Please attach proposed Syllabus in approved university format .
1. Course subject and number: JUS 540
8. Long course title:
2. Units: 3
See upper and lower division undergraduate course definitions.
3. College: Extended Campuses 4. Academic Unit: Public Administration &
Justice Studies
5 . Student Learning Outcomes of the new course. ( Resources & Examples for Developing Course Learning
Outcomes )
After completing this course, students will have:

learned how to analyze criminal justice data and interpret those data using statistical measures.

gained knowledge of appropriate statistical techniques to be used based on available data.

the ability to use descriptive statistics and graphs to summarize data.

the ability to use inferential statistics to derive conclusions from available data.

improved levels of abstract reasoning and critical thinking necessary to approach research beyond the strictures of a textbook.

the aptitude to distinguish the ethical use of statistics in criminal justice research.
6. Justification for new course, including how the course contributes to degree program outcomes, or other university requirements / student learning outcomes. ( Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes ).
This course teaches students to critically evaluate criminal justice research.
7. Effective BEGINNING of what term and year? Fall 2014
See effective dates calendar .
(max 100 characters including spaces)
9. Short course title:
(max. 30 characters including spaces)
Effective Fall 2012

10. Catalog course description (max. 60 words, excluding requisites):
This course is designed to introduce students to applied statistical techniques in the field of criminology and criminal justice. The course offers students the opportunity to apply appropriate statistical analysis to criminal justice research and interpret statistical results, with an emphasis on descriptive and inferential statistics, and measures of significance.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes No
If yes, include the appropriate plan proposal.
12. Does this course duplicate content of existing courses? Yes No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)? Yes No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option: Letter grade Pass/Fail Both
15. Co-convened with: N/A 14a. UGC approval date * :
(For example: ESE 450 and ESE 550) See co-convening policy .
* Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with: N/A
(For example: ES 450 and DIS 450) See cross listing policy .
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units? Yes No
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term? Yes No
18. Prerequisites: NONE
If prerequisites, include the rationale for the prerequisites.
19. Co requisites: NONE
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components? Yes No
If yes, include the units specific to each component in the course description above.
Effective Fall 2012

21. Names of the current faculty qualified to teach this course: Kurt Fenske, Jennifer Ferguson
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation? Yes No
If yes, include a Liberal Studies proposal and syllabus with this proposal.
23. Is this course being proposed for Diversity designation?
Yes No
If yes, include a Diversity proposal and syllabus with this proposal.
FLAGSTAFF MOUNTAIN CAMPUS
Reviewed by Curriculum Process Associate
Approvals :
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Date
Date Dean of college
For Committee use only:
UCC/UGC Approval Date
Approved as submitted: Yes No
Approved as modified: Yes No
Effective Fall 2012

EXTENDED CAMPUSES
Jenny Scott
Reviewed by Curriculum Process Associate
Approvals:
Academic Unit Head
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Approved as submitted: Yes No
Approved as modified: Yes No
9.20.13
Date
Date
Date
Date
Date
Date
Effective Fall 2012

(3 credit hours)
Fall 2014
(Dates of course to be specified by instructor)
Instructor:
Contact information:
Course Pre-requisites: None
When you can measure what you are speaking about, and express it in numbers, you know something about it; but...when you cannot express it in numbers, your knowledge is of a meager and unsatisfactory kind.
-William Thomson (aka Lord Kelvin)
This course is designed to introduce students to applied statistical techniques in the field of criminology and criminal justice. The course offers students the opportunity to apply appropriate statistical analysis to criminal justice research and interpret statistical results, with an emphasis on descriptive and inferential statistics, and measures of significance.
It is important to keep in mind that statistical analysis involves more than jus t “crunching numbers” – statistics is a tool used in scientific research, and this course is designed to focus on the connection between how statistical analyses are used in the research process, and why they are so important in criminology and criminal justice. The fundamentals of statistics will be presented in this course so that students will have sound knowledge of the underlying basics of statistical analysis in answering research questions in criminal justice and criminology. Concomitantly, an emphasis is placed on applying that fundamental knowledge to derive useful information from data sets in order to answer various research and policy questions. As such, in addition to the readings from the textbook, each
Effective Fall 2012

learning module will present articles that have utilized statistical analyses so that students can visualize how statistics are used to address research questions and topics.
Research and statistics play an incredibly important role in the study of criminology and in criminal justice policy. As such, this course is of value not only to scholars, but is of particular value to practitioners in the criminal justice field.
After completing this course, students will have:
- learned how to analyze criminal justice data and interpret those data using statistical measures.
- gained knowledge of appropriate statistical techniques to be used based on available data.
- the ability to use descriptive statistics and graphs to summarize data.
- the ability to use inferential statistics to derive conclusions from available data.
- improved levels of abstract reasoning and critical thinking necessary to approach research beyond the strictures of a textbook.
- the aptitude to distinguish the ethical use of statistics in criminal justice research.
This course will be presented in seven learning modules. Assignments and activities in each module must be completed by the due date -- no late assignments will be accepted. The only exception to this policy will be if, for a verifiable reason, you are given permission by the instructor for late submissions prior to the due date.
The learning modules for this course are listed below. To locate a specific learning module within the course in Blackboard Learn, click on a particular ‘Learning Module’ link in the left sidebar
(e.g. ‘Learning Module 1’).
Each learning module page will provide an overview of the material covered in the module, the reading requirements, and the complete set of activities for that particular module.
This is a web-delivered course in Blackboard Learn. Although webcourses have certain advantages such as flexibility and convenience, they also require students to be self -directed, self-motivated, and ask questions where necessary. A webcourse demands a great deal of personal responsibility on your part. You are responsible to know the requirements set forth in the syllabus, do the readings, and know and adhere to assignment deadlines. You also need to ensure that you have dependable internet access and a reliable comp uter, and plan your work realizing that lost work, power outages, computer problems and so on can occur in a
Effective Fall 2012

webdelivered course; none these ‘realities’ of a webcourse are valid excuses for failing to complete assignments by the due date.
Activities for this course include:
Discussion Participation (20 points x 5)
The discussion forum serves as a collaborative learning process in which students can share ideas from the readings in each module as well as other sources. The discussions will be focused on the topics presented in the ‘Practice Problems’ at the end of the textbook chapters.
Discussions will take place in Modules 1, 2, 3, 5, and 6 [There will not be discussions in
Modules 4 and 7 because these modules include the two exams].
Discussions points are NOT free points (i.e. they are not the equivalent of attendance points in which you just need to “show up”) – these points need to be earned by participating actively and perspicaciously in the discussion s.
Points earned for this activity will be based on the number of postings made, as well as the quality and timeliness of those postings
; see the ‘Discussions Rubric’ in the left sidebar for full details.
Data Analysis Summary Papers (50 points x 5)
There will be five assignment papers
– one in each of Modules 1, 2, 3, 5, and 6 [as noted above for the Discussions, there will not be Assignment papers due in Modules 4 and 7 because these modules include the two exams].
These assignments will consist of using SPSS to explore data sets and then writing summary papers of that analysis. Data sets will be provided and can be accessed through the publisher’s companion website ( http://highered.mcgrawhill.com/sites/0073129240/student_view0/index.html
).
These assignments will vary based on the topics covered in each learning module, so be sure to read the instructions carefully for each assignment paper .
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The SPSS data analysis can be done in collaboration with classmates, but the summary paper must be written individually.
Exams (50 points x 2)
There will be two exams – one to be taken in Module 4 and second to be taken in Module
7. These are ‘take home’ exams, and students are encouraged to begin working on their exam early in the module period.
The exams consist of providing an analysis of a journal article that has utilized statistical analysis to examine a topic in criminology and criminal justice. Students will be given a choice of journal articles from which to choose, as well as guidelines on the topics to be covered in the paper.
These analytical papers should be 5-7 pages in length and must be written in APA format
(paper length excludes Title page, Abstract page, and References page). Exam papers must be written individually and must include references to the reading material to justify the analysis.
There are no extra credit opportunities available in this course.
Bachman, R., & Paternoster, R. (2009). Statistical methods for criminology and criminal justice (3 rd ed.). Boston, MA: McGraw Hill.
[ISBN: 0073129240]
Access to SPSS. This is available as a free download to NAU students at http://nau.edu/its/services/spss/
Effective Fall 2012

Berk, R., Brown, L., & Zhao, L. (2010). Statistical inference after model selection. Journal of
Quantitative Criminology , 26(2), 217-236.
DOI: 10.1007/s10940-009-9077-7
Bhati, A. (2007). Estimating the number of crimes averted by incapacitation: An information theoretic approach. Journal of Quantitative Criminology , 23(4), 355-375.
DOI: 10.1007/s10940-007-9034-2
Hagan, F. E. (1997). Research methods in criminal justice and criminology (4th ed.). Boston, MA:
Allyn and Bacon. [Chapter 1 only]
Hughes, G. (2000). Understanding the politics of criminology research. In V. Jupp, P. Davies, & P.
Francis (Eds.), Doing criminological research (pp. 234-248). Thousand Oaks, CA: SAGE.
Petersilia, J. (1993). Defending the practical value of criminological research. Journal of Research in
Crime and Delinquency , 30(4), 497-505.
Peterson, Joseph L., Hickman, M. J., Strom, K. J., & Johnson, D. J. (2013). Effect of forensic evidence on criminal justice case processing . Journal of Forensic Sciences , 58(2), S78-S90.
Riedel, M. (2000). Research strategies for secondary data: A perspective for criminology and criminal justice . Thousand Oaks, CA: Sage Publications. [Chapter 1 only]
West, A.D., & Dalley, L.P. (2004). Methodological yin and yang: Qualitative and quantitative research in social science. In R. Tewksbury & E. Ehrhardt (Eds.), Controversies in criminal justice research
(pp. 43-64). Cincinnati, OH: Anderson Publishing.
Effective Fall 2012

Learning Module 1: Introduction to Research and Interpreting Data Graphically
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 1, 2, and 3 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Leifker, D., & Sample, L. L. (2011). Probation recommendations and sentences received:
The association between the two and the factors that affect recommendations. Criminal
Justice Policy Review , 22(4), 494-517.
DOI: 10.1177/0887403411388405
Activities due:
* Module 1 Discussions
* Module 1 Data Analysis Summary Paper
Learning Module 2: Measures of Central Tendency and Variability
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 4 and 5 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Lammers, M., Bernasco, W., & Elffers, H. (2012). How long do offenders escape arrest?
Using DNA traces to analyse when serial offenders are caught. Journal of Investigative
Psychology and Offender Profiling , 9(1), 13-29.
DOI: 10.1002/jip.1353
Activities due:
* Module 2 Discussions
* Module 2 Data Analysis Summary Paper
Effective Fall 2012

Learning Module 3: Inferential Statistics: Generalizing from a Sample to the Population
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 6 and 7 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Nicosia, N., MacDonald, J. M., & Arkes, J, (2013). Disparities in criminal court referrals to drug treatment and prison for minority men. American Journal of Public Health , 103(6), e77-e84.
Activities due:
* Module 3 Discussions
* Module 3 Data Analysis Summary Paper
Learning Module 4: Hypothesis Testing
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 8 and 9 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Valentine, C., Oehme, K., & Martin, A. (2012). Correctional officers and domestic violence:
Experiences and attitudes. Journal of Family Violence , 27(6), 531-545.
DOI: 10.1007/s10896-012-9448-y
Activities due:
* Exam 1 Paper
Effective Fall 2012

Learning Module 5: Hypothesis Testing Continued: Two or More Population Means and Analysis of
Variance
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 10 and 11 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Wilkins, C., & Sweetsur, P. (2012). Criminal justice outcomes for cannabis use offences in
New Zealand, 1991
–2008.
International Journal of Drug Policy , 23(6), 505-511.
Activities due:
* Module 5 Discussions
* Module 5 Data Analysis Summary Paper
Learning Module 6: Bivariate Correlation and Ordinary Least Squares Regression Analysis
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapter 12 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- Booth, B. M., Curran, G. M., Han, X., & Edlund, M. J. (2013). Criminal justice and alcohol treatment: Results from a national sample. Journal of Substance Abuse Treatment , 44(3),
249-255.
Activities due:
* Module 6 Discussions
* Module 6 Data Analysis Summary Paper
Effective Fall 2012

Learning Module 7: Multivariate Analysis: Relationships Between More Than Two Variables
[ Module Due Date: (to be determined/specified by instructor) ]
Reading assignment:
- Chapters 13 and 14 in Statistical Methods for Criminology and Criminal Justice [Required textbook]
- McDowall, D. (2010). The present and possible future of quantitative criminology. Journal of Quantitative Criminology , 26(4), 429-435.
DOI: 10.1007/s10940-010-9110-x
Activities due:
* Exam 2 Paper
A. Identification of the most appropriate statistical techniques to be used based on the data available.
Demonstrated through data analysis summary papers, discussion, and on exam papers.
B. Ability to use SPSS software in order to perform statistical analysis.
Demonstrated through data analysis summary papers.
C. Ability to employ descriptive and inferential statistical methods.
Demonstrated through data analysis summary papers.
D. Improvement of reasoning and critical thinking skills in explaining how useful information can be derived from data sets.
Demonstrated through data analysis summary papers, discussions, and on exam papers.
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Participation Activities
Total
Data Analysis Summary Papers
Exams
5 x 20 points each
5 x 50 points
2 x 50 points
100 points
250 points
100 points
450 points
In general, to earn at least a 90% (an ‘A’) on any assignment/activity, and the course overall, a student must do “Excellent” work. To receive at least 80% (a ‘B’), a student must do “Good”, or
“Above Average” work. To receive at least 70% (a ‘C’), a student must do no less than “Average” work. Work that is assessed as “Below Average” will receive a ‘D’ or lower.
Course Grades will be based on the following overall percents/points earned:
A 90-100% (405-450 points)
B
C
80-89% (360-404 points)
70-79% (315-359 points)
D
F
60-69% (270-314 points)
0-59% (=< 269 points)
1) This is a Master level university course, which implies the following:
 There is a significant amount of reading; in short format courses, this reading may seem more arduous than in a regular semester, but the reading needs to be completed diligently. The purpose of these assigned readings is to provide you with information to expand your knowledge and provide supporting material to complete the required activities in each learning module. Assigned readings should be completed prior to attempting the activities throughout the course.
 All assignments need to be well-written (words properly spelled, complete sentences, etc.). Double-check your work before submitting any assignment. Your answers and arguments should be well-organized, well-written, and demonstrate thoughtful reflection.
Effective Fall 2012

2) In online courses, it is important to recognize that all communication is held via the written word. Please be mindful of the fact that written communication is different from face-to-face communication; in written communication we lack the ability to see non-verbal cues that help us place our verbal speech in context, and without these non-verbal cues it makes it more difficult to determine the tone of the writer, and sometimes the intent. Also, on occasion some people write statements that they would not feel comfortable saying in a face-to-face conversation. Please take these and other differences you have noticed into account when communicating in this class. For the record: All perspectives and views are welcome in this class, with the exception of overtly offensive remarks and writings which violate standards of academic pursuits and are intended to cause discomfort to others.
3) The use of outside sources for information that will enhance your ideas certainly is welcome and expected. As you should be well aware at this point in your academic career , there are a few “rules” that need to be followed:
 Outside information should be used to support/enhance your position and ideas
– the activities in this course are designed for you to demonstrate that you understand the materials and are able to explain that understanding in your own words;
 If you use outside sources, including the assigned readings, you must provide a proper citation and use quotation marks where appropriate.
Please see the “Academic Integrity” section in the
NAU Policy Statements near the end of this syllabus. Plagiarism (see the websites listed below) will result in a zero for an assignment, and any additional instances will lead to further disciplinary measures.
 Visit the following websites to become familiar with what is (and is not) plagiarism:
 NAU’s Department of Criminology and Criminal Justice Plagiarism Tutorial

( http://jan.ucc.nau.edu/~pms/plagiarism/ )
NAU’s e-Learning Center site on academic integrity (http://www2.nau.edu/delearn/support/tutorials/academicintegrity/03_04_WhenInDoubt.php)
4) Please be aware of the dates established by the Registrar’s Office regarding administrative deadlines, such as the date by which to drop the course without it appearing on your transcript and the deadline to withdraw from the course with a ‘W’ (without a petition).
5) Requests for Incompletes will only be considered for instances where extreme
“circumstances beyond the student’s control” prevent the student from completing a relatively small portion of the course work; these circumstances must be verified with written documentation for the request to be considered and requests will be considered only in accordance with department policy.
Effective Fall 2012

NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website http://www4.nau.edu/diversity/swale.asp
. If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting the office of Disability Support Services
(DSS) at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DSS each semester you are enrolled at NAU and wish to use accommodations.
Faculty are not authorized to provide a student with disability related accommodations without prior approval from DSS. Students who have registered with DSS are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.
Concerns or questions regarding disability related accommodations can be brought to the attention of DSS or the Affirmative Action
Office. For more information, visit the DSS website at http://www2.nau.edu/dss/ .
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at NAU—including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and research-related activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days before the monthly meeting. You should consult with your course instructor early in the course to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you need not resubmit the project for continuing IRB review as long as there are no modifications in the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office or on their website: http://www4.nau.edu/ovp/regulatorycompliance/irb/index.htm
. If you have questions, contact Melanie Birck,
Office of Grant and Contract Services, at 928-523-8288.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all
Effective Fall 2012

forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm
.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.”
NOTE: This means you should plan to spend at least 90 hours on “additional work” in each class and all course lengths. In a short
5 or 7 week session, this requires solid time management.
The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two
additional hours of work per week; e.g., preparation, homework, studying.
Effective Fall 2012