{"text_format":"2","workbook":"xlsx","n_sheets":9,"sheets":["General Information","NSU Degree's of Excelllence","Identifying Information","Program Mission Statment","Program Learning Outcomes","Curriculum Map","Assessment Map","Sample Assessment Map","Data Validation"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":0,"defined_names":0,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900"}

{"sheet":"General Information","index":0,"n_rows":55,"n_cols":1,"rows_kept":55,"cut":false,"hidden":false,"merged":[]}
["NSU ASSESSMENT PLAN TEMPLATE"]
[]
["UNDERGRADUATE ACADEMIC DEGREE PROGRAMS  "]
[]
["This assessment plan template outlines a systematic approach to reviewing the Degrees of Excellence institutional learning outcomes and the student learning experience for your academic degree program.  It is a document outlining:"]
[]
["1. Department or program learning outcomes, and how those outcomes align to the Degrees of Excellence institutional learning outcomes (undergraduate programs);"]
[]
["2. The assessment methods used to demonstrate achievement in each outcome;"]
[]
["3. The timeframe for collecting and reviewing the data;"]
[]
["4. The performance target  indicating the necessary assessment score to achieve competency in an outcome; and"]
[]
["5. The individual(s) responsible for the collection and review of the data."]
[]
["Assessment planning facilitates the documentation of outcome assessment activities while breaking the assessment cycle into smaller and more manageable tasks.  Additionally, the plan will help to identify where support may be needed."]
["A simple, straightforward assessment plan includes:"]
[]
["WHAT students are expected to learn. The Degrees of Excellence institutional learning outcomes represent the competencies associated with earning a baccalaureate degree at NSU.  Each program determines student competencies and learning expectations through program learning outcomes."]
[]
["WHERE in the curriculum students learn and apply the knowledge and skills specified in the Degrees of Excellence and the program learning outcomes. Student learning activities and measures can be embedded into existing activities, or added as an additional assessment.  Embedding the assessment into existing work may be advantageous in that it is a customary component of the student learning experience, no significant additional work for faculty, staff, or students, no additional cost, and the assessment process is invisible to the student.  Additional assessments, such as a national standardized exam, may however, add the opportunity compare to NSU students to others.  When using either an embedded or an added measure, it is important to ensure the assessment method aligns effectively to the outcome.  "]
["Separate or additional assessment methods are not mandatory when assessing the Degrees of Excellence institutional learning outcomes.  As the program outcomes are aligned to the institutional outcomes, it is anticipated that the activity or assessment method that measures student learning in the program outcomes can also be used to measure student learning in the institutional outcome.  An assessment mapping worksheet is provided on the last page of this template.  "]
[]
["WHEN each outcome is assessed."]
[]
["HOW program faculty/staff know that students are meeting the performance target.   This section includes the types of evidence/samples of student work that will be collected.  There are multiple methods of assessment, including direct and indirect evidence.  Direct evidence of student learning examines actual work produced by the student, or scores from exams measuring actual knowledge in the associated outcome.  Direct evidence is “tangible, visible, self-explanatory, and compelling evidence of exactly what students have and have not learned.” (Suskie, 2009). Indirect evidence of student learning gathers student information regarding their thoughts, attitudes, and perceptions in relation to the program or degree. It is circumstantial evidence of student learning (such as retention rates or grades). Programs have discretion to incorporate a variety of assessment methods into their plan provided at least one (1) direct measure is used per student learning outcome.  Additionally, the plan should include a description of the standard used for reviewing the work and determining whether program targets are met.  Ideally, the assessment will be scored using a rubric, or set of criteria, that align directly to the program or institutional learning outcome.  "]
[]
["WHO will be responsible for collecting student work, analyzing the data, and reporting the results?"]
[]
["CLOSING THE LOOP"]
["After reviewing the assessment activity findings (evidence), determine if students are meeting the expectations. Validate that expectations are being met or consider ways to improve.  This is often referred to as “closing the loop” and is an essential component of the annual program assessment report due on September 1 of each year."]
["More information about developing learning goals and sample assessment plan are available at the Office of Institutional Effectiveness website."]
[]
["INSTRUCTIONS: Each step provides instructions to complete a tab in the assessment template."]
[]
["1. Complete the Identifying Information tab. Enter the college and degree porogram name. Include the name of the the department chair and program coordinator/director, as well as the name of the person responsible for coordinating assessment for the degree program if different along with their email addresses."]
[]
["2.  Complete the tab documenting your program mission statement. Additionally, provide the name of the professional association or accrediting agency that defines your program outcomes, if any."]
[]
["3. List the degree program learning outcomes in the Program Learning Outcomes tab. Listing them here will allow for easy reference, as well as cutting and pasting during the assessment mapping process."]
[]
["4. Curriculum Map (Optional). While this step is optional, it is very helpful to the assessment map process. This step may make clearer the points at which the program should employ programmatic assessment activities.  List the courses required to complete the major degree program (ie; core courses). You may also include elective courses if beneficial. Mark the box (x) if the course/experience contributes in whole or in part to a learning outcome, and mark whether it is introducted, reinforced, or mastered in that course. Course syllabi, catalog descriptions, and conversations with course faculty can aid in determining course contributions to a particular learning outcome. Every required (core) course should contribute to a program learning outcome, and every program learning outcome should be assessed in at least one (1) required (core) course."]
[]
[]
[]
[]
["5. Assessment Map (Mandatory). One purpose of the assessment map is to indicate how the program learning outcomes align to the institutional learning outcomes (the Degrees of Excellence). This allows us to measure where in the curriculum students learn and apply the knowledge and skills specificied in the Degrees of Excellence.  Another purpose of the assemssment map is to identify how the program plans to assess whether or not students are meeting the expectations, as well as when the learning otcome will be assessed. Each learning outcome must be assessed by at least one diressct assessment method. "]
["Column A: List the program learning outcome"]
["Column B: identify which Degree of Excellence outcome, if any, aligns to the program outcome. Note, it is not expected that every program outcome will directly align with an institutional outcome. "]
["Column C: Identify the course prefix/number/title of the course contributing to the learning outcome assessment"]
["Column D: Identify whether the level of competency with the content/skill knowledge excpected in the course. I=introductory, R= Reinforced, and M=Mastered"]
["Column E: Explains how student learning will be assessed. Be as specific as possible here. "]
["Column F: Indicate whether the assessment described in column E is a direct or indirect assessment.  Every program learning outcome must be assessed by at least one (1) direct assessment."]
["Column G: Indicate the performance target desired for each assessment. "]

{"sheet":"NSU Degree's of Excelllence","index":1,"n_rows":66,"n_cols":1,"rows_kept":66,"cut":false,"hidden":false,"merged":[]}
["Outcome # 1:  Intellectual Skills"]
["1.1 Analytic Inquiry"]
["1.1.A. raises vital questions and problems, formulating them clearly and precisely;"]
["1.1.B. evaluates approaches to address complex problems;"]
["1.1.C  tests proposed solutions to complex problems."]
["1.2 Information Literacy"]
["1.2.A. determine the extent of information needed;"]
["1.2.B. access the needed information effectively and efficiently;"]
["1.2.C. evaluate the reliability and comparative worth of various information sources;"]
["1.2.D. use information effectively to accomplish a specific purpose;"]
["1.2.E. use information ethically and legally."]
["1.3 Engaging diverse perspectives"]
["Explain alternative systems of thought, including their assumptions, implications, and practical consequences."]
["1.4 Quantitative fluency"]
["1.4.A. write an equation using mathematical symbols that expresses a relationship;"]
["1.4.B. perform arithmetic operations on algebraic expressions and solves linear equations;"]
["1.4.C. evaluate the validity of procedures in solving a mathematical problem;  "]
["1.4.D. interprets mathematical models such as formulas, graphs, tables, and schematics, and draws inferences from them."]
["1.5 Communication fluency"]
["1.5.A. construct coherent written and oral arguments for general and specific audiences;"]
["1.5.B. construct coherent written and oral narratives for general and specific audiences;"]
["1.5.C. collaborates with others to advance an argument or design an approach to resolving a social, personal or ethical dilemma."]
["Outcome # 2:  Integrative Knowledge"]
["Produce, independently or collaboratively, an investigative, creative or practical work that draws on specific theories, evidence, tools and methods from diverse perspectives."]
["Outcome # 3:  Specialized Knowledge in the Major"]
["3.1. Explain the boundaries and major areas of specialization within the major;"]
["3.2 Properly utilize discipline specific vocabulary;"]
["3.3 Demonstrate the ability to effectively use the tools, technologies and methods common to the major;"]
["3.4 Evaluate a complex question using appropriate perspectives and evidence drawn from the student's major;"]
["3.5 Construct a summative project that draws on current research, scholarship and/or techniques in the major."]
["Outcome # 4: Capstone Experience in the Baccalaureate Degree"]
["The integration of the major with baccalaureate degree expectations reflecting the intersection of academic and post-baccalaureate settings."]
["Demonstrate competency at the baccalaureate level in analytic inquiry, information literacy, engaging diverse perspectives, quantitative fluency, and communication fluency. Demonstration can be achieved through one or more of the following as appropriate:"]
["4.1 Complete a capstone project where the student formulates a question on a topic that addresses more than one academic discipline, a public issue, or a practical setting where the student:"]
["4.1.A. locate appropriate evidence that addresses the question;"]
["4.1.B. evaluate the evidence in relation to the problem's contexts,"]
["4.1.C. articulate conclusions that follow logically from such analysis."]
["4.2 Complete an immersive performance, field-based projet, exhibit, or internship related to the discipline and course of study where the student:"]
["4.2.A. implement insights from others into the project;"]
["4.2.B. evaluate a significant challenge or question faced in the project in relation to core concepts, methods or assumptions in his or her major field;"]
["4.2.C. describe the effects of learning outside the classroom on his or her research or practical skills;"]
["4.2.D. explain in writing or another medium how those elements were combined in the product to shape its intended meaning or findings;"]
["4.2.E. employ appropriate citations to demonstrate the relationship of the product to literature in its field."]
["Outcome # 5: Citizenship"]
["5.1 Cultural Foundations"]
["5.1.A. Analyze the advantages and challenges of a culturally diverse society;"]
["5.1.B. Identify the connectedness of culture and society;"]
["5.1.C. Discuss how culture influences one’s perspective;"]
["5.1.D. Define one’s identity in relation to cultural differences;"]
["5.1.E. Work across cultural differences."]
["5.2 Leadership & Engagement"]
["5.2.A. Distinguish between leadership as a process and leadership as a position;"]
["5.2.B. Demonstrate commitment to positive change;"]
["5.2.C. Demonstrate respect for the rights of others;"]
["5.2.D. Employ ethical considerations when making leadership decisions;"]
["5.2.E. Practice engaged citizenship by contributing to the positive welfare of the community."]
["5.3 Life Skills & Personal Development"]
["5.3.A. Achieve personal goals;"]
["5.3.B. Recognize personal strengths and challenges;"]
["5.3.C. Identify personal values or beliefs;"]
["5.3.D. Manage resources effectively."]
["5.4 Professional & Career Development"]
["5.4.A.Develop professional or career goals;"]
["5.4.B. Match strengths and interests to chosen paths;"]
["5.4.C. Build professional relationships and networks;"]
["5.4.D. Translate acquired knowledge to professional skills."]

{"sheet":"Identifying Information","index":2,"n_rows":7,"n_cols":3,"rows_kept":7,"cut":false,"hidden":false,"merged":[]}
["PROGRAM INFORMATION:","Name","Email"]
["College","Gregg Wadley College of Science and Health Professions"]
["Department","Natural Science"]
["Degree Program","Applied Physics"]
["Department Chair & email","Spence Pilcher","pilchesc@nsuok.edu"]
["Program Coordinator/Director & email","Jim Hicks","hicks07@nsuok.edu"]
["Program Assesment Coordinator (if different) & email"]

{"sheet":"Program Mission Statment","index":3,"n_rows":2,"n_cols":2,"rows_kept":2,"cut":false,"hidden":false,"merged":[]}
["Program Mission Statement","Professional Association/Accrediting Agency (if any)"]
["The Applied Physics program provides quality undergraduate physics education, involving critical and analytical thinking skills, to our diverse community of students to prepare them for careers as engineers, scientists and educators."]

{"sheet":"Program Learning Outcomes","index":4,"n_rows":11,"n_cols":2,"rows_kept":11,"cut":false,"hidden":false,"merged":[[0,0,0,4]]}
["Degree Program Learning Outcomes (list below)"]
[]
[1.0,"Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics."]
[2.0,"Interpret mathematical models such as formulas, graphs, tables and schematics."]
[3.0,"Apply appropriate mathematical concepts and models for solving problems in classical and modern physics."]
[4.0,"Analyze experimental results."]
[5.0,"Design an experiment(s) to test a hypothesis."]
[6.0,"Interpret experimental data to make meaningful comparisons between experiment and theory."]
[7.0,"Identify sources of experimental uncertainty and error."]
[8.0,"Present research in a form consistent with the American Institute of Physics style manual."]
[9.0,"Relate research to a general audience."]

{"sheet":"Curriculum Map","index":5,"n_rows":36,"n_cols":10,"rows_kept":36,"cut":false,"hidden":false,"merged":[[0,1,0,9]]}
["Curriculum Map","Enter progream-level learning outcomes and check (X) which course/experience contributes to which learning outcome"]
["Degree Program Courses or Experiences","PLO 1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","PLO 2: Interpret mathematical models such as formulas, graphs, tables and schematics.","PLO 3: Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","PLO 4: Analyze experimental results.","PLO 5: Design an experiment(s) to test a hypothesis.","PLO 6: Interpret experimental data to make meaningful comparisons between experiment and theory.","PLO 7: Identify sources of experimental uncertainty and error.","PLO 8: Present research in a form consistent with the American Institute of Physics style manual.","PLO 9: Relate research to a general audience."]
["CS 2163"]
["MATH 2614 Calculus I",null,"introduced"]
[" MATH 2624 Calculus II",null,"reinforced"]
["MATH 2634 Calculus III",null,"mastered"]
["PHYS 2215 EP II","introduced","introduced","introduced","introduced","introduced","introduced"]
["PHYS 3004  Sci. Comp.","reinforced"]
["PHYS 3103 Math Methods",null,null,"reinforced"]
["PHYS 3113 Mechanics","reinforced",null,"reinforced"]
["PHYS 3213 Modern Phys.","reinforced"]
["PHYS 3413 Thermal Phys.","reinforced",null,"reinforced"]
["PHYS 3613 Opt. Instr.","reinforced","reinforced"]
["PHYS 3714 Electronics",null,"reinforced",{"$nulls":6},"introduced"]
["PHYS 4114 E&M","mastered",null,"mastered"]
["PHYS 4323 Phys. for Eng."]
["PHYS 4350 Special Topics",{"$nulls":4},"introduced",null,null,"introduced","reinforced"]
["PHYS 4503 Adv. Lab",null,"reinforced",null,"reinforced","reinforced","reinforced","reinforced","reinforced"]
["PHYS 4901 Res. in Physics",null,"reinforced",null,"mastered","mastered","mastered","reinforced","mastered","mastered"]
[]
["*Add additional rows and columns as needed to capture all core course requirements and program learning outcomes. "]
[]
["introduced"]
["reinforced"]
["mastered"]
[]
[]
[1.0,"Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics."]
[2.0,"Interpret mathematical models such as formulas, graphs, tables and schematics."]
[3.0,"Apply appropriate mathematical concepts and models for solving problems in classical and modern physics."]
[4.0,"Analyze experimental results."]
[5.0,"Design an experiment(s) to test a hypothesis."]
[6.0,"Interpret experimental data to make meaningful comparisons between experiment and theory."]
[7.0,"Identify sources of experimental uncertainty and error."]
[8.0,"Present research in a form consistent with the AIP style manual."]
[9.0,"Relate their research to a general audience."]

{"sheet":"Assessment Map","index":6,"n_rows":37,"n_cols":8,"rows_kept":37,"cut":false,"hidden":false,"merged":[[0,0,0,6]]}
["College/Department/Degree"]
["Program Outcome","Institutional Outcome (D.O.E.)","Course Prefix/Number/Title","D.O.E. Outcome Introduced, Reinforced, or Mastered","Description of Assessment Activity/Assignment","Direct/Indirect Measure","Performance Target - score expected by the student to demonstrate competency","# of students meeting competency"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","1.4 A-D","PHYS 2215 EP II","Introduced","E&M concepts test ","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","3.3 and 3.4","PHYS 3004  Scientific Computation","Reinforced","Student presentation","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","1.4 A-D, 3.2, 3.3","PHYS 3113  Mechanics","Reinforced","Student presentation or set of exam questions","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","3.1 - 3.3","PHYS 3213 Modern Physics","Reinforced","Student presentation","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","1.4 A-D, 3.1 - 3.3","PHYS 3413  Thermal Physics","Reinforced","Student presentation","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","1.4 A-D, 3.2, 3.3","PHYS 3613  Optical Instrumentation","Reinforced","Set of questions","Direct"]
["BSAP-1: Solve quantitative problems in classical mechanics, electricity & magnetism and modern physics.","1.4 A-D, 3.1 - 3.3, 3.5","PHYS 4114 Electrodynmaics","Mastered","Student presentation and set of questions","Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","PHYS 2215 EP II","Introduced",null,"Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","MATH 2614  Calculus I","Introduced","Class not taught by faculty within the program, not sure about how to assess.","Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","MATH 2624 Calculus II","Reinforced","Class not taught by faculty within the program, not sure about how to assess.","Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","PHYS 3714  Electronics","Reinforced","Laboratory","Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","PHYS 3613  Optical Instrumentation","Reinforced","Construction of ray diagrams","Direct"]
["BSAP-2:  Interpret mathematical models such as formulas, graphs, tables and schematics.","1.4 A-D","MATH 2634  Calculus III","Mastered","Class not taught by faculty within the program, not sure about how to assess.","Direct"]
["BSAP-3:  Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","1.4 A-D","PHYS 2215 EP II","Introduced",null,"Direct"]
["BSAP-3:  Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","1.4 A-D","PHYS 3103  Math Methods","Reinforced",null,"Direct"]
["BSAP-3:  Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","1.4 A-D, 3.2, 3.3","PHYS 3113  Mechanics","Reinforced","Test questions","Direct"]
["BSAP-3:  Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","1.4 A-D, 3.2, 3.4","PHYS 3413  Thermal Physics","Reinforced",null,"Direct"]
["BSAP-3:  Apply appropriate mathematical concepts and models for solving problems in classical and modern physics.","1.4 A-D, 3.2 - 3.4","PHYS 4114 Electrodynmaics","Mastered","Test questions","Direct"]
["BSAP-4:  Analyze experimental results.","1.4 A-D, 3.3","PHYS 2215 EP II","Introduced","Laboratory","Direct"]
["BSAP-4:  Analyze experimental results.","1.4 A-D, 3.2 - 3.4","PHYS 4503 Advanced Lab","Reinforced","Student presentation ","Direct"]
["BSAP-4:  Analyze experimental results.","1.4 A-D, 1.5B,  3.2 - 3.5","PHYS 4901  Research in Physics","Mastered","Student presentation and paper","Direct"]
["BSAP-5:  Design an experiment(s) to test a hypothesis.","1.4 A-D, 3.3","PHYS 2215 EP II","Introduced","Laboratory","Direct"]
["BSAP-5:  Design an experiment(s) to test a hypothesis.","1.4D, 3.2 - 3.4","PHYS 4350  Special Topics","Reinforced","Student presentation","Direct"]
["BSAP-5:  Design an experiment(s) to test a hypothesis.","1.4 A-D, 1.5B,  3.2 - 3.5","PHYS 4901  Research in Physics","Mastered","Student presentation and paper","Direct"]
["BSAP-6:  Interpret experimental data to make meaningful comparisons between experiment and theory.","1.4D, 3.3","PHYS 2215 EP II","Introduced","Laboratory","Direct"]
["BSAP-6:  Interpret experimental data to make meaningful comparisons between experiment and theory.","1.4D, 3.3","PHYS 4503 Advanced Lab","Reinforced","Student presentation","Direct"]
["BSAP-6:  Interpret experimental data to make meaningful comparisons between experiment and theory.","1.4D, 3.3","PHYS 4901  Research in Physics","Mastered","Student presentation and paper","Direct"]
["BSAP-7:  Identify sources of experimental uncertainty and error.","1.4 A-D, 3.3","PHYS 4503 Advanced Lab","Reinforced","Student paper","Direct"]
["BSAP-7:  Identify sources of experimental uncertainty and error.","1.4 A-D, 3.3","PHYS 4901  Research in Physics","Reinforced","Student paper","Direct"]
["BSAP-8:  Present research in a form consistent with the AIP style manual.","3.2-3.5","PHYS 4350  Special Topics","Introduced","Student paper","Direct"]
["BSAP-8:  Present research in a form consistent with the AIP style manual.","3.2-3.5","PHYS 4503 Advanced Lab","Reinforced","Student paper","Direct"]
["BSAP-8:  Present research in a form consistent with the AIP style manual.","3.2-3.5","PHYS 4901  Research in Physics","Mastered","Student paper","Direct"]
["BSAP-9: Relate their research to a general audience.","3.4 & 3.5 (depending on student presentation)","PHYS 3714 Electronics","Introduced","Student presentation","Direct"]
["BSAP-9: Relate their research to a general audience.","3.4 & 3.5 (depending on student presentation)","PHYS 4350  Special Topics","Reinforced","Student presentation","Direct"]
["BSAP-9: Relate their research to a general audience.","4.1 and/or 4.2 (depending on student presentation)","PHYS 4901  Research in Physics","Mastered","Student presentation","Direct"]

{"sheet":"Sample Assessment Map","index":7,"n_rows":23,"n_cols":7,"rows_kept":23,"cut":false,"hidden":false,"merged":[[0,0,0,6]]}
["College of Liberal Arts/Department of Criminology, Sociology, and Global Justice/B.S. Criminal Justice"]
["Program Outcome","Institutional Outcome (D.O.E.)","Course Prefix/Number/Title","D.O.E. Outcome Introduced, Reinforced, or Mastered","Description of Assessment Activity/Assignment","Direct/Indirect Measure","Performance Target"]
["BSCJ 1. Explain the boundaries and major areas of specialization within the major","DOE 3.1. Explain the boundaries and major areas of specialization within the major","Cr J 1013 Intro to CJ","Introduced","Objective Test, questions 5-12 of the final exam.","Direct","75% or greater"]
["BSCJ 1. Explain the boundaries and major areas of specialization within the major","DOE 3.1. Explain the boundaries and major areas of specialization within the major","Cr J 4233 Sen. Sem.","Mastered","ETS Test","Direct","80% or greater"]
["BSCJ 2. Properly utilizes discipline specific vocabulary","DOE 3.2. Properly utilizes discipline specific vocabulary","Cr J 1013 Intro to CJ","Introduced","Objective Test","Direct","75% or greater"]
["BSCJ 2. Properly utilizes discipline specific vocabulary","DOE 3.2. Properly utilizes discipline specific vocabulary","Cr J 4003 Research Method in CJ & Crim.","Reinforced","Final Project","Direct","75% or greater"]
["BSCJ 2. Properly utilizes discipline specific vocabulary","DOE 3.2. Properly utilizes discipline specific vocabulary","Cr J 4233 Sen. Sem","Mastered","ETS Test","Direct","Department to determine acceptable range."]
["BSCJ 7. Conduct research in the major components of the Criminal Justice System and describe the findings.","DOE 3.3. Demonstrates the ability to effectively use the tools, technologies, and methods common to the major.","Cr J 4003 Research Methods in CJ & Crim.","Introduced","Final Project","Direct","75% or greater"]
["BSCJ 3. Examine the origin, organization and function of American law.","DOE 3.5. Constructs a summative project that draws on current research, scholarship and/or techniques in the major.","Cr J 1013 Intro to CJ","Introduced","Objective Test","Direct","75% or greater"]
["BSCJ 3. Examine the origin, organization and function of American law.","DOE 3.5. Constructs a summative project that draws on current research, scholarship and/or techniques in the major.","Cr J 4233 Sen. Sem.","Mastered","Course Project","Direct","80% or better"]
["BSCJ 4. Examine the relationship between the US Constitution and the Criminal Justice System.",null,"Cr J 3013 Criminal Law I","Introduced","Objective Test","Direct","75% or better"]
["BSCJ 4. Examine the relationship between the US Constitution and the Criminal Justice System.",null,"Cr J 3083 Criminal Procedure","Reinforced","Objective Test","Direct","80% or better"]
["BSCJ 4. Examine the relationship between the US Constitution and the Criminal Justice System.",null,"Cr J 4233 Sen. Sem.","Mastered","ETS","Direct","Department to decide"]
["BSCJ 5. Apply criminal law and procedure.",null,"Cr J 3013 Criminal Law I","Introduced","Objective Test","Direct","75% or better"]
["BSCJ 5. Apply criminal law and procedure.",null,"Cr J 3083 Criminal Procedure","Reinforced","Objective Test","Direct","80% or better"]
["BSCJ 5. Apply criminal law and procedure.",null,"Cr J 4233 Sen. Sem.","Mastered","ETS","Direct","Department to decide"]
["BSCJ 6. Examine crime and correctional theory.",null,"Cr J 3343 Corrections","Introduced","Objective Final","Direct","80% or better"]
["BSCJ 6. Examine crime and correctional theory.",null,"Cr J 4223 Criminology","Introduced","Objective Final","Direct","80% or better"]
["BSCJ 6. Examine crime and correctional theory.",null,"Cr J 4233 Sen. Sem","Mastered","ETS","Direct","Department to Decide."]
["BSCJ 8. Critically analyze a criminal justice problem.","DOE 3.5. Constructs a summative project that draws on current research, scholarship and/or techniques in the major.","Cr J 4003 Research Methods in CJ & Crim.","Introduced","Final Project","Direct","75% or better"]
["BSCJ 8. Critically analyze a criminal justice problem.","DOE 3.5. Constructs a summative project that draws on current research, scholarship and/or techniques in the major.","Cr J 4233 Sen. Sem.","Mastered","Course Project","Direct","80% or better"]
["BSCJ 9. Examine principles of ethics and social and cultural diversity.",null,"Cr J 1013 Intro to CJ","Introduced","Objective Test","Direct","75% or better"]
["BSCJ 9. Examine principles of ethics and social and cultural diversity.",null,"Cr J 3443 Diversity and Ethical Dilemmas in CJ","Mastered","Objective Test","Direct","80% or better"]

{"sheet":"Data Validation","index":8,"n_rows":3,"n_cols":2,"rows_kept":3,"cut":false,"hidden":true,"merged":[]}
["Introduced","Direct"]
["Reinforced","Indirect"]
["Mastered"]