Instructions
No directly quoted material may be used in this project paper.

Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.

Group Project

Group Project: presented with a problem (see scenario below) involving multiple agencies, each student assumes an agency role and a project role to identify a collaborative, optimal solution. Individually, each student will present an agency description, the agency’s perspective and role, and research the available resources. Students will then form groups, and each group will present a collaborative, optimal solution. In the last week of class, each group will present the consequences for not finding or not fully implementing the solution. Throughout this project each student is to assume the character (role play) of the leader of their assigned component agency when dealing with their counterparts from other agencies within their jurisdiction.

Phase 1 – Agency Description The student will be assigned one of the following criminal justice components to represent and for which to serve as advocate:

Law Enforcement
Courts
Institution-Based Corrections
Community-Based Corrections (i.e., Parole/Probation)
Private Security
The student will submit a 3 page paper describing the function and purpose of the designated criminal justice component and how it interrelates to other components.

Phase 2 – Agency Perspective and Role The student will describe the perspective and role their agency has in dealing with the Group Project problem as assigned buy the instructor.

What are the traditional and practical approaches for the agency’s dealing with the problem?
Why is/has there been a reluctance to change approaches/strategies?
What motivations would be required to affect a different approach or strategy (other that direction from a higher jurisdictional authority)?
The student will submit a 3 page paper describing the perspective and role of the designated criminal justice component to include the considerations referenced above. This description will be supported by 2 outside resources.

Phase 3 – Research/Resource Availability The student will identify and describe the resources available to their designated agency for addressing the Group Project problem.

What resources are available within the agency to address the Group Project problem?
What resource shortfall precludes a more effective response?
What data (identify and summarize) supports their current role or level of involvement
What data (identify and summarize) may dictate a change in that role.
The student will submit a 3 page paper describing the resourced and data available to their designated criminal justice component to include the considerations referenced above. This description will be supported by 2 outside resources.

Phase 4 – Group Collaboration and Presentation Each Group will submit a collective paper which will address:

A summary of the problem assigned to the group
A brief description of each criminal justice agency’s traditional role in dealing with this issue
A description of how the group came together to identify a solution to the issue while maintaining their role as representative and advocate for their respective agencies
A description of the solution to the assigned problem and each agency’s role in it.
The spokesperson will submit an 8 (minimum) to 10 (maximum) page paper reflecting the Group’s work and addressing each of the Phase 4 required elements. This description will be supported by 4 outside resources. Additionally, each member of the Group will submit a Peer Evaluation form, ranking the participation and cooperation of each member of the Group.

Phase 5 – Consequence of Inaction Each student will submit a 2 page paper addressing the impact on the criminal justice agency they represent if the solution presented by their Group is not adopted. This opinion will be supported by 2 outside resources.

Formatting for Group Project papers

Individual papers will include a heading identifying the student, the number and title of the class and Project Phase the paper is addressing and the date of submission.

Group papers will include a cover page (not included in the page count), identifying the number and title of the class, the Group designation, students in the Group and their criminal justice agency, and the date of submission.

All papers will be double spaced, with 1 inch margins, and 12 point font type.

Resource page (not included in the page count) Resources other than course instructional material must be referenced using APA formatting.

GROUP PROJECT – The Virtual Criminal Justice Alliance ….Background

For the past 11 months, the Virtual Police Department has applied a variety of investigative resources and strategies and is prepared to bring a number of criminal charges against the members of the Very Bad Bike Club. These started out as investigations of individual calls-for-service, complaints and criminal investigations. They merged into a collective effort as the pattern of activities and participants began to form. Based on the investigations, the department believes it has probable cause to arrest and charge nearly every one of the 63 VBBC members for conspiracy to manufacture illegal drugs, conspiracy to sell illegal drugs, and participation in a criminal enterprise. Additionally, numerous individual VBBC members can be charged with combinations of individual criminal violations, including possession of illegal drugs, illegal possession of firearms, robbery, attempted robbery, aggravated assault, and attempted murder. Despite the confidence the Chief of the VPD has in these cases, no information has been conveyed to the Office of the District Attorney nor has there been any involvement with the Grand Jury. As far as the Chief of the Police is concerned, this is the chance to destroy the VBBC once and for all.

The VBBC has plagued Virtual for over a decade. Efforts to stop criminal activity by members of the VBBC have been made almost exclusively by the police department, with little or no support from the rest of the Virtual criminal justice system. In the past most criminal charges brought to the Virtual prosecutor’s office by police detectives have resulted in outright dismissal for lack of probable cause or plea bargained agreements that reduce potential felony charges to misdemeanors with payable fines. There have been however, two prior instances of massive arrests of VBBC members. Approximately 7 years ago raids resulted in the confiscation of drugs and weapons and the ultimate conviction of 12 VBBC members. Six of these members are on parole and still reside in Virtual; two others are currently in the county detention center awaiting trial for new criminal charges and four others are confined to the State prison near Virtual.A similar sweep three years ago produced nearly identical results. These sweeps appear to have been ineffective. In short, the VBBC has a network of members in jail, in prison, on parole in the community and free on the street. The current police investigation has affirmed that all of these VBBC members are in near constant communications with each other.

Robert “Buddy” Pole is the “president” of the VBBC. While currently on parole for manufacturing methamphetamine, Buddy Pole continues to orchestrate the criminal enterprise that is VBBC. Provisions of his parole agreement that prohibit association with known criminals have gone unenforced. Robert Pole, Jr, (a.k.a. “Little Buddy” or “Bud Lite”) is currently in the Virtual Detention Center awaiting trial for carrying a concealed weapon. He seems to be in no hurry to make the affordable bail. Jail officials believe he is trying to organize a drug network within the jail. Two Detention Center correctional officers were recently disciplined for attempting to smuggle cell phones into the lock-up. It is believed they were destined for Little Buddy’s use. The youngest member of the Pole family is Patricia (a.k.a. “Tripper”). A chronic truant and trouble maker in school, Tripper was suspected of providing marijuana to her junior high school classmates and has continued the practice in high school. At age 19 and legally an adult, she is just about to complete her senior year of high school. Tripper’s collections of miscreant friends, most of whom are VBBC members or “wannabes”, congregate regularly around the Virtual Mall and commercial centers. Her boyfriend, John Henry Maxwell applied for a job as a Dunbar Security Force officer but was rejected because of his record.

In order to rid the city of Virtual of this criminal gang, Virtual Police Department Chief Clayton Moore called upon his criminal justice partners:

The head of the Virtual Police Department VBBC task force, Captain Jay Silverheels
The chief criminal prosecutor from the Office of the District Attorney, Raymond Burr
The Security Chief of the state correctional facility, Major Allen Irongates
The District Supervisor for the state department of parole, Martha Street
The Operations Director of the Virtual Security Force, James Dunbar
The Virtual Security Force, a private security company hired by the Virtual Commercial Merchants Association to provide security personnel, equipment, etc. to supplement the resources of the Virtual Police Department in designated business and commercial areas of the city. VSF personnel hold special police commissions, have arrest authority on the property of their clients and may or may not be armed depending on their assignment and qualifications.

At their initial meeting Chief Moore made it clear to these partners that they had a single goal, to end the reign of terror emanating from the VBBC and victimizing Virtual’s citizens. Clearly if there was any hope of success, each criminal justice partner has to do their part for the collective good of all. The Chief’s remarks were met with wholesale agreement. It was decided the Virtual Criminal Justice Alliance would attack the VBBC on two levels (1) the pursuit of the current police investigations and prosecutions, and (2) a strategic plan to work collaboratively to reduce crime in Virtual. When the initial meeting adjourned Chief Moore had designated Captain Siverheels as his delegate. He was not sure, however, that every agency representative in the room felt his level of commitment or truly understood the consequences of failure. He was also curious as to what resources each “partner” was willing to bring to this operation and what would be held back.

Major Irongate has her own issues with VBBC. Their presence in the state prison has settled down what had previously been a powder keg of gang-related unrest. VBBC has become the dominate force in the prison. John “Jacky” Pole has been able to get the warring national/international gang members in the prison to suspend their violence and focus on drug-related profits.With tensions simmering just below the surface, Irongate knows the self-serving truce may be short lived. Major Irongate was also asked to represent the Virtual Detention Center. This facility holds arrestees awaiting a bail hearing, denied bail prior to trial or in transitional housing from the state prison to attend court. The jail also holds offenders serving short sentences for convictions on misdemeanor charges. Nearly all of the prison’s inmate population came through the Detention Center and may return there to be available for court appearances. Major Irongate is convinced that these “traveling” inmates are being used as “mules” for drugs and contraband cell phones.

Of the persons assembled by Chief Moore, only Dunbar represents a commercial, profit-driven agency. Simply put, these profits are the difference between the costs for the security provided and the fees Dunbar charges. Dunbar is eager to demonstrate a successful partnership with VPD and the Virtual Commercial Merchants’ Association as a stepping stone to contracts with larger jurisdictions. In any case, Dunbar’s primary motivation is to make money.

Raymond Burr would applaud Chief Moore’s plan if he could, but as a pragmatist he feels that this is a waste of time. He understands, if no one else at the table does, that plea bargaining is to only way the criminal justice system can do business. He has also warned the chief before that his detectives need additional training on establishing probable cause, proper interrogation procedures, appropriate charging, etc. If the VPD could get its act together he would love to prosecute a good solid case against the VBBC, but prosecuting a “looser” case will not solve the problem or help his own political ambitions.

NOTE: Each student will be assigned a role as one of the five members of the Chief’s team. The student should fully take on the persona of that member. Not all of the details can be provided. Students are encouraged to (reasonably) embellish on the character of the person they are assigned and play that role to the fullest.

Evaluation for Group Project

This is a “Forced Choice” evaluation. Each student-member of the Group must give themselves and each other member of the Group 5 (Highest) to 1 (Lowest) in each of the categories (Contribution, Availability, etc.) presented. No duplicate scores. The student must place a 5, 4, 3, 2, or 1 score for each roll player in the group. This evaluation will contribute to, but will not determine the role player’s grade for this assignment.

Evaluation for Group Project

Group Member’s Name :

Contribution

Availability

Cooperation

Commitment to role

TOTAL

Police

Courts

Prison

Parole & Probation

Private Security

Hide Rubrics
Rubric Name: A MODEL Rubric for CCJS Projects – Max points
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.
Criteria
Equivalent to an A
Equivalent to a B
Equivalent to a C
Equivalent to a D or F
Criterion Score
Overall content of paper or project. Value: 20 points
20 points
The paper is exemplary. Content of the paper exceeds all information required by assignment, demonstrates critical thinking skills, sophisticated analysis and other perspectives.

Points available: 18-20

17.9 points
Paper indicates effort above and beyond the Project Description in the areas of research, analysis, critical thinking, etc.

Points available: 16-17.9

15.9 points
In general, the content of the paper addresses the information required by the assignment.

Points available: 14-15.9

13.9 points
The overall content of the paper addresses less than the minimal amount of the information required by the assignment. It demonstrates marginal work and does not reflect an understanding of the project.

Points available D: 12 -13.9

Points available F: 11.9

/ 20
Overall analysis and critical thinking Value: 20 points
20 points
Analysis and critical thinking is evident throughout the paper, beyond the requirements in the Project Description

Points available: 18-20

17.9 points
Paper includes evidence of analysis and critical thinking beyond the requirements in the Project Description

Points available: 16-17.9

15.9 points
The analysis and critical thinking is consistant with the requirements in the Project Description

Points available: 14-15.9

13.9 points
The analysis and critical thinking reflected in this paper did not meet the requirements in the Project Description

Points available D: 12-13.9

Points available F: 0-11.9

/ 20
Responsiveness to Project Description: All elements are included. Value: 10 points
10 points
Assignment is formatted exactly as required.

Points available: 9-10

8.9 points
Assignment is formatted as required with minor/ inconsequential deviations.

Points available: 8-8.9

7.9 points
Assignment mostly formatted as required but missing some required element(s).

Points available: 7-7.9

6.9 points
Assignment is missing major elements,

Points available D:6 – 6.9

Points available F: 0-5.9

/ 10
Responsiveness to Project Description : Application of theory and knowledge to the facts presented, accurate use of terminology, etc. Value: 10 points
10 points
Excellent understanding and application of theory and knowledge to the facts.

Terminology is correct in all uses.

Points available: 9-10

8.9 points
Clear application of theory and knowledge to the facts.

Most terminology references are correctly applied.

Points available: 8-8.9

7.9 points
Application of theory, knowledge and terminology indicate understanding of the concepts and focus of the project

Points available: 7-7.9

6.9 points
Theory and knowledge does not apply to the facts presented.

Use of terminology indicates a lack of understanding of the concepts and focus of the project

Points available D: 6-6.9

Points available F: 0-5.9

/ 10
Responsiveness to Project Description: Organization. Value: 10 points
10 points
Organization is relevant to topic, clear and understandable with logical flow that makes the project easier to follow.

Points available: 9-10

8.9 points
Organization is clear and does not distract from the project’s content.

Points available: 8-8.9

7.9 points
Organization presents some MINOR distractions from the project’s content.

Points available: 7-7.9

6.9 points
Organization lacks relevance, is unclear, difficult to understand, or logic is missing that causes distraction for the reader.

Points available D: 6-6.9

Points available F: 0-5.9

/ 10
Formatting, references, and APA citations Value 15 points
15 points
Assignment is formatted exactly as required, all required citations and references are present and APA standards are followed in every respect.

Points available 13.5-15

13.4 points
Assignment is formatted as required with minor/ inconsequential deviations, resource requirements are met, citations and references are present and APA standards are followed.

Points available: 12-13.4

11.9 points
Assignment mostly formatted as required but missing some required elements/ sources or some APA errors are evident.

Points available: 10.5-11.9

10.4 points
Assignment is missing major elements, lacks required sources or APA is not followed however a different citation method is used correctly.

Points available D: 9 – 10.4

Points available F: 0-8.9

/ 15
General Grammar/Mechanics Value 15 points
15 points
No or minor English and grammar usage errors.

Points available 13.5-15

13.4 points
A few minor/ inconsequential mistakes in English and grammar.

Points available 12-13.4

11.9 points
Some, but acceptable mistakes in English and/or grammar.

Points available: 10.5-11.9

10.4 points
Many mistakes evident in English/grammar usage.

Points available D: 9 – 10.4

Points available F: 0-8.9

/ 15
Rubric Total Score
Total
/ 100
Overall Score
Overall Score
Equivalent to an A
90 points minimum
Equivalent to an B
80 points minimum
Equivalent to an C
70 points minimum
Equivalent to a D or an F
0 points minimum
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