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CJ 100 Intro to Criminal Justice Admin
Hamilton, John R.,, Jr.


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

SP 2011 HOA

Faculty

Hamilton, John R.,, Jr.

Title

Associate Professor of Criminal Justice Administration

Degrees/Certificates

Ph.D.

Office Location

Mackay 20C

Office Hours

Monday 1:30-2:30; Tuesday 8:30-11:30; Wednesday 1:30-2:30; Thursday 8:30-11:30; and by appointment

Daytime Phone

816-584-6302

E-Mail

john.hamilton@park.edu

Class Days

-M-W-F-

Class Time

9:00 - 9:50 AM

Credit Hours

3


Textbook:
 

Mutchnick, Robert (2010). Criminal Justice Interactive. Upper Saddle River, N.J.:Prentice Hall
ISBN:  0-13-505722-1
 
Students MUST buy the book or the Criminal Justice Interactive Code to properly participate in this class.

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, exercises, papers.

Grading:
 

           

Three tests (best 3 out 4 scores)    300 points

 (3 chapter tests and 1 final exam)                         

Essays                                               300     “                                             

Class participation                            160     “

CJi activities (In the news,

            Web Activities, Essay

            Questions, or Review

            Questions                               140 

           

                        TOTAL                       900      “

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:
 

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, e-mail, or pager) prior to the absence for the absence to be considered excused. Five points will be deducted for papers submitted late and up to five points will be added to papers submitted prior to the due date. THERE WILL BE NO MAKE-UP EXAMS GIVEN. THERE WILL BE FOUR TESTS GIVEN BUT ONLY THREE WILL COUNT IN CALCULATING YOUR FINAL GRADE. FIVE (5) POINTS WILL BE DEDUCTED FOR EVERY DAY A PAPER IS LATE .

Classroom Rules of Conduct:
 

It is expected that members of the class will treat each other with respect and dignity. There will be many different views and opinions and no one should be chastised or ridiculed for their contribution to the class. The use of a laptop computer for note taking is acceptable; however, the use of the computer during class to send e-mails or check social networks such as Facebook is disruptive to the class and will not be allowed. Students should also refrain from using cell phones for texting during the class sessions. Students should come to class properly prepared to discuss the scheduled lesson. 

Course Topic/Dates/Assignments:
 

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

January 10                 Introduction to course

January 12                 Chapter 1       “The Criminal Justice System”

January 14                 Chapter 1

January 17               Dr. Martin Luther King day – no class 

January 19                 Chapter 1

January 21                 Chapter 2       “Defining and Measuring Crime”

January 24                 Chapter 2

January 26                 Chapter 2

January 28                 Chapter 3       “Explaining Criminal Behavior”

January  31                Chapter 3

February 2                 Chapter 3

February 4                Test #1

February 7                 Chapter 4       “Criminal Law”

February 9                 Chapter 4      

February 11               Chapter 4      

February 14               Chapter 5      “The Police: History, Structure, Functions”

February 16               Chapter 5      

February 18               Chapter 5

February 21             President’s Day – no class

February 23               Chapter 6       “The Police and the Constitution”

February 25               Chapter 6

February 28               Chapter 7       “The Police: Issues and Challenges”

March 2                      Chapter 7                              

March 4                      Chapter 7       Essay 1 due

March 7                     Spring Break – no class

March 9                     Spring Break – no class

March 11                   Spring Break – no class

March 14                  Test #2

March 16                   Chapter 8        “The Courts: History, Structure, Key Players

March 18                   Chapter 8       

March 21                    Chapter 8      

March 23                    Chapter 9       “Pre-Trial Activities and the Criminal Trial”

March 25                    Chapter 9                  

March 28                    Chapter 9

March 30                    Chapter 10     “Sentencing” and Essay 2 due

April 1                        Chapter 10

April 4                         Chapter 10    

April 6                        Test #3

April 8                         Chapter 11     “Corrections: History and Institutions”        

April 11                       Chapter 11

April 13                       Chapter 12     “Corrections in the Community”

April 15                       Chapter 12    

April 18                       Chapter 12

April 22                    Good Friday – No class

April 25                       Chapter 13     “Life Behind Bars”

April 27                       Chapter 13    

April 29                       Chapter 14     “The Juvenile Justice System”

April 30                       Chapter 14

 (Final Examination: 5/5/2011 8:00-10:00 a.m. )

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 .

Additional Information:
 

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. Some of the course material and assignments will come from this site. Each student must have their own access code, which will be included with your textbook purchase. 


Instructions to Register with and Access CJi


·        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.


·        Class Activities: For each chapter, we will watch, discuss, answer the CJi episode, learning modules, and myths and issues or do the stimulation activities together.


·        Homework:   You must do one of the following for each chapter: In the News, Web Activity, Essay Questions, or Review Questions. Your professor will designate the activities you must complete. The homework for each CJi Unit must be completed by midnight on the day before the following class period. These dates will not be marked on the syllabus; it is the student’s responsibility to keep track of due dates.



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:12/16/2010 12:49:31 PM