CJ 602: Law & Social Control
Course Number & Title
Associate Professor & Graduate Director
Fall 2009
Semester/Year
3.0 (Graduate)
Credits
Dr. Gordon A. Crews Phone: 304.696.3083 ( Voice Mail ) Office: Smith Hall 740D
Email: crewsg@marshall.edu
Class Hours, Days, & Room: T 4:00-6:20pm SH 416_
Office Hours & Days: Tuesday and Thursday (9:30 to 12:00pm) & Wednesday (9:00-12:00pm)
REQUIRED TEXTS/READINGS :
Oliver, W. M., & Hilgenberg, J. F., Jr. (2006). A history of crime and criminal justice in America.
Boston, MA: Allyn & Bacon/Longman.
Thistlethwaite, A., and Wooldredge, J. (2010). Forty studies that changed criminal justice: Explorations into history
of criminal justice research. Upper Saddle River, NJ: Prentice Hall.
Other readings as assigned.
COURSE DESCRIPTION : An examination of the nature of law and crime with a view towards determining the nature of control of social behavior by the legal system.
Course Objectives: Upon completion of this course, the successful student will be able to:
 Understand the criminal justice system from a historical perspective.
 Examine the current issues and crimes by using historical lessons as a guide.
 Evaluate the effectiveness of law as social control and alternately, social control as a mechanism for influencing the law.
 Examine current social issues relative to social control, social justice, and law.
 Develop and enhance critical thinking and analytic skills by dissecting our criminological roots.
 Enhance professional presentation, facilitation, and communication skills.
 Write analytically and critically at the graduate level using correct citation and reference styles.
DEPARTMENT OF CRIMINAL JUSTICE STUDENT LEARNING OUTCOMES
1.
Describe and apply basic criminal justice information and concepts
2.
Demonstrate critical thinking and problem solving skills relevant to criminal justice
3.
Use appropriate social science and/or legal research and skills and resources to complete original research in criminal justice
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4.
Effectively communicate in both oral and written formats using discipline-appropriate vocabulary and dialogue
5.
Recognize and apply ethical principles of the discipline in regard to research, use of sources, collaboration with colleagues, and principled decision/policy making
6.
Successfully enter into discipline-appropriate employment as a professional in criminal justice or, if desired, continue education in graduate and/or law school
7.
Demonstrate comprehension of discipline-appropriate technology, including computer hardware and software
GRADING SCALE: A = 90 – 100 B = 80 – 89 C = 70 – 79 D = 60 – 69 F = 59 and below
EVALUATION OF LEARNER OBJECTIVES/COURSE REQUIREMENTS (Grades will be based on the following requirements) :
Your Score Due Date Requirement
Mid Term
Final Exam
Crime & Social Issues Lectures
(5x60)
Critical Analysis/Essay/Discussions
(5x60)
Total Possible Points
Points
200
200
300
300
1000
October 13, 2009
December 8, 2009
As assigned in class
As assigned in class
Requirement
Mid Term
Final Exam
Crime & Social Issues Lectures (5x60) 300
Critical Analysis/Essay/Discussions
(5x60)
300
Points Description
200 A Mid Term will be given during regular class time on
October 13, 2009 . This exam will consist of questions generated from all materials presented/read/discussed from the first day of class through the Mid Term
(generally short essays).
200 A Final Exam will be given during regular class time on
December 8, 2009 . This exam will consist of questions generated from all materials presented/read/discussed since the Mid Term. This exam is not expected to be cumulative unless a student did not take the Mid Term
(generally short essays).
See description and schedules below.
See description and schedules below.
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COURSE OUTLINE : The below outline is subject to change to meet the needs of the class.
Date
August 25
Overview
Topic
Course Schedule
Introduction to Course
Team and topic assignments
Chapters/Readings
Chapter Readings
CH 1. Crime and Criminal Justice in a Historical Context.
CH 2. World History & the Roots of American History.
LECTURE: Where have we been and where are we going?
Comments
September 1 LECTURE: The Colonial Era:
Village & Town Period
1600-1775
Chapter Readings
CH 3. The Colonial Era, the
Village Period, 1607-1699.
CH 4. The Colonial Era, the Town
Period, 1700-1775.
Articles/Writings
The Mayflower Compact
The Charter of Massachusetts
Bay
First Thanksgiving Proclamation
The Fundamental Orders of
Connecticut
The Character of an Old English
Puritan, or Non-Conformist, 1646
The English Bill of Rights, 1686
On crimes and punishments, 1764
An introduction to the principles of morals and legislation, 1789
September 8
1776-1855
LECTURE: A New Nation and the
Jacksonian Era
Chapter Readings
CH 5. A New Nation, 1776-1828.
CH 6. The Jacksonian Era, 1829-
1855.
Articles/Writings
The Articles of the Confederation,
1781
The Declaration of Independence,
1776
The Bill of Rights, 1796
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September 15 SCJA Conference
President Washington’s 1 st
Inaugural Address, 1789
An Introduction to the Principles of
Morals and Legislation, 1789
On the Penitentiary System in the
United States and its Application in France, 1833
Class Conflict and Law, 1844
The writings of Chief Magistrate
John Marshall
Research Day (No Class)
September 22
1856-1890
LECTURE: The Civil War Era and the Wild West
Chapter Readings
CH 7. The Civil War Era, 1856-
1878.
CH 8. The West, 1620-1890.
Articles/Writings
September 29
1879-1935
LECTURE: The Gilded Age,
Academic Politics &
Professionalism, and the
Progressive Era and Police
Education
Constitution of the Confederate
States of America, 1861
Address of Robert Rhett to Slave
Holding States
Declarations of the Causes of
Seceding States
Lincoln’s 1 st Inaugural Address
Ordinances of Secession 13
Confederate States of America
The Gettysburg Address
The Emancipation Proclamation
Lincoln’s 2 nd Inaugural Address
The Fugitive Slave Act of 1850
The Jukes: A study in crime, pauperism and heredity, 1877
Chapter Readings
CH 9. The Gilded Age, 1879-
1899.
CH 10. The Progressive Era,
1900-1919.
Articles/Writings
Burgess, E. (1928) “Factors
Determining Success or Failure on
Parole.”
I Accuse Stalin, 1933
What is a gang? 1927
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October 6
1920-1960
LECTURE: The Crisis Era: From the War to Berkeley
The normal and the pathological,
1893
Suicide, 1897
Attachment to social groups, 1903
The American Reformatory Prison
System, 1910
Criminal Man, 1911
Feeblemindedness, 1914
The individual delinquent, 1915
Chapter Readings
CH 11. The Crisis Era, 1920-1939.
CH 12. The War Years, 1940-
1959.
Articles/Writings
Foote, C. (1954) “Compelling
Appearance in Court:
Administration of Bail in
Phil adelphia.”
Clemmer, D. (1940) The Prison
Community.
Sykes G. (1958) The Society of
Captives: A Study of a Maximum
Security Prison.
The Death of Capitalism, 1938
The professional thief
Juvenile delinquency and Urban
Areas
Wayward Youth, 1936
The dramatization of evil, 1938
Social structure and anomie, 1938
Culture Conflict and crime, 1938
Punishment and Social Structure,
1938
Differential Association, 1947
Primary and Secondary Deviance,
1951
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October 13
October 20
1920-1960
October 27
1960-1980
MID TERM
LECTURE: The Crisis Era: From the War to Berkeley
Chapter Readings
CH 11. The Crisis Era, 1920-1939.
CH 12. The War Years, 1940-
1959.
Articles/Writings
Marxism in the US, 1944
Violence and the police, 1950
Unraveling juvenile delinquency,
1950
Social Defiance, 1954
The Content of the delinquent subculture, 1955
Victim-precipitated criminal homicide, 1957
Techniques of neutralization, 1957
Lower class culture as a generating milieu of gang delinquency, 1958
Prisonization, 1958
The Inmate Social System, 1960
LECTURE: The Nationalization
Era to the International Association of Police Professors to the Fall of
Berkeley
Chapter Readings
CH 13. Nationalization Era, 1960-
1979.
CH 14. The Post Modern Era,
1980-1999.
Articles/Writings
Skolnick, J. (1966) Justice Without
Trial: Law Enforcement in
Democratic Society .
Wilson, J. (1968) Varieties of
Police Behavior: The Management of Law and Order in Eight
Communities .
Van Maanen, J. (1973)
“Observations on the Making of
Policemen.”
Piliavin, I. and S. Briar (1964)
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November 3 ASC Conference
November 10
1960-1980
LECTURE: Criminal Justice in
New York to the Academy of
Criminal Justice Sciences to the
Hard Labor Creek Group
“Police Encounters with
Juveniles.”
Boydstun, J., M. Sherry, and N.
Moelter (1977) Patrol Staffing in
San Diego: One-or Two-Officer
Units .
Greenwood, P. and J. Petersilia
(1975) The Criminal Investigation
Process .
Goldstein, H. (197 9) “Improving
Policing: A Problem-Oriented
Approach.”
Milton, C., J. Halleck, J. Lardner, and G. Abrecht (1977) Police Use of Deadly Force .
Bloch, P. and D. Anderson (1974)
Policewomen on Patrol .
Sudnow, D. (1965) “Normal
Crimes: Sociological Features of the Penal Code in a Public
Defender Office.”
Alschuler, A. (1975) “The Defense
Attorney’s Role in Plea
Bargaining.”
Eisenstein, J. and H. Jacob (1977)
Felony Justice: An Organizational
Analysis of Criminal Courts .
Casper, J. (1972) American
Criminal Justice
: The Defendant’s
Perspective.
Kalven Jr., H. and H. Zeisel (1966)
The American Jury .
The Outsiders, 1963
Delinquency and Opportunity,
1961
Research Day (No Class)
Chapter Readings
CH 13. Nationalization Era, 1960-1979.
CH 14. The Post Modern Era, 1980-1999.
Articles/Writings
The New Criminology, 1973
Simon, R. (1967) The Jury and the Defense of Insanity.
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November 17
1980-1999
LECTURE: The Post Modern Era and the Populism in CJ Education
Hagan, J. (1974) “Extra-legal Attributes and Criminal
Sentencing: An Assessment of a Sociological Viewpoint.”
Giallombardo, R. (1966) Society of Women: A Study of a
Women’s Prison .
Carroll, L. (1974) Hacks, Blacks, and Cons.
Full er, D. and T. Orsagh (1977) “Violence and Victimization within a State Prison System.”
Wilsnack, R. (1976) “Explaining Collective Violence in
Prisons: Problems and Possibilities.”
Haney, C., C. Banks, and P. Zimbardo (1973) “Interpersonal
Dynamics in a S imulated Prison.”
The Satanic Bible, 1969
A Control Theory of Crime, Travis Hirschi
The Challenge of crime in a free society, 1967
Chapter Readings
CH 14. The Post Modern Era, 1980-1999.
Articles/Writings
Class, state, and crime, 1980
Sherman, L. and R. Berk (1984) “The Specific Deterrent
Effects of Arrest for Domestic Assault.”
Police Foundation (1981) The Newark Foot Patrol
Experiment .
Wilson, J. and G. Kelling (1982) “Broken Windows: The
Police and Neighborhood Safety.”
Albonetti, C. (1987) “Prosecutorial Discretion: The Effects of
Uncertainty.”
Steffensmeier, D., J. Ulmer, and J. Kramer (1998) “The
Interaction of Race, Gender, and Age in Criminal
Sentencing: The Punishment Cost of Being Young, Black, and Male.”
Moore, C. and T. Miethe (1986) “Regulated and Unregulated
Sentencing Decisions: An Analysis of First-year Practices
Under Minnesota’s Felony Sentencing Guidelines .
”
Martinson, R. (1974) “What Works? Questions and Answers
About Prison Reform.”
Ehrlich, I. (1975) “The Deterrent Effect of Capital
Punishment: A Question of Life and Death.”
Greenwood, P. with A. Abrahamse (1982) Selective
Incapacitation .
Zedlewski, E. (1987) Making Confinement Decisions .
Petersilia, J., S. Turner, J. Kahan, and J. Peterson (1985)
Granting Felons Probation: Public Risks and Alternatives .
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November 24 Thanksgiving/Fall Break
December 1
2000-present
December 8
(Tuesday)
LECTURE: What the hell now and who the hell cares?!?!?!
Final Exam
Satanic Tourism, Fine and Victor, 1994
Holiday (No Class)
Articles/Writings
Insurgent Possibilities: The Politics of Cultural Criminology,
Jeff Ferrell and Keith Hayward
White Collar Crime and Critical Criminology: Convergence and Divergence, David O. Friedrichs
Corporate Crime: A Panacea for Critical Criminology,
Vincenzo Ruggiero
Toward A Supranational Criminology, Christopher W. Mullins and Dawn L. Rothe
Radical and Critical Criminology's Treatment of Municipal
Policing, Jeffrey Ian Ross
A House Divided: Corrections in Conflict, Angela West
Crews
A Convict Criminology Perspective on Community
Punishment: Further Lessons from the Darkness of Prison,
Stephen C. Richards
The Potential for Fundamental Change in Juvenile Justice:
Implementing an Alternative Approach to Problem Youth,
Preston Elrod
Razing the Wall: A Feminist Critique of Sentencing Theory,
Research and Policy, Jeanne Flavin
A Geometry of Its Own: Restorative Justice, Relationships and Community in Democracy, Liz Elliott
Every day is Halloween, Crews, 2003
Horton the Elephant is a criminal: Using Dr. Seuss to Teach
Social Process, Angela West, 2005
The Emerging Problem of Preppie Gangs, Crews, Purvis, and Hjelm, 2001
Evil Genes, Barbara Oakley, 2009
Do you know how your children are? International perspectives on Child Abuse, Mistreatment, and Neglect,
Crews & Crews, 2010
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1.
Classroom Conduct:

As a general rule, I, 1) show up for class, 2) arrive on time, 3) am semi-prepared, 4) sober/conscious, 5) stay off my cell phone, 6) am interested in the topic of the day, and 7) STAY THE ENTIRE TIME ~

All cell phones must be turned off and put away (out of view) at the commencement of class, with the exception of emergency service personnel. Cell phones are disruptive not only to me, but your fellow students, so please be courteous. You will receive only one warning if your cell phone goes off in class, or if I catch you playing with it during class.

You may NOT eat during class. This means food of any kind (chips, sandwiches, candy, etc.). However, drinks are permitted (non-alcoholic of course). Also, you should not be working on anything not related to this class once class commences (this includes reading, copying other’s notes, knitting, playing games on your cell phone, etc.).

Do NOT leave the classroom once class has started, unless it is an absolute emergency or you have notified me before class that you will be leaving. You should use the restroom, get a drink of water, and make a phone call, etc. before class starts.

Do NOT bring weapons into the class. If you are a law enforcement officer and required to be armed, please let me know.

You are not allowed to smoke within the building, and I will not permit smokeless tobacco in my classroom.
2.
Student Participation:
 Don’t hesitate to ask questions, the dumbest question is the one not asked! If you ask a question I can’t answer, I’ll find out the answer and get back to you. Please remember that as a teacher, I am merely your guide through the field, I am not the field itself! (Although, my wife would say I think I AM!).

During discussions please respect different viewpoints; there is always more than one side. Treat others’ views as you would want your own to be treated, with an open mind. Personal attacks on others will not be tolerated!
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
I like to run my classes as an open forum where we can all learn from each other, so I encourage intelligent discussions, questions, and comments, but at the same time we have to remember that we are at a university setting and must act accordingly.
3.
Professor and Student Responsibilities:

I realize that every now and then, unexpected and difficult situations arise. However, when you enrolled in this class, you made a commitment to me, to yourself, and to your fellow classmates. I expect you to fulfill that commitment to the best of your ability. If you are unable to fulfill my expectation, I am really not interested in your reasons. That does not mean that I am cold and heartless, just that I have established standards for my classes that I know work from many years of experience.

Experience has shown that it is impossible for students who miss class to pass this course. However, the reverse is also true. Those students who do not miss class and who submit work on time generally score quite high. This course is one that builds from meeting to meeting and one concept to another and requires that previously covered material be understood before one can reasonably expect to move to the next.
Attendance is therefore expected. Attendance will be taken at various points during the term.
Students who are not present when attendance is taken will not be credited with attending class on that day.
4.
Make up Policy:

There will be no excused absences on exam days and no assignments can be made up! Any paper/project/in class work not turned in/completed on the date and time specified in the syllabus will receive a zero. Only documented medical emergencies will be considered as reasonable excuses for allowing a paper/project to be turned in late, an exam made up, or a presentation delayed, all others will be given a zero. Due dates are set in the course schedule for turning in projects and for giving presentations ~ due to the nature of these requirements, they cannot be made up.
5.
Extra Credit:

At various points during the semester the instructor MAY offer opportunities for students to gain extra credit points. These are generally onetime events which reward students who take advantage of opportunities to attend out of class presentations or complete assignments in class. These can NEVER be made up; there is ample opportunity in this class for each student to obtain more than enough points to achieve an “A” ~ therefore, opportunities are a PRIVILAGE not a RIGHT and at the instructor’s discretion.
6.
Office Hours:
 I encourage all my students to make use of my office hours, they are there for you. If you can’t make it at the scheduled times, let me know and we can arrange to meet at another time. However, this invitation is only for those students who come to class on a regular basis and put forth a genuine effort to learn. Also, please keep in mind that I have a life too (albeit, dark and demented), and while my office hours are mandatory, my other time is not, so my flexibility can only extend so far.
7.
Course Materials:

A syllabus with a detailed schedule is provided for each course, the instructor will do their utmost to follow the syllabus and it is expected that the student will as well. All due dates are listed and will be
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enforced (do not ask for them to be altered for any reason). Most lectures will be on PowerPoint. These presentations will generally occur one time in the course while the material is being discussed in class. I may post online lecture shells for you to use.)
8.
Cheating, Plagiarism, and General Academic Dishonesty:
 Don’t cheat or plagiarize! Academic dishonesty is something I take very seriously and will not tolerate.
Anyone caught cheating or plagiarizing will automatically receive a failing grade for the course and will be referred to the dean for appropriate disciplinary action. Plagiarism from the internet has become a very serious problem and professors now have access to various software programs to identify this behavior, so at this point in your academic career, don’t risk it!
9.
University Policies/Instructor Prerogative:

University ADA Statement : The American with Disabilities Act has established a robust set of Federal
Regulations that ensure employees and students receive fair and reasonable accommodations as they work and study. It has been my experience that students with disabilities exert considerable effort to achieve their educational goals. Moreover, I have found the accommodations to represent efforts in good pedagogy rather than special treatment for the student. As such, I hope each of you will work collaboratively with the Office of Disabled Student Services as the need arises.

Any items or events not covered in this syllabus will be handled according to established university policies and/or instructor’s prerogative.
Brief Faculty Member Biographical Sketch
Dr. Gordon A. Crews is currently an Associate Professor in the Department of Criminal Justice at Marshall
University . Prior to this position, he served as Associate Professor in the Department of Criminal Justice at
Washburn University in Topeka, Kansas. Since 1990, Dr. Crews has served as a faculty member and/or academic administrator at Cameron University (OK), Roger Williams University (RI), Jacksonville State
University (AL), Valdosta State University (GA), and the University of South Carolina Beaufort (SC).
He earned a Ph.D. in Education/Criminal Justice, a Graduate Certificate in Alcohol & Drug Studies, a Bachelor of Science in Criminal Justice, and Masters of Criminal Justice, from the University of South Carolina (SC).
He served as Executive Counselor for the Juvenile Justice Section of the Academy of Criminal Justice Sciences and as former President and member of the Board of Directors for the Southern Criminal Justice Association .
Prior to teaching, Dr. Crews worked in law enforcement as a bloodhound officer & trainer, field-training officer, and criminal investigator; in corrections as a training and accreditation manager; and in insurance fraud as an investigator. His publications include journal articles dealing with school violence, Occult/Satanic involvement and youth, and various law enforcement and correctional issues.
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His books include Faces of Violence in America (1996), published by Simon & Schuster; The Evolution of
School Disturbance in America: Colonial Times to Modern Day (1997), published by Praeger; A History of
Correctional Violence: An Examination of Reported Causes of Riots and Disturbances (1998), published by the
American Correctional Association; Chasing Shadows: Confronting Juvenile Violence in America (2001), published by Prentice Hall; Living in Prison: A History of the Correctional System with an Insider’s View
(2004), published by Greenwood Publishers; and, In the Margins: Special Populations and American Justice
(2008), published by Prentice Hall. His most recent book is entitled, Juvenile Delinquency and Violence:
Examining International Police and Societal Response (2009), published by CRC/Taylor and Francis. Dr.
Crews' current research interests focus on an international comparison of police and societal response to individuals involved in alternative belief practices (e.g., Satanism, Wicca, Goth, etc.).
Since 2000, he has conducted extensive field research in these areas across the United States, United Kingdom,
Middle East, Netherlands, Central Europe, Scandinavia, Turkey, Ghana, and most recently in Central and
Eastern Europe (Greece, Macedonia, Bulgaria, Romania, Hungry, Slovakia, Austria, Czech Republic, Slovenia,
Serbia, and Croatia).
(5X60 =300)
Each student will be required to work with a team to develop and present a lecture dealing with the crime and social issues experienced in the United States during a specified time period. This will occur five (5) times for each student/team (see schedule below). It is expected that each team will research the assigned time period and seek to provide to the rest of the class a lecture which will help place the earlier lecture in proper context and help facilitate later analysis and discussions of materials written during the same time period.
(5X60=300)
(As developed by Dr. Kim Detardo-Bora)
For each assigned reading/article you will submit a one-page, single-spaced, and typed essay. These analyses will be used for your presentation and our discussion as facilitated by you during class, so you may write additional notes on them. Then, submit them to me by the end of class. As a whole, the essays and discussions are worth 300 points (half for essay and half for discussion) in that you will do this a minimum of 5 times (i.e., 5 readings) (as specified by your team appointment and the schedule below). The analyses are comprised of three parts and should be written as such using the headings “Criminal Behaviors,” “Criminal
Law and Formal Social Control,” and “Informal Social Control.”
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Part I: Criminal Behavior (or Not?)
For the first part of each essay you will need to identify the types of behavior(s) that were prohibited and/or allowed (legal). In other words, briefly describe the types of crimes that needed to be controlled during this time frame. Also, categorize these crimes as being socially harmful, immoral, or consensual crimes.
Part II: Criminal Law and Formal Social Control
Address one or more of the functions of criminal law (see list below #1-#6) that apply to this time period in context with the crime(s) that existed.
1.
To enforce social control-law is a statement of rules; norms-folkways and mores
2.
To discourage revenge-revenge is the duty of the state not the individual who was wronged
3.
To express public opinion and morality-reflects changing opinions; mala prohibitum
4.
To deter criminal behavior-threat of punishment should outweigh the benefit of the crime (prevention)
5.
To punish wrongdoing-law has the power to punish (via fines and imprisonment)
6.
To maintain social order-law helps sustain our economic system (capitalism)
Also, address the ways in which these behaviors were controlled or contained via law enforcement and government officials. Describe the agents of social control. What groups or social class were targeted, if any?
Thus, was the law applied unfairly to one social group versus another based on class, race, ethnicity or gender? Was the function of law then to oppress? Explain. Overall, was the behavior quelled? Were agents of social control effective? How?
Part III: Informal Social Control
Finally, and if applicable, discuss the informal control mechanisms that were used to punish or reward acceptable or unacceptable behavior. Were they effective in containing behavior? How? Remember that informal social control is based on customs, traditions, norms, and values. Sanctions include ridicule, sarcasm, criticism, disapproval, social discrimination and exclusion. On the contrary, good behavior can be rewarded by praise, honors, and awards.
Grading Criteria:
One-complete page, typed, singled-spaced (1 inch margins)
Grammar, spelling, punctuation
Application of key concepts
Understanding of law and social control
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Rotation of Responsibilities
DATE
September 1
September 8
September 22
September 29
October 6
October 20
October 27
November 10
November 17
December 1
1
2
1
2
1
2
1
2
Crime & Social Issues Lecture Critical Analysis/Essay/Discussions
1 2
2 1
2
1
2
1
2
1
2
1
Time
4:00-5:00pm
5:00-5:30pm
5:30-6:20pm
Activity Materials
Class Lecture Based on chapter readings and outside materials
Crime & Social Issues Lecture
Based on an individual team’s research
Critical
Analysis/Essay/Discussions
Based on each member of team discussing their assigned/chosen articles with the rest of the class
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(As developed by Dr. Kim Detardo-Bora)
Presenter: ____________________________
Presentation Grading Criteria:
Was the presentation well organized?
Did the presenter make eye contact?
Did the presenter use a visual aid and/or handout?
Did the presenter use PowerPoint?
Date: __________ Points: ________
YES Somewhat NO
YES Somewhat NO
YES
YES
NO
NO
Was the color contrast effective?
Were the slides free of overcrowding?
Were the fonts and backgrounds consistent?
YES
YES
YES
Somewhat
Somewhat
Somewhat
NO
NO
NO
Was the visual aid used effectively? YES Somewhat NO
Was the presenter professional when addressing the audience? YES Somewhat NO
N/A
N/A
N/A
Was the presenter professionally dressed?
Was communication clear?
Did the presenter read verbatim from a paper?
Did the presenter deviate at all from a paper?
YES
YES
YES
YES
Somewhat
Somewhat
NO
NO
NO N/A
NO N/A
Did the presenter read the PowerPoint slides verbatim? YES NO
Did the presenter demonstrate understanding of the material? YES Somewhat NO
That is, without relying on a paper?
Did the presenter cover the material thoroughly?
Did the presenter meet the time requirement?
YES
YES
Somewhat NO
NO
Comments:
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(As developed by Dr. Kim Detardo-Bora)
Essays/analyses-The analyses are comprised of three parts and should be written as such using the headings
“Criminal Behaviors,” “Criminal Law and Formal Social Control,” and “Informal Social Control.”
Grading Criteria:
One-complete page, typed, singled-spaced (1 inch margins) _____
Grammar, spelling, punctuation
Application of key concepts
Understanding of law and social control
_____
_____
_____
(As developed by Dr. Kim Detardo-Bora)
Facilitation
As part of your review and presentation of assigned articles/readings, the facilitator can earn up to 30 points toward his/her participation grade; the remaining students will take the role of discussants. As a facilitator it would be wise to come prepared to class with questions from the selected chapter
(presentation topic) and to develop additional questions from the presentation. As a facilitator you will need to guide the discussion by soliciting opinions about the subject, how this subject relates to our history, and if applicable, how this issue fits into the context of law and social control. Facilitators will be graded on keeping the group discussion focused, maintaining neutrality, listening skills, encouraging discussion, summarizing key ideas, and asking substantive questions.
Facilitation Grade Rubric
Facilitator: _________________________________ Points: _______
Facilitator/Moderator Grading Criteria:
Criteria Poor Average Excellent Above
Average
Kept the group focused on the topic
Maintained neutrality
Attentive, demonstrated understanding, good listening skills
Encouraged discussion
Summarized key ideas
Asked substantive questions
Comments:
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