CRIJ 1313 280: Juvenile Justice

Policy on AI:

This course encourages students to explore the use of generative artificial intelligence (GAI) tools such as ChatGPT.  Any such use must be appropriately acknowledged and cited. It is each student’s responsibility to assess the validity and applicability of any GAI output that is submitted; you bear the final responsibility. Violations of this policy will be considered academic misconduct. Note, too, that different classes could implement different AI policies, and it is the student’s responsibility to conform to expectations for each course.

Further, you should note that AI tools have a tendency to make up incorrect facts and fake citations, and/or to make highly flawed or offensive claims. In many ways, the use of AI is harder and places a heavier burden on the student, as you will have to verify the credibility of all information and the accuracy of claims.  You cannot assume it to be true.  You will be responsible for any inaccurate, biased, offensive, or otherwise unethical content you submit regardless of whether it originally comes from you or a foundation model. If you use a foundation model, its contribution must be acknowledged; you will be penalized for using a foundation model without acknowledgement.

The university's policy on plagiarism still applies.  All work must be properly cited.  Work that is plagiarized will receive a score of "0," and may be subject to disciplinary action by the department or the university.  

After completing this course, students will be able to: 

1.  Discuss the social and historical factors which led to the field of juvenile justice.

2.  Identify and describe correlates of juvenile delinquency. 

3.  Discuss, compare, and contrast different perspectives on juvenile justice and juvenile delinquency.  

4.  Identify and describe the consequences of juvenile delinquency, both individually and societally. 

5.  Differentiate, compare, and contrast the causes, consequences, and dynamics of adult criminal offending and juvenile delinquency.  

Grading Policies

Grade	Value
GRADE	PERCENTAGE
A	91-100
B	80-90.9
C	70-79.9
D	60-69.9
F	Below 60

Assignments (and number of each): 

Quizzes:  6

Discussions:  5

Exams:  2

Original Infographic:  1 

Point Values for each category:

Quizzes:  120 (20 x 6)

Discussions:  100 (20 x 5)

Intro Disc:  5 

Exams:  250 (125 x 2)

Infographic:  125 

TOTAL POINTS:

600

Final grades are determined by dividing the total number of points earned out of the total possible points.  For example, if you earn 550 out of 600 points, your average is 550/600 = 91.6%. 

ASSIGNMENT DESCRIPTIONS & EXPECTATIONS

Quizzes:  We will have 6 quizzes.  Quizzes are based on assigned chapter readings.  Some quizzes may also cover supplemental readings or resources.  In such instances, I will alert you to this.  Unless otherwise noted, quiz questions are multiple choice and T/F.  At times, there may be a few short answer questions.  Quizzes are timed.  Most quizzes have a 30 minute time limit.  If the time limit is shorter or longer than this, I will make an announcement.  Quizzes are single attempt only.  You cannot start, stop, and go back.  Once you begin a quiz or exam, the clock will run until time is up!  Once the time runs out, the quiz/exam will automatically submit and this submission is final.  No retakes or late submissions are permitted.  

You may use your books, notes, or other written materials for the exams and quizzes.  However, you may not talk to or work with others.  No part of any exam or quiz may be copied, reproduced, or distributed in any format.  

For answers to written questions, you should list your references.  

Quizzes are worth 20 points each, for a total of 120 points. 

Discussions:  We will have five weekly discussions.  I will provide you with a question or a set of questions to which you will respond.  In most instances, you will have two question sets to answer.  In addition to your initial posting (your answer), you are required to reply in a meaningful way to a minimum of two classmates. 

For all discussion postings, please keep in mind the following:

Respond to the prompt!  No need to go off on a tangent or answer something that I have not asked.  Stick to the script.  

Proofread your post to ensure that it is clear, well organized, and coherent.  Double check your grammar!  Excessive grammatical errors will result in points being deducted.  

Cite, cite, cite!  Always cite, even if you are only using our textbook as the reference.  Provide your references after the initial post.  Use APA format.  If you make reference to certain resources in your replies, you must cite those references also (following your reply postings).  Below is an example of a properly formatted reference for a scholarly article and for a book:

Article:

Gringlas, M., & Weinraub, M. (2005). The more things change... single parenting revisited. Journal of Family Issues, 16(1), 29-52.

Book:

Halstead, T., & Lind, M. (2002). The radical center: The future of American politics. New York, NY:  Anchor Publishing.

In addition to providing the entire reference at the end of your post, include in-text citations in the body of the post.  Example below:

Children raised in single-parent homes are at slightly higher risk for academic challenges (Gringlas & Weinraub, 2005).  

Use the replies to move the discussion forward.  Consider how you can extend it in some way.  Offering a compliment to your colleague or a simple statement of agreement will not suffice.  Jumping off points for the replies may involve:

* Ask a probing question

* Offer constructive criticism or a challenge; use evidence to back up your claim

* Link the discussion to a current case, policy issue, or debate

* Consider the sociology or social psychology of the issue; is there any relevant connection to socio-economic status (social class), for example?  To gender?  

* Consider future implications or directions of the issue.  What challenges may emerge as technology continues to advance?  What questions may we need to anticipate?  

* Tie in legislative questions or challenges.  

Timeline for posting:

For the term beginning on Feb 5, the first module will run from Thursday, FEB 5, through Sunday, FEB 15.  There is no regular weekly discussion for this initial module.  There is an "intro" discussion, which will be used for attendance verification.  (Please do this intro discussion by Feb. 8).  

Module 2 will begin on Monday, Feb. 16, and will end on Sunday, Feb. 22 (MONDAY -- SUNDAY).  This will be the schedule for the remainder of the term (except for Final Exam week). 

For all modules following Module 1 ... 

Post your initial comment by Thursday, 11:59 pm (CST), and your replies by Sunday, 11:59 pm (CST).  

* Discussions are worth 20 points each, for a total of 100 points. 

* Discussions which are not properly cited will have up to 5 points deducted. 

* Discussions without replies will have up to 10 points deducted. 

Discussions cannot be submitted late.

Introductory Discussion:  During Week 1, you will complete a simple introductory discussion.  This is to:  a) introduce yourself to the class; and b) verify your attendance in the class.  Tell us the name you wish to be called, your major (if you know it), hometown, and one thing about you to help us remember you!  This could be your favorite movie, band, vacation destination, song, pet/s, time of day, food, or even just your favorite color.  Worth 5 points.  (due by 2/08)

Exams (2):  We will have two major exams in this course -- the mid-term and the final exam.  No late exams will be accepted.  

Questions on the mid-term exam are multiple choice, T/F, matching, and short answer.  The time limit is 2 hours.  

Questions on the final exam are multiple choice, T/F, matching, short answer, and long essay.  The time limit is 3 hours.  The final exam is cumulative.  

For answers to essay questions, you should list your references.  

You may use your books, notes, or other written materials for the exams and quizzes.  However, you may not talk to or work with others.  No part of any exam or quiz may be copied, reproduced, or distributed in any format.  

Each exam is worth approximately 125 points, for a total of 250 points. 

Infographic (1):  Each student will prepare an original infographic on a topic related to juvenile justice or juvenile delinquency.  

DUE BY WEDNESDAY, APRIL 29!

You may use whatever tool or medium you choose, so long as you can meet the requirements of the assignment!  So, you may use Power Point; you may also use Canva, or other similar media tools.  This is up to you. 

What You Are Doing

You will create an infographic on your topic. 

Basically, this is a combo visual/textual "snapshot" presentation of a specific topic.  You are "hitting the highlights."  Provide basic facts and figures; include a few statistics.  Provide some basic background information.  Talk about current social policy.  Identify any key debates surrounding the issue.  Highlight any specific outcomes/consequences of current policy.  Then, offer a "where do we go from here" point (or two).  Are current policies failing?  If so, what needs to change?   -- Note, you do not necessarily have to address all of the aforementioned questions; these are just suggestions to help you get started.  Largely, the points you wish to make will depend on your topic.  

Length:  If doing a Power Point, you are looking at 4-5 slides of content.  If using a more conventional infographic tool, you are probably looking at 3 slides.  In either case, please do include your references at the end, on a separate slide or "page."  Use APA for all citations and references.  Don't forget to include a title slide, also.  

Sections to include:

• Title
• Definition and description of the topic
• Why it is Important (Why should fellow students, the public, and/or practitioners/policymakers care about it?)
• 5 or more key statistics (this means numbers ... statistics,% ... not facts generally)
• At least 2 Pros and 2 Cons of the implementation of the policy or program if you choose a system specific topic; OR 4 practical, real-world strategies for addressing the problem if you choose at topic focused on social problems related to juvenile crime.
• Sources in APA Format 
  • Sources must be scholarly.  It is okay to use websites that are reputable (e.g., government websites that publish statistics or national organizations that address the topic).   
  • These should be 4 sources in addition to the class textbook.  You do not have to use the text.  If you do not use it, then you need a minimum of 5 sources.  
• Your name and creation date (Month and Year is fine).  
• Images of some type.  Charts that show stats are useful.  Be sure to reference them appropriately if you do not make them yourself.
  • In government reports, you can snapshot the chart and copy (or save), but please be sure to reference where it came from in your references list.  
  • Final point:  The goal is to make this something you could hand out to people to teach them about your topic (or show them if you were giving a brief presentation to a group).  Therefore, it should look professional.  Avoid anything that is too busy, garish, or cartoonish.   Assume you are a professional in the field, and you are sharing this with other professionals.  How would you want it to look? You should cover facts derived from scholarly sources.  (DO NOT use websites that are not reputable.  One way to know is if there are lots of ads on the site; if so, it is not reputable).  :) 

I am listing some possible topics below.  You may choose something else if you like; if your topic is not on one of these lists, please send me an email so I can approve it.  

Possible Topics

Some of these are general categories of social problems (drugs, dropping out of school, broken homes, etc.).  If you pick one of these, your focus should be on how they relate to the problem of juvenile crime -- and strategies for how we could improve the situation, redress social policy, etc., so as to decrease rates of delinquency.  The bottom half of the list deals with issues focused on the management of juvenile offenders.  So, rather than focus on a specific risk factor (i.e., early drug use), you could choose to focus on a specific policy, program, or correctional strategy aimed at juvenile offenders.  

You only need to select ONE topic!

This project is worth 125 points.  

• School dropout, suspension or expulsion

• School shootings

• Social isolation and deviance

• Peer influence

• Gangs

• Schools, academic achievement, and delinquency risk 

• Parenting and juvenile offending 

• Family problems (e.g., poverty, intimate violence, foster care)

• Social media excessive use and delinquency 

• Child abuse (physical, sexual, emotional, neglect) and risk of delinquency 

• Drug use and addiction

• Violent crime, committed by juveniles (correlates, causes, consequences)

• Property crime, committed by juveniles (correlates, causes, consequences) 

• Prevention (generally)

• Incarceration of minors (when, how much, effective or not, risks of ...)

• Specific Prevention Program (e.g., Head Start, Literacy programs, Big Brothers/Big Sisters, Scared Straight type programs)

• Police treatment of juveniles (e.g., generally, or by a characteristic such as age, race, or gender)

• Neighborhood conditions (e.g., poverty, crime, disorder/instability)

• Urban communities and delinquency 

• Gang Resistance Education and Training (GREAT)

• Juvenile Assessment Centers (JAC)

• Juvenile Detention or Detention Centers

• Juvenile Courts

• Probation

• Long-term incarceration of juvenile offenders (justification for it; does it work)? 

• Residential treatment or programs generally

• Community Corrections and juveniles 

• Specific residential program or types (Cognitive Behavioral Training, Strengthening Families, Thinking for a Change, Gender Responsive Programming, Wilderness Programs, etc.)

• Transfer to Adult Court

• Shame tactics, "shaming" and juvenile offending 

• Gender issues associated with juvenile offending (either in terms of predictors or treatment)

• Adult prisons (or probation) for some juvenile offenders 

• Life without Parole for juveniles

• Death penalty for juveniles 

Online Courses and On-Campus Meetings

Texas Administrative Code (TAC), Title 19, Part 1, Chapter 2, Subchapter J, Section 2.202, defines distance education as the formal educational process that occurs when students and instructors are not in the same physical setting for the majority (more than 50%) of instruction. Distance education includes hybrid and 100% online courses and programs as defined by the Texas Higher Education Coordinating Board (THECB):

• Hybrid Course - A distance education course in which more than 50 percent but less than 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations.
• 100-Percent Online Course - A distance education course in which 100 percent of instructional activity takes place when the student(s) and instructor(s) are in separate physical locations. Requirements for on-campus or in-person orientation, testing, academic support services, internships/fieldwork, or other non-instructional activities do not exclude a course from this category.

Course Structure

This section is fully online.  All activities are asynchronous.  

You do need the textbook!  Required readings for each week are listed in the online modules.  Other resources, such as supplemental resources and videos, are found in the modules as well.  All course assessments, such as quizzes, exams, and discussions, will be submitted through Blackboard.  Work cannot be submitted in hard copy and cannot be sent through email.  You should expect to log into the course a minimum of 4 times each week.  Regular participation in the weekly discussions is expected.  All work must be turned in by the deadline.  

Student-Instructor Communication Policy and Response Time

I am available from 10 am on Monday, through noon, on Fridays, EST.  Feel free to call, text, or email any time, of course.  During this window (see above), response time is about 24 hours.  If you reach out later on Fridays or over the weekend (or on holidays), response time is 48-72 hours.  

Announcements/Course Messages/Emails

Please follow along with the Course Announcements each week!  This is where I will issue reminders and/or changes or updates to the course schedule.  

Email:  susan.cody@tamiu.edu

Phone/Text:  678-939-7311

Assignments and Assessments

Feedback on quizzes is immediate (following submission). 

Feedback on exams containing written questions is within 5 days of the due date.

Feedback on discussions is within 5 days of the due date.

Feedback on written assignments is within 7 days of the due date.  

Course Communication Guidelines (Netiquette)

There are course expectations concerning etiquette or how we should treat each other online. We must consider these values as we communicate with one another. Visit Instructional Technology and Distance Education Services’ web page on Netiquette for further instruction.

Accommodations/Accessibility Policy

Texas A&M International University seeks to provide reasonable accommodation for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations as required to afford equal educational opportunity. It is the student's responsibility to register with the Director of Student Counseling and to contact the faculty member in a timely fashion to arrange for suitable accommodation. For more information, contact the online at Office of Disability Services for Students (DSS), via phone at 956.326.3086 or by visiting the staff at the Student Center, room 118. A link to the Disabilities Services for Students site has also been included under the "Resources" tab inside the course.

Student Support Resources

The University wishes to have all students succeed in their courses. To provide support to our students, an array of services in the areas of technology support, academic support, student support, and accessibility support may be found at the University. For more information, visit the Instructional Technology and Distance Education Services page on University Resources and Support Services.

Computer/Technology Requirements

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Online students will need regular access to a personal computer that runs on a broadband Internet connection.

It is recommended that you meet the technical requirements listed on the Instructional Technology and Distance Education Services’ webpage when using the learning management system (LMS) of the University.

NOTE: Instructional Technology and Distance Education Services may check out available webcams to students on a first-come, first-served basis. To check out a webcam, please stop by Killam Library, Room 259, and request an available webcam.

Additional Software. You will need the following additional software: [list any additional software required here. Additionally, and if applicable, you may use the following statement:] TAMIU Students may access online versions of this software through their Dusty Office 365 account at https://dusty.tamiu.edu/. This site also provides students access to download the Microsoft suite for educational use. See instructions for downloading the Microsoft Office suite.

Note: Students, if you do not own the required hardware or software or do not have access to the Internet, it will be highly challenging for you to make any progress in this class. However, my goal is to assist you in finding solutions and guide you appropriately most of the required materials can either be found free of charge at TAMIU’s library, classrooms, and available computer labs. Visit Media Services’ web page on the availability of on-campus computer labs. In addition, you may also purchase any of these items at any electronic store.

Learning Management System (Blackboard)

Students are provided with an orientation (*eLearning (Blackboard) Student Orientation*) and access to guides on how to use the Blackboard LMS. Guides may be available at Instructional Technology and Distance Education Services' Student eLearning Tutorial Videos page or by contacting the eLearning team at elearning@tamiu.edu.

Minimum Technical Skills Expected

When participating in distance education courses, it is vital to consider the technology involved in order to have a successful course. Students in distance education should have knowledge of basic computer and Internet skills, as mentioned on the Instructional Technology and Distance Education Services’ webpage.

Technical Support Services

Because of the nature of distance education courses, the Office of Information Technology (OIT) computing and information services are vital to the success of online students. This webpage covers contact information for Distance Education Services (Blackboard Support), the OIT Help Desk, and E-mail support: Technical Support Services.

Late Work Policy

It is expected that you will submit your work by the due date.  Late work is not accepted.  In the event of an emergency, please reach out and I will work with you.  Serious illness or injury, deployment, an accident, or a family death would constitute an emergency situation.  Minor illness would not.  Documentation may be required.  

Course Evaluation

At the end of this course, students are encouraged to complete a course evaluation that will be distributed to them via email and through a course link.

Final Grades

I do not "give" grades.  You earn grades.  Final grades are not negotiable.  

Proctoring

[Respondus LockDown Browser/Monitor OR Examity. Contact elearning@tamiu.edu for the syllabus statement and other information.]

Accessibility and Privacy Statements on Course Technologies

At Texas A&M International University, we believe that all students should have equal technology opportunities in the classroom. These technologies/sites may also require user data, such as the creation of a username and password. You may find the accessibility and privacy policies of the technologies used in this class on the following pages: Accessibility Statements and Privacy Statements.