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CJ 100 Intro to Criminal Justice Admin
Gardner, Gary A.


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

S2G 2011 GR

Faculty

Gardner, Gary A.

Title

Adjunct Faculty

Degrees/Certificates

Bachelor of Science, CJ Administration
Master of Science, Administration

Office Location

784 Eielson Street, Grand Forks AFB, ND

Office Hours

M-F  0800-1600

Daytime Phone

701 747-7164

Other Phone

701 741-2328 (Cell)

E-Mail

gary.gardner@park.edu

g3mgardner@gfwireless.com

Semester Dates

14 March - 06 May 2011

Class Days

-MTWRF-

Class Time

11:00 - 12:00 AM

Prerequisites

None

Credit Hours

3


Textbook:

Schmalleger, Frank; Criminal Justice, A Brief Introduction; 8th ed., 2010; Prentice Hall.
 
ISBN-13:978-013-714553-9

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
Current and past Professional Criminal Justice Periodicals and Publications.  Additional resources will be provided to the student(s), by the instructor at no cost, but must be returned at the end of the semester.

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:
Lectures, discussions, readings, case studies and video presentations.  Quizzes, essays and examinations will be conduted to ensure students grasp material and concepts being taught.

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:
Three written essays (CORE ASSESSMENT), four quizzes and two exams (Midterm and Final).  Quizzes will consist of fifty questions each and consist of multiple choice, true/false and essay.  The midterm and final will consist of one-hundred questions consisting of multiple choice, true/false and essay.

Grading:

Each essay will be 15% of the students grade for a total of 45% (CORE ASSESSMENT)
Each quiz will be 5% of the students grade for a total of 15%
The midterm and final exams will each be 15% of the students grade for a total of 30%
Class participation will be 10% of the student(s) grade

Late Submission of Course Materials:
Students are responsible for reading all assignments from the text and other publications provided by the instructor.  Written assignments are due on the dates assigned and late assignments will not be accepted unless coordinated with the instructor beforehand.  Students are responsible for obtaining information regarding assignments made during any absences.

Classroom Rules of Conduct:
Class participation is expected and will form a part of the final grade.  Students are expected to come to class prepared and to be on time.  Attendance will be taken each class meeting.  Classes missed for legitimate reasons, such as illness, temporary duty, are excusable; however, the student must make up the missed work.  Each student is responsible for providing the justification for an unexcused absence.  Two or more unexcused absences are excessive and could result in a failing grade for the course.

Course Topic/Dates/Assignments:

March 14 - Chapter 1 - Introduction to CJ; A Brief History of Crime in America and The theme of the assigned text
March 15 - Chapter 1 - Discuss Freedom vs. Safety and Social Justice
March 16 - Chapter 1 - CJ current events and discuss CJ systems and functions, the Consensus Model and the Conflict model
March 17 - Chapter 1 - Investigation and Arrest; Booking; Pretrial Activities and Adjudication
March 18 - Chapter 1 - Sentencing; Corrections; Parole and Probation and Due Process and Individual Rights
March 21 - Chapter 1 - The Role of the Courts in Defining Rights
March 22 - Chapter 1 - Police Recruits in Heavy Demand; Crime Control throught Due Process and why study CJ
March 23 - Chapter 1 - The Role of Research in CJ; Multiculturalism and Diversity in CJ
March 24 - Chapter 1 - Summarize, Review and Discuss Chapter 1  (FIRST ESSAY DUE ON 29 March)
March 25 - Chapter 2 - Introduction; Crime Data and Social Policy and the Collection of Crime Data - Discuss possible Crime Data/Social Policy manipulation
March 28 - Chapter 2 - Definition of Uniform Crime Report (UCR) and the Development of the UCR Program; Discuss the National Incident-Based Reporting System (NIBRS)
March 29 - Chapter 2 - FIRST ESSAY DUE - Discuss Freedom or Safety and Criminal Offenses
March 30 - Chapter 2 - Discuss and compare National Crime Victimization Survey and the UCR; Crime against women
March 31 - Chapter 2 - Multiculturalism and Diversity - Gender Issues in CJ; Crimes against the Elderly; Hate Crime; Corporate and White-Collar Crime; Organized Crime and Gun Crime
April 01 - Chapter 2 - Gun Control; Drug Crime; High Tech and Computer Crime and Terrorism
April 04 - Chapter 2 -  Review and Quiz #1 on Chapters 1 and 2 
April 05 - Chapter 3 - Discuss Nature and Purpose of Law, Rules of Law and Types of Law
April 06 - Chapter 3 - General Categories of Crime; General Features of Crime and Elements of a Specific Criminal Offense
April 07 - Chapter 3 - Types of Defenses to a Criminal Charge
April 08 - Chapter 4 - Discuss Policing Purpose and Organization; Police Mission; Federal to Local levels of LE; Policing Styles and Police Community Relationships; Police Discretion
April 11 - Chapter 5 - Legal Aspects of Policing - Abuse of LE Power; Individuals Rights; Search and Seizure; Arrest and the Intelligence function in LE  (ESSAY #2 DUE ON 15 April)
April 12 - Review Chapters 3, 4 and 5 QUIZ#2
April 13 - Chapter 6 - Issues and Challenges in CJ; Police Personality and Culture; in Policing; Ethics and Professionalism in LE; Use of Force and Professionalism and Ethics
April 14 - Chapter 6 - Ethics and Diversity in Policing and Private Protective Services
April 15 - ESSAY #2 DUE - Chapter 7 - Discuss Federal, State and local COurts and jurisdictional responsibilities
April 18 - Chapter 8 - Discuss Courtroom Workings and the Process of Criminal and Civil Trials
April 19 - Review Chapters 6, 7 and 8 MIDTERM EXAM ON CHAPTER 1 through 8
April 20 - Chapter 9 - Discuss the Philosophy and Goals of Criminal Sentencing
April 21 - Chapter 9 - DNA Testing; Death Sentence Discussion
April 22 - Chapter 10 - Discuss Parole, Probation and Community Corrections - Show Video of NYC Rikers Island Correctional Facility
April 25 - Chapter 11 - Prisons and Jails, The Philosophy of Imprisonment
April 26 - Chapter 11 - Discussion on Federal Prison vs. Correctional Centers vs. Private Prisons
April 27 - Chapter 12 - Compare and Contrast Prison Life for Men vs. Women
April 28 - Chapter 12 - Ethics and Professionalism of Correctional Officers and Correctional Staff
April 29 - Chapter 12 - Discuss Prisoners Rights vs. Prisoners Privileges ESSAY#3 DUE ON MAY 06
May 02 - QUIZ #3 on Chapters 9, 10 and 11
May 03 - Chapter 13 - Discuss the Juvenile Justice System
May 04 - Chapter 13 - Compare and Contrast the Juvenile Justice System vs. Adult Justice System
May 05 - Review Chapters 9, 10, 11, 12 and 13
May 06 - FIANL EXAM on Chapters 9, 10, 11, 12 and 13 - ESSAY#3 DUE
 
May 02 -
 
  

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:

 



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:2/27/2011 12:54:05 PM