The Department of Criminal Justice and Sociology
School of Liberal Arts
Bachelor of Science in
Criminal Justice
CIP Code:
Program Code:
Fall 2010
430107
580
Program Quality Improvement Report
2010-2011
1
Program Learning Objectives
The student upon completing the Bachelors of Science degree in Criminal Justice
should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Fall 2010
Demonstrate competency in the field of Criminal Justice in general;
recognize and identify history, development, functions, and procedures of
the three major components of the Criminal Justice System.
Demonstrate competency in the area of law; identifying the various types
and functions.
Demonstrate competency in the area of policing in America; recognize
and identify history, development, functions, and procedures.
Demonstrate competency in the area of corrections in America; recognize
and identify history, development, functions, and procedures.
Demonstrate competency in the area of the American court system;
recognize and identify history, development, functions, and procedures of
the various types and levels.
Demonstrate competency in the area of criminological theory; recognize
and identify the history, development, functions, and procedures.
Demonstrate competency in critical thinking.
Demonstrate competency in conducting social research, including
conceptualization, analysis, and interpretation.
Demonstrate competency in writing effectively; following directions, the
use of proper grammar, spelling, and citation.
Demonstrate computer literacy.
Program Quality Improvement Report
2010-2011
2
Program Learning Objectives and
Bloom’s Revised Taxonomy
Fall 2008
Program Quality Improvement Report
2007-2008
3
How all of the Associate of Applied Science in Criminal Justice
Learning Outcomes Incorporate Bloom’s Revised Taxonomy
1.
Students are expected to remember (Level 1) a wide range of criminal justice concepts, including history,
development, functions, foundational assumptions, and central ideas (Learning Outcomes 1-5).
2.
Students are also expected to understand, apply, and analyze (Levels 2-4) theories of criminal behavior in
their proper contexts (Learning Outcome 6).
3.
Students are also expected to understand, apply, and analyze (Levels 2-4) the philosophy and various types
of law with regard to the police, court, and corrections, (Learning Outcome 2-5).
4.
Students are also expected to evaluate (Level 5) the assumptions, central ideas, and dominant criticisms of
the Criminal Justice System by applying critical thinking skills (Learning Outcomes 1-5, 7).
5.
Students are also expected to create (Level 6) a research paper that requires them to state hypotheses, test
them using the appropriate statistical procedure, and interpret their finds (Learning Outcome 7)
Fall 2010
Program Quality Improvement Report
2010-2011
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Accrediting Agency
The following programs have been certified by the Academy of Criminal Justice Sciences Executive Board.
The length of ACJS certification for each program is ten (10) years from the date of Board approval. The
Bachelors of Science Degree in Criminal Justice uses ACJS certification guidelines when reviewing
program objectives and curriculum. The Bachelors of Science Degree is not accredited by an outside
organization/agency. It is the intent of the Criminal Justice and Sociology Department to seek certification
in the future for the Bachelors of Science Degree.
Name of Certified Degree Program
Institution
Date Approved
Certification
Bachelor of Science - Criminal Justice
Fayetteville State University
March 10, 2009
Bachelor of Science - Criminal Justice
University of Baltimore
March 10, 2009
Bachelor of Science - Criminal Justice
Penn State Harrisburg
March 10, 2009
Master of Science - Criminal Justice
Washburn University
September 7, 2007
Master of Science - Criminal Justice
University of Baltimore
March 10, 2009
Master of Arts - Criminal Justice
Radford University
March 10, 2009
Master of Science - Criminal Justice
Radford University
March 10, 2009
Fall 2010
Program Quality Improvement Report
2010-2011
5
Alignment of Learning Outcomes
A. Learning Outcomes and the Cameron University Mission
Statement
B. Learning Outcomes and the School of Liberal Arts Mission
Statement
C. Learning Outcomes and the Department Mission Statement
D. Learning Outcomes and the Cameron University Strategic
Plan 2013
Fall 2010
Program Quality Improvement Report
2010-2011
6
Learning Outcomes and
the Cameron University Mission Statement
Cameron University provides:
• a diverse and dynamic student body access to quality educational
opportunities;
• fosters a student-centered academic environment that combines innovative
classroom teaching with experiential learning;
• prepares students for professional success, responsible citizenship, life-long
learning, and meaningful contributions to a rapidly changing world; and
• is a driving force in the cultural life and economic development of the
region.
Fall 2010
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2010-2011
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The Bachelors of Science degree in Criminal Justice, in the spirit of the University’s Mission
Statement, serves a diverse and dynamic student population.
The program provides its student population with quality educational opportunities, student
centered academics, innovative classroom teaching, and professional success through its:
•
•
•
•
•
•
•
•
•
•
•
•
curriculum,
diverse, qualified faculty that provide an array of differing teaching techniques and styles,
access to high quality textbooks and resource materials,
access to the latest hardware and software,
access to top peer reviewed and professional journals,
guest lectures,
field trips,
student organizations,
honor societies,
opportunities to participate in various community service projects,
opportunities to participate in state, regional, and national professional organizations, and;
student collaboration with faculty members’ research agendas.
Fall 2010
Program Quality Improvement Report
2010-2011
8
Learning Outcomes and
the School of Liberal Arts Mission Statement
The mission of the School of Liberal Arts is to offer quality associate and
baccalaureate programs in the fine arts, humanities, and social sciences. The School
also plays an important role in general education. In our programs and course
offerings, the School of Liberal Arts fosters a student-centered academic
environment, in keeping with the mission of the University, and is dedicated to
guiding students to the highest possible standard of achievement.
The School of Liberal Arts also actively seeks to make the University a driving
force in the cultural life and economic development of the region by encouraging
faculty scholarship, developing partnerships with the community, and producing
concerts, recitals, theatre productions, art exhibitions, lectures, symposia,
workshops, camps, and public forums which enrich the intellectual and cultural
lives of all of our constituents.
Fall 2010
Program Quality Improvement Report
2010-2011
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Alignment of Criminal Justice Program Objectives with
the School of Liberal Arts Mission Statement
The Criminal Justice program concurs with the mission
statement of the School of Liberal Arts as follows:
– It offers a quality Associate of Applied Science degree
– It provides a student-centered academic environment
– It is dedicated to guiding students through advisement to attain the
highest standard of achievement.
– It enriches the intellectual and cultural lives of students through
department students social events.
Fall 2010
Program Quality Improvement Report
2010-2011
10
Learning Outcomes and
the Department Mission Statement
The Department of Criminal Justice and Sociology at Cameron University offers programs leading to a
Bachelor of Science degree with a major in Criminal Justice, a Bachelor of Science degree with a major in
Sociology, and an Associate Degree in Applied Science in Criminal Justice. Our academic programs
empower students to explore their interests, express their ideas, and experience the pride of uncovering new
knowledge.
The Criminal Justice programs allow students to learn about the etiology of crime and societal reaction to
the causes of crime. The role of law enforcement agencies, courts, correctional agencies, and private
agencies that assist in the prevention and control of crime and delinquency are within the purview of the
Criminal Justice programs.
The Sociology degree provides critical knowledge to students on social institutions, social change, and
consequences of human behavior. Students learn to apply research skills and theoretical knowledge to the
challenging issues of our times. Graduates of our programs find employment with criminal justice agencies,
social services, government agencies, teaching, or proceed to graduate school
Fall 2010
Program Quality Improvement Report
2010-2011
.
11
Alignment of Criminal Justice Program Objectives with
the Department of Criminal Justice and Sociology Mission Statement
The Criminal Justice program supports the mission statement
of the Department of Criminal Justice as follows:
– Students will demonstrate competence and understanding of etiology of
crime and societal reactions to the causes of crime.
– Students will demonstrate competence in the broader field of the
Criminal Justice System such as law enforcement, courts, and
corrections.
– Students will demonstrate competence in the area of theories of crime.
Fall 2010
Program Quality Improvement Report
2010-2011
12
Learning Outcomes and
the Cameron University Strategic Plan 2013
Plan 2013
1. Becoming the University of Choice by providing students a
top quality education.
2. Offering the College Experience of Choice by fostering a
traditional collegiate atmosphere.
3. Being the Location of Choice for community and regional
events.
4. Being the Partner of Choice by expanding existing and
developing new community and area partnerships that will
contribute to the growth and prosperity of Southwest
Oklahoma.
Fall 2010
Program Quality Improvement Report
2010-2011
13
The University of Choice
The Bachelor of Science degree in Criminal Justice meets the first goal of the Plan
2013 by:
•
•
•
•
•
Providing the highest quality in instruction;
Assuring efficient, effective course delivery in multiple formats; on ground, ITV,
and online;
Providing opportunities for students and faculty to demonstrate their scholarship in
regional and national forums; Regional Research Day, Oklahoma Criminal Justice
Association, Southwestern Criminal Justice Association, and Academy of Criminal
Justice Sciences;
Attracting, developing, and retaining diverse, high quality faculty and staff, and;
Increasing the communication with and accountability to external constituencies by
expanding the use of academic program Advisory Committees.
Fall 2010
Program Quality Improvement Report
2010-2011
14
The College Experience of Choice
The Bachelor of Science degree in Criminal Justice meets the second goal
of the Plan 2013 by:
• Strengthening the sense of community among students, faculty, staff, and
alumni through departmental socials and student organizations; Alpha Phi
Sigma and Criminal Justice Student Association,
• Promoting an active campus life by focusing on athletics, cultural events,
student, programs, and organizations,
• Co-sponsoring events with student development to promote and advocate
an active campus life.
Fall 2010
Program Quality Improvement Report
2010-2011
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The Location of Choice
The Bachelors of Science degree in Criminal Justice meets the third goal
of the Plan 2013 by:
• Utilizing and marketing campus facilities to promote Cameron University
at the “Location of Choice” for regional and statewide events and
conferences; Oklahoma Criminal Justice Association (2007), and S.T.O.P.
Violence Against Indian Women Conference at Redlands (2008), and;
• Faculty’s continued promotion of and support for on-campus recycling.
Fall 2010
Program Quality Improvement Report
2010-2011
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The Partner of Choice
The Bachelor of Science degree in Criminal Justice meets the fourth goal
of the Plan 2013 by:
• Strengthening partnership with Fort Sill to provide educational and social
opportunities for soldiers and their dependents; multiple courses offered on
base annually,
• Increasing Cameron University Alumni Association membership through
honor society and student organization,
• Developing partnerships with area businesses and industries including
encouraging use of conferencing facilities; Lawton Police Department,
Comanche County Sheriff’s Department, Comanche Nation, Army
Community Service, Central Mall Security, Comanche County Hospital,
S.T.O.P. Violence Against Indian Women, TSA, GEO, and Emergency
Management.
Fall 2010
Program Quality Improvement Report
2010-2011
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Measures of Learning and
Service Outcomes
1. Direct measures of student learning or service
outcomes.
2. Indirect measures of student learning or
service outcomes.
3. Strategies or methodologies that address
shortfalls in student learning or services.
Fall 2010
Program Quality Improvement Report
2010-2011
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Direct Measures of Student Learning
or Service Outcomes
Components of The Educational Testing Service MFT in Criminal Justice are used for Learning Outcomes 1-6.
Students are expected to score at or above the national average on the relevant parts of the MFT in Criminal Justice for
these Learning Outcomes to be met.
1.
2.
3.
4.
5.
6.
7.
8.
Student will demonstrate competency in the field of Criminal Justice in general.
–
We use the MFT “Total Score” to measure learning outcome .
Students will demonstrate competency in the area of law.
–
We use the MFT sub-score “Section One: Law” to measure learning outcome.
Students will demonstrate competency in the area of policing in America.
–
We use the MFT sub-score “Section Two: Law Enforcement” to measure learning outcome.
Students will demonstrate competency in the area of corrections in America.
–
We use the MFT sub-score “Section Three: Corrections” to measure learning outcome.
Students will demonstrate competency in the area of the American court system.
–
We use the MFT sub-score “Section Four: The Court Systems in the United States” to measure
learning outcome.
Students will demonstrate competency in the area of criminological theory.
–
We use the MFT sub-score “Section Five: Theories of Criminal Behavior” to measure learning
outcome.
Students will demonstrate competency in critical thinking.
–
We use the MFT sub-score “Section Six: Critical Thinking” to measure learning outcome.
Students will demonstrate competency in conducting social research.
–
We use MFT sub-score “Section Seven: Research Methodology and Statistics” to measure learning
outcome.
Fall 2010
Program Quality Improvement Report
2010-2011
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Student’s paper scores from Criminal Justice Courses are used to assess Learning Outcome 7.
Student Averages are expected to be 70% or above for this Learning Outcome to be met.
9. Students will demonstrate competency in writing effectively.
We use the scores from papers written in Criminal Justice courses to measure learning outcome.
10. Students will demonstrate computer literacy.
Passing grade in CIS 1013; Introduction to Computer Information Systems to asses learning outcome.
Fall 2010
Program Quality Improvement Report
2010-2011
20
Indirect Measures of Student Learning
or Service outcomes
The Bachelors of Science Degree incorporates the following
indirect measures for assessing student learning outcomes:
• MFT follow-up surveys; and,
• student graduation surveys
Fall 2010
Program Quality Improvement Report
2010-2011
21
Strategies or Methodologies that address
shortfalls in Student Learning or Services
The Criminal Justice Faculty use the following
strategies/methodologies in address shortfalls in current and
future student learning:
– Early Alert System (Banner) to alert students about poor grades
– Criminal Justice Advisory Committee
Fall 2010
Program Quality Improvement Report
2010-2011
22
Report on Actions from the
Three Previously Chosen Priority Outcomes
The three outcomes listed below were selected in the 2009 PQIR assessment.
2009 PO#1 Discuss the historical development of the Criminal Justice System in the United States.
2009 PO #2 Discuss various theories of crime.
2009 PO #3 Communicate effectively in writing; following directions, the use of proper grammar,
spelling, and citations.
Each outcome will be discussed in the next several slides, including any historical
trends and actions taken to resolve outcome shortfalls.
Fall 2010
Program Quality Improvement Report
2010-2011
23
Report on Previous (2009) Priority Outcomes
2009 PO#1 Discuss the historical development of the criminal justice system in the United States.
Multi-year data between Fall 2007 and Spring 2009 indicate scores where above the national average until
Spring 2009.
Specific actions taken to address this outcome:
The Criminal Justice faculty have re-conceptualized the program objectives.
The Criminal Justice faculty continuously evaluate the adequacy of course materials and seek to improve
the curriculum in order to address MFT assessment areas.
The Criminal Justice and Sociology department has successfully hired two additional terminally degreed
faculty to reduce the heavy reliance on adjunct faculty as well as teach additional proposed course
offerings.
Semester/Year
National
Institutional Mean
Scores (N=102)
Cameron University
Mean Score
% of schools at or
below CU’s Mean
Score
Fall 2007
151
153
40%
Spring 2008
150
152
30%
Fall 2008
150
152
45%
Spring 2009
150
147
25%
Fall 2010
Program Quality Improvement Report
2010-2011
24
Report on Previous (2009) Priority Outcomes
2009 PO #2 Discuss various theories of crime.
Multi-year data between Fall 2006 and Spring 2009 indicate a “yo-yo” effect in MFT sub-score for “Section
Five: Theories of Criminal Behavior”.
Specific actions taken to address this outcome:
The Criminal Justice faculty have re-conceptualized the program objectives.
The Criminal Justice faculty continuously evaluate the adequacy of course materials and seek to improve
the curriculum in order to address MFT assessment areas.
The Criminal Justice and Sociology department has successfully hired two additional terminally degreed
faculty to reduce the heavy reliance on adjunct faculty as well as teach additional proposed course
offerings.
Indicator
Number
Term
Indicator Title
National Institutional
Mean (N=95)
Cameron Institutional
Mean
Fall 2006
44.1
46
Spring 2007
44.1
36
Fall 2007
44.1
45
Spring 2008
44
39
Fall 2008
44.2
36
Spring 2009
44.2
40
Theory
Fall 2010
Program Quality Improvement Report
2010-2011
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Report on Previous (2009) Priority Outcomes
2009 PO #3 Communicate effectively in writing; following directions, the use of proper grammar, spelling,
and citations.
Multi-year data between Spring 2008 and Summer 2009 indicate that, when staff was sufficient, students
learning objective was met.
Specific actions taken to address this outcome:
The Criminal Justice faculty have re-conceptualized the program objectives.
The Criminal Justice and Sociology department has successfully hired two additional terminally degreed
faculty to reduce the heavy reliance on adjunct faculty as well as teach additional proposed course
offerings.
Course Number
Term
(N)
CJ 2023
Spring 08
33
29
87%
CJ 2023
Summer 08
8
7
90%
CJ 2023
Fall 08
N/A
CJ 2023
Spring 09
N/A
CJ 2023
Summer 09
N/A
Fall 2010
Percentage
Program Quality Improvement Report
2010-2011
26
Priority Learning or
Service Outcomes (2010)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Student will demonstrate competency in the field of Criminal Justice in general; recognize and identify
history, development, functions, and procedures of the three major components of the Criminal Justice
System.
Students will demonstrate competency in the area of law; identifying the various types and functions.
Students will demonstrate competency in the area of policing in America; recognize and identify history,
development, functions, and procedures.
Students will demonstrate competency in the area of corrections in America; recognize and identify
history, development, functions, and procedures.
Students will demonstrate competency in the area of the American court system; recognize and identify
history, development, functions, and procedures of the various types and levels.
Students will demonstrate competency in the area of criminological theory; recognize and identify the
history, development, functions, and procedures.
Students will demonstrate competency in critical thinking.
Students will demonstrate competency in conducting social research, including conceptualization,
analysis, and interpretation.
Students will demonstrate competency in writing effectively; following directions, the use of proper
grammar, spelling, and citation.
Students will demonstrate computer literacy.
Fall 2010
Program Quality Improvement Report
2010-2011
27
Student-Learning or Service Outcome and Measurements
(2010 Program Outcome # 1)
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
Student will
demonstrate
competency in
the field of
Criminal Justice
in general;
recognize and
identify history,
development,
functions, and
procedures of the
three major
components of
the Criminal
Justice System.
CURRICULUM
AREA OR
TARGET
AUDIENCE
All Criminal
Justice
Courses.
Measurements
We use the MFT
“Total Score”
(direct measure) to
measure learning
outcome .
Methods used to
determine validity
of measurement
instruments
Methods used to
determine
reliability of
measurements
The Major Field
Test (MFT) was
initiated in 2007.
The educational
Testing Service
constructs the MFT
with an emphasis on
validity and
reliability. A full
description of their
test development
process can be
obtained from
visiting their
website:
http://www.ets.org.
The Major Field
Test (MFT) was
initiated in 2007.
The educational
Testing Service
constructs the MFT
with an emphasis on
validity and
reliability. A full
description of their
test development
process can be
obtained from
visiting their
website:
http://www.ets.org.
Program Quality Improvement Report
2010-2011
Schedule for
measurement
s
Fall/Spring
Semesters.
28
Display of Assessment Data
(2010 Program Outcome # 1)
The total population size for the fall (n=9) and spring (n=48) MFT is 57. The mean score is 151 with a standard deviation of
12. The total population includes both two-year (AAS) and four-year (BS) student scores. The Criminal Justice faculty have
no way of separating out the MFT scores for the two year (AAS) from the four-year (BS ) students scores. The Criminal
Justice faculty have made requests in the past for comparative MFT data on peer institutions, but have never received such
data.
Program Quality Improvement Report
Fall 2010
29
2010-2011
Display of Assessment Data
(2010 Program Outcome # 1)
Semester/Year
National
Institutional Mean
Scores (N=117)
Cameron University
Mean Score
% of schools at or
below CU’s Mean
Score
Fall 2007
151
153
40%
Spring 2008
150
152
30%
Fall 2008
150
152
45%
Spring 2009
150
147
25%
Fall 2009
150
148
25%
Spring 2010
150
152
45%
Fall 2010
Program Quality Improvement Report
2010-2011
30
Action Plan
(2010 Program Outcome # 1)
1.
2.
3.
4.
5.
The Criminal Justice faculty will continue to re-conceptualize the program objectives to be
used from the department mission statement all the way through to course syllabus
outcomes.
The Criminal Justice faculty/curriculum committee will review and revise current
curriculum as well as prerequisites.
The Criminal Justice faculty will continue to strengthen advisement portion of the
department to meet student’s advisement needs.
The Criminal Justice faculty will continue to strengthen various delivery methods to meet
the needs of non-traditional students.
The Criminal Justice faculty will continue to utilize various assignments and teaching
strategies recommended in previous PQIR reports.
Fall 2010
Program Quality Improvement Report
2010-2011
31
Student-Learning or Service Outcome and Measurements
(2010 Program Outcome # 2)
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
Students will
demonstrate
competency in
the area of law;
identifying the
various types
and functions.
CURRICULUM
AREA OR TARGET
AUDIENCE
CJ 1033, 2033,
3003, 3023, 3053,
4133.
These concepts
are also covered
in Criminal
Justice elective
courses.
Measurements
We use the MFT
sub-score “Section
One: The Law”
(direct
measurement) to
measure learning
outcome.
Methods used to
determine validity of
measurement
instruments
Methods used to
determine reliability
of measurements
The Major Field Test
(MFT) was initiated
in 2007. The
educational Testing
Service constructs
the MFT with an
emphasis on validity
and reliability. A full
description of their
test development
process can be
obtained from
visiting their website:
http://www.ets.org.
The Major Field Test
(MFT) was initiated
in 2007. The
educational Testing
Service constructs
the MFT with an
emphasis on validity
and reliability. A full
description of their
test development
process can be
obtained from
visiting their website:
http://www.ets.org.
Program Quality Improvement Report
2010-2011
Schedule
for
measurem
ents
Fall/ Spring
Semesters.
Analysis of Assessment Data
(2010 Program Outcome # 2)
Indicator
Number
Term
Indicator Title
National Institutional
Mean (N=117)
Cameron Institutional
Mean
Fall 2006
54.3
62
Spring 2007
54.3
55
Fall 2007
54.3
58
Spring 2008
53.8
60
Fall 2008
53.6
54
Spring 2009
53.6
56
Fall 2009
53.4
51
Spring 2010
53.4
59
The total population size for the fall (n=9) and spring (n=48) MFT is 57. The mean score of the Law sub-section of the MFT
is 55 with a standard deviation of 5.657. The total population includes both two-year (AAS) and four-year (BS) student
scores. The Criminal Justice faculty have no way of separating out any of the sub-scores of the MFT for the two year (AAS)
from the four-year (BS ) students scores.
The Law sub-score mean for the 2009-2010 academic year is 55 which is above the national institutional mean of 53.4. If the
scores are viewed by semester. The fall (n=9) MFT sub-scores mean is 51 which is below the national institutional mean of
53.4; however, the spring (n=48) MFT sub-scores are substantially higher than the national institutional mean (53.4 ) at 59.
Fall 2010
Program Quality Improvement Report
2010-2011
33
Action Plan
(2010 Program Outcome # 2)
1.
2.
3.
4.
5.
The Criminal Justice faculty will continue to re-conceptualize the program objectives to be
used from the department mission statement all the way through to course syllabus
outcomes.
The Criminal Justice faculty/curriculum committee will review and revise current
curriculum as well as prerequisites.
The Criminal Justice faculty will continue to strengthen advisement portion of the
department to meet student’s advisement needs.
The Criminal Justice faculty will continue to strengthen various delivery methods to meet
the needs of non-traditional students.
The Criminal Justice faculty will continue to utilize various assignments and teaching
strategies recommended in previous PQIR reports.
Fall 2010
Program Quality Improvement Report
2010-2011
34
Student-learning or service outcome and measurements
(2010 Program Outcome # 3)
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
PROGRAM
OUTCOME
Students will
demonstrate
competency in
conducting social
research,
including
conceptualization
, analysis, and
interpretation.
CURRICULUM
AREA OR TARGET
AUDIENCE
All Criminal
Justice Courses
Measurements
We use the MFT
sub-score
“Section Seven
Research
Methodology
and Statistics”
(direct
measurement) to
measure
learning
outcome.
Methods used to
determine validity of
measurement
instruments
Methods used to
determine reliability
of measurements
The Major Field Test
(MFT) was initiated
in 2007. The
educational Testing
Service constructs
the MFT with an
emphasis on validity
and reliability. A full
description of their
test development
process can be
obtained from
visiting their website:
http://www.ets.org.
The Major Field Test
(MFT) was initiated
in 2007. The
educational Testing
Service constructs
the MFT with an
emphasis on validity
and reliability. A full
description of their
test development
process can be
obtained from
visiting their website:
http://www.ets.org.
Program Quality Improvement Report
2010-2011
Schedule
for
measurem
ents
Fall/ Spring
Semesters.
Display of Assessment Data
(2010 Program Outcome # 3)
Indicator
Number
Term
Indicator Name
National Institutional Mean
(N=117)
Cameron Institutional Mean
Fall 2006
44.2
42
Spring 2007
44.2
34
Fall 2007
44.2
39
Spring 2008
44.1
37
Fall 2008
44.1
35
Spring 2009
44.1
36
Fall 2009
44.3
39
Spring 2010
44.3
39
Research Methodology and Statistics
The total population size for the fall (n=9) and spring (n=48) MFT is 57. The mean score of the Research Methodology and
Statistics sub-section of the MFT is 39 with a standard deviation of 0. The total population includes both two-year (AAS)
and four-year (BS) student scores. The Criminal Justice faculty have no way of separating out any of the sub-scores of the
MFT for the two year (AAS) from the four-year (BS ) students scores.
The Research Methodology and Statistics sub-score mean for the 2009-2010 academic year is 39 which is below the national
institutional mean of 44.3. If the scores are viewed by semester, both the fall (n=9, x=39, std. 0) and the spring (n=48, x=39,
std 0) MFT sub-scores below the national institutional mean. (53.4 ) at 59.
Fall 2010
Program Quality Improvement Report
2010-2011
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Action Plan
(2010 Program Outcome # 3)
1.
2.
3.
4.
5.
The Criminal Justice faculty will continue to re-conceptualize the program
objectives to be used from the department mission statement all the way through
to course syllabus outcomes.
The Criminal Justice faculty/curriculum committee will review and revise the
curriculum as well as prerequisites to include an upper division Research and
Methods course.
The Criminal Justice faculty will continue to strengthen advisement portion of the
department to meet student’s advisement needs.
The Criminal Justice faculty will continue to strengthen various delivery methods
to meet the needs of non-traditional students.
The Criminal Justice faculty will continue to utilize various assignments and
teaching strategies recommended in previous PQIR reports.
Fall 2010
Program Quality Improvement Report
2010-2011
37
Graduations for the last Five Years
Academic
Year
Summer
Fall
Spring
Academic
Year Total
2005
10
12
50
72
2006
9
20
37
66
2007
11
17
28
56
2008
14
25
23
62
2009
8
19
31
58
Fall 2010
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2010-2011
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