UNIVERSITY OF WISCONSIN-MILWAUKEE
SCHOOL OF SOCIAL WELFARE
CRIMINAL JUSTICE PROGRAM
CRM JST-663: Criminal Justice Capstone Seminar
Mr. Ruben A. Burgos
burgosr@uwm.edu
OFFICE: ENDERIS 1133
PHONE: 229-6605
OFC HRS: 9:30 am – 10:30 Monday and Wednesday -- OTHER TIMES BY
APPOINTMENT
THE COURSE
This course is a synthesis of criminal justice theories, empirical research and program creation
and implementation.
TEXTBOOKS
Burns, Ronald G. Critical Issues in Criminal Justice. Pearson. ISBN-13 # 9780205553747
and ISBN-10 # 0205553745
Additional readings are assigned during the semester and will be available on D2L or distributed
in class.
REQUIREMENTS
It is your responsibility as a student to check D2L daily. Important announcements may be made
to the class on the course/section home page from time to time. You shall be held responsible to
read and understand any announcements, and you will be held responsible for any information,
action, etc. that an announcement may require of you. Announcements may be updated, or
deleted, or changed at any time at the sole discretion of the instructor.
5 papers, One group presentation and an Interview Project.
1.
2.
3.
4.
5.
The first paper will be a bio on yourself and your career goals.
The second paper will be a 5-7 page paper on Police Use of Force
The courts and plea bargaining (5-7 pages)
The sentencing guidelines and incarceration rates. (5-7 pages)
The juvenile justice system (5-7 pages)
Crime Analysis Group Presentation, paper (5-7 pages), power point
Interview Project paper (5-7 pages)
10pts
10pts
10pts
10pts
10pts
25pts
25pts
Group Presentation
There will be a group presentation on a Crime Analysis problem developed by the class and
researched by the students. Individual papers (5-7 pages), a group PowerPoint and presentation
will be graded .
Grading of the group presentation – 25 points
10 points for the identification and analysis of the problem in the paper
10 points for the presentation and power point
5 points for grammar, punctuation, spelling and clearness of paper.
Interview Project
Students must meet and interview an experienced Professional in their own future career field.
When interviewing this professional, you will be graded on obtaining, reporting, analyzing the
following information:
1.
What aspects of this career field bought him/her to this profession?
2.
What are the difficulties or challenges he/she has observed in the profession and how
these challenges were overcome?
3.
What are the requirements for entry into this career field and what are the perquisites
for promotion.
4.
Would they enter this career field again and what would they do to improve the
profession.
5.
What information did you learn from this interview
Grading of the Interview Project - 25 points:
10 points – obtaining answers to the above questions.
10 points – analysis of responses. What was learned through this exercise? What did you
think about the responses you received and how the information you receive did correlate
with the applicable readings.
5 points – grammar, punctuation, spelling, clearness/lack of clearness of the paper.
All papers turned in must be at least 5 pages, double spaced with 12 point font. Margins 1
inch. Use the most recent APA format for title page, sources, etc. The cover page and
reference page will not count for the required 5 pages.
GRADING
Grades will be based on a total of 100 points. Your total number of points determines your
grade. There will be no opportunity in this course for so-called "extra credit." The grade scale
is:
93% thru 100% = A
90% thru 92% = A67% thru 69% = D+
87% thru 89% = B+
83% thru 86% = B
63% thru 66% = D
80% thru 82% = B77% thru 79% = C+
60% thru 62% = D73% thru 76% = C
70% thru 72% = C0% thru 59% = F
Cell Phones, Pagers, etc.: Cell phones, pagers, and any equipment, electronic or otherwise,
capable of communicating with another person by voice, text, or any other means, including but
not limited to cell phones, PDA’s, computers, or other equipment capable of communicating by
means of radio waves, infra-red, or any other means, are subject to the following conditions in
class:
During a lecture: The device(s) shall be in a silent, or vibrate mode, so as not to disturb your
classmates. It is improper to answer or carry on a conversation in class on your device. In
some very few, very limited cases of extreme importance exceptions may be allowed if the
matter is discussed prior to class with the instructor. The Instructor is exempt from these
requirements.
During Quizzes or Examinations: Any and all devices shall be stowed away in your purse,
backpack, or otherwise not visible or accessible to you, and without fail they will be turned off.
Any devices that are visible shall be deemed as cheating. The Instructor is exempt from these
requirements.
Cheating / Academic Misconduct: The university has a responsibility to promote academic
honesty and integrity and to develop procedures to deal effectively with instances of academic
dishonesty. Students are responsible for the honest completion and representation of their work,
for the appropriate citation of sources, and for respect of others’ academic work. Anyone deemed
by the instructor to be cheating shall receive a failing grade for the course, and shall be referred
to the University for appropriate discipline. Any and all quizzes, examinations, papers,
assignments, or responses with “clickers” or on D2L, shall solely be done, submitted, or used by
the student who will receive credit for the quiz, examination, paper, assignment, or response.
Any violation of this policy will be deemed cheating by the student submitting the quiz,
examination, paper, assignment, or response, and also be deemed cheating on the part of the
student receiving credit for the quiz, examination, paper, assignment, or response. The instructor
will be the sole decision-maker as to the cheating in regards to the failing course grade.
University authorities will be the decision-makers in regard to University discipline.
Accommodations are provided for students who are registered with the Student Accessibility
Center (SAC, Room 112 of Mitchell Hall) and make their requests sufficiently in advance. For
more information, contact Student Accessibility Center (SAC, Mitchell Hall 112, phone 2296287) or go to their website: http://www4.uwm.edu/sac/MainOffice.html. Students who need
accommodations due to disability are also encouraged to discuss their needs with the instructor
early in the semester.
CRM JST-663
Criminal Justice Capstone Seminar
COURSE OUTLINE AND ASSIGNED READING
DATES
Jan
25
27
Feb 1/3
TOPIC
Course/Syllabus Introduction
First Paper Due (Bio)
Police and the Constitution
ASSIGNED READING
----
8/10
Police use of force
Second Paper Due (Police Use of Force)
15/17
Terrorism and Crime Prevention
22
24
Break into groups and develop solutions
Intelligence Led Policing
Feb 29
Mar
Apr
Crime Analysis
2
Prosecution and defense
7
Group Presentations
9
Group Presentations
14/16
Spring Recess
21/23
Courts and Plea Bargaining
28/30
Probation and Parole
Third Paper Due
4/6
Punishment and Sentencing
11/13
Death Penalty
Fourth Paper Due
18/20
Sentencing Guidelines and Incarceration issues
25/27
Juvenile Justice
Fifth Paper Due
May 2/4
9
Juvenile Justice
Final Paper (Interview Project) Due
The professor reserves the right to change, modify or amend this syllabus at his discretion.
Oral Presentation Rubric
Definition: Oral presentation / communication is a prepared, purposeful presentation designed
to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes,
values, beliefs, or behaviors.
Speaker:
Course:
Topic:
Date:
Criterion Area
Superior
(Mastery = 5)
Central Message
Above Average
(Developed = 4)
Average
(Acceptable = 3)
Needs Work
(Below Average =
2)
Key message is basically
understandable but is not
often repeated and is not
memorable.
Presentation covers the
most important parts of
the topic.
Key message can be
deduced, but is not
explicitly stated in the
presentation.
Presentation has gaps
in topic coverage. It
covers only parts of the
topic.
Insufficient supporting
materials make
reference to
information or analysis
that minimally supports
the presentation or
establishes the
presenter's credibility/
authority on the topic.
Presentation has an
impromptu effect. It
has no discernible parts
or transitions.
Key message is totally
unclear.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) detract
from understandability
of the presentation, and
speaker appears
uncomfortable.
Language choices are
unclear and minimally
support the
effectiveness of the
presentation. Language
in presentation is not
appropriate to
audience.
Visual aid is of marginal
quality.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) interfere
with clarity. Presentation is
not understood. Speaker
appears unprepared.
Key message is compelling
(precisely stated, appropriately
repeated, memorable, and
supported.)
Presentation thoroughly covers
all important aspects of the
topic.
Key message is clear and
consistent with the
supporting material.
Supporting
Material (e.g.,
relevant examples,
illustrations,
statistics, analogies,
quotations)
Several types of supporting
materials make appropriate
reference to information or
analysis that significantly
supports the presentation or
establishes the presenter's
credibility/ authority on the
topic.
Supporting materials make
appropriate reference to
information or analysis that
generally supports the
presentation or establishes
the presenter's credibility/
authority on the topic.
Supporting materials make
appropriate reference to
information or analysis
that supports portions of
the presentation or
establishes the presenter's
credibility/ authority on
the topic.
Organization
Organization is clearly and
consistently observable.
Introduction previews well.
Body has good development.
Conclusion ties presentation
together. Clear transitions.
Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation compelling.
Speaker appears polished and
confident and connects well
with audience.
Organization pattern is
observable. Speech is
prepared, organized into an
introduction, body, and
conclusion with some
transitions.
Delivery techniques (posture,
gesture, eye contact, and
vocal expressiveness) make
the presentation interesting,
and speaker appears
comfortable.
Speech is prepared and
somewhat organized. It
has no clear intro, body,
and/or conclusion. It lacks
clear transitions.
Language
Language used is imaginative,
memorable, or compelling, and
enhances effectiveness of the
presentation.
Language in presentation is
appropriate to audience.
Language choices are
thoughtful and generally
support the effectiveness of
the presentation. Language in
presentation is appropriate
to audience.
Presentation Aid
Presentation aid is of high
quality, used proficiently,
enhances presentation.
Presentation aid is of good
quality and is used
competently.
Language choices are
mundane and
commonplace and
partially support the
presentation
effectiveness.
Language in presentation
is appropriate to audience.
Visual aid is of acceptable
quality but does not
enhance presentation.
Content
Delivery (Voice,
Animation)
Feedback from:
Presentation covers key
aspects of the topic.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation
understandable. Speaker
appears tentative.
General Comments:
Writing Rubric: Will be used in assessment of Student writing submissions
Central Idea/Critical Thinking (logic and argumentation)
Poor (Fails to meet
Requirements = 1)
Presentation has major gaps
- parts of the topic are not
addressed. It lacks
substance
Few or no supporting
materials are used to
support the presentation or
establish credibility of the
presenter.
Organizational pattern is
not observable. There is no
clear introduction, body or
conclusion. There is no
clear sequence.
Language choices are poorly
selected. Words are
misused or mispronounced.
There are internal conflicts.
Language in presentation is
not appropriate to
audience.
Visual aid is omitted, of
poor quality, and/or
distracts from the
presentation.
5
The central idea/thesis/argument is stated clearly and responds appropriately to the assignment. The paper uses logic and evidence effectively,
and each section provides a convincing argument to support the paper's central idea.
4
The paper’s thesis/central idea is stated clearly and responds appropriately to the assignment. The paper offers reasons to support its points,
shows some interpretation of evidence, and explains connections between evidence and main ideas. There is some faulty logic.
3
The thesis/central idea is adequate, but does not completely satisfy the assignment. It may develop the central idea only in general terms, use
generalizations to support its points or examples that are not relevant, depend on unsupported opinion or personal experience, or assume that
evidence speaks for itself. The paper demonstrates logic that is unclear or arranged ineffectively.
2
The paper does not have a clear central idea or does not respond appropriately to the assignment, and/or the thesis/central argument is too vague
or obvious. The paper may depend on clichés or overgeneralizations for support and/or offer little evidence.
1
This paper lacks a thesis/central idea and does not respond to the assignment. It may have no appreciable organization, use irrelevant details or
lack supporting evidence entirely, and/or is too brief. It lacks transitions and coherence.
5
Organization
The paper consistently demonstrates a structure appropriate for purpose, audience, and/or technology field. It guides the reader through the chain
of reasoning or progression of ideas, and utilizes transitions appropriately.
4
The paper generally demonstrates a structure appropriate for purpose, audience, and/or technology field, an appropriate progression of ideas, and
the correct use of transitional devices.
3
The paper minimally demonstrates a structure appropriate for purpose, audience, and/or technology field, a basic progression of ideas, and a
rudimentary usage of transitions that may inhibit idea flow.
2
The paper demonstrates a random organizational pattern, with little to no paragraph coherence and too few or inappropriate transitions. It may
lack topic sentences or main ideas and all (most) paragraphs do not relate to the central theme.
1
The paper has no appreciable organization and may lack coherence and/or transitions.
5
References/Support
The paper consistently utilizes sources appropriately and evaluates them critically while demonstrating a meticulous adherence to the citation
methods appropriate to the discipline.
4
3
The paper generally utilizes and cites sources appropriately, and evaluates them critically.
The paper marginally utilizes and evaluates sources and demonstrates difficulty with the citation methods appropriate to the discipline.
2
The paper does not utilize or evaluate sources appropriately and demonstrates difficulty with the citation methods appropriate to the discipline.
1
The paper either has no/too few sources with little/no critical analysis and inappropriate citation.
5
Style/ Mechanics
The paper contains almost no errors and demonstrates vocabulary usage and sentence style befitting the paper's audience and purpose.
4
The paper contains few errors and generally demonstrates vocabulary usage and sentence style befitting the paper's audience and purpose.
3
The paper contains several mechanical errors and only marginally demonstrates vocabulary usage and sentence style befitting the paper's
audience and purpose.
2
The paper contains several mechanical errors and inappropriate vocabulary usage and sentence style.
1
The paper contains major mechanical errors and inappropriate vocabulary usage and sentence style.
Note: The numbers represent levels of achievement. Faculty may replace these levels with point total if desire