CRJU Research Paper

Gen Ed

Competency

Associated Assignment Task

8 Exceeds Expectations

6 Meets Expectations

4 Approaches Expectations

2 Falls Below Expectations

0

Not met

Written and Oral Communication

Writing coherently and communicating ideas related to data, practices, and efficacy of one of three present CJS practices.

Student presents a unified central idea and uses a logical order for paragraphs and presents them in an interesting or original manner; AND

Free of errors in usage/mechanics.

Student presents a unified central idea and uses a logical order for paragraphs; AND

Free of errors in usage/mechanics, but for minor errors which do not impede meaning. 

Student presents a central idea and uses paragraph order that may contain lapses in unity and organization; OR

Contains some major grammatical or usage errors or many minor errors that impede the meaning.

Student presents a central idea ; uses a paragraph order that may contain lapses in unity and organization; AND

Contains some major grammatical or usage errors or many minor errors that impede the meaning.

Does not provide written assignment

Local and Global Diversity

Students are expected to summarize the following information:

Rates based on socio-economic class or race and ethnicity; and

Steps taken (at a minimum, two existing programs, initiatives, and/or policies) that attempt to remedy disproportionate minority representation

Synthesizes information from relevant sources related to

· Rates based on socio-economic class and race/ethnicity or other factors; AND

· 3+ Programs/policies to remediate disproportionate minority representation

Summarizes relevant information from relevant sources related to

· Rates based on socio-economic class or race/ethnicity: AND

· 2 Programs/policies to remediate disproportionate minority representation

Presents relevant, but minimal, information from relevant sources related to:

· Rates based on socio-economic class or race/ethnicity: AND

· 1 Program/policy to remediate disproportionate minority representation

Presents relevant information from relevant sources related to

· Rates based on socio-economic class or race/ethnicity: OR

· 2 Programs/policies to remediate disproportionate minority representation

Does not cover diversity

Gen Ed

Competency

Associated Assignment Task

8 Exceeds Expectations

6 Meets Expectations

4 Approaches Expectations

2 Falls Below Expectations

0

Not Met

Personal and Professional Ethics

Students are expected to research information related to one criminal justice decision-making points (arrests, plea bargains, bail or Sentencing: Incarceration).

Students are expected to assess the efficacy of the present policies and practices

Researched assigned decision-making points

AND

Synthesizes evidence to reveal patterns, differences, and similarities related to efficacy of present polices/practices.

Researched assigned decision-making point

AND

Provides evidence to demonstrate efficacy of present polices/practices.

Researched assigned decision-making point

AND

Provides information that minimally demonstrates efficacy of present polices/practices.

Researched a non- assigned decision-making point

AND

Provides information that minimally demonstrates efficacy of present polices/practices.

Does not research the assigned decision-making point nor covers efficacy of present polices/practices.

Critical Analysis and Reasoning

Students are expected to suggest practices/policies that they predict would decrease disproportionate representation of minorities at the research.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with thorough, specific, and informed considerations.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with logical considerations.

Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with some logical considerations.

Predicts practices/policies that decrease disproportionate representation of minorities at targeted decision-making points in the CJS with superficial or oversimplified considerations.

Does not predict

Gen Ed

Competency

Associated Assignment Task

8 Exceeds Expectations

6 Meets Expectations

4 Approaches Expectations

2 Falls Below Expectations

0

Not Met

Information Literacy

[Use] at least three (3) reputable sources –of which 1 (one) credible source must be from the scholarly, peer-reviewed journal article, and 1 (one) source must be from a credible government/professional organization.

Students must use APA format for citations and references; students must cite sources in the body of the report (in-text citations) and include a list of sources at the end of the report (reference page).

Provides data from more than three (3) reputable sources –of which 1 (one) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization

AND

Meets APA requirements for citations within paper and in references.

Provides data from three (3) reputable sources –of which 1 (one) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization

AND

Meets APA requirements for citations within paper and in references with only very minor errors;

Provides data from three (3) reputable sources –omitting either 1 (one) credible source must be a scholarly, peer-reviewed journal,, or 1 (one) source must be from a credible government/professional organization

OR

Meets APA requirements for citations within paper and in references with major errors;

Provides data from less than three (3) reputable and required sources

AND

Meets APA requirements for citations within paper and in references with major errors;

Refers to no data sources

5

Meets Expectations

Technological Competence

Prior to the submission date students are required to use Safe Assignment. The acceptable Safe Assign score will be determined by the individual instructor/professor.

Submits paper through Safe-Assign and receives an acceptable score by final submission that requires no further corrections

Does not submit paper through Safe-Assign or does not earn an acceptable score