the CRJ 3013 Workshop PowerPoint Presentation

QLP Experiences:
CRJ 3013
Drs. Rob Tillyer & Megan Augustyn
Department of Criminal Justice
Presentation to the 2015-16 QLP Group
August 21, 2015
QLP & CRJ 3013
• CRJ 3013 – Research Design & Analysis
– Core course for Criminal Justice majors
– Covers: the scientific method, research design, sampling, basic
analysis, etc.
• Impetus for inclusion in the QLP program
– No CRJ courses were tagged as Q courses
– On average, between 900-1,000 CRJ majors
– Many of these are transfer students – Do not have an opportunity to
take a Q course in their electives or in the core curriculum
– University had to offer special summer workshops to enable these
students to graduate with the Q requirement completed
QLP & CRJ 3013
Re-design occurred in 2014-15
– Pilot-tested in 3 sections (1 Fall; 2 Spring)
– Roughly 40-50 students per section
Re-design did not require significant overhaul
– Unique feature: Quantitative component of the course was contained within the
final one third of the course, including an assignment
To dos:
1. Set standard material covered for course (verify across sections)
2. Design a pre-/post-test
3. Modify the existing assignment to adhere to QLP requirements
– Course taught by several instructors (tenure or tenure-track only)
– Maintain instructor discretion
– No substantively new material added to the course
QLP & CRJ 3013
• Creation of all materials to ensure standardization:
Associated data
Grading rubrics
• Shared in a common folder on the I drive
• Training meeting (approx. 90 minutes) to all “new” Q-instructors
Training Session Information
Pre-/Post-Test – What is it? How to administer it…
– Administer the Pre-test within the first two weeks of class;
Students need Banner ID, pencil, and calculator
Administer the Post-test on the final day of class or during final;
Provide students with ParScore (scantron) forms (available in the CRJ office) and Test
This should be treated similar to an exam; closed book, instructor should only answer clarification
These tests are not for grades; Instructor’s discretion whether to give bonus credit for completion
All materials must be returned to the instructor
Answers are not reviewed
Pre-/Post Grading Steps:
Complete the ParScore training
Register with ParScore before semester
Indicate 2 quizzes (provide general dates)
Instructor grades Q.10: Graded on a scale of 0, 1, 3, 5 (see grading rubric)
Complete the Grading Instructions Sheet
Specific information required on instructions: Professor, Class, How to score Qs 1-9, Send to
We have prefilled out forms on I-drive
Submit ParScore forms for grading at DT Library
Training Session Information
• Assignment: When to administer? How to grade?
– Assignment given toward end of course
– Instructor sets how much assignment is worth in the course
– Assignment requires 11 questions but can be amended to include additional
• We provide additional questions that can be used or instructors can make their own
• All assignments must use data provided and contain 11 questions using this data –
wording cannot be changed
– Instructor/TA grades assignment
– Instructor can give any point total to questions for their own grading purposes
• Translating Assignment to QLP grades
– Course coordinator creates the master course template every semester
• Provide QLP goal, level, grading scheme for each question on assignment
– Either the faculty or the TA/Grader download their section(s) Excel template(s)
from QLCDS and fills out with
• Student roster information (downloaded from ASAP and Blackboard Learn)
• Scores for each Q-question on 1-5 scale (1, 3, or 5)
– Either the faculty or the TA/Grader uploads the completed Excel template to
the QLCDS website
QLP & CRJ 3013
• Implementation Considerations (for QLP coordinators):
– ParScore process – ease and issues?
– Grading consistency across sections – how to achieve? are rubrics
sufficient? talking across sections?
– TA vs. Instructor grading – all or nothing!
– Errors in pre-/post-test or assignment – what to do?
– Participation issues - Provide all materials for students; course credit
or extra credit at discretion of instructor
– Explaining Pre-/Post-Test to students: Justification, Grading
Procedures; Getting the students to buy in to do best
– Flexibility for different instructors
• Multiple assignments, data sets, practice
• Implementation Considerations (for students):
– Limit knowledge of learning outcomes - avoids unnecessary confusion
and questions