This is a web-based course in which all class activities take place online. We will rely on this course outline, e-mail, and other web-based tools to complete this course. In addition to this syllabus, much of the content in this course is included in the cjcampus site designed for this course. We wil NOT be using Blackboard for this course.

• cjcampus

A study of the American judicial system, including sociology of law, changing concepts of justice, courts, and other legal organizations. The activities of lawyers, judges, and related occupations and professions are stressed.

Learning Objectives

At the conclusion of this class students are expected to be able to:

• Describe the structure of the American court system.
• Discuss the operation and work of the courts.
• Identify the steps of a case through the judicial system.
• Describe the roles of the full range of players active in American courts.
• Construct and evaluate arguments for and against proposed court reforms.
• Explain the operations of the pre-trial, trial and post-trial judicial processes.
• Describe and evaluate the relationship between philosophy, theory, policy and practice in the criminal justice system.
• Examine issues in judicial process and behavior.

Readings

Evaluation Criteria

• Online Exams (40%)
• Online Assignments (30%)
• Online Discussions (30%)
• Participation and Engagement (-10)
  
  A = 90% - 100%
  B = 80% - 89.99%
  C = 70% - 79.99%
  D = 60% - 69.99%
  F = 59.99% or below

Exams: (40%)

Nineteen multiple choice exams (quizzes) will be given throughout the semester (one for each assigned chapter in the Neubauer text). Each exam will be completed in the cjcampus classroom. The same format is used for each exam - 1 attempt, 30 questions, 30 minutes. Although the exams are open book, you have just one minute per question. Those who begin the exam fully prepared to succeed, without reference to the text or notes, earn higher scores. The format of the exams provides partial credit for missed responses, so leaving a question unanswered will result in lost points.

The cjcampus calendar and clock is ruthless and will not allow you to take late exams. Missed exams are recorded as a zero. Make-up exams are not available. Please keep up with your assignments. Pace yourself. Do not wait till the last day to complete your assignments. At the end of the semester an "extra credit" final exam will be available. The score on this exam will be used to replace the three lowest exams scores in the class. While problems with exams are possible, including technical issues, illness, or simply forgetting the exam, it is unlikely that anyone would miss more than three exams.

Assignments: (30%)

Five online assignments will be posted in the cjcampus online classroom. Assignments include internet activities that direct you to content that you will review and respond to in writing. These assignments will vary in difficulty but will typically require web site review, outside reading, and/or other preparation. In each case a written essay will be required.

Discussions: (30%)

Eight discussion questions will be posted throughout the semester. As with assignments, the requirements will vary. Instructions are included with the postings. In general, students will be expected to formulate a response to the discussion question and post at least two comments that refer to the responses of other students. Posts must demonstrate your understanding of the readings and/or your analysis of assigned videos or other media content. Posts that are limited to personal opinion are not acceptable.

Discussions will occur among groups of 5-6 students. Groups will be assigned once class begins. All discussions will be completed in the online forum, with submissions evaluated and commented on by classmates. The rating of these activities is an important component of the class participation score. More information, including a discussion rating rubric, is included in the classroom.

Participation and Engagement: (up to 10 points will be deducted)

This course will be better if you talk more and I talk less. I prefer not to dominate the discussion, so each of you will need to remain active throughout the course. You all have interesting ideas and viewpoints and we learn more by sharing and trying to understand various views. 

Note that this criteria includes participation and engagement. While we may be able to assess participation through a simple count of posts, we are also interested in active engagement throughout the course. Engagement is demonstrated by remaining active each week, submitting assignments on time, joining discussions at the beginning of each week, and helping each other create a vibrant learning environment.

Course Policies

Learning Strategies

This course has been designed as an "online learning environment." You are all familiar with the dynamic of the classroom - the professor may lecture while students listen and occasionally interact. Most classrooms are designed as "teaching environments." Students may not be an integral part of a teaching environment and in some cases the class could be held even if no students were in attendance.

In contrast, the online learning environment requires student engagement. In fact, the environment fails to function if students are not engaged. As the professor, Dr. Mentor has designed this course and included materials that if consumed, will result in learning. Like the story of "leading a horse to water," this course environment is the water. To make it work, you must each "take a drink."

You are all expected to help each other. Your professor has a great deal of knowledge about the subject matter. Each student in this class also has knowledge that can help us learn. For example, if a student posts a question to the discussion forum we do not need to wait for an "official" response form the professor. Help each other learn as we make our way through the materials.

Deadlines

Class Withdrawal

Academic Misconduct

Classroom Climate

Final Grades

Course Outline and Schedule