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CJ 100 Intro to Criminal Justice Admin
Anderson, Cindy Marie


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CJ 100 Intro to Criminal Justice Admin

Semester

FA 2010 HOA

Faculty

Getty, Carol P.

Title

Associate Professor of Crminal Justice

Degrees/Certificates

PhD, University of Missouri - Kansas City
MS, Arizona State University, Tempe, AZ
BA, Wellesley College, Wellesley, MA

Office Location

Mackay, MC 20B

Office Hours

Monday and Wednesday: 10 - 11 and 12 - 1; Tuesday and Thursday: 10 - 11:30; Friday: 10 - 11; by appointment

Daytime Phone

816-584-6336

E-Mail

carol.getty@park.edu

Semester Dates

August 16 - December 10, 2010

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Prerequisites

none

Credit Hours

3


Textbook:

Criminal Justice Interactive, Robert Mutchnick, Prentice Hall, 2010.  ISBN: 13-9978-0-13-595722-3. You should purchase this from the Park University bookstore because you need a student access code that is packaged with the book to access this course. You will also need the Criminal Justice Interactive (CJi) Class ID number which I will give you.  
 

CRIMINAL JUSTICE INTERACTIVE WEBSITE: The course textbook comes with the Criminal Justice Interactive (CJi), which requires website access.   A link to this will can be found at www.prenhall.com/cji.  Course material and assignments will come from this site. YOU MUST HAVE AN ACCESS  CODE TO BE IN THIS COURSE. The access code comes with a text which is most helpful if you wish to succeed in CJ 100.

Instructions to Register

·         Go online to www.prenhall.com/cji to register and access the course

·         Click “Access Web Site” and the click “Register” –

·         Click “Accept” for license agreement

·         Create a username and password and then enter in the access code you received with your textbook

You must use the CJi Class ID listed above for your section to join the CJi class online

·         Log in with your personal login name and password

·         Click on Join a Class

·         When you are prompted for a Class ID, use the one given to you for this section

·         Confirm that the instructor name and class information matches your section by clicking Next

·         From the Confirmation & Summary page, click Enter Class Now to immediately access the class online

·         After joining the class, you will receive a class enrollment confirmation email containing your login name and password.

Additional Resources:

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:
CJ100 Introduction to Criminal Justice Administration (MGE): An introduction to the history, nature, structure, and function of the criminal justice system in America, with comparisons to systems in other nations. Examinations of the various aspects of the administration of the justice systems, including law enforcement, courts, correctional agencies (including probation and parole) and including the increasing role of private entities in the system will be conducted. 3:0:3

Educational Philosophy:

The instructor’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, and writings.  The instructor will engage each learner in the process of critical thinking whereby all information is critically examined to allow the learner to conduct a logical analysis in arriving at conclusions about the validity and value of the information.

 

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:

Assessment of learning will be through tests, quizzes, homework, papers, and participation.
 
Class Activities: For each chapter, we will watch, discuss, answer the CJi episode, learning modules, and myths and issues and do the stimulation activities together.

It is also based on class participation; students cannot participate in class if they are absent.  Three points will be deducted for each absence, excused or unexcused, unless the student has submitted the one page paper discussing the material covered in class.  Students who frequently contribute to class may have their participation score increased; those who are involved in other activities may have points for class participation taken away.

Homework:
   At the end of each chapter are the following possible activities: In the News, Web Activity, Essay Questions, or Review Questions.  You must complete three of each of these (your choice) and submit your responses to the professor at the endof the week in which the chapter is discussed (150 points.) You may choose which activities to complete which week as long as you have at least five of each.  The homework for each CJi Unit must be completed by midnight on the Friday in which the chapter is discussed.  Late submissions will not be counted. These dates will not be marked on the syllabus; it is the student’s responsibility to keep track of due dates, but realized that on Friday usually something is due.
 

In order to do well on tests, it is suggested you complete the multiple choice for each chapter and make certain you can answer the essay questions.  Your tests will come from the multiple choice and essay questions.

 

 

 

Grading:

Three tests                                                                                                       450 points                              

Essays                                                                                                             300                                       

Class participation                                                                                           100                                       

CJi review activities: In the News, Web Activities,

       Essay Questions, or Review Questions                                                      150                                         

 

                                                  TOTAL                                                        1000  points                                        

 

In computing grades, the following scale will be used; however, the instructor reserves the right to make adjustments: A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=less than 60%. In determining grades on papers, major factors to be considered include whether or not the assignment was completed correctly and in a timely manner. 

Late Submission of Course Materials:

Assignments should be turned in on or before the due on which they are due.  Certain work may be made up in cases of legitimate absence.  The instructor must be notified (phone or e-mail) prior to the absence for the absence to be considered excused.

 

Five points per day will be deducted for papers submitted late.

 

There will be no makeup tests given. Only three out of the four tests given will be counted in your final grade.  Thus, if you have three test scores you like, you need not take the final.  If you miss a test, this is the one which will not be counted; you must then take the remaining three tests, one of which is the final.

Classroom Rules of Conduct:

It is expected that members of the class will treat each other with respect and dignity. Using a computer except to take notes, using cell phone during class is NOT demonstrating respect to the professor or to your classmates who are seriously trying to learn. There will be many different views and opinions and no one should be chastised or ridiculed for their contribution to the class.  In order to receive an excellent grade, students should come to class properly prepared to discuss the scheduled lesson and be able to demonstrate their preparedness.

Course Topic/Dates/Assignments:

The instructor may amend this schedule based on the progress of the course and the needs of the students.

 

Week 1

Aug 16

Chapter 1: The Criminal Justice System

 

 

Aug 18

 

 

 

Aug 20

 

 

Week 2

Aug 23

Chapter 2: Defining and Measuring Crime

 

 

Aug 25

 

 

 

Aug 27

 

 

Week 3

Aug 30

Chapter 3:Explaining Criminal Behavior

 

 

Sept 1

 

 

 

Sept 3

 

 

Week 4

Sept 6

Labor Day – no class

 

 

Sept 8

Test 1

 

 

Sept10

Chapter 4: Criminal Law

 

Week 5

Sept 13

 

 

 

Sept 15

 

 

 

Sept 17

Chapter 5: The Police: History, Structure, Functions

 

Week 6

Sept 20

 

 

 

Sept 22

 

 

 

Sept 24

Chapter 6:The Police and the Constitution

 

Week 7

Sept 27

 

 

 

Sept 29

 

Essay on Policing is due

 

Oct 1

Chapter 7: The Police: Issues and Challenges

 

Week 8

Oct 4

 

 

 

Oct 6

Test 2

 

 

Oct 8

Chapter 8:The Courts: History, Structure, Key Players

 

 

Oct 9 -  17

Fall  Break

 

 

Oct 18

 

 

Week 9

Oct 20

 

 

 

Oct 22

Chapter 9: Pre-trial Activities and the Criminal Trial

 

Week 10

Oct 25

 

 

 

Oct 27

Chapter 10:Sentencing

 

 

Oct 29

 

Essay on Courts is due

Week 11

Nov 1

 

 

 

Nov 3

Test 3

 

 

Nov 5

Chapter 11:Corrections: History and Institutions

 

Week 12

Nov 8

 

 

 

Nov 10

 

 

 

Nov 12

Chapter 12: Corrections in the Community

 

Week 13

Nov 15

 

 

 

Nov 17

 

 

 

Nov 19

Chapter 13: Life Behind Bars

 

Week 14

Nov 22

 

 

 

Nov 24

 

Essay on Corrections is due

 

Nov 26

Thanksgiving Recess – no class

 

Week 15

Nov 29

Chapter 14: The Juvenile Justice System

 

 

Dec 1

 

 

 

Dec 3

 

 

Final

Wed, Dec 8

8 - 10

 

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 2009-2010 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. Park University 2009-2010 Undergraduate Catalog Page 92

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 2009-2010 Undergraduate Catalog Page 95

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 .

Additional Information:

 



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:6/1/2010 11:05:57 AM