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CJ 441 Senior Writing Project
Peters, Anthony


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 441 Senior Writing Project

Semester

F2F 2007 MY

Faculty

Peters, Anthony, CPP, Network+, MCP, MCSE, CISSP, CISSP

Title

Senior Instructor

Degrees/Certificates

Masters, Criminal Justice, George Washington Univ., Wash, DC
BS, Criminal Justice, Univ. of W. Florida, Pensacola, FL
AS, Law Enforcement, Pensacola Jr. College, Pensacola, FL

Office Location

Quantico, VA

Office Hours

By Appointment

Daytime Phone

(703) 550-4044

E-Mail

anthony.peters@park.edu

Semester Dates

10/15 - 12/16/07

Class Days

TBD

Class Time

TBD

Prerequisites

Junior/Senior Standing. Students must be currently working in the CJ field or CJ related field, and have permission of the department chair or their advisor to be in the course.

Credit Hours

3


Textbook:

There are no required texts, but you must be reading on the subject of your project. Although much of the supporting material will come from your observations and analysis, interviews, and the like, you should be reading about you subject. Please ask for suggested reading after you have looked at the online databases, asked your boss or others in your agency for reading materials, looked in a library, and asked for assistance from your classmates. I would be happy to assist you but only after you have done some work.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
- FBI Law Enforcement Bulletin , Published Monthly, Available at the Fort Myer Library.
- Police Chief Magazine, Published Monthly, Available at the Fort Myer Library.
- http://www.policechiefmagazine.org, Website sponsored by the International Association of Chiefs of Police
- Frank E. Hagan.  Research Methods in Criminal Justice and Criminology.  Macmillan Publishing, 1982.
- FBI Uniform Crime Report.  Department of Justice, Bureau of Justice Statistics, Most Current Year.
- Metropolitan District of Washington Park Site http://www.park.edu/virginia  
- Park University Library http://www.park.edu/library/index.asp
- Quantico Marine Corps Base Family Library http://www.quantico.usmc-mccs.org/quanticolibrary.htm
- Fort Myer Post Library http://www.fmmcmwr.com/librarymyer.htm

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 capstone course may be taken instead of CJ 440, Internship in Criminal Justice. It is designed for students currently employed in a criminal justice field who do not need the practical experience of an internship. Students in this course must design, implement, evaluate, analyze, and/or critique a project connected to their work environment in written format. This course may be taken online or an independent study in a face to face setting. The student's advisor or the department chair must approve students to substitute this course for internship. 3:0:3.

Educational Philosophy:
Lecture, demonstration, videos, field trips, student presentations, research assignments and class discussion will be used to stimulate learning.  I encourage students to bring their work and life experiences into the classroom to create and foster a fun and active learning environment where students can explore learning concepts, theories, and applied concepts. Students are encouraged to work collaboratively through the learning process and to respect each student's contributions to the learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and analyze different approaches to a problem/situation in your work environment
  2. Design a possible correction solution to the problem/situation
  3. Apply the corrective solution or offer it to your organization as a possible solution
  4. Design an annotated bibliography with at least 10 sources
  5. Defend the senior writing project face-to-face or telephonically to the instructor


Core Assessment:

Students in this course must identify a problem/situation in their work environment which could be improved, research possible solutions to the identified problem/situation., evaluate these, propose a solution based on their work environment, implement the solution or propose the solution to appropriate person(s).  Students must write a 20 page paper explaining their project.

Link to Class Rubric

Class Assessment:

Assessment of learning will be determined by using the following percentages to compute your final grade:
1.  The mid-term oral presentation of your draft paper will count a maximum 10%
2.  The draft copy of your paper will count a maximum 35%
3.  The final oral presentation of your paper will count a maximum 10%
4.  The final copy of your paper will count a maximum 45%

For the paper, an instructor approved project is to be chosen by the student.  Students in this course must design, implement, evaluate, analyze, and/or critique a project connected to their work environment in written format.  The following format may be tailored to your work environment project: 
- Cover Page
- Table of Contents
- Abstract/Summary
- Introduction
- Purpose - Identify the problem/situation
- Scope - Limit your scope to a reasonable level of effort
- Investigation to determine if others have solved similar problems.  For example, what equipment and/or technology did they use?  Are there other studies out there that may help you develop a solution for your problem?
- Definitions - If you use unique terms/jargon please define them.
- Methodology - How did you collect information (Document review, personnel interviews and/or observation)? What analytical techniques did you use to analyze the information collected.- Tell the story of how you developed you paper. 
- Document the results of your analysis, propose a solution based on your work environment and implement the solution.
- Cite at least ten sources that were used
- Bulky items should be placed in an appendix (Cover Letter, Questionnaire or Data Collection Instrument, and the List of Persons Surveyed or place where data was obtained).

Where privacy may be an issue, the paper should only contain generic information (No personally identifying information - use titles or numbers to identify persons).  Select a topic that is related to you work area/criminal justice/enforcement activities. Your topic must be approved by the instructor by class number two. The paper should be at least 20 pages in length.  You must use APA or MLA for your formatting. See Learning Rubric below for additional details for the development of your work problem analysis project.



 

Grading:

1.  The mid-term oral presentation of your draft paper will count a maximum 10%
2.  The draft copy of your paper will count a maximum 35%
3.  The final oral presentation of your paper will count a maximum 10%
4.  The final copy of your paper will count a maximum 45%

The final course grade will be determined by the above assessment and will also include such factors as: timeliness (Being on time with your presentations and papers), topic difficulty, format (APA or MLA), grammar, logical presentation, depth, range and timeliness of references.  Presentations will be assessed by logical flow, content, and communication effectiveness. Presentation times will be assigned during the fourth class session.  Students will be given library reading assignments.  Additional handout material will be provided by the instructor. The course grade will be given based upon the following measurements: 
 

Final course grading scale:
     A . . . . . . . . . 93% or over
     B . . . . . . . . . 83% to 92.99%
     C . . . . . . . . . 73% to 82.99%
     D . . . . . . . . . 63% to 72.99%
     F . . . . . . . . . 62% and below or more than 15 course hours missed.

Late Submission of Course Materials:

Assignments and papers are required to be submitted on time. Late submissions will result in an adjustment to the student final grade (See course assessment).  If an assignment is due on a night that the student is not present, it is the student's responsibility to get the assignment to the instructor on the due date. Five points will be deducted each day an assignment is late. Assignments will not be accepted after three dates of the due date without prior approval from the instructor.

Classroom Rules of Conduct:

Class participation is expected and will form a “Plus” factor of the final grade. 
• Students are expected to attend all scheduled classes and be on time.
• Students are required to read all material assigned prior to class and apply the material during class discussions, activities, and exercises.
• The student is responsible for providing the instructor with justification for an excused absence, either prior to or immediately after the absence.
• Computers are now an integral part of our educational experience.
• Students must be responsible for planning ahead and meeting deadlines.
• Students will conduct themselves in a professional manner at all times.
• Students are expected to respect other students' opinions and values, even if they disagree with those opinions and values.
• There should only be one person talking at a time. Side bar conversations will not be tolerated.

Course Topic/Dates/Assignments:
 

Class Number

Date

Topic

1

10/18/07

Overview of paper development, data colection instruments and questionnaires. Data gathering and analysis techniques.

2

10/25/07

Framing the question. Populations/files/records to be sampled. Research using databases and official records, Using questionnaires and other survey instruments.

3

11/01/07

Interview and telephone surveys.

4

11/08/07

Using the computer to enhance graphics.

5

11/15/07

Data integrity issues
Pre-review of Draft paper.

6

11/20/07

Observations and case studies. Present and turn in draft paper.

7

11/29/07

Data analysis techniques – matrices, graphics and work descriptions.

8

12/06/07

Review of paper and one on one with instructor.

9

12/13/07

Present and turn in final paper.

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
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 2007-2008 Undergraduate Catalog Page 85
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 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.
  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                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using more than 10 sources Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using eight to ten sources Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using more than six to eight sources (e.g. no evidence of operationally defined competency) No evidence supporting the problem/situation in the work environment 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Using many  (more that 10) sources of academic (books, journals, etc) and practical evidence (interviews, observations), constructs at least five possible corrective solution(s) to the identified problem Using some (eight to ten) academic (books, journals, etc) and practical evidence (interviews, observations), constructs five possible corrective solutions to the identified problem Using six to eight academic (books, journals, etc) and practical evidence (interviews, observations), constructs less than five corrective solutions to the identified problem. Use of no or appropriate academic (books, journals, etc) and practical evidence (interviews, observations).  Constructs no solutions for the identified problem. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Compare and contrast more than 10 sources of corrective data and write a proposal to implement a solution Compare and contrast 10 sources of corrective data and write a proposal to implement a solution Compare and contrast less than 10  sources of corrective data and write a proposal to implement a solution No solution proposed 
Application                                                                                                                                                                                                                                                
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Implement the solution and report the results for two weeks or provide clear evidence of submission of  the proposal to the appropriate persons in the work environment Implement the solution  or submit the proposal to the appropriate persons in the work environment Solution proposed but no evidence of implementation or submission of proposal No evidence of proposal 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Uses terminology from research and the work environment correctly, and identifies at least 10 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies at least 5 - 9 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies at least 3 - 4 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies less than 3 concepts relating to the solution 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
No errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting No more than 5 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting No more than 10 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting Contains more than 10 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting 
First Literacy (or Disciplinary Competency)                                                                                                                                                                                                                
Outcomes
Community and Civic Responsibility                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project by discussing more than five issues Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project five issues Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project by discussing less than five issues No demonstrated evidence of an understanding of the complexity of issues surrounding Senior Writing Project 
Second Literacy (or Disciplinary Competency)                                                                                                                                                                                                               
Outcomes
Ethics and Values                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analyzes more than five ethics and value questions relating to the selected Senior Writing Project Analyses three to five  ethics and value questions relating to the selected Senior Writing Project Analyzes three to five ethics and value questions relating to the selected Senior Writing Project No demonstrated acquisition of tools for analyzing ethics and value questions relating to the selected Senor Writing Project 

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Last Updated:10/18/2007 8:52:42 AM