------------------------------------------- Weber State University
------------------------ College of Social and Behavioral Sciences
---------------------------------- Department of Criminal Justice
INVESTIGATION OF
COMPUTER CRIME
CJ 3130
INSTRUCTOR
INSTRUCTOR’S OFFICE
INSTRUCTOR’S PHONE
CLASS LOCATION
CLASS TIME
OFFICE HOURS
SEMESTER
COURSE ID
Scott Senjo, Ph.D.
Social Science Bldg., Room 298
(801) 626-7851
Social Science Bldg., Room 337
T TH 10:00-11:15 am
MWF 1:00 - 2:00 pm (Davis
Campus, Room 321); T R 12:45 1:45 pm (Ogden Campus, Room
298); or by appointment
Spring 2008
32265
Instructor Email Address
ssenjo@weber.edu
Course Materials
http://ereserve.weber.edu
http://vista.weber.edu
WSU Home Page
http://weber.edu
Student Gradebook
http://vista.weber.edu
® Created January 2008 Weber State University, Ogden, Utah. See also posted to www.vista.edu. By: Scott Senjo.
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Table of Contents
Table of Contents ...................................................................................................................................... 2
Course Description ................................................................................................................................... 3
Course Objectives ..................................................................................................................................... 3
Expected Outcomes .................................................................................................................................. 3
Services For Students With Disabilities ................................................................................................... 4
Required Texts .......................................................................................................................................... 4
Test and Assignment Grading .................................................................................................................. 4
Grade Scale ............................................................................................................................................... 4
Course Schedule ................................................................................................................................... 4-6
Participation .............................................................................................................................................. 6
Attendance .................................................................................................................................... 6
Article Discussion ......................................................................................................................... 7
Examinations and Quizzes ........................................................................................................................ 7
Midterm Examinations ................................................................................................................. 7
Final Examination ......................................................................................................................... 7
Unannounced Quizzes .............................................................................................................. 7-8
Where to take the exams ............................................................................................................... 8
Research Paper.......................................................................................................................................... 8
Structure ........................................................................................................................................ 8
Format ........................................................................................................................................... 8
Peer Reviewed Research Paper Grading .................................................................................. 8-9
Peer Review Grading Policies ................................................................................................ 9-10
Paper Grading (by instructor) ..................................................................................................... 10
Written Feedback on Papers ....................................................................................................... 10
Computer Demonstration Assignment ................................................................................................... 11
Movie Review and Quiz Assignment ..................................................................................................... 12
Frequently Asked Questions (FAQs)...................................................................................................... 13
Dr. Senjo Research Publications....................................................................................................... 14-15
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COURSE DESCRIPTION
Investigation of Computer Crime deals with the threats, vulnerabilities, and risks of unauthorized
system access and creates an understanding for the modus operandi of criminal acts associated with
computers and computer systems. The course begins with an explanation of the various types of
computer offenses and examines costs and contexts. The middle part of the course will discuss
computer crime law, specific criminal cases and policy while also noting the relevant sections of the
Utah Criminal Code, U.S. Code as well as U.S. Supreme Court and other appellate court decisions
which interpret computer crime statutes. Although the course covers a wide variety of literature
pertaining to computer crimes and computer crime perpetrators, emphasis is placed on how to
investigate each. Cryptography and a variety of other network security issues such as protocol,
firewalls, and Ethernet will be closely examined including a thorough discussion of computer hard
drive and ISP auditing and the use of such audits as probative evidence in a criminal trial. Prerequisite:
NONE.
COURSE OBJECTIVES
1. To gain an understanding for the nature and extent of computer-related crime in the United
States.
2. To become familiar with the investigative realm of computer crime and the quantity and quality
of the evidence used to arrest, prosecute and convict computer crime offenders.
3. To be exposed to the criminological aspects of computer criminals. Who are they and why do
they engage in computer crime?
4. To review the state and federal statutes proscribing computer-related crime, the criminalization
process behind the statutes, and to study the state and federal appellate court interpretations of
those statutes.
EXPECTED OUTCOMES
1.
The student should explain the arguments for and against various positions on salient computerrelated crime issues.
2. The student should demonstrate the ability to intelligently communicate ideas and issues during
individual and group presentations.
3. The student should demonstrate the ability to complete course assignments in a grammatically
correct and structurally sound way, without spelling errors, and follow appropriate social science
writing styles, including the American Psychological Association (APA) style of writing.
3
SERVICES FOR STUDENTS WITH DISABILITIES
Any student who may need accommodations or services due to a disability can contact Services for
Students with Disabilities (SSD) in Room 181 of the Student Services Center, WSU Ogden Campus.
SSD can arrange to provide various course materials (such as examinations or this syllabus) in
alternative formats where needed. For SSD policies and procedures, please visit www.weber.edu/ssd
REQUIRED TEXTS
1. Casey, Eoghan (2004). Digital Evidence and Computer Crime: Forensic Science, Computers, and
the Internet. Second Edition. New York, NY: Elsevier - Academic Press. ISBN: 0-12-163104-4.
2. Special Course Reader (available from bookstore).
TEST AND ASSIGNMENT GRADING
Final Examination
Midterm Examination #1
Midterm Examination #2
Midterm Examination #3
Research Paper
Quiz #1
Quiz #2
Computer Demonstration
Video Quiz
Article Discussion
20%
20%
20%
15%
5%
5%
5%
5%
2.5%
2.5%
100%
GRADING SCALE
100-93% (A); 92.9-90% (A-); 89.9-87% (B+); 86.9-83% (B); 82.9-80% (B-); 79.9-77% (C+); 76.9-73%
(C); 72.9-70% (C-); 69.9-67% (D+); 66.9-63 (D); 62.9-60% (D-); 59.9-0% (E).
COURSE SCHEDULE
WEEK 1
January 8 - Introduction and course overview.
January 10 – Types of computer-related criminal offenses.
WEEK 2
January 15 – Course Reader: Rosenberg, Ch. 3. “Criticism and History,” found in Rosenberg,
Richard (1997). The Social Impact of Computers, 2nd Edition. San Diego, CA: Academic Press.
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January 17 - Course Reader: Rosenberg, Ch. 3. “Criticism and History,” found in Rosenberg,
Richard (1997). The Social Impact of Computers, 2nd Edition. San Diego, CA: Academic Press.
WEEK 3
January 22 - Course Reader: Hollinger, Richard and Lonn Lanza-Kaduce (1988). “The Process of
Criminalization: The Case of Computer Crime Laws.” Criminology 26(1) 101-126.
January 24 - Course Reader: Hollinger, Richard and Lonn Lanza-Kaduce (1988). “The Process of
Criminalization: The Case of Computer Crime Laws.” Criminology 26(1) 101-126. Research Paper
Topic Due (must be one paragraph minimum, typed, and submitted at the START of class).
WEEK 4
January 29 - Course Reader: Senjo, Scott R. Ch. 2. “Types of Offenses,” found in Senjo, Scott R.
Computer Crime and the Criminal Justice System. Unpublished manuscript on file with author.
January 31 - Course Reader: Roache, Jerome Y. (1986). “Computer Crime Deterrence,” American
Journal of Criminal Law 13: 391-401.
WEEK 5
February 5 - Midterm Examination #1. Social Science Testing Center, Social Science Building,
Basement Level, Room 038. Phone: (801) 626-6847. You can take the exam anytime during the day,
but only two hours are allowed to complete the exam.
February 7 - Course Reader: Senjo, Scott (2001). “Policing Computer Crime and Internet
Pedophiles: A Case of Moral Panic and Institutional Convenience,” (also on file with author).
WEEK 6
February 12 - Class Cancellation. National Cybercrime Symposium. Long Beach, CA. Feb. 11-14.
February 14 – Class Cancellation. National Cybercrime Symposium. Long Beach, CA. Feb. 11-14.
WEEK 7
February 19 - Casey, Introduction. Part 1. Digital Investigation. Ch. 1. Digital Evidence and
Computer Crime. Research Paper Outline Due (must be one page minimum, typed, and submitted at
the START of class).
February 21 - Casey, Ch. 2. History and Terminology of Computer Crime Investigation. Casey, Ch. 3.
Technology and Law.
WEEK 8
February 26 - Casey, Ch. 4. The Investigative Process.
February 28 – Casey, Ch. 5. Investigative Reconstruction.
WEEK 9
March 4 – Midterm Examination #2. Social Science Testing Center, Social Science Building,
Basement Level, Room 038. Phone: (801) 626-6847. You can take the exam anytime during the day,
but only two hours are allowed to complete the exam.
March 6 – Casey, Ch. 6. Modus Operandi, Motive, and Technology. Casey, Ch. 7. Digital Evidence
in the Courtroom.
WEEK 10
March 11 - Spring Break
March 13 - Spring Break
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WEEK 11
March 18 – Part 2. Computers. Casey, Ch. 8. Computer Basics for Digital Investigators. Casey,
Ch. 9. Applying Forensic Science to Computers.
March 20 - Casey, Ch. 10. Forensic Examination of Windows Systems. Casey, Ch. 11 and 12 are
cancelled and are not used in the course this semester.
WEEK 12
March 25 – Casey, Ch. 13. Forensic Examination of Handheld Devices. Part 3. Networks. Casey,
Ch. 14. Network Basics for Digital Investigators.
March 27 – Casey, Ch. 15. Applying Forensic Science to Networks. Casey, Ch. 16. Digital Evidence
on Physical and Data-Link Layers.
WEEK 13
April 1 – Midterm Examination #3. Social Science Testing Center, Social Science Building, Basement
Level, Room 038. Phone: (801) 626-6847. You can take the exam anytime during the day, but only
three hours are allowed to complete the exam.
April 3 - Casey, Ch. 17. Digital Evidence on Network and Transport Layers.
WEEK 14
April 10 - Casey, Ch. 18. Digital Evidence on the Internet.
April 12 - Part 4. Investigating Computer Crime. Casey, Ch. 19. Investigating Computer
Intrusions.
WEEK 15
April 15 - Casey, Ch. 20. Sex Offenders on the Internet. RESEARCH PAPER DUE (late papers or
electronic copies CANNOT be accepted).
April 17 - Casey, Ch. 20. Sex Offenders on the Internet, cont'd.
WEEK 16
April 22 – PEER REVIEWED RESEARCH PAPER DUE. Casey, Ch. 21. Cyberstalking, cont'd.
Casey, Ch. 22. Digital Evidence As Alibi. Part 5. Guidelines. Casey, Ch. 23. Handling the Digital
Crime Scene. Casey, Ch. 24. Digital Evidence Examination Guidelines.
April 24 - Video Quiz: The Net (video to be shown in class; quiz of the video material to follow
immediately after).
WEEK 17 FINAL EXAMINATION PERIOD Saturday April 26 - Thursday May 1
FINAL EXAMINATION Date:
Social Science Testing Center, Social
Science Building, Basement Level, Room 038. Phone: (801) 626-6847. You can take the exam
anytime during the day, but only three hours are allowed to complete the exam. Spring Semester
grades become available in two weeks (on the WSU Web Site).
PARTICIPATION
A. Class Attendance. Students are expected to attend all scheduled class meetings. Arriving
late to class, or departing early, may result in an absence recorded for the day. More than two
unexcused absences during the semester will result in a 2 percent reduction for each absence from the
final course average. Under this attendance policy, for example, a student who earns 100% (“A”) on
all tests and assignments could receive a 70 (“C-”) if 15 unexcused absences are recorded. The
instructor reserves the right to take the daily class roll and record absences in any manner appropriate.
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B. Article Discussion. For this assignment, each student is required to obtain one newspaper
article (not from the Internet, but an actual newspaper) concerning any computer crime topic.
Examples include: a criminal trial of a hacker, computer espionage, policing computer crime, a
network break-in, arrest of a pedophile, copyright infringement by computer, new books on computer
crime, the release of a virus, or worm, prosecuting computer offenses, costs or statistics of computer
crime.
Each student will be assigned a date on which to present their article to the class for discussion.
The student must be prepared to identify the major issues presented in the article. Any length of article
is acceptable. Grading will be based on the relevancy of the article to the field of computer crime and
the extent to which the student made preparations to identify the criminal justice issues in the article.
EXAMINATIONS AND QUIZZES
Four 100-point examinations consisting of three Midterms and a cumulative Final are scheduled for
this course. No quizzes will be scheduled. Make-up examinations are permitted only in cases of
emergency and exams/quizzes with entirely different questions will be provided in such cases.
A. Midterm Examinations. The three midterm examinations are identical in format and in
difficulty. They are comprised of 25 true/false and 25 multiple choice questions. Each question is worth
two points, making the exam worth a total of 100 points. The exams only cover material specific to the
exam, and are not cumulative. Two hours are allotted with which to take the exams. The class meeting
which follows the exam is used to review the exam questions, answers, and results. This is a very good
class to see which items of the quiz you may need to study more carefully for the final examination. A
final note: since the midterm examinations are answered on a SCANTRON answer sheet, it is important
to be careful about erasing answers during the exam. This means that when an answer is erased, it is
often marked WRONG accidentally. This is to say, try not to erase, but if you do, double-check to see
that the answer you erased was not incorrectly marked wrong.
B. Final Examination. The final examination is a rigorous exam. It covers 16 weeks’ worth of
material and is in essay format. In approximate terms, you will be asked to explain everything you have
learned in the course, in particular, what did you read in the book(s)/articles assigned for the class.
The final exam is comprised of three essay questions. Each is worth 33.3 points. This makes the
total value of the exam 100 points. You have three hours with which to complete the exam. Please bring
at least two bluebook test taking booklets to the exam and write as much substantive information about
the course as you possibly can. This is the most important assignment in the entire course. Your exam,
the exam score, and the final course grade for the course are available approximately one month after the
date of the final exam.
C. Unannounced Quizzes. Two unannounced quizzes are scheduled for this class. The purpose
of the quizzes is to test the extent to which you have prepared for the class meeting on the date of the
quiz. Hence, the quiz will be on the material you have read for the day on which the quiz takes place.
The syllabus course schedule indicates exactly what material will be covered in each class meeting.
Everyone in the class is expected to have read the material that is assigned for each class meeting.
Hence, each quiz is a test to see that you have done the reading for the class meeting.
Each quiz is worth 25 total points. The format is an essay format, and the quiz question is: What
did you read to prepare for today’s class? The length of each quiz is 20 minutes.
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Since the quizzes are unannounced, there is the possibility that you may be absent on the day of
the quiz. All reasonable excuses can result in an excused absence. However, an unexcused absence
from a quiz will result in a two point reduction from the total amount of points that may be earned on the
quiz. Each time you are absent, two points will be reduced, if the absences are unexcused. Hence,
multiple [unexcused] absences will result in the quiz grade being lowered proportionately.
D. Where to take the exams: the Testing Center. All exams will be taken at the Social
Science Building Testing Center. The Testing Center is located in the Social Science Building,
Basement Level, Room 038. Phone: (801) 626-6847. Ogden Campus. The Testing Center is open
from early in the morning until late in the evening. Hence, you have the flexibility to go to the Testing
Center at any time throughout the day that the exam is scheduled. Please remember, however, that
although you have the entire day to decide when to sit for the exam, that does not mean you have that
much time with which to complete the exam. For example, with the midterm examinations, you are
allowed three hours to complete the exam. In sum, whenever you decide to start the exam (morning,
noon, or evening) you have three hours to finish.
RESEARCH PAPER
The Formal Research Paper assignment provides the opportunity to thoroughly explore one area or
issue of computer crime and provide an analysis generally in favor of, neutral to, or against it. You
may choose any topic that you like. For example, you may do research and write the paper on
cyberstalking, computer forensics, IP Spoofing, viruses, worms, copyright infringement, Napster,
Kevin Mitnick (or any other famous Hacker), Hackers, firewalls, encryption, etc. The following
format is required to be followed:
1.
2.
3.
4.
A. Structure.
Include a concise introductory thesis statement telling the reader what the paper discusses.
Include a brief history of the topic e.g., what led to the development of your topic?
What are the pros and cons of the topic (what are the various arguments in favor of, or against the
topic)?
What is your position and why (your position must be supported by the arguments you will have
researched in the literature on computer crime)?
B. Format. The paper should be treated as a formal research document. It may only be 4-6
pages in length (text only, not including tables or figures), typed double-spaced, have 1-inch margins,
and cite all references accordingly. Exceeding the 6-page maximum is penalized equal to failing to
reach the 4-page minimum. The paper should include a separate title page. Only a 12-point font may
be used, and a reference list is required. The entire paper should be drafted consistent with the APA
(American Psychological Association), Turabian or MLA writing styles. A sample Research Paper
will be made available on Ereserve (http://ereserve.weber.edu)
C. Peer Reviewed Research Paper Grading. The research paper that is required to be
written for this course will be read and graded by another student in the class. At the time the paper is
due, it will be submitted to a fellow student. The fellow student will be selected at random by the
instructor; steps will be taken to prevent the awkward situation of having the paper peer reviewed by a
good friend who is also in the class. Guarding against this from happening, however, may be
impossible. In such cases, a student may request that the instructor, rather than a fellow student read
and grade the paper. This will avoid the conflicting interests.
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Many benefits are derived from a peer review process. First, it provides everyone in the class
an opportunity to learn from the research efforts of a colleague in the class. It also provides a
framework for reference. By reading someone else’s paper, it is possible to better evaluate one’s own
paper. After reading someone else’s paper, no longer will you wonder if your paper was the worst in
the class. Second, the peer review process promotes independent judgment. You are placed in the
challenging position of grading the work of someone you know from class, and someone who you
have a degree of allegiance because the both of you are students who seek similar goals in the class.
After contemplating the dynamics of the peer review, you can understand that giving your
colleague too generous of a grade fails the test of professional scrutiny and is a blemish on one’s
credibility. On the other hand, giving your colleague an unjustifiably low grade similarly calls into
question your grading judgment, to say nothing of the irreparable harm to that particular professional
relationship. Whatever grade you eventually arrive at, it must be defended with notes and comments;
the more the better. The most dedicated of peer reviewers will provide several pages of single-spaced,
typed comments to the author of the paper. Although a series of clearly written notes on the research
paper itself is all that is usually necessary, additional comments are always welcome from the person
who wrote the paper.
What should you look for when reading and grading your colleague’s paper? At a minimum,
check for spelling errors as well as errors in punctuation. Are any periods missing? Is a question
asked which fails to include a question mark at the end of the question? Or worse, fails to answer the
question itself? Additionally, are the ideas and concepts referenced to appropriate sources? What is
the quality of the sources? Did you go to the library or get online to examine the sources? How
many? Getting even more involved with the grading, does each section flow well from one to the
other? Is the author getting to a respectable level of detail, or is the paper rambling superfluously? Is
the paper well-written; can you tell that it has been subject to several edits, or is it a paper written the
night before the due date? Is it tightly constructed? Finally, is the hypothesis (is there a hypothesis?)
supported? Did the author clearly address the points stated in the beginning of the paper? Last of all:
bring the grade down for sloppy print jobs, lack of pagination, lack of a reference page or similar
costly and avoidable mistakes.
Final paper grades must remain within the discretion of the instructor. This is because of the
potential for close friends to provide biased grades, or for the entire class to engage in covert
agreement to grade all papers the same, such as with “A” grades. Instructor grading represents a check
and balance on the peer grading process.
With the peer review format, paper due dates must be moved-up in the academic period. This
is because every student in the class is not only required to write a paper of their own, but also required
to read and write comments on someone else’s. All of this takes time. Please see the syllabus for due
dates, bearing in mind failure to meet deadlines results in grade reductions.
D. Peer Review Grading Policies.
I.
Submitting Materials On-time
a. Each person in the class will receive someone else’s paper to read and assign a grade.
A deadline exists for when you must have read and graded the paper. Failure to meet
the deadline will result in a 10 point deduction from your research paper. Failure to
submit the peer reviewed paper at all will result in a 25 point deduction from your
research paper.
II.
Making Notes and Comments on the Paper
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a. Please make as many notes and comments on the paper that you are assigned to grade.
The more notes the better because it helps the author of the paper know how they made
mistakes. You do not have to spend an extraordinary amount of time grading the paper,
however, failure to make any comments, or failure to make an adequate, reasonable
number of notes and comments will result in a 5-15 point deduction from your research
paper.
i. Please do not be unduly concerned about the quality of your notes and
comments. Your best effort, submitted on-time, is all that is required for this
assignment. It is expected that your notes and comments, and also the grade that
you assign the paper will be different from those provided by someone else or
the course instructor. That is the nature of the research paper grading process.
To safeguard everyone against receiving a grade that may seem unwarranted, all
final grading will be conducted by the instructor, and the benefit of any doubt
about the paper content will work in favor of the student earning a higher, rather
than a lower score on their paper.
III.
Use of Paper Grade Form
a. Each peer reviewer must, in addition to making notes and comments on the paper (or on
a separate sheet of paper) use the Paper Grade Form that will be provided. This basic
grade form simply provides three areas to focus on for grading and provides greater
specificity for why the paper received the grade that was assigned. Failure to use the
Paper Grade Form will result in a 10 point deduction of your research paper score.
E. Paper Grading (by Instructor). Paper grades are based on how well the structure and
format listed above are followed and on the quality of the research, content, and grammar. Items such
as correct pagination, spelling, sentence structure, use of headings, and reference citation are critical to
the quality of the paper. A sample Research Paper Grade Sheet will be made available on-line or on
reserve in the main library.
All paper topics must be approved. Hence, deadlines exist for the paper topic approval, paper
outline, and final draft. See the syllabus index for due dates. The paper topic must be typed and be at
least one paragraph in length. The paper outline must also be typed and be at least one page in length.
Failure to adhere to the PAPER TOPIC, and PAPER OUTLINE deadlines will result in 5% reduction
for each late submittal from the final RESEARCH PAPER grade. For the final draft of the paper, late
papers cannot be accepted and automatically receive a fail grade. The paper topic (minimum 1
paragraph in length and typewritten), paper outline (also must be typewritten and is approximately one
page in length), and final drafts must be typed and are collected at the beginning of class; after that, all
materials submitted will be marked LATE.
F. Written Feedback on Papers. Unfortunately, very few instructor comments will be written
on research papers. It is not possible to expect a lot of instructor feedback on final drafts to the volume
of papers submitted. If you have a strong preference to know more specifically the strengths and
weaknesses of your research paper final draft, please contact the instructor.
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Computer Demonstration Assignment
Each person in the class will be scheduled to teach the class for a few minutes about one (or
two . . .) aspects of a computer. Each student is required to explore a computer for one the computer’s
functions, then explain it to the class in a type of “computer demonstration.”
“Demonstration” examples include the use of a macro, recovering corrupt files, defragmenting
the hard disc, using the task bar, customizing folders, using the trace route function, searching the
Cookies folder, changing the header of an email, etc., etc., etc. If you would like to see dozens of
topics, just click on your Operating System’s HELP function. Try to avoid overly-simplistic
demonstrations such as how to use the spell-checker or how to use the copy and paste function. This is
an opportunity for you to learn something new and interesting about your computer, so if possible, try
to take advantage of the opportunity.
The demonstration may be short and last only a couple of minutes. If you happen to be
enjoying your demonstration, you may take 5 minutes or even longer if necessary.
All presentations MUST include some type of handout for the class. It is required to explain
your presentation on a handout for the class so that everyone else can experiment with the technique
you demonstrate at a later time.
Grading. Grading is based on how well you prepared for the assignment. Did it appear that it
took you two minutes to prepare? Or did your presentation obviously reflect that you took a lot of time
to prepare? Grading is based on a 100-point scale. All reasonable efforts will receive a respectable
grade. The relative computing experience of the presenter will be taken into consideration for grading
purposes.
Miscellaneous:




Be sure that the demonstration you plan to give can be accomplished on the computing
resources available in the class (it may be a laptop or a desktop).
A class handout which explains how you accomplished your demonstration is required. The
handout should clarify the steps and principles of your demonstration
You can demonstrate with a peripheral, hand-held, network, or other computer-related
technological resource; it is up to you. Internet access will be available for you to use if you
wish.
If you are enthusiastic about your demonstration, we can arrange for the class to meet in a
computer classroom where each student will be seated in front of a computer and monitor.
11
Movie Review and Quiz Assignment
In this course, one video is assigned to be viewed. The purpose of viewing the video is to examine the
course material from a different perspective, that of a film. A quiz of the film is assigned on the
syllabus. Please check the course schedule for the exact date of the quiz. Please make a careful note
of when the video quiz is scheduled. On the assigned date, at the start of class, everyone will take a
quiz on the substantive content of the film, and asked to relate the film to certain aspects of the course.
This assignment is identical to reading an assigned article, then taking a quiz in class on the content of
the article.
The quiz is a “fill in the blank/short answer” format consisting of approximately 10 questions. The
questions combine factual questions, such as, what decade did the story take place in?, with conceptual
questions, such as, what was the purpose of this or that episode . . . ? Each question is worth ten
points, making the entire quiz worth 100 points.
Miscellaneous Details:
 You can view the video anytime you wish during the semester, but need to be prepared for the
quiz on the date that the quiz is assigned. (There is a possibility that the video will simply be
shown in class with the quiz to follow immediately after the showing of the video).
 If you have already seen the video, please consider viewing it again so it will be fresh in your
mind.
 Sometimes your local video store may be out of the video. Call around in advance to make
sure it is available where you live.
 If you can, consider enjoying the video with a spouse or friend in a relatively peaceful
environment. The more comfortable that you are, and the absence of bothersome distractions
greatly enhances your ability to absorb the film’s content.
 Let me know if you have any suggestions for other videos that would be appropriate to view for
the class.
12
FREQUENTLY ASKED QUESTIONS (FAQs)




No extra credit opportunities are available this semester.
Students who miss class bear the responsibility for getting caught-up; the instructor is unable
to re-teach classes to absent students. The answer to the question: "I wasn't in class today;
what did I miss?" is answered with: "Please obtain the notes from someone in class and please
let me know if you have any questions about the material."
The instructor needs to reserve the right to modify the syllabus to meet unexpected changes
throughout the semester period.
Regarding the two unannounced quizzes for the class, any make-up quiz must be taken the very
next class meeting. After that day, the quiz is closed for the semester. If you have to take a
make-up quiz, the quiz material consists of whatever material is listed on the syllabus for the day
you take the quiz. If you sit for the quiz on a day that the syllabus indicates the class is studying
chapter three, for example, then the quiz is on chapter three.
13
Appendix A
Dr. Senjo Research Publications
Dr. Senjo publications in appear in the following academic journals:
Western Criminology Review
Criminal Justice Policy Review
The Justice Professional
Policing: An International Journal of Police Strategy and Management
The Security Journal
Journal of Criminal Justice Education
Journal of Drug Education
Contemporary Issues in Criminal Justice A Professional Journal (forthcoming)
Corrections Compendium
Journal of Criminal Justice and Popular Culture
Journal of Crime, Law, and Social Change
Contemporary Justice Review
ACJS Today
Journal of Crime and Justice
Sexual Addiction and Compulsivity
Studies in Conflict and Terrorism
Criminal Justice Review
A. Peer Reviewed Academic Journal Articles
1. Bazemore, Gordon and Scott Senjo (1997). “Police Encounters With Juveniles Revisited: An
Exploratory Study in Themes and Styles in Community Policing.” Policing: An International
Journal of Police Strategy and Management, vol. 20, no. 1, pp. 60-82.
2. Senjo, Scott and Leslie Leip (2000). “Testing Therapeutic Jurisprudence Theory: An Empirical
Assessment of the Drug Court Process.” Western Criminology Review, vol. 3, no. 1.
3. Senjo, Scott and Leslie Leip (2001). “Drug Treatment Court and Therapeutic Jurisprudence: A
Four-part Logit Model to Predict Program Completion.” Criminal Justice Policy Review, vol. 12,
no. 1, pp. 66-87.
4. Senjo, Scott (2001). “Goal Consensus and Implementation in Drug Court: An Empirical
Assessment of Program Completion.” The Justice Professional, vol. 14, no. 2, pp. 239-267.
5. Senjo, Scott (2004). “Computer Crime: Comparing Police Officer Perceptions With Empirical
Data.” The Security Journal, vol.17, no.2, pp. 55-71.
6. Senjo, Scott and Stephen Haas (2004). “Perceptions of Effectiveness and Actual Use of
Technology-Based Methods of Instruction: A Study of California Criminal Justice and CrimeRelated Faculty.” Journal of Criminal Justice Education, vol. 15, no. 2, pp. 263-285.
7. Senjo, Scott (2005). “Trafficking in Meth: An Analysis of the Differences Between Male and
Female Dealers.” Journal of Drug Education, vol. 35, no. 1, pp. 59-77.
In Progress
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8. Senjo, Scott, Stephen M. Haas and Eugene E. Bouley, Jr. (2006). “Predicting Use of
Technology-Based Methods of Classroom Instruction.” (under review by the Journal of Criminal
Justice Education)
9. Senjo, Scott and Michelle Heward (2006). “Sleep and Job Performance in Law Enforcement:
Measuring Differences Between Highway Patrol, Sheriff, and Municipal Police Officers".
(prepared for review by Contemporary Issues in Criminal Justice: A Professional Journal.).
10. Senjo, Scott (2006). “A Sex Offender Registry Web Site: Comparing and Contrasting
Characteristics of a Random Sample of 400 Offenders.” (in progress)
11. Senjo, Scott (2006). "Beyond the Circadian Details: A Qualitative Study of Variables
Affecting Police Work and Recommended Sleep." (in progress)
12. Senjo, Scott (2007). "Examining the Factors Which Contribute to Knowledge of White Collar
Crime." (in progress)
13. Senjo, Scott and Karla Dhungana (2007). Juveniles an Attitudes Toward the Police: A
Descriptive Study." (in progress)
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