UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: JUS 240
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Extended Campuses
4. Academic Unit:
3
Public Administration &
Justice Studies
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
1. Analyze the relationship between government structure and policing in American society. (I)
2. Identify and describe the principal roles and functions of the police in American society, and
describe the relationship between the police and the law. (I)
3. Identify and describe the various types of police departments and types of police officers
commonly found in policing. (I)
4. Identify the agencies found at the federal, state, and local levels of policing and describe the
role and function of each. (I)
5. Trace the history of policing from ancient times to the modern era. (II)
6. Identify and describe the major components of policing in modern America. (II)
7. Identify and describe the elements involved in the police selection process. (III)
8. Describe the major components of police officer training and career development programs.
(III)
9. Identify and describe major organizational theories and relate their application to police
administration and policing. (IV)
10. Outline and describe the major methods of police patrol and describe appropriate patrol
strategies and procedures for selected situations. (V)
11. Review the history of criminal investigation and identify and describe the processes and
procedures appropriate to preliminary and follow-up investigations. (V)
12. Describe the role of the police as it relates to traffic enforcement and identify and describe
special problems associated with traffic enforcement. (V)
13. Outline and describe the nature of police and administrative discretion, and relate criteria
involved in the decision to arrest or to investigate and report. (VI)
14. Identify and describe the internal and external mechanisms which influence and control police
discretion. (VI)
15. Identify and describe theoretical perspectives used to analyze the culture of policing. (VII)
16. Identify and describe major components of policing as a subculture. (VII)
Effective Fall 2012
17. Identify and describe significant job related issues associated with policing. (VII)
18. Analyze the role and function of policing in the modern community. (VIII)
19. Describe the future of policing including the impact of technology on police work. (IX)
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
The justification is two fold: 1) to allow direct transfer of credits from the community colleges; and 2)
to offer courses at the lower division level for students who either have not attended a community
college or who do not have sufficient coursework in JUS at the lower division even when they have
attended the community college.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2014
8. Long course title: Law Enforcement Systems
(max 100 characters including spaces)
9. Short course title: Law Enforcement Systems
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Theories of procedures and methods of operations of public police with emphasis on discretionary
powers available to the working police officer. Career opportunities and current trends in law
enforcement presented.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No X
12. Does this course duplicate content of existing courses?
Yes
No X
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No X
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Effective Fall 2012
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
Yes
No
18. Prerequisites:
None
If prerequisites, include the rationale for the prerequisites.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Jeff Hynes
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
23. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2012
Date
No
No
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Jenny Scott
12.6.13
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Department of Public Administration and Justice Studies
JUS 240 Law Enforcement Systems
Fall 2014
3 hours
Instructor’s Name
Technical Support
Contact NAU ITS if you have any technical difficulties: (928) 523-9294 / (888) 520-7215 / student
computing@nau.edu
Course Pre-requisites
None
Course Description
Theories of procedures and methods of operations of public police with emphasis on discretionary powers
available to the working police officer. Career opportunities and current trends in law enforcement presented.
Student Learning Outcomes
By the end of this course, students should be able to:
1. Analyze the relationship between government structure and policing in American society. (I)
2. Identify and describe the principal roles and functions of the police in American society, and describe the
relationship between the police and the law. (I)
3. Identify and describe the various types of police departments and types of police officers commonly found
in policing. (I)
4. Identify the agencies found at the federal, state, and local levels of policing and describe the role and
function of each. (I)
5. Trace the history of policing from ancient times to the modern era. (II)
6. Identify and describe the major components of policing in modern America. (II)
7. Identify and describe the elements involved in the police selection process. (III)
8. Describe the major components of police officer training and career development programs. (III)
9. Identify and describe major organizational theories and relate their application to police administration and
policing. (IV)
10. Outline and describe the major methods of police patrol and describe appropriate patrol strategies and
procedures for selected situations. (V)
11. Review the history of criminal investigation and identify and describe the processes and procedures
appropriate to preliminary and follow-up investigations. (V)
12. Describe the role of the police as it relates to traffic enforcement and identify and describe special problems
associated with traffic enforcement. (V)
13. Outline and describe the nature of police and administrative discretion, and relate criteria involved in the
decision to arrest or to investigate and report. (VI)
14. Identify and describe the internal and external mechanisms which influence and control police discretion.
Effective Fall 2012
(VI)
15. Identify and describe theoretical perspectives used to analyze the culture of policing. (VII)
16. Identify and describe major components of policing as a subculture. (VII)
17. Identify and describe significant job related issues associated with policing. (VII)
18. Analyze the role and function of policing in the modern community. (VIII)
19. Describe the future of policing including the impact of technology on police work. (IX)
Course Structure and Approach
This online course is presented in seven learning modules.
Course Requirements, Policy and Evaluation
All course discussions and assignments are designed to provide a stimulating, practical and collaborative
learning environment. In order to achieve this goal it is imperative that all participants be courteous and
respectful of the opinions and perspectives of others. Individual opinions, especially pertaining to public
management, can evoke powerful emotions. The commitment that each of us makes in this class is to agree to
disagree in a positive environment, and to treat each person in a respectful manner. Disrespectful, hateful,
angry behavior and/or conversation will not be tolerated in this course.
All readings, postings and assignments are due by 11:59p.m. MST (Arizona Time) on the stated deadline.
Students are expected to complete all readings, postings and assignments by the stated deadlines. Late
assignments are only permitted in extreme extenuating circumstances. Please review the guidelines for
requesting to submit late assignments.
Course Design/Structure/Approach:
This course will be delivered entirely online in an asynchronous fashion. It is designed to educate the student
about Law Enforcement Systems through appropriate reading assignments, online lectures, class discussions
and research.
This is a reading-intensive course and students should be prepared to read not only the required readings, but
many of the recommended readings as well. You are expected to examine the assigned readings before the
start of each week, as well as read all related literature and fully participate in the class discussions.
This course will be presented in seven learning modules. There are due dates for the assignments,
discussions, exams etc. and they must be completed by the due date. The ONLY EXCEPTION to this policy
will be if you are granted permission from the instructor PRIOR TO the due date. This permission will be based
on the student providing documentation, where necessary, supporting the need to make up work.
The learning modules for this course are listed below. Each learning module page within Bb Learn will provide
an overview of the material covered in the module, the reading requirements and the complete set of
discussion questions for that particular module. All module activities must be completed by the listed Module
Due Dates.
Note: Late assignments will not be accepted.
Effective Fall 2012
This is a web-delivered course in Bb Learn. Although web courses have certain advantages such as flexibility
and convenience, they also require students to be self-directed, self-motivated and ask questions where
necessary. A web course demands a great deal of personal responsibility on your part. You are responsible to
know the requirements set forth in the syllabus, do the readings, and know and adhere to assignment
deadlines.
You also need to ensure that you have dependable Internet access and a reliable computer, and to plan your
work realizing that “lost work,” power outages, computer problems and so on can occur in a web-delivered
course; none of these “realities” of a web course are valid excuses for failing to complete assignments by the
due date.
Required Textbook
Introduction to Policing by Steven Cox, William McCamey and Gene Scaramella from Sage Publishing. This
text is available through the bookstore and numerous online sources. (ISBN - 978-1-4522-5661-0)
Supplemental Reading Material
Additional articles, powerpoints and videos will be posted online within the learning modules.
Course Outline
Week One, Module 1
Module 1
Introduction to the
topic of Law
Enforcement
Systems as a
concept.
Introduction
Assignments:
1. Orientation Quiz
2. Syllabus & Agenda
Acknowledgement
3. Introduce Yourself
Assignment 2:
Discussion Question
(Select One).
Each posting should be
200 to 300 words and
include a reference:
Required Reading:
Introduction to
Policing;
Chapter 1 (week
two will explore
this chapter in
more detail)
200 words = 70%
250 words = 85%
300 words = 100%
Discussion Question (Select One):
1. Analyze the relationship between government structure and policing in American society.
2. Identify and describe the principal roles and functions of the police in American society and describe
the relationship between the police and the law.
3. Identify and describe the various types of police departments and types of police officers commonly
found in policing.
4. Identify the agencies found at the federal, state and local levels of policing, and describe the role and
function of each.
5. Describe your perceptions of the law enforcement profession in general.
6. Describe the early beginnings to policing in the United States.
7. Describe a significant figure in the competence development of the law enforcement profession.
8. Is policing in the United States today true to its early origins? Please explain how you came to your
conclusion.
Effective Fall 2012
Week Two, Module 2
Module 2:
Assignment 1:
The Origins and
Summarization Essay:
Evolution of
from ONE item from the
American Policing Module Material or from
and Policing
Treverton – Chapter 7, or
other optional readings
Police in American 500 words = 70%
Society
625 words = 85%
750 words = 100%
Historical
With at least one
Overview of
reference
Policing
Assignment 2:
Discussion Question
(Select One)
Each posting should be
200 to 300 words and
include a reference:
Required Reading:
Introduction to
Policing;
Chapters 1 - 4
200 words = 70%
250 words = 85%
300 words = 100%
Assignment 3: Quiz one
The Origins and Evolution of American Policing and Policing: Police in American Society:
A. Government Structure and Policing
1. Constitutional Government
2. Separation of Powers
3. Principles of Federalism
B. Policing in the American Context; Roles and Functions of Police in Modern Society
1. Police and the Law
2. Roles Performed by Police
3. Police Activities
C. Police and the Criminal Justice System: Models of Police Officers and Policing
1. Types of Departments
2. Types of Officers
D. Law Enforcement Agencies and their Organization: Diversity of the Police Establishment
1. Federal Law Enforcement
2. State Law Enforcement
3. Local Law Enforcement
E. Historical Overview of Policing
1. Policing in Ancient Times
2. Police Development in England
3. Policing in Early America
4. Policing in Modern America
a. Police Entrenchment
b. Reform Efforts
c. Professional Policing
d. Return of Public and Community Relations
Reading Assignment - Chapters 1 - 4
1. To begin our class, please read chapters 1 & 2 that will cover the Origins and Evolution of American
Policing and Policing in the American Context. There are also PowerPoint slides that accompany your
readings to help clarify key issues, so please view those!
 Chapter 3 – Police and the Criminal Justice System and Chapter 4 - Law Enforcement Agencies and
their Organization – will wrap up our readings regarding the foundations of law enforcement.
Effective Fall 2012
Discussion Questions (Select One):
1. Trace the history of policing from ancient times to the modern era.
2. Identify and describe the major components of policing in modern America.
3. From your review of The Origins and Evolution of American Policing and Policing: Police in American
Society - describe an area of interest from the reading that captured your academic attention.
4. Describe the roles and functions of Police in modern society.
5. From your readings, provide an overview of the Police and the criminal justice system with a focus on
the models of Police Officers and policing examined.
6. Provide an overview of Law Enforcement agency structure and its organization: diversity of the police
profession.
7. Provide an overview of noteworthy historical aspects of the policing profession.
Week Three, Module 3
Module 3
Police Selection,
Training &
Education
Assignment 2:
Early advisement of what
your research paper
focus will be upon; this is
tentative, but week 3 is a
good start place to build
your focus forward from..
Assignment 1: Quiz Two
Theory of Police Selection
A. Affirmative Action
1. Policy
2. Procedure
B. Police Selection
1. Establishing Standards
2. Recruitment
3. Testing
4. Review Boards
C. Police Training
1. Basic Training
2. Field Training Officer Programs
3. In-Service Training
D. Officer Career Development
1. Lateral Expansion
Effective Fall 2012
Discussion Question
(Select One)
Each posting should be
200 to 300 words and
include a reference.
200 words = 70%
250 words = 85%
300 words = 100%
Required Reading:
Introduction to
Policing;
Chapters 5 -6
2. Vertical Expansion
Discussion Questions (Select One):
1. Identify and describe the elements involved in the police selection process.
2. Describe the major components of police officer training and career development programs. Explain the
concept of affirmative action and why we should be reflective of the diverse community that we serve.
3. Illustrate the importance of women on the law enforcement profession.
4. Provide an overview of the police training process and make a suggestion of any missing topic area
that you feel should be emphasized.
5. Within the law enforcement profession there are numerous positions available. Please discuss one or
more that you have specific interest in.
6. After reading 'You Decide 3.1' on page 63 respond to the two questions listed after the scenario.
Week Four, Module 4
Module 4:
Police
Organization and
Management
Police
Operations/Allocation of Personnel
Assignment 1:
Summarization Essay:
from ONE item from the
Module Material, or from
Treverton – Chapter 7, or
other optional readings
500 words = 70%
625 words = 85%
750 words = 100%
With at least one
reference
Assignment 2:
Discussion Question
(Select One)
Each posting should be
200 to 300 words and
include a reference:
200 words = 70%
250 words = 85%
300 words = 100%
Police Organization and Management
A. Principles of Organization and Management
1. Levels of Organization
2. Classical Organizational Principles
B. Human Relations Theory
1. Major Theories
2. Application to Police Administration
C. Systems Theory
1. Application to Police Administration
2. Application to Policing
Police Operations/Allocation of Personnel
A. Police Patrol
1. Methods of Patrol
2. Deployment of Patrol Personnel
3. Police Patrol Strategies
4. Crimes in Progress
Effective Fall 2012
Required Reading:
Introduction to
Policing;
Chapters 6 & 7
5. Crowd and Riot Control
6. Arrest and Apprehension Techniques
7. Prisoner Restraint, Search, and Custody
B. Criminal Investigation
1. Historical Overview
2. Preliminary
3. Follow-up
4. Effectiveness
C. Traffic Function
1. Enforcement
2. Special Enforcement Problems
Discussion Questions (Select One):
1. Identify and describe major organizational theories and relate their application to police administration
and policing.
2. Describe principles of organization and management structure with police organizations.
3. Describe the topic of “Human Relations Theory.”
4. Describe the topic of “Systems Theory.”
5. Illustrate at least two Police Operations functions and describe how the allocation of personnel affects
those assignments.
6. Select one of the police operations explained within your assigned chapters and describe it in detail
illustrate how it operates.
Week 5, Module 5
Module 5:
Police and Administrative
Discretion
Police Culture and
Behavior
Patrol and investigation
functions
Community policing,
SARA problem-solving
model and domestic
violence
Assignment 1:
Quiz Three
Assignment 2:
Discussion Question
(Select One)
Each posting should be
200 to 300 words and
include a reference:
Required Reading:
Introduction to
Policing;
Chapters 8,9 & 10
200 words = 70%
250 words = 85%
300 words = 100%
Reading assignments are chapters 8, 9 & 10. Last week we read and discussed how to become a law
enforcement officer, this week we will read and discuss the difference aspects of actual police work. Chapter 8
consists of an overview of the duties when working patrol and investigations. Chapter 9 consists of an overview
of intelligence-led policing and special problems that law enforcement face on a daily basis. Chapter 10
consists of an overview of community policing.
Please review the supplemental information in this module on community policing, SARA problem-solving
model and domestic violence.
Effective Fall 2012
Police and Administrative Discretion
A. Discretionary Situations
1. Domestic Violence
2. Vice-Crimes
3. Disenfranchised Populations
B. Decision to Arrest or Investigate and Report
1. Offender-Based Criteria
2. Situation-Based Criteria
3. System-Based Criteria
C. Control of Police Discretion
1. Internal Control Mechanisms
2. External Control Mechanisms
Police Culture and Behavior
A. Theoretical Perspectives
1. Psychological
2. Sociological
3. Anthropological
B. Police as a Subculture
1. World View
2. Ethos
3. Themes
4. Postulates
5. Ethics
C. Job-Related Concerns
1. Stress
2. Deviant Behavior
3. Illegal Behavior
4. Use of Force
5. Civil Liability
Discussion Questions (Select One):
1. Outline and describe the major methods of police patrol and describe appropriate patrol strategies and
procedures for selected situations.
2. Review the history of criminal investigation and identify and describe the processes and procedures
appropriate to preliminary and follow-up investigations.
3. Describe the role of the police as it relates to traffic enforcement and identify and describe special
problems associated with traffic enforcement.
4. Describe the difference, in detail, between the patrol (line function) and the Investigative (staff)
functions of policing.
5. Illustrate examples of police and administrative discretion.
6. Describe the term “police culture” and the various definitions utilized to explain it.
7. Community policing is a large umbrella topic; illustrate some of the programs included within this
descriptive term.
8. Define what the term SARA. stands for and how it is utilized in solving community problems.
9. Domestic violence has many sub-crimes contained within its descriptive term; explain the overall
concept and some of the sub-crimes there are connected.
Effective Fall 2012
Week Six, Module 6
Module 6:
Police in the
Modern
Community
Use of Force
Ethics
Challenges
Assignment 1:
Summarization Essay:
from ONE item from the
Module Material, or from
Treverton – Chapter 7, or
other optional readings
500 words = 70%
625 words = 85%
750 words = 100%
With at least one
reference
Assignment 2:
Discussion Question
(Select One)
Each posting should be
200 to 300 words and
include a reference:
Required Reading:
Introduction to
Policing;
Chapters 11 & 12
200 words = 70%
250 words = 85%
300 words = 100%
Police in the Modern Community
A. Public Perceptions of Police
1. Public Attitude
2. Police-Community Relations
B. Crime Prevention
1. Primary Crime Prevention Programs
2. Community-Oriented Policing
C. Policing the Drug Problem
1. Drug Enforcement Techniques/Programs
2. Gang Strategies
3. Neighborhood Strategies
Discussion Questions (Select One):
1. Outline and describe the nature of police and administrative discretion and relate criteria involved in the
decision to arrest or investigate and report.
2. Identify and describe the internal and external mechanisms which influence and control police
discretion.
3. Provide an overview of policing as you see it within your community, and discuss what
recommendations you would offer the police chief in their resource deployment.
4. Identify and describe major components of policing as a subculture. Use of force is a topic that is
constantly being examined within the law enforcement profession. Explain your understanding of some
of the tools available to reduce injury to citizens, and the officers as well.
5. Identify and describe significant job-related issues associated with policing. Explain the topic of ethics in
relation to the law enforcement profession.
6. Describe some of the challenges facing the law enforcement profession currently and offer any
suggestions that you may have to resolve the noted issues.
7. Analyze the role and function of policing in the modern community. Crime prevention is a vast topic;
provide examples of at least three crime prevention programs.
8. Narcotic enforcement is a challenge for all law enforcement agencies. From your readings how would
you address a neighborhood complaint of illegal drugs being sold.
9. Describe the future of policing, including the impact of technology on police work.
Effective Fall 2012
Week Seven, Module 7
Module 7:
Future of Policing
Assignment 1:
Final Examination
Assignment 2:
Research Paper – 3 to 5
pages of content, double
spaced, APA Formatted,
12 font (Arial or Times
New Roman), minimum of
5 sources cited with a table
of contents, abstract,
bibliography & cover page.
3 pages of content = 70%
4 pages of content = 80%
5 pages of content = 100%
Required Reading:
Introduction to
Policing;
Review only:
Chapters 13 & 14
Future of Policing
A. Changing Roles and Functions
B. Changing Political and Legal Climates
C. Impact of Technology
1. Information Management
2. Communication Management
3. Field Operations
Assessment of Student Learning Outcomes
Weekly Discussion Board Activities (weeks 1-6)
Three Parts:
1. Answer 1 Posted Question: Each week I will post discuss questions related to the current course topics.
You need to answer ONE of these questions by integrating the course readings and offering insightful
comments.
2. Post 1 Discussion Question to the Class: You need to post a question to the class. In your question,
you need to briefly summarize the main point or points of the module readings and suggest a topic of
discussion.
3. Respond to 2 Postings from Your Classmates: You are also required to respond to the posting of two of
your classmates. Responses need to by beyond “I agree” or “I disagree.” In your responses, I am
looking to see how well you are able to add to the “conversation.” This can be accomplished by offering
your interpretation of the course readings and/or from your personal experiences.
Summarization / Analysis Papers (due weeks 2, 4, and 6)
For these papers, you will research Law Enforcement System concepts and will show impacts to past or
current criminal justice policy (in the field of policing, courts, or corrections). Specific details will be posted
online within the learning modules.
Please address an item from the weekly content within your summarization / analysis papers. A recommended
length of your weekly summary should be between 550 (70% Grade) to 750 words (100% possible grade);
Effective Fall 2012
please hit the 750 word mark ,or over to maximize the possible points. Also to assist you to maximize the
points, you should format your essay as such: (APA Formatted)
Header: Such as - History of Law Enforcement; Crime & Criminal Justice
Name;
Word Count; _____ Words
Essay Title; Week One, Chapter One; History of Law Enforcement; Crime & Criminal Justice
Remember to cite/reference your work to max out the points.
Term / Research Paper (due week 7)
The goal is critically analyze criminal justice policies, the theories behind the policies and the consequences
and/or benefits of such policies. You are free to explore any theory we discussed in the course.
Due Week 7
100 points possible
Research
Paper
Research Paper – 3 to 5 pages of
content, double spaced, APA
Formatted, 12 font (Arial or Times
New Roman), minimum of 5
sources cited with a table of
contents, abstract, bibliography &
cover page.
3 pages of content = 70%
4 pages of content = 80%
5 pages of content = 100%
Cover Page
Abstract or Table of Contents
3 to 5 pages of content
5 cites/references
Research Paper Design Template
Additional Comments:
Your research Paper can be any topic relating
to the course content
All key elements of the assignment are covered
in a substantive way.
The body of the paper is 5 full content pages in
length
The content is comprehensive, accurate, and
persuasive.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background
on the topic and previews major points.
The conclusion is logical, flows from the body of
the paper, and reviews the major points.
Readability and Style
Points Earned
Effective Fall 2012
50 Points
/50
Additional Comments:
Paragraph transitions are present, logical, and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
3 to 5 pages of content,
double spaced,
APA Formatted,
12 font (Arial or Times New Roman),
Sentences are complete, clear and concise.
Sentences are well constructed, with consistently minimum of 5 sources cited
with a table of contents, abstract, bibliography
strong, varied sentences.
Sentence transitions are present and maintain
the flow of thought.
Mechanics
50 Points
Points Earned
/50
The paper, including the title page and
3 pages of content = 70%
reference page follows APA formatting
4 pages of content = 80%
guidelines.
Citations of original works within the body of the 5 pages of content = 100%
paper follow APA guidelines.
Cover Page
The paper is laid out with effective use of
Abstract or Table of Contents
headings, font styles, and white space.
3 to 5 pages of content
Rules of grammar, usage, and punctuation are
followed.
5 cites/references
Spelling is correct.
.
Total 100 Possible Points
Possible Points Earned: /100
Final Exam, Week Seven
This is a comprehensive exam designed to assess your knowledge of the theories discussed throughout the
course. You are welcome to use your notes and book, but you must work alone and submit your own work in
your own words.
Exam Format: The exam will be open for one week. You will have four hours to complete five essay questions.
The time begins once your start the exam.
Grading Rubrics
Discussion Board Postings and Responses:
A= (1) fully integrates the module readings into the discussion question or answer, (2) references the module
readings (beyond just quoting the material), (3) offers personal thoughts on the topic (what does this really
mean), (4) addresses how this topic impacts criminal justice practice or policies, and (5) free of grammatical,
spelling, and APA citation errors.
And the student responds to the postings of TWO classmates by offering insightful comments that move the
conversation forward.
Effective Fall 2012
B= (1) attempts to integrate the module readings into the discussion question or answer, (2) references the
module readings (beyond just quoting the material), (3) offers personal thoughts on the topic (what does this
really mean), (4) addresses how this topic impacts criminal justice practice or policies, and (5) very few
grammatical, spelling and/or APA citation errors.
And the student responds to the postings of TWO classmates by offering insightful comments that move the
conversation forward.
C= (1) briefly integrates the module readings into the discussion question or answer, (2) briefly references the
module readings, (3) offers personal thoughts on the topic (what does this really mean), (4) briefly addresses
how this topic impacts criminal justice practice or policies, and/or (5) several grammatical, spelling and/or APA
citation errors.
Or the student fails to respond to the postings of TWO classmates by offering insightful comments that move
the conversation forward.
D/F= (1) fails to integrate the module readings into the discussion question or answer, (2) fails to significantly
reference the module readings, (3) fails to offer significant personal thoughts on the topic (what does this really
mean), (4) fails to or briefly addresses how this topic impacts criminal justice practice or policies, and/or (5)
several grammatical, spelling and/or APA citation errors.
Discussion Posting Format
Since this is an online course, students are expected to participate in a substantive way (e.g., engaging
synthesis and analysis skills) in weekly discussions devoted to course-relevant topics. This course will use the
e-Learning Center Online Discussion Participation Rubric found at http://www2.nau.edu/delearn/support/tutorials/discrubrics/disc1.php. In addition to the four criteria delineated in the rubric a fifth
criteria will be required for this course – “Integrating and Citing required and Supplemental Readings.”
a) Each student is required to select a discussion question each week and respond, with citations that support
their responses. The recommended window for completing these discussion questions would be at the front
end of the academic week (within the first four days).
b) Students are then required to respond briefly in a professional, academic fashion, to the posts of two other
students. This fosters points and counterpoints, and academic debate. The recommended window for
completing these responses would be in the latter part of the academic week (i.e. the last three days), in order
to maximize the number of discussion questions addressed.
Each posting should be 200 to 300 words and include a reference:
200 words = 70%
250 words = 85%
300 words = 100%
Additional Discussion Posting Etiquette
1. Everyone participates. This is one of the distinct advantages of Discussion Boards. Those who think fast
are at no greater advantage than those who prefer to process awhile or those who tend to keep quiet and
Effective Fall 2012
2.
3.
4.
5.
6.
7.
8.
not participate during physical classroom discussions. This is your chance to openly and freely discuss
issues raised in this class. The Discussion Board is the most important tool for online learning and your
participation will be a significant part of your course grade!
Discussions are held via the written word. Please be mindful of the fact that written communication is
different from face-to-face communication and consider your words carefully. In written communication we
lack the ability to see non-verbal cues that help us place our verbal speech in context, and without these
non-verbal cues it makes it more difficult to determine the tone of the writer, and sometimes the intent.
Also, on occasion some people write statements that they would not feel comfortable saying in a face-toface conversation. Please take these and other differences you have noticed into account when
communicating in this class. Some topics may be controversial or evoke strong emotions. The following will
be stated for the record: All perspectives and views are welcome in this class, with the exception of overtly
offensive remarks and writings which violate standards of academic pursuits and are intended to cause
discomfort to others.
Attack ideas...DO NOT attack people. For example, don’t say, “You’re wrong” in response to a threaded
discussion. Instead, please say something like, “I disagree with the point.” The professor’s participation will
often use the Socratic method by asking questions to stimulate thinking and the discussion, rather than
giving authoritative answers. Any student who communicates inappropriately and over-steps the bounds of
decorum in this class will be given ONE warning that his/her written speech is unacceptable behavior. If the
behavior continues the person will not be allowed to participate in the discussions and assignments.
Should this happen that person would not receive credit for any and all discussions and assignments
missed as a result of his/her written speech.
Take the time and effort to write professionally. Use proper spelling and grammar as if you are submitting a
written paper. Avoid “net slang” and other jargon. Remember, this is not a “chat room” or informal
discussion with friends. It is a classroom environment where you are being academically evaluated. Points
will be deducted for poorly written posts.
To maximize the value of the Board, the class must be “in synch” in terms of timing – so if you don’t post on
time you will lose points. In addition, the earlier you complete the post, the more likely you will be to get
substantive feedback from others.
Each posting MUST cite references used. Posts can’t just be opinions, but have to include material that is
“authoritative,” based on source material. When you paraphrase or quote, tie the specific citation for that
material to that portion of the posting (i.e. author: page #, or article title/date). Points will be deducted for
any posts that do not include specific references.
Multiple short paragraphs are better than single long paragraphs.
This course will use the e-Learning Center Online Discussion Participation Rubric found at
http://www2.nau.edu/d-elearn/support/tutorials/discrubrics/disc1.php
Final Exam
Your grade for each question will be based on the following:
1. The accuracy of your answer.
2. How well you are able to synthesize the information (apply the theory and show that you clearly
understand the material).
3. Your ability to connect theory to practice.
4. Spelling, grammar, conciseness of answer (more is not better).
Grading System
Assignment
Discussion Board; weeks 1-6
Effective Fall 2012
Points
6 x 25 points
Total
150
Summarization / Analysis
Papers; weeks 2/4/6
Quiz’s: weeks 2/3/5
Final Research Paper; week 7
Final Exam; week 7
Total Points
A= 90-100%
B= 80-89.9%
C= 70-79.9%
D= 60-69.9%
F= 59.9% and below
3 x 50 points
150
3 x 25 points
1 x 100 points
1 x 100 points
75
100
100
575
517.5 – 575 points
460 - 517 points
402.5 - 459
345 – 402 points
Less than 344 points
Course Policy
Re-tests/make-up Test: (1) Retests and make-up tests are not permitted, (2) You are not permitted to resubmit
papers, (3) Late assignments are not accepted.
Guidelines for Requesting to Submit Late Assignments
1. As a general rule, late assignments will not be accepted:
 Students in online courses are typically juggling family, work and school. Everyone is sacrificing
their personal life to fulfill their education. I will only grant extensions in the most extreme and
unavoidable situations.
2. If an unexpected emergency occurs, one which will prevent you from submitting your assignment ontime, please send me an email to request an extension, prior to the due date of the assignment.
Please note, these are not valid reasons to request an extension:
1. Computer problems
 Online courses offer flexibility, but there are inherent shortcomings---you must have a reliable
computer and Internet access---technical difficulties of any kind will not constitute a valid reason for
requesting to submit late assignments.
2. Assignment did not post or attach (remember to check to make sure your assignment is attached)
 Only submit assignments as Word Docs or directly in the textbox
3. Vacation plans
 The course is structured to provide you with opportunities to compete work in advance.
Problems with Bb Learn when Submitting Assignments
If you are having problems with Bb Learn, please contact the Student Technology Center.
Attendance
This is an online class; there are not any in-person class meetings. You are expected to log into the course on
a regular basis (at least one time a day (M-F) and read the course announcements and course emails.
Plagiarism and Cheating
Effective Fall 2012
You are expected to submit only your own work. Plagiarism will not be tolerated. If you quote or paraphrase
from other materials you must cite your sources internally in the document (Author, Page), and then list the
complete reference at the end of your posting or assignment. Please read the University Policy Statements for
further information pertaining to academic integrity and classroom civility.
You are not permitted to submit work in this class that you have submitted in a previous course (this is
considered also considered plagiarism).
Citing Sources
Please follow the APA guidelines for citing sources. For assistance in APA formatting, grammar, and the use of
punctuation, please see the Purdue University’s Online Writing Lab (OWL) at http://owl.english.purdue.edu/.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
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 on
the basis 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.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action
website. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s
office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747
(fax).Students needing academic accommodations are required to register with DR and provide
required disability related documentation. Although you may request an accommodation at any time,
in order for DR to best meet your individual needs, you are urged to register and submit necessary
documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is
strongly committed to the needs of student with disabilities and the promotion of Universal Design.
Concerns or questions related to the accessibility of programs and facilities at NAU may be brought to
the attention of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
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 monthly. 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 your 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,
Effective Fall 2012
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/vpr/IRB/index.htm. If you have
questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or
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 complete policy on academic integrity is in Appendix G of NAU’s Student
Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
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 of 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.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate to students that some
course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.”
For further information, please visit:
http://jan.ucc.nau.edu/academicadmin/policy1.html
Effective Fall 2012