CJJ 4010 ( Section 08BG)
INSTRUCTOR: Dr. Jodi Lane
Spring 2012
Tuesday, Period 5-7, 11:45 am-2:45 pm
Norman Hall, Room 331
Department of Sociology and Criminology & Law
Office: Turlington Hall, Room 3332
Office Hours: Tuesday, 10-11 am (or by appt. or via email)
Phone: 392-0265 x 212
Email: jlane@ufl.edu
TA: John Eassey
Email: threesix@ufl.edu
Office Hours:
Wed 10-11 am
Office: Turlington 3323
Juvenile crime, especially juvenile violence, has been one of the hottest crime policy topics for the last twenty years. This course is designed to introduce you to juvenile crime policy, the juvenile justice system, and the people who experience the system. In lecture, we will learn a little bit about the history the system, but our primary focus will be on the current policy and system issues and the juveniles who experience them. In the first part of the course, we will talk about definitional issues, the history of juvenile justice, the current extent of juvenile crime and victimization, and briefly examine some of the theories developed to explain juvenile crime.
Then, we will discuss each component of the justice system —prevention, police, courts, corrections
—focusing on current practice and the important policy concerns surrounding juvenile crime and punishment. Finally, we will talk about some possibilities for the future.
Books
There are 3 books required for this course and readings available on the course website . At first sight, this may seem like “a lot,” but they are very interesting reading and short (in total) compared to most textbooks!

The required books are:
Butterfield, Fox. (1996). All God’s Children: The Bosket Family and the American
Tradition of Violence . New York: Avon Books. (Butterfield)
Salzman, Mark. (2003).
True Notebooks.
New York: Alfred Knopf. (Salzman)
Hubner, John. (2008). Last Chance in Texas: The Redemption of Criminal Youth.
New
York: Random House Books. (Hubner)
Other Readings
There are also a number of assigned journal, magazine, and newspaper articles and some other readings, which are available on the class Sakai site. You will need these readings for tests and class assignments.
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 1

Exams (60% of grade)
There are four exams in the course, each worth 15% of your grade —Exam 4 is not cumulative . See Daily Topic List below for exam dates. Each exam will cover both lecture and reading materials, and the number of questions from each will vary. But, I expect to write approximately 75% from lecture and 25% from readings. There will be review sessions scheduled for all exams by the teaching assistant. I will give make-up exams at my discretion and only for good reasons (e.g., medical emergency). Early vacations with your parents or friends do not constitute "good" reasons
—plan ahead! In my class, you are a student first. The make-ups might be essay, but likely will be short answer. They generally will not be multiple choice. Makeups (including early ones) will have fewer questions
—each will be worth more than those on the standard test.
Class Activities (15% of grade)
We will also do periodic class activities, which will involve some in-class writing. They will be worth 5 points. If you answer all the questions thoughtfully (in our opinion), you will earn all points. If not, we will give partial credit. We will do at least three. If we do more than three, I will keep your top three scores. These in-class activities are to help you think about the issues raised in the class and to help make sure you come to class having read the assignments.
“2-page Scenarios” (25% of grade)
There are 5 2-page scenarios assigned based upon lecture and the readings. These scenarios must be typed (double spaced), about 2 pages, and will be due at the beginning of class. No late assignments will be accepted without prior permission from the instructor or proof of medical emergency . If I do agree to accept late papers, I will take off one point for each day past the due date, regardless of the reason for the late paper. I suggest you not wait until the last minute to do them. Please do not put plastic covers on them, but PLEASE STAPLE THEM!! If you do not staple them, they may get lost in the “shuffle,” and we will not be responsible for lost, unstapled papers. These assignments will be worth 5 points each. For these scenarios, you will be given an “identity” and asked to “experience” the juvenile justice system, as discussed in class and in the books. This means it needs to be clear that you know the class material based on what you write. You will be expected to answer the questions asked in the scenario assignment. This part is NOT OPTIONAL. We will use specific grading criteria based on the assignment and will give partial credit.
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 2

Final Grading
Breakdown
Exam 1 15%
Exam 2
Scenarios
Activities
Exam 3
Exam 4
15%
25%
15%
15%
15%
Final Grading Scale**
A
A-
(Total Points in Class)
93-100
90-92
B+
B
87-89
83-86
B-
C+
C
C-
D+
D
E
80-82
77-79
70-76
65-69
63-64
61-62
60 
There is no curve in this class.
**This will be the final grading scale. If you get a total number of points ending in .5 (e.g., 89.5),
I will round up your score to the next whole digit if it affects your final letter grade. If you barely miss a grade you wanted, I will NOT make arrangements with you to “boost” your grade.
Consistency across students is important, so do not ask me to give you options that are not available to the class as a whole.
POLICY REGARDING QUESTIONING GRADES
You are welcome to come to our office hours or make an appointment to look over your exams, which I recommend if you feel you did not do as well as expected on a test. This helps you understand why you scored as you did, and it helps you know better how to study and take the next test. For paper assignments, we use a grading sheet to make clear how we made decisions about grades and to be consistent across students (e.g., points are assigned to each part of the assignment).
Students regularly want to “question” their grades, either because they do not know why something was graded a specific way or because they are a point or two away from a higher grade in the course. Please feel free to ask us if you don’t understand why you lost points on an assignment or test. It is important for you to know how things were graded, so you can do better next time. However, please be aware that I’m much less open to people who want to wiggle a point or two simply to improve their grade, because it is very important to me that you are all graded consistently and fairly.
Consequently, I want to make clear my policy on reexamining your grades:
1) If you have questions about your grade on an exam, paper, activity, etc., you have
TWO WEEKS after the grade is posted on Sakai in which to come to us to question your grade (that is, to ask for point changes based on justifiable criteria). After that time period, the grade stands (even if you did not check the grade until after that time period). However, you can see your exams at any time during the course, and I encourage you to do so to help you prepare for the next one. Be aware that I write the exams and the keys to the exams myself.
2) If you have questions about the grading of papers or activities, please see the teaching assistant first. He/she grades them with my specific guidance (e.g., grade sheets I create), and I generally will support the grading choices. He/she has read all the papers closely and knows why you were graded as you were. If the two of
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 3

you continue to disagree, I am willing to discuss the issue with you both before making a decision on how to proceed.
3) Should you raise serious questions about how something was graded, we reserve the right to re-grade your entire assignment (meaning your grade may go up or down).
POLICY ON RECORDING GRADES
We keep an official gradebook in Excel, which serves as our master gradebook. We also post the grades in the gradebook on elearning, so you can know your grades as you progress through the course. In rare circumstances, these gradebooks conflict for a particular score
(e.g., one was typed in incorrectly). In these cases, we will use the master gradebook in Excel as the standard rather than the one posted in elearning, unless the student in question can produce proof that the Excel gradebook is incorrect (e.g., the graded assignment). We use the master gradebook as the standard because it is entered directly from the graded material or test printouts and because we double check it multiple times. We also double check the elearning gradebook and want to assure that we will make every effort to make sure both gradebooks are correct. We realize that your grades are very important to you (as they should be!).
CLAS Policy on Incompletes
"I" grades should be assigned only after the instructor and the student have explicitly arranged, before the final exam for the course, to have the student complete exams or other required course work after the semester is over. The "I" arrangement should be used only when the student is doing passing work ("D" or better) in the course at the time of the arrangement.
**Please note, that I rarely assign incompletes, unless there is a medical emergency or other appropriate reason for doing so.
POLICY ON CHEATING
CHEATING IS NOT WORTH IT!
I take plagiarism very seriously. If I think you are cheating on a test, I will take your exam and give you a “0” for that test. I will also give you a “0” on any assignment on which you cheat. I reserve the right to pursue the formal channels for plagiarism set down in UF policy. I suggest you not even consider cheating on any exam or on any of the other assignments. One assignment (or class) is not worth ruining your university career.
You may find the university’s honesty policy at http://www.dso.ufl.edu/sccr/honorcode.php
There is a link to this policy on the class website. I expect you to read this policy and abide by it.
RESPECT IN THE CLASSROOM
I intend to respect you in the classroom, and I ask that you respect me, the teaching assistant and your fellow students. This means turning off cell phones (silent is ok, but if you have an emergency call please leave the room to talk), refraining from texting or playing on the internet (like Facebook), and remaining quiet during lecture. I may ask the teaching assistant to walk around the room and ask people to stop using the internet or playing with their phones if it becomes a problem in lecture. It is distracting to other students who are interested in learning the material being discussed. Please respect them and do this stuff on your own time.
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 4

Respect also means talking to others with respect. If you do not respect others, you may be asked to leave the class for the day. I also will start lecture on time, so please be in class before the start time (11:45 am). If you arrive late, and a class activity has begun, you will not be allowed to hand in the activity for credit. Please also wait until I tell you that class is over before packing up your books, etc. Sometimes we will have activities, announcements, etc. after lecture has ended.
ATTENDANCE & CLASS NOTE SHELLS AVAILABLE ON SAKAI
I use in-class activities to ensure attendance. I take attendance almost every day, but it does not count toward your final grade. I keep a record of who attends, because it protects both of us should a dispute arise related to this issue.
I tend to teach a lot of material. Consequently, before class the day of each particular lecture (sometimes earlier), I (or the TA) will post on the Sakai site a set of slides with some material and some blank spaces for you to write in what we cover that day. (This ensures you come to class rather than just print the notes!). I suggest you print these slide shells and bring them to the class each day (you can print more than one slide per page). You’ll do MUCH LESS WRITING.
A NOTE ABOUT IN-CLASS MOVIES: These movies are class material —another way to teach you about juvenile justice. They are on the exams. THEY ARE NOT
AVAILABLE TO VIEW OUTSIDE OF CLASS. If you do not come to class, it is your responsibility to get the notes from another student. I suggest you make it a priority to come to class on the days we show movies.
For Students with Disabilities :
Students requesting classroom accommodations for disabilities must first register with the Dean of Students Office. The Dean of Students will provide documentation to the student who must then provide the documentation to Dr. Lane when requesting accommodation.
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 5

Extra Credit Option (Possible 2 Points)
You may choose only one option due no later than April 10.
1) You have the option of getting 2 points extra credit if you do an analysis and response to a popular movie about juvenile justice (e.g., policing juveniles, gangs, kids in trouble, etc.). This movie might be on television, in the theatres, or rental stores (but not one of those I show in class). You should write a 2-page, typed response/analysis of the movie using class material to support your points.
You will not get full credit if you do not cite class material, either readings or lecture. Tell me how the movie matches or does not match what you learned in class and why you think so. Remember to fully reference this movie —e.g., indicate the date you saw it, where, what company produced it, etc.
2) You also have the option of getting 2 points extra credit if you participate as a study subject in the Criminology participant pool, earning a minimum of 2 units in the participant pool (which is equivalent to up to 1 hour of experience). You may not count the same credits twice (for multiple courses). The participant pool coordinator is responsible for telling me who participated, but it is a good idea for you to keep your own records of the date, study, number of credits, and researcher also in case there is a mix-up. I can then follow-up with the researcher, if need be. Here is the website link for the participant pool, which contains information on how you can participate. http://www.clas.ufl.edu/users/llevett/participantpool.html
If you choose this option, you must complete the credits
Class Friends
(To share notes and study together)
Name_________________________ Phone/email _________________________
Name_________________________ Phone/email _________________________
Name_________________________ Phone/email _________________________
Name_________________________ Phone/email _________________________
Name_________________________ Phone/email _________________________
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 6

Keeping Track: Your Progress Chart
Scenario 1
Scenario 2
Scenario 3
Scenario 4
Scenario 5
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Exam 1
Exam 2
Exam 3
Exam 4
Extra Credit
_______
_______
_______
_______
_______
(5)
(5)
(5)
(5)
(5)
Total _______ (Max = 25)
_______ (5)
_______ (5)
_______ (5)
_______ (5)
_______ (5)
_______ (15)
_______ (15)
_______ (15)
_______ (15)
Total _______
(Max =15, drop 1-- or 2, if I give 5)
Total _______ (Max = 60)
_______ (2)
Running Total _______ (100)
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 7

Week Day Date Tentative Lecture Topic
(This may change depending on speed of course. I will notify you regarding lectures covered on each test)
1 T 1/10
3
2
T
T 1/17
1/24
Syllabus
Introduction to the Topic
Definitions, Terms & Cases
Scenario 1 Assignment Available on Website
How We Measure Crime
Truth or Fiction? Juvenile Violence: The “Stats
Stats on school crime, child maltreatment
Begin Theories of Crime & Juvenile Delinquency
**Scenario 1 Due**
Scenario 2 Assignment Available on Website
Theories
Communities
Families
Reading Assignment
(DUE THAT DAY, will not change )
Butterfield, Chapters Prologue &
Chapters 1-3
1) Butterfield, Chapters 4-6
2) Anderson (1994)
1) Butterfield, Chapters 7-12
2) Voyles (1999)
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 8

Week Day Date
4
5
T
T
1/31
2/7
6
7
T
T
2/14
2/21
Tentative Lecture Topic
Peers & Gangs
MOVIE: STREET GANGS: A SECRET HISTORY
**Scenario 2 Due**
 EXAM 1 
MOVIE: Murder on a Sunday Morning
(Last 2 hours of class)
Quick History of Juvenile Justice
Debate about Juvenile Court
Police decision-making, processing, detention
Discrimination
Gangs from a Police Perspective
Gang Suppression Efforts
Juvenile Courts & Dispositions: Delinquency
Juvenile Courts & Dispositions: Status Offenses &
Florida
Scenario 3 Assignment Available on Website
Reading Assignment
(DUE THAT DAY)
Butterfield, Chapters 13-Epilogue
NONE
On Test 2:
Salzman: Chapters 1-9
1) Salzman: Chapters 10-17
2) Chambliss (1973)
1) Salzman: Chapters 18-25
2) Duran (2009)
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 9

Week Day Date Tentative Lecture Topic
9
8
T
T 2/28
3/6
 EXAM 2 
MOVIE: An Ordinary Crime
(Last 2 hours of class)
SPRING BREAK!
10 T 3/13
Reading Assignment
(DUE THAT DAY)
On Test 2 (Today
’s Test)
:
Salzman: Chapters 26-27
Waivers to Adult Court
Living in adult prison
MOVIE: When Kids Get Life (Last 2 hours of class)
1) OJJDP: Second Chances
2) Frazier et al. (1999)
3) Olson (2003)
4) Cobb (2004)
5) Graham v. Florida (2010)
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 10

Week Day Date Tentative Lecture Topic
11
12
13
14
T
T
T
T 3/20
3/27
4/3
4/10
Punishment Philosophies, Probation & Intermediate
Sanctions
**Scenario 3 Due**
Scenario 4 Assignment Available on Website
 EXAM 3 
MOVIE: JUVENILE JUSTICE
(LAST 2 HOURS OF CLASS)
Training Schools/State Juvenile Institutions
**Scenario 4 Due**
Scenario 5 Available on Website
Death Penalty
**Extra Credit Due!**
Reading Assignment
(DUE THAT DAY)
1) Hubner: Intro, Chapter 1-2
2) Lane (in press)
3) Lane et al. (2005)
4) Ward & Kupchik (2010)
On Test 4 (Next Test):
1) Hubner (2006) reading link on
Sakai
2) Hubner: Chapters 3-4
Hubner: Chapters 5-8
Hubner: Chapters 9-10
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 11

Week Day Date Tentative Lecture Topic
15
16 T
T 4/17
4/24
Restorative Justice & What Works in Crime Prevention
The Future
**Scenario 5 Due**

EXAM 4

Reading Assignment
(DUE THAT DAY)
1) Hubner: Chapter 11-Epilogue
2) Bazemore & Umbreit (1995)
NONE
What if it were your child or sibling? What would you want to happen?
Juvenile Justice Syllabus, Spring 2012, Dr. Lane —page 12