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CJ 441 Senior Writing Project
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 441 Senior Writing Project

Semester

FA2 2011 HOZ

Faculty

Dr. Kenneth Christopher, D.P.A.

Title

Assistant Professor of Criminal Justice

Degrees/Certificates

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

Office Location

MA 208-B (Academic Underground)

Office Hours

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

Daytime Phone

Office: 816-584-6597

Other Phone

Mobile: 816-809-6494

E-Mail

kenneth.christopher@park.edu

Web Page

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

Semester Dates

October 17 - December 9, 2011

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:
 

There is no required 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:
  The instructor will be using eCompanion during the term for instructor-student communications, class participation and discussion, 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.

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/.


Course Description:
CJ441 Senior Writing Project: 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 students advisor or the department chair must approve students to substitute this course for internship. 3:0:3.

Educational Philosophy:
 

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

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

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.

The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.

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 component of this course.  Each week there will be a discussion question posed to which students will be expected to respond.  It is expected that students will engage 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 or the instructor.  Quantity is the absolute number of postings as well as the consistency of posting.  
 
The minimum standard for quantity is responding to the principle question and posting two comments to the postings of your classmates or the instructor. Responses to the instructor are included in the quantity element for grading purposes. The discussion thread is the virtual classroom. The purpose is for interaction, debate and discussion.


Weekly Entries in the Discussion Area about Your Project (80 points)

This should be a descriptive as well as a reflective entry in the discussion area. Thus, you may write that you interviewed Captain John Smith and he possessed a wealth of information (descriptive) but then add that you wish you had tape recorded your session because you forgot some crucial points (reflective). In the first week you may be discussing several projects and then commenting about why you decided on the project you did.


Project (370 points)

Refer to the Core Assessment Rubric (bottom of Syllabus) in developing your project. The project requires development of, and a written report about about, what you studied, implemented, analyzed, with a minimum of 20 pages and an annotated bibliography. 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 discussion with the professor about your project.  Instructions for the defense will be provided after the course begins.

Grading:
 

90-100% = A 
80-89%   = B 
70-79%   = C 
60-69%   = D 
Below 60% = F 

Partcipation in Discussion Area 

10 points each week

80 points total

 

Annotated Bibliography

First Draft

150 points

120 points

150 points total

120 points total

Final Project

Defense of Project 

100 points

50 points

100 points total

50 points total

A = 450-500 points

B = 400-449 points

C = 350-399 points

D= 300-349 points

F= Below 300 points

Late Submission of Course Materials:
 

ALL COURSE ASSIGNMENTS, EXAMS, QUIZZES, DISCUSSIONS, ETC. ARE DUE AS PUBLISHED ON THE COURSE WEBSITE, THE COURSE SCHEDULE, AND COURSE SYLLABUS:

  • Late submissions will be downgraded by one whole letter grade (e.g., A to B, B to C, etc.) for each CALENDAR DAY that the assignment is late.
  • Course assignments (weekly discussions, projects, essays, etc.) not submitted within THREE (3) CALENDAR DAYS OF THE DUE DATE WILL BE GRADED AS AN "F" (zero points). No assignment will be accepted for grading if MORE THAN 3 DAYS LATE. No assignment will be accepted, reviewed, or graded AFTER the last scheduled date of the course.

Classroom Rules of Conduct:
If you have ANY accessibility or issue of disability, please notify the instructor for furher assistance.

Course Topic/Dates/Assignments:

 \The instructor and student will arrange an intruductory/organizational meeting during Week 1 to ensure the course requirements are understood and to discuss th student's proposed project.  Two subsequent meetings will be arranged at the mutual convenience of the student and the instructor at mid-term and at the end for the student's defense of the project.  
The bulk of the student-instructor interaction will be via eCompanion according to the following schedule. 

Week 1: 10/17-10/23 Introductions and Identify problem

Week 2: 10/24-10/30 Define Project and implementation

Week 3: 10/31-11/6   Create an Outline of our proposed project

Week 4: 11/7 - 11/13  Create your Bibliography

Week 5: 11/14 - 11/20 Submit your first draft

Week 6: 11/21 - 11/27 Make revisions to your first draft

Week 7: 11/28 - 12/4   Submit your final draft

Week 8: 12/5 - 12/9  Overview of class

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.

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:
 

A class week is defined as the period of time between Monday 12:01 am CST and Sunday at 11:59 PM CST. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date.


Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts. 


General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.


Online threaded discussions are public messages and all writings in this area will be viewable by the entire class or assigned group members.


Online Instructor Response Policy:  Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours.


Make it a habit to check the ANNOUNCEMENTS on the COURSE HOME page every time you log on. You may find the answers to general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact your instructor.


If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course), click on the  button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance.



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:10/18/2011 6:08:02 PM