CJ 233 Introduction to Security
U1T 2011 DL
Gadberry, James H.
PhD Oklahoma State UniversityMA University of Central ArkansasBS Park University
06/06/2011 -- 07/31/2011
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The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills. It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups. It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.
The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning. Student performance expectations:
Learning Outcomes: Core Learning Outcomes
For CJ 233, all students will complete a consolidated essay which examines the following seven basic topical issues relating to the study of Introduction to Security:
The essay should provide complete and equitable treatment of all seven topical areas, but the issues and researched material should be integrated to provide a consolidated examination of the fundamental principles of security and loss prevention. The essay should contain the following technical components:
Written in APA or MLA Style
Link to Class RubricClass Assessment:
Be sure to respond to EACH of the discussion questions for the week (some weeks, there may be 1, 2, or 3 questions presented). Your first response should consist of a MINIMUM of 150 words for EACH question, and be posted by midnight Wednesday of each week. Then, go back and review your classmates’ responses and post at least three (3) meaningful responses (i.e. a minimum of 200 total words) by midnight Sunday. A “meaningful response” is a substantive response that goes beyond simply agreeing or disagreeing. Meaningful responses provoke further analysis, evaluation, and critique of the ideas and concepts being discussed.
Please note also that the number of postings and word lengths above are MINIMUM requirements. Minimum means you are providing a response that meets, but may not necessarily exceed, expectations. Be sure to review the Weekly Discussion Grading Rubric below for more details on performance expectations in weekly discussions.
Weekly Discussion Grading Rubric
Does not meet expectation
Content is comprehensive, accurate, and persuasive; definitions are clearly stated.
Content is not comprehensive and/or persuasive.
Content is incomplete or omits some requirements stated in the assignment’s criteria.
Did not complete assignment
Major points are stated clearly and are well supported with sourcing.
Major points are addressed, but are not well supported by sourcing.
Major points are not clear, not persuasive, and not sourced.
Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.
Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.
No outside sources were used to support major points.
Organization and structure of the response is clear and easy to follow.
Organization and structure is not easy to follow.
Organization and structure detracts from the writer’s message.
No structure or organization.
Response exceeds the minimum length as described in the assignment’s criteria.
Response is at the minimum length as described in the assignment’s criteria.
Response is below the minimum length as described in the assignment’s criteria.
Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.
Paragraph transitions are fragmentary and ideas are presented without logical connection.
Paragraph transitions are not obvious.
Conclusion is logical, flows from the body of the response, and does not include new information.
Conclusion is provided but does not flow from the body of the response.
Conclusion is missing.
Citations and reference formatting meet standards for the discipline.
Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.
Citations and references are not provided.
Rules of grammar usage and punctuation are followed; spelling and word choices are correct.
Paper contains few grammar, punctuation, spelling, and word choice errors.
Paper contains numerous grammar, punctuation, spelling, and word choice errors.
Language is clear and precise; sentences display consistently strong, varied structure.
Language lacks clarity or includes the use of some jargon or conversational tone.
Language uses jargon or conversational tone.
Students will identify a Target Environment (TE); research potential and actual security/crime problem sets; and develop strategies for designing security/crime prevention programming in the TE, e.g. self-help skills, community education, training, plans, education, and services geared towards mitigating risk (harm).
Students will complete the project in three phases, with one component due each of Weeks 2, 4, and 6. Weekly components will be posted in a Special Discussion Thread so that all students will be able to review and collaborate with each other.
Each two-week period, you will work on one phase of the project. The text for each phase should be about 750 words, not counting reference pages, appendices, surveys, illustrations, etc. You must demonstrate that you understand the terminology and the concepts used and you know how to apply them. You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA or MLA format in source citation both in the body of your text and in the references.
Your Security/Crime Prevention Project elements will be assessed using the following rubric:
Target Environment (TE) and Problem Identification (20%)
Real community/organizational environment
Identified security or crime problem in TE
Who is affected?
Conflicting perspectives about problem?
Discussed relevant situational issues
Established extent of problem to be prevented
Provide any relevant statistics on problem
Literature Review (20%)
Literature relates to problem/crime prevention issues
Minimum of 5 primary/other resources
Resources in Reference list have corresponding in-text citations
Risk Assessment/Security Survey (20%)
Conducts quantifiable risk assessment
Conducts and reports on survey of TE
Design Security/Crime Prevention Solution (20%)
Solution designed to reduce risk of problem identified
Uses TE as framework for solution
Uses resources from class and independent research
Demonstrates how solution activates org/community
Justifies solution using literature
Structural Components (20%)
Text body of 750 words for each of 3 phases
Demonstrates understanding of terms/concepts
Demonstrates application of terminology and concepts
Demonstrates synthesis, analysis, and evaluation of terms/concepts
Uses correct APA or MLA format in source citations in text/references
Spelling, grammar, sentence structure
Clarity of expression
For CJ 233, all students will complete the Core Assessment Assignment, as detailed above, due by Midnight, Sunday, Week 7. The Core Assessment Assignment will be submitted directly to the instructor via the Dropbox. Your Core Assessment assignment will be assessed using the Core Assessment Rubric (see bottom of Syllabus).
Final Exam (Proctored)
The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term. It is to be completed by Midnight, Friday, Week 8.
Course Assignments Schedule and Grade Distribution
Weekly Discussions (8)
--First responses to the discussions must be posted by midnight Wednesday EACH Week. At least three meaningful responses to other students must be posted to your classmates’ postings by midnight Sunday.
--Completed by Midnight, Sunday, Weeks 1, 3, 5, and 7.
Security/Crime Prevention Project (3 Components)
--Individual weekly components due by Midnight, Sunday, Weeks 2, 4, and 6.
Core Assessment Assignment
--Completed by Midnight, Sunday, Week 7.
Final Exam (Proctored)
--Completed by Midnight, Friday, Week 8.
Letter Grade Policy
Number of Points
900 – 1,000
800 - 899
700 - 799
600 - 699
599 or below
Late Submission of Course Materials:
MAKEUP POLICY – FINAL PROCTORED EXAMINATIONS ONLY: Students who fail to complete a scheduled final proctored examinations will receive a grade of 0 (F) for the assessment item, and will fail the course. Students experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a scheduled final proctored examination must personally contact the instructor as soon as possible BEFORE the scheduled examination, or as soon as practicable. Makeups for final examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM.
Classroom Rules of Conduct:
General Course Policies
Week 1 (June 6-12, 2011)
Week 2 (June 13-19, 2011)
Security/Crime Prevention Project:
Week 3 (June 20-26, 2011)
Week 4 (June 27-July 3, 2011)
Week 5 (July 4-10, 2011)
Week 6 (July 11-17, 2011)
Week 7 (July 18-24, 2011)
· Submit Core Assessment assignment to Instructor via Dropbox by Sunday
Week 8 (July 25-31, 2011)
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93All 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.
Please be aware that using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. This course instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and the College for Distance Learning.
Generally, for the first instance, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.
It can't be said any clearer: IF YOU CUT AND PASTE TEXT FROM AN ONLINE SOURCE INTO YOUR ASSIGNMENTS (INCLUDING DISCUSSIONS) AND DO NOT USE QUOTATION MARKS, IN-TEXT and END CITATIONS, YOU ARE PLAGIARIZING and VIOLATING THE ACADEMIC HONESTY POLICY.
All students are advised to review the policy detailed in the Park University Undergraduate Catalog.
PLEASE REVIEW AND CHECK YOUR ASSIGNMENTS CLOSELY TO BE SURE YOU ARE NOT PLAGIARIZING.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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Changes or Modifications
The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course.
Contacting the Instructor
The instructor is available and willing to assist students. Please feel free to contact the instructor at any time if there are questions or need for assistance. Appointments to meet or discuss outside of class can be arranged by contacting the instructor by telephone, e-mail, or personal communication. When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.
Last Updated:5/9/2011 2:22:26 PM