CJ 100 Introduction to Criminal Justice Administration
SP 2007 HOB
Dr. Kenneth Christopher, D.P.A.
Assistant Professor of Criminal Justice
Doctor of Public Administration (Nova Southeastern University, Fort Lauderdale, FL, 1999)Master of Public Administration (Florida International University, Miami, FL, 1983)Bachelor of Science in Criminal Justice (University of Dayton, Dayton, OH, 1976)
MA 319E (Library)
Monday, 9am-11am; Wednesday, 9am-11am, Thursday, 8am-10am; Before and after class or by appointment
January 15 - May 11, 2007
10:10 AM - 11:25 AM
Schmalleger, Frank. (2006). Criminal Justice: A Brief Introduction, 6th Ed. Pearson Prentice Hall: Upper Saddle River, NJ, ISBN: 0-13-170154-1.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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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
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:
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 RubricClass Assessment:
Examinations: There will be three (3) 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 topic from the instructor-provided list. You must develop a 1½ to 2 pages outline of your topic, and orally present and discuss it with the class. Your presentation (10-15 minutes on average) is expected to:
· Review your topic's history, background, and setting.
· Discuss ideas, resources, and/or strategies from the text readings, independent research, and your own experience and education, that provide useful information about the topic.
· Engage the class in critically understanding the topic.
· Use at least one audio-visual component (e.g., PowerPoint, film clip, handout, poster, etc.).
Students working in groups will be assessed individually based on their level of participation in the presentation/discussion.
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 (3) 60%
CJA Essays (3) 20
Class Participation 10
Student-Led Learning 5
Course Reflection Essay 5
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 May 4, 2007.
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.
The following schedule is subject to change:
Dates: Topic, Reading, Assignment Due
Jan 16: Course Introduction, Course Syllabus
Jan 18, 23: What is Criminal Justice? Schmalleger (S)-Chp. 1, pp. 1-25
Jan 25: The Crime Picture, S-Chp. 2, pp. 26-69
Jan 30: FILM - (A Civil Action, Part 1)
Feb 1: FILM – (A Civil Action, Part 2), Discussion of “A Civil Action” and The Crime Picture, S-Chp. 2, pp. 26-69
Feb 6, 8: Criminal Law, S-Chp. 3, pp. 70-106, CJA ESSAY # 1 DUE Feb 8
Feb 13, 15: Policing: Purpose and Organization, S-Chp. 4, pp. 107-137
Feb 20: EXAM #1, S-Chps. 1, 2, 3, 4
Feb 22, 27, Mar 1: Policing: Legal Aspects, S-Chp. 5, pp. 138-183
Mar 6, 8: Policing: Issues and Challenges, S-Chp. 6, pp. 184-226
Mar 10-18: NO CLASSES - SPRING RECESS
Mar 20, 22: The Courts, S-Chp. 7, pp. 227-253, CJA ESSAY #2 DUE Mar 20
Mar 27, 29, Apr 3: The Courtroom Work Group and the Criminal Trial, S-Chp. 8, pp. 254-295, FILM - (12 Angry Men)
Apr 5: EXAM #2, S-Chps. 5, 6, 7, 8
Apr 10, 12: Sentencing, S-Chp. 9, pp. 296-336
Apr 17, 19: Probation, Parole, and Community Corrections, S-Chp. 10, pp. 337-359
Apr 24, 26: Prisons and Jails, S-Chp. 11, pp. 360-381, CJA ESSAY #3 DUE Apr 24
May 1: Prison Life, S-Chp. 12, pp. 382-420
May 3: Course Summary and Review, COURSE REFLECTION ESSAY DUE May 3
May 8: EXAM #3, S-Chps. 9, 10, 11, 12 (10:15 AM – 12:15 PM)
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 87Instructor'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.
Park University 2006-2007 Undergraduate Catalog Page 89-90Class attendance is the major component of the class participation grade. The instructor expects students to attend all classes and participate in class discussions, group exercises, and informational exchanges. Attendance will be recorded each class meeting. Students are allowed TWO (2) Excused absences for any reason during the term without penalty. All other absences will be recorded as Unexcused and 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 may 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.
Make-up Policy: Written/oral assignments and examinations are due as published in the Syllabus. Students who fail to show up for scheduled examinations will receive a grade of 0 (F) for the exam. Students experiencing some type of SCHOOL-RELATED event (e.g., scheduled team sport competition) or EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete any coursework, including examinations, must personally contact the instructor as soon as possible BEFORE the scheduled assignment/examination. Makeups for examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the reason for missing the exam, and advance notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM.
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.
RubricCompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)Synthesis Outcomes1 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 Analysis Outcomes1 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 Evaluation Outcomes2 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 Terminology Outcomes1 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 Outcomes2 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 Application Outcomes2 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 Outcomes1 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 Outcomes2 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 Copyright:This material is protected by copyright and can not be reused without author permission.Last Updated:1/5/2007 1:15:57 PM
Last Updated:1/5/2007 1:15:57 PM