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CJ 100 Intro to Criminal Justice Admin
Christopher, Kenneth


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

CJ 100 Introduction to Criminal Justice Administration

Semester

FA 2011 HOA

Faculty

Dr. Kenneth Christopher, D.P.A.

Title

Assistant Professor of Criminal Justice

Degrees/Certificates

Doctor of Public Administration (Nova Southeastern University, Fort Lauderdale, FL, 1999)
Master of Public Administration (Florida International University, Miami, FL, 1983)
Bachelor of Science in Criminal Justice (University of Dayton, Dayton, OH, 1976)

Office Location

MA 208-B (Academic Underground)

Office Hours

Monday, Wednesday, Friday, 10am-12noon or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Mobile: 816-809-6494

E-Mail

kenneth.christopher@park.edu

Web Page

http://www.park.edu/cj/

Semester Dates

August 15 - December 9, 2011

Class Days

-M-W-F-

Class Time

8:00 - 8:50 AM

Credit Hours

3


Textbook:

Criminal Justice: A Brief Introduction

Schmalleger, Frank.  (2012).

9th Ed.  Pearson Prentice Hall: Upper Saddle River, NJ:  
 

ISBN-13: 97807069845

 

 

 

 

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

   

The instructor will be using eCompanion during the term for instructor-student communications, distributing handouts and supplemental readings, document sharing, recording grades, posting PowerPoint slides, webliography, etc. Students can access the course website using their student ID and OPEN password via:

http://parkonline.org/

From time to time, the instructor will refer students to supplemental required readings, audiovisuals, case studies, articles, computer resources, etc. which will be posted on eCompanion and/or provided as supplemental handouts in class. It is the student's responsibility to have reliable access to eCompanion and maintain currency on all assigned material.

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:
This course is 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 overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations:

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.
  5. The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

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:

Examinations: There will be two (2) examinations.  Each exam is equally weighted and will cover a defined portion of the course material presented and/or distributed, and the required textbook/supplemental readings.  Exams may be closed or open book/notes. Exam questions may be any combination of short answer, multiple choice, true/false, matching, and/or essay type.

Periodic Assignments/Quizzes: During the term students will be assigned TEN (10) individual or group activities in the form of in-class or homework assignments, discussions, and/or quizzes.  These activities may occur at any time during the term.  Quizzes may be closed or open book/notes. These assignments/quizzes will require you to maintain currency in reading assigned text chapter(s) and/or supplemental material, so it is important to come to class PREPARED.  Students who are not present in class to engage in these periodic activities remain responsible for any assignments, supplemental material, and information given in class.

Core Assessment Essays: All students will complete THREE (3) essays, one each on law enforcement, courts and corrections, as detailed above in this syllabus as the CORE ASSESSMENT.  Students should also review the CORE ASSESSMENT RUBRIC at the bottom of the syllabus in conjunction with the assignment requirements. More information on these assignments will be provided in class.

Grading:

Examinations (2)                                   50%   (500 points)

CJA Essays (3)                                     25      (250 points)

Periodic Assignments/Quizzes (10)        25       (250 points)

 

Total                                       100%        (1,000 points)

 

A 90-100                        

B 80-89 

C 70-79

D 60-69

F (Failure) 59 and below                 

Late Submission of Course Materials:

 

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, HOMEWORK, ETC. ARE DUE AS PUBLISHED IN THE COURSE SCHEDULE IN THIS SYLLABUS, EXCEPT AS SPECIFIED BELOW:

  • Late submissions will be downgraded by one whole letter grade (e.g., A to B, B to C, etc.) for each CALENDAR DAY that the assignment is late.
  • Course assignments (periodic assignments, projects, essays, and related oral presentations) not submitted within THREE (3) CALENDAR DAYS OF THE DUE DATE WILL BE GRADED AS AN "F" (zero points). No assignment will be accepted for grading if MORE THAN 3 DAYS LATE. No assignment will be accepted, reviewed, or graded AFTER December 2, 2011.
  • There are NO MAKEUPS for missed Periodic Assignments/Quizzes.

MAKEUP POLICY - MAJOR EXAMINATIONS ONLY:  Students who fail to complete scheduled examinations will receive a grade of 0 (F) for the assessment item. Students involved in a University-sanctioned event (e.g., sports competition) or experiencing some type of EMERGENCY (e.g., personal illness, car accident, family issue, etc.), which will impact their ability to complete a major examination must personally contact the instructor as soon as possible BEFORE the scheduled examination.  Makeups for major examinations MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the University activity (e.g., team schedule and correspondence from coach) or EMERGENCY (e.g., medical note, police report, etc.) and advance notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP EXAM. 

Classroom Rules of Conduct:

  
 

PLEASE silence all beepers, cell phones, wireless communication devices, electronics, etc. while in class. 

If a cell phone must be used during class (including text messaging), please do so outside the classroom.

The use of laptop personal computers to take notes or conduct course-related research is permitted during class, as long as it is not a distraction to the instructor or to other students. 

E-mailing, interactive chatting, texting, instant messaging, web-surfing, listening to music, watching videos, and any other non-course-related computing activities are considered distracting to the instructor as well as to other students and are not permitted during class sessions.

The instructor reserves the right to restrict or prohibit the use of laptop computers or other electronic devices during class for any reason. Students who repeatedly engage in distracting activities will be requested to leave the classroom.

While class is in session, students may NOT use headphones or ear buds connected to any electronic device.

PLEASE show each other the same respect you would want by actively listening to others and maintaining civility in the discourse.

Behavior considered to be discriminatory, obscene, profane, humiliating, prejudicial, harassing, annoying, or otherwise disturbing to other students, the instructor, and/or the learning environment will not be tolerated. Students can expect to be held accountable for their behavior in accordance with federal, state, and local laws, as well as Park University policies, rules, conduct codes, and procedures.

REMEMBER that we are all different and that we grow and develop positively by practicing acceptance, tolerance, and understanding of each other's opinions, customs, and ideas.

Course Topic/Dates/Assignments:

   

REGARDING ASSIGNED READINGS -- PLEASE NOTE: The schedule below includes assigned readings from the Schmalleger (S) textbook. The instructor assumes the readings will be completed BEFORE the first class meeting each week. You can expect to be quizzed/assessed on the readings each week. In addition, you will be assigned supplemental readings during the course via in-class handouts; postings on the eCompanion website; or by referral to web-based resources.  For assessment purposes, students are responsible for all assigned readings.

The following schedule is subject to change.  Periodic assignments or quizzes may be given any time. 

Week 1 – August 15, 17, 19

  • Introductions
  • Course Syllabus
  • Introduction to Criminal Justice Administration
  • What is Criminal Justice
  • Readings: ---Course Syllabus ---Schmalleger (S), Chapter 1

 Week 2 – August 22, 24, 26

  • The Crime Picture
  • Reading: ---S, Chapter 2
  • Quiz/Periodic Assignment #1

Week 3 – August 29, 31, September 2

  • Criminal Law
  • Reading: ---S, Chapter 3
  • Quiz/Periodic Assignment #2

Week 4 – September 7 and 9  

  • NO CLASS – Monday, September 5 (Labor Day)
  • Policing: Purpose and Organization
  • Reading: ---S, Chapter 4
  • Quiz/Periodic Assignment  #3

Week 5 – September 12, 14, 16

  • Policing: Legal Aspects
  • Reading: ---S, Chapter 5 
  • Core Assessment Essay #1 Written Reports Due Monday, September 12

Week 6 – September 19, 21, 23

  • Policing: Issues and Challenges
  • Reading: S, Chapter 6
  • Quiz/Periodic Assignment #4

Week 7 – September 26 and 28

  • NO CLASS – Friday, September 30 (Instructor-Conference Travel: Alternative class assignment to be posted on eCompanion)
  • The Courts
  • Reading: ---S, Chapter 7
  • Quiz/Periodic Assignment #5

Week 8 – October 3, 5, 7

  • Midterm Review
  • Midterm Exam (Weeks 1 through 7), Friday, October 7

***NO CLASSES OCTOBER 8 - 16 – FALL BREAK***

Week 9 – October 17, 19, 21

  • The Courtroom Workgroup and the Criminal Trial
  • Reading: ---S, Chapter 8
  • Quiz/Periodic Assignment #6

Week 10 – October 24, 26, 28

  • Sentencing
  • Reading: ---S, Chapter 9
  • Core Assessment Essay #2 Written Reports Due Monday, October 24

Week 11 – October 31, November 2

  • NO CLASS – Friday, November 4 (Instructor-Conference Travel: Alternative class assignment to be posted on eCompanion)
  • Probation, Parole, and Community Corrections
  • Reading: ---S, Chapter 10
  • Quiz/Periodic Assignment #7

Week 12 – November 7

  • NO CLASS – Wednesday, November 9 (Instructor-Conference Travel), and Friday, November 11 (Veterans Day): Alternative class assignment to be posted on eCompanion
  • Prisons and Jails
  • Reading: ---S, Chapter 11
  • Quiz/Periodic Assignment #8 

Week 13 – November 14, 16, 18

  • Prison Life
  • Reading: ---S, Chapter 12
  • Quiz/Periodic Assignment #9

Week 14 – November 21 and 23

  • NO CLASS – Friday, November 25 (Thanksgiving Day-Friday)
  • Juvenile Justice
  • Reading: ---S, Chapter 13
  • Quiz/Periodic Assignment #10

Week 15 – November 28, 30, December 2

  • Final Exam Review
  • Core Assessment Oral Presentations
  • Core Assessment Essay #3 Written Reports Due Monday, November 28

Week 16 – Date TBA

·        Final Examination (Weeks 8 through 15) – TBA


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 2011-2012 Undergraduate Catalog Page 93
All students are expected to be familiar with the University's policies on Academic Honesty and Plagiarism. Evidence of academic dishonesty, including plagiarism, fabrication, or cheating, will be fully investigated and may result in course failure.

Using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. The instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and/or the College for Distance Learning. Generally, for the first time, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.

I can't say this any clearer: Students who cut and paste text from an online source into assignments (including online discussions), and do not use quotation marks, in-text, and end citations, are plagiarizing, and violating the Academic Honesty Policy.

All students are advised to review the policy detailed in the Course Syllabus, and on pp. 92-94 of the 2010-2011 academic catalog.

PLEASE REVIEW AND CHECK YOUR ASSIGNMENTS CLOSELY TO BE SURE YOU ARE NOT PLAGIARIZING.

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 2011-2012 Undergraduate Catalog Page 93
All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

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 2011-2012 Undergraduate Catalog Page 96
Class attendance is the major component of the class participation grade. The instructor expects students to attend all classes and participate in class discussions, group exercises, and informational exchanges.  Attendance will be recorded each class meeting.  Students are allowed TWO (2) Excused absences for any reason during the term without penalty. All other absences will be recorded as Unexcused and result in a proportionate reduction of points from the class participation grade. Students arriving more than 10 minutes after class starts or departing before class ends may have an Unexcused absence recorded.

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 .
For special accommodations of any kind, please notify the instructor during the first week of class so that I may assist you.

Additional Information:
 

Changes or Modifications


The instructor reserves the right to modify the course content and schedule without prior notice and in accordance with the requirements of the course. 


Contacting the Instructor


The instructor is available and willing to assist students.  Please feel free to contact the instructor at any time if there are questions or need for assistance.  Appointments to meet or discuss outside of class can be arranged by contacting the instructor by telephone, e-mail, or personal communication.  When calling by telephone, if it is necessary to leave a voice-mail message, please indicate a preferred time of day for a response.

 

All students are advised to review and be familiar with the Park University Student Conduct Code at: http://www.park.edu/studentlife/conduct.html


The instructor will hold students accountable for compliance.

As well, please familiarize yourself with the Park University Student Handbook at: http://www.park.edu/StudentHandbook.pdf


There is a wealth of information in this document which might be of assistance to you when you have questions or are looking for information about Park University.



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:8/3/2011 8:12:00 PM