Syllabus: CJ 325

Juvenile Justice
Department of Criminal Justice, College of Liberal Arts
Dr. Kimberly DeTardo-Bora

Please visit the "Schedule" link on this course’s homepage for the course schedule with dates for specific discussions, quizzes and exams.  For course start and end dates, as well as other deadlines such as add/drop and withdrawal, go to the Marshall University Academic Calendar.

Information about Me

Contacting Me:
Email me with the VISTA Mail Tool from within the course. Under most circumstances, I will get back to you within 24 hours. However, there may be times when I am out of town, hence, delaying my response. Please refrain from emailing me using the main email account system unless it is urgent at detardobora@marshall.edu. If you happen to be on campus, you can also look me up in person. My office is in Smith Hall 734 and my phone number is 304-696-3084. I also have voice mail if you need to leave a message.

About Me:
I am an Associate Professor in the Criminal Justice Department. Before joining Marshall in the fall of 2004, I taught criminal justice at Wheeling Jesuit University for five years. I earned a B.A. in Psychology from Bowling Green State University and a M.A. and Ph.D. in Criminology from Indiana University of Pennsylvania. My primary areas of concentration are theoretical criminology, research methods, juvenile justice, corrections, and women and the criminal justice system. My research interests include action research, elderly offenders, media depictions of women, female policing as well as women in prison. I have worked on projects/grants funded by the U.S. Department of Justice in the area of community policing, and have completed two projects related to the influence of prime time television on becoming a criminal justice major and the ease of locating information about campus security from university websites. Last, I am proud to tell you that I received the Pickens Queen Teaching Award in Spring 2006 for outstanding teaching as a junior faculty member and the COLA Outstanding Teacher Award in Spring 2007. For more information about me, please visit my homepage at http://www.marshall.edu/criminal-justice/detardobora.htm.

Course Materials and Cost

Drowns, R. W., & Hess, K. M. (2004). Juvenile Justice (4th ed.). Belmont, CA: Thompson/Wadsworth. ISBN# 0-534-63020-0

The textbook is required and can be ordered online at The Marshall University Bookstore or at the Stadium Bookstore for approximately $96.00 (new).

Technical Requirements

 

·         For minimum hardware/software requirements please see: http://www.marshall.edu/muonline/hardwaresoftwarecheck.asp

·         You will need to have several plugins (software) installed on your computer. These plugins are all free. You will need Windows Media Player, Adobe Acrobat Reader and Shockwave Player to experience the streaming video and audio clips that are part of the course as well as to read the assigned articles and other course materials. You can easily check your computer to see if you have these programs (and if you don't install them for free), by running the browser tune-up available at http://www.marshall.edu/muonline/support/tuneup.asp

·         The free plugins, if you need them, are available at our Download Center at http://www.marshall.edu/muonline/downloadcenter.asp

·         If you have technical problems, please go to the Help Desk: http://www.marshall.edu/ucs/cs/helpdesk/

·         HELP DESK PHONE NUMBERS:

304-696-3200 (Huntington, WV)

304-746-1969 (Charleston, WV)

877-689-8638 (Toll free)

 

Course Details

 

Description from University Catalog:

This course examines the historical development, legal foundations, and present system of juvenile justice.


Credit Hours:

3

 

Prerequisites:

CJ 200 Introduction to Criminal Justice

 

Desired Learner Outcomes:

(1) To learn about the history of the juvenile justice system

(2) To understand theoretical explanations of delinquency and juvenile behavior

(3) To develop an understanding of youth development

(4) To gain an in-depth view of youth as offenders, victims, and gang members

(5) To develop a systems perspective of law enforcement, the court system, corrections, and the community

(6) To become familiar with treatment implications and preventative measures for youth

(7) To practice and enhance writing and communication skills through course discussions and assignments

 

Schedule:

Since this is an online course, you have some flexibility to work at your own pace within the course start and end dates. However, quizzes, exams, discussions and assignments must be completed by the dates posted. For more specifics, please see the Schedule link on the course homepage. Even though you have the flexibility to work at your own pace, please do not underestimate the amount of time necessary to go through the online content as well as thoroughly read the chapters from the text. You should be prepared to spend at least 15 hours (or more) per week both online and offline to successfully complete the course.

 

Readings and Organization of the Course:

It is expected that students will read the textbook chapters in their entirety. Each chapter in the course corresponds to the respective chapter in the text (although the titles may sometimes not be the same).

 

The course is divided into four units:

Unit #1- History, Theory, Youth Development, and Youth as Victims (chapters 1-4)

Unit #2- Status Offenders, Serious Violent Offenders, and Gangs (chapters 5-8)

Unit #3- The Contemporary Juvenile Justice System and its Response to Youth (chapters 9-11)

Unit #4- The Community, Treatment and Prevention (chapters 12-14)

 

Within each unit there are three to four chapters, one discussion session in three of those units, one quiz, and one exam (however, the quizzes and exams will not appear in the “Unit” page until they are made available according to the course schedule). Each chapter contains an outline of the textbook chapter and a lecture corresponding to the topic at hand. Furthermore, the lectures contain valuable web links to external sources to enhance student learning about the topic, and it is strongly encouraged for students to explore these sites in depth. 

 

Course Grading Policy

 

The final grade for the course will be computed by taking your total points earned and dividing it by the total possible points of 320. The following scale will determine what letter grade you will receive:

 

     A= 90-100% (288-320 pts.)

     B= 80-89%   (256-287 pts.)

     C= 70-79%   (224-255 pts.)

     D= 60-69%   (192-223 pts.)

     F= 0-59%      (0-191 pts.)

 

·         There are four exams in this course. Each exam is worth 50 points (200 points total). 

·         There are four short quizzes. Each quiz is worth 10 points (40 points total).

·         You are required to “actively participate” in all three discussion sessions. Each discussion is worth 10 points each (30 points total). This is explained in further detail below under the heading “Discussions.”

·         You are required to complete a writing assignment, which must be typed, using the APA citation manual, and academic research from our library databases (50 points total). Directions for this paper can be found below under the heading “Writing Assignment.”

 

You may check your grades at any time by clicking the My Grades link from the homepage.

 

Exams and Quizzes

Exams and Quizzes are taken with the Assessments Tool. However, once a particular quiz/exam is made available to take, it also can be accessed from within the respective “Unit” page. The dates within which each assessment must be completed can be found on the course schedule. A proctor will not be required, nor will any other special arrangements be required. There are four timed exams (60 minutes each), one at the end of each unit. Each exam consists of 50 multiple choice questions. The fourth exam is not comprehensive. The exams need to be completed by the dates listed on the schedule, and you are allowed only one attempt at each exam, so make sure you are well prepared. Quizzes follow a similar format as the exams. They are timed (12 minutes each), limited to one attempt, and must be taken by the due dates. Each quiz consists of 10 multiple choice questions.

PLEASE NOTE: You should be thoroughly prepared to take the quizzes and exams without the use of your notes, textbook, or other resources as they are timed assessments, and you only have one opportunity to answer a question (i.e., you will not have time to go searching for answers nor come back to a question). In addition, each quiz and exam is randomly generated; therefore, no two assessments will be the same. 

Discussions

Discussions can take place with the Discussions Tool or within the “Unit” pages. I will post a discussion question for three units (Units #1, #2, and #4), and then, you must respond to either the question directly or to a point or issue that has been raised by another student. Your answer/response should be well thought out, articulate, and insightful. In formulating your posting 1) make sure you read all prior posts so that you are not repeating what has already been said, 2) you contribute substantively to the discussion and are not merely agreeing with what other students are saying, and 3) your response indicates that you have completed the readings associated with a given topic. I expect the postings to be written in a professional manner with proper grammar, spelling, and syntax. You should write it as you would any formal writing assignment and not an email or instant message. Furthermore, please refrain from using expletives.

Even though you have some flexibility to proceed at your own pace in this course, you must keep up with the discussions. It would serve no purpose for you to respond to a question from Unit #1 when the rest of the class is responding to a Unit #2 question. To assure that this does not happen, you must participate in each discussion by the dates listed on the course schedule. Moreover, each discussion topic will be switched to “read only” after the assigned date, which means new postings will not be possible after the due date. On the other hand, do not respond to a discussion until you have read the lectures and readings that pertain to a topic (i.e., do not respond to all the discussions at the beginning of the semester to simply get them “out of the way”).

In grading the discussions, I will take into account the criteria identified above as well as whether you are reading the other students’ postings. I have the ability to determine exactly how many posts each student reads. For example, you may provide an excellent post, but if I see that you have read only a handful of other postings, then you will receive a low grade on that particular discussion. I may be naïve, but my expectation is that students will read every single posting. If you happen to be one of those students who like to submit posts early to “beat the rush,” I still expect you to read every post that comes after yours; don’t just simply provide a post and think that your work is done. You should continue to monitor the new postings (again, I can check for this). The discussion sessions are a forum for learning from each other, not simply to make a comment and move on. To effectively do this, I encourage you to respond to each other’s posts, as this is what the sessions are all about (i.e., “active participation”). While I will monitor the discussions very closely, I will not participate in them or respond. That is your job!

Writing Assignment

Paper Assignment

Step 1: Choose an area of interest about some aspect of juvenile delinquency or juvenile justice from one of the chapters in the Hess text. Possible topics include: learning disabilities, physical, emotional, and sexual abuse, ADD/ADHD, truancy, runaways, violent youth offenders, gangs, the juvenile court, sentencing alternatives, juvenile detentions, prisons, or boot camps, preventing delinquency, and treatment.

Step 2: Go to the library website at http://www.marshall.edu/library/. Then, select the appropriate article databases such as EBSCOHost or PSYCInfo. Also, be sure that the journal article is from a scholarly source (check the box “peer reviewed”).

Step 3: Summarize the research article and respond with your opinion in two complete pages (typed, double-spaced).

(A)        Start with an introductory paragraph that captures, in general terms, the main topic of the article and your essay. In paragraphs two and three, summarize the research study in greater detail. Discuss the types of methodology that were used as well as the findings/results of the study. In paragraph four, discuss your opinion of the study and the results. In the final paragraph, make concluding remarks about how this information is helpful or useful to those who work in the field with juveniles.

(B)        Remember to refer to the author(s) of the research article by name (example: “According to Bora” or if using APA, “Bora (2009) stated that…..”) instead of writing “the author said…..”

(C)        Make sure the paper is double-spaced with margins no larger than 1 inch top and bottom/left and right (Word defaults at 1 inch top and bottom and 1.25 left and right so be sure to change it). You may NOT use any font size larger than 12 and you must use Times New Roman.

(D)        Last, include a reference page and in-text citations in either APA or MLA. APA and MLA style guides can be found on the MU library website under the heading “Citing Sources.”

Grading Criteria:

1.   Article used for the paper is scholarly in nature (peer reviewed) --10 pts

*5 point deduction for an article that is not scholarly

 

2. Well-written article summary and well-stated opinion --20 pts

          *1 point deduction for each grammatical or spelling error

 

3. Correct citation style (using APA or MLA) --20 pts

          *1 point deduction for each citation error or lack of citation

Total points = 50 pts

On-Campus Requirements

You are not required to come to campus. Instead, you can communicate with me via the course Mail Tool.

Additional Course Policies

 

Deadlines and Penalties:

You must adhere to the dates listed for completion of exams, quizzes, and discussions. Once a due date has expired, the item will no longer be accessible (or writeable, in the case of discussions) and you will receive a zero for that particular item. While there is some flexibility in an online course to proceed at your own pace, it is imperative that you complete the quizzes and exams (a.k.a. assessments), as well as the discussion sessions by the due dates listed on the schedule to assure course completion. The assessments will become UNAVAILABLE after midnight on the due date. While you can take an assessment before the due date (as soon as it is made available), please make sure you are thoroughly prepared to complete it successfully, as you only have one attempt at each quiz/exam. At the same time, do not wait until the last available minute on the due date to complete an assessment because you never know when a technological glitch can occur (which I cannot be responsible for). You should plan to complete all activities at least one day prior to the scheduled due date to be on the safe side. This way, if there is a technical problem, you can contact me and I can try to remedy the situation. If you contact me on the day an activity is due, I cannot do anything about it!

 

Excuses:

I do not deal with excuses [legitimate or otherwise] in online courses for why a particular activity was not completed. Because there is a degree of flexibility in completing items, it is your responsibility to keep track of dates and give yourself enough time for completion. If you wait until the last minute, there is no one to blame but yourself.  With that being said, I am also not heartless. If there is something that occurs which prevents your access to the course for a significant length of time (e.g., serious illness, death in the family, or personal tragedy) please contact me as soon as possible and we may be able to work something out. In this case, I will need verification, and it will be left to my discretion on its acceptability. 

 

Extra Credit:

I DO NOT offer extra credit in this course, so PLEASE DO NOT ASK!

 

Material on this Site:

Material and graphics on this site may be protected by federal copyright protection and may not be copied or reproduced.

 

Academic Dishonesty:

While this is an online course, the same standards used in the traditional classroom setting must be followed. That is, you are expected to do your own work. You must complete your exams and quizzes individually, without the assistance of another person. Anyone who violates this policy will receive a failing grade for the course.

 

Plagiarism:

Everyone knows what plagiarism is and why it is not acceptable and why the university requires stringent penalties for students who do not submit their own work---these statements below are just reminders that may also help to clarify how plagiarism is defined....if you have any questions at all please do not hesitate to ask.

PLEASE DO NOT QUOTE OR PARAPHRASE FROM ARTICLES/BOOKS OR FROM ANY OTHER SOURCE WITHOUT PROPERLY CITING THE SOURCE. YOUR WRITING MUST BE COMPLETELY IN YOUR OWN WORDS, UNLESS OTHERWISE NOTED.

Plagiarism is a serious academic offense. This includes everything from turning in someone else's work as your own, to buying a paper and submitting it as your own, to paraphrasing (i.e., putting into your own words) ideas you got from other sources, whether books or the Internet. Please read this statement below. (We apologize if it sounds harsh, but we are concerned that some students do not understand that plagiarism is an extremely serious academic offence with extremely serious consequences.) If you do not understand what plagiarism or paraphrasing is, please read the information about Marshall's policy on plagiarism at this site: http://www.marshall.edu/muonline/plagiarism.asp

STATEMENT ON PLAGIARISM: As a student at Marshall University I fully understand what plagiarism is. If I have any questions whatsoever about whether or not something should be cited or whether or not using someone else's ideas or words is appropriate, I will NOT guess and will consult my course instructor or the website noted above. If I am still confused, I will ask the course instructor and follow his/her advice because I know that my instructor takes this VERY seriously. I also acknowledge that I am fully aware of the penalty in this class for plagiarism/cheating of any type: failure for the semester and referral to the administration. I further acknowledge that I know the administration will put a report on my plagiarism in my permanent record. The administration will also decide if further punishment is warranted, including academic probation and possible expulsion.

Resources

 

Me:

Don’t hesitate to contact me directly with questions or concerns. You can reach me through the VISTA Mail Tool or if necessary by phone at 304-696-3084. Please don't let your questions hang out there and simmer. If you are not sure about something the best thing to do is to ask about it right away! Something that may seem obvious to me may not be obvious to you at all!

The Online Writing Center:

As a MU student, you are also entitled to individualized, one-on-one assistance from a tutor at The Writing Center in the English Department, which also provides tutoring online. They can help you with any step in the writing process, from invention to revision. The service is free. If you have access to campus and would like to use the on-campus service, you can do so by calling 304-696-6254.

 

For complete information on how to use the Online Writing Center, please see: http://www.marshall.edu/muonline/writingcenter

Support Services:

Marshall University offers a variety of support services to students enrolled in online courses.

 


Marshall University
College of Liberal Arts
Department of Criminal Justice