Marshall University Course Syllabus




Course Name

CJ 325 - Juvenile Justice


Department of Criminal Justice & Criminology, College of Liberal Arts


Fall 2010

Instructor Name and Title

Dr. Kimberly DeTardo-Bora

Instructor Email

Instructor Telephone


Instructor Office Location

Smith Hall 734

Course Start Date

August 23, 2010

Course End Date

December 12, 2010 (final exam due by midnight)

For course start and end dates, as well as other deadlines such as add/drop and withdraw, go to the Academic Calendar



The following text is required for this course:


Juvenile Justice


Hess, K. M.


Cengage Learning/Wadsworth






Textbooks and materials may be ordered online at the Marshall University Bookstore





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


Credit Hours




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


Hardware/Software Check


Plugins – many available for free at the Download Center


Help Desk – for assistance needs 877-689-8638 (Toll free)



FAQ – Frequently Asked Questions





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.


Important Due Dates: Main Course Schedule


Dates Available

Topics and Activities

Due Dates

Unit #1



An Overview of the Juvenile Justice System


*Quiz #1 (chapter 1), Exam #1 (chapters 1-3), first discussion

Sunday, September 19, 2010

Unit #2


Our Nation’s Youth


*Quiz #2 (chapter 4), Exam #2 (chapters 4-7), second discussion

Sunday, October 17, 2010

Unit #3


Paper Assignment

Sunday, November 7, 2010

The Contemporary Juvenile Justice System


*Quiz #3 (chapter 8), Exam #3 (chapters 8-11)

Sunday, November 14, 2010

Unit #4


The Juvenile Justice System in the Twenty-First Century


*Quiz #4 (chapter 12), Exam #4 (chapters 12 & 13), final discussion

Friday, December 12, 2010




Assessment Measures




Value (Points)


4 Exams

50 questions/exam x 4



4 Short Quizzes

10 questions/quiz x 4



3 Class Discussions

1 question at 10 pts ea.



1 Assignment - Paper




Total Points




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


Grading Criteria


90 – 100 %

288 – 320 points


80 - 89

256 - 287


70 - 79

224 - 255


60 - 69

192 - 223


0 - 59

0      - 191


(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

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

(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



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!



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.



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.


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. Note 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 below and/or visit Marshall's policy on plagiarism at this site:

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, or on pp. 59 – 62 in the 2008 online graduate catalog (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 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  


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, or on pp. 16-17 of the 2008 graduate catalog  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
College of Liberal Arts
Department of Criminal Justice