Students in the Ph.D. program should be exposed to the professional developmental process and the socialization process that guides them from graduate student to faculty colleague. An integral part of this process is becoming adept at writing a literature review.
Objective
Doctoral Students Will Be Able To Write A Professional Literature Review
Students completing the Ph.D. program will demonstrate necessary tools and knowledge to produce a professional literature review.
Indicator
Literature Review Rubric For CJ 7333-Proseminar
Literature reviews in CJ 7333-Proseminar in Criminal Justice Issues are appraised using the attached rubric which lists the important ingredients of a quality literature review. This year the focus will be on mastering the component of describing and integrating the extent and nature of the Extant Literature.
Criterion
Score 4 Or Above On Component,
Students will score a 4 or above on Component, "Describe/integrate the extent and nature of the Extant Literature". This component is by far the weakest in the Literature Reviews but one of the most important. More emphasis will be placed on this component in this classroom. Students must integrate the various disparate components of the literature on a specific CJ topic into a cogent, well-presented review of the literature. The paper should read smoothly, grammar appropriate, syntax well-organized, gaps in the literature identified, a cogent review of integrated literature, and strengths and weaknesses of the literature identified. Explain what research needs to cover the holes in the literature. Several of these, along with APA style, emerged as weaknesses last year.
Finding
Literature Review Findings
Students in CJ 7333 were all asked to complete a literature review for CJ 7333. The 2011 cohort demonstrated a good knowledge of the APA manual this year with all of the students receiving above acceptable on their paper. Papers were arranged accordingly so that the idea flowed. Strengths were seen in identifying the extant literature that either supported or refuted the researcher's question. Students scored 4 and above in this area of the rubric.
Action
Literature Review
Students seem to be benefiting from the use of the rubric to identify those areas that are weak. The rubric breaks down the parts of the Literature Review for students so they are aware of the major areas that should be a part of their paper. This rubric will be used for the Proseminar research paper.
Goal
Doctoral Teaching Fellows Provide Quality Classroom Teaching
Doctoral Teaching Fellows Provide Quality Classroom Teaching
Objective
Doctoral Teaching Fellows Provide Quality Classroom Teaching
Third year Ph.D. students are given the opportunity to teach as Doctoral Teaching Fellows (DTF) and provide classroom instruction for undergraduates. These DTF’s will demonstrate the necessary abilities to provide quality classroom experiences.
Indicator
Doctoral Teaching Fellows IDEA Scores
Doctoral Teaching Fellows IDEA scores
Criterion
DTF's Ratings On IDEA Evaluation Forms
DTF's will perform at or above the similar/middle 40% box on the IDEA evaluation form. Summary Evaluation will be 4.0 or above for teaching evaluations.
Finding
DTF's Scores On IDEA Diagnostic Report
Of the thirteen students who were Doctoral Teaching Fellows, all received performance ratings at or above the 40% and 4.0 in the summary evaluation, except for two students who received below the 4.0 and were rated in the 20% category of the summary evaluation.
Action
DTF Reviews
Those students receiving below the 4.0 scale for the summary evaluation will be counseled by the associate dean and will be given direction on how to improve those areas that were rated below the 40% category in the overall rating. Those areas, progress on relevant objectives and overall rating for excellent teacher, have individual components for each of these students that will be addressed.