POLICE IN A DEMOCRATIC SOCIETY
SOCI 486 (SEC. 01 &P1)
SPRING 2007
T/TH 11-12:15 PM
DUSABLE 212
Professor: Kirk Miller, PhD
Office: 914 Zulauf
Office Hours: T/Th 12:30-1:30 pm & by appointment
Phone: 753-0303
E-mail: kmiller7@niu.edu
Course Webpage: http://www.socqrl.niu.edu/miller/courses/soci486.html
I encourage you to use email in addition to in-person or phone communication. I will respond to all email,
but please allow 24 hours for all email responses. I will not accept email that is used to postpone or
otherwise avoid exams or assignment deadlines. Such arrangements will need to be made in person and in
advance. I will not accept work to be graded electronically, unless otherwise stated.
Please turn off your phone before class begins. If you receive an audible call during class, please leave the
class for the day. All communications devices are prohibited from all exam periods, unless I specifically
authorize otherwise.
REQUIRED TEXTS
1)
Dunham, Roger G. and Geoffrey P. Alpert. 2005. Critical Issues in Policing, Contemporary
Readings, Fifth Edition. Prospect Heights, IL: Waveland Press.
2)
Brandl, Steven G. and David S. Barlow. 2004. The Police in America: Classic and Contemporary
Readings. Belmont, CA: Wadsworth.
3)
Reserve Readings, electronically available at:
http://www.socqrl.niu.edu/miller/courses/soci486/readings.html
COURSE OBJECTIVES
The primary course objective is to survey police functions, organization, and contemporary issues facing
the police industry in the US. The course employs a critical analytic lens highlighting the complexities of
policing in a democratic society. These complexities are a byproduct of tensions evident in the ideals of
individual freedom, the rule of law, as well as accountability and the objectives and tactics of modern
police, exercised through formal mechanisms of social control. The war on crime, the war on drugs, and
the war on terrorism are the historical, cultural, and policy forces that orient virtually all of what police do,
and do so in ways that may encourage less democratic styles of policing.
The overarching objective of the course is for you to develop and apply a sociological lens to make sense
of what the police are, do, and the consequences of their actions. One may ask, what is a sociological
lens? A sociological lens draws on insights about social history, context, power, inequality, organizations
and bureaucracy, culture, identity and other sociological frameworks to examine the social origins of law
enforcement structure, policy, and behavior.
This is a senior-level class, and I expect you to do senior-level work. That means that this course is a
cumulative learning experience. You will be expected to integrate elements of sociological theory and
research methods and to do so in a scholarly writing format.
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EVALUATION SYSTEM
There are several mechanisms that serve as evaluations of a student’s 1) comprehension and 2) effort in the course.
There are three primary ways you earn your grade in the course: 1) Ride-Along Project, 2) Assignments, and 3)
Exams.
Ride-Along Project
You will be required to do a ride along with a local police department and write a report that describes the events –
or lack of events – on patrol. You should approach this project as a qualitative sociological researcher (if you have
taken or are currently enrolled in SOCI 377A – you have a leg up on what that entails.) I will expect you to make
observations and use the officer you are assigned to as a resource to ask questions about the day-to-day nature of
police work. Your report will follow a set of guidelines and you will be expected to provide a sociological analysis
of the police based upon your ride along experience in your report. Details about the Ride-Along Project are
forthcoming. This project represents a CUMULATIVE LEARNING EXPERIENCE for the course.
Homework/Class Assignments
Class participation is an expected part of enrollment in this course. I will track your participation throughout the
course. Occasionally, my expectations for participation may be met by simply attending class. In general,
assignments will require you to engage in group work with your classmates, prepare homework questions, attend
events outside of class, and so on. You can count on approximately 6 assignments this semester. These activities are
equally weighted meaning that each is worth approximately 1.5% of your semester grade for the course and account
for 10% of your cumulative course grade. I reserve the right to include announced and unannounced quizzes as well
as homework, which will contribute to this portion of your grade. You can avoid this unpleasant quiz practice by
preparing for class, keeping up with the assigned reading load, submitting assignments on time, and by being active
in class discussion.
Exams:
There will be three exams covering the reading and lectures. All exams will likely include some multiple choice,
short answer, and an essay question. Exams will generally emphasize writing. Anticipated absences on an exam day
must be approved by me at least one week in advance. Absences due to emergencies must be approved by me within
one week of your return to classes (preferably sooner). Official documentation will be required in order to schedule
a make-up exam. Approval and scheduling of make up exams will be at my discretion, and per University
guidelines. I will announce any changes to the exam schedule at least one week prior to the scheduled exam dates.
You are responsible for being in class on exam dates.
Course Performance Weights & Schedule
Evaluation
Percent (Weight) of Total Grade
Scheduled Date*
Ride-Along Project
20%
Apr 26
Homework/Class Assignments
10%
Throughout the semester
Exam 1
25%
Feb 20
Exam 2
25%
Apr 3
Exam 3
25%
May 8, 10-11:50 a.m.
Total
105%
*Due Dates and Exam Schedule are Tentative. They are Subject to Change.
Letter grades will be assigned according to the following scale:
A: > 90%
B: 89%-80%
C: 79%-70%
D: 69%-60%
F: < 60%
If you need a specific grade in this course, today is the day to start doing whatever is necessary in order to
earn it. Thus, I do not “give” students grades – you earn them.
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ACADEMIC INTEGRITY
The students and faculty of NIU maintain a Code of Conduct. Chapter three, section three of this code refers to
academic honesty. In short, plagiarism and cheating are expressly forbidden, and it is your responsibility to alert me
when it occurs. Plagiarism and cheating will not be tolerated in my class. In order to insure academic integrity, I
will require you to sign all exams and papers for this class. Your signature represents your guarantee that you have
abided by the elements contained in the Code of Student Conduct. Plagiarism in any form will be punished by use of
the most severe options available under the Code of Student Conduct.
CLASSROOM ENVIRONMENT
1) DECORUM
Absolutely no cell phones, pagers, or other electronic devices will be permitted in class. Other students find
such interruptions disruptive, and I find them disrespectful. In the event that you must have a cell phone turned on
during class time, please be sure to discuss this with me prior to the class in question. If a cell phone or other device
interrupts class, I will take the call myself.
2) ACCOMMODATION
Please notify me as soon as possible if you have any special needs. It is NIU’s policy to provide reasonable
accommodation for students with disabilities in cooperation with the Center for Access-Ability Resources (CAAR).
3) ELEVATING CLASS DISCUSSION TO SOCIOLOGICAL DISCOURSE
The issues covered in this class are often controversial. Most of us hold very strong opinions about the
topics we will be discussing this semester. Opinions are good and we all have every right to hold and express our
own opinions. However, opinions also tend to lead to misinformation about groups and individuals. What makes a
liberal arts social science course worthwhile is that research evidence and reasoning are the gold-standard that form
the basis for becoming educated citizens in a democratic society like ours. Thus, social science research and
reasoning are not merely opinions, equally as strong or weak as the village idiot’s. Arguments that are backed by
research and reasoning always trump personal opinion in an academic setting. The reading assignments and my
lectures are based on scientific research, not opinion. Likewise, your comments should, whenever possible, be
informed by the sociological perspectives discussed in class.
4) Aretha Franklin Style, “R-E-S-P-E-C-T”
To help keep class discussions at an academic level, I've set a few simple ground rules. No speech or
behavior will be tolerated that may in any way debases individuals or groups based on their race, gender, sexuality,
religion, etc. Class discussion is an important part of the learning experience, and I encourage you to participate. It
is important that discussion be centered on sociological perspectives. In addition, harassment based on sex, race or
sexual orientation is against university policy and in many cases against the law. You deserve respect, and your
instructors and peers are legally and morally bound to show you that respect. If harassment occurs, you may write
me an anonymous note or contact me personally. Complaints can also be taken to the Affirmative Action Office or
the University Resources for Women at NIU. All of these offices have links on the NIU homepage.
5) THE SYLLABUS AS CONTRACT
This syllabus represents a contract of understanding and obligation between you and me. By staying
enrolled in this class you have provided implied consent to abide by all the expectations and policies described in
this document. In the unlikely event that questions about class policy arise, we will refer to this document in order to
determine a fair resolution.
COURSE FEE
There may be a nominal course fee in this class. The fee is used to support material stored on SOCQRL computer
systems. The Sociology lab (DuSable 222) is available for students in to download and print lecture notes, reserve
readings, conduct research for projects, etc. In general, the size of the fee represents the amount of lab use
anticipated.
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SCHEDULE (Subject to Change)
B&B = Brandl & Barlow “The Police in America”
D&A = Dunham & Alpert “Critical Issues in Policing”
Reserves are available online at: socqrl.niu.edu/miller/courses/soci486/readings.html
Theme
Democracy &
Police Functions
Dates
Jan 16
Jan 18
Jan 23
Jan 25
Contemporary
History of Police
Jan 30
Feb 1
Field Operations:
Patrol &
Investigation
Feb 6
Feb 8
Feb 13
Feb 15
-D&A3 Census of State and Local Law Enforcement Agencies, 2000, and LEMAS, 2000—Highlights (Reaves &
Hickman)
-B&B (p.47) Policing the Ghetto Underclass: The Politics of Law and Law Enforcement. (Chambliss)
- B&B (p. 237) The Kansas City Preventive Patrol Experiment: A Summary Report. (Kelling, Pate, Dickman, & Brown)
- B&B (p. 256) Effects of Gun Seizures on Gun Violence: "Hot Spots" Patrol in Kansas City. (Sherman & Rogan)
-D&A29 Toward an Understanding of the Physical Hazards of Police Work (Brandl & Stroshine)
-B&B (p.275) The Criminal Investigation Process: A Summary Report. (Chaiken, Greenwood & Petersilia)
-B&B (p.300) The Relationship Between Evidence, Detective Effort, and the Disposition of Burglary and Robbery
Investigations. (Brandl & Frank)
Feb 22
Feb 27
Mar 1
-RESERVE3 Cops as Soldiers (Skolnick & Fyfe)
-D&A8 How Police Supervisory Styles Influence Patrol Officer Behavior (Engel)
-D&A10 Information Technology Innovations in Policing (Stroshine)
-D&A12 Compstat: An Analysis of an Emerging Police Managerial Paradigm (Walsh)
-RESERVE4 An Institutional Perspective of Policing (Crank & Langworthy)
Mar 6
Mar 8
-D&A20 Broken Windows (Wilson & Kelling)
-D&A21 "Broken Windows" and Fractured History: The Use and Misuse of History in Recent Police Patrol
-D&A22 Analysis (Walker) - Community Policing: Elements and Effects (Cordner)
-B&B (p.68) A Political Economy of Community Policing. (Barlow, & Barlow)
-B&B (p.353) Improving Policing: A Problem Oriented Approach (Goldstein)
-D&A23 Problem-Oriented Policing (Reitzel, N. Piquero, & A. Piquero)
-B&B (p. 326) Structural Change in Large Municipal Police Organizations During the Community Policing Era. (Maguire)
-B&B (p.387) Militarizing Mayberry and Beyond: Making Sense of American Paramilitary Policing. (Kraska & Cubellis)
EXAM 1 – Feb 20
Police
Organization
Community Types
of Policing
Reading Assignment
-D&A1 The Foundation of the Police Role in Society (Dunham& Alpert)
-RESERVE1 On Democratic Policing (Skolnick)
-RESERVE2 Trust and Confidence in Criminal Justice (Sherman)
-B&B (p.91 ) The Functions of Police in Modern Society (Bittner)
-D&A6 Policing and Reflection (Manning)
-D&A2 The Development of the American Police: An Historical Overview (Uchida)
-B&B (p.5) The Evolving Strategy of Policing. (Kelling & Moore)
-B&B (p.26) The Evolving Strategy of Policing: A Minority View. (Williams & Murphy)
SPRING BREAK – MAR 13 & 15
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Police Behavior:
Discretion &
Misconduct
EXAM 2 – Apr 3
Force & Coercion
Mar 20
Mar 22
Mar 27
Mar 29
-D&A5 Police Discretionary Behavior: A Study of Style (Brooks)
-D&A14 Breeding Deviant Conformity: The Ideology and Culture of Police (Kappeler, Sluder & Alpert)
-B&B (p.173) The Professional Political Model of the Good Policeman (Muir)
-B&B (p.184) The Social Organization of Arrest. (Black)
-B&B (p.197) The Asshole. (Van Maanen)
-D&A9 Traditional and Innovative Police Responses to Domestic Violence (E. Buzawa & C. Buzawa)
Apr 5
Apr 10
-RESERVE5 The Beating of Rodney King (Skolnick & Fyfe)
-RESERVE6 We Own the Night (Lynch)
-B&B128 The “Causes of Police Brutality” (Worden)
-B&B (p.117) 1991 Summary Report of the Independent Commission. (Independent Comm. on the LAPD)
-D&A24 The Split-Second Syndrome and Other Determinants of Police Violence (Fyfe)
-D&A25 What We Know about Police Use of Force (Adams)
-RESERVE7 Lawful Policing (Skogan and Meares)
-B&B (p. 216) Administrative Interventions on Police Shooting Discretion. (Fyfe)
-D&A27 Police Operational Management: Rethinking the Legal Shell Game (W. Smith)
-D&A11 Introduction to Early Intervention Systems (Walker)
-D&A16 Ethics and Law Enforcement (Pollock)
-D&A15 Addressing Police Misconduct: The Role of Citizen Complaints (Rojek, Decker & Wagner)
Controlling Police
Behavior
Apr 12
Apr 17
Apr 19
Racial Profiling
Apr 24
Apr 26
Diversity
May 1
May 3
-D&A17 Law Enforcement Agency Responses to Racially Biased Policing and the Perceptions of Its Practice (Fridell &
Michael)
-RESERVE8 Race and Place: The Ecology of Racial Profiling African American Motorists (Meehan & Ponder)
-D&A18 An Afrocentric Perspective on Policing (Cooper)
-D&A19 Women Officers on the Move (Martin)
-D&A28 Gender and Police Stress: The Convergent and Divergent Impact of Work Environment, Work-Family Conflict,
and Stress Coping Mechanisms of Female and Male Police Officers (He, Zhao & Archbold)
-D&A4 Law Enforcement Training: Changes and Challenges (Chappell, Lanza-Kaduce & Johnston)
FINAL EXAM - Tues. May 8, 10-11:50 a.m.
B&B = Brandl & Barlow “The Police in America”
D&A = Dunham & Alpert “Critical Issues in Policing”
Reserves are available online at: socqrl.niu.edu/miller/courses/soci486/readings.html
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