Theoretical Perspectives on Crime/Criminal Justice CRJ 501 Yes Research Methods in Criminal Justice CRJ 504 Yes Correctional Strategies CRJ 601 Yes Criminal Courts CRJ 604 Yes Statistics in Criminal Justice CRJ 609 Yes Law Enforcement Issues CRJ 606 Yes THIRD SEMESTER FOURTH SEMESTER Course Title Catalog Number REQ Course Title Catalog Number REQ CRJ Elective CRJ Elective CRJ Elective CRJ Elective CRJ 590 or Course from Outside the Department Option 1: CRJ 590 or Course from Outside the Department and Comprehensive Exam Option 2: CRJ 690 Twelve (12) Credits /Semester FIRST SEMESTER SECOND SEMESTER Course Title Catalog Number REQ Course Title Catalog Number REQ Theoretical Perspectives on Crime/Criminal Justice CRJ 501 Yes Research Methods in Criminal Justice CRJ 504 Yes Correctional Strategies CRJ 601 Yes Criminal Courts CRJ 604 Yes Statistics in Criminal Justice CRJ 609 Yes Law Enforcement Issues CRJ 606 Yes CRJ Elective CRJ Elective THIRD SEMESTER
Application to Criminal Justice Master’s Program Form Request for Change in Approved Graduate Degree Program Form Individual Graduate Study Application Form Master’s Project Form Paper copy – available in the Criminal Justice Department Office Also attached as Appendix B Incomplete Course Contract Paper copy – available in the Criminal Justice Department Office Application for Graduation Form Application for CRJ Honors Society
Objectives Choose Best (Closest) Response Weight Score Multiply your score by “x” in the weight column Justification for poor/very poor grades Outstanding (90% to 100% or A) Good (80% 89% or B) Adequate (73% to 79% or C) Poor (60% to72% or D) Very Poor (0% to 59% or E) Framework of Response: Accurately identifies theories and their key concepts and components related to the question. Illustrates a clear understanding of theories by defining key concepts and components. Illustrates a clear understanding of theories by illustrating key concepts and components. 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 10% (x=2) 10% (x=2) 10% (x=2) One or more theories are not accurately identified Key concepts or components of theories are missing or inaccurately identified Definitions of key concepts or components of theories are missing or inaccurately specified Illustration of key concepts or components of theories are missing or inaccurately applied Supporting Scholarship: Identifies and discusses seminal/classical scholarship as it pertains to the question. Incorporates a range of scholarship including primary sources (minimum of 8 sources used) 5 5 4 4 3 3 2 2 1 1 10% (x=2) 10% (x=2) Seminal/classical scholarship is missing or inaccurately referenced Does not have an acceptable range of scholarship Application: Employs the appropriate application in one or more of the following ways, depending on the question. Please mark "X" to all that apply; each item, if applicable, is equally weighted. (CT) Effectively compares and contrasts key concepts and components of different theories. 5 4 3 2 1 30% (x=6) Application Concerns: Lack of or inaccurate comparison of theories Compares but does not contrast theories Insufficient depth and breadth in the response Chronological development is incomplete or inaccurate Evaluation of strength/weakness is incomplete or inaccurate Crime and theories connection is missing, incomplete or inaccurate
Effectively analyzes the chronological development of theories. Effectively evaluates the weaknesses and/or strengths of theories. Effectively applies theories to type of crime. Effectively connects theories to research methodology. Effectively discusses implications for future crime or criminal justice policy related to the question. Other? Please specify. Connection of theories to methods is missing, incomplete or inaccurate Policy discussion is missing, incomplete or inaccurately applied Writing Purpose: Focus Writing on a Specific Purpose: Thesis & purpose of the answer are focused, & clearly related to the question. 5 4 3 2 1 5% (x=1) The response does not address the question Organization and Structure: All concepts or ideas are presented in a logical order Transitions between ideas enhance presentation 5 5 4 4 3 3 2 2 1 1 3.5% (x=0.7) 0.5% (x=0.1) There is no logical sequence to the information presented The paper lacks a structured introduction, body and conclusion Response jumps around, it is difficult to follow Many missing or ineffective transitions between ideas/paragraphs Information is disjointed
Communication Language clearly & effectively communicates concepts & ideas; may at times be nuanced and eloquent Minimal errors in spelling, grammar, word order, word usage, sentence structure, & punctuation Quotes are used sparingly & they are adequately explained & relevant to the issue Uses in-text citations to document source of material 5 5 5 5 4 4 4 5 3 3 3 3 2 2 2 2 1 1 1 1 5% (x=1) 2.5% (x=0.5) 1% (x=0.2) 1% (x=0.2) There is confusion as to what is being said Many errors Quotes are used extensively Quotes have little or no relevance to the response Quotes are not explained or have no context More in-text citations needed Appropriate Format Requirements are Followed: Respondent utilized a consistent citation style throughout the response Respondent employs a consistent citation format style in the bibliography/ reference page 5 5 4 4 3 3 2 2 1 1 0.5% (x=0.1) 1% (x=0.2) In-text citation missing In-text citation inconsistently formatted In-text citation inaccurately formatted Reference page missing References inconsistently formatted Reference inaccurately formatted Total /100 Outstanding – 90% or above Satisfactory – 60%-89% Failure – below 60% Student No. ____________________ Research Methods Rubric Objectives Choose Best (Closest) Response Weight Score Multiply your score by “x” in the weight column Justification for poor/very poor grades Outstanding (90% to 100% or A) Good (80% 89% or B) Adequate (73% to 79% or C) Poor (60% to72% or D) Very Poor (0% to 59% or E) Introduction and Theory: States the problem clearly. Literature review is sufficient and relevant to the question. Proposition (including concepts) is/are 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 2.5% (x=0.5) 2.5% (x=0.5) 2.5% (x=0.5) problem statement missing or confused literature review is missing or too limited literature cited is not relevant to question proposition is missing proposition is misstated
appropriate. Study Design (CT): Describes and justifies the research design used in the study (e.g. experimental, The dependent variable(s) is/are identified and appropriately operationalized. The independent variable(s) is/are identified and appropriately operationalized. Procedure for evaluating reliability is explained accurately. 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 15% (x=3) 5% (x=1) 5% (x=1) 3.5% (x=0.7) does not use specified design pertinent DV are not identified pertinent IV are not identified one or more DV are not operationalized or adequately operationalized one or more IV are not operationalized or adequately operationalized IV and DV are mis-specified or switched the operationalization of one or more IV and /or DV are not feasible or practical reliability is not explained or poorly explained reliability is inaccurately explained Study Sample (CT): Explains where the research will be performed. Articulates the appropriate unit of analysis. Effectively articulates sample selection procedures. Sample size, as indicated, is appropriate. 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 2.5% (x=0.5) 2.5% (x=0.5) 5% (x=1) 2.5% (x=0.5) population is not specified sampling procedure is not specified sampling procedure is poorly or inaccurately specified sampling procedure is not feasible or practical unit of analysis is inaccurate unit of analysis is missing sample size is too small Statistical Analysis: Accurately describes the statistical procedure that will be used to examine the data (e.g., regression analysis). 5 4 3 2 1 3.5% (x=0.7) statistical analysis is missing statistical analysis is missing variables statistical analysis is poorly specified statistical analysis is inaccurately specified
Validity: Student demonstrates that design is acceptable for a master’s student in terms of considerations of: Threats to internal validity of the study External validity of the study Statistical conclusion validity of the study Construct validity of the variables 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 18% (x=3.6) 5% (x=1) 5% (x=1) 5% (x=1) Threats not identified internal validity external validity threats statistical conclusion validity construct validity threats Threats not accurately described or poorly described internal validity external validity threats statistical conclusion validity construct validity threats Threats not adequately controlled in study internal validity external validity threats statistical conclusion validity construct validity threats Writing Purpose: Focus Writing on a Specific Purpose: Thesis & purpose of the answer are focused, & clearly related to the question. 5 4 3 2 1 3% (x=0.6) the response does not address the question Organization and Structure: All concepts or ideas are presented in a logical order Transitions between ideas enhance presentation 5 5 4 4 3 3 2 2 1 1 3% (x=0.6) 0.5% (x=0.1) there is no logical sequence to the information presented the paper lacks a structured introduction, body and conclusion response jumps around, it is difficult to follow many missing or ineffective transitions between ideas/paragraphs information is disjointed Communication: Language clearly & effectively communicates concepts & ideas; may at times be nuanced and eloquent Minimal errors in spelling, grammar, word order, word usage, sentence structure, & punctuation Quotes are used sparingly & they are adequately explained & relevant to the issue Uses in-text citations to document source of material 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 4% (x=.8) 2.5% (x=0.5) 0.5% (x=0.1) 0.5% (x=0.1) there is confusion as to what is being said many grammatical/ punctuation/spelling errors quotes are used extensively quotes have little or no relevance to the response quotes are not explained or have no context more in-text citations needed
Appropriate Format Requirements are Followed: Respondent utilized APA citation style throughout the response Respondent employs APA citation format style in the bibliography/reference page 5 5 4 4 3 3 2 2 1 1 0.5% (x=0.1) 0.5% (x=0.1) in-text citation missing in-text citation inconsistently formatted in-text citation inaccurately formatted reference page missing references inconsistently formatted reference inaccurately formatted Total /100 Outstanding – 90% or above Satisfactory – 60%-89% Failure – below 60% Student No. ____________________ Policy and Practice Rubric Objectives Choose Best (Closest) Response Weight Score Multiply your score by “x” in the weight column Justification for poor / very poor grade Outstanding (90% to 100% or A) Good (80% 89% or B) Adequate (73% to 79% or C) Poor (60% to72% or D) Very Poor (0% to 59% or E) Framework of Response (CT): Accurately identifies, defines, and describes key concepts and issues related to the question. Illustrates a clear understanding of key concepts related to the question. Illustrates a clear understanding of the primary issues related to the question. 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 10% (x=2) 10% (x=2) 10% (x=2) Key concepts are not clearly identified Key concepts are not adequately defined Key concepts are not clearly explained Does not link key concepts to the question Poorly links key concepts to the question Does not show an overall understanding to the issues contained in the question Demonstrates a poor understanding to the issues contained in the question. Supporting Scholarship: Identifies seminal scholarship and/or relevant case law. Incorporates a diverse range of scholarship (e.g. classics to contemporary readings not limited to required course readings). 5 5 4 4 3 3 2 2 1 1 10% (x=2) 15% (x=3) Used no or limited seminal scholarship Used no or limited relevant case law Fails to use material from outside the courses Used limited material from outside the courses
Application (CT): Effectively applies seminal scholarship and/or relevant case law to the issues related to the question. 5 4 3 2 1 25% (x=5) Response does not clearly apply Poorly applies the relevant material to the issues in the question Response contains some irrelevant information Response contains too much irrelevant information Writing Purpose: Focus Writing on a Specific Purpose: Thesis & purpose of the answer are focused, & clearly related to the question. 5 4 3 2 1 5% (x=1) The response does not address the question The response poorly addresses the question Organization and Structure: All concepts or ideas are presented in a logical order Transitions between ideas enhance presentation 5 5 4 4 3 3 2 2 1 1 3.5% (x=0.7) 0.5% (x=0.1) There is no logical sequence to the information presented The paper lacks a structured introduction, body and conclusion Response jumps around, it is difficult to follow Many missing or ineffective transitions between ideas/paragraphs Information is disjointed Communication: Language clearly & effectively communicates concepts & ideas; may at times be nuanced and eloquent Minimal errors in spelling, grammar, word order, word usage, sentence structure, & punctuation Quotes are used sparingly & they are adequately explained & relevant to the issue Uses in-text citations to document source of material 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 5% (x=1) 2.5% (x=0.5) 1% (x=0.2) 1% (x=0.2) There is confusion as to what is being said Many errors Quotes are used extensively Quotes have little or no relevance to the response Quotes are not explained or have no context More in-text citations needed