OFFICE OF ASSESSMENT AND ACCREDITATION
GOAL ASSESSMENT REPORT: AY 07/08
MAJOR: 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 2007-2008, many things were done to encourage continued improvement toward students’
ability to conduct empirical research (Criteria # 1). The grading rubric for research papers was revised to make
the requirements more explicit for students. Students in all classes where research was conducted were required
to follow the revised rubric. Since this year was also the first year to implement the research requirements
governed by the Institutional Review board (IRB), 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. 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.
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. Finally, students were
encouraged to present their research at conferences. During the 2007-2008 academic year, undergraduate
Forensic Psychology students presented the research they had done in SCS 300 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.
A student from the Fall 2007 Psychology and Law class received the outstanding research award at this
conference.
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:
2007-2008
FOR 460
Met
Met
100% met objective (all earned A
on final project)
SCS 300 F06
SCS 300 S07
SCS 300 F07
SCS 300 S08
Not Met
Not Met
Met
Not met
63% met objective
71% met objective
80% met objective
54% met objective
Section Three: Describe analysis of assessment data and action plans for upcoming academic year.
Analysis and Action Plans:
There were different results obtained from the FOR 460 (Psychology and Law) data compared to the outcomes
attained for SCS 300 (Research Design). Student research projects from Psychology and Law were
overwhelmingly superior to those in the Research Design class. One explanation for this is that SCS 300 is a
prerequisite for FOR 460. Consequently, students in Psychology and Law have previous experience conducting
research and writing up reports. Every year there are some exceptions to this with students who take the two
courses concurrently. Research concepts and skills are difficult for students to master. This report clearly
shows that students benefit from increased exposure to and experience with this material. It also needs to be
noted that SCS 300 is a requirement for several majors throughout the University for B.C. J. as well as B.A.
degrees. As such, it is not an accurate measure as currently used to gauge this specific learning objective for
Forensic Psychology students.
The report also shows that the objective varies with different instructors. Close adherence to CCGs are also
important for continuity in meeting objectives in SCS 300. Based on this analysis, the following
recommendations are made.
(1) When examining this outcome measure, only the data for Forensic Psychology students should be used
rather than the class as a whole.
(2) Reinforce 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.
(3) Consider revising this specific objective with more of an emphasis on measuring improvement between
the SCS 300 and FOR 460 classes.
(4) Increase communication between all professors teaching SCS 300 so that closer adherence to CCGs are
maintained each semester regardless of who teaches the course.