SYLLABUS FOR CJSA 1322
Introduction to Criminal Justice
Semester Hours Credit: 3
Lecture Hours: 48
Course Dates/Days/Times: 12 Sep-4 Oct 2014
Fridays 0800-1600, Saturdays 0900-1700
Instructor: Frank Dunn
Office Hours: By appointment
Instructor Email: frankcrj@live.com
Phone: 0151-11655430
INSTRUCTOR BIOGRAPHY
Frank Dunn received a Bachelor’s degree in Criminal Justice from the University of Maryland.
He then pursued a Masters in Business Administration from the University of Oklahoma. Frank
has been an adjunct instructor with Central Texas College since 1995. From 1975 until 1997
Frank served with the US Army in a variety of Military police assignments as a patrolmen,
criminal investigator, traffic investigator, drug investigator, personal protection and other law
enforcement and security operations assignments. Frank is a graduate of several military and
civilian law enforcement and security programs.
I. INTRODUCTION
A. This course involves the study of the history and philosophy of criminal justice and
ethical considerations, defines crime and its nature and impact, provides an overview
of the criminal justice system including the three major components: law enforcement,
the court system (to include prosecution and defense and the trial process) and
corrections.
B. This course is not chronologically dependent upon other Law Enforcement courses. It
is a required course for the Associate of Applied Science in Criminal Justice degree
program.
C. This course is occupationally related and serves in preparation for careers in law
enforcement, criminal justice, and corrections.
D. Prerequisite(s): (None)
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II. LEARNING OUTCOMES
Upon successful completion of this course, Introduction to Criminal Justice, the student
will be able to:
A. Describe and explain the history, philosophy and ethical considerations of criminal
justice.
B. Define the nature and impact of crime on society and how it is integrated in to the
criminal justice system.
C. Distinguish between the civil and criminal court systems.
D. Interpret the relationships among the components of the criminal justice system
III. INSTRUCTIONAL MATERIALS
A. Required Text:
Introduction to Criminal Justice - CTC Custom Cover, Bohm, 7th Edition,
McGraw/Glencoe Publisher, 2011, ISBN: 0077602811 or 9780077602819
B. References:
Intro to Criminal Justice information center, accessible at: http://highered.mcgrawhill.com/sites/0078111536/information_center_view0/
IV. COURSE REQUIREMENTS
A.
Your first responsibility is scholarship. The grade you receive for this course will
not be the grade of the instructor, but rather the grade you and you alone make.
B.
You should attend class regularly and be prepared to participate in classroom
discussions and to take unannounced quizzes relating to text assignments and lecture
material presented from the beginning of the course. Please refer to ‘Class
Attendance and Course Progress’ under the Academic Policies section in our current
CTC Course Catalog: http://www.ctcd.edu/academics/catalogs/catalog-continentalinternational/academic-policies/.
C.
You are encouraged to give your best effort throughout the course. From the
beginning, you should plan for a steady, organized, and continuous effort, which in
the long run will prove more effective for your final grade than a last minute crashcram policy. Your course grade is not determined solely by exam grade. Such
factors as class participation, initiative, attendance, and individual research papers
will be considered in grade computation.
D.
From time to time, special library and/or outside assignments will be made to
members of the class individually and/or in groups. You are expected to read all
assignments and fulfill your responsibilities to any group assignment.
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E.
You are expected to read all assigned material and bring your textbook to class.
Keep informed on all assignments, especially after an absence.
F.
Good class notes are indispensable for earning a good grade, since both the material
assigned and that discussed in class will be the basis for examination material.
G.
Scholastic Honesty: All students are required and expected to maintain the highest
standards of scholastic honesty in the preparation of all coursework and during
examinations. The following are considered examples of scholastic dishonesty:
Plagiarism: The taking of passages from the writing of others without giving proper
credit to the sources.
Collusion: Using another’s work as one’s own, or working together with another
person in the preparation of work, unless such joint preparation is specifically
approved in advance by the instructor.
Cheating: Giving or receiving information on examinations.
H.
Special Work: A term paper or other project, per requirements of the instructor, will
be required. The subject must be appropriate for the course material. Check with
the instructor when you have made a selection. The value is indicated in the
semester grade computation and has considerable weight on your final average.
V. EXAMS
A. There will be a minimum of two major examinations and a written paper or project as
follows:
1. Mid-term exam on (20 SEP 14)
2. Final exam on (04 OCT 14)
3. Term Paper or Project: A typewritten 5-8 page paper is required not
including title page and reference page. The paper must be double-spaced,
with 1.25 inch margins, using Times New Roman 12 point type. It should
include a title page, introduction, body of paragraphs with subheadings,
conclusion, and a reference page with 5 to 8 cited works. *The title page
and the reference page do not count toward the 5-8 page requirement. Of
the total works cited, half should be from academic journals or books
published by an academic press. Works cited and the references should be
in APA format (details of the APA format can be found at
http://www.docstyles.com). The subject of the paper must be any subject
matter related to Criminal Justice. (You can cite cases or any other type of
publication). One point will be deducted for each day that the paper is late,
after the due date and before the cut-off date. Your paper will be graded
based on the Rubric listed below. Paper is due 03 OCT 14. I will discuss on
the first day of class further.
6 = Essay demonstrates excellent composition skills including a clear and thought-provoking thesis,
appropriate and effective organization, lively and convincing supporting materials, effective diction
and sentence skills, and perfect or near perfect mechanics including spelling and punctuation. The
writing perfectly accomplishes the objectives of the assignment.
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5 = Essay contains strong composition skills including a clear and thought-provoking thesis, although
development, diction, and sentence style may suffer minor flaws. Shows careful and acceptable use of
mechanics. The writing effectively accomplishes the goals of the assignment.
4 = Essay contains above average composition skills, including a clear, insightful thesis, although
development may be insufficient in one area and diction and style may not be consistently clear and
effective. Shows competence in the use of mechanics. Accomplishes the goals of the assignment with
an overall effective approach.
3 = Essay demonstrates competent composition skills including adequate development and organization,
although the development of ideas may be trite, assumptions may be unsupported in more than one
area, the thesis may not be original, and the diction and syntax may not be clear and effective.
Minimally accomplishes the goals of the assignment.
2 = Composition skills may be flawed in either the clarity of the thesis, the development, or organization.
Diction, syntax, and mechanics may seriously affect clarity. Minimally accomplishes the majority of
the goals of the assignment.
1 = Composition skills may be flawed in two or more areas. Diction, syntax, and mechanics are
excessively flawed. Fails to accomplish the goals of the assignment.
B.
A student must be present for all examinations. Students who know in advance that
they will be absent from an examination due to valid reasons must arrange to take an
early examination. Unexpected absences due to illness or extenuating circumstances
will require the student to see the instructor about individual make-up work.
C.
Students without excused absences will be given a zero for the missed examination.
D.
Examinations will consist of both objective (true/false, multiple choice, fill in-theblank, and matching) and subjective (short answer and essay) questions. Students
must be able to communicate both orally and in written form, thus some questions
requiring the composition and writing of an essay answer will be required.
VI. SEMESTER GRADE COMPUTATIONS
The final grade in this course will be based on the following:
Quizzes, attendance & in-class participation 100 points
Term Report & Presentation
100 points
Midterm exam
100 points
Final exam
100 points
Total possible points:
400
POINTS
GRADES
360-400 =
A
320-359 =
B
280-319 =
C
240-279 =
D
less than 240 = F
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VII. NOTES AND ADDITIONAL INSTRUCTIONS FROM COURSE INSTRUCTOR
A. Tuition refunds are made only in the case of class cancellation or official and timely
withdrawal from CTC or from a course. Please refer to the current course catalog for
more details, at http://europe.ctcd.edu/library/catalog.php.
B. GoArmyEd students should contact their education counselor before withdrawing and
are required to withdraw through the GoArmyEd portal.
Please note: a military withdrawal does not override CTC’s grading policy. For selfpay students, refunds are computed from the date the Application for Withdrawal or
Refund is filed with the CTC Field Representative or designated Student Services
Officer. Special conditions apply to students who receive federal, state, and/or
institutional financial aid.
Tuition and fees paid directly to the Institution by the Veterans Administration, Title
IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the
source rather than directly to the students.
C. Course Withdrawals, Student Responsibilities: It is the student’s responsibility to
officially withdraw from a course. The instructor cannot initiate a withdrawal based upon
a student’s request. Rather, students must initiate the withdrawal with the designated
Education Center Representative, through the CTC Field Representative or the Student
Services Officer for that region.
Applications for Withdrawal will be accepted at any time before the completion of 75%
of the course, after which time the student will be assigned an “FN”- “Failure for Nonattendance.”
D. Incomplete / Course in Progress Grade Policy: An “IP” or “Incomplete” grade may be
assigned by an instructor if a student has made satisfactory progress in a course with the
exception of a major quiz, final exam, or other project. The “IP” grade may also be
assigned based on circumstances beyond a student’s control, such as personal illness,
death in the immediate family, or military orders. Notice of absences, with supporting
documentation, may be required by the instructor. The instructor makes the final decision
concerning the granting of the incomplete grade. With an “Incomplete” grade, students
are required to complete a set amount of work before the instructor will submit an official
letter grade. This date can be determined by the instructor but must be within 45 days of
the course end date. After completion of the work the instructor can then change the
grade of “IP” to the appropriate letter grade. If this work is not completed by the
specified date the instructor will change the grade to “F.”
E. Cellular phones, beepers, and other electronic devices will be turned off while the
student is in the classroom or laboratory unless the student is using the device for class
purposes. No texting or social networking is allowed during class.
F. Instructor Discretion: The instructor reserves the right of final decision in course
requirements.
G. Civility: Individuals are expected to be cognizant of what a constructive educational
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experience is and respectful of those participating in a learning environment. Failure to
do so can result in disciplinary action up to and including expulsion.
H. Disclaimer: This class will deal with some very adult subjects and very adult
language. We will be discussing murder, rapes, gang rapes, homosexuality, race, gangs,
drugs, nudity, women in prisons, capital punishment, and other highly controversial
topics that may offend certain people. If you are offended by frank adult discussions of
these topics please take another course. Your professor has worked over 30 years in the
criminal justice system. He will be presenting some of his experiences in class as well as
discuss modern day controversial criminal justice related topics.
VIII. COURSE OUTLINE
Note:
The instructor has the right to change the course schedule. Any changes will be announced in
class. If the student misses a class period and changes are announced, it is the student’s
responsibility to receive the missed information from a classmate or the instructor.
A. Unit One: Chapter 1, Crime and Justice in the United States
1. Unit Objectives: Upon successful completion of this unit, the student will be
able to:
a. Describe how the type of crime routinely presented by the media
compares with crime routinely committed.
b. Identify institutions of social control and explain what makes criminal
justice an institution of social control.
c. Summarize how the criminal justice system responds to crime.
d. Explain why criminal justice in the United States is sometimes
considered a non-system.
e. Describe the costs of criminal justice in the United States and compare
those costs among federal, state, and local governments.
f. Explain how myths about crime and criminal justice affect the criminal
justice system.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 1
c. Homework and other assignments designated by the instructor
B. Unit Two: Chapter 2, Crime and Its Consequences
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Distinguish between a social definition and a legal definition of crime
and summarize the problems with each.
b. List the technical and ideal elements of a crime.
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c. Identify some of the legal defenses or legal excuses for criminal
responsibility.
d. Explain why crime and delinquency statistics are unreliable.
e. Identify the two major sources of crime statistics in the U.S.
f. Describe the principal finding of the national crime victimization
surveys.
g. Summarize the general finding of self-report crime surveys.
h. Identify the costs of crime.
i. Describe the extent of fear of crime in the United States and the
characteristics of people most likely to fear crime.
j. List the characteristics of people who are the most likely and the least
likely to be victims of crime.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 2
c. Homework and other assignments designated by the instructor
C. Unit Three: Chapter 3, Explaining Crime
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Define criminological theory.
b. State the causes of crime according to classical and neoclassical
criminologists.
c. Describe the biological theories of crime causation and their policy
implications.
d. Describe the different psychological theories of crime causation.
e. Explain sociological theories of crime causation.
f. Distinguish major differences among classical, positivist, and critical
theories of crime causation.
g. Describe how critical theorists would explain the causes of crime.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 3
c. Homework and other assignments designated by the instructor
D. Unit Four: Chapter 4, The Rule of Law
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Distinguish between criminal law and civil law.
b. Distinguish between substantive law and procedural law.
c. List five features of “good” criminal laws.
d. Explain why criminal law is the political phenomenon.
e. Summarize the origins of American criminal law.
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f. Relate the role of the courts in defining procedural rights.
g. Describe the procedural rights in the Fourth Amendment.
h. Describe the procedural rights in the Fifth Amendment.
i. Describe the procedural rights in the Sixth Amendment.
j. Describe the procedural rights in the Eighth Amendment.
k. Explain why procedural rights are important to those accused of crimes.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 4
c. Homework and other assignments designated by the instructor
E. Unit Five: Chapter 5, History and Structure of American Law Enforcement
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Briefly describe the jurisdictional limitations of American law
enforcement.
b. Trace the English origins of American law enforcement.
c. Discuss the early development of American law enforcement.
d. Describe the major developments that have occurred in policing in
America.
e. Describe the structure of American law enforcement.
f. Discuss the development and growth of private security in the United
States.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 5
c. Homework and other assignments designated by the instructor
F. Unit Six & Seven: Chapter 6, Policing: Roles, Styles, and Functions
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Identify characteristics of police work.
b. Distinguish among James Q. Wilson’s three operational styles in
policing.
c. List the three major functions of police departments.
d. Explain the main components of community policing.
e. Identify the four steps in a community policing approach to problem
solving.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 6
c. Homework and other assignments designated by the instructor
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G. Unit Eight & Nine: Chapter 7, Policing America: Issues and Ethics
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Describe the general attitude of the public toward the police.
b. Summarize the steps in an effective police officer selection process.
c. Identify factors that affect the exercise of police discretion and methods
of limiting discretion.
d. Describe two general ways that law enforcement agencies can reduce
stress on the job.
e. Explain the circumstances under which police officers may be justified
in using deadly force.
f. List some of the ways to control and reduce corruption.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 7
c. Mid-term exam
c. Homework and other assignments designated by the instructor
H. Unit Ten: Chapter 8, The Administration of Justice
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Identify the type of court structure in the United States and describe its
various components.
b. Summarize the purposes of courts.
c. Identify the most powerful actors in the administration of justice and
explain what makes them so powerful.
d. Summarize the types of attorneys a person charged with a crime might
have.
e. Describe the responsibilities of a judge.
f. Describe the purposes of an initial appearance.
g. Explain what bail is and describe the different methods of pretrial
release.
h. Explain what a grand jury is and what its purposes are.
i. Describe the purposes of the arraignment and the plea options of
defendants.
j. Describe the interests served and not served by plea bargaining.
k. List the stages in a criminal trial.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 8
c. Homework and other assignments designated by the instructor
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I. Unit Eleven: Chapter 9, Sentencing, Appeals, and the Death Penalty
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Identify the general factors that influence a judge’s sentencing
decisions.
b. Describe how judges tailor sentences to fit the crime and the offender.
c. Distinguish between indeterminate and determinate sentences.
d. Explain the three basic types of determinate sentences.
e. List five rationales or justifications for criminal punishment.
f. Explain the purposes of pre-sentence investigation reports.
g. List the legal bases for appeal.
h. Identify the type of crime for which death may be a punishment.
i. Summarize the three major procedural reforms the U.S. Supreme Court
approved for death penalty cases in the Gregg decision.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 9
c. Homework and other assignments designated by the instructor
J. Unit Twelve: Chapter 10, Institutional Corrections
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Summarize the purposes of confinement in Europe before it became a
major way of punishing criminals.
b. Describe how offenders were punished before the large-scale use of
confinement.
c. Explain why confinement began to be used as a major way of punishing
offenders in Europe.
d. Describe the recent trends in the use of incarceration in the U.S.
e. List some of the characteristics of the incarcerated population in the
U.S.
f. Describe how incarceration facilities are structured, organized, and
administered by the government in the U.S.
g. Name some of the common types of correctional facilities in the U.S.
h. Identify some of the procedures that institutions employ to maintain
security and order.
i. List the services and programs that are commonly available to inmates
in prison.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 10
c. Homework and other assignments designated by the instructor
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K. Unit Thirteen: Chapter 11, Prison Life, Inmate Rights, Release, and Recidivism
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Distinguish between the deprivation and importation models of inmate
society.
b. Explain how today’s inmate society differs from those of the past.
c. Identify some of the special features of life in women’s prisons.
d. Describe the profile of correctional officers and explain some of the
issues that they face.
e. Identify prisoners’ rights and relate how they were achieved.
f. List the two most common ways that inmates are released from prison
and compare those two ways in frequency of use.
g. Summarize what recidivism research reveals about the success of the
prison in achieving deterrence and rehabilitation.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 11
c. Homework and other assignments designated by the instructor
L. Unit Fourteen: Chapter 12, Community Corrections
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Define community corrections and identify the goals and
responsibilities of community corrections agencies and their staffs.
b. Define probation and summarize the research findings on recidivism
rates.
c. Distinguish parole form probation.
d. Explain the functions of a parole board.
e. Describe how intermediate sanctions differ from traditional community
corrections programs.
f. Explain two major concerns about intensive-supervision probation and
parole (ISP).
g. Explain what day reporting centers and structured fines are.
h. Explain what home confinement and electronic monitoring are.
i. Identify the goal of halfway houses and compare them with other
community corrections programs.
j. Summarize the purposes and outcomes of temporary-release programs.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 12
c. Homework and other assignments designated by the instructor
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M. Unit Fifteen: Chapter 13, Juvenile Justice and Chapter 14, The Future of Criminal
Justice in the United States
1. Unit Objectives: Upon successful completion of this unit, the student will:
a. Describe some of the early institutions used to respond to wayward and
criminal youths.
b. Explain the effects of some landmark U.S. Supreme Court cases on the
juvenile justice system.
c. Identify and describe factors that influence the ways that police process
juvenile cases.
d. Summarize the rationale for the use of diversion in juvenile justice.
e. Describe the adjudication hearing in juvenile justice.
f. Describe the disposition hearing and the types of dispositions available
to the juvenile court.
g. Identify the types and describe the effectiveness of community-based
correctional programs for juveniles.
h. Summarize recent trends in juvenile incarceration.
i. Identify the types and describe the effectiveness of institutional
programs for juveniles.
j. Describe the possible future of law enforcement.
k. Identify perhaps the most divisive issue that will confront correctional
policy makers in the future.
l. Describe the possible future of corrections.
m. List some of the cost-reduction strategies likely to be advocated in
corrections in the future.
n. Explain what identity theft is, and describe the extent of the problem in
the United States.
o. Summarize the reasons why transnational organized crime poses special
problems for law enforcement.
p. Describe some of the challenges faced by criminal justice in the Age of
Terrorism.
2. Learning Activities:
a. Classroom lecture/discussion
b. Reading assignment: Chapter 13 & 14
c. Homework and other assignments designated by the instructor
N. Unit Sixteen:
1. Review for final exam
2. Final exam
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SEPT 2014-OCT 2014
CJSA 1322, Introduction to Criminal Justice
Course Outline
Mon
1
Tue
Wed
2
3
Thu
Fri
4
Sat & Sun
5
6
7
8
9
10
11
12
13
CJSA 1322
Chapter 3-5
Introduction
14
Chapter 1-2
15
16
17
18
19
Chapter 6-7
20
Midterm, Chapter 8-9
Midterm Review
Chapter 8-9
21
22
23
24
25
26
27
28
29
30
1
Oct
111
2
3
Chapter 10-12
4
Chapter 11-13, Final review/exam
Term Paper Due
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