Marshall University Course Syllabus




As noted above and per your enrollment, this course is 100% online. Thus, all contact and communications will occur online and all course requirements are to be submitted online within this course.


Course Name

CJ 325 - Juvenile Justice


Department of Criminal Justice & Criminology, College of Liberal Arts


Spring 2013

Instructor Name and Title

Dr. Kimberly DeTardo-Bora

Instructor Email

Instructor Telephone


Instructor Office Location

Smith Hall 734

Course Start Date

January 14, 2013

Course End Date

May 10, 2013 (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., Orthmann, C. H., & Wright, J.P.


Cengage Learning/Wadsworth




10: 1-133-31593-3 or 13: 978-1-133-31593-3


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




Catalog 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 required to successfully complete the course

Online: __6___ hours per week                

Offline:         __4___ hours per week




Requirements (this includes plug-ins, hardware/software check, etc.) for a MU Online course



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



Troubleshooting – for username/password problems, computer problems, and course tool problems



FAQ – Frequently Asked Questions





Upon completion of the Bachelor of Arts degree in Criminal Justice, and in part emphasized and reinforced through this course, students will:


1.    Differentiate Among Criminal Justice System Components, Roles, and Practices- Students will define and properly use specialized terms to describe, explain, and differentiate the components, roles, and practices of the criminal justice system. (meets course objectives a, e, and f)

2.    Apply Theory in Criminal Justice and Criminology- Students will describe, explain, and differentiate major theories and theorists in criminal justice and criminology, and use one or more of these theories to explain a selected behavior (e.g., crime), event (e.g. victimization), or policy response (e.g., law). (meets course objectives b, c, and d)

3.    Evaluate, Use, and Cite Relevant Sources to Support Written Products or Oral Presentations-Students will locate, evaluate, and incorporate

information from different relevant media sources (e.g., book, journal article, online source) to support a written product or oral presentation with citations in APA format. (meets course objective g)

4.    Propose to Resolve a Theoretical or Practical Problem in Criminal Justice/Criminology- Students will develop a research proposal to resolve a

problem in criminal justice/criminology that is related to another discipline or practical setting, review literature from criminal justice/criminology and at least one other related field, propose an appropriate research design, and describe potential policy implications.

5.    Deliver an Oral & Visual Presentation- Students will develop and deliver an oral presentation and supplemental media (e.g., Powerpoint) that

constructs a sustained, coherent argument, provides narrative information, or explains technical issues and processes related to criminal justice/criminology theory, practice, or research. 




Each student learning objective will be assessed via exams, discussions, and a written assignment.


Course Learning Objectives

How Each Objective is Practiced in this Course

How Each Objective is Evaluated in this Course

Upon completion of this course, students will be able to:



a.    examine the history of the juvenile justice system;

Practice quiz, Lecture (chapter 2)

Exam #1

b.    apply theoretical explanations to juvenile delinquent behavior;

Practice quiz, Lecture (chapter 3)

Exam #1, Discussion #1

c.    distinguish stages of youth development;

Practice quiz, Lecture (chapter 4)

Exam #2, Discussion #2

d.    differentiate characteristics of youth as offenders, victims, and youth at risk;

Practice quiz, Lecture (chapters 5, 6, & 7)

Exam #2

e.    develop a systems perspective of law enforcement, the courts, corrections, and the community and describe how each one interacts with youth;

Practice quiz, Lecture (chapters 1, 8, 9, 10, & 11)

Exam #3 (and part of Exam #1)

f.     compare treatments and preventative measures for youth;

Practice quiz, Lecture (chapters 12 & 13)

Exam #4, Discussion #4

g.    apply key course concepts to a scholarly research article.

Discussion #1, #2, #4

Writing 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, 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 6-10 hours (or more) per week both online and offline to successfully complete the course.


It is expected that students will read the textbook chapters entirely. 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, and one exam. Unit #3 contains the writing assignment in lieu of a discussion. Each chapter contains a practice quiz with fill-in the blank questions and matching questions for practice, 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


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

Sunday, February 10, 2013

Unit #2


Our Nation’s Youth


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

Sunday, March 10, 2013

Unit #3


The Contemporary Juvenile Justice System

*Exam #3 (chapters 8-11), Writing assignment

Sunday, April 14, 2013

Unit #4


The Juvenile Justice System in the Twenty-First Century


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

Friday, May 10, 2013




Assessment Measures




Value (Points)


4 Exams

50 questions/exam x 4



3 Class Discussions

1 question at 25 pts each



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%

291 – 325 points


80% – 89%

259 – 290 points


70% – 79%

226 – 258 points


60% – 69%

194 – 225 points


0      – 59%

0    – 193 points


1.    Exams

Exams can be accessed by “Units/Course Content” buttons, respectively. The dates for each exam 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.

PLEASE NOTE: You should be thoroughly prepared to take the 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 exam is randomly generated; therefore, no two assessments will be the same. 

2.    Class Discussions

The discussion sessions are a forum for learning from each other, not simply designed for making random comments and moving 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.

There are discussion sessions for three units (Units #1, #2, and #4). (1) Respond to the question directly (an original post) and to at least three points or issues that have been raised by your fellow students. Your answer/response should be well thought out, articulate, and insightful.  Do not respond with a simple statement such as “I agree.” Plus, (2) cite course material and an external related research article to support your thoughts. (3) Post throughout the discussion period, that is, weekly and not just in the last 48 or 24 hours before it is due. (4) Postings are to be written in a professional manner with proper grammar, spelling, and syntax. I advise students to type it in MS Word or other word processor to check for spelling, grammar, etc. and then copy the post over into the discussion forum. 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 as explained above and as shown in the rubric below.

Discussion Board Grading Rubric


Levels of Achievement






Critical Thinking/Connections

6 to 7 points

Displayed an excellent understanding of the underlying concept(s) being discussed. Uses course materials and related research sources to support important points (source is cited).

4 to 5 points

Displayed some understanding of the underlying concept(s) being discussed. Uses either course materials or a related research source to support important points (source is cited).

2 to 3 points

Displayed minimal understanding of the underlying concept(s) being discussed. Limited use of course materials and research sources to support points (source is not cited).

0 to 1 points

Displayed little understanding of the course materials and the underlying concept(s) being discussed. Use of course materials and research sources to support points is missing.


5 to 6 points

Provided posts early and throughout the monthly discussion period (i.e., posts are made weekly).

3 to 4 points

Provided most of the posts early and throughout the discussion period (i.e., all but one post was made weekly).

2 points

Provided some of the posts early and then didn't return to the discussion until the end of the discussion period.

0 to 1 points

Provided posts at the end of the discussion period (i.e., the last week or last couple of days).


5 to 6 points

Contributed an original post and three response posts (or more).

3 to 4 points

Contributed an original post and two response posts.

2 points

Contributed just an original post or one response post.

0 to 1 points

Contributed nothing to the discussion.


5 to 6 points

Written responses are free of grammatical, spelling or punctuation errors. The style of writing facilitates communication.

3 to 4 points

Written responses are mostly free of grammatical, spelling or punctuation errors. The style of writing generally facilitates communication.

2 points

Written responses contain more than 3 grammatical, spelling or punctuation errors. The style of writing somewhat inhibits communication.

0 to 1 points

Written responses contain more than 4 grammatical, spelling or punctuation errors. The style of writing does not facilitate communication.

3.    Writing Assignment

Directions for the written 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. (B) Around paragraph four, discuss your opinion of the study and the results. (C) In the final paragraph, make concluding remarks about how this information is helpful or useful to those who work in the field with juveniles. More specifically, provide at least two examples or key concepts of how the information in the article can be used and/or applied to juveniles or ways in which it can be utilized in the current juvenile justice system. 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 by going to the heading “Research” where you will see “Research Assistance” and then “How to Cite Sources” or at Be sure to put page numbers on your document as well as your name!


Step 4: After the paper has been written, make sure you have provided citations when paraphrasing or directly quoting the information throughout your paper and include a reference citation. I use the reference citation to determine if you retrieved a peer reviewed source. Plus, make sure that the formatting is correct (i.e., page length, margins, etc.). Review these reminders below.


·         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…..”


·         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



·         Go to the “Writing Assignment” button in Unit #3 and upload your paper there.

Writing Assignment Grading Rubric



Levels of Achievement






Reference/Scholarly Source

9 to 10 points

A peer reviewed and academic article was used.

7 to 8 points

Multiple sources were used instead of just one source, making it difficult to decipher the scholarly nature of the source used.

5 to 6 points

The title of the journal or information was missing to determine whether the source was scholarly in nature.

0 to 4 points

A peer reviewed and academic article was not used.

Organization and Summary

9 to 10 points

Paper contained an introductory paragraph, body, and concluding paragraph.

7 to 8 points

Paper contained an introductory paragraph, body, and concluding paragraph but may have lacked clarity in one of these areas.

5 to 6 points

Paper did not contain a sufficient introductory or concluding paragraph and lacked some detail about the article.

0 to 4 points

Paper did not have an introductory or concluding paragraph and did not contain a detailed description of the article.

Application Skills

9 to 10 points

At least two examples were provided as to how the information can be applied to juveniles or the juvenile justice system.

7 to 8 points

At least one example was provided as to how the information can be applied to juveniles or the juvenile justice system.

5 to 6 points

An example was provided but it was incorrectly linked to juveniles or the juvenile justice system.

0 to 4 points

The article's content was not applied to juveniles or the juvenile justice system.


9 to 10 points

No spelling, grammatical errors, or punctuation errors were found.

7 to 8 points

One or two spelling, grammatical errors, or punctuation errors were found.

5 to 6 points

Three or four spelling, grammatical errors, or punctuation errors were found.

0 to 4 points

Five or more spelling, grammatical errors, or punctuation errors were found.

Citation Style

9 to 10 points

No citation errors were found in the text an on the works cited/reference page.

7 to 8 points

One or two citation errors were found in the text or on the works cited/reference page.

5 to 6 points

Three or four citation errors were found in the text or on the works cited/reference page.

0 to 4 points

Five or more citation errors were found in the text or on the works cited/reference page.




You are not required to see me in person. To communicate with me, please use the “Mail” tool in the course and refrain from emailing me outside of the course to my main Marshall email account unless it is urgent. Under most circumstances, I will get back to you within 24 hours (normally between the hours of 8:30 AM and 4:30 PM EST Monday through Friday). However, there may be times when my response is delayed during weekends or when I am out of town at an academic conference. 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, and race, gender, and ethnicity 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 John and Frances Rucker Graduate Advisor of the Year Award in Spring 2012, 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, discussions, and assignments. 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 exams as well as the discussion sessions by the due dates listed on the schedule to assure successful course completion. The discussions, exams, and assignments will become UNAVAILABLE after midnight on the due date. While you can take an exam 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 exam. At the same time, do not wait until the last available minute on the due date to complete an exam 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 individually, without the assistance of another person. Anyone who violates this policy will receive a failing grade for the course.


Academic Dishonesty includes cheating, fabrication and falsification of data or information, plagiarism, bribes/favors/threats, and complicity. More specifically with regards to plagiarism, “It is the student’s responsibility to clearly distinguish their own work from that created by others. This includes the proper use of quotation marks, paraphrase and the citation of the original source. Students are responsible for both intentional and unintentional acts of plagiarism” (MU Undergraduate Catalog). If a student violates this policy, discretion will be used by the instructor; the possible sanction to be applied will be a failing grade for the assignment, exam, or paper. For those of you who need a reminder about the policy, please refer to the MU Undergraduate Catalog.



Plagiarism is a serious academic offense with extremely serious consequences. 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 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. 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.




By enrolling in this course, you agree to the University Policies: Academic Dishonesty/ Excused Absence Policy for Undergraduates/ Computing Services Acceptable Use/ Inclement Weather/ Dead Week/ Students with Disabilities/ Academic Forgiveness/ Academic Probation and Suspension/ Academic Rights and Responsibilities of Students/ Affirmative Action/ Sexual Harassment. Please read the full text of each policy by going to and clicking on “Marshall University Policies.”  Or, you can access the policies directly by going to


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.




Support Services

Marshall University offers a variety of support services to students enrolled in online courses. This includes: Admissions, Bursar’s Office, Career Services, Registrar, Help Desk, MU Libraries, Academic Catalog, Academic Calendar, and much more! Visit:


Marshall University
College of Liberal Arts
Department of Criminal Justice