Syllabus Entrance
Printer Friendly
Email Syllabus

CJ 100 Intro to Criminal Justice Admin
Christopher, Kenneth


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

SP 2008 HOA

Faculty

Dr. Kenneth Christopher, D.P.A.

Title

Assistant Professor of Criminal Justice

Degrees/Certificates

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)

Office Location

MA 416-F (Library)

Office Hours

Monday, 11am-4pm; Wednesday, 9am-10am, Before and after class or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Cell: 816-809-6494

E-Mail

kenneth.christopher@park.edu

kchristo@kc.rr.com

Web Page

http://www.park.edu/cj/

Semester Dates

January 14 - May 9, 2007

Class Days

-M-W-F-

Class Time

10:00 - 10:50 AM

Credit Hours

3


Textbook:

Schmalleger, Frank.  (2008).  Criminal Justice: A Brief Introduction, 7th Ed.  Pearson Prentice Hall: Upper Saddle River, NJ:  

ISBN-10: 0132252473

ISBN-13: 9780132252478

 

 

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Title
 

The instructor will be using eCompanion during the term for instructor-student communications, distributing handouts and supplemental readings, document sharing, recording grades, accepting and returning assignments, posting PowerPoint slides, webliography, etc. Students can access the course website using their student ID and OPEN password via:

http://parkonline.org/

From time to time, the instructor will refer students to supplemental required readings, audiovisuals, case studies, articles, computer resources, etc. which will be posted on eCompanion and/or provided as supplemental handouts in class. It is the student's responsibility to have reliable access to eCompanion and maintain currency on all assigned material.

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 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 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.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

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:

Examinations: There will be two (2) 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.  Exams may be closed or open book/notes. Exam questions may be any combination of short answer, multiple choice, true/false, matching, and/or essay type.

Periodic Assignments/Quizzes: During the term students will be assigned TEN (10) individual or group activities in the form of in-class or homework assignments, discussions, and/or quizzes.  These activities may occur at any time during the term.  Quizzes may be closed or open book/notes. These assignments/quizzes will require you to maintain currency in reading assigned text chapter(s) and/or supplemental material, so it is important to come to class PREPARED.  Students who are not present in class to engage in these periodic activities remain responsible for any assignments, supplemental material, and information given in class.

Class Participation: Class Participation is graded and consists of regular class attendance and active engagement in course activities.  Class participation is accomplished by coming to class, prepared to work, and being actively involved in the class activities. The Class participation grade is based on student attendance which will be recorded.  All UNEXCUSED absences, and EXCUSED absences in excess of two (2), will result in a pro-rated deduction of points from the class participation grade. 
 
Core Assessment Essays: All students will complete THREE (3) essays, one each on law enforcement, courts and corrections, as detailed elsewhere in this syllabus as the CORE ASSESSMENT.  Students should also review the CORE ASSESSMENT RUBRIC at the bottom of the syllabus in conjunction with the assignment requirements. More information on these assignments will be provided in class.

Grading:

Examinations (2)                                   40%   (400 points)

CJA Essays (3)                                     30      (300 points)

Class Participation                                 5         (50 points)

Periodic Assignments/Quizzes (10)        25       (250 points)

 

Total                                       100%        (1,000 points)

 

A 90-100                        

B 80-89 

C 70-79

D 60-69

F (Failure) 59 and below                 

Late Submission of Course Materials:

 

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, HOMEWORK, ETC. ARE DUE AS PUBLISHED IN THE COURSE SCHEDULE IN THIS SYLLABUS, EXCEPT AS SPECIFIED BELOW:

  • Late submissions will be downgraded by one whole letter grade (e.g., A to B, B to C, etc.) for each CALENDAR DAY that the assignment is late.
  • Course assignments (periodic assignments, projects, essays, and related oral presentations) not submitted within THREE (3) CALENDAR DAYS OF THE DUE DATE WILL BE GRADED AS AN "F" (zero points). No assignment will be accepted for grading if MORE THAN 3 DAYS LATE. No assignment will be accepted, reviewed, or graded AFTER May 2, 2008.
  • There are NO MAKEUPS for missed quizzes or missed in-class group discussion activities.

MAKEUP POLICY - MAJOR EXAMINATIONS ONLY:  Students who fail to complete scheduled examinations will receive a grade of 0 (F) for the assessment item. Students involved in a University-sanctioned event (e.g., sports competition) or experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a major examination must personally contact the instructor as soon as possible BEFORE the scheduled examination.  Makeups for major examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the University activity (e.g., team schedule and correspondence from coach) or EMERGENCY (e.g., medical note, police report, etc.) and advance notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM. 

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.

The use of laptop personal computers to take notes or conduct course-related research is permitted during class, except during exams and quizzes, as long as it is not a distraction to the instructor or to other students.  Please note that the use of e-mail, interactive chat rooms, instant messaging, “web-surfing,” listening to music, watching videos, and other non-course-related activities is considered a distraction and is not permitted during class sessions.

While class is in session, students may NOT use headphones or ear buds connected to any electronic device (e.g., cell phones, I-Pods, computers, data devices, etc.).

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.

Course Topic/Dates/Assignments:

 

The following schedule is subject to change.  Periodic assignments or quizzes may be given any time.

Dates: Topic, Reading, Assignment Due
 
NOTE: 

Jan 14: Course Introduction, Course Syllabus

Jan 16, 18: What is Criminal Justice? Schmalleger (S)-Chp. 1

Jan 21: NO CLASS – HOLIDAY – MARTIN LUTHER KING JR. DAY

Jan 23, 25: The Crime Picture, S-Chp. 2

Jan 28, 30, Feb 1: Criminal Law, S-Chp. 3

Feb 4, 6: Policing: Purpose and Organization, S-Chp. 4

Feb 8, 11, 13 – Film and Research Activity/To Be Advised

Feb 15: Policing: Purpose and Organization, S-Chp. 4

Feb 18: NO CLASS – HOLIDAY - PRESIDENT'S DAY

Feb 20: Core Assessment Essay #1 on Policing Due (In-Class Discussion)

Feb 22, 25, 27: Policing: Legal Aspects, S-Chp. 5

Feb 29, Mar 3, 5: Policing: Issues and Challenges, S-Chp. 6

Mar 7: Midterm Exam (S-Chps. 1-6)

Mar 8-16: NO CLASSES - SPRING RECESS

Mar 17, 19: The Courts, S-Chp. 7

Mar 21: NO CLASS – GOOD FRIDAY

Mar 24: Core Assessment Essay #2 on Courts Due (In-Class Discussion)

Mar 26, 28, 31: The Courtroom Work Group and the Criminal Trial

Apr 2 – Research Activity/To be Advised

Apr 4, 7: Sentencing, S-Chp. 9
 
Apr 9, 11: Probation, Parole, and Community Corrections, S-Chp. 10

Apr 14, 16, 18: Prisons and Jails, S-Chp. 11

Apr 21: Core Assessment Essay #3 on Corrections Due (In-Class Discussion)

Apr 23, 25: Prison Life, S-Chp. 12

Apr 28, 30, May 2: Juvenile Justice, S-Chp. 13

May 7: Final Exam, S-Chps. 7-13, 10:15am-12:15pm

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

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
Instructor'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.

  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
Class 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.



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:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/11/2008 5:28:13 PM