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CJ 105 Criminal Law
Hill, Leonard James


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 105 Criminal Law

Semester

F1J 2007 PV

Faculty

Hill, Leonard James

Title

Adjunct Instructor

Degrees/Certificates

B.S. Criminal Justice - Park University
M.P.A. Public Administration - Park University

Office Location

10525 N.W. Ambassador Drive. Suite 206

Office Hours

8:00 a.m. to 4:30 p.m.

Daytime Phone

(816) 891-5127

Other Phone

(816) 255-4393

E-Mail

Leonard.hill@park.edu

Leonard.hill@dhs.gov

Semester Dates

August 20th thru October 14

Class Days

--T----

Class Time

5:30 - 9:50 PM

Credit Hours

3


Textbook:

Criminal Law, 9th Edition, by Joel Samaha (Thomson Wadsworth 2005) ISBN-13: 978-0-495-38193-8 or ISBN-10: 0-495-38193-4 CD/DVD not required.
 
Textbooks can be purchased through the MBS Bookstore
 
Textbooks can also be purchased through the Parkville Bookstore
 
 

Additional Resources:

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.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
This course is a survey of the history and nature of criminal law in the United States. Substantive Criminal law, defenses, and criminal responsibility will be studied within the context of the criminal justice process and rules of evidence. 3:0:3

Educational Philosophy:
This instructor works on the principle that anyone who wishes to do so can learn and grow through engaging participation. Challenging oneself and others to maximize learning potential is key to your success. Classes include lectures and active discussion sessions; weekly, midterm and final examinations; readings from literature beyond material presented in classroom will enhance professional development.

Learning Outcomes:
  Core Learning Outcomes

  1. Delineate a basic understanding of the historical development of criminal law in the United States, while perceiving the nature and purpose of criminal law.
  2. Demonstrate knowledge of the substantive criminal law, both common law and modern statutes, including the different categories of crimes and the elements of each.
  3. Employ improved ability to effectively gather, evaluate, and communicate information in both written and oral forms


Core Assessment:

For this class you will be expected to write three essays - each comparing a modern state statute with corresponding historical common law for that crime. The essays may be collected all at once or at different times during the course. 

The purpose in writing these essays is to examine the historical development of criminal law from common law principles to current state statutes, the relationship between criminal justice and the law, and the social policy implications of criminal law development. 

To complete each of the three essays, you should: 

  1. Select a state and its statute making an act a crime (e.g. stealing).
  2. Research the historical common law for that crime.
  3. Based on your research, compare the current criminal statute with the historical common law to see how the elements of the crime have evolved.
  4. Write a short essay, 1,250 words or five typewritten or computer-generated pages, describing the elements of the current state statute, the elements of the historical common law, and comparing the elements and how they have changed. Discuss possible reasons for the changes in the elements, how the interaction of criminal justice agencies and the law may have contributed to these changes, and suggest new changes in the statute, based on society’s needs today. 

Each of your three essays must include:

  1. A cover page
  2. Introduction
  3. Description of the elements of the crime under historical common law
  4. Description of the elements of the current state statute for that crime
  5. Compare how the elements of the crime have changed from the historical common law to the current state statute
  6. Discuss possible reasons for the changes
  7. Suggest new changes in the statute, based on society’s needs today
  8. Reference page, using APA style 

You must demonstrate that you understand the terminology and the concepts used in criminal law. You must write using APA format for all source citations in both the body of the essay and in the reference page.

Link to Class Rubric

Class Assessment:

A variety of methods will be used to assess the learning that occurs in this course. Students will be assessed on their class participation, performance on quizzes and/or examinations, essay and/or papers.  There will be opportunities to work in groups, and to be assessed based on individual and group performances. See "Grading" below. Scoring rubrics will be available for each activity.

Grading:

Students will be evaluated on the total number of points each student earns as compared to the greatest amount of points that may be earned in each class activity. In determining the number of points assigned to an activity, the major factors will be the following questions:
 
* Was the work completed?
      One (1) required essay will be completed every two weeks.
* Was the work completed correctly?
      Please refer to the Rubrics for learning competencies.
      (Also see Core Assessment above)
* Was the work completed on time?
      Please refer to course dates below.
 
All assignments are due by 11:59 p.m. Central Time each Sunday. 
Course grades are determined on the following allocation of points:
 
100 Participation
300 Essay writing
         * Each essay under the core assessments will be worth 100 pts each. 
100 Quizzes
         * Each quiz will be worth 50 pts each.
200 Mid-Term examination
300 Final examination
1000 Total Points Possible
 
Point accumulatiion for grades:
 
1000-900    points = A
899-800      points = B
799-700      points = C
699-600      points = D
599-0          points = F
 
Note:  DISCUSSION PARTICIPATION POINTS ARE BASED ON INITIAL RESPONSES TO MY QUESTIONS AND RESPONSES TO CLASSMATES ENTRIES.
 

Classroom Rules of Conduct:
1. Attend class and be prompt. Class attendance and class participation is a portion of your grade. Roll will be checked at the beginning of each class period. Being tardy to class is a disruption, your lateness for class will result in a reduction in points. 2. Due to abuses by students in past semesters, there will be no excused absences. Your are either present or absent.  To partially make up for an absences, you must submit to the instructor by the beginnin of the next class meeting you attend, an essay of two pates in length, summarizing the assigned reading for the missed class period.  The essay must be submitted in a "Word" document. IT IS YOUR RESPONSIBILITY TO MAKE UP ANYTHING MISSED IN CLASS. 3. Be prepared for class. this means that you have read the assignedf readings and are prepared to discuss them. A weekly guiz could be given to test your preparednes. You are expected to take part in class dicussions. Examinations will be based on assigned readings and class discussions. 4. Examinations:  There will be a mid-term and final examination. The examinations will consist of short essays, multiple choice and true false questions. There will also be a final term paper due. 5. NO make up exams will be given unless the student produces a written and signed by a doctor (with the doctors's reqistration number) in case of illness, or a tow bill from a tow company in case of car problems.  A written excuse form the campus nurse will be acceptable.  The same requirement applies to illness of children. 6.  Written Assignments.  The written paper will have the proper spelling, grammar, and source citation.   7. Computers are making writing and revising much easier and more productive. Students must recognize that though technology can assist, it can also cause problems.  (Printers run out of ink, hard drives crash, and you forget to save your work.) Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to a disk, a hard drive, and print out copies for backup purposes.

Course Topic/Dates/Assignments:

Week 1 - Introductions, Syllabus, Basic Concepts and Expectations - text chapters 1-4
Week 2 - Parties to Crimes and Defenses to Criminal Liability - text chapters 5-8
Week 3 - Homicide, Assault, & Robbery - text chapters 9 - 10 (1st Essay Due)
Week 4 - Rape & Sexual Offenses - Mid-Term Examination
Week 5 - Crimes Against Property - text chapter 11 (2nd Essay Due)
Week 6 - Crimes Agains Order, Morals, & the State - text chapter 12 & 13
Week 7 - Comprehensive Review of Chapters 1 thru 13. (3rd Essay Due)
Week 8 - Final Examination turn in of all papers.

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 2007-2008 Undergraduate Catalog Page 85-86
Always acknowledge and document the use of material other than your own. Failure to do so constitutes plagiarism and may result in an “F” for the assignment or the course. All suspected incidents of academic dishonesty will be examined carefully. The excuse of ignorance is not acceptable. See the section on “Academic Honesty” in the Park University Catalog.

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 2007-2008 Undergraduate Catalog Page 85
Failure to provide proper and adequate documentation of sources in this paper will result in a grade of "F" for the paper. Absence of either portion (Works Cited page or parenthetical references) of the paper's documentation will result in an automatic zero for the paper.

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.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. 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 "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. 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.
  7. 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 2007-2008 Undergraduate Catalog Page 87-88

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)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking Appraises the sources into congruous conclusions Appraises the sources into conclusions Evaluation is not present in artifact 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Combines common law and statutes into a consistent whole Combines common law and statutes into a consistent whole Combines two of the three types of sources into a consistent whole Fails to combine at least two of the three types of sources into a consistent whole 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analyzes key elements from all sources (the text, statute, and common law source Analyzes key elements from the text and statute Analyzes key elements from only the text Analysis is not present in artifact 
Application                                                                                                                                                                                                                                                
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact shows multiple instances and exceptional understanding  of terminology and concepts throughout the paper The artifact shows sufficient and satisfactory use of terminology and concepts throughout the paper The artifact shows little and unsatisfactory use of terminology and concepts throughout the paper The artifact fails to demonstrate an understanding  of terminology and concepts appropriate to the profession 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Each section contains sufficient information that make the artifact a model for other students or publishable Each section contains sufficient information that make the artifact easily readable and understandable The artifact is readable and understandable but it is  sometimes difficult to transition from one section to another The relationship is hard to understand.  The artifact is difficult to read. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact contains fewer than 5 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains 5 to 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains more than 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains so many errors in the APA writing convention or in the paper presentation that it is difficult to read 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
analyzes previous laws and cases to decide the current constitutional issue in criminal justice and future implications of the resolution of this issue analyzes previous laws or cases (but not both) to decide the current constitutional issue in criminal justice and future implications of the resolution of this issue analyzes previous laws or cases (but not both) to decide the current constitutional issue in criminal justice, but fails to discuss future implications of the resolution of this issue shows no relationship between past issues and today's world 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
clearly discusses social policy implications of the proposed solution to the constitutional issue discusses social policy implications of the proposed solution to the constitutional issue mentions social policy no discussion of social policy 
Disciplinary Competency                                                                                                                                                                                                                                    
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
see effective communication sections above see effective communication sections above see effective communication sections above see effective communication sections above 

Copyright:

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Last Updated:8/13/2007 8:23:28 AM