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CJ 300 Agency Administration
Bayless, Robert


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 300 Agency Administration

Semester

U1T 2013 DL

Faculty

Bayless, Robert

Title

Adjunct Faculty

Degrees/Certificates

Masters Administration of Criminal Justice
Masters Human Relations

Office Location

On-line

Office Hours

24 hour response

Daytime Phone

816-802-3399

Other Phone

816-741-5570

E-Mail

robert.bayless@park.edu

Semester Dates

June 3, 2013 to July 28, 2013

Class Days

TBA

Class Time

TBA

Prerequisites

CJ100 and either CJ231, CJ232, or CJ233

Credit Hours

3


Textbook:

Justice Administration – Seventh Edition (Prentice Hall, 2012)

Author: Kenneth J. Peak

ISBN- 10: 0-13-270899-X      ISBN-13: 978-0-13-270899-9

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:
CJ300 Agency Administration: This intermediate course examines management models, administrative techniques and patterns of organizational structure characteristic of criminal justice agencies. Prerequisites: CJ100 and either CJ231, CJ232 or CJ233. 3:0:3

Educational Philosophy:

My educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:
  Core Learning Outcomes

  1. Compare criminal justice organizations and understand why they should be studied.
  2. Critique the process-related features of criminal justice components that explain these institutions and our understanding of them.
  3. Distinguish the key concepts used in the study of these organizations.
  4. Analyze the functions of the administration of law enforcement systems, the courts, and corrections.
  5. Evaluate organizational effectiveness and policy-making in different organizations.


  Instructor Learning Outcomes
  1. Describe organizational behavior, including variables such as organizational climate, goals, and effectiveness.
  2. Evaluate the functions and dysfunctions of formal communication networks.
  3. Evaluate the relation of job satisfaction, motivation, and morale of employees to stress and burnout.
  4. Describe the characteristics of jail personnel, their selection and training.
  5. Analyze pleas bargaining and judicial and prosecutorial selection and conduct.
Core Assessment:

For CJ300, the student will analyze and report on a section/bureau/division in a criminal justice agency. The focus of the analysis is to examine the manner in which the section/bureau/division influences agency operations. Examples include Human Resources Section, Records Division, Office of Legal Affairs, Internal Affairs and/or Professional Standards, Labor Relations Office, Budget Section for the ABC County Sheriff’s Office or the DEF Juvenile Detention Center. 

The purposes in conducting and writing this study are to improve your ability to synthesize, analyze, and evaluate information carefully and objectively, solve problems effectively, present your ideas in clear written form directed to a specific audience, in this case, your class. 

To complete this project, you should: 

  1. Select the agency and section/bureau/division in which you are interested.
  2. Gather materials from the agency, such as organization charts, annual reports, and budgets.
  3. Interview persons working in the section about their job(s).
  4. Observe the activities in the section.
  5. Describe the structure, practice, and procedures of the agency and of the section you plan to analyze.
  6. Describe the procedures you will use to conduct your study including interviewing some people who work in the section.
  7. Compare similar agencies.
  8. Describe the results of your study.
  9. Make conclusions about your findings, including the positive and negative aspects you discovered. 

Your paper must include:

  1. A cover page
  2. Introduction
  3. Methodology section
  4. Discussion
  5. Reference page
  6. Appendix which might include a summary of your interview(s) and organization charts of your agency and your section 

The text of this paper should be at least 2,000 words or eight pages typewritten or computer-generated, not counting the cover page, reference pages, appendices. You must demonstrate that you understand the terminology and the concepts used in the section of the agency you study and that you know how to apply these concepts.   You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA format in source citation both in the body of the paper and in the reference page. 

You will present your paper in class in a manner selected by the instructor for your course.

Link to Class Rubric

Class Assessment:

Reading: The entire textbook and lectures are required reading for this class.  Assignments are indicated on the weekly schedule.  Students are responsible for reading the assignment prior to the class in which the topic will be discussed.

Lecture/discussions: Students are expected to participate in discussions and to read the lectures. Class participation is considered a major component of this course.  While a student will be marked as "present" merely by logging into the course, this is not what class participation involves.  It is expected that students will actively participate in the weekly discussion threads with thoughtful responses. 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. 

Assignments begin on Monday and end midnight on Sunday. This activity is worth 40 points.

Remember posting all your responses on the same day does not make a discussion.

Refer to the rubric for grading evaluation. Results of your work can be located in the grade book. 

Protocol for posting threads and contributing to an online discussion are as follows:
 

Postings in the discussion board should be a minimum of three separate days. (Not concentrated all on one day or at the beginning and/or end of the period). Your main post must be entered no later than Thursday.

Postings should be a minimum of 100 to 200 words.

Avoid postings that are limited to 'I agree' or 'great idea', etc. If you agree (or disagree) with a posting then say why you agree by supporting your statement with concepts from the readings or by bringing in a related example or experience. A minimum of 50 to 150 words.

Address the questions as much as possible (don't let the discussion stray).

Try to use quotes from the articles that support your postings. Include page numbers when you do that. And, ensure that you properly cite your postings in APA format.

Build on others’ responses to create threads.

Bring in related prior knowledge (work experience, prior coursework, readings, etc.)

Use proper etiquette (proper language, typing, etc.).

Rubric for evaluating online discussions:

  Weekly Online Discussions Rubric

Criteria 

Excellent

Good

Average

Poor

Timely discussion contributions

5-6 postings well distributed throughout the week

4-6 postings distributed throughout the week 

3-6 postings somewhat distributed

2-6 not distributed throughout the week

Responsiveness to discussion and demonstration of knowledge and understanding gained from assigned reading

very clear that readings were understood and incorporated well into responses

readings were understood and incorporated into responses

postings have questionable relationship to reading material

not evident that readings were understood and/or not incorporated into discussion

Adherence to on-line protocols

all on-line protocols followed

1 online protocol not adhered to 

2-3 online protocols not adhered to 

4 or more online protocols not adhered to 

Points

40-36

35-32

31-28

27 or less

Final Exam: There will be a proctored final during week 8. A study guide or Exam Tips will be posted during week 5.

Homework Papers: Assignment is due by midnight on Sunday of the week. This activity is worth 40 points. Refer to the rubric for grading evaluation.   Your papers with grading comments and suggestions for improvement will be placed back into the drop box of that same week with assigned points.

Week 1, 2, 3, 4, 5 have assigned with specific topics. The papers should include: title page with name of the week, author, and references used (i.e. Web sites, textbook, outside reading, personal experiences and etc.) Be sure to list your sources used.

Rubric for evaluating homework papers

  Homework Paper Rubric

Criteria 

Excellent

Good

Average

Poor

Interpretation & Critical Analysis

Response skillfully interprets & analyzes text in an insightful original manner and meets or exceeds 300 words.

Response sufficiently interprets & analyzes the test in adequate ways, though may lack insight & originality; 200-300 words in length.

Response interprets & analyzes the texts in a predictable manner, summarizing ideas, rather than suggesting insights; 200 words in length.

Response neither interprets nor analyzes textual information; it does not meet length requirements.

Focus

Response tightly focuses on a key textual idea or theme

Response sufficiently focuses on a key textual idea or theme

Response sufficiently focuses on key textual ideas or themes but may wander from focus.

Response fails to focus on key textual ideas or themes.

Development with use of adequate support

Response is extremely well developed, using clear, application text examples closely linked to its interpretation. Quotations conform to APA format requirements.

Response is sufficiently developed using text examples that are adequately linked to its interpretations, though it may lack sufficient development. Quotations conform to APA format requirements.

Response is underdeveloped and contains insufficient examples from the text that are not clearly linked to its interpretation. Quotations do not conform to APA format requirements.

Response lacks development and examples. It contains no quotations.

Technical

Response is clearly written with strong style and conforms to conventions of Standard Written English.

Response is adequately written and conforms to conventions of Standard Written English.

Response contains multiple errors not conforming to conventions of Standard Written English.

Response does not conform to conventions of Standard Written English.

Points

40-36

35-32

31-28

27 or less

Research Paper: SEE CORE ASSESSMENT RUBRIC

Grading:

Homework paper 40 points.....Due Week 1

Homework paper 40 points.....Due Week 2

Homework paper 40 points.....Due Week 3

Homework paper 40 points.....Due Week 4

Homework paper 40 points.....Due Week 5

Discussion Questions 40 points.....Due Week 1

Discussion Questions 40 points.....Due Week 2

Discussion Questions 40 points.....Due Week 3

Discussion Questions 40 points.....Due Week 4

Discussion Questions 40 points.....Due Week 5

Discussion Questions 40 points.....Due Week 6

Discussion Questions 40 points.....Due Week 7

Research Paper 250 points……….Due Week 7... CORE ASSESSMENT

Power Point Presentation  20 points…. Due Week 8 Part of Core Assessment

Exam 250 points..............Due Week 8

Grade Scale
A = 90- 100% (or 900 points or higher)
B = 80-89% (or 800 to 899 points)
C = 70-79% (or 700 to 799 points)
D = 60-69% (or 600 to 699 points)
F = < 60% (599 or fewer points) 

Late Submission of Course Materials:

All course assignments must be submitted to the Instructor in accord with the dates specified in the syllabus. A 10% "late penalty" will be assessed for any assignment which is tardy. Exceptions to this policy will be made on a case-by-case basis if the student contacts the Instructor prior to the due date and requests an extension.

Per Park University policy, any student who does not complete the proctored final exam prior to the end of Week 8 of the term must be assigned a final course grade of “F."

Classroom Rules of Conduct:

Students are to adhere to online etiquette.  In this class we encourage and require discussion and debate; however it should be done in a courteous and professional way. No bad language or rudeness will be tolerated.

Netiquette Information: Working online brings with it the new world of "online etiquette" - usually referred to as "netiquette." To find out issue involving your online writing and posting please go to the Core Rules of Netiquette. (http://www.albion.com/netiquette/corerules.html)

Course Topic/Dates/Assignments:

Week 1: June 3, 2013 to June 9, 2013

Objectives:

  • Explain the meaning of the administration of justice
  • Examine what is meant by the concepts of administration, manager, and supervisors
  • Explain a rationale for why criminal justice organizations should be studied
  • Compare consensus and conflict theorists and their theories
  • Examine the two goals of U. S. criminal justice system)CJS)
  • Describe the major components of organizational structure, such as span of control and unity of command
  • Examine the components of communication and the uniqueness of communication within the criminal justice system
  • Compare several non-rational closed-system organizational models, including Theory X and Theory Y

Check List:

         Read Chapters 1 and 2 CLO1, CLO2, CLO3

  • Submit your introduction
  • Review syllabus, and assignment schedule
  • Respond to the questions in discussion area - 40 points (possible)CLO1, CLO2
  • Complete Homework Assignment (paper) - 40 points (possible) CLO1, CLO2

Introductions: Place your introductions in Week 1 Introduction

Discussion Assignment: Place your response in WEEK 1 Discussion Thread - What is the meaning of the administration of justice and why criminal justice organization should be studied? How does Maslow’s Hierarchy of Needs fit here? CLO1

Homework Assignment: Homework Paper - Refer to the rubric for grading evaluation. It should be to the point with support material, personal experiences and ideas. CLO1, CLO2

Paper Topic: 1. Locate three mission statements in the criminal justice system and describe how does it fit into the organizational structure? Which one do you prefer? Why? How are the three different? And part 2. Find a mission statement from another organization (not criminal justice or military). How are they alike and different from the law enforcement mission statements? For your personal comments and thoughts do you remember mission statement or those vows, motto and pledges you took during your life? CLO1, CLO2

Week 2: June 10, 2013 to June 16, 2013

Objectives:

  • Discuss first-line supervisors position, as well as its role and tasks
  • Compare the roles of the field training officer (FTO) and police training officer (PTO) and their concepts
  • Explain the activities that can be included in an assessment center to obtain the most capable executives
  • Examine the seven elements of police organizational structure
  • Examine community policing and its problem-solving S.A.R.A. process
  • Comprehend the purposes of policies, procedures, rules and regulation in an organization

Checklist: 

  • Read Chapters 3 & 4 CLO2, CLO3, CLO 4
  • Respond to the questions in discussion area - 40 points (possible) CLO2, CLO3, CLO4
  • Complete Homework Assignment (paper) - 40 points (possible) CLO2, CLO3, CLO4

Discussion Assignment: Place your response in WEEK 2 Discussion Thread – What is meant by community-oriented policing and problem solving, and what are the components of the problem-solving process? CLO2, CLO3

Homework Assignment: Homework paper - Refer to the rubric for grading evaluation. It should be to the point with support material, personal experiences and ideas. Be sure to name sources used.

Paper Topic: What are the “Ten Commandments” of good executive leadership and how do they fit into the various styles of leadership? CLO2, CLO3, CLO4

Week 3: June 17, 2013 to June 23, 2013

Objectives:

  • Examine the definition and nature of terrorism, including bioterrorism, and the several practical and legislative responses to it
  • Examine how criminal justice organization can achieve positive media relations
  • Examine the use of force
  • Examine leadership theories.
  •  Discuss and differentiate between power and authority

Checklist:

·         Read Chapter 5 CLO2, CLO3, CLO5

·         Respond to the questions in discussion area - 40 points (possible) CLO2, CLO3, CLO5

·         Homework Assignment (paper) - 40 points (possible) CLO2, CLO3

Discussion Assignment: Place your response in WEEK 3 Discussion Thread –What types of issues are involved in the abuse of police authority? What are some of the use of force policies? CLO2, CLO3, CLO5

Homework Assignment: Homework paper - Refer to the rubric for grading evaluation. It should be to the point with support material, personal experiences and ideas. Be sure to name sources used. CLO2, CLO3

Homework Topic: What are contract, consolidated, and civilianized police services and what are the advantages and limitations of each? Do we see this in other areas of the criminal justice system?

Week 4: June 24, 2013 to June 30, 2013

Objectives:

  • Explain the kinds of jurisdiction that courts possess
  • Examine the six major duties of court administrators
  • Explain the issues such as juveniles being tried as adults, the exclusionary rule
  • Examine the use of cameras in the courtroom
  • Examine plea bargaining and advantages and disadvantages in the criminal justice system and to society
  • Examine the juvenile justice system and how juvenile offenders are processed from arrest, through intake, adjudication, and disposition
  • Examine how the juvenile justice system is administered
  • Compare the different dispositional options for juvenile offenders

Checklist:

·         Read Chapters 6, 7, & 8 CLO2, CLO3, CLO4

·         Respond to the questions in discussion area - 40 points (possible)

·         Homework Assignment (paper) - 40 points (possible)

Discussion Assignment: Place your response in WEEK 4 Discussion Thread –Should juveniles be tried as adults?   What are some of the laws concerning this issue?CLO2, CLO3, CLO4

Homework Assignment: Homework Paper –This written Refer to the rubric for grading evaluation. It should be to the point with support material, personal experiences and ideas. Be sure to name the sources used. CLO2, CLO3

Paper Topic: Should cameras be allowed in the courtroom? Why or why not? What are the advantages and disadvantages? What are the laws or policies covering this issue?

Week 5: July 1, 2013 to July 7, 2013

Objectives:

  • Examine the three services of parole agencies and the two models of probation systems, including their resources, activities and outcomes
  • Discuss “supermax” prisons
  • Discuss the Prison Litigation reform Act (PLRA)
  • Discuss the goals, functions, and motivation techniques of prison/jail administrators
  • Examine styles of leadership and how related to all prison workers
  • Examine issues and problems concerning inmate population
  • Compare and contrast state and federal court organization
  • Describe the function of state and federal courts
  • Describe the duties of judges, prosecutors, and other courtroom work group members

Checklist:

  • Read Chapters 9, 10, & 11 CLO2, CLO3, CLO 4, CLO5
  • Respond to the questions in discussion area - 40 points (possible)
  • Homework Assignment (paper) - 40 points (possible)

Discussion Assignment: Place your response in WEEK 5 Discussion Thread – Related to the criminal justice system - What is stress? What job related factors seem to cause stress? How can stress be reduced? CLO2, CLO3, CLO4

Homework Assignment: Homework Paper - Refer to the rubric for grading evaluation. It should be to the point with support material, personal experiences and ideas. Be sure to name the sources used. CLO2, CLO3

Paper Topic: What are some of the major problems encountered by prison or jail employees? And how are these similar to other positions in the criminal justice system?

Week 6: July 8, 2013 to July 14, 2013

Objectives:

  • Compare and contrast between absolute and relative ethics and the meaning of noble cause corruption
  • Describe the laws and rights affecting criminal justice employees
  • Describe the impact of the Fair Labor standards Act on criminal justice employees
  • Examine ethics among criminal justice employees

Checklist:

·         Read Chapters 12 & 13 CLO2, CLO3, CLO4

·         Respond to the questions in discussion area - 40 points (possible) CLO4

·         Proctor form due by Friday of this week

·         Take this time to work on your Research Paper "CORE ASSESSMENT" See Week 7 & 8.

Discussion Assignment: Place your response in WEEK 6 Discussion Thread – What do you believe are the most difficult ethical dilemmas facing criminal justice systems employees today?

Week 7: July 15, 2013 to July21, 2013

Objectives:

  • Discuss the three models used in collective bargaining
  • Examine the kinds of disciplinary actions that may be used by agencies in an investigation of a criminal justice employee
  • Examine the steps taken when a citizen’s complaint if filed
  • Examine what is a budget and the concepts of the budget cycle’s four steps
  • Compare the different dispositional options for juvenile offenders
  • Examine the three different budget formats and the advantages and disadvantages of each

Checklist:

  • Read Chapters  14 & 15
  • Respond to the questions in discussion area - 40 points (possible)

Discussion Assignment: Place your response in WEEK 7 Discussion Thread - What is involved in formulating a budget? How does it get the approval and execution?

Research Paper Directions: 250 POINTS "Core Assessment"

For CJ300, the student will analyze and report on a section/bureau/division in a criminal justice agency. The focus of the analysis is to examine the manner in which the section/bureau/division influences agency operations. Examples include Human Resources Section, Records Division, Office of Legal Affairs, Internal Affairs and/or Professional Standards, Labor Relations Office, Budget Section for the ABC County Sheriff’s Office or the DEF Juvenile Detention Center.

The purposes in conducting and writing this study are to improve your ability to synthesize, analyze, and evaluate information carefully and objectively, solve problems effectively, present your ideas in clear written form directed to a specific audience, in this case, your class.

To complete this project, you should:

  1. Select the agency and section/bureau/division in which you are interested.
  2. Gather materials from the agency, such as organization charts, annual reports, and budgets.
  3. Interview persons working in the section about their job(s).
  4. Observe the activities in the section.
  5. Describe the structure, practice, and procedures of the agency and of the section you plan to analyze.
  6. Describe the procedures you will use to conduct your study including interviewing some people who work in the section.
  7. Compare similar agencies.
  8. Describe the results of your study.
  9. Make conclusions about your findings, including the positive and negative aspects you discovered.

Your paper must include:

  1. A cover page
  2. Introduction
  3. Methodology section
  4. Discussion
  5. Reference page
  6. Appendix which might include a summary of your interview(s) and organization charts of your agency and your section

The text of this paper should be at least 2,000 words or eight pages typewritten or computer-generated, not counting the cover page, reference pages, and appendices. You must demonstrate that you understand the terminology and the concepts used in the section of the agency you study and that you know how to apply these concepts. You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA format in source citation both in the body of the paper and in the reference page.

Core Assessment Rubric

Competency

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

No Evidence

Points

40-36

35-28

27-24

23 and below

Evaluation Outcome

(40 points)

Research paper demonstrates a thorough appraisal of the researched information. The paper is presented as a congruous and thoughtful exposition of ideas.

Research paper demonstrates a satisfactory appraisal of the researched information. The paper is presented as a thoughtful exposition of ideas.

Research paper demonstrates a minimal appraisal of the researched information. The paper is presented as a disparate exposition of ideas.

Research paper demonstrates no appraisal of the researched information. The paper is presented as an incongruous exposition of ideas

Synthesis Outcome

(40 points)

Paper is a consolidated integration of the fundamental principles of the four prototypes of community justice programs. Extends research well beyond minimum requirements.

The report presents a basic compilation of fundamental principles of the four prototypes of community justice programs, but integration of research themes is weak.

The report responds to some individual issues of the four prototypes of community justice programs, but with insufficient consolidation of ideas.

No evidence of combining researched material into a consistent whole.

Analysis Outcomes

(40 points)

Paper completely examines the fundamental principles of the four prototypes of community justice programs.   It analyzes key elements using8 or more course-external sources.

Paper examines the fundamental principles of the four prototypes of community justice programs, but may miss a few points. It analyzes key elements using 6-7 course-external sources.

Paper fails to satisfactorily examine the fundamental principles of the four prototypes of community justice programs.   It analyzes key elements using 1-5 course-external sources.

Paper fails to examine the fundamental principles of the four prototypes of community justice programs.   It used no course-external sources.

Application

Outcomes

(40 points)

Paper applies multiple instances and exceptional understanding of terminology and concepts specific to the core learning outcomes throughout.

Paper applies sufficient and satisfactory use of terminology and concepts specific to the course core learning outcomes throughout.

Paper applies minimal use of terminology and concepts specific to the course core learning outcomes throughout.

Paper fails to demonstrate an understanding of terminology and concepts specific to the course core learning outcomes.

Content of Communication Outcomes

(40 points)

Paper conveys complete and exceptional information on the selected topic.

Paper conveys sufficient information on the selected topic.

Paper conveys minimal information on the selected topic.

Paper conveys no information on the selected topic.

Technical Skills in Communicating Outcomes

(50 points)

250 points total

50-46 points

Paper contains all required technical components: 8 pages or at least 200 words in length (excluding required cover sheet or title page and reference page), typed, double-spaced. Written is APA Style, including in-text sources citations. Contains fewer than five grammatical or spelling errors

45-39 points

Paper contains most required technical components. Contains more than five grammatical or spelling errors but errors do not detract from understanding. Written in APA Style, but may have a few formatting errors.

38-34 points

Paper contains few required technical components. Contains more than five grammatical or spelling errors that detract from understanding. APA Style usage is barely evident.

33 and below

Paper contains no required technical components. There are so many errors in the APA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read.

The paper must be submitted no later than the end of week 7 Sunday by midnight.

Power Point part of Research Paper requirement – Week 8

Your presentation will be a power point presentation placed within the “first two days of week 8” into the Discussion thread. Presentation should have key issues and major points of your paper. Make it interesting. Other students will be reviewing your material and making comments in the discussion thread.

Week 8: July 22, 2013 to July 28, 2013

Objectives:

  • Examine technologies used in the criminal justice system
  • Explain what the FBI and other agencies are doing in the field of criminal justice information systems

Checklist: 

  • Read Chapter 16 CLO2, CLO4
  • Power Point discussion area - 20 points CLO2, CLO3, CLO4
  • Proctored Final EXAM this week. Be sure to study the Exam-Tips given in Week Five.

RESEARCH PAPER: Power Point Presentation "CORE ASSESSMENT"

Place in Week Eight Research Paper Discussion Thread 20 points.

You will present your paper to the class in the form of a power point presentation. Your power point presentation will be placed within the “first two days of week 8” into the Research Paper Discussion thread. Presentation should have key issues and major points from your research paper. Make it interesting. Other students will be reviewing your material and making comments in the research paper discussion thread.

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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 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 2012-2013 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 .

Additional Information:

Getting Started


To get started in this course please review the links on the left side
of your course menu.


Many of the documents in the course are in Adobe PDF
format. The PDF format is useful for students because, you can view and
print the documents easily on most computer systems. So there is more
consistency on how you can view the pages and fewer problems with technical
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Read and print the Syllabus. Review the Syllabus carefully
to ensure you are familiar with the expectations of this course. Review it
carefully to be certain that you understand the policies, procedures, and other
aspects that relate to the course.


Post an introduction about yourself in the Discussion thread –
under Introductions.


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Make sure to review the rubrics for all assignments




Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Combines interviews, agency documents, observations, course text, and other resources (more than 8) into a consistent whole - other resources are books and/or referred journal articles Combines interviews, agency documents, observations, course text, and other resources (6 to 8) into a consistent whole - other resources are books and/or referred journal articles but somewhat superficial Combines interviews, agency documents, observations, course text, and other resources (less than 6) into a consistent whole - other resources are books and/or referred journal articles but superficial Some of the required elements (interviews, agency documents, observations, course text, and other sources are missing and 
Analysis                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Analyzes key elements using more than 8 sources Analyzes key elements using the 6 to 8 sources Analyzes key elements using less than  6 sources Analysis is not present in artifact 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking Appraises the sources into congruous conclusions Appraises the sources into conclusions Evaluation is not present in artifact 
Terminology                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
By using more than 10 words specific to the profession, the  artifact demonstrates an exceptional understanding of terminology By using 10 words specific to the profession, the  artifact demonstrates the expected understanding of terminology By using less than 10 words specific to the profession, the  artifact demonstrates an less than satisfactory understanding of terminology By not using words specific to the profession, the artifact fails to provide appropriate evidence 
Concepts                                                                                                                                                                                                                                                   
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
By discussing more that 5 key ideas (those  specific to the profession), the  artifact demonstrates an exceptional understanding of concepts By discussing 5 key ideas (those specific to the profession), the  artifact demonstrates the expected understanding of  concepts By discussion less than 5 key concepts (those  specific to the profession), the  artifact demonstrates less understanding than expected An artifact that fails to discuss at least concepts is unsatisfactory 
Application                                                                                                                                                                                                                                                
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact shows multiple instances and exceptional understanding  of terminology and concepts throughout the paper The artifact shows sufficient and satisfactory use of terminology and concepts throughout the paper The artifact shows little and unsatisfactory use of terminology and concepts throughout the paper The artifact fails to demonstrate an understanding  of terminology and concepts appropriate to the profession 
Whole Artifact                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
The artifact fewer than 5 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains 5 to 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact more than 10 errors in the APA writing convention and in the paper presentation (spelling, grammar, etc.) The artifact contains so many errors in the APA writing convention or in the paper presentation  that make it difficult to read 

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Last Updated:5/2/2013 3:21:06 PM