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CJ 100 Intro to Criminal Justice Admin
Anderson, Cindy Marie


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 100 Intro to Criminal Justice Admin

Semester

FA 2012 HOB

Faculty

Anderson, Cindy Marie

Title

Instructor of Criminal Justice

Degrees/Certificates

B.S.
M.S.

Office Location

Hawley Hall 300

Office Hours

M,W  - 1:30 - 3:30 p.m.; T,R - 2:30 - 4:30 p.m.

Daytime Phone

816-584-6519

E-Mail

cindy.anderson@park.edu

Semester Dates

August 20 - December 14, 2012

Class Days

T,R

Class Time

7:20 - 8:35 a.m.

Credit Hours

3


Textbook:

SCHMALLER, Frank (2012). Criminal Justice: A Brief Introduction, 9th Edition, Upper Saddle River, NJ: Prentice Hall.  ISBN: 978-0-13-706983-5

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/.


Course Description:
CJ100 Introduction to Criminal Justice Administration (LE) : An introduction to the history, nature, structure, and function of the criminal justice system in America, with comparisons to systems in other nations. Examinations of the various aspects of the administration of the justice systems, including law enforcement, courts, correctional agencies (including probation and parole) and including the increasing role of private entities in the system will be conducted. 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 expections: 
 
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; activily participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
3.  Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
4.  Students are expected to ask questions if they do not understand something. 
5.  Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
7.  Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate the use of basic vocabulary of criminal justice.
  2. Express a basic understanding of the American criminal justice system, its history, nature, and structure (including law enforcement, courts, and corrections) and how it functions, while examining the role of private entities in the CJ system.
  3. Compare the American criminal justice system with systems in other nations.
  4. Explain how the current issues such as juvenile justice, technology, terrorism, and drug use affect the criminal justice system.
  5. Discuss some aspect of a current issue in international criminal justice.
  6. Demonstrate the use of tools for gathering, retrieving, evaluating, and communicating information about criminal justice
  7. Express an appreciation for the diversity of value systems and their interconnection with their cultures.


Core Assessment:

You will be expected to write three essays in CJ100, Introduction to Criminal Justice Administration – one each on law enforcement, courts and corrections.  The essays may be collected all at once or at different times during the course.

An essay is a short work that treats a topic from an author's personal point of view, often taking into account subjective experiences and personal reflections upon them.

In one of the essays, you must report and reflect on an interview with a professional; in another you must observe an agency in action and report and reflect on the observation (a case in a courtroom, probation and parole clients reporting to their officer, ride along in a police car), and in the third you must watch a movie and relate its contents to the course. The order of the interview, observation, or movie doesn't matter.  Thus, the first essay may be a movie about law enforcement.

 Each essay should be 500 to 750 words or two to three typewritten or computer-generated pages written in American Psychological Association (APA) format.  You can learn about this style from the Park University website.  Late papers will not be accepted.  Students should use six sources (the activity, this course text, and four others) for each essay, and they should tie their topic to the text.  

An essay is a well-structured (i.e., organized) presentation of your ideas about what you have read, observed, heard, seen.  It is presented in a way that is easy to follow and understand. 

An essay can have many purposes, but the basic structure is the same no matter what the assignment.  You may be writing an essay to argue for a particular point of view or to explain the steps necessary to complete a task.  For the essays required for this course, you may begin with a topic sentence such as: 

  • The ride along with the ABC police was not as exciting as I expected after watching many police shows on television.
  • I observed in the DEF courtroom and was surprised to realize that 30 cases processed in an hour
  • The character “Red” played by Morgan Freeman in the movie Shawshank Redemption was institutionalized by his long time in prison and this institutionalization related to the discussion in the text about the appropriateness of long prison sentences.  

To write an essay, follow a few simple steps:

  1. decide on your topic
  2. prepare an outline or diagram of your ideas
  3. write your thesis statement
  4. write the body of the paper
    1. write the main points
    2. write the sub-points
    3. elaborate on the sub-points
  5. write the introduction
  6. write the conclusion
  7. add the finishing touches

 

Link to Class Rubric

Class Assessment:


Assessment of learning will be through tests, exercises, papers, and an oral presentation.
 
Oral Presentation:  Each student will be assigned a nation wherein to compare and contract an element of that nation's criminal justice system (police, courts, corrections) with that of the United States.  The information will be presented to the class.  A copy of your notes for the presentation and a bibliography will be provided to the instructor, but you will not be required to submit  a formal report.  Your presentation will need to be 15 minutes in length, and is worth 100 points toward your final grade.  More information regarding the oral presentation will be provided the first day of class.
  

Grading:



Four tests (3 Chapter tests and one final)            400 points
Essays                                                            300     “                                             
Class participation                                             200    " 
Oral Presentation                                              100     “

TOTAL                                                             1000 points

In computing grades, the following scale will be used; however, the instructor reserves the right to make adjustments: A=90-100%, B=80-89%, C=70-79%, D=60-69%, F=less than 60%. In determining grades on papers, major factors to be considered include whether or not the assignment was completed correctly and in a timely manner. 

Late Submission of Course Materials:


Assignments should be turned in on or before the date on which they are due. Certain work may be made up in cases of legitimate absence. The instructor must be notified (phone, e-mail) prior to the absence for the absence to be considered excused. MAKE-UP EXAMS MUST BE COMPLETED BEFORE THE NEXT SCHEDULED CLASS SESSION. FIVE (5) POINTS WILL BE DEDUCTED FOR EVERY DAY A PAPER IS LATE . NO PAPERS WILL BE ACCEPTED AFTER THE LAST SCHEDULED CLASS PERIOD FOR THE SEMESTER.  There are no make-ups for missed periodic assignments/quizzes.

Classroom Rules of Conduct:

It is expected that members of the class will treat each other with respect and dignity. There will be many different views and opinions and no one should be chastised or ridiculed for their contribution to the class. 

PLEASE silence all beepers, cell phones, wireless communication devices, electronics, etc. while in class. 

No cell phone use is allowed during class (including text messaging).

The use of laptop personal computers to take notes or conduct course-related research is permitted during class, as long as it is not a distraction to the instructor or to other students. 

E-mailing, interactive chatting, texting, instant messaging, web-surfing, listening to music, watching videos, and any other non-course-related computing activities are considered distracting to the instructor as well as to other students and are not permitted during class sessions.

The instructor reserves the right to restrict or prohibit the use of laptop computers or other electronic devices during class for any reason. Students who repeatedly engage in distracting activities will be requested to leave the classroom.

While class is in session, students may NOT use headphones or ear buds connected to any electronic device.

PLEASE show each other the same respect you would want by actively listening to others and maintaining civility in the discourse.

Course Topic/Dates/Assignments:

REGARDING ASSIGNED READINGS -- PLEASE NOTE: The schedule below includes assigned readings from the Schmalleger (S) textbook. The instructor assumes the readings will be completed BEFORE the first class meeting each week.  Students should come to class properly prepared to discuss the scheduled lesson.
 
The following schedule is subject to change.  Periodic assignments or quizzes may be given any time. 

Week 1 – August 21, 23

  • Introductions
  • Course Syllabus
  • Discuss Penn State 
  • Reading: Chapter 1, What is Criminal Justice? 

 Week 2 – August 28, 30

  • Class Activity
  • Discuss - Can Suicide be a Hate Crime?
  • Readings:  Chapter 2, The Crime Picture

Week 3 – September 4, 6

  • September 3 - Labor Day
  • Discuss - Zimmerman
  • Readings:  Chapter 3, Criminal Law

Week 4 – September 11, 13  

  • Test I
  • Review:  Ceasefire 
  • Reading: Chapter 4, Policing: Purpose and Organization

 Week 5 – September 18, 20

  • Policing: Legal Aspects
  • Class Activity - Warren vs Burger
  • Reading:  Chapter 5, Policing: Legal Aspects  
  • Essay #1 Written Reports Due Monday, September 17

Week 6 – September 25, 27

  • Interview with Police 
  • Reading: Chapter 6,  Policing:  Issues and Challenges 
  • Oral Presentations - Police 

Week 7 – October 2, 4 

  • Oral Presentations - Police  
  • Test II - Policing
  • Reading: Chapter 7, The Courts 

Week 8 – October 9, 11

  • Video - Jury 
  • Class Activity - OJ Simpson Trial
  • Reading:  Chapter 8, The Courtroom Workgroup and Criminal Trial 

***NO CLASSES OCTOBER 15 - 19  –  FALL BREAK***

Week 9 – October 23, 25

  • Probation Officer Interview
  • Reading: Chapter 9, Sentencing
  • Oral Presentations - Courts

Week 10 – October 30, November 1

  • Oral Presentations - Courts
  • Test III - Courts
  • Essay #2 Written Reports Due Monday, October 29

Week 11 – November 6, 8

  • Designation, Security and Custody Classification
  • Parole Process  
  • Reading:  Chapter 10, Probation, Parole, and Community Corrections

Week 12 – November 13, 15

  • No class - November 12, Veteran's Day
  • Video - Thug Life
  • Reading: Chapter 11, Prisons and Jails 

Week 13 – November 20

  • No Class - November 23, 24 Thanksgiving
  • Discussion - Significant Incidents
  • Reading: Chapter 12, Prison Life

Week 14 – November 27, 29

  • Oral Presentations - Prisons
  • Essay #3 Written Reports Due Friday, November 30

Week 15 – December 4, 6

  • Video - Talk/Kevin or Juvenile Officer  
  • Discussion - Columbine, etc.
  • Reading: Chapter 13, Juvenile Justice 

Week 16 – December 10 - 14 

·        Final Examination (Weeks 11 -15) – TBA


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96
.

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 95
Students who cut and paste from an online source into assignments and do not use quotation marks, in-text, and end citations are plagiarizing and violating academic policy.  

Review your work carefully to ensure you are not plagiarizing.

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 98
If you must be absent, please inform the instructor before class by calling, and if necessary, by leaving a message.  Classes missed for legitimate reasons are excusable only by PRIOR approval.  Legitimate absences include student illness and death in the immediate family.  Generally, tests will not be given after the class has taken them.  Once the test has been returned to the class, no student can take that test for grade.

Students earn five points a day for attendance and participation. Every missed class subtracts five points from the 200 point total. Students arriving late for class or leaving early will receive half credit for participation on that day.

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 .
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.



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1 and 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Combines interview, observations , or watching of a movie (depending on the paper) with the text and four or more other sources into a consistent whole Combines interview, observations , or watching of a movie (depending on the paper) with the text and three other sources into a consistent whole Combines interview, observations , or watching of a movie (depending on the paper) with the text and less than three other sources into a confusing essay Combines interview, observations , or watching of a movie (depending on the paper) with a text but fails to use others sources and essay is unorganized 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1 and 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Analyzes key elements from all sources (the activity, text, and three sources) Analyzes and key elements from all five sources (the activity, text, and three sources) Mentions but does not utilize key elements from sources (the activity, text, and three sources) Doesn't recognize and/or use key elements from sources 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
Appraises the sources into a congruous and thoughtful essay (thoughtful implies original thinking) Appraises the sources into a congruous essay Essay appraises limited sources into a suitable whole Evaluation is not present in the artifact 
Terminology                                                                                                                                                                                                                                                
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
By using multiple (more than 8) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates an exceptional understanding of the terminology in an introductory CJ course By using many (about 8) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates the expected understanding of the terminology By using less only a few (5) words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact demonstrates less understanding than expected By not using words specific to the aspect of the profession (law enforcement, courts, corrections),  the artifact fails to demonstrate an understanding of the terminology in a CJ 100 course 
Concepts                                                                                                                                                                                                                                                   
Outcomes
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
By discussing multiple (more than 5) key ideas in law enforcement, courts, or corrections, the essay demonstrates an exceptional understanding of key concepts By discussing many (about 5) key ideas in law enforcement, courts, or corrections, the essay demonstrates the expected understanding of key concepts By failing to discuss key ideas in law enforcement, courts, or corrections, the essay demonstrates a less then expected understanding of key concepts An artifact that fails to discuss key ideas in law enforcement, courts, or corrections is unsatisfactory 
Application                                                                                                                                                                                                                                                
Outcomes
2 and 3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              
The essay shows multiple instances and exceptional understanding of  terminology and concepts throughout the paper An essay shows sufficient and satisfactory use of terminology and concepts throughout the paper An essay shows little and unsatisfactory use of terminology and concepts throughout the paper An essay fails to demonstrate an understanding of terminology and concepts 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
1                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The essay contains fewer than 5 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains 5 to 10 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains more than 10 errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) The essay contains so many errors in the APA writing convention and in the paper presentation (grammar, spelling, etc.) that it is difficult to read 
Component                                                                                                                                                                                                                                                  
Outcomes
2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact contains less than 2 errors in the following paper components: cover sheet, body of essay, or reference page The artifact contains 2 to 3 errors in the following paper components: cover sheet, body of essay, or reference page The artifact contains more than 3 errors in the following paper components: cover sheet, body of essay, or reference page The artifact is missing some of the required components or they are inappropriately completed 

Copyright:

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Last Updated:8/13/2012 10:25:10 PM