|
Marshall
University Course Syllabus
For
course start and end dates, as well as other deadlines such as add/drop and
withdraw, go to the
Academic Calendar http://www.marshall.edu/calendar/academic/
The following text is required for this course:
Textbooks and materials may be ordered online at the
Marshall University Bookstore
Description This course examines
the historical development, legal foundations, and present system of juvenile
justice. Credit Hours 3 Prerequisites CJ 200
Introduction to Criminal Justice Number of hours per week to required to
successfully complete the course Online: __10___ hours per week Offline: __10___ hours per week
Requirements
for a MUOnline course may be found at http://www.marshall.edu/muonline/computer_requirements.asp Hardware/Software
Check http://www.marshall.edu/muonline/hardwaresoftwarecheck.asp Plugins – many available for free at the Download Center http://www.marshall.edu/muonline/computer_requirements.asp Help Desk – for assistance needs 877-689-8638
(Toll free) http://www.marshall.edu/ucs/cs/helpdesk/ FAQ –
Frequently Asked Questions http://www.marshall.edu/muonline/technicalfaq.asp
Upon
completion of the Bachelor of Arts degree in Criminal Justice (with an
emphasis on professional studies), and in part emphasized and reinforced
through this course, students will be able to: § increase their
knowledge of the adjudication of law in the adult and juvenile systems,
including the creation, development, and application of law, the role of the
courts and attorneys in the justice process for both adults and juveniles,
protections for accused persons, court administration, and the interaction of
the courts in the adult and juvenile systems with other justice components
and with society. § increase their knowledge
of the role of corrections in the adult and juvenile justice systems, the
philosophies of punishment, the agencies, policies, practices, administration,
and procedures of corrections, and the interaction of corrections with other
justice components and with society. § increase their knowledge
of criminological theory and its role in the analysis of adult and juvenile
delinquent and criminal behavior and in the practice of justice, including
the role of theory in the practice of law enforcement, the practice of law,
adjudication, and sentencing, and in the practice of corrections. § increase their knowledge
of ethics and ethical issues in law enforcement, law, the court systems, and
corrections. § increase their knowledge
of human diversity as it impacts, and is impacted by, the philosophy and
practice of law enforcement, law, and corrections in both the adult and
juvenile systems. § increase their knowledge
of research methods and the relationship of research to the practice of law
enforcement, law, and corrections in both the adult and juvenile systems. § develop or enhance their
skills in recognizing, evaluating, and resolving situations involving ethical
dilemmas in law enforcement, law and legal processes, and corrections. § develop or enhance their
skills in the practical application of classroom learning to real-world
situations in criminal justice and/or criminology. § develop or enhance their
skills in written communication. § develop or enhance their
awareness of and sensitivity to the complex nature of social problems that
relate to crime and to the practice of criminal justice and criminology. § develop or enhance their
motivation to act as agents of positive change within their communities to
address the complex problems of crime and delinquency.
Upon completion of this course, students will be
able to: § learn about the history of the juvenile justice system § understand theoretical explanations of delinquency and juvenile
behavior § develop an understanding of youth development § gain an in-depth view of youth as offenders, victims, and gang
members § develop a systems perspective of law enforcement, the court system,
corrections, and the community § become familiar with treatment implications and preventative measures
for youth § practice and enhance writing and communication skills through course
discussions and assignments Each student learning outcome will be assessed
via exams, quizzes, discussions, and a written assignment.
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 (see Table below). 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 10 hours (or more) per week both online and offline to
successfully complete 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). Within each
unit there are two 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 a list of key terms, a practice quiz, 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.
Assessment Measures
You may check your grades at any time by clicking
the My Grades link from the homepage. Grading Criteria
(1)
& (2) 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
above. 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 10 true/false questions and 40
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. (3)
Class 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! (4)
Assignment Directions for the written paper assignment are
as follows: 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, PSYCInfo,
or Criminal Justice Abstracts (CSA). 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 type of
methodology that was 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 article 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” or at http://www.marshall.edu/library/services/help_citing.asp.
(E)
Be sure to put page numbers on your document as well as your name! 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 --30 pts *1 point deduction for each grammatical, punctuation, or
spelling error 3. Correct citation style
(using APA or MLA) --10 pts *1 point deduction for each citation error or lack of
citation Total points = 50 pts
You are not required to see me in person. Instead
email me with the MUOnline Mail Tool or use
the Who's Online tool. 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. 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.
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.
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 my courses (online or otherwise), 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 a 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. 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.
Academic Dishonesty All students should be familiar with
the university’s policy concerning academic dishonesty. This policy can be found on pp. 106 – 109
of the undergraduate catalog http://www.marshall.edu/catalog/undergraduate/ug_08-09_published.pdf, or on pp. 59 – 62 in the 2008 online graduate catalog http://www.marshall.edu/catalog/Graduate/S2008/gr_sp08.pdf. (Faculty are encouraged to add any additional
information specific to their expectations and/or rules regarding academic
dishonesty in their class). Policy for Students with Disabilities Marshall University is committed to equal
opportunity in education for all students, including those with physical,
learning and psychological disabilities. University policy states that
it is the responsibility of students with disabilities to contact the Office
of Disabled Student Services (DSS) in Prichard Hall 117, phone 304 696-2271
to provide documentation of their disability. Following this, the DSS
Coordinator will send a letter to each of the student’s instructors outlining
the academic accommodation he/she will need to ensure equality in classroom
experiences, outside assignment, testing and grading. The instructor
and student will meet to discuss how the accommodation(s) requested will be
provided. For more information, please visit http://www.marshall.edu/disabled or contact Disabled Student Services Office at Prichard Hall 11,
phone 304-696-2271. University Computing Services’
Acceptable Use Policy
All students are
responsible for knowing this policy, which can be found on the web at http://www.marshall.edu/ucs/CS/accptuse.asp.
Affirmative Action Policy This course will follow Marshall
University’s policy on Affirmative Action, which can be found on p. 93 of the
2008-2009 undergraduate catalog http://www.marshall.edu/catalog/undergraduate/ug_08-09_published.pdf, or on pp. 16-17 of the 2008 graduate catalog http://www.marshall.edu/catalog/Graduate/S2008/gr_sp08.pdf. Specifically, all
students will be afforded equal opportunity without regard to race, color,
sex, religion, age, disability, national origin, or sexual orientation.
Support
Services Marshall
University offers a variety of support services to students enrolled in
online courses.
Marshall
University |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||