonstrates little
care in word choice.
The vocabulary is
weak and there is
little understanding
of the key terms of
the class.
Some of the stylistic
choices further the
expression of ideas
and intentions.
The paper barely
meets the assignment
requirements.
It has a clear topic
but not a clear
purpose, and there is
little support of ideas.
The ideas are simple
and there is little to
no development.
It demonstrates weak
judgment and draws
few conclusions, and
the audience is barely
The paper’s
introduction and
conclusion, and
transitions between
paragraphs and
sentences, are mostly
awkward or
incomplete.
It lacks creativity and
is predictable in its
design.
There is very little
support in the form of
original ideas, quotes,
or paraphrases and/or
The paper has
numerous errors and
barely exhibits clear
diction or a voice.
It has little variation
and correctness in
sentence structure
and punctuation and
demonstrates no
attention to word
choice.
The vocabulary is
weak and there is no
understanding of the
key terms of the
Pag
e21
considered. they are not
documented
appropriately.
There is an overall
lack of development,
redundancy, and/or
incorrectness.
class.
Few stylistic choices
further the
expression of ideas
and intentions.
The paper does not
meet the assignment
requirements.
It does not have a
clear topic or purpose
and therefore there is
little support of ideas.
It is difficult to
identify the ideas and
therefore there is no
development of them.
It does not
demonstrate
judgment or draw
conclusions. The
audience is not
considered.
The paper’s
introduction and
conclusion are
incomplete or non-
existent and there are
no recognizable
transitions.
It lacks creativity and
any clear design.
It lacks support in the
form of quotes or
paraphrases and/or
they are not
documented
appropriately.
There is no
development, much
redundancy, and/or
incorrectness.
The paper has
numerous errors and
does not exhibit clear
diction or a voice.
It has no variation in
sentence structure
and mostly incorrect
word choice.
There is no attention
to vocabulary and no
understanding of the
key terms of the
class.
There is no
awareness of stylistic
choices and the style
does not further the
expression of ideas
and intentions.
Pag
e22
Co
urs
e__
____
____
____
__ A
ssig
nm
en
t __
____
____
____
____
Stu
de
nt
____
____
____
____
____
____
__
Appendix 5
Criminal Justice Paper Grading Rubric A” Range ← - - - - - - - - - - - - - - - - → “F” Range
Higher Order
Concerns Critical Thinking1 Skilful Effective Adequate Limited Ineffective
↑
Content2 Skilful Effective Adequate Limited Ineffective
↓
Organization3 Skilful Effective Adequate Limited Ineffective
Department Concerns Skilful Effective Adequate Limited Ineffective
Lower Order Language4 Skilful Effective Adequate Limited Ineffective
Final Grade A B C D F
Format:
APA Format –[] Incorrect for reference citations 2 pts.; [] Works Cited Page 2 pts.
Sources: [] No parenthetical References = 0 No Works Cited Page [] Grade =0
Abstract: No Abstract []= -5 pts. Poorly written Abstract affects “Content Grade”
Coversheet: [] None -5 pts.; [] Incorrect format
Page Setup: [] Improper Margins -5 pts.;
[] Character Size Too Large/Small -5 pts. [] Spacing Size Too Large/Small -5 pts.
[] Pages not numbered-5 pts.
Paper Length Required ___ Student Submitted ___
Pag
e23
Sources Number Required ___ Student Cited ___
Introduction [] Good [] Adequate [] Weak [] Lacks Thesis/Purpose Statement -10 pts.
Conclusion: [] Good [] Adequate [] Weak [] Lacks Continuity w/ Thesis/Purpose 10 pts.
Assignment and Content:
[] Student did not fulfil the assignment in terms of content
[] Poor organization
[] Paper written too general
[] Paper lacked clear purpose when written
[] Paper lack cohesion in content
[] Paper Appears to have been plagiarized in whole or in part or other cheating
observed
Other Comments:
Please Note: If you are planning to resubmit this paper, you must submit your
original paper, this form and your revised version. I will not accept your revision
without the original paper and this form. Thank you.
Pag
e24
Appendix 6
Group Presentation Rubric Course__________Group Number or Letter ___
Topic_________________________________ Date___/___/_____ Honors: Yes ___ No ___
The teacher and class members will use this rubric to evaluate each group’s presentation. Students can
look at this rubric so they may understand what they are being graded on. The Group Presentation Rubric
will be combined with the Teammate Participation Rubric to determine your final grade for the project.
Trait Criteria Points
1 2 3 4
1.Content
Did the
presentation
have valuable
material?
Presentation
contained little to
no valuable
material.
Presentation had
moments where
valuable material
was present but as
a whole content
was lacking.
Presentation had a
good amount of
material and
benefited the
class.
Presentation had
an exceptional
amount of
valuable material
and was extremely
beneficial to the
class.
____
2.Organization
Was the
presentation
well organized
and easy to
follow? Group
members were
organized and
well staged and
The teammates
never worked
from others’ ideas.
It seems as though
only a few people
worked on the
presentation. Poor
staging and few or
The teammates
sometimes worked
from others’ ideas.
However it seems
as though certain
people did not do
as much work as
others.
The teammates
worked from
others’ ideas most of
the time. And it
seems like everyone
did some work, but
some people are
carrying the
presentation. Good
staging
The teammates
always worked
from others’ ideas. It was
evident that
all of the group
members
contributed
equally to the
presentation. Excellent
staging
____
3.Presentation
Did the
presenters
Speak clearly?
Did the
engage the
audience?
Was it
obvious the
material had
been
rehearsed? Good
use of A/V Aids
Presenters were
unconfident and
demonstrated little
evidence of planning
prior to
presentation. No
use of A/V aids or if
used, not related or
did not support the
presentation.
Presenters were
not consistent with
the level of
confidence/
preparedness they
showed the
classroom but had
some strong
moments. Some
use of A/V Aids,
poor quality or if
used, members
read from the aid
Presenters were
occasionally
confident with
their presentation
however the
presentation was not
as engaging as
it could have been for
the class. Good use
of A/V Aids but most
members read from
slide
Presenters were all
very confident in delivery
and they did an excellent
job of engaging
the class.
Preparation is very
evident. Excellent use of
A/V aids with members
using aids to support their
presentation and read
from slides to make a
point.
____
4.Satisfied the
Assignment
Did the group
meet the
requirements of
the assignment?
The group as a
whole failed to meet
the assignment.
Few requirements
we were met.
Most of the
requirements were
met but there were
some missing
elements.
The group substantially
met the requirements of
the assignment
____
5.Dress Code * None met dress code Less than half
properly attired
Majority properly
attired
All members met dress
code.
Total _____
Total Points awarded _______ /5 = Average Points