CJ100 Intro to Criminal Justice Admin

for FA 2006

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


CJ 100 Introduction to Criminal Justice Administration


FA 2006 HOB


Kenneth Christopher, D.P.A.


Assistant Professor of Criminal Justice

Office Location

MA 319E

Office Hours

Monday, 12 Noon-3 PM; Tue and Thu, 10 AM-11 AM; Fri, 11 AM-12 Noon; Before and after class or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Cell: 816-809-6494



Semester Dates

August 21 – December 15, 2006

Class Days


Class Time

8:45 - 10:00 AM

Credit Hours


Schmalleger, Frank.  (2006).  Criminal Justice: A Brief Introduction, 6th Ed.  Pearson Prentice Hall: Upper Saddle River, NJ,  ISBN: 0-13-170154-1. 

Additional Resources:

From time to time, the instructor may provide or refer students to supplemental required readings, audiovisuals, case studies, articles, computer resources, etc.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
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Course Description:
This course is an introduction to the history, nature, structure, and function of the criminal justice system in America, with comparisons to systems in other nations. Examinations of the various aspects of the administration of the justice systems, including law enforcement, courts, correctional agencies (including probation and parole), and including the increasing role of private entities in the system will be conducted. 3:0:3

Educational Philosophy:

The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations: 


1.  The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.


2.   Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.


3.  Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class. 


4.  Students are expected to ask questions if they do not understand something.


5.  The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.  Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves. Students are also encouraged to bring any items to class which they feel will add substantially to the learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate the use of basic vocabulary of criminal justice.
  2. Express a basic understanding of the American criminal justice system, its history, nature, and structure (including law enforcement, courts, and corrections) and how it functions, while examining the role of private entities in the CJ system.
  3. Compare the American criminal justice system with systems in other nations.
  4. Explain how the current issues such as juvenile justice, technology, terrorism, and drug use affect the criminal justice system.
  5. Discuss some aspect of a current issue in international criminal justice.
  6. Demonstrate the use of tools for gathering, retrieving, evaluating, and communicating information about criminal justice
  7. Express an appreciation for the diversity of value systems and their interconnection with their cultures.

Core Assessment:

You will be expected to write a paper containing three essays in CJ 100, Introduction to Criminal Justice Administration - one law enforcement, courts and corrections.  The essays may be collected all at once or at different times during the couse. 

An essay is a short work that treats a topic from an author's personal point of view, often taking into account subjective experiences and personal reflections upon them. 

In one part of the paper, you must report and reflect on an interview with a professional; in another you must observe an agency in action and report and reflect on the observation (a case in a courtroom, probation and parole clients reporting to their officer, ride alone in a police car), and in the third you must watch a movie and relate its contents to the course. The order of the interview, observation, or movie doesn't matter.  Thus, the first essay may be a movie about law enforcement. 

Each part of the paper should be two to three, computer-generated pages written in American Psychological Style (APA).  You can learn about this style from the Park University website. Late papers will not be accepted.  Students should use six sources (the activity, your text, and four others) for each essay, and they should tie their topic to the text.  

An essay is a well-structured (i.e., organized) presentation of your ideas about what you have read, observed, heard, seen.  It is presented in a way that is easy to follow and understand. 

An essay can have many purposes, but the basic structure is the same no matter what. You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task. You may begin with a topic sentence such as:


  • The ride along with the ABC police was not as exciting as I expected after watching many police shows on television.

  • I observed in the DEF courtroom and was surprised to realize that 30 cases processed in an hour

  • The character “Red” played by Morgan Freeman in the movie Shawshank Redemption was institutionalized by his long time in prison and this institutionalization related to the discussion in the text about the appropriateness of long prison sentences.

 To write an essay, follow a few simple steps:

·         Decide on your topic.

·         Prepare an outline or diagram of your ideas.

·         Write your thesis statement.

·         Write the body.

·         Write the main points.

·         Write the sub-points.

·         Elaborate on the sub-points.

·         Write the introduction.

·         Write the conclusion.

·         Add the finishing touches.


Link to Class Rubric

Class Assessment:

Examinations:  There will be four (4) examinations.  Each exam is equally weighted and will cover a defined portion of the course material presented and/or distributed, and the required textbook/supplemental readings.  Exam questions may be any combination of short answer, multiple choice, true/false, matching, and/or essay type.


Criminal Justice Administration (CJA) Essays: There will be three (3) CJA Essays.  Refer to Core Assessment instructions above.  This component will be discussed during the first week of class.


Class Participation:     Class Participation is graded and consists of regular class attendance and active engagement in course activities, class discussions, and assignments.  In this course, the learning process involves students reading, conducting research, and exchanging information with each other, and the instructor. Class participation is accomplished by coming to class, prepared to work, and being actively involved in the class activities.  Students who neglect to engage in course activities remain responsible for any assignments, supplemental material, and information given in class.  It is the student's responsibility to obtain this information.


Student-Led Learning:  Individual students, or students working in groups of up to 3 members, will select one criminal justice problem or issue from the instructor-provided list.  You must develop a 1½ to 2 pages outline of your problem/issue, and orally present and discuss the problem/issue with the class.  Your presentation (15 minutes on average) is expected to:


  • Review your problem's history, background, and setting.
  • Identify how criminal justice organizations are responding to the problem.
  • Highlight and discuss ideas, resources, and/or strategies from the text readings, independent research, and your own experience and education, that offer viable alternatives for addressing the problem.
  • Engage the class in critically understanding the problem and identifying potential solutions.
  • Use at least one audio-visual component (e.g., PowerPoint, handout, poster, etc.).
  • Students working in groups will be assessed individually based on their level of participation in the presentation/discussion.

Course Reflection Essay: The Course Reflection Essay (2 to 4 typed, double-spaced pages) has two components:


  1. Discuss any aspect of this course that you found particularly interesting, and how you would apply the concepts learned in a practical environment.
  2. Provide feedback to the instructor as follows: What did you think of the content of this course?  How do you think the information will or will not help you in the future?  What information or learning activities do you consider to be the most useful? Least useful?  How about the structure of the course?  Was it too much work? Too little?  What about the textbook?  What changes would you like to see in future courses?

Although you will be receiving a separate opportunity to provide feedback directly to Park University, this feedback is of invaluable assistance to me in structuring future courses.



Examinations (4)              60%

CJA Essays (3)                20

Class Participation           10

Student-Led Learning        5

Course Reflection Essay  5


Total                                100%


A 90-100                        

B 80-89 

C 70-79

D 60-69

F (Failure) 59 and below     

Late Submission of Course Materials:
All written and oral assignments are due by a specific date.  Late submissions, i.e., after the due date, will be downgraded by one whole letter grade (e.g., A to B, B to C, etc.) for each class meeting date that the assignment is late.  No assignments will be accepted, reviewed, or graded beyond December 8, 2006.

Classroom Rules of Conduct:

PLEASE disable (turn off, leave in car, silent mode, etc.) all beepers, cell phones, wireless communication devices, electronics, etc. while in class.  If a cell phone must be used during class, please show respect by doing so outside the classroom.


PLEASE show each other the same respect you would want by actively listening to others and maintaining civility in the discourse.


REMEMBER that we are all different and that we grow and develop positively by practicing acceptance, tolerance, and understanding of each other's opinions, customs, and ideas.

Course Topic/Dates/Assignments:

The following schedule is subject to change:

Dates: Topic, Reading, Assignment Due

Aug 22: Course Introduction, Course Syllabus

Aug 24, 29: What is Criminal Justice? Schmalleger (S)-Chp. 1, pp. 1-25

Aug 31, Sep 5: The Crime Picture, S-Chp. 2, pp. 26-69

Sep 7, 12: Criminal Law, S-Chp. 3, pp. 70-106

Sep 14: Exam #1, Chps. 1, 2, 3

Sep 19, 21, 26: Policing: Purpose and Organization, S-Chp. 4, pp. 107-137

Sep 28, Oct 3: Policing: Legal Aspects, S-Chp. 5, pp. 138-183

Oct 5, 10: Policing: Issues and Challenges, S-Chp. 6, pp. 184-226, CJA Essay # 1 DUE OCT 5

Oct 12: Exam #2, Chps. 4, 5, 6


Oct 24, 26: The Courts, S-Chp. 7, pp. 227-253

Oct 31, Nov 2: The Courtroom Work Group and the Criminal Trial, S-Chp. 8, pp. 254-295

Nov 7, 9: Sentencing, S-Chp. 9, pp. 296-336, CJA Essay #2 DUE NOV 7


Nov 14: Exam #3, Chps. 7, 8, 9

Nov 16, 21: Probation, Parole, and Community, S-Chp. 10, pp. 337-359


Nov 28, 30: Prisons and Jails, S-Chp. 11, pp. 360-381, CJA Essay #3 DUE NOV 30

Dec 5: Prison Life, S-Chp. 12, pp. 382-420

Dec 7: Course Summary and Review, COURSE REFLECTION ESSAY DUE DEC 7

Dec 14: Final Exam, S-Chps. 10, 11, 12 (8:00 a.m. – 10:00 a.m.)

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
Instructor's General Instructions on Written Assignments:  All written submissions must be error free, spell-checked, grammatically correct, and reflective of undergraduate-level academic work.  All students are expected to be familiar with the university's policies on Academic Honesty and Plagiarism.  Evidence of academic dishonesty, including plagiarism, fabrication, or cheating, will result in course failure.

All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90
Instructor's Attendance Policy:  Class attendance is a major component of the class participation grade.  The instructor expects students to attend all classes.  If an excused absence is necessary, notify the instructor (e-mail, telephone, personal communication) in advance of class. Students are allowed two (2) excused absences during the term without penalty.  All unexcused absences, and excused absences in excess of two, will result in a proportionate reduction of points from the class participation grade.  Students arriving more than 10 minutes after class starts or departing before class ends will have an unexcused absence recorded.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
For special accommodations of any kind, please notify the instructor during the first week of class so that I may assist you.

Additional Information:

Make-up Policy: Written/oral assignments and examinations are due as published in the Syllabus.  Students experiencing some type of emergency which will impact their ability to complete the coursework must contact the instructor as soon as possible.


Changes or Modifications: The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course.


Contacting the Instructor: The instructor is available and willing to assist students.  Please feel free to contact the instructor at any time if there are questions or need for assistance.  Appointments to meet outside of class can be arranged by contacting the instructor before or after class, or at other times by telephone, e-mail, or personal communication.  When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.



CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1 and 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Combines interview, observations , or watching of a movie (depending on the paper) with the text and four or more other sources into a consistent whole Combines interview, observations , or watching of a movie (depending on the paper) with the text and three other sources into a consistent whole Combines interview, observations , or watching of a movie (depending on the paper) with the text and less than three other sources into a confusing essay Combines interview, observations , or watching of a movie (depending on the paper) with a text but fails to use others sources and essay is unorganized 
1 and 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Analyzes key elements from all sources (the activity, text, and three sources) Analyzes and key elements from all five sources (the activity, text, and three sources) Mentions but does not utilize key elements from sources (the activity, text, and three sources) Doesn't recognize and/or use key elements from sources 
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Appraises the sources into a congruous and thoughtful essay (thoughtful implies original thinking) Appraises the sources into a congruous essay Essay appraises limited sources into a suitable whole Evaluation is not present in the artifact 
By using multiple (more than 8) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates an exceptional understanding of the terminology in an introductory CJ course By using many (about 8) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates the expected understanding of the terminology By using less only a few (5) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates less understanding than expected By not using words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact fails to demonstrate an understanding of the terminology in a CJ 100 course 
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
By discussing multiple (more than 5) key ideas in law enforcement, courts, or corrections, the essay demonstrates an exceptional understanding of key concepts By discussing many (about 5) key ideas in law enforcement, courts, or corrections, the essay demonstrates the expected understanding of key concepts By failing to discuss key ideas in law enforcement, courts, or corrections, the essay demonstrates a less then expected understanding of key concepts An artifact that fails to discuss key ideas in law enforcement, courts, or corrections is unsatisfactory 
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The essay shows multiple instances and exceptional understanding of  terminology and concepts throughout the paper An essay shows sufficient and satisfactory use of terminology and concepts throughout the paper An essay shows little and unsatisfactory use of terminology and concepts throughout the paper An essay fails to demonstrate an understanding of terminology and concepts 
Whole Artifact                                                                                                                                                                                                                                             
The essay contains fewer than 5 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains 5 to 10 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains more than 10 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains so many errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) that it is difficult to read 
The artifact contains less than 2 errors in the following paper components: cover sheet, body of essay, or reference page The artifact contains 2 to 3 errors in the following paper components: cover sheet, body of essay, or reference page The artifact contains more than 3 errors in the following paper components: cover sheet, body of essay, or reference page The artifact is missing some of the required components or they are inappropriately completed 


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Last Updated:8/19/2006 1:46:22 PM