Martin D. Schwartz Spring 2014 SOCIOLOGY 1003 (formerly 003)
Introduction to Criminal Justice
Section 11 MW 2:20-3:35 Funger 221 CRN 91873
George Washington University
E-mail: schwartm@gwu.edu (note spelling & please put your class time or section in the subject line
Office: Phillips Hall 409L Office hours: MW 1:15-2:15 or by appointment
Graduate assistant: Brianne Painia msbribap@gwmail.gwu.edu
Office: Phillips 409M phone: (202) 994-8611 office hours: T 2-5 or by appointment
This class meets the following requirements:
- A G-PAC distribution requirement in the social sciences.
- Critical thinking in the general education requirement.
- Criminal Justice major and minor requirements.
Course Overview: This course will focus on one of the most highly debated and emotionally charged
social processes in our contemporary world—the criminal justice system. Criminal Justice is a complex
system, which has its own extensive history, organizational logic, and cultural mythology.
WHO AM I? Sounds like an Android app, but students often ask who the old fat guy is in the front of
the room, and whether he has any credentials. If you don’t care, skip this paragraph; it won’t be on the
test. I am a Professorial Lecturer of Sociology at GWU, and Professor of Sociology Emeritus and
Presidential Research Scholar at Ohio University. The winner of the 2008 Fellow Award of the Academy
of Criminal Justice Sciences (the main international organization for academics in criminal justice) and
the Distinguished Scholar Award from that group’s Section on Critical Criminal Justice, I have also
received distinguished scholar awards from two different divisions of the American Society of
Criminology: the Divisions on Women and Crime, and Critical Criminology. Ohio University awards
include University-Wide Graduate Professor of the Year and Best Arts and Sciences Professor, along with
the university’s career research achievement award. I have written or edited (often with Walter S.
DeKeseredy) 23 editions of 14 books, 70 journal articles and another 70 book chapters, government
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reports and essays. Our latest book came out in November: Male Peer Support Theory and Violence
Against Women: The History and Verification of a Theory, Northeastern University Press, which caps 25
years of both theoretical and empirical work on what we term male peer support theory. Also in 2013,
Pearson published the 11th edition of Deviant Behavior, a classic textbook by Thio, Taylor and Schwartz.
I’ve held visiting positions at the National Institute of Justice (U.S. Department of Justice), New Scotland
Yard, the University of Melbourne, and the University of Sydney Law School, while giving lectures in a
variety of universities across the U.S., Europe, and Australia. However, I have never been convicted of a
serious felony.
READING: The main text for this class is:
Larry J. Siegel, and John L. Worrall, 2015. Essentials of Criminal Justice, 9th
ed., Belmont, CA: Wadsworth Cengage. In an attempt to save at least one third of the price, I
adopted the “essentials” version of this book (you are going to tell me if this was a good idea or not).
Any additional readings (plus the syllabus, announcements, study guides, etc.) will be placed on
Blackboard, under “Electronic Reserves.”
TESTS:
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There will be two tests in this class, each covering about one-half of the course. The final will
NOT be comprehensive, but will cover the second half of the course.
There will also be 4 quizzes. The lowest score will be dropped. No make-ups for quizzes will be
given – if you miss a quiz for ANY reason, that will be the one you drop. That includes sickness,
hospitalization, varsity sports, your gerbil’s wedding, etc.
The tests will be roughly 70% multiple choice and true-false and 30% mini-essay, while the
quizzes will be completely textbook oriented and all MC & TF.
Of course, in a multiple choice world, there is going to be memorizing. I will try NOT to test on
obscure points, percentages, studies, dates, etc. [You all know the type: “Did ‘Blue Moon’ by
the Marcels make #1 on the Billboard charts in (a) 1958 (b) 1959 (c) 1960 (d) 1961 or (e) all of
the above?]1 Further, I will do my best NOT to have trick questions or trick wording. Always go
for the obvious, not the trick or twist. A question might accidently be stupid, but it won’t contain
a hidden trick, I once had a student complain bitterly that the university study skills teacher told
her to always guess answers in a particular way, but I did not follow that pattern. Yup. Another
told me that she had never taken a test before that asked her to APPLY knowledge. That might
happen here too.
A few students complain each year that some assigned text material was not covered in class,
evidently because they think it is unfair to ask students in a selective admission university to read
material that is not also explained out loud. I actually had two students bitterly complain that it
was necessary to read the assigned material in order to pass the class. Two others complained
because they had read the textbook, but I included material on the test covered in class that was
not in the book. Hm. As fair warning, you should know from the very start that this will happen,
and on purpose. Class time will be used sometimes to emphasize the material in the text, but at
other times to go into detail on subjects where the textbook is weak. Test questions may cover
any assigned readings or class lectures.
1 The answer is 1961, if you don’t know doo-wop history. Dip-da-dip, y ‘all
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TEST DAY RULES:
 On test days, students may be required to leave backpacks, jackets, etc. in the front or sides of
the class and come to their seats with a blue or black pen and a GW ID card. Pencils are OK
too, but will NOT be required.

ELECTRONICS: Students using an electronic device of any type during an exam (laptop computer,
iPad Mini, Samsung Galaxy Note 10.1 with Verizon 4G LTE, Samsung Galaxy S IV Activ
smartphone with 5” screen and waterproofing, iPod Nano with Multitouch, Playstation 3 with Call
of Duty: Modern Warfare 3; Nintendo 3DS playing Pokemon Black/White connected to a Sony 40”
widescreen Bravia NH-800 LCD/LED HDTV; Spinmaster Air Hogs Battling Havoc R/C Helicopters,
Disney’s High School Musical 3 “Got the Moves!” Dance Mat, or anything else not cleared in
advance as needed for a medical reason) will be presumed to be cheating and the student will be
referred to the University for possible academic sanctioning.
EXTRA CREDIT ATTENDANCE POLICY:
1. Up to 3 pts extra credit can be earned. Attendance will be taken whenever I remember to take
it, ideally every day.
2. Keep in mind that if we can’t read your signature we can’t credit you with attendance. If you
come in late or leave early and forget to sign in, that is hardly my fault.
3. Signing in another student at any time or for any reason will result automatically at minimum
in disqualifying the student who did the signing from receiving extra credit in this course, and at
maximum a referral to student judiciaries.
4. Every student will receive 2 automatically excused absences. Thus, under this policy you
don’t need to explain absences, provide proof of an excuse, etc. Don’t ask for permission to miss class,
and don’t bother sending an e-mail to explain that you are sick, etc. Just don’t show up.
5. Grading scale: Missing 0-2 classes = 3pts. Missing 3 classes = 2 Missing 4 classes = 1
Missing 5 or more classes= no extra credit NOTE: no one will LOSE credit over attendance. You
simply won’t earn extra credit.
INCOMPLETES: In general, my attitude has always been that only a few people are too sick to e-mail
me before an examination to tell me that they are dying. Today, when everyone and their roommate has a
smartphone, there is even less of an excuse. Generally, the only reason for a grade of Incomplete or a
missed exam is death. Your death. And even then a notarized letter from the County Coroner will be
required. If your hospital bed cannot fit through the doors of FNGR 221 sometimes things can be
worked out, though.  Talk to me if you have a problem, but try not to tell me that you have to miss a
test to take an exam or attend something scheduled by another professor.
CRITICAL THINKING RESEARCHED ARGUMENT PAPER
More instructions will be posted on Blackboard under “Files,” but the basic assignment is to
produce a research paper making an argument about any issue (or potential issue) in this course. It is
never stupid to check your topic with the GTA or the instructor. You will need to locate and read four (4)
refereed journal articles that help you to make your argument, and to write approximately 1,250 to 1,500
words, not including headings or references. In the alternative, 1 or 2 of the articles can be law review
articles. If you don’t know what a refereed (peer reviewed) or law review article is, now is a good time to
find out. The fastest way to lose big points on this paper is to cite articles that are not refereed, or to use
less than four.
The University of Nevada, Reno explains: “Peer review is a well-accepted indicator of quality
scholarship. It is the process by which an author's peers read a paper submitted for publication. A number
of recognized researchers in the field will evaluate a manuscript and recommend its publication, revision,
or rejection. Articles accepted for publication through a peer review process implicitly meet the
discipline's expected standards of expertise.” Most often, one can tell the difference between a refereed
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journal and a magazine like Rolling Stone, Cosmo, or Wired just by looking at it or the cover. If you go
to the library and examine a few, it will be very obvious that Criminology or Justice Quarterly (the two
biggest in our field) are very different from Vogue, Gizmo or Time, even though the last three can have
some interesting articles. If you are still unsure (there is always one that seems borderline) then go to
Ulrich’s Periodical Directory Online, where you can type in the name of any journal, hit submit, and get
back a report that includes whether the journal is refereed. Any reference librarian will help you, as will
we.
PAPER GRADING: Writing assignments for this class do not readily lend themselves to a formula for
grading, but here is how papers will be evaluated: “A” papers are those that meet the specified
requirements, demonstrate a sophisticated knowledge of the appropriate literature, exhibit sound
reasoning supported by the readings and other evidence, are well organized and clearly written, and offer
an innovative, creative approach to the subject matter. “B” papers are responsive to the requirements,
demonstrate knowledge of the appropriate literature, are supported by evidence in addition to the author’s
opinions, and are well organized and clearly written. “C” papers are responsive to most but not all of the
basic requirements, demonstrate some familiarity with appropriate literature though not necessarily a
particularly thorough knowledge of that material, and are coherently written. “D” papers
do not address some of the critical points of the assignment, do not demonstrate an adequate knowledge
of the readings, and are not well organized or clearly written. “F” papers fail to address key parts of the
assignment, reflect a misunderstanding of key readings, are not well organized, and are not clearly
written. [Above wording taken from Prof. Greg Squires’ syllabus, but applies to this course perfectly]
GRADING:
Test 1
Test 2
Researched Argument
3 Quizzes @10
Attendance
50
50
20
30
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150 total points in course (attendance is all extra credit)
Ah! Sordid Rules!
1. NO LAPTOPS: A problem colleagues have convinced me to put it into my syllabus is the use
of electronics during class. Don’t. That means laptops, cellphones, mp3s, etc. I hate this, but there is a
reason that virtually all Sociology classes ban laptops. Simply put, students in 1003 have gotten carried
away in recent semesters, to the point that this class turned into a study lab for Facebook and Reddit.
Simply, NO LAPTOPS, NO SMARTPHONES, etc.
2. If you have a disability that needs special accommodation, please consult with
Disability Support Services (http://gwired.gwu.edu/dss/ or (202) 994-8250) and THEN
speak to me or the GTA. So far, every DSS requested accommodation has been met
without problem, and a few that DSS didn’t request.
3. How to reach me: E-mailing me is almost always the best way to reach me. Please put Soc
3 and the section number (or the class time) in the subject line. I usually respond promptly (within 24
hours). Feel free to e-mail me again in the unlikely event that you don’t get an answer.
4. We will use Blackboard - http://blackboard.gwu.edu – as part of this class. I will use
Blackboard to send e-mails to you, post the syllabus and any updates to it, and any other readings. If you
check gmail or AOL or any other non-GW e-mail, please remember to put a “forward” on your
GWmail to the one that you regularly check. That, in fact, is what I do with my own GW mail.
5. You are strongly encouraged to share your ideas and opinions in class, including disagreeing
with me. There are, however, at least two ground rules: a) Don’t be rude or hostile if you disagree with
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someone; disagree with their ideas and don’t attack them as people, and b) Don’t speak when someone
else is speaking--including during my lectures.
6. Plagiarism and academic dishonesty will result in a zero for the assignment and possible
course failure and academic dishonesty proceedings. All work and assignments in or for this class are to
be completed in conformance with the George Washington University Code of Academic Integrity. The
Code is available at http://www.gwu.edu/~ntegrity/code.html.
Improving your grade:
1. Full attendance is a boost to your grade.
2. Consistent and significant improvement in test results over the semester can help you to be
‘bumped’ up if you are on a borderline grade. (Going up and down will not allow me to ‘bump’ your
grade.)
3. Outside of attendance, the only extra credit opportunities in this class will be when I ask extra
questions on the tests (e.g., 52 questions with a maximum score of 50).
4. Learning styles: Different learning styles work well for different people and different classes. Fran
Buntman, who also teaches this class, says that her students argue that many times what works best is a
relatively cursory reading of the material before class, and then a closer, more careful and attentive
reading after class, highlighting key concerns (concepts, facts identified in class, difficult to understand
information and ideas). I just read a study that reported what works least for the average student is
reading the textbook far ahead of the class to get ahead, unless it is carefully reviewed later. Some
students find that joining or founding a study group is a great help.
But you need to figure out what works best for you – one size does not fit all.
5. Practice quizzes: On Blackboard, under “Testing,” there are some practice questions for each
chapter. I will NOT see the scores from your use of these quizzes. If I want, I can see a check mark
showing that you did the quiz (but not the score), but I hide that and never look at it. These questions
were taken from the publisher of the book, and I am not fond of them. Look, if they were good, I would
use them on a real test. A couple of them really are stinkers. But, they provide a quick piece of feedback,
if you use them as blunt instruments. People who get 8 or 9 out of 10 on each, tend to be ready for the
regular tests and quizzes. People who get 1 or 2 just got a reality check, and need to head for the textbook
for a re-read. That is about all it is good for. If you don’t want to do them, then just don’t.
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S&W = main textbook for the course
All articles are on Blackboard, under “Electronic Reserves”
ASSIGNMENTS TABLE
WEEK
1 1/13
1/15
2 1/20
1/22
3
1/27
1/29
4 2/3
2/5
2/10
2/12
2/17
2/19
TOPIC
M: Opening Class – Moral Panics and Wedding Cake
W: Crime History and Counting Crime
M: MLK Day – NO CLASS
W: : Counting Crimes, Crime Trends
M: Criminal Law
W: Criminal Law
M: Police History QUIZ #1 (Ch. 1-3)
W. Police Organization
M: Police Role and Function
W: Detection/Community Policing
M: President’s Day – NO CLASS
W: Guest Speaker: Global Policing
7
2/24
2/26
M: Who Are the Police?
W: Discretion
8
3/3
3/5
M: Search and Seizure
5
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QUIZ #2 (Ch. 4 & 5)
ASSIGNMENT
S&W Ch. 1
S&W Ch. 2;
S&W Ch 3 & Bb: Keeping
Crime Rates & Drug Policy
S&W Ch. 4
S&W, Ch. 5
S& W Ch. 6
W: MIDTERM EXAM – COVERS 1-6 & Bb
9 3/10-12
________
10 3/17
3/19
SPRING BREAK THIS WEEK
M: Courts
W: Defense
S&W Ch. 7; Prosecuting
Pregnancy on Bb. Elec Res
11 3/24
3/26
M: Prosecution
W: Plea Bargaining
S&W Ch. 8
Drug Courts on Bb
12 3/31
4/2
M: Sentencing Models
W: Capital Punishment
13 4/7
4/9
14 4/14
4/16
M: Probation
W: Intermediate sanctions
M: QUIZ #4 (Ch. 9 & 10) Start Film, defense lawyers,
W: Film – capital punishment, wrongful conviction, jury dynamics
15 4/21
4/23
16 4/28
4/30
M: History of Corrections
W: Types of Prisons
M: Prison Life
W: Designated Monday –
QUIZ #3
(Ch. 7 & 8)
S&W Ch. 9
PAPER ASSIGNMENT DUE
S&W Ch. 10
Bb elec. Res - Bohm- capital
punishment; Zalman- wrongful
conviction
S&W Ch. 11
S&W Ch. 12
FINAL – covers ch 7-12, Film
& Bb articles
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