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CJ 100 Intro to Criminal Justice Admin
Gumb, Michael P.


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 Intro to Criminal Justice Admin

Semester

F2I 2008 EMD

Faculty

Gumb, Michael P.

Title

Deployed Instructor

Degrees/Certificates

Bachelor of Arts/Criminal Justice

Office Location

Iraq

Daytime Phone

DSN 318-340-2389

E-Mail

Michael.Gumb@park.edu

michael.gumb@ar.mnf-wiraq.usmc.mil

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
1. Schmalleger, Frank. 2009. Criminal Justice Today (10th ed.). Upper Saddle River, NJ: Prentice Hall


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
The following materials will assist any student wishing to explore this subject in greater detail. Introduction to Criminal Justice, Senna and Siegel, Sixth Edition, West Publishing Company; The Process Is The Punishment, Feeley, Malcolm, 1979, New York, Russel Sage Foundation; Sourcebook of Criminal Justice Statistics; Maguire, K & T, Flanagan (1991) Washington, D.C., USGPO; Crime In The United States, Federal Bureau of Investigation, (1994) Washington, D.C. USGPO

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:
CJ100 Introduction to Criminal Justice Administration (MGE): 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
         We will explore the criminal justice system in five parts.

Part 1: In Part 1 we will examine crime in America. We will briefly touch on the basic functions of each component of the criminal justice system, discuss the definition of crime and different kinds of crime, and then explore the causes of crime.
Part2: This part of the course will focus on the beginning states of the criminal justice process, exploring policing and police decision making. We will explore the history and structure of policing, police management, and legal aspects of policing.
Part 3: This section of the course will address adjudication. Here we will explore the operation of the court system by examining the courtroom work group, all stages of the court process, and progression of cases through the system.
Part 4: This section of the course will explore corrections. We will discuss probation, parole, community corrections, prisons, and jails. We will also give considerable attention to life in male and female institutions.
Part 5: In the final section of the course, we will examine special criminal justice issues. These issues include juvenile justice, drugs and crime, multinational criminal justice, and the future of criminal justice.

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 three essays in CJ100, Introduction to Criminal Justice Administration – one each on law enforcement, courts and corrections.  The essays may be collected all at once or at different times during the course.

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 of the essays, 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 along 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 essay should be 500 to 750 words or two to three typewritten or computer-generated pages written in American Psychological Association (APA) format.  You can learn about this style from the Park University website.  Late papers will not be accepted.  Students should use six sources (the activity, this course 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 the assignment.  You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task.  For the essays required for this course, 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:

  1. decide on your topic
  2. prepare an outline or diagram of your ideas
  3. write your thesis statement
  4. write the body of the paper
    1. write the main points
    2. write the sub-points
    3. elaborate on the sub-points
  5. write the introduction
  6. write the conclusion
  7. add the finishing touches

 

Link to Class Rubric

Class Assessment:
Midterm Exam
Final Exam
Core Assessment Essays
Class Participation


Grading:
Midterm Exam = 30%
Final Exam = 30%
Core Assessment Essays = 30%
Class Participation = 10%

Late Submission of Course Materials:
Assignments will not be accepted late. Assignments not submitted on the date they are due will receive a grade of "zero." All tests must be taken on the dates the class is given the test. Extreme situations will be handled by the instructor on a case-by-case basis.

Classroom Rules of Conduct:
Disruptive behavior is unfair to the other students and will not be tolerated. Loud talking, sleeping, coming late to class or leaving early, except in emergency situations or pre-discussed with the instructor is prohibited.

Course Topic/Dates/Assignments:

 Part One

 Criminal Justice System

     
 01 December

 What is Criminal Justice?

 Chap 1
pp. 5-33
 
 03 December

 The Crime Picture

 Chap 2
 pp. 34-70
 
 05 December

 The Search for Causes

 Chap 3
 pp. 76-108
 
 08 December

 Criminal Law

 Chap 4
 pp. 114-144
 
 10 December

 Part 1 Review

     
 Part Two

 Policing
     
 12 December

 Policing: History and Structure

 Chap 5
 pp. 152-178
 
 15 December

 Policing: Purpose and Organization

 Chap 6
 pp. 181-218
 
 17 December

 Policing: Legal Aspects

 Chap 7
 pp. 224-270
 
 19 December

 Policing: Issues and Challenges

 Chap 8
 pp. 276-304
 
 22 December

 PART II REVIEW

     
 24 December

 MIDTEM EXAM

     
 Part Three

 Courts
     
 26 December

 The Courts: Structure and Participants

 Chap 9
 pp. 310-345
 
 29 December

 Pretrial Activities and the Criminal Trial

 Chap 10
 pp.350-377  
 31 December

 Sentencing
 Chap 11
 pp.381-422  
Part Four

 The Courts

     






 
 2 January

 Probation, Parole, and Community Corrections

 Chap 12
 pp.430-455  
 5 January

 Prison and Jails

 Chap 13
pp.460-495
 
 7 January

Prison Life

Chap 14
pp.500-541
 
 9 January

 Review

     


Core Assessment Essays Due



 
Part Five

Special Issues



 
 12 January
   Juvenile Justice
   Chap 15
 pp.457-571  
 14 January
   Drugs and Crime
   Chap 16
 pp.576-611  
 16 January
  Terrorism and Multinational CJ
  Chap 17
pp.616-647
 
 19 January
   REVIEW        
 21 January
   FINAL EXAM
       

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 2008-2009 Undergraduate Catalog Page 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 2008-2009 Undergraduate Catalog Page 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 "F".
  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 2008-2009 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
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 
Analysis                                                                                                                                                                                                                                                   
Outcomes
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 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
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 
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 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                                                                                                                                                                                                                                                
Outcomes
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                                                                                                                                                                                                                                             
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 

Copyright:

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Last Updated:12/1/2008 9:52:38 PM