SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Justice Studies
Program: BS in Justice Studies
College: CASA
Website: http://www.sjsu.edu/justicestudies/
_✓ Check here if your website addresses the University Learning Goals. https://docs.google.com/a/sjsu.edu/viewer?url=http://www.sjsu.edu/justicestudies/for-students/student-resources/Undergraduate-Student-Handbook-2012-2013-8-19-12-2.pdf
Program Accreditation (if any): N/A
Contact Person and Email: James Lee,
Date of Report: June 20, 2014
Part A
<In the 2013-14 AY, we would like to establish a baseline for all degree programs on campus, and we ask that you fill out Items 1 – 5 for all degree programs in your department. In subsequent years, you will only need to note changes from the baseline year.>
1. List of Program Learning Outcomes (PLOs)
At the end of a Bachelor of Science degree in Justice Studies in the Department of Justice Studies, students should be able to:
1. Employ multiple perspectives on systems of inequality and concepts of justice to understand social problems and engage communities to develop grounded and informed solutions.
2. Act meaningfully within a global context. This requires understanding how social systems and social problems manifest at the micro (personal, local) and macro (national, international) levels. Further, this requires the ability to apply scholarship and critical literacy (e.g., of the news) to understand the(ir) world.
3. Engage in social praxis (action informed by theory, theory revised by action and experience), acting as critical change agents in social institutions and communities.
4. Contribute substantially to justice-related initiatives or projects through ongoing, sustainable interactions with communities, state institutions, and other related agencies. This requires appreciating the multidisciplinary nature of contemporary “justice” work, which at times involves collaboration, at other times constructive conflict.
5. Formulate and articulate compelling reasoned positions on issues of justice through academic, professional and social media.
Justice Studies faculty periodically discuss PLOs during retreats and faculty meetings.
2. Map of PLOs to University Learning Goals (ULGs)
BS in Justice Studies Program Learning Outcomes Mapped to University Goals for All Students
Summary: All University Learning Goals are addressed by the Program Outcomes of the BS in Justice Studies degree.
ULG / BS in Justice Studies Program Learning Outcomes1 / All
2a / JS PLO #2, 3, 5
2b / JS PLO #2, 3, 5
2c / JS PLO #2, 5
3a / JS PLO #2, 3, 4, 5
3b / JS PLO #2, 3, 4, 5
4a / JS PLO #1, 2, 3, 4, 5
4b / JS PLO #1, 2, 3, 4, 5
4c / JS PLO #1, 2, 3, 4
5a / JS PLO #1, 2, 3, 4
5b / JS PLO #1, 2, 3, 4
The Department Chair created the map and solicited input from faculty.
3. Alignment – Matrix of PLOs to Courses
Mapping of Program Learning Outcomes to Core Courses
JS 100W JS 101 JS 102 JS 114 JS 151 JS 181 JS 189
PLO 1 x x x A x
PLO 2 x x x x A x x
PLO 3 x x x
PLO 4 x x
PLO 5 A x A x x
X = Material Covered
A = Assessed in Spring 2014
4. Planning – Assessment Schedule
PL0 1 / C / D / I
PLO 2 / C / D / I
PLO 3 / C / D / I
PLO 4 / C / D / I
PLO 5 / C / D / I
C = Collect Data; D = Discuss Findings; I = Implement Changes
5. Student Experience
PLOs are on the Department’s website and in the Department’s student handbooks. There is currently no formal mechanism for including student feedback in the formation of PLOs.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
Data reported here may be combined Justice Studies and Forensic Science majors.
Fall 2007 Cohort of Frosh 6-Year Graduation Rate, All Students
Number Entering Major / % Graduating Major / SJSU %Male / 54 / 27.8 / 48.1
Female / 72 / 26.4 / 41.7
Total / 126 / 27.0 / 44.4
Fall 2007 Cohort of Frosh 6-Year Graduation Rate, Non-Underrepresented Minority
Number Entering Major / % Graduating Major / SJSU %Male / 26 / 26.9 / 50.0
Female / 33 / 24.2 / 42.4
Total / 59 / 25.4 / 45.8
Fall 2007 Cohort of Frosh 6-Year Graduation Rate, Underrepresented Minority
Number Entering Major / % Graduating Major / SJSU %Black Male / 3 / 33.3 / 66.7
Black Female / 9 / 22.2 / 33.3
Hispanic Male / 25 / 28.0 / 44.0
Hispanic Female / 22 / 36.4 / 45.5
Black Total / 12 / 25.0 / 41.7
Hispanic Total / 47 / 31.9 / 44.7
URM Total / 59 / 30.5 / 44.1
Fall 2010 Cohort of Transfer Students 3-Year Graduation Rate, All Students
Number Entering Major / % Graduating Major / SJSU %Male / 21 / 71.4 / 71.4
Female / 30 / 70.0 / 70.0
Total / 51 / 70.6 / 70.6
Fall 2010 Cohort of Transfer Students 3-Year Graduation Rate, Non-Underrepresented Minority
Number Entering Major / % Graduating Major / SJSU %Male / 10 / 80.0 / 80.0
Female / 12 / 58.3 / 58.3
Total / 22 / 68.2 / 68.2
Fall 2010 Cohort of Transfer Students 3-Year Graduation Rate, Underrepresented Minority
Number Entering Major / % Graduating Major / SJSU %Native American Male / 2 / 100.0 / 100.0
Native American Female / 0
Black Male / 1 / 0.0 / 0.0
Black Female / 3 / 100.0 / 100.0
Hispanic Male / 4 / 75.0 / 75.0
Hispanic Female / 13 / 76.9 / 76.9
Native American Total / 2 / 100.0 / 100.0
Black Total / 4 / 75.0 / 75.0
Hispanic Total / 17 / 76.5 / 76.5
URM Total / 23 / 78.3 / 78.3
7. Headcounts of program majors and new students (per program and degree)
Enrolled JS BS / 714 / 561 / 532 / 558 / 460
Department-Wide New Undergraduate Admits*
New Frosh / 85 / 54 / 75 / 106 / 47
New Transfer / 89 / 51 / 106 / 141 / 49
Total New / 174 / 105 / 181 / 247 / 96
*Includes undergraduates in Justice Studies and Forensic Science
8. SFR and average section size (per program)
Student-Faculty Ratio for Justice Studies Undergraduates
SFR / Lower / 64.5 / 50.4 / 42.3 / 39.1 / 37.1 / 41.5 / 57.3 / 63.3 / 53.6
Upper / 29.3 / 25.6 / 22.9 / 22.6 / 21.0 / 24.2 / 22.1 / 26.5 / 27.9
Total / 31.5 / 27.2 / 24.5 / 23.4 / 21.6 / 25.2 / 23.6 / 28.4 / 29.7
Average Count/ Section / Lower / 58.8 / 52.0 / 42.0 / 47.7 / 46.3 / 50.0 / 82.5 / 64.0 / 64.3
Upper / 29.3 / 30.4 / 25.1 / 28.2 / 25.0 / 30.2 / 28.0 / 29.5 / 29.2
9. Percentage of tenured/tenure-track instructional faculty (per department)
Percent Regular Faculty* / 58.6 / 44.4 / 42.1 / 49.0 / 40.0
*Includes Forensic Science Faculty, excludes graduate FTEF
Part C
10. Closing the Loop/Recommended Actions
Program assessment is being revised in the following ways:
- Transition to Program Learning Outcomes (PLOs) that were adopted in Spring 2012
- Provide separate assessments for each degree program (i.e., BS and MS in Justice Studies and BS in Forensic Science)
- Adopt new assessment schedule
- Explore use of other data to assess PLOs
- Develop ways to involve JS students in program review
Justice Studies hired a new regular faculty member who begins in AY 2014 – 2015
11. Assessment Data
Assessment data for AY 2014-2015 came from a poll of faculty distributed at the end of the Spring 2014 semester. This poll asked faculty members to report their assessments of Student Learning Objectives in their courses. As the mapping of core courses to PLOs indicates (C.3 of this report), PLOs 1 and 2 were assessed in JS 151, and PLO 5 is assessed in JS 100W and JS 151.
12. Analysis
In JS 151, students learn micro and macro theoretical perspectives on various types of crime and reactions to crime. Included are explanations for the role of inequality in justice and differential involvement in justice systems by multiple communities. In Spring 2014, 60% of students were able to demonstrate mastery of this information (PLOs 1 and 2).
In JS 151 and 100W, students must express reasoned positions on justice issues in written form, and in JS 100W, they must also do oral presentations (PLO 5). 100% of students succeeded in mastering written expression in JS 151. In JS 100W, 88% in one section and 100% in a second section demonstrated enough skill to pass the course. The lowest success was seen in one section where only 2/3 of students were able to adequately critique scholarly research, other students’ work, and to express ideas in an oral presentation.
13. Proposed changes and goals (if any)
The Department should:
- Better align Student Learning Outcomes (SLOs) in courses with PLOs
- Expand participation by the faculty in assessment
- Consider collecting other data to assess learning