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CJ 100 Intro to Criminal Justice Admin
Granger-Fenger, Gina


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

F2J 2010 IN

Faculty

Granger-Fenger, Gina

Title

Instructor of Criminal Justice/Adjunct Faculty

Degrees/Certificates

AA Santa Rosa Junior College 1974
BS UMKC-Kansas City: Double Major Psychology /Sociology 1976
K-State Masters Secondary Education 2002

Office Location

Independence Campus

Office Hours

before class or by appointment

Daytime Phone

816.896.5617 cell can leave message

Other Phone

816.587.5091 Home

E-Mail

Gina.GrangerFenger@park.edu

gdfenger3@juno.com

Semester Dates

October 18th - December 12, 2010

Class Days

Mondays

Class Time

5:30 - 9:50 PM

Prerequisites

None

Credit Hours

3


Textbook:

 Criminal Justice  Today- A Brief Introduction by Frank Schmalleger Ph.d, 8th edition ISBN: 978013
7145539.  
              

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Video provided by instructor.

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/.

http://www.supremecourtsus.gov
http://www.innocenceprojects.org
http://www.foiadvocates.com/links
http://www.dea.gov
http://www.ojp.usdoj.gov/bjs
http://www.lawresearch.com/vz/cusdoj.htm

Course Description:

An introduction to the history, nature, structure, and function of the criminal justice system in America, with comparisons to systems in other nations. An examination of the various aspects of the administration of justice systems, including law enforcement, courts, correctional agencies(including probation and parole), and the increasing role of private entities in the system. 3:0:3

Educational Philosophy:
This instructor loves teaching this class, so hopefully that love and excitement for this class will reach students for your learning enjoyment! This instructor will expect lots of critical thinking, reading (it's a must) and good writing skills. This class is about exploring the ideas of the criminal justice system and how it impacts our daily lives. Therefore, all students will be expected to interact on many levels through the use of visual media, discussions, group activities, and presentation of class paper (3 essays). Students will be required to analyze and synthesize information learned and apply this information in the examination of current issues in criminal justice administration and impact not just on them but their impact on the greater society in which we all live.

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.


  Instructor Learning Outcomes
  1. Demonstrate the ability to write a basic but comprehensive essay
  2. Demonstrate the ability to explain thoughts about an issue in classroom dicussions
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:

All weekly readings should be read before the start of each class. Example: 1st week of class please have read chapters 1 thru 3 before October 18th. 
1 required paper on Ten Questions  =  100 pts
1 mid-term paper (3 essays) =200 pts (please note: all three essays will be turned in at one time, and in one folder).  Three Essays will be done in APA format.  
1 mid-term= 150 pts
1 final = 150 pts
6 quizzes = 100 pts (all quizzes will take place in class over key concepts and vocabulary) 

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:
  1. Was the work completed?
  2. Was the work completed correctly?
  3. Was the work completed on time?
700 - 630 pts = A
629 - 559 pts = B
558 - 488 pts = C
487 - 417 pts = D
416 and below = F 
 
THERE WILL BE EXTRA POINTS GIVEN FOR CLASS PARTICIPATION up to 80 points which is not included in the above point scale. Participation points will be given at the end of each class.

Late Submission of Course Materials:
There will be no late submission of course work. Failure to turn work in on time will result in zero points. Failure to attend mid-term or final will result in zero points. There will be no make up tests.  Miss a quiz - you can take home the quiz to study for mid-term or final but no points will be given.

Classroom Rules of Conduct:

Arrive on time to class. Class participation is arriving on time and not leaving early. Arriving late or leaving early will result in no extra credit points.
Due to problems with past classes there will be no excused absences.  If you are absent it is your responsibility to make up missed work in class.  However, you can call me and I will be happy to highlight the main points.
Read all assigned chapters before class and be prepared to discuss chapter topics with the class including group work. 
No cell phones. Return all phone calls on break.
No texting in class.
No sidebars while others are speaking. Show respect by practicing tolerance, acceptance, and you may gain real understanding of each other's opinions, customs, and ideas.
Be nice, listen to what others have to say and your classmates will return the favor. 
 

Course Topic/Dates/Assignments:

WEEK 1: 10.18.10  COME TO CLASS HAVING READ CHAPTERS 1 THRU 3/ TEN QUESTIONS GIVEN OUT FOR EXTRA CREDIT. DUE: 10.25.10. First quiz in class.
WEEK 2: 10.25.10  COME TO CLASS HAVING READ CHAPTERS 4 THRU 6. TEN QUESTIONS DUE. Second quiz in class.
WEEK 3: 11.01.10  COME TO CLASS HAVING READ CHAPTERS 7 THRU 9. WE WILL GO OVER TOPICS FOR TERM  PAPER ( 3 essays).  Please refer to syllabus. RE-READ CHAPTERS 1 THRU 9 FOR MID-TERM.  Third quiz in class.
WEEK 4: 11.08.10  MID-TERM! READ CHAPTERS 10 THRU 13 FOR THE FOLLOWING WEEK!
WEEK 5: 11.15.10  COME TO CLASS HAVING READ CHAPTERS 10 THRU 13. Fourth quiz in class.
WEEK 6: 11.22.10  READ CHAPTERS 14 THRU 18. Fifth quiz in class. This is the time to ask questions about your term paper (3 essays). Please note: We will have class the week of Thanksgiving. 
WEEK 7: 11.29.10  COME TO CLASS HAVING READ CHAPTERS 14 THRU 18. CHAPTERS 11 THRU 18 FOR  FINAL. Sixth quiz in class. TURN IN Essays/Paper and give 5 - 10 MINUTE PRESENTATION ON THREE ESSAYS.
WEEK 8: 12.06.10   Quick review. TAKE FINAL!
 

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 92-93

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 2010-2011 Undergraduate Catalog Page 95-96

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 

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Last Updated:10/10/2010 10:19:37 PM