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CJ 100 Intro to Criminal Justice Admin
White, Harry O.,, Jr.


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

S1T 2013 DLB

Faculty

White, Harry O.,, Jr.

Title

Adjunct Associate Professor

Degrees/Certificates

Ph.D. Urban Studies with concentration on Administration of Justice
MPA, Organizatonal Behavior, M.Ed. CJ Education, BS administration of justice

Office Location

Virtual

Office Hours

0900-1100 (Mountain time zone) Monday through Thursday. Other times by appointment

Daytime Phone

360-991-6558

E-Mail

harry.white04@park.edu

Semester Dates

14 January - 10 March 2013

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:

Schmalleger, F. Criminal Justice:  Brief Introduction (9th ed.)
ISBN: 9780137069835
 
 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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


Course Description:
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:
Student-oriented discussions of assigned readings and topics are the focus of this course. It is expected that students will be prepared to engage in discussions of all assigned materials in the threaded discussion portion of the course activities. Students will assume the lead voice in all discussion with the role of the professor to facilitate, guide, encourage and ensure focus. All assignments are designed to evaluate the student's achievement of the performance objectives. Tests are not for the purpose of grade assignment. Rather, to ascertain the level of understanding of the basic concepts of law enforcement and policing. All materials contained in the text book are the responsibility of the student.

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.


  Instructor Learning Outcomes
  1. Explain the similarities and differences between the juvenile and adult systems of justice.
  2. Outline the structure of a typical state court system, and describe the jurisdiction of various types of state and local courts.
  3. Describe the five goals of contemporary criminal sentencing
  4. Explain how the Bill of Rights and democratically inspired legal restraints help to protect personal freedoms in our society.
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:

Quizzes
There will be five (5) quizzes scheduled as indicated in the course outline. These quizzes are designed to reinforce certain concepts and principles that will be helpful in preparation for the midterm and final examinations

Week 1 Initial activies
You are to establish your Park email account by sending an email to Dr. White. In addition post your introduction in that forum which introduces you to colleagues
 
Examinations
The midterm examination is to be completed during week four. The final examination must be proctored and completed during week 8. 

Core assessment essays
Each student will be required to author three essays as specifically identified by the core assessment essay instructions above. The essays submission dates are firm as identified in the course outline. However, the topic of each is your choice. For example the essay topics can be any of the three so long as one essay is written for each. 

Class participation
This activity is considered a major component of this course. Each week there will be discussion questions posed for comment by each student. Additionally, it is expected that students will engage others in discussing the issues raised in the thread. To receive maximum credit for participation there is both a quality and quantity measurement. Quality is the degree to which the student addresses specific issues and comments of others. Quantity is the absolute number of postings during the discussion period. There will be point deductions for posting all comments on a single day and if it is the final day additional points will be deducted. The reason is that single and final day participation is one-way and that is inconsistent with the virtual classroom concept of discussion and debate between and among colleagues. For example one could have 6 or 7 postings that did not relate to the issue and no credit would be awarded. However, if the minimum number of posting were made that directly focused on the discussion issue on separate, but not the final day, 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 suggests participation throughout the discussion period. Each discussion question requires two (2) substantive responses for each within their window of opportunity. Comments or postings outside the window of opportunity will not be evaluated for grading purposes. Again, single and final day participation during the window of opportunity is inconsistent with the virtual classroom concept and will result in the point deductions explained above and in the grading rubric.
Responses to Dr. White's comments are not included in the quantity component of the grading scheme.

The use of resources such as Answers, Wikipedia, Encarta, Encyclopedia, Dictionary, Blogs or other similar sources are inappropriate for any aspect of this course. If using outside sources, which is certainly acceptable, they must be given attribution and copy and paste is not permitted. The source should be paraphrased in your own word and cited consistent with APA formatting. If there are questions about APA formatting models please refer tlo PDL200 the Park Online Writing Lab

Grading:

Student evaluation will be based on individual performance on examinations, written reports, and class participation. The total points possible points is 1000 and alphabetical grades are based on the following scale.

Quizzes (5 @ 40 points each.............................................200 Points
Essays (3 @ 70 points each)............................................ 210 Points
Introduction and email (10 points each).................................20 points 
Midterm.........................................................................250 points
Final................................................................................................ 200 points
Discussions (8 @ 15 points each)...................................... 120 Points
 
A = 900 - 1000, B = 800 - 899, C = 700 - 799, D = 600 - 699, F = <600 

As a matter of personal preference I discourage incomplete grades. I understand that there are unique or special circumstances that make this option seem to be an acceptable solution. However, such a grade place an additional burden on students during their subsequent term of study. Having to focus on the requirements of last term as well as their current term could cause stress that will negatively impact performance on both. Assignment of an “I” may result in: (1) an expansion of the requirement; (2) an increase in performance standard; or (3) both. Park University policy on incomplete grades is as follows: “An incomplete grade (I) may be issued only upon completion of a “Contract for Incomplete” signed by the student and the instructor and placed on file in the Office of the Registrar or Campus Center. An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for the course. An “I” indicates that the coursework was not completed in the time allotted in the semester/term through no fault of the student as determined by the instructor. Final assessment of the grade is postponed to no later than 60 days after the last day of the semester/term in which the “I” was received. Failure on the part of the student to complete the work will result in an “F.” A student may submit a written request for one 30-day extension beyond the 60 days. After approval by the instructor, the request is filed in the Office of the Registrar or Campus Center. "

Late Submission of Course Materials:
Even though this course is asynchronous there must be a schedule as a guide. Assignments and examinations cannot be made up, ex post facto. All course requirements and due dates are clearly indicated in the syllabus and outline. It is a matter of fairness because once the assignments and examinations have been posted there is potential for compromise. Therefore, make-up assignments and examinations are discouraged and will be available only for emergency reasons, appropriately documented. Further, the date due is the last but not the first date any assignment can be submitted. In other words papers, these tasks can be completed or accomplished at any time, before the deadline. It is a good idea to accomplish the task early so that personal events do not preclude a timely completion of the assignment.
I DO NOT ACCEPT ANY LATE WORK.

Classroom Rules of Conduct:
This is an online course which involves a great deal of participation in the threaded discussions. It is expected that all students will engage one another in a professional and courteous manner. The online classroom is an environment whereby opinions and positions can be openly expressed, regardless of their popularity. To that end any personal criticism or ridicule is not appropriate. Debate, on the other hand, is encouraged. It is believed that exchange of different ideas will result in the intellectual growth of everyone.

Course Topic/Dates/Assignments:

Week 1
January 14 - 20, 2013
Chapters 1:
What is criminal justice?
Chapter 2
: The crime picture
Assignments: Complete the week1 activities (establish email, post introduction and participation in the discussion)

Week 2
January 21 - 27, 2013
Chapter 3: Criminal Law
Assignments: Complete Quiz#1, week discussion and Proctor request form.

Week 3
January 28 - February 3, 2013
Chapter 4: Policing: Purpose and Organization
Assignments: Complete Quiz#2 week 3 discussion and essay #1.

Week 4
February 4 - 10, 2013
Chapters 5: Legal Aspects of Policing 
Chapter 6: Policing Issues and Challenges
Assignments:
Complete Midterm and the week 4 discussion.

Week 5
February 11 - 17, 2013
Chapters 7: Courts: Structure and Participants
Chapter 8: The courtroom work group adn the criminal trial
Assignments: Complete Quiz#3, the week 5 discussion and essay #2.

Week 6
February 18 - 24, 2013
Chapters 9: Sentencing
Chapter 10: Probation, parole and community corrections
Assignments:
Complete Quiz#4 and week 6 discussion:  Submit the core assessment essay

Week 7
February 25 - March 3, 2013
Chapters 11: Prison and jails
Chapter 12: Prison life
Assignments: Complete Quiz#5, the week 7 discussion and essay #3.

Week 8
March 4 - 10, 2013
Chapter 13: Juvenile Justice
Assignments: Complete proctored final exam and week 8 discussion.
 

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

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98

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)
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 

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Last Updated:12/7/2012 10:44:25 AM