Justice Studies, M.S.
Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Department:
Justice Studies, M.S.
Department Chair:
Mona Lynch
Phone:
Report Prepared by:
Mona Lynch
Phone:
4-2958
E-mail:
Next Program Review:
spring 2013
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
Person to Contact:
(Bldg/Room #)
(Name)
(Phone)
Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see,
http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?
Yes
No
If yes, please submit changes to jacqueline.snell@sjsu.edu
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please complete the schedule of assessment activities below by listing all program Student Learning
Outcomes (SLOs) by number down the left column and indicating when data were/will be collected (C)
and when they were/will be discussed (D) by your faculty. You can also schedule/track program
changes resulting from your assessment activities by indicating an “I” (implemented changes) where
relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment while
at the same time, providing a record of your efforts as the program planning cycle progresses.
↓Semester after self-study
SLOs
1
2
3
4
…
Sp07
F07
Sp08
F08
S09
Semester before next self-study↓
F09
S10
F10
S11
F11
S12
F12
*Note: This template is based on a five-year program planning cycle. If your program planning follows another cycle
(e.g., based on accreditation), please feel free to add (or subtract) columns as necessary.
Page 1 of 8
Justice Studies, M.S.
Program Assessment Report
1. (1.1)Graduate students in JS will develop the capacity to
constructively criticize and evaluate research and to be a
discerning consumer of research findings in the
interdisciplinary Justice Studies field.
1.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(f06) Students in JS 202 were assessed by a section of a mid-term exam that requires students to
critically evaluate the research methodology of a published article. A grade of B or better on this
assessment indicated success. Professor Mark Correia, who taught the class, compiled the data and
provided a summary for Professor Lynch who is writing this report.
(f06) 83% of students met the criteria for SLO 1-1 by passing the midterm exam with a grade of B or
better.
1.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
(sp08) Students in JS 202 were assessed by a section of a mid-term exam that requires students to
critically evaluate the research methodology of a published article. A grade of B or better on this
assessment indicated success. Professor Mark Correia, who taught the class, compiled the data and
provided a summary for Professor Lucas. In Fall 2007, 10 students were enrolled in JS 202 and 90% (9
students) met SLO 1-1. No changes are planned based on these results.
1.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
1.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 2 of 8
Justice Studies, M.S.
Program Assessment Report
#2 (1-2) Graduate students in JS will develop competency in using
SPSS (Statistical Package for the Social Sciences) to undertake basic
and applied research.
2.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(f06) Students in JS 202 were evaluated by a series of completed SPSS homework assignments. An
averaged grade of B or better on these assignments indicated success. Professor Mark Correia, who
taught the class, compiled the data and provided a summary for Professor Lynch who is writing this
report.
(f06) 67% of the students met the criteria for SLO 1-2 by receiving an averaged grade of B or better on
the SPSS assignments.
2.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
(sp08) Students in JS 202 were evaluated by a series of completed SPSS homework assignments. An
averaged grade of B or better on these assignments indicated success. Professor Mark Correia, who
taught the class, compiled the data and provided a summary for Professor Lucas. In Fall 2007, 10
students were enrolled in JS 202 and 90% (9 students) met SLO 1-2. No changes are planned based on
these results.
2.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
2.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 3 of 8
Justice Studies, M.S.
Program Assessment Report
#3 (1.3)Graduate students in JS will develop professional and
intellectual skills in formulating research questions, choosing
variables as indicators, managing and analyzing data, and presenting
findings.
3.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(f06) Students in JS 202 were evaluated by completing a final research paper that requires them to
develop a specific research proposal and conduct preliminary data collection and analysis. An overall
grade of B or better on this paper indicated success. Professor Mark Correia, who taught the class,
compiled the data and provided a summary for Professor Lynch who is writing this report.
(f06) 72% of the students met the criteria for SLO 1-3 by earning a grade of B or better on the final
research paper.
3.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
(sp08) Students in JS 202 were evaluated by completing a final research paper that requires them to
develop a specific research proposal and conduct preliminary data collection and analysis. An overall
grade of B or better on this paper indicated success. Professor Mark Correia, who taught the class,
compiled the data and provided a summary for Professor Lucas. In Fall 2007, 10 students were enrolled
in JS 202 and 90% (9 students) met SLO 1-3. No changes are planned based on these results.
3.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
3.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 4 of 8
Justice Studies, M.S.
Program Assessment Report
#4 (2.1)Graduate students in JS will develop competencies and skills
necessary to undertake critical review of current and seminal theory,
research, policy and practice in three of four principal areas of
justice study – police, courts, corrections, and juvenile justice.
4.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(sp07) Professor Janet Johnston will score the final papers in the graduate culminating seminar, JS 216,
using a common scoring rubric that assesses final paper on this dimension. A grade of B or better on this
component of the paper indicates success. Professor Johnston then summarizes the results in a report to
Professor Lynch.
4.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
(f07) To undertake critical review of current and seminal theory, research, policy and practice in three of
four principal areas of justice study – police, courts, corrections, and juvenile justice.
17 students were enrolled capstone course in which this assessment took place of those the following
met this learning objective:
Objective 1a.
17 100%
1b 17 100%
4.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
4.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 5 of 8
Justice Studies, M.S.
Program Assessment Report
#5 (2-2)Graduate students in JS will develop competencies and skills
necessary to provide oral and written presentations of each review in
a manner that gives a clear introduction, rationale and purpose,
addressing the issues/questions, uses an acceptable
writing/speaking style and uses APA editorial style.
5.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(sp07) Professor Janet Johnston will score the final papers in the graduate culminating seminar, JS 216,
using a common scoring rubric that assesses final paper on this dimension. A grade of B or better on this
component of the paper indicates success. Professor Johnston then summarizes the results in a report to
Professor Lynch.
5.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
(f07) Provide oral and written presentations of each review in a manner that a) gives a clear introduction,
rationale and purpose, addressing the issues/questions, b) uses an acceptable writing/speaking style and
c) uses APA editorial style.
17 students were enrolled capstone course in which this assessment took place of those the following
met this learning objective:
Objective 2a
15 (88%)
2b
13 (76%)
2c
12 (70%)
5.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
5.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 6 of 8
Justice Studies, M.S.
Program Assessment Report
#6 (2-3) Graduate students in JS will develop competencies and skills
necessary to demonstrate reasoning and argumentation in each
review that indicates an accurate and complete understanding of the
issues, use of examples, data and references to support knowledge
claims, and logical presentation of ideas, drawing valid conclusions
6.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(sp07) Professor Janet Johnston will score the final papers in the graduate culminating seminar, JS 216,
using a common scoring rubric that assesses final paper on this dimension. A grade of B or better on this
component of the paper indicates success. Professor Johnston then summarizes the results in a report to
Professor Lynch.
6.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
Demonstrate reasoning and argumentation in each review that indicates a) an accurate and complete
understanding of the issues, b) use of examples, data and references to support knowledge claims, and
c) logical presentation of ideas, drawing valid conclusions.
17 students were enrolled capstone course in which this assessment took place of those the following
met this learning objective:
Objective 3a
15 (88%)
3b
10 (59%)
3c
7 (41%)
6.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
6.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 7 of 8
Justice Studies, M.S.
Program Assessment Report
#7 (2-4)Graduate students in JS will develop competencies and skills
necessary to synthesize different perspectives and data in a way that
integrates the main ideas and research findings from multiple
sources, and creates an informative way of viewing the subject as a
whole from a balanced, scholarly perspective.
7.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
(sp07) Professor Janet Johnston will score the final papers in the graduate culminating seminar, JS 216,
using a common scoring rubric that assesses final paper on this dimension. A grade of B or better on this
component of the paper indicates success. Professor Johnston then summarizes the results in a report to
Professor Lynch.
7.2 What have you learned about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
Synthesize different perspectives and data in a way that a) intgrates the main ideas and research findings
from multiple sources, and b) creates an informative way of viewing the subject as a whole from a
balanced, scholarly perspective.
17 students were enrolled capstone course in which this assessment took place of those the following
met this learning objective:
Objective 4a
10 (59%)
4b
9 (53%)
On average, 71% met the objectives for the course.
7.3 Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
7.4 Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 8 of 8