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COURSE SYLLABUS – APPROVED FORMAT – JUS 145 JUVENILE FUNCTION
General Information
 Department of Public Administration and Justice Studies
 JUS 145 Juvenile Function
 Fall 2014
 3 Credit Hours
 Dr. James V. Petersen
 145 North Centennial Way, Fourth Floor, Mesa, AZ
 By Appointment
Course Prerequisites - None
Course Description
This course will acquaint students with the origins and workings of the modern juvenile justice system and
current issues in juvenile delinquency and justice within the United States. As such students will be exposed to
many of the basic concepts of the juvenile justice system as part of the overall American criminal justice
system.
Student Learning Expectations/Outcomes for this Course
After completing this course students will be able to:
1. Describe the origins of the juvenile justice system in the United States and identify the landmark events
leading to its current status.
2. Compare and contrast the U.S. juvenile justice system with other juvenile systems in other countries.
3. Compare and contrast the Traditional Model of Juvenile Justice, the Due Process Model of Juvenile
Justice and the Punitive Model of Juvenile Justice.
4. Identify and discuss the current trends in juvenile crime
5. Identify and discuss the prevailing theories of juvenile delinquency.
6. Discuss the various perspectives on delinquency prevention and intervention programs.
7. Discuss the various roles of the police, courts, and corrections in dealing with juvenile offenders.
8. Identify and discuss programs related to community based corrections for juveniles.
Course Structure/Approach
This course is conducted in an on-line learning format. The course is comprised of six (6) learning modules
which include text readings, on-line assessments, and on-line critical thinking discussions. In addition, there are
six (6) web research papers and one final exam. Students should click on the corresponding file on the course
content page to access detailed instructions for each learning module and assignments. This is NOT an openentry/open-exit class. There are due dates for the assignments in each module and assignments must be
completed by the respective due date. It is your responsibility to meet all due dates and deadlines.
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Textbook and Required Materials
Bernard, T.J., & Kurlychek, M.C. (2010). The cycle of juvenile justice (2nd ed.). New York, NY: Oxford
University Press.
Taylor, R.W., & Fritsch, E.J. (2011). Juvenile justice: Policies, programs, and practices (3rd ed.). New York,
NY: McGraw Hill
Additional outside readings are also required. The reading list is attached at the end of this document.
Recommended Optional Materials/References
Publication Manual of the American Psychological Association (6th ed.) American Psychological Association,
Washington, D.C.
Course Outline
MODULE 1
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post a Self-introduction
 Post an Initial Response to Module 1 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 1 Quiz
 Submit the Module 1 Web Research Paper
MODULE 2
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post an Initial Response to Module 2 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 2 Quiz
 Submit the Module 2 Web Research Paper
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MODULE 3
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post an Initial Response to Module 3 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 3 Quiz
 Submit the Module 3 Web Research Paper
MODULE 4
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post Initial Response to Module 4 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 4 Quiz
 Submit the Module 4 Web Research Paper
MODULE 5
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post Initial Response to Module 5 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 5 Quiz
 Submit the Module 5 Web Research Paper
MODULE 6
 Reading Assignments
 Bernard & Kurlychek – Chapters
 Taylor & Fritsch – Chapters
 Outside Readings
 Assignments
 Post Initial Response to Module 6 Discussion Question
 Post Responses to the Posts of at Least Two Other Students
 Take the Module 6 Quiz
 Submit the Module 6 Web Research Paper
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FINAL EXAM
 Complete the exam comprised of 100 multiple choice questions.
Assessment of Student Learning Outcomes

Methods of Assessment
Students will be evaluated using the following items:
Quizzes. (20 points per module) Students will take six (6) on-line, multiple-choice quizzes covering
material from the required chapters in the text and the required readings for the module. Quizzes are not
timed. However, there is only one attempt per quiz and once started it must be completed before exiting.
The quiz may be taken at any time during the learning module. Students may use the text and other
resources from the course to complete the quiz. Students may not collaborate on the quiz. Note: once the
module closes, the corresponding quiz will no longer be accessible.
Discussion Question Participation. (20 points per module) The purpose of the discussion forum is to
facilitate a collaborative learning process utilizing the exchange of information and ideas. Points for
these discussions will be based on the level of participation and the academic quality of posts –
specifically, the insights offered, whether postings have incorporated the ideas from the readings,
whether postings have engaged the ideas of other students, and the number of postings made. Read the
requirements below to be sure your work complies with course expectations. The goal is to have a
roundtable/brainstorming type of discussion centered on the questions or topics as opposed to merely
answering those questions or topics. Enter work directly into the discussion area. DO NOT post
discussion assignments as an attachment. Students will no longer have access to the discussion boards
after the discussion boards have closed. Requirements for the discussion question answers follow.
Requirements for Discussion Question Answers
To receive credit you must:
 Post a thorough response that addresses each part of the discussion question.
 Your answers must be a minimum of 200 words and include a minimum of two (2) specific
references to course readings. You may also include references to outside readings as well as
personal observations. You need to go beyond stating, “According to the course readings…”
and “I agree with the authors…” I am looking for specifics details: (1) what readings (2)
what are your observations and thoughts (3) offer support for your thoughts and observations.
 You must cite your sources (direct quotes require page numbers). Include your references at
the bottom of your post.
 Respond to at least two (2) other students’ responses. Each response must be a minimum of
100 words and include a minimum of one (1) specific reference to course readings. Your
response must be thorough and be much more than “I agree” or “Great post”. You are
encouraged to respond to the work of more than two other students.
 It is important to thoroughly answer each part of the question. Note: thorough answers
require multiple paragraphs.
 Post your answers directly into the discussion box (not as an attachment).
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
Your discussion postings are to be typed using a 12-point style such as Arial, Verdana or
similar font. All discussion postings are considered written documents and as such must
adhere to the rules of effective writing – clarity, conciseness, coherence and
correctness. Spelling, grammar, punctuation, and formatting count!
After you meet these requirements, the actual number of points you receive will be based on the
quality of your response. Note: If you do not meet these requirements, you may not receive any
points. The rubric for discussion question answers is attached at the end of this document.
Web Research Papers (30 points per module) These six (6) assignments require you to do some
outside research and will allow you the opportunity to connect the theoretical ideas and concepts in
the readings with some practical implications relating to the criminal justice system.
Requirements for Web Research Papers
Web research papers will:
 Include a separate title page, abstract page, and reference page. Refer to the sample APA
formatted paper in the Writing Assistance Folder on the Content Page for specific
requirements of each of these pages.
 Include a narrative that is a minimum of three (3) pages in length.
 Utilize a minimum of two (2) additional, academically appropriate, outside resources in
addition to the course text. Outside resources must be first tier resources. First tier resources
include peer-reviewed journal articles, chapters from books, and official government
publications. Information to assist in determining source appropriateness is included in the
Writing Assistance Folder on the course Content Page.
 Comply with the writing guidelines established for this course and discussed in the syllabus.
 Appropriately utilize and reference information as support for observations.
The criteria for each paper are provided in each learning module. The paper must be posted, as an
attachment in the appropriated assignment drop box in assessments, no later than the prescribed
deadline. Please do not submit the paper as an attachment to a message. The rubric for web research
activities is included at the end of this document.

Final Exam (100 points) The final exam is comprised of 100 multiple-choice questions covering
material from the chapters in the required texts and the required outside readings. Students have three
(3) hours to complete the exam and once started it must be completed before exiting. The exam may be
taken at any time during the specified dates. Students may use the text and other course resources to
complete the exam. Students may not collaborate with classmates on the exam. Note that once the
deadline passes, students will no longer have access to the exam.
Timeline for Assessment
Each learning module is available for a prescribed period of time and there are deadlines for submitting
the assignments for each module. The Schedule of Assignment Due Dates is included on the Course
Content Page. Due dates are also posted on the Course Calendar within the shell. A sample Assignment
Due Date Schedule is attached at the end of this document.
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Grading System
Assignment
# of items x points per item
Total Possible Points
Quizzes
6 x 20
120
Discussion Questions
6 x 20
120
Web Research Papers
6 x 30
180
Final Exam
1 x 100
100
Total Possible Points
A = 90% or above
—
C = 70-79%
B = 80-89%
D = 60-69%
520
F = 59% or lower
Course Policy
 Retests/makeup tests
There are no retests or make up tests for this course. There are no extra credit or alternate
assignments. Students have some flexibility in completing the activities within modules. However,
once an assignment due date has passed that assignment drop box, discussion board, or quiz will
automatically close and students will not be able to submit work. Do not submit assignments as
attachments to messages as they will not be accepted. All time deadlines are Arizona time. Posting
work for a learning module/assignment that has closed is like attempting to attend a face-to-face
class after the scheduled meeting time. Students are responsible to meet all due dates and deadlines.
 Attendance
Attendance is not applicable as this class is being offered in an online format.
 Statement on plagiarism and cheating
Do not plagiarize. If you plagiarize, if you plagiarize, you will fail this course and you may be
subject to further disciplinary action from the University. Do not collaborate on quizzes and exams.
If you collaborate, you will fail this course and you may be subject to further disciplinary action
from the University.
Northern Arizona University Policies
All students must note that all NAU policies on safe learning environment, students with disabilities, academic
integrity and honesty will be enforced in this course. Please consult with NAU’s Student Handbook at
http://home.nau.edu/studentlife/ if you have questions. All students are expected to be familiar with all
academic deadline dates and all NAU policies relevant to student behavior.
Safe Environment Policy: NAU’s Safe Working and Learning Environment Policy seeks to prohibit
discrimination and promote the safety of all individuals within the university. The goal of this policy is to
prevent the occurrence of discrimination of the bias of sex, race, color, age, national origin, religion, sexual
orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone
at this university.
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You may obtain a copy of this policy from the college dean’s office. If you have concerns about this policy, it
is important that you contact the departmental chair, dean’s office, the Office of Student Life (523-5181), the
academic ombudsperson (523-9368), or NAU’s Office of Affirmative Action (523-3312).
Students with Disabilities: If you have a documented disability, you can arrange for accommodations by
contacting the office of Disability Support Services (DSS) at 523-8773 (voice), 523-6906 (TTY). In order for
your individual needs to be met, you are required to provide DSS with disability related documentation and are
encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must
register with DSS each semester you are enrolled at NAU and wish to use accommodations.
Faculty is not authorized to provide a student with disability related accommodations without prior approval
from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two
weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.
Concerns or questions regarding disability related accommodations can be brought to the attention of DSS or
the Affirmative Action Office.
Institutional Review Board: Any study involving observation of or interaction with human subjects that
originates at NAU-including a course project, report, or research paper-must be reviewed and approved by the
Institutional Review Board (IRB) for the protection of human subjects in research and research-related
activities.
The IRB meets once each month. Proposals must be submitted for review at least fifteen working days before
the monthly meeting. You should consult with your course instructor early in the course to ascertain if you
project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for
the IRB review. Your instructor and department chair or college dean must sign the application for approval by
the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from
further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further
review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the
exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and
each college dean’s office or on their website: http://www.research.nau.edu/compliance/irb/index.aspx. If you
have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288
or 928-523-4340.
Academic Integrity: The University takes an extremely serious view of violations of academic integrity. As
members of the academic community, NAU’s administration, faculty, staff and students are dedicated to
promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the
education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the
basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves
in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty.
Faculty members then recommend penalties to the department chair or college dean in keeping with the severity
of the violation. The policy on academic integrity and code of conduct is available at is in Appendix G of
NAU’s Student Handbook available at
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http://nau.edu/uploadedFiles/Administrative/EMSA_Sites/Folder_Templates/_Forms/Student_Code_of_Conduc
t.pdf
Academic Contact Hour Policy: The Arizona Board of Regents Academic Contact Hour Policy (ABOR
Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at
least 15 contact hours or recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a
minimum of 30 hours of student homework is required for each unit of credit.” The reasonable interpretation of
this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional
hours of work per week; e.g., preparation, homework, studying.
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Required Outside Readings
In addition to the assigned readings from the course text books, students will be required to read the following
articles. Links to the articles will be provided in the corresponding module.
Agnew, R.(2005). Chapter 1: Why do criminals offend? In R. Agnew A General Theory of Crime and
Delinquency. Los Angeles, CA: RoxburyDevelopmental Research and Programs, Inc.
Butts, J. A., & Meers, D.P. (2001). Reviving juvenile justice in a get-tough era.Youth and Society, 33, 169-198.
Butts, J.A., Buck, J., & Coggeshall, M.B. (2002). The impact of teen court on young
offenders. The Urban Institute. Washington, D.C.
Doob, A. N., & Tonry, M. H. (2004). Varieties of youth justice. Crime and Justice, 31, 1-20.
Hirschi, T., & Gottfredson, M. (1993). Rethinking the juvenile justice system. Crime and Delinquency 39, 262271.
Leiber, M.J. (2002). Disproportionate minority confinement (DMC) of youth: An analysis of
state and federal efforts to address the issue. Crime and Delinquency 48, 3-45.
Lipkin, R. (Ed.) (December, 1998). Guide for Implementing the Balanced and Restorative Justice Model.
Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. Retrieved from
http://www.ojjdp.ncjrs.org/pubs/implementing/contents.html.
Lipsey, M.W., Wilson, D.B. & Cothern, L. (April, 2000). Effective intervention for serious juvenile offenders.
Juvenile Justice Bulletin. Office of Juvenile Justice and Delinquency Prevention, U.S. Department of
Justice. Washington, DC.
Mears, D.P. (2001). Critical challenges in addressing the mental health needs of juvenile
offenders. Justice Policy Journal, 1, 41-61.
Steinberg, L. & Scott, E.S. (2003). Less guilty by reason of adolescence: Developmental immaturity,
diminished responsibility, and the juvenile death penalty. American Psychologist, 58, 1009-1018.
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Rubric for Discussion Question Answers
Possible Points
Posting:
-Articulates the question being answered.
-Follows the writing guidelines.
-Includes minimum of two references from relevant course material.
-Meets/exceeds the minimum 200 word requirement.
-Offers and supports personal opinion.
-Includes proper source citations.
-Clearly addresses all questions asked.
*Reply to postings of at least 2 other students with each post meeting the
minimum word & citation requirements
20-18
Posting:
-Articulates the question being answered.
-Follows the writing guidelines.
-Contains minor errors in grammar, punctuation, and/or spelling.
-Includes minimum of two references from relevant course material.
-Meets/exceeds the minimum 200 word requirement.
-Offers and supports personal opinion.
-Includes proper source citations.
-Clearly address all questions asked.
*Reply to postings of at least 2 other students with each post meeting the
minimum word & citation requirements
17-16
Posting:
-Does not meet the required submission deadline.
-Does not clearly articulate the question being answered.
-Follows the writing guidelines.
-Contains several errors in grammar, punctuation, and/or spelling.
-Does not include sufficient references from relevant course material.
-Meets the minimum 200 word requirement.
-Does not sufficiently offer and support personal opinion.
-Does not include proper source citations.
-Does not clearly address all questions asked.
*Reply to postings of at least 2 other students with each post meeting the
minimum word & citation requirements
15-14
Posting:
-Does not meet the required submission deadline.
-Does not clearly articulate the question being answered.
-Does not follow the writing guidelines.
-Contains numerous errors in grammar, punctuation, and/or spelling.
-Does not include sufficient references from relevant course material.
-Does not meet the minimum 200 word requirement.
-Does not sufficiently offer and support personal opinion.
-Does not include proper source citations.
-Does not clearly address all questions asked.
-Is incorrectly submitted-i.e. submitted as an attachment instead of being
posted in the text box.
*Reply to postings of at least 2 other students with each post meeting the
minimum word & citation requirements
13 or below
*If you do not respond to the posts of at least two other students you may not receive any points!*
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Rubric for Web Research Papers
Possible Points
Paper:
-Thoroughly and accurately addresses all relevant aspects
of the assignment and topics.
-Follows writing guidelines established for the course.
-Contains no errors in grammar, punctuation, spelling,
and/or sentence structure.
-Includes references from relevant materials.
-Includes relevant, academic sources.
-Includes proper source citations.
-Meets/exceeds the prescribed length requirements.
Paper:
-Thoroughly and accurately addresses all relevant aspects
of the assignment and topics.
-Follows writing guidelines established for the course but
contains minor formatting and/or style errors.
-Contains minor errors in grammar, punctuation, spelling,
and/or sentence structure.
-Includes references from relevant material.
-Includes relevant, academic sources.
-Includes proper source citations.
-Meets/exceeds the prescribed length requirements.
Paper:
-Does not thoroughly and accurately address all relevant
aspects of the assignment and topics.
-Follows the writing guidelines established for this course
but contains some formatting and/or style errors.
-Contains several errors in grammar, punctuation,
spelling, and/or sentence structure.
-Does not include sufficient references from relevant
course material.
-Does not include relevant academic sources.
-Does not include proper source citations.
-Meets/exceeds the prescribed length requirements.
Paper:
-Does not thoroughly and accurately address all relevant
aspects of the assignment.
-Does not follow the writing guidelines established for
this course.
-Contains numerous errors in grammar, punctuation,
spelling, and/or sentence structure.
-Does not include sufficient references from relevant
course material.
-Does not include relevant academic sources.
-Does not include proper source citations.
-Does not meet the prescribed length requirements.
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30 – 27
26 – 24
23 – 21
20 or below
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Assignment Due Dates Schedule
Module Assignment
Module 1
Initial Discussion Post
Module 1
Responses to Others’ Posts
Module 1
Quiz
Module 1
Web Research Paper
Module 2
Initial Discussion Post
Module 2
Responses to Others’ Posts
Module 2
Quiz
Module 2
Web Research Paper
Module 3
Initial Discussion Post
Module 3
Responses to Others’ Posts
Module 3
Quiz
Module 3
Web Research Paper
Module 4
Initial Discussion Post
Module 4
Responses to Others’ Posts
Module 4
Quiz
Module 4
Web Research Paper
Module 5
Initial Discussion Post
Module 5
Responses to Others’ Posts
Module 5
Quiz
Module 5
Web Research Paper
Module 6
Initial Discussion Post
Module 6
Responses to Others’ Posts
Module 6
Quiz
Module 6
Web Research Paper
Final Exam
Available Day/Date at 8:00 a.m.
Due Date*
Time Deadline*
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
Saturday, Day/Date
11:59 p.m.
Sunday, Day/Date
11:59 p.m.
Monday, Day/Date
11:59 p.m.
Thursday, Day/Date
11:59 p.m.
*All due dates and time deadlines are Arizona Time*
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