Ensure that the department makes maximum use of its advisory board and that the board meets often enough to remain closely connected to the department’s programs. In progress X Completed No longer applicable The Training Academy and Advanced Job Training Advisory members provide information to Dr. Rice, Ms. Taylor, and Commander Willis in the unchanging need of the criminal justice professional being able to think quickly, speak to diverse citizens, and write well. Dr. Rice, Ms. Taylor, and Commander Willis interact monthly with local law enforcement administration. This exchange of information enables dynamic curriculum development to meet the needs of the courts, law enforcement, and corrections. In an effort to support the goals of area agencies to employ a diverse workforce, the department is encouraged to expand its efforts to attract and retain a diverse student population. In progress X Completed No longer applicable Professor Ross-Gray remains the chairperson of Black Women’s Think Tank. She involves current students and alum in the delivery of the one-day workshop for women of all ethnicities. Professor Fernandez in her involvement with the LCS career communities helps students incorporate their general education studies in real life situations and in simulations. Students are able to articulate the basis of criminal theories with sociological and psychological theories. Students explain how implementation of crime prevention programs based on the crimes in a specific area at a specific time. Explore options for expansion of degree, certificate and continuing education offerings in Warren County. In progress X Completed No longer applicable Tenure track faculty continue to teach at Courseview. Dr. Rice, CJS Chairperson, and Professor Angela Fernandez are teaching courses at CVCC Spring/2016. The private security training has long had low enrollment. Determine how to increase enrollment or consider eliminating the program. In progress Completed No longer applicable X Students are still able to obtain employment at Merchants and Moonlight Security as they continue their academic journey in obtaining either a law enforcement or a corrections degree. Section II: Assessment of General Education & Degree Program Outcomes The Program Outcomes for the degrees are listed below. All program outcomes must be assessed at least once during the 5 year Program Review cycle, and assessment of program outcomes must occur each year. PLEASE NOTE – FOR THE PREVIOUS YEAR AND THIS YEAR, REPORTING OF GENERAL EDUCATION OUTCOME ASSESSMENT HAS BEEN TEMPORARILY POSTPONED. WE WOULD ASK THAT IN THIS ANNUAL UPDATE YOU IDENTIFY AT LEAST ONE COURSE IN YOUR DEGREE PROGRAM(S) WHERE ASSESSEMENT AT THE MASTERY LEVEL WILL OCCUR FOR THE FOLLOWING GENERAL EDUCATION OUTCOME:
Cultural Diversity & Global Citizenship: Apply knowledge of cultural diversity to real world context by acknowledging, understanding, and engaging constructively within the contemporary world. PLEASE RESPOND TO THE FOLLOWING QUESTIONS: Do you have a required course in your program curriculum where Cultural Diversity & Global Citizenship could be assessed for mastery? Yes No If yes, please list the course: If no, is there an elective course that is listed on your Preferred Program Pathway Template where Cultural Diversity & Global Citizenship could be assessed for mastery? Yes No If yes, please list the course: If no, is there another elective course that is an option in your program curriculum where Cultural Diversity & Global Citizenship could be assessed for mastery? Yes No If yes, please list the course: If no, where do students master Cultural Diversity & Global Citizenship in your program? Do you need assistance incorporating this General Education outcome into your degree program? NOTE THAT THERE WILL NEED TO BE AT LEAST ONE EXAM / ASSIGNMENT / ACTIVITY IN THIS COURSE THAT CAN BE USED TO ASSESS MASTERY OF THE COMPETENCY. YOU MAY ALSO SUBMIT ASSESSMENT RESULTS FOR THIS GENERAL EDUCATION COMPETENCY IF YOU HAVE THEM, BUT IT WILL BE CONSIDERED OPTIONAL. Program Outcomes To which course(s) is this program outcome related? Year assessed or to be assessed. Assessment Methods Used What were the assessment results? (Please provide brief summary data) Communicate and interview effectively both verbally and nonverbally with clients and the public. SCC 1101, CJS 1110, CJS 2111, CJS 2205, CJS 1110, CJS 1145 and CJS 1165 Assessment methods are diverse The students will continue to improve critical thinking and oral communication skills for their courses and their professions.
CJS 2200, CJS 2145, SPA 1161, CJS 1165, CJS 2295, ENG 1101, ENG 1102, COM 2206, COM 2211, BIS 1120, HUM XXXX as the three components are similar but different in the services provided to the public. Scenario and simulation essay and/or are the preferred methods of assessment. The students were able to explain and discuss the congruence or incongruence of and actions during interviews, mediation, and interrogations. Peer and self-assessments are used so that students improve their own skills by analyzing student work. Observe behavior, listen to recitation of clients, record salient information in simple and accurate description form, and provide testimony and documentation of the same. CJS1110, CJS 2111, CJS 2200, CJS 2205, CJS 2145, CJS 1165, PSY 1101, SOC 1101, CJS 2295 CJS 1110, 2205, and 1165 Assessment methods are diverse as the components are similar but different in the services provided to the public. Scenario and simulation essay and/or are the preferred methods of assessment. With the implementation of the media rich courtroom classroom, students will be able to investigate an incident from occurrence, investigation, court process, and correctional process. The students will be provided a rubric/checklist of responsibilities or actions for each component. This will also enable collaborative learning between the law, paralegal, and criminal justice students as mock incidents are utilized as teaching tools. Identify the various agencies and their duties, located within the college service district. CJS 1101, CJS 1165, CJS 2145, CJS 2295 Career research may begin in SCC 1101, becomes discipline specific in CJS 1101 and culminates with CJS 2295. The students from the use of career coach in SCC 1101, to the scavenger hunt in CJS 1101 and the detailed research in the capstone/seminar encourages the changing needs of communities that are addressed by the three components of the criminal justice filed (law enforcement, courts, and
corrections as well as the levels (federal, state, and local). It should be noted that SCC 1101 is being eliminated in the degree programs to achieve meeting the credit hour restrictions implemented fall 2016. Empathize with the client and understand the relationship of the law violator and the community. PSY 1100, SOC 1101, CJS 1110, CJS 1165, CJS 2111, CJS 2205, COM 2206, COM 2211, CJS 2200, CJS 2295, BIO 1107 CJS 1145, CJS 1165 and CJS 2200 provide scenarios, simulations, and real life issues for mediation and counseling. Students learn accurately to assess a client’s issue. The students learn to be aware of the need to resolve concerns for the offender, victim, and community. The students will demonstrate the collaborative effort of the three components in balancing community safety and the needs of the offender. Work effectively with the caseworker and other criminal justice professionals using various methods to diagnose and treat behavior. MAT 1120, MAT 1270, CJS 1101 CJS 1101 utilizes simulations and scenarios to expose the students to real or fictional cases. Students have learned to involve all stakeholders from offender, victim, and community in working collaboratively with various components in the criminal justice system and throughout the process. Students interview criminal justice professionals, complete a shadowing of a law enforcement officer, corrections officer, and interview of an offender to observe the criminal justice process from incident to conclusion. Explain the basic rights of the offender within the Ohio legal system. CJS 1102, CJS 1105, CJS 1165, CJS 2111, CJS 1110, CJS 2200, CJS 2145, CJS 2295, CJS 1102 and CJS 1105 are law and case precedent instruction. To assess and evaluate student learning students are In class, activities involve students discussing case precedents and apply the legal concept to the facts as presented in the case. Discussion should occur regarding the CJS 1102 textbook given the reading level of the criminal justice students. The current text is
Determine and assess situations requiring the use of physical force and methods necessary to complete peacekeeping functions. ENG 1101, ENG 1102, ENS 1119, SOC 1101, PSY 1100, CJS 2209, CJS 1101, CJS 2200, CJS 2111, CJS 2205, CJS 1110 CJS 2200 and CJS 1165 Assessment methods are diverse as the components are similar but different in the services provided to the public. Scenario and simulation essay and/or are the preferred methods of assessment. In the academic courses, assessments are limited to explanation and examples versus the kinesthetic demonstration of skills in CJS 2280 and CJS 2281. The students articulate in oral and/or written form the various responses and intensity of response based on the elements of the incident. Explain the basis for probable cause and identify the elements of crime in applying the Ohio Revised Code to real criminal acts or crime-based scenarios. CJS 1102, CJS 1105, CJS 2209, CJS 1101, CJS 2205 CJS 1102, CJS 1105, 2205 Assessment methods are diverse as the law enforcement agencies are similar but different in the services provided to the public. Scenario and simulation essay and/or role-playing are the preferred methods of assessment. Students are able to explain and provide example of probable cause as the beginning of the arrest process to the beyond a reasonable doubt in the court process for a conviction Essay exams and multiple choice tests are scenario and real case based to assess student learning. Assess and prioritize methods for measuring police productivity and community response. BIS 1120, CJS 2111, MAT 1120, CJS 1125, 2111 and 2295Assessment Given the use of Google maps and real crime statistics from local agencies,
MAT 1270, CJS 1125, CJS 2295 methods are diverse as the law enforcement agencies are similar but different in the services provided to the public. Scenario and simulation and/or role-playing are the preferred methods of assessment. students can assess the issue or issues of an area and then provide an explanation for increased or decreased police presence in an area. The students explore additional technology that allows the human personnel to address the immediate needs. Examine the current trends or topics in law enforcement and based on current intelligence and information identify possible future trends in law enforcement. SOC 1101, PSY 1100, HUM XXX, BIO 1107, CHE 1111, PHY 1100, CJS 2295 CJS 2295 Students conduct research as well as provide community service to be aware of the real issues in real time. They provide educational information sessions to inform of the issues and possible solutions in a CompStat style session. Students must identify a current trend or issue involving the criminal justice system. Students demonstrate the timeline/history of the issue as well as speculate possible trends in an area.
Are changes planned as a result of the assessment of program outcomes? If so, what are those changes? The decisions to eliminate semester hours to reach a maximum of sixty hours in both programs will be based on the aligning of general education outcomes to the program outcomes. The mastery of oral communication skills, written communication skills, and critical thinking skills are a necessity in the day to day functioning of the courts, law enforcement and corrections. How will you determine whether those changes had an impact? With the utilization of eLearn comparison of student work will be able to be accessed to demonstrate the areas that are improved and areas in which students still need to develop.