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CJ 100 Introduction to Criminal Justice Administration
Hudson, William T.


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.

Course

CJ 100 Introduction to Criminal Justice Administration

Semester

U1T 2006 DLB

Faculty

Hudson, William T.

Title

Adjunct Faculty/Criminal Justice

Degrees/Certificates

B.A. Avila College
M.P.A. Park College

Office Location

1201 East st Parkville MO

Office Hours

8:30 a.m. to 5:30 p.m cst

Daytime Phone

816-741-4454

E-Mail

William.Hudson@pirate.park.edu

Semester Dates

6/5/06 to 7/30/06

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
Criminal Justice Today , 8th Edition by Frank Schmalleger

Textbooks can be purchased though the MBS bookstore

Textbooks can be purchased though the MBS bookstore


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 educational
philosophy is based on using a variety of methods in learning,focusing on the interactive.Lectures,readings,quizzes,group work,class discussion,examinations,writing and use of the Internet are significant components of this learning process.Students will be required to analyze,criticize and synthesize information learned.

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.


  Instructor Learning Outcomes
  1. To provide students the opportunity to: Demonstrate use of the basic vocabulary of criminal justice.Express a basic understanding of the American justice system,it
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

Grading:
Course Grading Scale – This section lists the grading scale and weighting for graded work during this course. Note: A 1000 point grading scale is utilized in the computation of the student's end of course grade.

A =  90- 100% (or 900 points or higher)
B =  80-89% (or 800 to 899 points)
C =   70-79% (or 700 to 799 points)
D =  60-69% (or 600 to 699 points)
F =  < 60% (599 or fewer points)

Assignment Individual & Aggregate Point Values – This section lists the grading scale and weighting for graded work during this course. Note: A 1000 point grading scale is utilized in the computation of the student's end of course grade.


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Point Value, Assessment, & Evaluation:

Online Quizzes (Due Sunday of the Week Assigned)

Each student is to access and take the self-grading online quizzes as assigned to the various weeks in the course.  There are a total of 5 online quizzes to be taken. Each quiz is worth 40 points with a combined aggregate point value of 200 points i.e., 20% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.


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Online Mid-term Exam (Due Sunday of Week 4)

Each student is to access and take the self-grading online Mid-term exam as assigned to be completed in week 4 of the course. The mid-term exam is worth 250 points i.e., 25% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.


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Essay Project (Due Sunday of Week 6)

Each student is to complete the written essay project reflected in week one. This assignment is due by No-Later-Than (NLT) Sunday of week six. The essay assignment is worth 150 points i.e., 15% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.

Required components:
1.Complete essays as outlined.  
Essay Project (Due Sunday of Week 6)
Each student is to complete the written essay project reflected in week one. This assignment is due by No-Later-Than (NLT) Sunday week 6.
Start with: (150) points or 100%

120-150 - Exceeds expectations
105-119 – Meets expectations
90-104 - Does not meet expectations
0-89 - No evidence
Late Assignment(s): Five points will be deducted for each day beyond the assigned due date up to 7 days. Assignments received past the seventh day after the assigned due date will be given a zero.




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Weekly Discussion Participation (Due Sunday of Week Assigned)

Each student is to participate in the weekly online classroom discussions. There are a total of 8 weekly discussions. Each week's discussion is worth 12.50 points with a combined aggregate point value of 100 points i.e., 10% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.  

Required components:
1.  Answer discussion questions using material from the textbook.

Completely answers the questions.

Correctly answers the questions

Avoids extraneous material.

Actively engages (posts answers & replies) to classmates  

2.  Start with: (12.5) points or 100% for each Weekly Discussion

Subtract points for the following: Points Deducted
 
Failing to Post ____________
Late Completion or 7 Days Past Due Date ____________
Failing to Answer Questions Completely  ____________
Failing to Answer Questions Correctly ____________
Failing to Actively Participate with Classmates ____________
 
Score for Weekly Discussion ____________


Late Assignment(s): Five points will be deducted for each day beyond the assigned due date up to 7 days. Assignments received past the seventh day past the assigned due date will be given a zero.


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Comprehensive Final Examination (Due Week 8)

Each student is to take a proctored final examination i.e., A computerized examination will be taken in a proctored testing environment during the 8th week at one of the Park University sites around the country or at an alternative location. The final exam is worth 300 points i.e., 30% of the total 1000 point grading scale utilized in the computation of the student's end of course grade.

Required components:
1.  Answer exam questions using knowledge acquired from the course i.e., textbook and assignments.

Completely answers the questions.

Correctly answers the questions

Avoids extraneous material.  

2.  Start with: (300) points or 100%

Subtract points for the following: Points Deducted
 
Failing to Complete Assignment ____________
Late Completion or 7 Days Past Due Date ____________
Failing to Answer Questions Completely  ____________
Failing to Answer Questions Correctly ____________
Excessive Grammar and/or Spelling Errors ____________
 
Score for Final Exam ____________


Late Submission of Course Materials:



Late Submission of Course Materials:
Submission of Late Work: Each week's work must be completed by Midnight Central Standard Time (CST) on Sunday. Discussion (student classroom participation) work must be posted in the classroom not later than Sunday of the week assigned. I will not accept these via email. They must be posted in the classroom e.g.., week one discussion question in week one discussion message board in order to be scored. Posting placed in the wrong classroom message board will not be graded and will not be scored. Late discussion thread postings by a student will receive a 5 (five)-point penalty for each day late after the due date up to 7 days

Classroom Rules of Conduct:
Classroom Rules of Conduct:
Policy #1: Communicate. If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, let me know as soon as possible.  Note that if you wait until Sunday afternoon there is little chance of getting an answer before the assignment is due, so plan ahead.

Policy #2: Please post all questions of a general nature in the Office, Student Chat Area, or weekly discussion threads. Posting them in the threaded discussion area will allow your fellow students to benefit from your questions.  And remember, there are no stupid/silly questions. We are all here to learn!

Policy #3: E-Mail Procedures and Submitting Assignments

General e-mail: When sending e-mail other than assignments, you must identify yourself fully by name and class in all e-mail sent to me and/or other members of our class. (You might be surprised at how many emails I get with nothing but something like "slick@yahoo.com" as an identifier.)
My Response Policy: I will check my e-mail frequently. I will respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable).
When files are sent attached to an email, the files should be in Rich Text Format (RTF) or txt formats only. To save a file in either of these formats, click the drop down triangle next to the "Save as" box at the bottom of the save window. Because of viruses being transmitted via Word documents, I will not open any sent to me in "doc" format. (The link that indicates that it is ok to send Word documents (doc files) is incorrect!)
Policy #4: Workload/Due Dates. Each week's work must be completed by Midnight Central Standard Time (CST) on Sunday. Discussion (student classroom participation) work must be posted in the classroom not later than Sunday of the week assigned. I will not accept these via email. They must be posted in the classroom e.g.., week one discussion question in week one discussion message board in order to be scored. Posting placed in the wrong classroom message board will not be graded and will not be scored. Late discussion thread postings by a student will receive a 5 (five)-point penalty for each day late after the due date up to 7 days. The required discussion posting(s) or other assignments i.e., not posted or completed after 7 days of there due date will not be scored and will receive the grade of zero. In addition, no work received after the last Saturday of the online term will be scored.

Policy #5: Mid Term Examination A online Mid Term Examination will be offered during the fourth week of the class. It will cover the first 8 chapters of the textbook.

Policy #6: End of Course Essay Project: The end of course essay project must be submitted to the drop box provided for it not later than Sunday of week six. Late submission of the essay project will receive a grade penalty. Essay projects not submitted for grading by its due date shall receive a 5 (five)-point penalty for each day late up to 7 days. Essay project homework not received within 7 days of the due date will not be scored and will receive a zero.

Comprehensive Final Examination A comprehensive examination must be taken in person at one of the Park's sites around the country or at an alternative location approved by the university and the instructor where Park University sites are not available. All Park sites are prepared to proctor exams and are the preferred choice. Unless you are more then two hours from a Park site, you are expected to use one of them to take your exam. (Exceptions will be carefully screened as per the directions I receive from the University. If your situation is exceptional, contact me before you submit your proctor form with details of your situation.)

For these proctored examinations, photo identification is required.
A proctor information form will be provided by Park at an address to be provided later.
If you are unable to make arrangements with someone who meets these criteria, contact the instructor for acceptable alternatives.
A proctor with email is much desired over one without email. Faxing and/or mailing are both relatively expensive, time consuming, and more prone to problems than email.
Students are responsible for clicking on the link below and thoroughly reading each Online course policy.  If you have questions about any of these policies, please contact your instructor for clarification.


Course Topic/Dates/Assignments:
Course Topic/Dates/Assignments:

Week 1 Chapters 1 and 2

Week 2 Chapters 3 and 4 Quiz

Week 3 Chapters 5 and 6 Quiz

Week 4 Chapters 7 and 8 Midterm exam

Week 5 Chapters 9,10 and 11 Quiz

Week 6 Chapters 12 and 13 Quiz Essay Project due

Week 7 Chapters 14 and 15 Quiz

Week 8 Chapters 16,17 and 18 Final






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 2005-2006 Undergraduate Catalog Page 85-87

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 2005-2006 Undergraduate Catalog Page 85-87

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 "WH".
  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.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
1,2                                                
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 
Analysis                                                                                                                                               
Outcomes
1,2                                                
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 
Evaluation                                                                                                                                             
Outcomes
2,3                                                
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 
Terminology                                                                                                                                            
Outcomes
1                                                  
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 
Concepts                                                                                                                                               
Outcomes
2,3                                                
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 
Application                                                                                                                                            
Outcomes
2,3                                                
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                                                                                                                                         
Outcomes
1                                                  
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 
Component                                                                                                                                              
Outcomes
2                                                  
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:5/28/2006 12:08:08 PM