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CJ 220 Criminal Justice & the Community
Herbeck, Dennis


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 220 Criminal Justice and the Community

Semester

U1T 2012 DL

Faculty

Herbeck, Dennis

Title

Adjunct Faculty

Degrees/Certificates

Masters Degree Administration
Bachelors Degree Social Work

Office Location

Grand Forks, North Dakota

Office Hours

Anytime online

Daytime Phone

701 740 0617

Other Phone

701 775 9681

E-Mail

dennis.herbeck@park.edu

deh47@gra.midco.net

Semester Dates

June 4, 2012 to July 29, 2012

Class Days

Online

Class Time

Online

Credit Hours

3


Textbook:

Textbook:
 
Clear, Hamilton & Cadora, Community Justice, 2st edition, Routledge, 2003 (paperback).  ISBN-9780415780278

Text Ordering:
http://direct.mbsbooks.com/park.htm

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This basic course emphasizes programming techniques for benefiting the agency-citizen relationship. Prominence is placed on utilizing the resources of the criminal justice agencies to engage in effective conflict resolution with citizens, develop citizen and agency awareness, community crime prevention and community relations. A review of these relationships as they interact with criminal courts and the correctional system is included.3:0:3

Educational Philosophy:

The instructors educational philosophy is tied to understanding both the theorhetical application of issues in our society as well as the practical and day to day operation of law enforcement, courts and corrections.  It is my belief that the interactions between  elements in the syistem are required in order to have a better understanding of the Police, Courts and Corrections  and the Community.

Learning Outcomes:
  Core Learning Outcomes

  1. Explain the history and evolution of American policing, while examining the development of community-oriented government.
  2. Analyze the future potential of the COPPS philosophy for the elements of the criminal justice system.
  3. Apply the philosophy of Community Oriented Policing and Problem Solving (COPPS) and the concomitant issues of training, agency implementation, and evaluation that accompany the philosophy.


  Instructor Learning Outcomes
  1. Explain the elements of prejudice that might be amplified in law enforcement
  2. Explain the view that citizens have of law enforcement and why.
  3. Write the pros and cons of deterrence in the Justice system.
  4. Identify and list cases in the Justice System related to Police, Courts and Corrections
Core Assessment:


  • Class participation, quizzes & exams


  • Exams


  • Papers, presentations, group &/or individual activities with written assignments (see CJ205)

Class Assessment:

 

Class Activities and Assessment

Readings, lecture and power point presentations: The entire textbook will be read for this class and lecture material. In addition Power Point presentations will provide an overlap of material and comments related to the course. Assignments are indicated on the weekly schedule and syllabus. Students are responsible for reading the assignment prior to the class in which the topic will be discussed.

Discussion: Students are expected to participate in discussions and to read the lectures. Class participation is considered a major component of this course. While a student will be marked as "present" merely by logging into the course, this is not what class participation involves. It is expected that students will actively participate in the weekly discussion threads with thoughtful responses. Each week there will be discussion questions posed for comment by each student.

Additionally, it is expected that students will engage others in discussing the issues raised in the thread. To receive maximum credit for participation there is both a quality and quantity measurement. If you need a number for responses 8-10 would work; but not limited to a fixed number. Quality is the degree to which the student addresses specific issues and comments of others. Quantity is the absolute number of postings. Also outside material is expected to be brought into the discussion. At least three referencs should be attached during each week of discussion. These reference should be included in separate posts.

For example one could have 8 or 9 postings that did not relate to the issue and no credit would be awarded. However, if the minimum number of posting were made that directly focused on the discussion issue then maximum credit could be awarded. The issue of quality and quantity are interrelated because simply making two comments to a couple of postings and leaving no other evidence of being involved in the discussion is insufficient for granting credit. The discussion thread is a "virtual classroom" which suggests participation throughout the discussion period. The opportunity to make comments and participate is there to help you increase your grade for that week’s discussion. Comments or postings after those dates will not be evaluated for grading purposes. Results of your work can be located in the grade book.
 

POINT Breakdown:

Each week’s discussion question is worth a total of 40 points 

20 points for quality of response by addressing the specific issues and for quantity or number of postings (see above for details).

20 points for class participation – the quality and quantity of posting to other student’s entries (see above for details).

Results of your work can be located in the grade book. Your grade will be posted by midnight on Tuesday. Check the grade book for that weekly discussion for my comments and grade tips. 

Finding a Proctor - You must follow the Park University procedures for obtaining an approved proctor. Please refer to the Help and Resources page (http://captain.park.edu/cd/oshr/Pages/proctor.aspx) to review the requirements for locating a proctor and the procedure for completing a Proctor Request Form. For proctored examinations, photo identification is required at the time of the test. Park provides access to the proctor request form during the first week of class so that you can send your requested proctor to your instructor for approval. It will be the responsibility of the student to arrange for a proctor, accepted and approved by the course instructor, by the 6th week of the term. Approval of non-Park proctors is at the sole discretion of the online instructor. 

Homework Papers: There are 5 written exercises. These are short papers approximately 2 single spaced pages. They will be submitted in the drop box for that week. They should be supported with outside material, web sites, personal experiences and ideas. Be sure to list your sources used in your paper at the end of your paper.
Necessary: Title page, (page one) Abstract page, (page 2) two pages of single spaced content(pages 3 and 4 ) and a bibliography page.(the last separate page.)

POINT Breakdown:

Each week’s paper is worth a total of 40.

20 points for quality of work by providing support material (text, other readings, web sites). Sources used in your paper should be identified.
Students should follow the APA format for term papers when writing your paper.
20 points for personal comments or experiences related to the topic.
 
.

Results of your work can be located in the grade book. Your grade will be posted by midnight on Tuesday. Check the grade book for that assignment for my comments and grade tips.

Grading: As there is no rubric association with the course grading of assignments and discussion will be based on the following:  Although somewhat subjective it should give you a good idea on where I will be giving the points.
Discussion:
   0 posts 0 points
   1 to 3 posts 10 points
   4 to 7 posts 20 points
   8 to 12 plus posts 30 points
   Content without references listed and applied 0 points
   1 or 2 references  3 points
   3 plus references 5 points
   content with examples, reference driven, experience driven and subject covered in depth 0 to 5 points
 
Assignments:
 
      APA format 10 points ( one title page, one abstract page, minimum of four double spaced content pages, reference page
      font 11
      3 to 5 references 10 points
      four double spaced content pages 10 points
      content with examples, references, studies, research 10 points
 
Term paper:  As described in the instructions.
  


Course Grading Scale - by Assignments

Homework paper 40 points.....Due Week 1

Homework paper 40 points.....Due Week 2

Homework paper 40 points.....Due Week 3

Homework paper 40 points.....Due Week 4

Homework paper 40 points.....Due Week 5

Discussion Question 40 points.....Due Week 1

Discussion Question 40 points.....Due Week 2

Discussion Question 40 points.....Due Week 3

Discussion Question 40 points.....Due Week 4

Discussion Question 40 points.....Due Week 5

Discussion Question 40 points….. Due Week 6

Discussion Question 40 points….. Due week 7

Research Paper  250 points.............Due week 7

Proctored Exam 250 points..............Due Week 8

Grade Scale

A = 90- 100% (or 900 points or higher)

B = 80-89% (or 800 to 899 points)

C = 70-79% (or 700 to 799 points)

D = 60-69% (or 600 to 699 points)

F = < 60% (599 or fewer points)

Late Submission of Course Materials: All course assignments must be submitted to the Instructor in accordance with the dates specified in the syllabus. A 10% "late penalty" will be assessed for any assignment which is tardy. Exceptions to this policy will be made on a case-by-case basis if the student contacts the Instructor prior to the due date and requests an extension.
Week One June 4 - 10, 2012               Discussion and Homework due at weeks end.
Week Two June 11 - 17,  2012           Discussion and Homework due at weeks end.
Week Three June 18 - 24, 2012          Discussion and Homework due at weeks end
Week Four June 25 - July 1, 2012       Discussion and Homework due at weeks end
Week Five July 2 - 8, 2012                 Discussion and Homework due at weeks end
Week Six July 9 - 15, 2012                 Discussion
Week Seven, July 16 - 22 2012           Discussion & Research paper due
Week Eight July 23 - 29, 2012             Core assessment power point and discussion and Proctored Final Exam Due

Grading:


  Grade Scale

A = 90- 100% (or 900 points or higher)

B = 80-89% (or 800 to 899 points)

C = 70-79% (or 700 to 799 points)

D = 60-69% (or 600 to 699 points)

F = < 60% (599 or fewer points)
 
 

Rubric for evaluating homework papers

  Homework Paper Rubric

Criteria 

Excellent

Good

Average

Poor

Interpretation & Critical Analysis

Response skillfully interprets & analyzes text in an insightful original Manner and meets or exceeds 300 words.

Response sufficiently interpret & analyzes the test in adequate ways, though may lack insight & originality; 200-300 words in length.

Response interprets & analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; 200 words in length.

Response neither interprets nor analyzes textual information; it does not meet length requirements.

Focus

Response tightly focuses on a key textual idea or theme

Response sufficiently focuses on a key textual idea or theme

Response sufficiently focuses on key textual ideas or themes but may wander from focus.

Response fails to focus on key textual ideas or themes.

Development with use of adequate support

Response is extremely well developed, using clear, application text examples closely linked to its interpretation.  Quotations conform to MLA format requirements.

Response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. Quotations conform to MLA format requirements.

Response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. Quotations do not conform to MLA format requirements.

Response lacks development and examples. It contains no quotations.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.

Points

40-36

35-32

31-28

27 or less

 

Rubric for evaluating homework papers

  Homework Paper Rubric

Criteria 

Excellent

Good

Average

Poor

Interpretation & Critical Analysis

Response skillfully interprets & analyzes text in an insightful original Manner and meets or exceeds 300 words.

Response sufficiently interpret & analyzes the test in adequate ways, though may lack insight & originality; 200-300 words in length.

Response interprets & analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; 200 words in length.

Response neither interprets nor analyzes textual information; it does not meet length requirements.

Focus

Response tightly focuses on a key textual idea or theme

Response sufficiently focuses on a key textual idea or theme

Response sufficiently focuses on key textual ideas or themes but may wander from focus.

Response fails to focus on key textual ideas or themes.

Development with use of adequate support

Response is extremely well developed, using clear, application text examples closely linked to its interpretation. Quotations conform to MLA format requirements.

Response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. Quotations conform to MLA format requirements.

Response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. Quotations do not conform to MLA format requirements.

Response lacks development and examples. It contains no quotations.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.

Points

40-36

35-32

31-28

27 or less

Late Submission of Course Materials:

The instructor will only take late materials upon advance requests.  If other than advanced notice I will review on a case by case basis.  All late work must be submitted to the instructor via email directly or submitted to a dropbox with an email to the instructor.

Classroom Rules of Conduct:

Students are to adhere to online etiquette.  In this class we encourage and require discussion and debate, however it should be done in a courtious and professinal way. No bad language or rudeness will be tolerated.

Course Topic/Dates/Assignments:

Week One Discussion and Activities Due June 10, 2012 Week one topics include  
  • Focus on Criminal Justice and Social Justice
  • Know What is Community?
  • Understand Community Justice within Traditional Criminal Justice Funstions: Police, Courts, and Corrections 

 Week Two: Discussion and Activities due June 17, 2012  Topics for week two include:

  • Explain the philosophy of community policing as distinguished from community relations.
  • Illustrate the elements necessary to make community policing successful.
  • Provide an overview of the rationale of community relations for community policing.

 Week Three: Discussion and Homework Activity Due June 24, 2012 Topcis for week three include:

 Examine Problem-Oriented Strategies and Police as a function of Power in Sociery
 
Week Four: Discussion and Activities Due July 1, 2012 Topics include:
To explain how the courts work
Examine community courts  and a look at the Community and the Court.
 
Week Five: Discussion and Homework due. July 8, 2012 Topics for week five include:
 We will look at Community Court
 We will examine community prosecution
 Learn about Drug Courts
 Learn about Domestic-Violence Courts
 
 Week Six:  Discussion Due July 15, 2012 Examine Punishment and corrections 
To discuss correctional partnerships  To provide an overview of the jails and prisons To discuss impact of correctional facilties in the community
 
 Week Seven: Discussion due. July 22, 2012  include:
Look at Community Corrections and probation and parole
 Examine prison issues
 Week Eight: Final proctored Exam  and discussion due July 29, 2012 
 
Topics include:
Identify models of Community Justice
 
Discuss issues in future community justice

Review operational and management issues

 

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

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

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.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 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:

Please read the announcement tab each time you enter the classroom.

Also be sure and use the email  within the classroom for course discussion with the instructor.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:4/30/2012 9:17:29 AM