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CJ 441 Senior Writing Project
Williams, Dianne A.


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 441 Senior Writing Project

Semester

S2T 2012 DL

Faculty

Williams, Dianne A.

Title

Adjunct Instructor of Criminal Justice/

Degrees/Certificates

Ph.D. Criminal Justice
MBA
BS, Accounting

Office Location

Virtual

Office Hours

Available by phone 9-9 daily (EDT/EST) Leave Message if necessary

Daytime Phone

336-510-7495

E-Mail

Dianne.Williams@pirate.park.edu

diannewilliams78@gmail.com

Semester Dates

March 19th, 2011 through May 13th, 2012

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

There is no approved text for this course.  There is, however, a great deal of literature available that will provide guidance in completing your project. Previous program evaluations should offer suggestions in terms of how to approach, gather data, and evaluate a particular project. Of course, I am available for any particular resource issues that each student may confront. The additional resources list provided with the syllabus includes online full-text sources.

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.

American Justice Institute http://www.americanjusticeinstitute.com/

Basic Guide to Program Evaluation. http://www.managementhelp.org/evaluatn/fnl_eval.htm

 

Annotated bibliography resources: 

www.bothell.washington.edu/library/guides/annotations.html 

http://www.wisc.edu/writing/Handbook/AnnotatedBibliography.html

 

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 capstone course may be taken instead of CJ 440, Internship in Criminal Justice. It is designed for students currently employed in a criminal justice field who do not need the practical experience of an internship. Students in this course must design, implement, evaluate, analyze, and/or critique a project connected to their work environment in written format. This course may be taken online or an independent study in a face to face setting. The student's advisor or the department chair must approve students to substitute this course for the internship. 3:0:3

Educational Philosophy:
 The educational philosophy of this class is one of interactiveness based on the weekly discussion topics. In addition to the research paper, the main focus of this class is student-oriented discussions.  Students are therefore expected to log in on a minimum of 3 different days during the week as opposed to only on the last day or only on the weekend.  Indeed, students will be penalized for this trend.  It is expected that students will be prepared to engage in discussions of each weekly topic (all of which are geared toward the research paper).  The role of the professor in the weekly disussion will  be that of a facilitator and guide to make sure you stay focused and that you are making progress toward the final project.  The 8 weeks are structured in such a way as to walk you through the process of completing your 20 page research paper.  Each week touches on a different part of the paper and each week builds on the preceeding week. 

Learning Outcomes:
  Core Learning Outcomes

  1. Identify and analyze different approaches to a problem/situation in your work environment
  2. Design a possible correction solution to the problem/situation
  3. Apply the corrective solution or offer it to your organization as a possible solution
  4. Design an annotated bibliography with at least 10 sources
  5. Defend the senior writing project face-to-face or telephonically to the instructor


Core Assessment:

Students in this course must identify a problem/situation in their work environment which could be improved, research possible solutions to the identified problem/situation., evaluate these, propose a solution based on their work environment, implement the solution or propose the solution to appropriate person(s).  Students must write a 20 page paper explaining their project.

Link to Class Rubric

Class Assessment:

Participation
Class participation is a major component of this course.  Each week there will be a discussion question posed to which students will be expected to respond.  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 qualitative and a quantitative measurement. Quality is the degree to which the student addresses not only the weekly discussion topic but also the comments to other students.  Quantity is the absolute number of postings as well as the consistency of posting.  For example one could have 6 or 7 postings that did not relate to the issue and no credit would be awarded. Or, one could have 6 or 7 postings made at 11.59pm on the last day of the week - which would be heavily penalized.  Or one could have 6 or 7 postings made on the weekend only, which will be somewhat penalized. However, if the minimum number of posting were made that directly focused on the discussion topic and the student posted consistently throughout the week instead of on the weekend or last day only, and the student's posts were sufficiently substantive with respect to the discussion topic, then maximum credit would 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 requires participation throughout the discussion period and not just on the weekend or on the last day. 
The minimum standard for quantity is responding to the principle question and posting two comments to the postings of your classmates. Responses to Dr. Williams are not included in the quantity element for grading purposes. The discussion thread is the virtual classroom. The purpose is for interaction, debate and discussion. It is inconsistent with the virtual classroom concept to simply enter the discussion on a single day make a post and leave. 

Grading:

90% = A (exceptional work)
80% = B (outstanding work)
70% = C (meets minimum standards)
65% = D (below minimum standards)

Partcipation in Discussion Areax 6 weeks
Responses in Discussion Area x 6 weeks
60 points 
60 points
120 points total
 
Critical Analysis Assignment
Compare and Contrast Assignment
70points
70 points

140 points total

Annotated Biblioraphy

First Draft

150 points

240 points

150 points total

240 points total

Final Project
Thesis Defense
300 points
50 points
300 points total
50 points total

A = 900-1000 points

B = 800-899 points

C = 700-799 points

D= 600-699 points
F= Less than 600

 

* To receive full points students should make at least three significant responses to others

Feedback

You will be receiving feedback from me periodically - some is scheduled, and some is not. The feedback I usually give comes in four forms:

1. Public reply to an individual or group in the discussion area

2. Private e-mail to express delight or concern

3. 
Final Grade Report which I will send to you by private e-mail at the end of final week of the course

 

Late Submission of Course Materials:

NO LATE ASSIGNMENTS WILL BE ACCEPTED unless you have special permission before the deadline.

If personal computers malfunction, please make other arrangements to seek online access through public library computers, community colleges, etc.  I recommend that you do NOT wait until the last minute to submit assignments, as computer errors or glitches can be expected.  In a course of this type, which hinges on completion of a single project, if something can go wrong, it will.

Classroom Rules of Conduct:

Classroom Rules of Conduct:

1. Students should use e-mail for private messages to the professor and other students. The Discussion area is for public messages.

2. THE DROPBOX
 Use the the Dropbox to turn in homework assignments. The Dropbox is the second tab from the right at the top of your screen. Follow the instructions in Homework to
 submit  your work.

3. Students are expected to complete more than an hour per week in the discussion area and several hours working on their project. In an eight-week format, you should be working on the project for more than ten hours and in the discussion area for more than one.

4. In order for you to be marked present each week, you must be in the classroom, the discussion area.  You must write a progress report about the topic of discussion and significantly respond to those of others.  Two weeks of absence and you are dropped from the course.

NO LATE ASSIGNMENTS WILL BE ACCEPTED unless you have special permission before the deadline.

5. If personal computers malfunction, please make other arrangements to seek online access through public library computers, community colleges, etc.  I recommend that you do NOT wait until the last minute to submit assignments, as computer errors or glitches can be expected.  In a course of this type, which hinges on completion of a single project, if something can go wrong, it will.

 

Course Topic/Dates/Assignments:

Course Topic/Dates/Assignments:
Week 1: 3/19-3/25   Introductions and Identify problem
Week 2: 3/26-4/1     Define Project and implementation
Week 3: 4/2-4/8       Create an Outline of our proposed project
Week 4: 4/9- 4/15    Create your Bibliography
Week 5: 4/16-4/22   Submit your first draft
Week 6: 4/23-4/29   Make revisions to your first draft
Week 7: 4/30-5/6     Work on your final draft
Week 8: 5/7- 5/13    Telephone Defense/Submit your final draft/Review of class
 
Each student will be an important member of the learning community and class participation represents a substantial component of this course. Moreover, the learning created through class discussion/postings, collaborative group work, and experiential learning will be essential for developing an understanding of course material.

Discussion and Responses (120 points).
These responses are to entries posted by your classmates. You should post at least three times on multiple days and these posts must be significant. You should spend more than an hour preparing these minimally three responses. Posting responses similar to others will not be meaningful , and the response "I agree" or the comment "this is an interesting subject" will not be considered significant. Quality counts more than quantity here. Since you are employed in the CJ field, you should have information to share about where classmates might look for information
 
Short Essay (Critical Analysis Response) (70 points)
Provide a 400-500 word response to the prompt below. APA format is required (in-text citations, reference list, double-spaced paragraph, etc.). Your response will be graded based on the overall content, format (presentation), grammar and overall sentence structure, etc.

Short Essay (Compare and Contrast Response) (70 points)
Provide a 400-500 word response to the prompt below. APA format is required (in-text citations, reference list, double-spaced paragraph, etc.). Your response will be graded based on the overall content, format (presentation), grammar and overall sentence structure, etc.

Project (690 points). The project requires development and then a written report about what you studied, implemented, analyzed, with a minimum of 20 pages and an annotated bibliography culminating with a telephone defense. Sections of the paper could be introduction, description of the problem/situation, perhaps background of the problem or situation, proposed or implemented solution, evaluation or critical analysis of the solution, need for further exploration, conclusion. Of course the chapters in your paper depend on the student and the project.

 Project Defense (50 points)
You must have a telephonic discussion with the professor.  The purpose of this is to guarantee that the paper's author is the person receiving a grade.  The telephonc defense will proceed as follows:
 
1. You will make an appointment with the professor
2. You will call the Professor at the designated date and time.
3. The Instructor will ask, and you will answer questions relevant to your paper.
 

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 courserelated 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 .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using more than 10 sources Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using eight to ten sources Judge and provide evidence of that judgment of a problem/situation in the student's work environment. Investigate the identified problem/situation using more than six to eight sources (e.g. no evidence of operationally defined competency) No evidence supporting the problem/situation in the work environment 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Using many  (more that 10) sources of academic (books, journals, etc) and practical evidence (interviews, observations), constructs at least five possible corrective solution(s) to the identified problem Using some (eight to ten) academic (books, journals, etc) and practical evidence (interviews, observations), constructs five possible corrective solutions to the identified problem Using six to eight academic (books, journals, etc) and practical evidence (interviews, observations), constructs less than five corrective solutions to the identified problem. Use of no or appropriate academic (books, journals, etc) and practical evidence (interviews, observations).  Constructs no solutions for the identified problem. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
2, 3, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Compare and contrast more than 10 sources of corrective data and write a proposal to implement a solution Compare and contrast 10 sources of corrective data and write a proposal to implement a solution Compare and contrast less than 10  sources of corrective data and write a proposal to implement a solution No solution proposed 
Application                                                                                                                                                                                                                                                
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Implement the solution and report the results for two weeks or provide clear evidence of submission of  the proposal to the appropriate persons in the work environment Implement the solution  or submit the proposal to the appropriate persons in the work environment Solution proposed but no evidence of implementation or submission of proposal No evidence of proposal 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Uses terminology from research and the work environment correctly, and identifies at least 10 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies at least 5 - 9 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies at least 3 - 4 concepts relating to the solution Uses terminology from research and the work environment correctly, and identifies less than 3 concepts relating to the solution 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
No errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting No more than 5 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting No more than 10 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting Contains more than 10 errors in the paper on the following: works cited, spelling, grammar, punctuation, paragraph and sentence structure, APA or MLA formatting 
First Literacy (or Disciplinary Competency)                                                                                                                                                                                                                
Outcomes
Community and Civic Responsibility                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   
Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project by discussing more than five issues Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project five issues Demonstrates an understanding of the complexity of issues surrounding Senior Writing Project by discussing less than five issues No demonstrated evidence of an understanding of the complexity of issues surrounding Senior Writing Project 
Second Literacy (or Disciplinary Competency)                                                                                                                                                                                                               
Outcomes
Ethics and Values                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analyzes more than five ethics and value questions relating to the selected Senior Writing Project Analyses three to five  ethics and value questions relating to the selected Senior Writing Project Analyzes three to five ethics and value questions relating to the selected Senior Writing Project No demonstrated acquisition of tools for analyzing ethics and value questions relating to the selected Senor Writing Project 

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Last Updated:2/18/2012 5:49:40 PM