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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 Intro to Criminal Justice Admin

Semester

U1J 2011 PV

Faculty

Granger-Fenger, Gina

Title

Senior Adjunct Instructor of Criminal Justice/Sociology

Degrees/Certificates

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

Office Location

Parkville Campus

Office Hours

5:00 p.m. - 9:50 p.m.  Tuesday

Daytime Phone

816.896.5617 cell Students can leave message

Other Phone

816/587-5091 Home (there is no answering machine)

E-Mail

Gina.GrangerFenger@park.edu

gdfenger3@juno.com

Semester Dates

June 7th thru July 26th, 2011

Class Days

--T----

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: 978-013-714-553-9

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Videos and Handouts 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:
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:
I really love teaching this course, so hopefully this fact translates into fun, excitement and a great learning opportunity for my students. There will be lots of critical thinking, reading (it's a must), and writing. This class is about exploring 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, class discussions, group activities, and the presentation of class paper (3 essays) along with reading all required chapters before each class. Also included are lectures, quizzes, class dialogues, and examinations.  In this class you will be asked to look at all information given in this class using critical thinking skills and examined for yourself the validity, the life long value to you, your family and the society that you live in.

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:

Readings - all chapters should be read before each class starting with the first class on June 7th.
One required paper on Ten Questions = 100 points
One Term Paper (3 Essays) = 200 points
Please note: all 3 Essays will be turned in together and will be written in APA format.
One Mid-Term = 150 points
One Final = 150 points
Six Quizzes = 150 points
Class Attendance and participation = 120 points. There will be points subtracted for arriving late or leaving early. No points will be given for failing to show for class. 
Total points allowed = 870

Grading:

In determining the number of points given to assignments or activities the major factors will be the following:
1. Was the instructions followed?
2. Was the work completed and handed in on time?
3. Did the student show interest and critical thinking in completing the assignment(s)?
4. Was the student involved with the class discussions and with other students?
870 - 783 = A
782 - 704 = B
703 - 633 = C
632 - 570 = D
569 or below = F

Late Submission of Course Materials:
There will be no late submission of course work. However having said that failure to turn in work on time will result in zero points unless the student notified instructor before class by phone, or email. There will be a reduction of 25 points for work not turned in the first week and 50 points reduction for work not turned in the second week. You can not miss the mid-term or final. Failure to turn in Quiz on time will result in zero points.  However, you can still use the quiz to study for mid-term or final. Also, please also refer to Attendance Policy in Syllabus for further questions. As noted in the Core Assessment your Term-Paper (3 essays) can not be late.

Classroom Rules of Conduct:

Arrive to class on time and having read all required chapters before hand.
Class participation includes arriving on time and leaving when class is over.
Class participation means sharing your ideas and opinions, but also being respectful of others. 
If you are going to be absence from class it is your responsibility to notify me before class. If you are absence from class it is your responsibility to make up missed assignments. 
No cell phones in class, no texting in class and no talking on your cell phone in class.
No sidebars in class while others are speaking. Please show respect by practicing tolerance, acceptance, you may gain real insight and understanding of each other's customs, opinions and ideas and have fun with your fellow students.
 
 

Course Topic/Dates/Assignments:

June 7th - week 1  Come to class having read chapters 1 thru 3.  Ten Questions take home due June 14th. Quiz. Video and handouts. Class discussion.
June 14th - week 2  Come to class having read chapters 4 thru 6. Turn in Ten Questions. Quiz 2. Video and handouts. Class discussion.
June 21st - week 3 Come to class having read chapters 7 thru 9. Quiz 3. Video and handouts. Class discussion. Mid-term review.
June 28th - week 4  Take mid-term. Read chapters 10 thru 13 for the 5th week July 5th.  Review requirements for Term paper (3 essays) with instructor.
July 5th - week 5  Come to class having read chapters 14 thru 16. Quiz 4. Video and handouts. Class discussion.
July 12th - week 6   Come to class having read chapters 17 thru 18 Quiz 5. Video and handouts. Class discussion.
July 19th - week 7  Term paper (3essays) Due.  Each Student will give a five to ten minute presentation in front of class. Quiz 6. Video and handouts. Class discussion. Review for Final.
July 26th - week 8 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:5/3/2011 8:49:10 PM