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CJ 100 Intro to Criminal Justice Admin
Kirk, Diana 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

S2B 2013 BL

Faculty

Kirk, Diana M.

Title

Senior Adjunct Faculty

Degrees/Certificates

Bachelors - Management of CIS
Masters - Management and Leadership

Office Location

Assigned classroom

Office Hours

By appointment and before or after class

Daytime Phone

915-472-3529

Other Phone

none

E-Mail

dkirk@park.edu

diana_kirk@yahoo.com

Web Page

http://www.park.edu

Semester Dates

March 18, 2013 - May 12, 2013

Class Days

--T-R--

Class Time

7:30 pm- 10:10 pm

Credit Hours

3


Textbook:
 

Criminal Justice: A Brief Introduction, 9th edition, (2012)
Schmalleger, Frank
ISBN: 0-13-706983-9, 978-0-13-706983-5
Prentice Hall, Inc.
 
 

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/.


Course Description:

CJ100
Introduction to Criminal Justice Administration (MGE): 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 facilitator's educational philosophy is one of interactiveness based on lectures, current events, written essays, homework, class discussions, and exams. The emphasis is on the exploration of ideas and issues confronting criminal justice.

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. Demonstrate an understanding of the issues and challenges facing the crinal justice system
  2. Demonstrate a basic understanding of the American correctional system and is various components
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:

The assessments for this course are listed below. 
 
Grades will be based on the following:
  • (2) Articles (Current Criminal Justice issues)
  • Weekly Participation and discussion
  • (2) Quizzes 
  • (3) Written Essays (Core Assessment)
  • (1) Mid-Term Examination
  • (1) Final Exam 
Core Assessment: Each of your (3) written essays will include a cover page, body (text) and reference page, and will be prepared in the English language, in APA 6th ed. format, 12pt font, double-spaced, Times New Roman. The paper will contain (6) references from credible library sources. Students must run their papers through "spell-checker" and edit their papers for spelling, grammar and punctuation errors prior to submission. All papers will be submitted through the appropriate Drop box where papers can be uploaded on MS Word Format by the assigned due date. Each paper is worth 10% or 100 points each. 

Wikipedia, Answers.com, Encarta, Encyclopedia and similar sources are not an appropriate source for any academic paper and should not be used as a source for any activity in this course. Each essay must be submitted as a single attachment. Essays will be graded on the basis of proper format, grammar, spelling, and thoroughness of assigned topic.
 
Quizzes are designed to reinforce and emphasize important material covered in class and your assigned textbook as well as cover the learning outcomes designed for this course. Quizzes may be a combination of multiple choice, true/false, matching and essay and may be included in the mid-term and final examinations. Students will have sufficient time to complete assigned Quizzes through eComapanion.

Mid-term and Final exam questions may be a combination of multiple choice, true/false, completion and essay.  If the Mid-Term or Final exam must be made-up, the student must notify the instructor in advance so that appropriate arrangements can be made to have the exam administered. It is a matter of fairness because once the examination is administered there is potential for compromise. Therefore, make-up examinations are discouraged and will be available only for emergency reasons, appropriately documented and at the discretion of the instructor. 
 
Criminal Justice articles: Students will research criminal justice related articles and will bring them to class on the dates indicated in the course syllabus. Students should be prepared to discuss the articles and their relevance to the assigned reading material and class discussions.
 
Participation is earned on a weekly basis. Students must be present to earn weekly participation points. Active discussion and participation is expected of all students. Students who arrive to class late or leave early on an on-going basis will lose participation points.


 

Grading:

  

Criminal Justice Articles       12%       120 pts  (60 pts ea)    

Quizzes                            10%       100 pts  (50 pts ea)        

Participation and Discussion   8%        80 pts   (10 pts weekly)

Written Essays                   30%       300 pts (Core Assessment) (100pts ea)

Mid-Term Exam                         15%         150 pts                                                                              

Final Exam                                25%         250 pts       

    TOTAL                              100%       1000 pts
 
 
Grading Scale:

      A =  90-100%   900 - 1000 pts

      B =  80-89%     800 - 899 pts

      C =  70-79%     700 - 799 pts

      D =  60-69%     600 - 699 pts

      F =    0-59%         0  - 599 pts

Late Submission of Course Materials:

All assigned work (Articles, Quizzes, Mid-Term, and the Final exam) must be submitted by the assigned date as indicated in the course syllabus. Students will be provided plenty of time to prepare for an complete assigned work. Should a student not be available on the date of the Final exam, the student must make arrangements with the instructor in advance so the examination can be proctored at another date/time prior to the end of the term, otherwise the student will receive an F.

The course requirements and due dates are clearly indicated in the course syllabus. Therefore, make-up assignments and examinations are discouraged and will be available only for emergency reasons, appropriately documented, and at the discretion of the instructor. It is a good idea to accomplish tasks early so that personal events do not preclude a timely completion of the assignment. 

Exception: Essay's submitted late (after the due date/time on the course syllabus) will automatically receive a 50% deduction. Essays late more than 3 calendar days from the due date will not be accepted and a grade of 0 pts / F will be posted in the gradebook.

Work missed because of unexcused absences will not be accepted. Military students can make alternative arrangements with the instructor because of deployments or other unforeseen military duties that often arise. If a student has an excused absence, all work must still be submitted/completed on-time through e-Companion by the stated due date. 

Classroom Rules of Conduct:

It is expected that all students will engage one another in a professional and courteous manner. The 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. The exchange of different ideas will result in the academic and intellectual growth of everyone.

Students are expected to attend all class meetings and be on time, being habitually late is not acceptable. Attendance is recorded at each class meeting; if students are going to be absent, notification to the instructor is required in advance of the absence; otherwise the absence will be recorded as unexcused. After two unexcused absences, one letter grade will be deducted, after three unexcused absences, two letter grades will be deducted and after four unexcused absences students will be given a final grade of “F”. Academic dishonesty will result in immediate release from the course and a failing grade.

Cell phones must be on vibrate or silent mode. Texting during class while the instructor is lecturing is unacceptable. If you must take a call, please do so outside of the classroom. Laptops will not be on during class unless the students is utilizing an e-book.

 

Course Topic/Dates/Assignments:

Week 1


March 19, 2013               Course Introduction, expectations, Course syllabus review
                                          Chapter 1- What is Criminal Justice?
March 21, 2013               Chapter 2 - The Crime Picture

Week 2

March 26, 2013               Chapter 3 Criminal Law     Article #1 due
March 28, 2013               Chapter 4 Policing: Purpose and Organization - Essay #1 Due in  
  
                                        Dropbox by 12 midnight (MST)

Week 3

April 2, 2013                    Chapter 5 Policing: Legal Aspects - Quiz #1 must be completed in 
                                           eCompanion by Sat 12 midnight (MST)
April 4, 2013                    Chapter 6 Policing: Issues and Challenges

Week 4

April 9, 2013                    Chapter 7 - The Courts   Mid-Term Exam (Chapters 1-7)
April 11, 2013                  Chapter 8 - The Courtroom, Work Group and the Criminal Trial

Week 5

April 16, 2013                  Chapter 9 - Sentencing
April 18, 2013                  Chapter 10 - Probation, Parole and Community Corrections 
                                           Essay #2 due in Dropbox by 12 midnight (MST)                           
                            
Week 6
 
April 23, 2013                  Chapter 11 - Prisons and Jails  Quiz #2 must be completed in 
                                           eCompanion by Sat. by 12 midnight
April 25, 2013                  Chapter 11 - Prisons and Jails continued

Week 7
April 30, 2013                  Chapter 12 – Prison Life  Article #2 due
May 2, 2013                     Chapter 13 – Juvenile Justice  

       Essay #3 due in assigned Dropbox by 12 midnight (MST)
                   Final Exam Review

Week 8

May 7, 2013                     Final Exam (Chapters 8-13 Closed books/notes exam)

May 9, 2014                               End of course review

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.

Park University 2012-2013 Undergraduate Catalog Page 98
Absences may be excused by the instructor. Students must notify the instructor prior to the class absence.

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:2/9/2013 7:36:46 PM