ACUE Banner

Course number: CRJ 101 Introduction to Research Methods in Criminal Justice

Developing self-directed learners

Reflection on Instructional Change:

One of the practices I applied to my course from the ACUE: Focus on career skills course was to scaffold my course research project. I broke it down into manageable sections. I provided feedback on each section of the project and each part of the project had it's own checklist and rubric to facilitate self assessment and grading. I provided a detailed grading rubric with each component and points assigned. I did this for transparency and to help students understand how they would be graded on each part of the project.

Implementing this practices impacted student learning in a positive way. I met with each student once one on one during the semester to address any questions or concerns about the project. The overwhelming majority of students informed me that the instructions and rubrics were very clear. They appreciated knowing how their work would be assessed at each stage. Beyond providing the rubrics, I also provided students with samples and tips on each section of the project. They also found these to be very helpful.

The resource that were the most helpful and influenced changes in my instruction were the ACUE module resource pages. The resources pages provided a wealth of information, key readings, and helpful sites. I download these resources so that I can always refer back to them.

I wouldn't say that I had a single "aha moment" or major "take away". The ACUE modules seemed to build off one another. Completing the ACUE modules led to several reflective moments about the steps I can take to improve student experiences in my courses.

**Evidence of Instructional Change**
Providing tips/guidance- I created scaffolded assignments so that they would be more manageable.	Clear grading rubrics- Students were provided with clear instructions and grading rubrics for all works.	I I focused on connecting course materials/assignments to workplace skills in criminal justice.

CRJ 101_Fall 23_HY sync (2).docx

Changes in Course Syllabus and Schedules:

I have found that students do not respond well to changes to the course syllabus/schedule once the semester begins. As such, I focused on incorporating resources and information that would help them succeed in the course given what I published on the first day of the semester. The summer ACUE course provided guidance and helpful resources for the changes I made to the course overall. Prior to this semester, I had not focused on incorporating workplace skills into my course with the same drive or insight as I did this semester. As a result of completing this FLC and ACUE course, I made changes to the assignments, modules, and course assignments for my fall 2023 CRJ 101 course.

**Faculty Bio**
		Dr. Mercedes Valadez is an Assistant Professor in the Division of Criminal Justice at California State University, Sacramento. Her research focuses on immigration issues, inequality, and race, ethnicity, and justice.

**Program Sponsors**
	This work was supported by: US Department of Education Developing Hispanic Serving Institutions Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution STEM Project STEM4Equity: P031C210012 National Science Foundation Hispanic Serving Institution Project STEMZone 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the US Department of Education or the National Science Foundation.