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The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.
CRIMJ 441: The Juvenile Justice System (3 credits): Historical and contemporary view of the juvenile justice system. Focus on analyzing components of the system, their interactions, processing, and handling of youths.
Overview
What will be covered in this course?
This course is about how the United States justice system came to view people under the age of 18 as needing separate treatment when it comes to processing them through the system. A review of the major issues associated with the juvenile justice system will be covered including:
- the antecedents to the development of the juvenile justice system in 1899;
- the history of more general attitudes toward children in early U.S. society and beyond;
- constitutional rights of juveniles when they come in contact with the system;
- theoretical explanations for delinquency;
- types of juvenile delinquency;
- how juveniles are processed through the system, e.g. police, prosecution, the courts, probation and incarceration;
- status offenses and offenders;
- types of delinquency;
- dealing with special populations such as the mentally ill, the juvenile sex offender, etc.
This course utilizes a textbook that compiles the peer-reviewed literature associated with each of these issues.
How will this course be delivered?
The course will be delivered entirely online and as such it will incorporate suitable technological and pedagogical applications in order to advance students' online learning experience: 1) the typical lecture enhanced with PowerPoint slides and videos or video streams; 2) readiness assessment tests (pop quizzes to ensure students are doing their reading); 3) a series of thought-provoking exercises for each of the 12 lessons; 4) five individually-conducted wrap up activities; 5) seven wrap-up activities to be conducted with their group peers that will produce a major paper for the course (as part of an experience in collaborative learning) and 6) three online examinations.
Students will be pacing through the course together. This is important because the topics in this course build upon one another. Students will be interacting with their classmates and with the instructor on a regular basis throughout the week and as they work through each lesson. Thus, students will be expected to stick to a prescribed pace of study.
No more than two lessons will be available to students at any given time. Each lesson should be accessible at midnight on Sunday of the week associated with each new lesson. That lesson should be closed down completely by 11:59 p.m. the Sunday evening that occurs two weeks later. In other words, each lesson will be accessible for two weeks, but no more than that.
The RATS (Reading Basement Tests) for each lesson should be available the moment a lesson goes live and should be taken down after ONE WEEK.
There should be only one group project for this course although it involves a process that begins early in the semester and is completed in segments (see below). This is a major paper on which groups will work with their peers. The instructor will assign each group a topic and will, at the beginning of the course, supply a template to be followed for this project. A "how to use online library resources for this assignment" will also be made available to the students at the beginning of the course.
By the end of Week One, students should be randomly assigned to groups with approximately four students in each group. Drop boxes will need to be developed for each group and should be associated with the various exercises associated with this project (explained in more detail in the assignments below).
Objectives
Students should be able to think critically about the complex nature of the U.S. juvenile justice system. They will be exposed to a collection of scholarly works written by criminal justice scholars recognized in their fields as experts on the subject matter. As such, students should be able to synthesize the assigned readings and demonstrate a command of the major concepts and/or arguments covered in those readings. Students should be able to respond in a clear and well thought out fashion to the beginning thought-provoking exercises and the five wrap-up activity exercises, all of which they conduct entirely on their own (as opposed to with their group peers). They should demonstrate a solid working knowledge of the major point being made by the instructor and be able to articulate, with some clarity, their responses to the point by way of posting to the course discussion forums. Students should be able to understand such issues as: (1) the reasons that led to the separate system for juveniles; (2) the critical issues associated with processing juveniles through the system; (3) the extent and nature of juvenile delinquency in the U.S.; and, (4) the policy implications of approaches to managing the juvenile delinquent.
Another objective of this course is to enhance the student's writing ability and the ability to work together as a team with their student peers. Students should, in all writing assignments, demonstrate a command of good writing skills and exhibit a grasp of the overall mechanics of writing (e.g. complete sentences that are grammatically correct). When working on the various group projects, students should exhibit superb people skills, including showing respect for their peers by being polite at all times, actively shouldering his/her share of the responsibility for the assignment, and producing all work in a timely fashion.
By the end of this course, students should be able to :
- Demonstrate a functional understanding of the nature and importance of the many critical issues associated with the U.S. juvenile justice system
- Define and recognize the use of common terms associated with components of the system (e.g. police, courts, legal issues, prosecution, corrections, and treatment/supervision)
- Synthesize the findings from several peer-reviewed journal articles
- Demonstrate an ability to function as a contributing member of the course
- Work together as a team to produce a final paper for the course.
Materials
Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.
Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can
- access magazine, journal, and newspaper articles online using library databases;
- borrow materials and have them delivered to your doorstep—or even your desktop;
- get research help via email, chat, or phone using the Ask a Librarian service; and
- much more.
You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
One of the benefits of being a registered Penn State student is that you are eligible to receive educational discounts on many software titles. If you are interested in learning more about purchasing software through our affiliate vendor, please visit the Technology and Software page.
Technical Specifications
| Operating System | Windows Vista, Windows 7, Windows 8*; Mac OS X 10.5 or higher *Windows 8 support excludes the tablet only RT version |
|---|---|
| Processor | 2 GHz or higher |
| Memory | 1 GB of RAM |
| Hard Drive Space | 20 GB free disk space |
| Browser | We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criterion,
and for advice on downloading a supported version,
please refer to the following ITS knowledge base article: Supported Browsers and Recommended Computers.
Note: Cookies, Java, and JavaScript must be enabled. Pop-up blockers should be configured to permit new windows from Penn State websites. Due to nonstandard handling of CSS, JavaScript and caching, older versions of Internet Explorer (such as IE 6 or earlier) do not work with our courses. |
| Plug-ins | Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe] |
| Additional Software | Microsoft Office (2007 or later) |
| Internet Connection | Broadband (cable or DSL) connection required |
| Printer | Access to graphics-capable printer |
| DVD-ROM | Required |
| Sound Card, Microphone, and Speakers | Required |
| Monitor | Capable of at least 1024 x 768 resolution |
If you need technical assistance at any point during the course, please contact the Service Desk.
For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!
Course Requirements and Grading
Students in this course will engage in different interactive learning activities, many of which require group participation. Meaningful contributions with your group members will maximize the points received for these group activities.
Grading Items |
Points | ||
| Thought-Provoking Exercises | 10@10 points each | 100 |
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| Reading Assessment Tests | 10 @10 points each | 100 |
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| Wrap-Up Activities | Group-Based Research Project | 1 @ 100 point each | 100 |
| Individual Exercises | 5 @ 10 points each | 50 |
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| Peer Evaluations | 1@ 50 points | 50 | |
| Exams | 3 @ 100 points each | 300 |
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| Total | 700 |
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- Thought-Provoking Exercises
These exercises will be at the beginning of each lesson to encourage students to explore concepts, ideas, and issues and to engage them in discussions about them. A grading rubric for how participation in these discussions will be evaluated is included under the Lessons tab. Two of the lower scores for these exercises will be dropped with ten of the scores factored into the student's final grade for this course.
- Reading Assessment Tests (RATs)
These are actually short quizzes that will be given weekly to measure the extent to which students are completing the reading assignments. These quizzes could also be used by the student to assist him/her in preparing for the three examinations that will be given in this course. The RATs will consist of multiple choice and True/False questions. You will be allowed only 10 minutes for each Reading Assessment Test (quiz on the assigned reading for that week) and will be given only one attempt at completing them. Two lowest scores for the quizzes will be dropped for your final grade.
- Wrap-Up Activities
- Group Paper Project
For seven of the 12 wrap up activities, students will work with their groups to produce:
- three identified peer-reviewed articles on the topic for the group paper (each individual group member will produce the title, authors, year, where published; (associated with Lessons 2, 3, and 4 – one identified article each); a drop box for each group has been established;
- an annotated bibliography of the three previously identified articles (a paragraph summarizing each article) (associated with Lesson 6); drop box for each group has been established;
- work with group peers to produce an outline for the paper and place it in the appropriate drop box (associated with Lesson 8);
- produce the final paper – 12-15 pages double spaced, properly cited; (associated with Lesson 10); drop box has been established;
- produce a brief PPT presentation of major points in the paper – a group effort; (associated with Lesson 12); drop box has been established.
- Individual Problem-Based Exercises
Lessons 1, 5, 7, 9, and 11 – these are additional critical thinking, individual problem-based exercises to which students will post their responses in the message board space allocated for that purpose. Responses should be thoughtful, respectful of others' ideas/opinions, and should demonstrate a reasonable solution to the given problem.
- Exams
There will be three exams throughout the semester which will be of both an objective (multiple-choice, matching, etc.) and short answer (fill in the blank) format. You will have a certain amount of time to complete the exams (45 minutes for each), and will be given only one attempt at completing them. The total possible points for each exam will be 100. All exams will be non-cumulative, focusing exclusively on the topics covered in the previous class sessions. Make-up exams will be given only with prior notification in emergency/medical situations. The student is encouraged to complete scheduled exams when humanly possible; make-up exams will be completely of a different format and they may be considerably more difficult than regular exams.
Peer Evaluation
Each student may earn up to 50 possible points based on how their peers evaluate their performance associated with the group project. Peer evaluation is important as it gives the instructor insight into how well group members interact with their peers. At the end of the course, students will have access to a peer evaluation form to be used for this purpose. The average of the total points assigned to each student by his/her group peers will be added to the overall possible points for the course. This process is completely anonymous such that no student will be able to see how his/her peers evaluated him/her. Students are encouraged to actively participate in the group assignments in a timely manner and to be respectful of their group peers.
The evaluation will be based on the following four criteria:
- Actively participates in the activity, e.g. frequently posting and commenting on ideas, keeping in close contact with the group members;
- Exhibits a positive attitude through the process, e.g. provides constructive feedback, helps keep the group focused on the task;
- Willing to be a real group player, e.g. willing to take responsibilities, respects others opinions, helps make decisions;
- Contributed to the final product
Extra credit is not available in this course.
Finally, incomplete grades are not automatic; rather, a grade of incomplete will be granted at the instructor's discretion with sufficient documentation by the student of hardship necessitating extra time to complete course requirements. Completion of an incomplete grade shall follow Penn State's timetable outlined in each year's Academic Calendar.
Please refer to the University Registrar's information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.
For additional information please refer to the Deferring a Grade page.
Course Schedule
Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.
MODULE 1: The History of Attitudes Toward Children in the U.S. and the Development of a Separate Justice System for Juveniles| Lesson 1: Antecedents to the New Juvenile Justice Court 1 899 in Cook County, IL | |
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| Lesson 2: The 19th Century Child-Saving Movement | |
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| Lesson 3: The Extension of Constitutional Rights to Juveniles | |
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| Lesson 4: Status Offenses vs. Criminal Law Violations | |
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MODULE 2: The Extent and Nature of Juvenile Delinquency and Society's Reaction to Delinquency
| Lesson 5: Types of Crime Committed by Youth | |
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| Lesson 6: Explanations for Delinquency: An Overview | |
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| Lesson 7: Special Populations of Juvenile Offenders | |
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| Lesson 8: Policing and Prosecuting the Youthful Offender | |
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MODULE 3: Other Critical Issues in Juvenile Justice
| Lesson 9: Juvenile Waiver to the Adult System and the Treatment, Supervision, and Management of Juvenile Delinquents | |
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| Lesson 10: Minorities and Delinquency | |
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| Lesson 11: School-Based Violence and Drug Prevention | |
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| Lesson 12: Pros and Cons of Disbanding the Juvenile Justice System | |
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| Lesson 13: Exam III | |
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Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
Academic Integrity
According to Penn State policy G-9: Academic Integrity (for undergraduate students in undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate students and undergraduate students in graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.
Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.
How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal
integrity; respect other students' dignity, rights, and property; and help
create and maintain an environment in which all can succeed through the
fruits of their own efforts. An environment of academic integrity is
requisite to respect for oneself and others, as well as a civil community.
In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.
All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.
Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.
University Policies
- Accommodating Disabilities
Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.
In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.
Students with disabilities participating in internship, practicum, student teaching, or other experiential learning opportunities as part of their degree requirements may also be eligible for reasonable accommodations to ensure equal access and opportunity. These accommodations are determined through an interactive process involving the student, their University supervisor, and the site supervisor. Student Disability Resources can assist students with identifying potential barriers, facilitating accommodation requests, and coordinating with University supervisors to promote inclusive learning experiences.
- Additional Course Policies
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.