Course Syllabus
Welcome to Introduction to the Administration of Justice ADJ 1 2271
Note: This course is AJ 110 in OEI-Online Education Initiative and State AS-T Course Listings
Mobile device users: The components of this course were designed to minimize the use of plug ins like Flash to make it mobile device friendly.
Hands free and text-to-speech users: The syllabus was designed to be navigation friendly.
Instructor
Lindsey J Bertomen
lbertomen@hartnell.edu
411 Central Ave
Salinas, Ca 93901
831.755.6742 Use email to avoid a delayed response.
I use Twitter @ADJBertomen
SnapChat ADJBertomen
Instagram M9Trainer
Skype (by appointment only) M9Trainer
While class is in session, please use the messaging in Canvas.
Student Learning Outcomes (SLOs)
1. Given a scenario, The student will be able to apply the concepts of the processes in the criminal justice system.
2. Given a specific research topic, The student will be able to organize a research paper.
3. Given a specific policing issue, The student will be able to identify and discuss policing issues and trends.
What are SLOs? They are Student Learning Outcomes. These are things you should expect to be able to do when you complete this course. There are tasks associated with these SLOs. For example, most discussions will have a SLO (SLO 1, SLO 2, SLO 3) for which they are associated in the assignment.
This course does not require any additional software. It uses Canvas ("The courseware") for student/teacher communication.
You are not required to use any website, social networking, or additional software to access or complete this class. The above information is for your convenience in contacting me or to facilitate your extra credit, as needed.
This course does use PowerPoint lectures, but they are converted to PDF which should play in any browser.
This class runs from August 18-Sept 25. All materials, including the final, are due by Sept 24 at noon.
About Canvas
Canvas is the Course Management Software, or CMS. If you are reading this syllabus after you logged in, you are in Canvas right now.
The left hand column has links for your navigation. Here is a quick start guide and a searchable help page for Canvas:
Be sure to download the Canvas app in Android and IOS. Both platforms navigate this class intuitively. Here are some rules when using the app:
You can use your app to take quizzes in your classes. However, make sure you are ready to take the quiz before you click on it. I clicked on it accidentally from my iPad.
Always compose your posts in a word processing before posting. There are plenty of word processing options available.
Course Description
SCHEDULE DESCRIPTION:
Provides an overview of the American criminal justice system and the various subsystems. Focuses on the roles and role expectations of criminal justice agencies in their interrelationships in society and emphasizes the concepts of criminal law and its effect on policing, crime causation, the Constitution and its effect on law enforcement, punishment and rehabilitation. Also discusses ethics, education and training for professionalism in the social system.
COURSE OBJECTIVES:
Upon satisfactory completion of the course, students will be able to:
1.
list and recall the various components and sub-components of the criminal justice system.
2.
analyze research sources relevant to the criminal justice system.
3.
analyze criminal law and its effect on policing.
4.
compare and examine the use of various legal sanctions utilized throughout history.
5.
analyze criminal justice issues and apply the rule of law to these issues.
6.
differentiate the steps in the formal and informal criminal justice system.
7.
diagram the elements of the United States constitution that relate to search and seizure, interrogation, arrest and trial.
8.
diagram the various court systems and classify each by jurisdiction.
9.
analyze the Constitution and its effect on law enforcement procedure.
10.
compare and examine the use of sanctions and forms of punishment employed throughout history.
This class is required for the AS-T (Associate in Science Administration of Justice for Transfer) degree.
This class is required for the Associate in Science Administration of Justice degree or the Administration of Justice Certificate of Achievement.
This information can be found on ages 56-58 of the Hartnell College Catalog.
Assignments Required
2 research papers (200 points), 9 (quizzes 225 points), 21 discussions (525 points)and a final exam (50 points).
This course has threaded discussions, group projects, regular quizzes, assignments and a final. It requires active participation by students almost daily.
All course materials are due on , noon. A work week begins on Monday and ends Sunday evening. I reserve the right to modify this description for the benefit of students in the course.
Summary of Due Dates
| Chapter | Date | Discussions | Quizzes | Assignments | Lectures |
| 1 | Jauary 24-31 | Discussions 1.1, 1.2 | Chapter 1 Quiz | Chapter 1, CJS Flowchart, Corpus Delecti | |
| 2 | February 1-7 | Discussions 1.3, 1.4 | Chapter 2 Quiz | Chapter 2 | |
| 3 | February 8-14 | Discussions 1.5, 1.6 | Chapter 3 Quiz | Chapter 3 | |
| 4 | February 22-28 | Discussions 2.1, 2.2 | Chapter 4 Quiz | Chapter 4 | |
| 5 | February 29-March 6 | Discussions 2.3, 2.4 | Short Paper #1 | Chapter 5 | |
| 6 | March 7-13 | Discussions 2.5, 2.6 | Chapter 6 | ||
| 7 | March 14-20 | Discussion 2.7 | Chapter 5+6 Quiz | Chapter 7 | |
| 8 | March 21-24 | Discussion 3.1, 3.2 | Chapter 8 | ||
| 9 | April 4-10 | Discussions 3.3, 3.4 | Chapter 9 Quiz | Chapter 9 | |
| 10 | April 11-17 | Discussion 4.1, 4.2 | Chapter 10 | ||
| 11 | April 18-24 | Discussion 4.3 | Quiz 10 (Chapters 10-11) | Chapter 11 | |
| 12 | April 25-May1 | Short Paper #2 | Chapter 12 | ||
| 13 | May 2-8 | Discussion 4.4 | PLO Assessment | Chapter 13 | |
| 14 | May 9-15 | Chapter 14 | |||
| Final | May 16-22 | Final Exam | Final Exam | Final Exam | Final Exam |
Units are due prior to midnight.
The final is comprehensive. One must know all of the material in all units to complete it.
All materials, including the final, are due on May 22nd. No work will be accepted after Midnight, including the final. The final will be open for at least a week.
The course does not account for individual holidays in the semester. That is, if there is a (short) holiday during the week, the assignment is still due at the due date.
Comprehensive Final.
The final exam does not correspond with the final exam schedule published in Hartnell's schedule of classes. Students will be given more than ample time to complete the final. No extensions will be given.
Unit Quizzes
Quizzes are given at regular intervals. They generally consist of true false or multiple-choice questions. Several quizzes have fill in the blank questions. The course is designed to allow you to prepare for the quizzes by discussing topics, reading your textbook, and viewing your textbook prior to taking the respective quiz.
Discussion Postings
Each discussion requires a Minimum of 500 words, references and 3 postings for a passing grade. That is, for each topic, you must post at least 3 times and the total number of words in your collective posts must exceed 500 words for a passing grade.
Example of an acceptable post:
I think that diversity training should be implemented on a national level. I don't think it would be reasonable for someone to expect treatment in one state and then visit another state and find that the standards for treatment are different. When I lived out-of-state, a fellow employee made a racial comment at someone that supervisors didn't even address. When I complained, I was told to keep my mouth shut and quit stirring up trouble. Diversity training varies throughout the United States. Different states have different standards. For example, the California POST course for cultural awareness consists of two modules and lasts 48 hours.
They recognize the significance of selecting a trainer or facilitator and developing a cultural awareness training action plan. They are particular about course participant's conduct and expectations.
Reference:
Use APA format for references.
Remember, be sure and add your opinions but add references when stating facts.
Another acceptable post:
Jeannie, I thought what you said in your earlier post is similar to some things we noticed about my nephew. He lives with his mom, who had him when she was 15. I don't think she ever told him who his father is. I don't know either.
My nephew is a compulsive drug user. He will use just about any kind of drug he can get his hands on. He is not really particular about what drugs uses. I think he suffers from depression.
A compulsive user is different from an experimenter because nothing is interesting to them unless they are high. Compulsive users are always spending time trying to escape from reality. They are insatiable and usually are marked by compulsive addiction.
Studies show that there is a correlation between drug taking behavior and broken or single parent homes. For example there is an xx greater chance that a male juvenile will try drugs before age 12 if his biological parents never married.
Smith, Joe. "21st Century Juvenile Justice." The Juvenile Justice Website. 00 May 0000. Bertomen Uses This As An Example. 14 Jun 2008 www.bertomenssyllabus.com.
Remember that the content of your post is much more important than the length of your post. Use the spell checker for everything. Read through every post, including your own, before adding another post. Remember, you are part of a team that is trying to learn some material.
1. You’ll receive a better grade if you write several posts distributed throughout the week rather than a single post sometime during the week.
2. Your opinion and personal experiences are important to the discussion group.
3. Check what to say against reliable references and your textbook. If you disagree with something, remember to include your opinion.
4. Treat discussion groups as if you are part of a team writing a term paper
5. Use your sense of humor
Plagiarism
Information on plagiarism can be found in the Hartnell Catalog. Every student is responsible for understanding knowing the definition of plagiarism.
Caution: You should know ahead of time that I use sophisticated methods to identify plagiarism.
I report incidents of plagiarism.
Any instances of cheating will end your law enforcement career.
See Brady v. Maryland, 373 U.S. 83 (1963), Neri v. County of Stanislaus District Attorney's Office, 2010 U.S.Dist. LEXIS 99839 (E.D.Cal. 2010)
____________________
FAQ’s
I want to do extra credit in order to get a better grade. What must I do?
First, do not ask for an extra credit assignment until all current assignments have been completed. You will not be allowed to complete an extra credit assignment if you owe other work. Extra credit assignments may require you to contact local law enforcement, courts or corrections in your area in order to complete the assignment. Please bear this in mind before asking for extra credit. If you do not need extra credit (for example, your current grade is an A and you want an A+) I will tell you.
How often do I have to log on?
I do not require students to log on everyday or to complete their work everyday. However, each section has a start date and end date. These dates overlap. Students should pace themselves so they are working several times over the course of a week instead of one time for several hours. As a rule, for every credit hour given, 3 hours per week should be spent studying. This is a three credit hour class. Therefore, students should spend at least 27 hours a week studying. This is the advantage to online learning. A student can be "in the classroom" any time. Leaving discussion posts and coming back if you hours later to see how others have responded to them is part of the fun of online learning. The other part is being able to speak up in class without interruption.
How do I get a good grade from posting in a discussion?
Unlike face-to-face classes, most of your grade for this class comes from your discussion postings. In it is a good practice to read through all of the threaded discussions, including your own, before posting a new discussion thread. Be sure you review the grading policy of these discussion postings. Generally, students will receive a better grade if they distribute their discussion postings throughout the week instead of posting several in the same day. Each posting should add something to the discussion. If new information is provided, include a reference.
I am the kind of student who does not logon for the first few weeks, then spend about a week studying and finishing my assignments. Is it possible to receive a good grade in this class with this kind of strategy?
This is a certain way to fail the class. If you look carefully at the way discussion postings are graded, a large percentage of this grade is from timeliness and relevance of the student's contribution. This is one of the reasons why students do better if they post several times throughout the week, thus contributing to the discussion. Students who do not interact during the discussions will not do as well as others in this course.
What is the best way to study for the quizzes?
Use the question pools, which are posted for some, but not all, quizzes. The question pools for this class are only a sampling of what will be on the quiz. Although some of the questions will appear word for word on the quiz, the purpose of the pools is to give you an idea the nature of the questions.
Textbook
The textbook is available in the bookstore. The textbook is required for this class, and you'll use it a lot.
It is:
Regoli, R. M., and J. D. Hewitt. Exploring Criminal Justice, The Essentials. 2nd ed. Burlington: Jones & Bartlett, 2012, print
http://www.jblearning.com/catalog/9781449652418/
You are responsible for material in the courseware and material in the textbook.
You may purchase the textbook anywhere. Here is the Hartnell College Bookstore link: http://www.bkstr.com/hartnellccstore/home
Discussion Grading
Delivery of post 5 points
Promptness and Initiative 5 points
Relevance of post 5 points
Expression within the post 5 points
Contribution to the learning domain 5 points
The Short Papers assignments have their grading information in the assignments.
More About Grading
Students can receive a maximum of 1000 points for this course. Points are awarded as follows:
Threaded Discussions: 525 points
Papers: 200 points
Comprehensive Final: 50 points
Quizzes: 225 points
A letter grade is awarded as follows (These are based on a percentage):
A 90%
B 80%
C 70%
D 60%
F Below 60 %
Discussion grades are generally posted about 1 week after the due date of a Unit or assignment.
Grading Criteria: This class uses letter grading, which is based on the percentage of points earned in the class. The percentages are auto calculated.
Thus, a 90% grade translates into an A, an 80% is a B and so on.
Your gradebook is accessible 24 hours a day.
IMPORTANT: regardless of your grade, all sections of this class must be completed. If a student misses any portion of this class the grade is an “F".
All written material submitted by the student will be graded.
Remember, your grade percentage in the courseware will only reflect the number of points achieved divided by the number of points attempted.
e-mails
It is my policy to answer messages promptly. If you are currently enrolled in this class, do not use email to contact me. Use the private messaging in the courseware when the class is in session.
You are responsible for maintaining a Hartnell e mail address and accessing private messaging. I do not communicate to personal emails.
I follow the Education Code and Hartnell Policies as they are written.
Assignment Review
It is my policy to allow any student to submit a paper or assignment anytime until the day it is due. I will review any paper in order and provide guidance on how to improve the grade. Students who use this policy usually will improve their grade.
Late Assignments:
Late papers will not be graded unless a prior arrangement has been made. Students will be allowed to work in groups on most projects.
Academic Status:
Students are responsible for monitoring their own academic status. This includes grades, attendance, transferability and eligibility. Hartnell has specific policies on student status and students are responsible for knowing and complying with these policies.
Non Participation (Will you drop me, or do I have to withdraw?)
I assess student progress at intervals. I drop non participants. Students have a responsibility to maintain their own academic status. Do not expect me to drop you if you need to be dropped.
Communication is the key to success here. DO NOT contact me in the last week of the semester to ask if you can still pass the class if you begin your work immediately. I will be very candid about your chance of success.
Accessibility
In compliance with accessibility laws, I am available at any time to discuss any accommodations any student requires for this class. Students are encouraged to contact DSPS for information and assistance.
Syllabus Emergency Statement, Spring 2016
EMERGENCY NOTIFICATION: In the event of a life threatening emergency call 911.
· To report a non-life threatening incident, safety hazard, or a suspicious activity please contact campus security at 755-6888
· To obtain campus status information, call the campus safety and facilities emergency status bulletin telephone number: 831-796-6222. From a campus line, simply dial 6222
Please visit Hartnell's emergency reporting link here: http://www.hartnell.edu/reporting-emergencies
During a campus emergency, you will generally be told to do one of two options, SHELTER IN PLACE or EVACUATE. When either of these are given, vehicle traffic coming onto campus will likely be turned away. Students are required to obey the directions of staff in a timely fashion.
EVACUATION: Please note the exit(s) in the room. In the event of an alarm or safety threat, uniformed Hartnell personnel equipped with two-way radios--including security, and maintenance staff--have up-to-date information; they also have the authority to order either shelter-in-place or immediate building evacuation. For evacuation, immediately heed their directions by proceeding calmly and quickly to an exterior assembly area as indicated by trained staff. Please stay back at least 200 feet from any building until the “all clear” command is issued.
SHELTER IN PLACE:In the event of a safety threat, instructors and staff will lock classroom doors and direct occupants to stay clear of windows. Occupants are requested to remain quiet. During this time, DO NOT access any exits unless directed by first responders or staff. A shelter in place order is also used for severe environmental threats like a thunderstorm.
Run, Hide, Fight Active Shooter Response
In the event of an Active Shooter Event, there are three things you need to know in order to survive: Run, Hide, Fight. Pleas review the video in the link.
If you see suspicious behavior on campus, please tell someone. Our Campus Safety officers are trained to investigate suspicious incidents.
EMERGENCY PREPAREDNESS: The first 72 hours of a disaster are often the most difficult, but this period can be less stressful if everyone has extra supplies on hand. The college has a limited amount of emergency supplies, so students and staff should have on campus their own portable emergency kit including snacks, water, and prescription medication; this is especially important for those who may need to shelter on campus. For more information go to http://72hours.org/
Students: If you have knowledge of an emergency on campus, share it immediately. If you see something suspicious or potentially hazardous, let someone know.
Course Summary:
| Date | Details | Due |
|---|---|---|