Assessment Report School Year 2013-2014

Criminal Justice

Prepared by: Harry L. Cramer, Assistant Professor of Criminal Justice

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Table of Contents

Subject Title Page Number

Table of Contents 1

Program Name 2

Report summary 2

University Mission Statement 2

Program Mission Statement 2

Program Goals 3

Program Learning Outcomes 3

Program learning Outcomes Assessed (current school year ) 3

Description of the Methods of Program Assessment 4

Results of Assessment 4

Analysis of Assessment Results 5

Planned Program Changes 6

Program Aspirations 8

Possible Changes in Assessment Methods 8

List of Appendixes

Appendix 1 Criminal Behavior Long Paper assignment 10

Appendix 2 Reactive Attachment Case History Form/Assignment 14

Appendix 3 Criminology Group Project: Oral Presentation and

Annotated Bibliography 16

Appendix 4 Quincy Grading Rubric for Writing Enhanced Courses 20

Appendix 5 Scoring Sheet for Writing Rubric 23

Appendix 6 Group Presentation Rubric 25

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Assessment Report Format

An annual assessment report should be completed by each academic program; copies should be

submitted to the VPAA and the Unit/School Chair/Dean, who will forward the report from the

unit to the Director of Academic Assessment, currently Dr. Teresa Reed, by June 30. A copy

should be retained by each program for reference and guidance in successive years.

The report should contain the following information:

Name of academic program: Criminal Justice 2013 to 2014

Report Summary (A brief paragraph providing an overview of what reviewers can expect when

reading the report)

The reader will see the assessment activities related to Outcome 5 in Criminal Justice. While the

objective was achieved by the students, there is room for improvement. The reader will have the

opportunity to examine recommendations to improve communications which was the thrust of

the outcome in question.

Quincy University Mission Statement

Quincy University stands as a Catholic, independent, liberal arts institution of higher learning

in the Franciscan tradition. Inspired by the spirit of Francis and Clare of Assisi, we respect each

person as a sister or brother with dignity, value, and worth. We work for justice, peace and the

integrity of creation. We prepare men and women for leadership and for the transformation of

the world by educating them to seek knowledge that leads to wisdom. We welcome and invite all

to share our spirit and life.

Program Mission Statement

The Criminal Justice Department Mission Statement

The Mission of the Department of Criminal Justice is to provide undergraduate students with the

professional and academic preparation necessary for entry-level positions throughout the

criminal justice system and related professions. The program addresses the functions and

organization of the criminal justice system, prepares students to think critically about the

problems of crime and justice, and provides students with decision-making skills and the

understanding of different cultures, ethics and social problems. The department encourages

students to recognize that the pursuit of justice involves more than the traditional criminal justice

system of police, courts, and corrections, but also includes matters of social justice. The

department empowers students to envision criminal justice functions and problems creatively,

and to seek non-traditional solutions to challenges. The program provides students with the

preparation necessary for successful graduate study, and further endeavors to provide criminal

justice professionals with career-enhancing educational experiences.

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The Department of Criminal Justice is an academic department in the Division of Behavioral &

Social Sciences at Quincy University. It is committed to pursuing the activities of education,

scholarship, and public service in a manner that is consistent with the intellectual traditions of

social science inquiry and service that fulfills Quincy University’s Mission Statement: “We work

for justice, peace and the integrity of creation. We prepare men and women for leadership and

for the transformation of the world by educating them to seek knowledge that leads to wisdom."

Program Goals/Objectives Proposed (under review and subject to change)

Goals

1. Provide undergraduate students with the professional and academic preparation necessary

for entry-level positions throughout the criminal justice system and related professions. 2. Provides students with the preparation necessary for to be life-long learners, especially to

be successful in graduate study, and further endeavors to provide criminal justice

professionals with career-enhancing educational experiences.

3. Provide opportunities for students to develop critical thinking skills to apply to problem

solving and organization.

4. Provide for support of the Bonaventure Program.

5. Create opportunities for students to inculcate Franciscan Values in students, faculty and

others.

Program Learning Outcomes (A list of all program learning outcomes)

1. General Understanding of the Criminal Justice Process including the components and

processes from the reporting of crime through corrections, and punishment &

rehabilitation/treatment phase.

2. General knowledge of the role of each component of the criminal justice system

including the publics as well as interactions within and between these components.

3. General understanding of the types and fundamental concepts of law (statutory &

regulatory) applicable within criminal justice system.

4. Ability to critically and theoretically analyze justice issues utilizing a general

understanding of the principles of good critical thinking skills as well as appropriate

utilization of social science research methodologies.

5. The ability to effectively and clearly communicate in various forms.

6. Vision of the ethical decision making and problem solving strategies applicable to

both the operation and administration of justice in a multicultural society which

incorporates social justice perspectives.

7. Marketable credentials for graduate/law school or employment as demonstrated

through internships in work settings

8. Understanding of crime and criminal justice from a global perspective.

I. Program learning outcomes assessed for the current school year

5. The ability to effectively and clearly communicate in various forms.

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II. A detailed description of the methods of program assessment used this year

To assess Learning Outcome 5, I used direct measures which were course imbedded in two

courses, CRJ310.00 W:Criminal Behavior and the G: Criminology Course (CRJ 343.00). I

focused on three assignments. Students will have met the objective if they score 73% or above

for the assignment. This represents the lowest C score. I selected these courses because they are

three hundred level courses that all Criminal Justice Majors must take. The majority of the

students were junior or senior level students. I chose the assignments based on their ability to

measure different aspects of the objective in question.

A. The long paper from Criminal Behavior (CRJ310.00 W:Criminal Behavior)

1. Represents a formal secondary research report (see Appendix 1)

2. Point Value= 100

3. I used Quincy University’s Intensive Writing Rubric for grading (in use prior

to 2014). See Appendixes 4 and 5

B. RAD Case History from Criminal Behavior (CRJ310.00 W:Criminal Behavior)

1. Represents a form of technical writing (See Appendix 2)

2. Point Value=35

C. Oral Presentation in Criminology (CRJ343.00 G: Criminology)

1. Represents oral communications (see Appendix 3)

2. Point Value=80 (40 points for the presentation, 10 points for the poster and 30

points for the Annotated bibliography

a. The assignment is a group project but each student orally presents their

portion of the assignment in class

b. I used the Criminal Justice Oral Presentation Rubric for grading this

assignment. See appendix 6

III. Results of this year’s assessment

A. The long paper from Criminal Behavior (CRJ310.00 W:Criminal Behavior)

1. The following statistical analysis represents the grades including those which were

corrected. Two students who failed to submit a paper which resulted in a grade of 0 and

I removed those scores.

2. Results:

a. Median 88

b. Mode 94

c. Mean 83=83% (low B)

B. RAD Case History

1. The following statistical analysis represents the grades including those which were

corrected. Four students who failed to submit papers which resulted in a grade of 0

and I removed their scores.

a. Median 33

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b. Mode 34

c. Mean 31=89% (B+)

C. Oral Presentation in Criminology (CRJ343.00 Criminology)

1. The following statistical analysis represents the grades.

a. Median 73

b. Mode 78

c. Mean 74=93% (A-)

IV. Analysis of assessment results

A. Written Communications:

To successfully achieve this objective, students were expected to earn a minimum grade of 73%

which is a low C. On face value, the students achieved a class averages in both written

assignments that exceeded the minimum requirement. I graded the long paper from Criminal

Behavior (CRJ310.00 W: Criminal Behavior) which represented a formal secondary research

report using the Intensive Writing rubric and students were permitted to submit corrected

versions of their papers. Content and Critical Thinking was markedly improved over previous

years. The students had more difficulty with Organization and Language (referring to the

rubric).

Under Organization, students continued to struggle with writing Introductions and Conclusions.

The students consistently failed to incorporate in their introductions arguments, purpose or thesis

statements and key points they intended to cover in the papers. Furthermore, the majority of the

students failed to successfully tie into their conclusion how they achieved their argument, thesis

or purpose and frequently lacked key points that they wanted the reader to remember. Less than

half of the students also struggle knowing when and how to document sources. While I have

noticed some improvements this year, I observed more students struggling with format and

knowing when to insert parenthetical references. It is notable that I incorporated in assignment

specific instructions about the introduction and documentation of sources.

Anecdotally, in terms of language, I have noted some improvement over the years in spelling and

word usage. I have observed weaknesses in the area of comma usage, sentence structure, such as

comma splicing and run-on sentences. A number of the students had difficulties with verb tense.

Some students struggled with paragraph structure.

On examination of the technical writing assignment, the RAD (Reactive Attachment Disorder)

case history, the assignment called for students to read a case history which I provided. They

were then to assess the behaviors and risk factors associated with the subject (and family) of the

history and respond to questions in the case history form which is attached. Consequently, the

focus of the assignment was more oriented toward proper identification of behavioral traits and

risk factors related to RAD. I considered, as an important secondary objective for this

assignment, the experience of writing in a technical style. (Students have several opportunities

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to engage in technical writing in other courses, as well (including writing policy and procedures,

generating police reports on offences, search warrant applications and affidavits and various

logging documents for evidence). I encouraged the students to simplify their writing for these

assignments, using plain language when describing the behaviors and risk factors. Students

fared better in this assignment grade-wise. The students did not have the opportunity to correct

this assignment.

B. Oral Communications

The resulting grade is somewhat misleading as this is the combined scores for the three

components of the assignment. I broke out the presentation component for the assignment.

In this situation, the students earned an average grade of 83%. The Annotated Bibliography

and posters (or other audio Visual Aid) grades tended to improve the scores. Referring the

reader to the rubric which is attached, the trait with which the students had the most difficulty

was Presentation. The majority of the students failed to engage the audience as they read

their speeches from notes or from the PowerPoint or poster. This clearly indicated a lack of

practice and familiarity with the material they were presenting. Content was the strongest of

the traits. The groups successfully fulfilled the assignments.

In conclusion, the students did achieve the minimum requirements in both written and oral

communications as measured by these assignments. The students exhibited problem areas in

both forms of communications as noted above.

V. Planned program changes based on assessment results

Plans for program changes motivated by assessment results (noting which changes can and will

be implemented by program faculty, which require consultation or approval by the VPAA or

academic committees, and which involve requests for changes by other academic programs

A. Written Communications:

1. In my interpretation of the technical writing assignment work, I do not see a need to

make any changes. It appeared that in this assignment and by this point in their

education, they have grasped skills necessary to successful write in a technical style

appropriate to the subject matter.

2. In my interpretation of the secondary research assignment, I am still not satisfied with the

students’ development of their introductions and conclusions. I am of the opinion that

the majority of the students do not use the development of thesis or purposes in writing

papers. More than one half of the class wrote weak conclusions. I have already

consulted with English Department faculty members over the years and I have

incorporated suggestions which have helped. I have also developed more thorough

instructions for each assignment including discussions on the development of

introductions and conclusions for the assignments that require them. Moreover I have

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given students written directions on their assignments about documentation of sources

and I have added similar information in the syllabi. I also discuss plagiarism and source

documentation verbally in all of my classes and referred them to various sources of

information. I also provide feedback to students using the form related to the rubric

which is attached hereto.

3. In research that I have conducted on the failure to develop thesis or purposes for a paper,

depending on the nature of the assignment, I have learned that there may be a problem

with student understanding of and integration of developing thesis or purpose content,

form and functions (Angelo and Gross, 1993. P 172-173). Bean adds to this prospect that

students have withdrawn from “reasoned analysis and argumentation” in their writing

(Bean, 1996. P 24-25.) While there are various theories as to why this occurs, clearly the

literature encourages teachers to fashion pedagogy directed towards encouraging thinking

skills and provide assignments that challenge students in this way.(Bean)

I have learned that one recommended solution which I intend to adopt is the inclusion of

a Classroom Assessment Technique or CAT called “What, How and Why Outlines”

(Angelo and Gross). In adopting this outline which the students prepare prior to the

assignment, students must analyze the what (content of the assignment), the how (form of

the assignment) and why (function of the assignment). Students then use the outline to

guide research and writing the paper (including effective introductions and conclusions).

This exercise also helps to develop related teaching objectives which support both the

Bonaventure Program and major related out-comes as noted below:

a. Analytical skills in the subject matter

b. Improved reading skills in general

c. Improved writing skills relative to the type of writing called for in the assignment

d. Develop appropriate study skills, strategies and habits

e. Learn to evaluate methods and materials of research of topics

f. Develop capacity to make learned principled choices (material selection and

documentation)

g. Develop capacity to independently cogitate (Angelo and Gross)

I will adopt the “What, How and Why Outline on a trial basis in one of the courses

that I teach next year to see if the outline improves the students in developing appropriate

theme, purpose or thesis and the inclusion of this in developing papers. This should lead

to improved organization and content, including better use of introduction and

conclusion.

In addition, I will continue to encourage students to use their English grammar books

and other sources to help them with language related problems noted above

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I will also review the new writing rubric which has been use in the Pilot Assessment

project of the university’s assessment initiative with the students to strengthen language

skills.

The objective of this outline will have been achieved if I discern an increase in

meaningful development of theme, purpose or thesis (according to the nature of the

assignment and course) and use thereof in researching, constructing and writing research

papers.

I will look for another indication of successfully achieving the outcome of the outline

which will be effective and well written introductions and relevant conclusions. Content

of the narrative should be adequately reflected in the introductions and conclusions.

4. Outcome to be assessed 2014-2015 year is 6: Vision of the ethical decision making and

problem solving strategies applicable to both the operation and administration of justice

in a multicultural society which incorporates social justice perspectives.

B. Oral Communications:

By the time the students are taking three hundred level courses, the majority have

already taken the COM 101, “Fundamentals of Public Speaking.” I have examined the

course content and rubric used in that course in the past. I am convinced that the source

of the difficulty in engaging the audience and in reading the presentation is a lack of

preparation. Therefore, in courses which require oral presentations, I am going to review

the rubric in class and make it available to the students. I will emphasize that

presentation, including engaging the audience, is a part of the grade. In order for the

objective to be achieved, I should witness an improvement in the student engagement

(eye content and responsiveness to student inquiry) as well as improve articulation of the

material

VI. Program Aspirations

Program Aspirations for the next academic year,

o With the recommended changes noted above, I hope to see a5 % increase in the

average score in each of the aspects of learning out-come 5.

o Resources required I do not anticipate a monetary outlay beyond the investment

of my preparation time and class time.

VII. Possible changes (additions/modifications) in assessment methods for the future

As I have another Criminal Justice faculty member to assist me, I hope to complete a

review of the current programs goals and objectives as well as outcomes. This will

necessarily impact assessment.

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VIII. Other pertinent information (optional)

Please note that this document is focused on program assessment based on success in meeting

learning outcome goals. Each academic unit may have other goals (e.g., faculty development,

scholarship, honors, fund raising, and so on). An addendum summarizing results in these areas

may be attached to the report as desired.

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Appendix 1

Quincy University

Criminal Behavior

Harry L. Cramer

Assignment

Assignment Title: Long Paper

Objective/s: Referring to Syllabus Division/Department Objectives: 4, 5 and

Course Objectives: 1, 2

.

Due Date: 4/2/2014

Policy on Late Work: 1. I will deduct one grade step for each day that school is in

Session for late work turned in.

2. I will not accept late papers after one week of the due date.

Form of Submission: Paper version and one electronic version

Total Possible Points: 100 points

Identify a crime or a serial crime (murder, rape, robbery, burglary, and there are others).

Locate an actual case in the newspaper or other reliable source. Learn as much about the

crime or type of crime on which you reporting. It may be solved or unsolved.

Choose a theory that is covered in the course and analyze the crime, including the victim

(if appropriate) and offender. How does the theory explain the cause of the criminal

behavior in general and the offender in particular?

In doing your research and analysis, you will need to work through formulating a

research question, hypothesis and a final working hypothesis which you will state and

prove in your paper. The hypothesis will be about how a given theory explains the cause

of the crime or some aspect of the crime. Failure to have a research hypothesis will

seriously affect your grade. Use the research that you do to prove you hypothesis.

I expect a well formatted paper using APA style elements. That includes an abstract,

well stated introduction which sets out the hypothesis and a brief outline of how you

intend to write and prove your hypothesis in the body of your paper. I also expect a

quality conclusion wherein you restate your hypothesis and some key points that you

used to prove or accept your hypothesis. Note, the Abstract and the introduction are

different. I refer you to Everyday Writer for more information on how to write an

abstract.

References and their quality will be part of my assessment of your paper. Choose

quality, scholarly articles. Wikipedia is not considered a quality source.

Specifications: Long Paper Specifications

Submit a paper version and an electronic version via Moodle.

Cover Sheet APA Style

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Abstract APA style

References (parenthetical) using APA Style

Bibliography or Works Cited Page APA Style citing a minimum of five sources (the

text may be cited but it does not count towards the minimum number of sources).

Use quality sources.

Pages numbered

Minimum length of 8 (no longer than 10 pages) typed pages of text in the body of

the paper:

I define a page as one complete typed page of text.

Reference Sheet (Bibliography), cover sheet, abstract and other annexes

do not count towards the minimum number of text pages.

Papers must be typed in double space, 12 CPI, Times New Roman font.

Margins-one-inch margins on all sides, including top and bottom

Check the schedule for the due date.

Re-submission is optional but if submitted I suggest students retain a copy of each

assignment on their computers or a paper copy.

Other Paper Information: I am looking for a quality research paper. Your sources should be

reflective of the added length, as well. As this is a 300 level course, I will be looking for quality

sources. Use Psychological, Sociological and/or law journals showing that the information has

been subjected to academic or professional review and comment. I will evaluate the quality of

your sources and the number of them.

YES !!! GRAMMAR, PUNCTUATION, AND SPELLING COUNT IN THE GRADE AS

DOES FORM (COVER SHEETS, PAGE NUMBER, and MARGIN WIDTHS)...so please

proofread your paper before you hand it in. Corrections may be neatly written in by hand after

the application of correction fluid ('white out'), so that the last minute discovery of a few

typographical errors should not require retyping the entire paper or page.

Student Responsibility for Documenting Sources and general guidelines for Evaluation

of Student Compliance

Students are required to document all sources using APA (American Psychological

Association) Style in Criminal Justice courses that I teach. This means that students are

required to enter sources of their information in the form of abbreviated citations in

parentheses. Generally, an abbreviated citation of a source should appear immediately

following the completion of a thought which the student has developed based on the

information from a single source. A parenthetical reference (an abbreviated citation of a

source) should also appear after each direct quote from a source. These parenthetical

references will need to appear throughout the paper. Please consult an APA style manual for

more complete directions or contact your instructor.

In addition students are also required to have a” Works Cited" page/s which will contain the

complete citation of all sources used in the paper.

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Failing to properly cite the sources used in a paper is usually considered a crime and is

certainly a form of cheating called plagiarism. Therefore, papers turned into me lacking one

or both will receive a grade of “0” or a failing numerical grade.

Students may be allowed to correct deficiencies for an improved grade but the student will

not be eligible for any extra credit for correcting errors of omission of either parenthetical

references in the body of the text or work cited page.

The instructor reserves the right to follow the university policy on cheating for papers turned

in lacking proper documentation.

A parenthetical reference will look something like this (specific appearance will vary

depending on the type of source, the amount of references to the source and other factors).

For this example, this is a book with a single author.

In a multicultural society, each culture retains its own standards of ethics and behaviors

(Schmallegar, 2011, p. 26). Or as in a direct quote:

“Multiculturalism describes a society that is home to a multitude of different cultures, each

with its own set of norms, values and routine behaviors (Schmallegar, 2011, p. 26).

The Works Cited page reference for a book with one author will look like this example.

Schmalleger, F. (2011). Criminal justice today: an introductory text for the 21st century,

eleventh edition. Upper Saddle River, N.Y.: Prentice Hall.

Note that the second (and subsequent lines) line is/are indented. These appear as a list of

references on a works cited page. Again the exact form will vary somewhat depending on

the source as with the parenthetical references.

I will refer to The Everyday Writer by Andrea Lunsford or the most current APA style

manual for evaluating the application of the APA style. Other sources for APA may be

found on the Brenner Library web page. Thank you.

I look forward to reading your papers. Remember, as always, if you have any questions

about the paper assignment or any other aspects of the course...PLEASE FEEL FREE TO

ASK ME. Thank you and I wish you good writing!

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Appendix 2

Reactive Attachment Case History Form/Assignment

After reading the RAD Case History which posted above this assignment, complete the

following form. You print and turn in hard copy or submit through Moodle.

Criminal Behavior Case History Assignment Form

Assignment Topic: ____________________________ Student: ________________________

Describe the Disorder (in general, not related to this history)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

Describe the reason for referral (current case) including symptoms that lead you to believe that

this case relates to the above described disorder

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

Describe natural parents, noting anything related to the above disorder .

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

Describe foster care/adoption experience of the child

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

Was there any sexual dysfunctional behavior performed by this child? If yes, describe

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

Was this child sexually abused? If yes describe victimization

______________________________________________________________________________

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______________________________________________________________________________

______________________________________________________________________________

_____________________

Does this child abuse substances i.e. drugs, alcohol, tobacco? If yes, describe.

______________________________________________________________________________

_______

Did birth parents, foster parents or others in the child’s life abuse alcohol or drugs (including in

uterus)? If yes, describe.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

_____________________

How does this case strike you, your thoughts, feelings and what is you prognosis of this case?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

__________________________________

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Appendix 3

Quincy University

Criminology

Harry L. Cramer

Assignment

Assignment Title: Group Project: Oral Presentation and Annotated Bibliography

2014

Goals & Objective/s: Referring to Syllabus page 3: Program/Department Outcomes5&7

& 7; Course Specific Objectives: 4 & 5

Due Date: Day of Presentation (required)

Group Date

1 & 2 4/7

3 & 4 4/9

5 4/11

Total Possible Points: 90 pts.

Evaluation: Teacher/Peer Review (within group)

ASSIGNMENT:

1. Read the chapters or section out of our text book relative to your crime and read the

assigned chapters from the book on reserve associated with the crime your group is

assigned (see below for assignment and book information). The readings are designed to

give you a good understanding of transnational crime in general and you specific crime as

well.

2. Identify a theory which we have or will study from our text this semester which in your

group’s opinion explains the cause/s of the assigned crime. Note the international

perspective of this assignment. Please approach this from a transnational perspective.

3. Develop a hypothesis in the same manner as you have been asked to do for your

individual papers.

4. Conduct a review of literature to support your hypothesis

5. Prepare a research annotated bibliography (see specifications which follows)

which you will hand in on the date of your presentation

6. Prepare a quality poster presentation of at least 20 minutes in length during which

your group will summarize your findings. Please do this presentation as a

persuasive presentation as if you want us to be persuaded to your groups

hypothesis.

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This is a Persuasive presentation the goal of which is to “convince your reader (that would be

your classmate and me) to your point of view.” (Johnson, Rettig, Scott, and Garrison, 2005. P.

13). Use the information from your research to justify your position.

You will turn in one electronic annotated bibliography via Moodle of at least 6 sources following

APA style.

Your group also must advocate for some applied or practical aspect of your assigned topic.

Perhaps there is a change in some procedure, law, definition…whatever you choose….that your

group would like to see implemented. You may want to advocate for the status quo. Perhaps

you have an idea on how to better address some problem related to your hypothesis.

I expect a quality presentation. In terms of the oral presentation, please do not read your paper

from notes or your poster but speak from them. Use the oral presentation to high light important

or key aspects of your findings, agreement or disagreement. You may wish to use your oral

presentation to expand on what you have in your outline. Also, I expect you to incorporate in

your presentations audio/visual aids (video, posters, PowerPoint and/or overhead) and some

creativity in your presentations. Perhaps you would like to include a skit in your presentation, an

activity that involves the class somehow, an interview or a guest speaker. I can add additional

time if that will help your group. All group members must be in attendance and present material.

You may ask what a poster presentation is. A poster presentation consists of an exhibit of

materials that report research endeavors or informational resources in visual and summary form.

Poster presentations provide a unique form that facilitates personal discussion of work with

interested colleagues and allows students to browse through highlights of current research.

If you were doing this associated with a conference, space would be set aside near the exhibit

area or in a ballroom for these presentations, and each author has access to a large bulletin board

upon which to display important points from her/his work. Attendees have an opportunity to

observe a variety of poster presentations that focused on the interesting visual displays of

research, program materials, or computer resources that can then be augmented by face-to-face

conversation between authors and viewers. We will do this in class.

.

Tips for Creating Posters

(from Sociologists of Minnesota Conference (St. Cloud State University):

http://condor.stcloudstate.edu/~soc/conference/poster.html

Titles and Headings: Use a large, bold font to separate the sections of your presentation

so readers can easily skim the work to read for interest. Keep font consistent and make

sure it is readable from 3-5 feet away.

Length and Tips on Presentation: Information should be presented in bullet format,

graphs, tables, and/or other visual ways of representing the information that makes it easy

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to grasp the "lesson" or "message" of your presentation. Keep colors simple. Avoid

making the poster too busy--If you have an abundance of information; consider what is

the most important information to get your message across. See the list of guideline for

further assistance below.

Assessment

30 points on Annotated Bibliography

Poster 10 points

Presentation 40 points. I will hand out peer evaluation forms regarding your activity in

your groups.

Reserved Book 1 Albanese, Jay S. Transnational Crime and the 21st Century: Criminal

Enterprise, Corruption, and Opportunity. New York: Oxford UP, 2011. Print.

Reserved Book 2: Martin, Gus. Understanding Terrorism: Challenges, Perspectives, and Issues.

Thousand Oaks, CA: SAGE, 2013. Print.

Group 1 Drug Trafficking read Reserved Book 1 chapters 1, 10 & 2

Group 2 Human Trafficking Reserved Book 1 chapters 1, 10 & 5

Group 3, Stolen Property Reserved Book 1 chapters 1, 10 & 3

Group 4 International Terrorism Reserved Book 2 chapters 2, 15 & 8

Group 5 Commercial Vices: Obscenity and Pornography Reserved Book

1 chapters 1, 10 & 7

Look up your topics in appropriate reference sources in order to find citations to articles using

resources available to you in the library such as periodical indexes, abstracts etc. I will accept as

resources for this paper journal articles, periodical articles (including popular news as well as

professional publications), and Internet articles subject to the limitations for Internet articles in

the syllabus. You may also include interviews as sources.

Annotated Bibliography (A.B.) Specifications:

Style Guide: ASA (American Sociological Association)

Title page (to include paper title, name of student/writer, group number, group

members, course name and number, name of instructor, name of university, and

date)

APA format 12 CPI, Times Roman font

Margins: one-inch margins on all sides, top and bottom, as well

Number pages

Fasten pages with a staple

Documentation: APA Bibliography style

Outline of the A.B.

o Title Page

o Introduction (1-2 paragraphs which introduces your topic, states your

group’s position and lists key points that you plan to cover)

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o Six or more annotated bibliographical entries (citation follow by a

summary or annotation for that source, then the next citation followed by

the summary for it and so. Annotations are to be one paragraph in length

or about 50 words +/- in length.

A note on sources. Use only quality sources. You may use the text and the books on

reserve as sources for your presentation but for the AB, please do not use the text. Do not

include Wikipedia or like sites. I prefer scholarly articles or peer reviewed journal articles.

Quality books are fines as well. You may use interviews, too.

Attire for Group Presentations: When presenting the actual group presentation before the

class and others, students are to dress professionally. Business casual or better will be

considered appropriate for this. It will be part of the presentation evaluation. An explanation for

business casual has been posted on the course Moodle page for your consideration. Note,

students are not required to buy clothes for this and casual attire will be acceptable as long as you

appear well-groom and neat in your appearance.

Poster Guidelines…see http://www.freedocumentsearch.com/ppt/apa-style-poster-

presentation.html You may also visit the APA web site and the Purdue Owl web site for ideas.

Groups (5) Group members as of 1/31/14

User

count

Group 1 (A) Justin Anderson, Quenten Hooker, Rosa Krone, Scott Ladi,

Daniel Lee, 6

Group 2 (B) Gregory Cain, Thomas Fish, Breanne Meyer, Theodore

Rule, Jamaal Wilburn 4

Group 3 (C) Malynda Ancell, Ivan Cortes, Jeanine Riley, Sarah White,

Matthew Wontorcik 5

Group 4 (D) Rilan Childs, Taylor Dralle, Brooke Horner, Dereasha

Smith, Andrew Zimmerman 5

Group 5 (E)

Sylvia Anaghara, Andrew Duncan, Christian Jordan, Alicia

Martin, Ryan Seifert

5

Pag

e19

Appendix 4

Quincy Grading Rubric for Writing Enhanced Courses

CRIM First Edition: April 2006

Content and Critical Thinking Organization Language (Discipline and Assignment

Specific Objectives Go Here.)

The paper meets

assignment

requirements

deliberately and

appropriately.

Its purpose is clear, it

contextualizes the

issues, and provides

effective examples

and illustrations of its

purpose and points.

The ideas are

original, complex,

and strongly

substantiated.

It demonstrates

strong judgment and

draws conclusions

while carefully

considering its

audience.

The paper has a

logical organization

with an effective and

appropriate

introduction and

conclusion and clear

transitions between

paragraphs and

sentences.

The paper is creative

and deliberate in its

design.

Support in the form of

original ideas, or

quotes or paraphrases

from significant and

credible sources, is

incorporated skilfully

and documented

appropriately.

The organization is

appropriate to the

content and nearly

flawless.

The paper is free of

errors and is

consistent in its use

of voice and diction.

It has varied and

correct sentence

structure and

punctuation and

demonstrates careful,

concise, and precise

word choice.

An appropriate

vocabulary is

exhibited as is an

understanding of the

key terms of the

class.

All of the stylistic

choices further the

expression of ideas

and intentions.

Select a position ref. the theory

as it applies to current

(or historical) crime

problems.

You may choose a

national perspective or

international one.

clearly defined thesis statement

that states your idea in positive

way but in a manner that allows

you to test your theory or

position and argue for it

o in your introduction

and

o a reference to it in

your conclusion (as

part of your summary)

Persuasive Paper

Supported w/

information/argument with

o evidence and

o reasoning

The paper mostly

meets the assignment

requirements

deliberately and

appropriately.

Its purpose is clear, it

considers the issues,

and it provides some

effective examples

and illustrations of its

purpose and points.

The ideas are

somewhat complex

but lack originality

and are not fully

The paper has a

logical organization

with an introduction

and conclusion and

transitions between

paragraphs and

sentences but they are

somewhat awkward or

incomplete.

The paper is

somewhat creative

and mostly deliberate

in its design.

Support in the form of

original ideas, or

The paper has few

errors and is mostly

consistent in its use

of voice and diction.

It has varied and

mostly correct

sentence structure

and punctuation and

demonstrates some

care in word choice.

An appropriate

vocabulary is

exhibited as is some

understanding of the

key terms of the

Cover Sheet APA Style

References (parenthetical) using

APA Style

Bibliography Page APA Style

citing a minimum of eight sources

Pages numbered

Minimum length of ten

typed pages of text:

typed in double space,

12 CPI,

Times New Roman font

Margins-one-inch margins on

all sides

Pag

e20

developed or

substantiated.

It demonstrates some

judgment and draws

some conclusions,

but does not carefully

consider its audience.

quotes or paraphrases

are present, but not

always skilfully

included or

documented.

There is an occasional

lack of development,

redundancy, and/or

incorrectness.

class.

Most of the stylistic

choices further the

expression of ideas

and intentions.

The paper meets the

assignment

requirements but

formulaically.

Its purpose is for the

most part clear and it

considers the issues,

but it does not

provide adequate

examples and

illustrations of its

purpose and points.

The ideas lack

complexity and

originality and need

significant

development

It demonstrates

mediocre judgment

and draws

uncomplicated

conclusions. It does

not have a clearly

defined audience.

The paper has an

introduction and

conclusion and

transitions between

paragraphs and

sentences, but they are

often awkward or

incomplete.

It lacks creativity but

is deliberate in its

design.

Support in the form of

original ideas, or

quotes or paraphrases

are not sufficiently

included and/or

documented.

There is a frequent

lack of development,

redundancy, or

incorrectness.

The paper has

several errors and is

not often consistent

in its use of voice

and diction.

It has varied but not

often correct

sentence structure

and punctuation and

demonstrates little

care in word choice.

The vocabulary is

weak and there is

little understanding

of the key terms of

the class.

Some of the stylistic

choices further the

expression of ideas

and intentions.

The paper barely

meets the assignment

requirements.

It has a clear topic

but not a clear

purpose, and there is

little support of ideas.

The ideas are simple

and there is little to

no development.

It demonstrates weak

judgment and draws

few conclusions, and

the audience is barely

The paper’s

introduction and

conclusion, and

transitions between

paragraphs and

sentences, are mostly

awkward or

incomplete.

It lacks creativity and

is predictable in its

design.

There is very little

support in the form of

original ideas, quotes,

or paraphrases and/or

The paper has

numerous errors and

barely exhibits clear

diction or a voice.

It has little variation

and correctness in

sentence structure

and punctuation and

demonstrates no

attention to word

choice.

The vocabulary is

weak and there is no

understanding of the

key terms of the

Pag

e21

considered. they are not

documented

appropriately.

There is an overall

lack of development,

redundancy, and/or

incorrectness.

class.

Few stylistic choices

further the

expression of ideas

and intentions.

The paper does not

meet the assignment

requirements.

It does not have a

clear topic or purpose

and therefore there is

little support of ideas.

It is difficult to

identify the ideas and

therefore there is no

development of them.

It does not

demonstrate

judgment or draw

conclusions. The

audience is not

considered.

The paper’s

introduction and

conclusion are

incomplete or non-

existent and there are

no recognizable

transitions.

It lacks creativity and

any clear design.

It lacks support in the

form of quotes or

paraphrases and/or

they are not

documented

appropriately.

There is no

development, much

redundancy, and/or

incorrectness.

The paper has

numerous errors and

does not exhibit clear

diction or a voice.

It has no variation in

sentence structure

and mostly incorrect

word choice.

There is no attention

to vocabulary and no

understanding of the

key terms of the

class.

There is no

awareness of stylistic

choices and the style

does not further the

expression of ideas

and intentions.

Pag

e22

Co

urs

e__

____

____

____

__ A

ssig

nm

en

t __

____

____

____

____

Stu

de

nt

____

____

____

____

____

____

__

Appendix 5

Criminal Justice Paper Grading Rubric A” Range ← - - - - - - - - - - - - - - - - → “F” Range

Higher Order

Concerns Critical Thinking1 Skilful Effective Adequate Limited Ineffective

↑

Content2 Skilful Effective Adequate Limited Ineffective

↓

Organization3 Skilful Effective Adequate Limited Ineffective

Department Concerns Skilful Effective Adequate Limited Ineffective

Lower Order Language4 Skilful Effective Adequate Limited Ineffective

Final Grade A B C D F

Format:

APA Format –[] Incorrect for reference citations 2 pts.; [] Works Cited Page 2 pts.

Sources: [] No parenthetical References = 0 No Works Cited Page [] Grade =0

Abstract: No Abstract []= -5 pts. Poorly written Abstract affects “Content Grade”

Coversheet: [] None -5 pts.; [] Incorrect format

Page Setup: [] Improper Margins -5 pts.;

[] Character Size Too Large/Small -5 pts. [] Spacing Size Too Large/Small -5 pts.

[] Pages not numbered-5 pts.

Paper Length Required ___ Student Submitted ___

Pag

e23

Sources Number Required ___ Student Cited ___

Introduction [] Good [] Adequate [] Weak [] Lacks Thesis/Purpose Statement -10 pts.

Conclusion: [] Good [] Adequate [] Weak [] Lacks Continuity w/ Thesis/Purpose 10 pts.

Assignment and Content:

[] Student did not fulfil the assignment in terms of content

[] Poor organization

[] Paper written too general

[] Paper lacked clear purpose when written

[] Paper lack cohesion in content

[] Paper Appears to have been plagiarized in whole or in part or other cheating

observed

Other Comments:

Please Note: If you are planning to resubmit this paper, you must submit your

original paper, this form and your revised version. I will not accept your revision

without the original paper and this form. Thank you.

Pag

e24

Appendix 6

Group Presentation Rubric Course__________Group Number or Letter ___

Topic_________________________________ Date___/___/_____ Honors: Yes ___ No ___

The teacher and class members will use this rubric to evaluate each group’s presentation. Students can

look at this rubric so they may understand what they are being graded on. The Group Presentation Rubric

will be combined with the Teammate Participation Rubric to determine your final grade for the project.

Trait Criteria Points

1 2 3 4

1.Content

Did the

presentation

have valuable

material?

Presentation

contained little to

no valuable

material.

Presentation had

moments where

valuable material

was present but as

a whole content

was lacking.

Presentation had a

good amount of

material and

benefited the

class.

Presentation had

an exceptional

amount of

valuable material

and was extremely

beneficial to the

class.

____

2.Organization

Was the

presentation

well organized

and easy to

follow? Group

members were

organized and

well staged and

The teammates

never worked

from others’ ideas.

It seems as though

only a few people

worked on the

presentation. Poor

staging and few or

The teammates

sometimes worked

from others’ ideas.

However it seems

as though certain

people did not do

as much work as

others.

The teammates

worked from

others’ ideas most of

the time. And it

seems like everyone

did some work, but

some people are

carrying the

presentation. Good

staging

The teammates

always worked

from others’ ideas. It was

evident that

all of the group

members

contributed

equally to the

presentation. Excellent

staging

____

3.Presentation

Did the

presenters

Speak clearly?

Did the

engage the

audience?

Was it

obvious the

material had

been

rehearsed? Good

use of A/V Aids

Presenters were

unconfident and

demonstrated little

evidence of planning

prior to

presentation. No

use of A/V aids or if

used, not related or

did not support the

presentation.

Presenters were

not consistent with

the level of

confidence/

preparedness they

showed the

classroom but had

some strong

moments. Some

use of A/V Aids,

poor quality or if

used, members

read from the aid

Presenters were

occasionally

confident with

their presentation

however the

presentation was not

as engaging as

it could have been for

the class. Good use

of A/V Aids but most

members read from

slide

Presenters were all

very confident in delivery

and they did an excellent

job of engaging

the class.

Preparation is very

evident. Excellent use of

A/V aids with members

using aids to support their

presentation and read

from slides to make a

point.

____

4.Satisfied the

Assignment

Did the group

meet the

requirements of

the assignment?

The group as a

whole failed to meet

the assignment.

Few requirements

we were met.

Most of the

requirements were

met but there were

some missing

elements.

The group substantially

met the requirements of

the assignment

____

5.Dress Code * None met dress code Less than half

properly attired

Majority properly

attired

All members met dress

code.

Total _____

Total Points awarded _______ /5 = Average Points

Pag

e25

*Proper attire for 100-300 courses is business casual and for 400 level courses business dress

Averages: 20=4, 19=3.8, 18=3.6, 17=3.4, 16=3.2, 15=3, 14=2.8, 13=2.6, 12=2.4, 11=2.2, 10=2