CJC 101 Introductory Survey of Criminology & Criminal Justice Fall 2007 (3 credit hours) M, W, & F 10:00 am Hardy Classroom, 204 Instructor Information Name: Dr. Deanna L. Diamond Office: Office Hours: Phone: E­mail: Communication with the Professor: When communicating with the professor via e­mail, students are REQUIRED to use their Barton e­mail accounts. Prerequisites None. Course Description This survey course is designed to provide students with a general introduction to the concepts, phenomenon, and issues of concern in the scientific study of crime and justice practices. It provides the introductory student an overview of the nature, dynamics, etiological theories of crime and criminal behavior. It also seeks to establish a rudimentary level of understanding of the major issues of concern in the criminal justice sciences, particularly those warranting further study. Special emphasis is given to current research findings in crime policy and criminal practice. Required Texts Burns, R. G. (2007). The Criminal Justice Sytem. Upper Saddle River, NJ: Pearson. Additional Readings Additional readings will be provided through Blackboard. Content from these readings WILL be included on exams. Attendance Policy Role will be taken every class session. Academic advisors will be notified if students miss more than one scheduled class period without an excusal. Hospitalization, extreme illness, a death in the family, or military commitments are all valid reasons for an excused absence. According to the attendance policy of Barton College, students are expected to attend at least 75% of the class hours. Attending less than 75% of the scheduled course meetings during the semester will result in failure of the course. Exams and Make­up Work Students are expected to take all exams at the scheduled time. Prior WRITTEN notice (e­mail is sufficient) of the need for an alternative time will be required. Documentation of the reason for requesting the alternative test date is required. In case of an emergency, please call the professor
as soon as possible and leave a message requesting an alternative time to take the exam. All make­up mid­terms will be given on the day of the final. If a students requires extra time to complete homework assignments, please inform the professor in WRITING (e­mail is sufficient) PRIOR TO the due date and provide documentation of the reason for the delay. If there are personal issues preventing a student from completing the required course work, then please DO NOT wait until the last week of classes to discuss the situation with the professor. Incompletes will not be given during the last week of the semester. Classroom Conduct Please show up on time and be prepared. Put all cell phones on vibrate, and leave the classroom before answering any calls. DO NOT TEXT MESSAGE IN CLASS. Be respectful of other students and the professor at all times. Sophomoric or disruptive behavior will result in students being asked to leave the classroom. Course Requirements Self­Paced Learning Assignments: There will be a series of assignments throughout the semester that will require students to complete outside research. Each of these assignments will be worth 20 points, for a total of 80 points. They will be completed outside of class, but will be used in group work during class. Each self­paced assignment is due according to the course calendar contained in this syllabus. Mid­term Exam: There will be an in­class mid­term exam on Friday, October 12th. The mid­ term will consist of multiple choice questions, fill­in­the blank questions, and short answer/essay questions. The mid­term will be worth a total of 100 points. Final Exam: There will be an in­class final exam on Thursday, December 13th. The final will consist of multiple choice questions, fill­in­the­blank questions, and short answer/essay questions. The final will be cumulative and will be worth a total of 100 points. In­class Group Work: Each student is required to participate in in­class group assignments. There will be a total of five graded group assignments throughout the course of the semester. The nature of the assignments will vary. Some will require group writing. At least one will require students to present their work to the class. The assignments will be worth 10 points each, for a total of 50 points. Those students who are not present in class on the day of in­class group work WILL NOT have the opportunity to make up those points. If the student can present documentation for his or her absence, including emergency medical care, death in the family, or other serious events, then a written assignment may be substituted for the in­class group work. Students will be allowed to make up only one in­class assignment. Weekly Homework Assignments: Students are required to download weekly homework assignments through Blackboard. These assignments should be submitted according to the course calendar contained in this syllabus. Each assignment will be worth 5 points each, and there will be 17 of them, for a total of 85 points. These assignments will highlight important concepts from the text and lectures. They are meant to function as a study guide for the quizzes and exams. Theory Application Paper: Each student must complete a 2­3 page paper that applies criminal theory to an actual crime or criminal lifestyle. The assignment will require students to apply at
least two theories to a given criminal scenario. This paper will be worth 40 points. It is due according to the course calendar contained in this syllabus. “Real­World” Project: Students will be divided into groups to complete this project. Each group will be given a specific problem that might occur in a real­world criminal justice agency. The group must work together to identify resources to help address the issue. It must then design a solution to the problem. Each student will be evaluated by other members of the group, as well as the professor, for this project. This project will be worth 50 points. It is due according to the course calendar contained in this syllabus. Semester Project: Each student is required to complete a final project that explores a criminal justice profession. The project will include interviewing an individual working in the criminal justice field, researching the job requirements of the chosen position, and obtaining an application for the chosen position. The project will be worth a total of 100 points. Point Totals: Self­paced learning assignments Theory application paper Mid­term Final “Real­World” project Weekly assignments Group work Semester Project TOTAL 605 Grading Scale: A 560­605 points (93­100%) A­ 545­559 points (90­92%) B+ 525­544 points (87­89%) B 500­524 points (83­86%) B­ 485­499 points (80­82%) C+ 460­479 points (77­79%) C 440­459 points (73­76%) C­ 425­439 points (70­72%) D+ 405­424 points (67­69%) D 380­404 points (63­66%) D­ 360­379 points (60­62%) U(F) <359 points (0­59%) 80 50 100 100 50 85 50 100 Academic Dishonesty In accordance with the General College Catalog regarding the College Policy on Academic Honesty (p. 63 of 2000­2001 catalog) – “The following list of violations outlines infractions. The list is not comprehensive.
· Academic Dishonesty is defined as any act of cheating and plagiarism.
· Cheating is defined as giving or receiving aid, including attempting to give or receive aid, without the specific consent of the professor, on quizzes, examinations, assignments, etc.
· Plagiarism is defined as presenting as one's own the writing or work of others. Whenever phrasing is borrowed, even if only two or three words, the indebtedness should be recognized by the use of quotation marks and mention of the author's name. The language of another is not made the writer's own by omission, rearrangement, or new combinations; such an act is plagiarism."
An act of academic dishonesty will result in a grade of “0” for the exam or assignment in question. In addition, a report of the act of academic dishonesty will be submitted to the Office of the Vice President of Academic Affairs. All students caught committing an act of academic dishonesty will be under heightened scrutiny for the remainder of the semester. A second act of academic dishonesty will result in automatic failure of the course. BARTON COLLEGE HONOR CODE The mission of the college is rooted in our commitment to developing ethical and socially responsible behavior in all relationships. Responsible living in a community of learners requires adherence to demanding standards. Members of the Barton College Community Will
· Express opinions with civility.
· Show consideration and respect for the opinions of others.
· Promote the honor code in all their actions for the benefit of the community of learners at Barton. Members of the Barton College Community Will Not
· Lie.
· Cheat.
· Plagiarize.
· Steal.
· Violate others’ property.
· Tolerate others’ disregard for the honor code. Grade Disputes It the student’s responsibility to retain all graded work for the semester and to track grades as the semester progresses. Should there be a grade dispute, it is the student’s responsibility to produce graded work to challenge the refuted grade.
August 2007 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 Course Introduction The CJ System and the CJ Process The CJ System and the CJ Process Lecture Lecture
September 2007 Sun Mon Tue 2 3 Wed 4 Thu 5 Fri Sat 6 7 Measuring and Defining Crime Measuring and Defining Crime Measuring and Defining Crime Read Chpt. 1 & “Measuring Crime” (Blackboard) Self­paced learning assignment­Elements of a Crime Self­paced learning assignment­Elements of a Crime Assignment 1 due Group activity Group activity 8 Lecture Last Day to ADD 10 12 13 14 Policing Policing Policing Read­“History of Policing” (Blackboard) Read Chpt. 2 Read­“Community Policing” (Blackboard) Assignment 3 due Assignment 4 due 15 Assignment 2 due Neighborhood Walk Lecture Group activity 17 19 20 Policing Policing Policing Read­“Policing and the Law” (Blackboard) Read­“Policing and the Law” (Blackboard) Read Chpt. 3 Assignment 5 due Group activity 21 22 28 29 Assignment 6 due Lecture Lecture 24 Policing Read Chpt. 4 Assignment 7 due 25 26 Last Day to Policing DROP Self­paced learning assignment­Federal Law Enforcement 27 SCJA Conference­ Savannah Professor Absent TOUR of Wilson PD
Lecture Group activity October 2007 Sun Mon Tue 30 1 Wed Thu 2 3 Fri Sat 4 Criminal Theory Criminal Theory Criminal Theory Read­“Criminological Theory” (Blackboard) Read­“Criminological Theory” (Blackboard) Assignment 8 due Video­“Girls in the Hood” Video­“Mind of a Rapist” Group activity Class discussion 5 6 12 13 19 20 Lecture 7 8 9 10 11 Criminal Theory Read­“Criminological Theory” (Blackboard) MID­TERM Mid­term Review Theory Application Paper due Class discussion 15 FALL BREAK 16 FALL BREAK NO CLASS 17 18 The Courts The Courts Read­“The Courts” (Blackboard) Read Chpt. 5 Assignment 10 due Assignment 9 due Self­paced learning assignment­Bail Lecture 22 The Courts Read Chpt. 6 Assignment 11 due 23 24 The Courts 11 am Advisement Meeting­ Read Chpt. 7 Hardy Lower Assignment 12 due 25 26 The Courts Video­“Plea Bargaining” Group activity Lecture Group activity 29 30 31 The Courts The Courts Read Chpt. 8 Assignment 13 due Self­paced learning assignment­Criminal Defenses Group activity Group activity
27 November 2007 Sun Mon Tue Wed Thu Fri Sat 2 3 9 10 16 17 1 The Courts Read Chpt. 9 Assignment 14 due Group activity 4 5 The Courts Read Chpt. 10 6 7 Last Day to The Courts WITHDRAW Movie­“Gideon’s Trumpet” 8 The Courts Movie­“Gideon’s Trumpet” Assignment 15 due “Real World” project is due Lecture 12 13 14 Corrections Corrections History of Punishment Movie­“The Voyage of the Courtesans” 15 ■ ASC Conference­ Atlanta Professor Absent Lecture JAIL TOUR 19 Corrections Read chpts.11 &12 Assignment 16 due 24 20 21 22 23 Last Day to Thanksgiving Thanksgiving Thanksgiving Thanks­ Request Break
Break Break
giving Changes to Break Exam Schedule NO CLASS NO CLASS Lecture 25 26 Thank Corrections s­ Read chpts. 13 & 14 giving Break Assignment 17 due Lecture 27 28 29 30 Corrections Corrections Audio­“Witness to an Execution” Movie­“Inside Tuttweiler Prison for Women” Movie­“Inside Tuttweiler Prison for Women” Class discussion Class discussion
December 2007 Sun Mon Tue Wed Thu Fri Sat 1 2 3 4 5 Juvenile Justice Juvenile Justice Read­“The Juvenile Justice System” (Blackboard) Self­paced learning assignment­The Juvenile Justice Vocabulary 6 7 8 14 15 Careers in Criminal Justice Semester Project due Assignment 18 due Class discussion Lecture 10 LAST DAY OF CLASS 11 12 13 10:30 am EXAM READING DAY Review for Final 17 18 19 20 21 22 24 25 26 27 28 29 31
Course Goals This course is intended to provide students with a comprehensive, though shallow, understanding of the various types and functions of agencies that compose the criminal justice system in America. Students will also be introduced to the various measures used to gauge the crime rate in America, as well as the classifications and types of crime. Students will also be introduced to various perspectives on the causes of crime and the characteristics of criminal offenders. At the conclusion of the course, students will be able to: One: Identify and compare the various methods of official data collection used to measure crime in the United States Two: Understand the roles of law enforcement, courts, and corrections agencies within the American criminal justice system Three: Identify the flow and process of investigating and prosecuting a criminal offense, as well as punishing the offender Four: Better understand the emerging trend of victims’ rights and services in the criminal justice system Five: Identify key differences between the adult and juvenile justice systems Six: Identify the various methods of punishment for offenders, including jail, prison, and community sanctions Seven: Identify trends and issues in the American criminal justice system that motivate the student to expand his or her knowledge through individual reading and future enrollment in criminal justice courses Eight Utilize study techniques that are effective for success in college. Course Objectives Unit One: The CJ System and the CJ Process By the end of this unit, students will be able to: 1) Identify the three main branches of the CJ system 2) Identify the basic functions of the three main branches of the CJ system 3) Identify the main players in each of the three branches of the CJ system 4) Describe the role that each of the three branches of the CJ system plays in the investigation and prosecution of crime Preparation for Class: None. This unit is lecture based. Classwork: None Homework: None Test Preparation: Multiple­choice items on the CJ system’s functions and the roles of the three main branches of the CJ system
Unit Two: Measuring and Defining Crime By the end of this unit, students will be able to: 1) Compare and contrast the two measures of crime used by the federal government 2) Compare and contrast government measures of crime with “self­report studies” 3) Identify the characteristics of the common law system 4) Describe the evolution of the common law system in the United States 5) Define “felony”, “misdemeanor”, and “violation” 6) Distinguish between federal, state, and municipal laws 7) Define actus reas, mens rea, conversion, and absolute liability offense 8) Analyze the actions and intent necessary for commission of a criminal offense Preparation for Class: Read Chpt. 1 and “Measuring Crime” (available through Blackboard) Classwork: Small group activity; self­paced learning project­Elements of a Crime Homework: Assignment 1 (on Blackboard) Test Preparation: Multiple­choice items on legal definitions and their use; short answer item about the evolution of the common law system Unit Three: Policing By the end of this unit, students will be able to: 1) Describe how American policing developed 2) Explain the connection between American policing and the establishment of the London Metropolitan Police force in 1828 3) Compare and contrast the functions of federal, state, county, and municipal law enforcement agencies 4) Identify how federal, state, and local police agencies are organized 5) Identify the function and jurisdiction of the main federal law enforcement agencies 6) Analyze how community­police relations impact policing strategies 7) Identify the origins and function of “community policing” 8) Apply the community policing model to issues and problems within the City of Wilson 9) Define due process and identify procedural laws that facilitate due process 10) Explain how the rules of evidence influence police actions 11) Define the exclusionary rule and list the major legal exceptions to the exclusionary rule 12) Identify police actions that can make evidence from interrogations, confessions, searches, and arrests inadmissible in court Preparation for Class: Read “History of Policing” (available through Blackboard); Read Chpt. 2; Read “Community Policing” (available through Blackboard); Read “Policing and the Law” (available through Blackboard); Read Chpt. 3; Read Chpt 4 Classwork: Small group activities; self­paced learning assignment­Federal Law Enforcement; walk through neighborhood surrounding the Barton campus; tour of the Wilson Police Department. Homework: Assignments 2­7 (on Blackboard) Test Preparation: Multiple­choice items on the history of policing; the constitutional protections provided by the 4 th , 5 th , and 6 th Amendments, and the definitions of “search”,
“seizure”, and “pat down”; short answer item on the 4 th Amendment rules governing searches of automobiles; short answer item identifying the main components of the Miranda Warning; short answer item on the definition of “probable cause” and “reasonable suspicion”; essay applying the principles of community policing to a specific scenario Unit Four: Criminal Theory By the end of this unit, students will be able to: 1) Compare and contrast the biological, psychological, and sociological schools of criminal theory 2) Compare and contrast positivist criminology and classical criminology 3) Identify the major components of Strain Theory, Cultural Deviance Theories, Social Control Theory, Life Course Theories, Labeling Theory, and Routine Activities/Rational Choice Theory 4) Define “subcultures” and identify the role they play in society 5) Compare and contrast “consensus” models of criminal law with “conflict” models of criminal law 6) Identify the basic principles of situational crime prevention, including “target hardening” 7) Analyze the applicability of criminal theory to criminal behavior 8) Critique criminal theory using logical, well­developed arguments Preparation for Class: Read “Criminological Theory” (available through Blackboard) Classwork: Lecture; small group activities; class discussion exercises; films Homework: Assignment 8 and Theory Application Paper Test Preparation: Multiple­choice items on the distinctions between biological, sociological, and psychological theories of crime; Multiple­choice items on the distinctions between Classical Criminology and Positivist Criminology; Short answer item comparing and contrasting two specific criminal theories (ex. Social Control v. Strain Theory) Mid­term Unit Five: The Courts By the end of this unit, students will be able to: 1) Define the differences between civil and criminal law 2) Compare and contrast the structure and function of the federal and state judicial systems 3) Identify the major functions of each level of the federal courts 4) Identify the distinctions between courts of limited jurisdiction and courts of general jurisdiction 5) Identify the major steps that courts oversee in the prosecution of a crime (initial appearance, bail, grand jury, preliminary hearing, trial, sentence, and appeal) 6) Identify the factors that judges in North Carolina must use when assessing sentences for defendants convicted of felonies and misdemeanors 7) Apply the sentencing guidelines of North Carolina to provided scenarios 8) Identify the five major “affirmative defenses” the accused may employ in a criminal case 9) Identify the major functions of plea bargainning
Preparation for Class: Read “The Courts” (available through Blackboard), Read Chpts. 5­10; Self­ paced Learning Assignment­Bail; Self­paced Learning Assignment­ Criminal Defenses Classwork: Lecture; small group activities; films Homework: Assignments 9­15; “Real World” Project Test Preparation: Multiple­choice items on the five affirmative defenses; multiple­choice items on the differences between civil and criminal law; multiple choice items on bail, the initial appearance, and criminal trials; essay item comparing and contrasting grand juries and trial juries; short answer items requiring students to apply the NC sentencing grid to crime scenarios and assess the benefits of plea bargaining in these hypothetical cases Unit Six: Corrections By the end of this unit, students will be able to: 1) Define the major philosophies of punishment (retribution, deterrence, incapacitation, rehabilitation, and restoration) and apply them to various criminal sanctions 2) Compare and contrast the functions of jails and prisons 3) Compare and contrast the functions of probation and parole 4) Define the various types of conditions of probation 5) Identify the distinctions between intermediate sanctions and pre­trial diversion 6) Describe the historical evolution of criminal sanctions from corporal punishment through the development of prisons and the introduction of probation 7) Describe the general characteristics and nature of prison/jail life 8) Outline the basic steps in the process of execution by lethal injection 9) Distinguish between fines and restitution 10) Analyze the issues facing convicted felons upon release from prison Preparation for Class: Read Chpts. 11­14 Classwork: Lecture; class discussion; films; audio recording; Wilson County Jail tour Homework: Assignments 16­17 Test Preparation: Multiple­choice items on the philosophies of punishment; multiple choice items on the distinctions between jails/ prisons and probation/parole; essay item on the historical evolution of criminal punishment; short answer item identifying the various types of conditions of probation and applying them to a given scenario Unit Seven: Juvenile Justice By the end of this unit, students will be able to: 1) Describe the social forces and attitudes that led to the establishment of a separate juvenile justice system 2) Identify and the first juvenile court established in America and the year of its establishment 3) Identify the major characteristics of the juvenile system at the time of its establishment 4) Describe how the juvenile system has evolved and changed in the past four decades 5) Compare and contrast the procedures of prosecuting an adult offender versus adjudicating a juvenile offender
Preparation for Class: Read “The Juvenile Justice System” (available through Blackboard); Self­ paced Learning Assignment­The Juvenile Justice Vocabulary Classwork: Lecture; small group work Homework: Assignment 18 Test Preparation: Multiple­choice items on the history of the juvenile justice system; short answer item identifying the major distinctions between the juvenile and adult systems Unit Eight: Careers in Criminal Justice By the end of this unit, students will be able to: 1) Identify the major elements of the job description for a chosen profession in the criminal justice field 2) Describe the day­to­day realities of that profession 3) Compare and contrast the job description for that profession with the day­to­day reality of the profession 4) Evaluate their level of interest in pursuing this profession in the future Preparation for Class: Independent research Classwork: Class discussion; informal in­class presentation of the results of independent research Homework: Semester Project Test Preparation: None