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.CourseCJ 233 Introduction to SecuritySemesterS2T 2012 DLFacultyDr. Kenneth Christopher, D.P.A.TitleAssistant Professor of Criminal JusticeDegrees/CertificatesDoctor 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 LocationPark University Home Campus, Parkville, MO, Mabee Learning Center, MA208BOffice HoursMonday and Wednesday 2:45pm-4:45pmDaytime PhoneOffice: 816-584-6597Other PhoneMobile: 816-809-6494E-Mailkenneth.email@example.comWeb Pagehttp://www.park.edu/cjSemester DatesMarch 19-May 12, 2012Class DaysOnlineClass TimeOnlineCredit Hours3Textbook:
Introduction to Security (8th Edition)
by Robert J. Fischer, Edward Halibozek, and Gion Green
ISBN: 13-978-0-7506-8432-3Textbooks can be purchased through the MBS bookstoreTextbooks can be purchased through the Parkville BookstoreAdditional Resources:
The following resources which students will need to review and use suring the course are available in the online course website, either in DOC SHARING or in the weekly units.
Risk Assessment Matrix
Facility Security Survey Tool
Outer Defenses PowerPoint slides
Workplace Violence PowerPoint slides
Fischer, Halibozek and Green Textbook PowerPoint slides
CJ 233 Introduction to Security
S2T 2012 DL
Dr. Kenneth Christopher, D.P.A.
Assistant Professor of Criminal Justice
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)
Park University Home Campus, Parkville, MO, Mabee Learning Center, MA208B
Monday and Wednesday 2:45pm-4:45pm
March 19-May 12, 2012
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
The following resources which students will need to review and use suring the course are available in the online course website, either in DOC SHARING or in the weekly units.
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 firstname.lastname@example.org or call 800-927-3024Resources 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 email@example.com 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.
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:
Learning Outcomes: Core Learning Outcomes
For CJ 233, all students will complete a consolidated essay which examines the following seven basic topical issues relating to the study of Introduction to Security:
The essay should provide complete and equitable treatment of all seven topical areas, but the issues and researched material should be integrated to provide a consolidated examination of the fundamental principles of security and loss prevention. The essay should contain the following technical components:
Written in APA or MLA Style
Link to Class RubricClass Assessment:
Weekly Discussions (8)
GENERAL INSTRUCTIONS FOR WEEKLY DISCUSSIONS:
In the first discussion activity, due by Wednesday, you respond specifically to the discussion questions, based on your integration of the course website documents, textbook readings, and supplemental course material. In the second part of the week, you are responding to the responses of your classmates.
You must SUPPORT (i.e., cite and reference) your responses with ideas, examples, and/or cases from your text and external readings and class material/discussion. Remember that the online threaded discussions are public messages and all writings in this area are viewable by the entire class.
Please be sure to respond to EACH of the discussion questions for this week. Your first responses should consist of 150 words FOR EACH QUESTION, and be posted by midnight Wednesday. Then, post at least THREE meaningful responses to your classmates (i.e. a minimum of 200 total words) by midnight Sunday.
To recap – Answer EACH question by Wednesday. Then, interact with your classmates by posting at least 3 responses by Sunday.
Minimum responses do not necessarily equate to full credit. Please review the Weekly Discussion Grading Rubric in the Course Home to fully understand what constitutes a response of Exceeds Expectations. If you have questions about the grading criteria, please post them here also.
Weekly Discussion Grading Rubric
Does not meet expectation
Content is comprehensive, accurate, and persuasive; definitions are clearly stated.
Content is not comprehensive and/or persuasive.
Content is incomplete or omits some requirements stated in the assignment’s criteria.
Did not complete assignment
Major points are stated clearly and are well supported with sourcing.
Major points are addressed, but are not well supported by sourcing.
Major points are not clear, not persuasive, and not sourced.
Research, if necessary, is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria.
Research, if necessary, is inadequate in either relevance, quality of outside sources, and/or timeliness.
No outside sources were used to support major points.
Organization and structure of the response is clear and easy to follow.
Organization and structure is not easy to follow.
Organization and structure detracts from the writer’s message.
No structure or organization.
Response exceeds the minimum length as described in the assignment’s criteria.
Response is at the minimum length as described in the assignment’s criteria.
Response is below the minimum length as described in the assignment’s criteria.
Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper.
Paragraph transitions are fragmentary and ideas are presented without logical connection.
Paragraph transitions are not obvious.
Conclusion is logical, flows from the body of the response, and does not include new information.
Conclusion is provided but does not flow from the body of the response.
Conclusion is missing.
Citations and reference formatting meet standards for the discipline.
Paper provides citations and references for sources, but they are incorrectly formatted; reference list is provided but has some errors or omissions.
Citations and references are not provided.
Rules of grammar usage and punctuation are followed; spelling and word choices are correct.
Paper contains few grammar, punctuation, spelling, and word choice errors.
Paper contains numerous grammar, punctuation, spelling, and word choice errors.
Language is clear and precise; sentences display consistently strong, varied structure.
Language lacks clarity or includes the use of some jargon or conversational tone.
Language uses jargon or conversational tone.
Quizzes may be subjective (short essay-type responses) or objective (true-fales, multiple choice, sentence completions) or a combination. Each quiz will cover the required readings of the previous week(s). Successive quizzes will only cover material for which you have not already been quizzed on (e.g., Week 1 quiz covers Week 1 material; Week 3 quiz covers Weeks 2 and 3 material, and so on). The quizzes, which are timed and can only be taken once, must be completed no later than midnight, Sunday of each of the appropriate weeks.
Security/Crime Prevention Project
This is an applied security research project. Students will design and report on the application of risk (threat) mitigation strategies involving a physical Target Environment (TE). A physical TE is a building or a complex of buildings belonging to a real organization, company, or business. It is acceptable to focus on a governmental organization as your TE. Students will focus on security's role in threats to the physical environment, crime prevention, and fire prevention and safety, against a particular TE.
Students will identify a physical TE; research potential and actual security/crime problem sets; and develop strategies for designing security/crime prevention programming in the TE, e.g. self-help skills, community education, training, plans, and services geared towards mitigating the risk.
Students will complete the project in three phases, with one component due each of Weeks 2, 4, and 6. Weekly components will be submitted to the Dropbox AND also posted in a Special Discussion Thread so that all students will be able to review and collaborate with each other.
Each two-week period, you will work on one phase of the project. The text for each phase should be about 750 words, not counting reference pages, appendices, surveys, illustrations, etc. You must demonstrate that you understand the terminology and the concepts used and know how to apply them. You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA or MLA formatting in source citations both in the body of your text and in the references.
WEEK 2 (Phase 1) - Identify Physical Target Environment (TE), Problem, and Literature Review: Identify a REAL physical TE, and a security or crime problem within this TE. Contact your instructor for approval of your TE.
Upon approval from your instructor, proceed to complete this component of the project. Start by identifying and discussing the security problem. Who is affected? Are there conflicting perspectives in the TE about the extent of the problem? If so, explain them. Any other relevant situational issues (historical, social, cultural, economic, political)? Establish the extent of the problem you wish to prevent. Obtain statistics or data related to the particular crime or problem. Once the problem is identified, review literature review which discusses how to prevent the crime or solve the security problem. Report on the academic literature which informs on security/crime prevention programs related to the problem identified in the TE. Report on which programs have been successful, and which have not been successful. Use PRIMARY sources (e.g., interviews, agency documents, observations, and the course text) and OTHER sources (e.g., books and/or journal articles). A minimum of FIVE (5) resources is expected. Any resource listed in your Reference section should have a corresponding in-text citation.
WEEK 4 (Phase 2) - Risk Assessment/Security Survey: Conduct a quantifiable security risk assessment and survey of the TE, and provide a narrative report of your findings. Sample risk assessment and security survey methodologies and instruments are provided in your textbook and are available in the course.
WEEK 6 (Phase 3) - Design Security or Crime Prevention Solution: Design a solution which will reduce the occurrence and risk of the problem(s) you identified in your literature review and risk assessment/survey in the TE. Use the TE’s geography, institutions, resources, and potentialities as a framework for your solution. Use resources provided by class material, lectures, course texts, and your own independent research. Demonstrate how your solution activates organizational and/or community engagement, consultations, and partnerships. Justify the design of your solution through academic literature which supports your approach. Include an evaluation program – show how you intend to measure the successes and failures of your solution.
Your Security/Crime Prevention Project elements will be assessed using the following rubric:
Target Environment (TE) and Problem Identification (20%)
Literature Review (20%)
Risk Assessment/Security Survey (20%)
Design Security Plan (20%)
Structural Components (20%)
Refer to separate instructions on Core Assessment above in Syllabus and Core Assessment Rubric below in Syllabus.
Final Exam (Proctored)
The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term. It is to be completed by Midnight, Friday, Week 8.
Number of Points
900 - 1000
80 - 899
70 - 799
60 - 699
599 or below
Late Submission of Course Materials:
Classroom Rules of Conduct:
General Course Policies
Week 1 March 19-25, 2012
Week 2 March 26-April 1, 2012
Security/Crime Prevention Project:
Week 3 April 2-8, 2012
Week 4 April 9-15, 2012
Week 5 April 16-22, 2012
Week 6 April 23-29, 2012
Week 7 April 30-May 6, 2012
· Submit Core Assessment assignment to Instructor via Dropbox by Sunday
Week 8 May 7-12, 2012
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 93All 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.
Please be aware that using other's words and ideas without proper quotations and citations is a violation of Park University's Academic Honesty Policy. This course instructor takes this seriously and reports all violations to the College of Liberal Arts and Sciences and the College for Distance Learning.
Generally, for the first instance, a student receives a grade of zero (F) for the assignment and a warning. A second instance will result in failing the course.
It can't be said any clearer: IF YOU CUT AND PASTE TEXT FROM AN ONLINE SOURCE INTO YOUR ASSIGNMENTS (INCLUDING DISCUSSIONS) AND DO NOT USE QUOTATION MARKS, IN-TEXT and END CITATIONS, YOU ARE PLAGIARIZING and VIOLATING THE ACADEMIC HONESTY POLICY.
All students are advised to review the policy detailed in the Park University Undergraduate Catalog.
PLEASE REVIEW AND CHECK YOUR ASSIGNMENTS CLOSELY TO BE SURE YOU ARE NOT PLAGIARIZING.
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
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 .If you have ANY accessibility or issue of disability, please SELECT the Help and Resources link on the Course Home Menu. That takes you to the Online Student Help and Resource Page.
On that page, there is a "menu" on the left side of the page. About half way down you will find a link to "Accessibility and ADA". SELECT that link and you will have access to ALL of the ADA and Accessibility information at Park University.
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.
Last Updated:2/11/2012 10:43:53 AM