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CJ 300 Agency Administration
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 300 Agency Administration

Semester

FA 2011 HO

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

Academic Underground - MA 208-B

Office Hours

Monday, Wednesday, Friday, 10am-12n; or by appointment

Daytime Phone

Office: 816-584-6597

Other Phone

Cell: 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

Monday, Wednesday, Friday

Class Time

9:00am - 9:50am

Prerequisites

CJ100 and either CJ231, CJ232, or CJ233

Credit Hours

3


Textbook:
REQUIRED TEXT:

 
Criminal Justice Management: Theory and Practice in Justice-Centered Organizations
by Mary K. Stohr & Peter A. Collins

Publisher: Oxford University Press
Year: 2009
ISBN: 978-0-19-533761-7
 
SUPPLEMENTAL REQUIRED READINGS WILL BE POSTED EACH WEEK ON THEeCOMPANION WEBSITE

 

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/.

http://parkonline.org - eCompanion

Course Description:

This intermediate course examines management models, administrative techniques and patterns or organizational structure characteristic of criminal justice agencies. PREREQUISITES: CJ 100and either CJ 231, CJ 232, or CJ 233.

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. Compare criminal justice organizations and understand why they should be studied.
  2. Critique the process-related features of criminal justice components that explain these institutions and our understanding of them.
  3. Distinguish the key concepts used in the study of these organizations.
  4. Analyze the functions of the administration of law enforcement systems, the courts, and corrections.
  5. Evaluate organizational effectiveness and policy-making in different organizations.


  Instructor Learning Outcomes
  1. Articulate issues bearing on the expanding role of the criminal justice organization in society.
  2. Develop and/or apply criminal justice agency administration strategies for problem-solving in real-life situations.
Core Assessment:

For CJ300, the student will analyze and report on a section/bureau/division in a criminal justice agency. The focus of the analysis is to examine the manner in which the section/bureau/division influences agency operations. Examples include Human Resources Section, Records Division, Office of Legal Affairs, Internal Affairs and/or Professional Standards, Labor Relations Office, Budget Section for the ABC County Sheriff’s Office or the DEF Juvenile Detention Center. 

The purposes in conducting and writing this study are to improve your ability to synthesize, analyze, and evaluate information carefully and objectively, solve problems effectively, present your ideas in clear written form directed to a specific audience, in this case, your class. 

To complete this project, you should: 

  1. Select the agency and section/bureau/division in which you are interested.
  2. Gather materials from the agency, such as organization charts, annual reports, and budgets.
  3. Interview persons working in the section about their job(s).
  4. Observe the activities in the section.
  5. Describe the structure, practice, and procedures of the agency and of the section you plan to analyze.
  6. Describe the procedures you will use to conduct your study including interviewing some people who work in the section.
  7. Compare similar agencies.
  8. Describe the results of your study.
  9. Make conclusions about your findings, including the positive and negative aspects you discovered. 

Your paper must include:

  1. A cover page
  2. Introduction
  3. Methodology section
  4. Discussion
  5. Reference page
  6. Appendix which might include a summary of your interview(s) and organization charts of your agency and your section 

The text of this paper should be at least 2,000 words or eight pages typewritten or computer-generated, not counting the cover page, reference pages, appendices. You must demonstrate that you understand the terminology and the concepts used in the section of the agency you study and that you know how to apply these concepts.   You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA format in source citation both in the body of the paper and in the reference page. 

You will present your paper in class in a manner selected by the instructor for your course.

Link to Class Rubric

Class Assessment:

Examinations: There will be TWO (2) major examinations: a midterm and a final. Examinations may be in class or take-home, closed or open books/notes, and may be  objective and/or subjective type questions.

Periodic Assignments/Quizzes: There will be 10 periodic assignments or quizzes, which may be oral or written, individual or group activities, online, in-class, or homework assignments, presentations, and/or discussion activities. 

Core Assessment: Refer to Core Assessment requirements and the Core Assessment Rubric.

Grading:

 
Midterm Examination                       25% (250 points)                             
Final Examination                            25% (250 points)                             
Periodic Assignments/Quizzes           25% (250 points)                              
Core Assessment                            25% (250 points)           
  
Total                                              100% (1,000 points)                          

 

A 900 points and above                        

B 800-899 points 

C 700-799 points

D 600-699 points

F (Failure) 599 points and below

Late Submission of Course Materials:

      ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, PRESENTATIONS, DISCUSSIONS, GROUP ACTIVITIES, HOMEWORK, ETC. ARE DUE AS PUBLISHED IN THE COURSE SCHEDULE IN THIS SYLLABUS, OR AS DIRECTED IN CLASS.

      Late assignments will be accepted up to three (3) calendar days after the due date. For each day (24 hours) late, the grade will be reduced by one letter grade. After 3 days (72 hours), the assignment will be graded as zero (0) points.
      Except for the Final exam, no assignment will be accepted, reviewed, or graded AFTER Friday, December 2, 2011.

      MAKEUP POLICY:  Students who fail to complete the scheduled assessments 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 assessments, must personally contact the instructor BEFORE the schedule assessment, or as soon as possible afterwards if an emergency.  A makeup for the assessment MAY be offered on a case-by-case basis, subject to written documentation from the student substantiating the University activity (e.g., team schedule, correspondence from coach) or EMERGENCY (e.g., medical note, police report, etc.) and notice from the student. THE INSTRUCTOR HAS NO OBLIGATION TO OFFER A MAKEUP FOR ANY ASSESSMENT ITEM

      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 Stohr & Collins (SC) 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 REQUIRED 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.

         

        Week 1 – August 15, 17, 19

        • Introductions
        • Course Syllabus
        • Introduction to Agency Administration
        • Review of Core Assessment 
        • Criminal Justice Management
        • Readings: ---Course Syllabus ---Stohr & Collins (SC), Chapter 1 --- The Expectation-Integration Model (Roberg, Kuykendall, and Novak, pp. 11-19, in eCompanion, DOC SHARING)
        • Quiz/Periodic Assignment 

         Week 2 – August 22, 24, 26

        • Criminal Justice Management
        • Reading: ---SC, Chapter 2
        • Quiz/Periodic Assignment

        Week 3 – August 29, 31, September 2

        • Deviance, Abuse of Force, Sexual/Gender Harassment, Ethics
        • Reading: ---SC, Chapter 3 ---  The Public Image of the Police, by Gallagher, Maguire, Mastrofski and Reisig (in eCompanion, DOC SHARING)
        • Quiz/Periodic Assignment

        Week 4 – September 7 and 9  

        • NO CLASS – Monday, September 5 (Labor Day)
        • Service Values, the Administrative State, and Management Theory
        • Reading: ---SC, Chapter 4
        • Quiz/Periodic Assignment  

        Week 5 – September 12, 14, 16

        • Communications
        • Reading: ---SC, Chapter 5 --- Coordinated Management of Meaning (Pearce and Cronen) --- Fundamental Interpersonal Relationship Orientation (Schutz) (in eCompanion, DOC SHARING) 
        • Quiz/Periodic Assignment

        Week 6 – September 19, 21, 23

        • Socialization, Roles, and Power Issues
        • Reading: SC, Chapter 6
        • Quiz/Periodic Assignment
        • Core Assessment Concept Paper due Monday, September 19 

        Week 7 – September 26 and 28

        • NO CLASS – Friday, September 30 (Instructor-Conference Travel: Alternative class assignment to be posted on eCompanion)
        • Leadership and Criminal Justice Organizations
        • Reading: ---SC, Chapter 7
        • Quiz/Periodic Assignment

        Week 8 – October 3, 5, 7

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

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

        Week 9 – October 17, 19, 21

        • Human Resource Management
        • Reading: ---SC, Chapter 8
        • Quiz/Periodic Assignment

        Week 10 – October 24, 26, 28

        • Personnel Selection Issues, Diversity, and Affirmative Action
        • Reading: ---SC, Chapter 9
        • Quiz/Periodic Assignment

        Week 11 – October 31, November 2

        • NO CLASS – Friday, November 4 (Instructor-Conference Travel: Alternative class assignment to be posted on eCompanion)
        • Managing Treatment, Force, Standards, and Accreditation
        • Reading: ---SC, Chapter 10
        • Quiz/Periodic Assignment

        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
        • Strategic Planning and Budgeting
        • Reading: ---SC, Chapter 11
        • Quiz/Periodic Assignment  

        Week 13 – November 14, 16, 18

        • Decision Making and Prediction
        • Reading: ---SC, Chapter 12
        • Quiz/Periodic Assignment

        Week 14 – November 21 and 23

        • NO CLASS – Friday, November 25 (Thanksgiving Day-Friday)
        • Model Management Practices
        • Reading: ---SC, Chapter 13
        • Quiz/Periodic Assignment

        Week 15 – November 28, 30, December 2

        • Final Exam Review
        • Core Assessment Oral Presentations
        • Core Assessment 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
        The instrucor is required to take attendance. If you are not in class, your absence will be recorded as UNEXCUSED (U). If you request an EXCUSED (E) absence, please contact the instructor via telephone or e-mail with the reason for the request. There are no grade points for class attendance. While there are no grade penalties for missing class, continued absences will likely affect the student's ability to succesfully complete scheduled and unscheduled course assessments. Students who anticipate being absent regularly or for an extended period (e.g., illness, family emergency, business travel, etc.) are encouraged to contact the instructor to discuss alternatives.

        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 .
        Please notify the instructor during the first week of class, or as soon as practicable, about any issue affecting your ability to fully participate in class activities.

        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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        Combines interviews, agency documents, observations, course text, and other resources (more than 8) into a consistent whole - other resources are books and/or referred journal articles Combines interviews, agency documents, observations, course text, and other resources (6 to 8) into a consistent whole - other resources are books and/or referred journal articles but somewhat superficial Combines interviews, agency documents, observations, course text, and other resources (less than 6) into a consistent whole - other resources are books and/or referred journal articles but superficial Some of the required elements (interviews, agency documents, observations, course text, and other sources are missing and 
        Analysis                                                                                                                                                                                                                                                   
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        Analyzes key elements using more than 8 sources Analyzes key elements using the 6 to 8 sources Analyzes key elements using less than  6 sources Analysis is not present in artifact 
        Evaluation                                                                                                                                                                                                                                                 
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking Appraises the sources into congruous conclusions Appraises the sources into conclusions Evaluation is not present in artifact 
        Terminology                                                                                                                                                                                                                                                
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        By using more than 10 words specific to the profession, the  artifact demonstrates an exceptional understanding of terminology By using 10 words specific to the profession, the  artifact demonstrates the expected understanding of terminology By using less than 10 words specific to the profession, the  artifact demonstrates an less than satisfactory understanding of terminology By not using words specific to the profession, the artifact fails to provide appropriate evidence 
        Concepts                                                                                                                                                                                                                                                   
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        By discussing more that 5 key ideas (those  specific to the profession), the  artifact demonstrates an exceptional understanding of concepts By discussing 5 key ideas (those specific to the profession), the  artifact demonstrates the expected understanding of  concepts By discussion less than 5 key concepts (those  specific to the profession), the  artifact demonstrates less understanding than expected An artifact that fails to discuss at least concepts is unsatisfactory 
        Application                                                                                                                                                                                                                                                
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        The artifact shows multiple instances and exceptional understanding  of terminology and concepts throughout the paper The artifact shows sufficient and satisfactory use of terminology and concepts throughout the paper The artifact shows little and unsatisfactory use of terminology and concepts throughout the paper The artifact fails to demonstrate an understanding  of terminology and concepts appropriate to the profession 
        Whole Artifact                                                                                                                                                                                                                                             
        Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            
        The artifact fewer than 5 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains 5 to 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact more than 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains so many errors in the APA writing convention or in the paper presentation  that make it difficult to read 

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        Last Updated:8/3/2011 8:13:56 PM