INTENDED OUTCOMES /OBJECTIVES

ASSESSMENT CRITERIA

IMPLEMENTATION

PROCEDURES

1) Students will have been exposed to an intellectually challenging Justice curriculum that prepares them for employment in the Justice professions.

a) The Instructional Assessment System "Student Evaluation of Instruction" will be monitored with particular attention focussed upon the amount learned in a course, the relevance and usefulness of the course content, and the intellectual challenge present by the course.

b) Syllabi, sample writing assignments and exams will be collected to assess writing skills, reasoning ability and the mastery of Justice concepts.

c) Justice professionals’ assessment of Justice graduates and the relevancy of the Justice curriculum

a) Annually the Justice faculty will meet to review "Student Evaluation of Instruction" and will monitor the evaluation of individual courses for longitudinal consistency.

b) Annually the Justice faculty will meet to evaluate syllabi, student writing samples, and exams to assess student writing skills and mastery of Justice concepts.

c) At least annually, the Justice faculty will meet with the Justice Advisory Committee, representing the Justice professions, and discuss the performance of Justice students/graduates as interns/employees, and the adequacy of the Justice curriculum.

d) Every third year, beginning in the spring of 2002, the Justice Department will prepare a formal report addressing the outcome based assessment findings.

2) Students will have gained an understanding of the following:

the role and function of a criminal justice system in society; the role function, organization, and societal issues regarding police, courts, and corrections; the availability of statutory and case law resources on electronic data bases; the basic structure of criminological theory and its practical application to addressing issues of crime; the typologies of criminal activity in terms of causation and societal response; major Justice issues such as privatization of corrections and the usage of imprisonment as a response to crime; the structural differences of the juvenile justice system as compared to the adult system; the special problems generated by juvenile crime such as youth gangs; the role of cultural conflict in the delivery of criminal justice service to rural Alaska; the Alaska Native Claims Settlement Act and how the Act has effected State/Alaska Native relationships with regard to community safety; the State’s historical attempts to deliver criminal justice services to rural Alaska; the crime policies used in the State and the nation at large; alternative policies to address crime, and the various strengths and weaknesses.

a) Syllabi, sample writing assignments and exams will be collected to assess writing skills, reasoning ability and the mastery of Justice concepts.

b) Justice professionals’ assessment of Justice graduates.

b) Annually the Justice faculty will meet to evaluate syllabi, student writing samples, and exams to assess student mastery of specific Justice concepts.

c) At least annually, the Justice faculty will meet with the Justice Advisory Committee, representing the Justice professions, and discuss the performance of Justice students/graduates as interns/employees.

d) Every third year, beginning in the spring of 2002, the Justice Department will prepare a formal report addressing the outcome based assessment findings