CJ 350 Course Outline (Winter 2011)

CJ 350 Course Outline (Winter 2011) - CJ 350 Juvenile...

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CJ 350 Juvenile Justice Process Winter 2011 Lecture: Monday, Wednesday, Friday 2:00 p.m. - 2:50 p.m. Location: EC 617 Text: Elrod and Ryder. (2009). Juvenile Justice: A Social, Historical, and Legal Perspective (3 rd edition) . Jones and Bartlett, MA. Instructor: Dr. Christopher A. Kierkus Office: DeVos Center, Room 239C. Telephone: 331-7132 (Office) E-Mail: [email protected] Office Hours: 3:00 – 6:00 pm Monday, Wednesday (or by appointment) Evaluation: Group work assignments (20% total). 2 Mid-Term Exams (20% each: 10% objective / 10% take home essay). Final Exam (40%: 20% objective / 20% essay). Final Exam: Monday, April 25, 2:00 p.m. Introduction The goal of this class will be to provide you with an overview of the historical and philosophical foundations of the juvenile justice process and system. Special attention will be given to legal and administrative issues, reforms, and controversies. Upon completion of this course, the student will: 1. Understand the history of the juvenile justice system including its theories, roles, processes, case law and the applications to policy (comprehension). 2. Identify and understand the interrelationships within the juvenile justice system (comprehension). 3. Understand the roles and responsibilities of juvenile justice practitioners (comprehension). 4. Examine past, current, and future dilemmas facing the field of juvenile justice (application). 5. Evidence an understanding of course materials through written assignments, oral communication, group work and technological applications as outlined in course requirements (application). With respect to Bloom’s Taxonomy, this course will focus on knowledge, comprehension and application . That is, we will spend much of the course working together to develop a comprehensive understanding of the juvenile justice system, then we will apply this understanding to practical juvenile justice problems and scenarios. 1
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Bloom's Taxonomy of the Cognitive Domain* (In other words, a level-by-level approach to understanding how you think!) Benjamin Bloom created this taxonomy (organization of categories) to understand the level of abstract thinking required in various educational settings. During the course of the semester, course content, exercises, assignments and tests will move through these levels from knowledge to analysis . In other words, this class is structured to develop and test your critical thinking skills about the material. (Note that the taxonomy works from the bottom up. That is, the higher you go on the chart, the more developed the level of critical thinking.) Bloom’s Taxonomy 6. EVALUATION Students can use previously learned standards/criteria to determine the worth or merit of a complex product. Compare and discriminate
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CJ 350 Course Outline (Winter 2011) - CJ 350 Juvenile...

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