OFFICE OF ASSESSMENT AND ACCREDITATION
GOAL ASSESSMENT REPORT: AY 09/10
MAJOR: BCJ - Forensic Psychology
Section One: Describe all department activities with respect to improving student learning in the major. This
may include new faculty hires, course revisions, assignment creation, rubric revisions, goal evaluations, etc.
Activity Statement:
During the AY 2009-2010, faculty continued to encourage continued improvement toward students’ ability to
conduct empirical research (Intended Outcome # 1). The grading rubric for research papers was further revised
to make the requirements more explicit for students. Students in all classes where research was conducted were
required to follow the revised rubric. Students are starting to become more familiar with the demands of the
Institutional Review Board and are given information about it in every class where research is required.
Students were instructed completely in the origin, meaning, operation, and requirements of the IRB. Students
were given a strict timeline in which to create their research topic, and how to write it up for submission to the
IRB for approval.
The student final project was an area of personal and professional interest. The topic had to be approved first
by the professor, and then by the IRB. The final project was to represent the culmination/capstone for all topics
covered in the class.
Because research methods can be demanding to students, a research group project opportunity (research
contest) was given to the class last year. This was continued again this year. Students were asked to design a
research project/product/idea that would improve society in some way. This project/product/idea was
researched and constructed, and then presented to the class through power point slides. This assignment was
also a competition where students were told that their slide shows were sent to three other faculty members to
judge. The winning group members received extra points on their grade for the assignment. This was
enthusiastically received by the class. Many creative ideas were presented.
Research skills can also be improved by exposing students to research that others are doing. As such,
undergraduate students in SCS 300 and FOR 460 were encouraged to attend and participate in master’s theses
proposal and final defenses by Forensic Psychology graduate students in the MSCJ. As there were many
gradated students doing theses, there were several opportunities for undergraduates to attend proposals and
defenses. Finally, students were encouraged to present their research at conferences. During the 2009-2010, 10
undergraduate students presented the research they had done in SCS 300 and FOR 460 at the Ohio Council of
Criminal Justice Education Research conference. This opportunity gave them experience communicating
research findings to a diverse audience. Further, it afforded them the opportunity to critically evaluate other
research projects from different disciplines. Students were also encouraged to submit their research for
outstanding student paper as OCCJE awards cash/plaques for outstanding papers at the undergraduate and
graduate level. Papers were received by OCCJE from criminal justice students from all over Ohio. A Tiffin
University undergraduate in the SCS 300 class did win the outstanding student paper competition.
Section Two:
Intended Outcome #1:
Graduates will demonstrate an ability to apply psychological theories and research to legal issues
Assessment Criteria:
Students will able to construct research (design) that would empirically answer a current legal issue (prepare a
research proposal based on a legal question, to empirically answer this question). 80% of students to do this for
their final research project in SCS 300, and FOR 460, and earn a “B” or better on this project.
Results of Outcomes Activity:
2009-2010
Met/Not Met
Not Met
Data Details
70% of the students received a B or better
Intended Outcome 2:
Understand the psychological impact of crime and violence on victims
Assessment Criteria:
80% of students in the FOR 105, and FOR 460 classes to receive a “B” (85%) or better on the final exam.
Results of Outcomes Activity:
2009-2010
Met/Not Met
Met
Data Details
81% received a B or better)
Intended Outcome 5:
Diagnose mental disorders and understand different approaches to treatment by constructing ITPs.
Assessment Criteria::
80% of students to be able to correctly complete a set ITPs (final project) at a grade of “B” or better in PSY 362
and COR 430.
Results of Outcomes Activity:
2009-2010
Met/Not Met
Met
Data Details
86% of students received a B or better on the ITP project in
FOR 430. Not measured in PSY 362.
Section Three: Describe analysis of assessment data and action plans for upcoming academic year.
Analysis and Action Plans:
The different results obtained from the research projects in FOR 460 (Psychology and Law) were not as good as
observed in the data from 2008-09. This can be attributed, in part, to students’ preparation for the course.
Research concepts and skills are difficult for students to master. The goal for BCJ Forensic Psychology majors
is for them to learn the fundamentals of the research process in SCS 300 and complete an empirical research
project. By the time students reach Psychology and Law, they have had previous experience conducting
research and writing up reports. They refine their research skills by conducting a second research project,
specifically related to Forensic Psychology, in FOR 460. Regardless of how well students master the research
concepts in SCS 300, the experience of conducting research is invaluable to subsequent performance at a higher
level. This is why SCS 300 is a prerequisite for FOR 460. Previous OA data clearly showed that students
benefit from increased exposure to, and experience with, this material as performance on research projects in
FOR 460 are superior to those conducted in SCS 300. Every year there have been a few exceptions to the SCS
300 prerequisite in FOR 460 with students who take the two courses concurrently. However, in the Fall ’09
semester, 11 of the 22 students in the course had not previously completed SCS 300.
Within the process of writing their research papers, both in SCS 300 and FOR 460, students experience the
greatest amount of difficulty in the analysis and presentation of their statistical results. Students rely heavily on
assistance from faculty teaching these research courses in order to successfully analyze and interpret their data.
Based on this analysis, the following recommendations are made in AY 09/10 for use in AY 10/11:
(1) Reinforce the use of SCS 300 as a prerequisite to FOR 460. Advisors need to stress to their advisees
that SCS 300 needs to be taken during the junior year. Since this course is now offered during both the
fall and spring semesters, this should be easier for students to accomplish.
(2) Revise this specific objective with an emphasis on measuring student improvement between the SCS
300 and FOR 460 classes. This can, in part, be accomplished by tracking the performance of students in
FOR 460 and comparing the quality of their work done in that course to the coursework done for SCS
300. Students can also do this by incorporating research projects and preparing for research conferences
during the summer.. There are often opportunities for students to then present their research from SCS
300 at conferences held in the early Fall (one example being the Midwest Criminal Justice Association
(MCJA) meeting ).
(3) Work with the Math department to see if it is possible to modify the content of MAT 273 Applied
Statistics I to include more emphasis on statistical tests
(4) Develop a one hour lab course to accompany SCS 300 that would focus on computer applications (i.e.,
Excel, SPSS) in analyzing and presenting statistical results. There would also be an emphasis on the
proper reporting of results in research papers as well as communicating for conference presentations.