CJ 441 Senior Writing Project
S1T 2007 DL
Professor of Criminal Justice
B.A. History & Economics, University of Missouri-Columbia 1973J.D. University of Missouri-Columbia 1975
Wednesdays 7:30 a.m. to 1:30 p.m.
January 15 - March 11, 2007
There is no approved text for this course. There is, however, a great deal of literature available that will provide guidance in completing your project. Previous program evaluations should offer suggestions in terms of how to approach, gather data, and evaluate a particular project. Of course, I am available for any particular resource issues that each student may confront. The additional resources list provided with the syllabus includes online full-text sources.
Bloom, Michael F. (2002). The Infinite Organization: Celebrating the Positive Use of Power in Organizations. Mountain View, CA: Davies-Black.
Church, Allan H., Waclawski, Janine, and Kraut, Allen I. (2001). Designing and Using Organizational Surveys: A seven step process. New York: John Wiley and Sons.
Holman, Peggy., Decane, Tom, and Cady, Steven. (2006). The Change Handbook: The Definitive Resource on Today's Best Methods for Engaging Whole Systems. San Francisco, CA: Berrett-Koehler.
Kerley, Kent R., and Dantzker, M.L. (2004). Policing and program evaluation. Upper Saddle River, NJ: Prentice Hall. (ISBN 0-13-039473-4)
Organizational Development Network http://www.odnetwork.org/
American Justice Institute http://www.americanjusticeinstitute.com/
Basic Guide to Program Evaluation. http://www.managementhelp.org/evaluatn/fnl_eval.htm
Annotated bibliography resources:
Camp, Scott D. and Lambert, Eric G. (2006). The Influence of organizational incentives on absenteeism: Sick-leave use among correctional workers. Criminal Justice Policy Review, 17 (2), 144-172.
Chermak, Steven; Weiss, Alexander. (2006). Community Policing in the News Media. Police Quarterly, 9 (2), 135-160.
Durfee, Jessica L. (2006). Social change and status quo; framing effects on risk perception: An Exploratory Experiment. Science Communication, 27 (4), 459-495.
Owen, Stephen S. (2006). Occupational Stress Among Correctional Supervisors. The Prison Journal, 86 (2), 164-181.
Sklansky, David Alan. (2006). Not your father's police department: making sense of the new demographics of law enforcement. Journal of Criminal Law & Criminology, 96 (3), 1209-1243.
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Learning Outcomes: Core Learning Outcomes
Students in this course must identify a problem/situation in their work environment which could be improved, research possible solutions to the identified problem/situation., evaluate these, propose a solution based on their work environment, implement the solution or propose the solution to appropriate person(s). Students must write a 20 page paper explaining their project.
Link to Class RubricGrading:
Student evaluation will be based on individual performance on examinations, written reports, and class participation. There are 400 total points for this course and the accumulated sum will determine the final grade based on the following scale.
Participation in threaded discussion .........100 points
Annotated bibliography............................ 50 points
Essays (2 @ 25 points each).................... 50 points
Paper...................................................... 200 points
(Structure 50 points; Evidence 50 points; Analysis 50 points, and Mechanics 50 points.)
A = 360-400; B = 320-359; C=280-319; D=240-279; F= <240
Grades for papers will be based on specific criteria, the project, structure, evidence, analysis and mechanics. These criteria have standards for evaluation upon which a grade will be assessed.
“A” grade (180 - 200 points)
The highest quality or “A” paper is one in which the performance of these criteria are truly outstanding in every aspect. The structure is unchallengeable with appropriate evidence for each major point and analyzed in a scholarly manner. In addition, contrary arguments are included in the discussion of major points or conclusions. Poor grammar or mechanics have no place in an “A” paper.
“B” grade (160 - 179 points)
The next level is a paper that appears to be excellent in quality to which a grade of “B” is assessed. This grade is based on meeting all of the specific criteria, but not at the outstanding level. The structure may not be fully outlined and only some supporting evidence and the resultant analysis exhibit some inconsistencies. Ignoring or failing to identify major objections For example, an interviewed source makes an assertion but not fully verified or documented. Mechanically, there are some spelling, grammar and punctuation errors.
“C” grade (140 - 159 points)
The average or “C” paper is one that only meets the assessment criteria. The structure may be identified but not fully explained or outlined. Supporting evidence only “noted” and not well integrated into the overall content. For example, citing an agency administrator for making a specific comment, but failing to verify whether it is a subject or objective analysis of the issue. Spelling, grammar and punctuation errors detract from the overall presentation.
“D” grade (120 - 139 points)
A “D” paper is one in which there is the lack of the assessment criteria. The author suggested points but failed to meet even the minimum of support. There were numerous mechanical errors that either indicate a lack of attention or knowledge. The quality of this paper fails to achieve even
“F” grade (< 120 points)
F paper does not meet the minimum criteria for a “D” paper.
Late Submission of Course Materials:
I do not accept late assignments. It important to maintain a predetermined pace to ensure academic goals will be achieved. Even though this course is asynchronous there must be a schedule as a guide. All activities are designed to allow and encourage everyone to complete the assignments in a timely manner so that we all progress together. Since we are all in the same boat we must each share in the responsibility to maintain momentum and direction toward our academic goals. As a matter of fairness once the assignments and examinations have been posted we must reduce or eliminate any potential for compromise. Therefore, make-up assignments and examinations are discouraged and will be available only for emergency reasons, appropriately documented. Further, the date due is the last but not the first. In other words tasks can be completed or accomplished at any time after being made available. It is a good idea to accomplish the task early so that personal events do not preclude a timely completion of the assignment.
Week 1 (January 15-21, 2007) Topic: Problem solving model
Week 2 (January 22-28, 2007) Topic: Define the problem
Week 3 (January 29 - February 4, 2007) Topic: Gather the facts
Week 4 (February 5-11, 2007) Topic: Generate alternatives
Week 5 (February 12-18, 2007) Topic: Analyze alternatives
Week 6 (February 19-25, 2007) Topic: Select the most appropriate alternative(s)
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: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
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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 .
I do not give “extra credit” as a means of increasing a grade. Basically, I believe that more of he same does not make anything better which could result in increased reward. The course requirements and means of achieving a grade are clearly outlined in the syllabus. If one desires a specific grade it is a matter of relating performance to the standard for that grade.
Participation in all aspects of this course is viewed as an integral part of the overall learning process. This is an online course so interactivity is very important to mastering the content material. By the nature of this delivery system all of the course requirements must be accomplished in a manner that takes advantage of technology. Technology is not an end, rather, the means for accomplishing the learning objectives of this material. I place a great deal of importance of being involved in the interactive nature of this online education. The value of participating in the interactive aspects of this course is 25 percent of the overall grade. With such emphasis there are certain rules to get maximum credit. The major emphasis is placed on the quality and quantity of participation in threaded discussion questions. These questions are designed to encourage discussion and debate on relevant issues related to the course material. A quality comment or contribution requires more than a simple one-line statement such as, “good point,” “well done,” “I agree/disagree,” etc. The quality of the contribution is evaluated based on taking a position on the question or comments of other students by either stating a reason for agreement/disagreement or expansion of their idea or statement. Quantity is based on at least two separate contributions to question or discussion and response to one colleague's essay, each week.
Policy for incompletes?
As a matter of personal preference I discourage incomplete grades. I understand that there are unique or special circumstances that make this option seem to be an acceptable solution. However, such a grade place an additional burden on students during their subsequent term of study. Having to focus on the requirements of last term as well as their current term could cause stress that will negatively impact performance on both. Assignment of and “I” may result in: (1) an expansion of the requirement; (2) an increase in performance standard; or (3) both
Park University policy on incomplete grades is as follows: “An incomplete grade (I) may be issued only upon completion of a “Contract for Incomplete” signed by the student and the instructor and placed on file in the Office of the Registrar or Campus Center. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for the course.. An “I” indicates that the course work was not completed in the time allotted in the semester/term through no fault of the student as determined by the instructor. Final assessment of the grade is postponed to no later than 60 days after the last day of the semester/term in which the “I” was received. Failure on the part of the student to complete the work will result in an “F.” A student may submit a written request for one 30-day extension beyond the60 days. After approval by the instructor, the request is filed in the Office of the Registrar or Campus Center. (page 94, 2006-2007 Park University Undergraduate Catalog
Normally a text book would be assigned to a course which provides for a proposed schedule or timetable. The nature of this course seems to be a bit inconsistent with that norm because of the individual nature of each project. Each student's goal is to write a paper concerning some program/policy in their organization or agency. Individual papers will necessarily be distinctly different in terms of what or how their evaluation or assessment is to be accomplished. However, there is a collaborative component to assist in each students progress.
The weekly discussion thread involves discussing projects with colleagues. The feedback and “lessons learned” shared provide an outside view of projects which will result in mutual assistance. The writing project is a major undertaking requiring a great deal of research and compilation of data. For those reasons students will have to maintain a steady progression toward completion of the project.
It is deemed inconsistent with normal progression for a student to get 3 weeks behind colleagues. Therefore, the weekly section activities will only be open for 3 weeks, the last, current and next weeks only. What that means is that if a student were to get 3 week behind colleagues individual progress is significantly hindered to achieve a successful outcome. The collaborative and cooperative nature of this course must be maintained as it is in the best interest of all students.
Attachments:Full text online resourcesHow to write a thesis statementProblem solving modelRubric
Last Updated:1/5/2007 10:27:59 AM