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CJ 300 Agency Administration
Gonzalez, Martha


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

F2E 2012 PE

Faculty

Gonzalez, Martha

Title

Adjunct Instructor

Degrees/Certificates

M.S. Criminal Justice/Criminology, SDSU
B.S. Criminal Justice/Sociology, SDSU

E-Mail

MarthaGonzalez02@Park.edu

Semester Dates

10/22/12-12/16/12

Class Days

-M-----

Class Time

5:15 - 10:25 PM

Prerequisites

CJ100 and either CJ231, CJ232, or CJ233

Credit Hours

3


Textbook:
Peak, Kenneth J., JUSTICE ADMINISTRATION, Police, Courts and Corrections Management, 6th edition. Prentice Hall, 2010.

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:
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.


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. 

Final Exam: There will be a proctored final during week 8. 

Homework Papers: There are 5 written exercises.  These are short paper 1-2 pages.  They will be submitted in the drop box for that week.  They should be supported with outside material, web sites, personal experiences and ideas.  Be sure to list your sources used.

Research Paper: SEE CORE ASSESSMENT

Grading:

Homework Assignments 5 X 40 200
In-Class Discussions 7 X 40 280
Research Paper 1 X 250 250
FInal Exam 1 X 250 250
Powerpoint Presentation 1 X 20 20

Total

1000



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

In-Class Discussion Questions 40 points..... Week 1

In-Class Discussion Questions 40 points..... Week 2 

In-Class Discussion Questions 40 points..... Week 3

In-Class Discussion Questions 40 points..... Week 4

In-Class Discussion Questions 40 points..... Week 5

In-Class Discussion Questions 40 points..... Week 6 

In-Class Discussion Questions 40 points..... 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:

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

If a cell phone must be used during class (including text messaging), please do so outside the classroom.

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

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

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

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

Behavior considered to be discriminatory, obscene, profane, humiliating, prejudicial, harassing, annoying, or otherwise disturbing to other students, the instructor, and/or the learning environment will not be tolerated. Students can expect to be held accountable for their behavior in accordance with federal, state, and local laws, as well as Park University policies, rules, conduct codes, and procedures.

REMEMBER that we are all different and that we grow and develop positively by practicing acceptance, tolerance, and understanding of each other's opinions, customs, and ideas.

Course Topic/Dates/Assignments:

Week 1: October 22, 2012

Objectives:

  • Explain the meaning of the administration of justice
  • Examine what is meant by criminal justice organizations
  • Explain a rationale for why criminal justice organizations should be studied
  • Compare and Contrast closed organization and open organization
  • Examine how organizational effectiveness is measured or determined for law enforcement, the courts, corrections, and the juvenile justice system
  • Describe codes of ethics and professional responsibilities of key actors in criminal justice system organization

Homework Assignment: Homework Paper - This written assignment should be one to two pages. 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. 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: October 29, 2012
 
Objectives:
  • Discuss how to manage trouble: corruption, excessive use of force and harassment.
  • Compare theory and show how it differs from organizational models
  • Differentiate between open-system and closed-system models and their chief features
  • Explain machine theories, other management theories and provide a general background for the development of the bureaucratic model
  • Compare several nonrational closed-system organizational models, including Theory X and Theory Y
  • Examine the human relations model, the historical context of its emergence, and its contemporary importance and application
  • Examine how organizational effectiveness is measured or determined for law enforcement, the courts, corrections, and the juvenile justice system
  • Describe codes of ethics and professional responsibilities of key actors in criminal justice system organization

Homework Assignment: Homework paper - This written assignment should be one to two pages. It should be to the point with support material, personal experiences and ideas. Be sure to name sources used.

Paper Topic:What were the Hawthorne experiments?  Describe them briefly.  What is the Hawthorne effect and why was it important in the development of the human relations school? CLO2, CLO3

Week 3: November 5, 2012

Objectives:

  • Examine a rationale for studying organizational variables
  • Examine organizational structure and sensitize students to different salient dimensions, including size, complexity, and formalization
  • Compare the primary features of organizational control, including the administrative component, bureaucratization, centralization, and levels of authority
  • Explain the interpersonal and individual levels or units of analysis, as well as discuss their important as key analytic tools
  • Examine various supervisory styles and the impacts these styles have on member involvement in organizational activities
  • Compare the importance of job satisfaction as it influences other key individual, interpersonal and organizational variables
  • Examine leadership theories.

Homework Assignment: Homework paper - This written assignment should be one to two pages. It should be to the point with support material, personal experiences and ideas. Be sure to name sources used. CLO2, CLO3

 

Homework Topic:How is productivity measured in criminal justice agencies as compared to private companies?   And how is productivity related to role specificity? Be sure to give examples and document support material.

Week 4: November 12, 2012

Objectives:

  • Discuss and differentiate between power and authority
  • Explain five different modes of leadership in organizations, including the great man theory, leadership styles, leadership that can be learned, situational leadership, and multiple or distributed leadership
  • Examine what is meant by formal and informal organizational charts and role arrangements
  • Explain the close connection between organizational authority hierarchies and formal communication networks
  • Examine the origins of informal communication networks and their functions and dysfunctions

Homework Assignment: Homework Paper –This written assignment should be one to two pages. 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 is meant by the formal communication network? How is it related to the chain of command or hierarchy of authority? Do you see this where you work or in organization you belong?


November 19, 2012

Objectives:

  • Examine Maslow's hierarchy of needs, system theory, theory Z, TQM, MBO
  • Discuss several important need schemes that relate to personal motivation and work satisfaction
  • Examine several critical factors that influence job satisfaction
  • Discuss the history of policing and the role of police in society
  • Discuss contemporary police department, their organization, and operations
  • Discuss the goals, functions, and division of labor on modern police departments
  • Examine Styles of Leadership and the four management functions
  • Examine police-community relations and methods to improve such relations

Homework Assignment: Homework Paper - This written assignment should be one to two pages. It should be to the point with support material, personal experiences and ideas. Be sure to name the sources used. CLO2, CLO3

Paper Topic: Using Maslow's hierarchy, what would you say are the needs most important to you in your present situation? Would your answer have been different five or ten years ago? How do you think you would answer this question ten years from now? How does knowing this information help people in dealing with other people and providing services?

Week 6: November 26, 2012

Objectives:

  • 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
  • Compare the differences between jails and prisons and describe their important characteristics
  • Examine selection practices and job-valid qualifications.
  • Explain the characteristics of prison administrators and alternative management styles

 

Week 7: December 3, 2012
 
Objectives:
  • Discuss community corrections and community correction acts
  • Examine the functions and goals of probation and parole agencies
  • Examine several community corrections programs, including home confinement and electronic monitoring
  • 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
  • Examine the four stages of budgeting and Planning


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 DEFJuvenileDetentionCenter.

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.

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: December 10, 2012

Objectives:

  • Examine how organizational effectiveness is measured or determined for law enforcement, the courts, corrections, and the juvenile justice system
  • Explain codes of ethics and professional responsibilities of key actors in criminal justice system organization

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 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.

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 .

Additional Information:

 

Bibliography:



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:10/5/2012 11:48:06 AM