CRJ 709, Fall 2011
R. Shelden
Office: GUA 5141
Phone: 895-0251; e-mail: shelden@unlv.nevada.edu
Web site: www.sheldensays.com
Office Hours: Monday and Wed. 10-11AM, Tuesday, 8-11AM
Required Readings:
Books (click on title for ordering information):
1. Shelden, Randall G. and Dan Macallair (2008). Juvenile Justice in America: Problems and Prospects.
2. Miller, Jerome (1998). Last One Over the Wall (2nd ed.).
Internet Assignments:
1. Reforming the California Juvenile Justice System: A series of reports:
http://cjcj.org/2011/02/28/new/series/reports/juvenile/justice/realignment
The California Miracle: http://www.cjcj.org/files/The_California_Miracle.pdf
The impact of realignment on county juvenile justice practice: Will closing State youth correctional facilities increase adult criminal court filings? http://cjcj.org/files/The_impact_of_realignment_on_county_juvenile_justice_practice.pdf
2. Detention Diversion Advocacy Program: http://cjcj.org/detention_diversion_advocacy_program
3. The Missouri Model: Reinventing the Practice of Rehabilitating Youthful Offenders http://www.aecf.org/~/media/Pubs/Initiatives/Juvenile%20Detention%20Alternatives%20Initiative/MOModel/MO_Fullreport_webfinal.pdf
4. Campbell Collaboration: “Does formal processing reduce juvenile delinquency?” http://www.campbellcollaboration.org/news_/formal_processing_reduce_juvenile_delinquency.php
5. “Youth with Mental Health Disorders in the Juvenile Justice System.” http://ncmhjj.com/pdfs/publications/PrevalenceRPB.pdf
6. Abuse in juvenile institutions: http://www.nospank.net/boot.htm#gina
7. Preventing and Reducing Youth Crime and Violence: http://advancingebp.org/wp-content/uploads/2010/02/GreenwoodPaper_FINAL_1-27-10.pdf
On the Internet: suggested links for research paper
Here is just a small sampling of the many links related to juvenile justice issues. For more see my web site (click on “links”).
Center on Juvenile and Criminal Justice: www.cjcj.org
Bureau of Justice Statistics: www.ojp.usdoj.gov/bjs.
Office of Juvenile Justice and Delinquency Prevention: http://www.ojjdp.gov/
National Center on Institutions and Alternatives: http://www.ncianet.org/
National Center for Juvenile Justice: http://www.ncjjservehttp.org/NCJJWebsite/main.html
Aim of the Course:
The aim of this course is to provide a discussion of the current and past social context of juvenile delinquency and juvenile justice. The books that are assigned provide a wide range of topics, with special attention to proposals to reduce the problem of delinquency. Special attention will be devoted to the recent reform efforts in California.
Assignment Points
Class Participation (including talking points) 40
Initial “statement of the problem” 20
Research proposal 40
First draft of paper 60
Research paper 140
Grading: The grading will be based upon the total points accumulated over the semester as follows: 270-300 = A, 240-269 = B, 210-239 = C, 180-209 = D, below 180 = F.
Content of the Course: Each day that the class meets we will have a general discussion of the assigned readings for that particular day. Bring with you a set of notes and an outline of what you consider to be main “talking points.” You will turn in a copy of the “talking points” after class. Each student will, in turn, give a brief overview of their talking points. This will be followed by a general discussion.
Take-home exam: This exam will consist of essay questions and will cover Juvenile Justice in America. More details will be provided later.
Research paper: Your research paper should be no longer than twenty-five (25) pages, plus the bibliography. This will be done in three stages. First, an initial “statement of the problem” will be written (maximum of one page, plus references). Second, a proposal will be submitted (maximum of five pages plus minimum of five references). Third is the final paper. Note the various due dates for these below. More will be said about this during the course. See guidelines beolw.
Note: Send assignments (prior to due date) via an e-mail attachment (MS Word) to my home e-mail: profrgs@cox.net.
Schedule of Assignments and Exams
Dates Topic Reading Assignments
8/30 Overview Lecture None
9/6 History; race & detention Shelden and Macallair, ch.1-2; Miller, ch. 1
9/13 Incarceration Issues Shelden and Macallair, ch. 3; Internet readings #4-6
Statement of the Problem Due
9/20 Girls and Juvenile Justice Shelden and Macallair, ch. 5
9/27 Thinking Out of the Box Shelden and Macallair, ch. 6
10/4 Reforming Juvenile Justice in California Shelden and Macallair, ch. 7; Internet readings # 1
10/11 Alternatives Shelden and Macallair, ch. 8-9; Internet reading 2
10/18 Alternatives Shelden and Macallair, ch. 10; Internet readings 3 and 7
Research Proposal Due
10/25 No Class - Work on First draft of paper
11/1 Last One Over the Wall Miller, ch. 2-7
11/8 Last One Over the Wall Miller, ch. 8-11
First draft of paper due (10-15 pages plus references)
11/15 No Class – ASC Conference
11/22 Last One Over the Wall Remainder of the book
11/29 Make-up day - this is reserved for Q & A about research papers and any other unfinished business
Research Papers Due by mid-night December 1.
12/6 End of semester celebration; a tradition begun several years ago where we all meet around 5PM at a local restaurant for food, drink and celebration.
Research Proposal: Some Guidelines
The “initial statement of the problem” entails presenting to the reader the nature of the problem to be explored; this should be about a page or two plus some references.
The “research proposal” is a brief summary of a particular “problem” or one or more “key questions/issues” that will require some research to explore and will involve some literature review. The “problem” could be the relationship between two or more variables. This will be a more detailed elaboration of the “initial statement of the problem.” A minimum of five pages is required, along with at least five references.
Much later (when you start your thesis/professional paper) would come a brief summary of the methods you will use to conduct this study (e.g., field research, existing/secondary data research, survey research via a questionnaire or interview, etc.) and, finally, what do you expect to find (i.e., what are your major hypotheses) and how will you present these findings.
You can use this as a general guide for the thesis you will eventually write for this graduate program. This exercise might help you at least get a head start on writing your thesis, even if you have already started.
The structure of a research paper:
Format of Research Paper: Fonts, pagination, etc.
There are many different formats used by writers these days. I would prefer you use either Verdana size 10 Times New Roman font 12. Put page numbers at the bottom, either in the center or on the right (title page should not have a page number, so start pagination on the second page). There is a standard recommended by the UNLV Graduate College, which you can get from the UNLV web site (I don’t like this one at all!). There are plenty of other examples and formats available by just reviewing some standard academic journals. Examples can also be found on my web site, under the heading “Research Articles.” You may use the style found in many academic journals or in one of the books assigned for this class.
A word on “notes” and “references”
In many research papers/books/articles there is a section at the very end, just before or after the references section, known as “endnotes” since they appear at the end, in contrast to “footnotes,” which are found at the bottom of the page.[1] References are put at the very end of the paper/report, after the endnotes (except whenever I write a paper the “notes” are literally at the end, after the references), usually following some standard practice (e.g., APA style). Sometimes the endnotes contain all the references in addition to “explanatory notes.”
Note
[1]. Some have called this an “explanatory note” where you want to make a point or provide some additional information (e.g., a suggested book to read) that does not really need to be in the body of the text.