CRJU 101 Introduction to Criminal Justice
CRJU 101 Introduction to Criminal Justice
| Gen Ed
Competency |
Associated Assignment Task | 13 Exceeds Expectations |
11 Meets Expectations |
9 Approaches Expectations |
7 Falls Below Expectations |
0
Not met |
| Written and Oral Communication | Writing coherently and communicating ideas related to data, practices, and efficacy of one of three present CJS practices.
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Student presents a unified central idea and uses a logical order for paragraphs and presents them in an interesting or original manner; AND
Free of errors in usage/mechanics. |
Student presents a unified central idea and uses a logical order for paragraphs; AND
Free of errors in usage/mechanics, but for minor errors which do not impede meaning. CRJU 101 Introduction to Criminal Justice |
Student presents a central idea and uses paragraph order that may contain lapses in unity and organization; OR
Contains some major grammatical or usage errors or many minor errors that impede the meaning. |
Student presents a central idea ; uses a paragraph order that may contain lapses in unity and organization; AND
Contains some major grammatical or usage errors or many minor errors that impede the meaning. |
Does not provide written assignment |
| Local and Global Diversity | Students are expected to summarize the following information:
Rates based on socio-economic class or race and ethnicity; and Steps taken (at a minimum, two existing programs, initiatives, and/or policies) that attempt to remedy disproportionate minority representation |
Synthesizes information from relevant sources related to
· Rates based on socio-economic class and race/ethnicity or other factors; AND · 3+ Programs/policies to remediate disproportionate minority representation CRJU 101 Introduction to Criminal Justice |
Summarizes relevant information from relevant sources related to
· Rates based on socio-economic class or race/ethnicity: AND · 2 Programs/policies to remediate disproportionate minority representation |
Presents relevant, but minimal, information from relevant sources related to:
· Rates based on socio-economic class or race/ethnicity: AND · 1 Program/policy to remediate disproportionate minority representation
|
Presents relevant information from relevant sources related to
· Rates based on socio-economic class or race/ethnicity: OR · 2 Programs/policies to remediate disproportionate minority representation |
Does not cover diversity |
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| Gen Ed
Competency |
Associated Assignment Task | 13 Exceeds Expectations
|
11 Meets Expectations |
9 Approaches Expectations |
7 Falls Below Expectations |
0
Not Met |
| Personal and Professional Ethics | Students are expected to research information related to one criminal justice decision-making points (arrests, plea bargains, bail or Sentencing: Incarceration).
Students are expected to assess the efficacy of the present policies and practices |
Researched assigned decision-making points
AND Synthesizes evidence to reveal patterns, differences, and similarities related to efficacy of present polices/practices. CRJU 101 Introduction to Criminal Justice |
Researched assigned decision-making point
AND Provides evidence to demonstrate efficacy of present polices/practices.
|
Researched assigned decision-making point
AND Provides information that minimally demonstrates efficacy of present polices/practices. |
Researched a non- assigned decision-making point
AND Provides information that minimally demonstrates efficacy of present polices/practices. |
Does not research the assigned decision-making point nor covers efficacy of present polices/practices.
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| Critical Analysis and Reasoning | Students are expected to suggest practices/policies that they predict would decrease disproportionate representation of minorities at the research. | Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with thorough, specific, and informed considerations. | Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with logical considerations. | Predicts practices/policies that would decrease disproportionate representation of minorities at targeted decision-making points in the CJS with some logical considerations. | Predicts practices/policies that decrease disproportionate representation of minorities at targeted decision-making points in the CJS with superficial or oversimplified considerations. | Does not predict |
| Gen Ed
Competency |
Associated Assignment Task | 13 Exceeds Expectations
|
11 Meets Expectations |
9 Approaches Expectations |
7 Falls Below Expectations |
0
Not Met |
| Information Literacy | [Use] at least three (3) reputable sources –of which 1 (one) credible source must be from the scholarly, peer-reviewed journal article, and 1 (one) source must be from a credible government/professional organization.
Students must use APA format for citations and references; students must cite sources in the body of the report (in-text citations) and include a list of sources at the end of the report (reference page). |
Provides data from more than three (3) reputable sources –of which 1 (one) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization
AND Meets APA requirements for citations within paper and in references. |
Provides data from three (3) reputable sources –of which 1 (one) credible source must be a scholarly, peer-reviewed journal, and 1 (one) source must be from a credible government/professional organization
AND Meets APA requirements for citations within paper and in references with only very minor errors; |
Provides data from three (3) reputable sources –omitting either 1 (one) credible source must be a scholarly, peer-reviewed journal,, or 1 (one) source must be from a credible government/professional organization
OR Meets APA requirements for citations within paper and in references with major errors; |
Provides data from less than three (3) reputable and required sources
AND Meets APA requirements for citations within paper and in references with major errors; |
Refers to no data sources |
| 5
Meets Expectations |
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| Technological Competence | Prior to the submission date students are required to use Safe Assignment. The acceptable Safe Assign score will be determined by the individual instructor/professor. | CRJU 101 Introduction to Criminal Justice | Submits paper through Safe-Assign and receives an acceptable score by final submission that requires no further corrections
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Does not submit paper through Safe-Assign or does not earn an acceptable score
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CRJU 101 Introduction to Criminal Justice