Sample Syllabi - American Society of Criminology

American Society of Criminology Introduction to Criminology Syllabi Collection

Coeditors: Denise Paquette Boots (University of Texas at Dallas) &William Reese (Augusta State University)

Sample Syllabi from Various Contributors

Table of Contents Alan Bruce (Crime & Society)…………………………………………………..page 3 Steven Barkan (Crime & Criminal Justice)……………………………………...page 9 Denise Paquette Boots (Introduction to Crime & Criminology)………………...page 13 Christine Gardiner (Introduction to Criminology, Law & Society)……………..page 21 Christine Gardiner (Crime & Delinquency)…......................................................page 27 Heath Hoffman (Criminology)…………………………………………………..page 38 Jon Shane (Criminology)………………………………………………………...page 43 Josh Klein (Criminology)………………………………………………………..page 49 Marian Mosser (Criminology)……………………………………………… …..page 57 Mark Warr (Criminology)…....................................................................... .........page 69 Travis Pratt (Nature of Crime)……………………………………… … …….page 72 Susan SmithCunnien (Criminology)……………………………… … … …..page 79 Tim Berard………………………………………………………………………page 87

ASC Introduction to Criminology Sample Syllabi

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Course

Instructor Dr. Alan S. Bruce

CJ/SO 283 A Crime and Society Office: 336 CLA1 Fall Semester, 2006 Office hours: See Blackboard MWF 99:50 am Phone: Extension 8458 Room TH 318 Email: [email protected]

Introduction This course provides an introduction to the study of crime, commonly known as criminology. Criminology is primarily concerned with understanding the causes of crime, and so we will examine some of the most influential explanations for criminal behavior. As social context shapes general beliefs, however, it also shapes beliefs about crime; we will consider how different explanations have emerged at different times and understand how social context contributes to explanations of crime. To develop credible explanations for crime we must understand the nature of crime, and we will examine a range of criminal activity. General Approach to Teaching Crime and Society My approach to the study of crime and society is guided by the Quality Standards for the Baccalaureate Degree in Criminal Justice developed by the Academy of Criminal Justice Sciences (ACJS). ACJS standards for criminal justice education state in part; The purpose of undergraduate programs in criminal justice is to educate students to be critical thinkers who can c co om mm mu un ni ic ca at te e t th he ei ir r t th ho ou ug gh ht ts s e ef ff fe ec ct ti iv ve el ly y i in n o or ra al l a an nd d w wr ri it tt te en n fo rm m. Programs should familiarize students with facts and concepts and teach students f or to apply this knowledge to related problems and changing situations. (From Quality Standards for the Baccalaureate Degree in Criminal Justice published by the Academy of Criminal Justice Sciences, http://www.acjs.org/pubs/167_667_12021.cfm) ACJS standards are reflected in the course objectives and assessment criteria. Course Objectives and Assessment Upon successful completion of this course students will: q q q q q q

Understand the major criminological explanations of crime. Be able to utilize criminological theory to explain crime. Understand the nature of a variety of criminal activities. Be able to effectively communicate about criminological theory. Understand how social context impacts thought concerning crime and its causes. Be able to critically assess explanations of crime.


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Progress towards meeting these objectives will be determined by performance on exams and quizzes, and quality of course participation and writing assignments. Required Reading The following texts are available in the university bookstore: Adler, F., Mueller, G. O., & Laufer, W. S. (2007). Criminology (6 th ed.). New York: McGraw Hill. Reiman, J. (2007). The Rich Get Richer and the Poor Get Prison: Ideology, Class, and Criminal Justice (8 th ed.). Needham Heights: Allyn & Bacon. Additional required reading will be distributed in class or placed in Blackboard; you are responsible for these regardless of your attendance. Course Expectations You can expect me to be respectful at all times, be in class on time, hold regular office hours as posted in blackboard, quickly respond to your questions, assist you with class assignments, return all written work within two weeks, provide clear guidelines on expectations for all assignments, and provide you with meaningful feedback on your work. In class we will use a lecture discussion format and failure to adequately prepare for class will prevent effective participation. I expect you to come to class having read the assigned material, completed assignments, and prepared to discuss the relevant material. You are expected to hand in assignments on time and take exams at the scheduled times. There will be no opportunity for extracredit assignments so it is important that you satisfy stated requirements. PLEASE DO NOT APPROACH ME REQUESTING EXTRA CREDIT ASSIGNMENTS. You are expected to alert me if you are having any trouble with the course material. I am unable to provide help if you do not seek it! When reading the material you should ask yourself: Do I understand the vocabulary? Do I understand the concepts the words are meant to convey? Can I explain the material in my own words? If you cannot answer “yes” to each of these let me know as soon as possible. This course will rely heavily on the Blackboard system available through the Quinnipiac University website. You must familiarize yourself with Blackboard as soon as possible. To give your inquiries the attention they deserve and allow me to begin class on time you are expected to bring your questions to me during my office hours rather than immediately before or after class.


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ACADEMIC HONESTY You must follow the university’s Academic Integrity policy. The current Academic Integrity Policy can be accessed at http://www.quinnipiac.edu/x847.xml. Violation of the Academic Integrity Policy will result in report to the university academic integrity board, an F grade for the course, and possibly a judicial hearing. Familiarize yourself with the Academic Integrity Policy and contact me if you have any questions about it. Attendance Full attendance is expected. You are responsible for all material and assignments whether you attend class or not, and it is in your best interest to attend all class meetings. There will be information presented in class that is not in the required readings and you are responsible for this whether or not you are in class. There may also be changes in the schedule or assignments that are announced in class, and again you are responsible for these regardless of attendance. Irregular attendance will result in poor performance on all assignments and a low grade for the course. Finally, a record of attendance will be kept and considered in determining class participation grades. It is my strong preference that you do not bring laptop computers to class. Should you choose to bring a laptop to class it must only be used for course activities; email, instant messaging, online poker/gambling, checking sports scores, or showingyourbuddy somethingreallycool/funny/weird/gross are not course activities. Using a laptop for noncourse activities will seriously reduce your course participation grade. When in class please do not sleep, write notes to each other, read newspapers, do homework for any class, listen to music, or engage in activity that may disturb others. Turn off your phone!! Students With Disabilities: If you are a student with a documented disability I am happy to make the necessary accommodations BUT it is your responsibility to submit the relevant paperwork to me. I cannot make accommodations based on disability until I have received the relevant paperwork. Know your neighbor! It is a good idea to get the contact information for those sitting around you – this can help you get notes/announcements should you miss class, and get assistance with preparation for exams and quizzes. Say hello and write down their contact information! Exams, Quizzes, Class Participation, and Assignments Your final grade for the course will be determined by performance on exams, quizzes and/or in class assignments, written assignments, and class participation.

n There will be two exams in this course, one during week 8, and a final exam given during finals week. The final exam covers material from the entire semester. Exams comprise 50% of your final course grade. n There will be 4 quizzes given in class that comprise 15% of your overall grade. Only three quizzes count towards your final grade therefore you drop your lowest quiz grade. No ASC Introduction to Criminology Sample Syllabi

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makeup quizzes will be given.

n Writing assignments will be distributed at appropriate points in the semester. Writing assignments comprise 25% of your overall course grade. Late assignments will be penalized 5% of the earned score for each day past the deadline. n While course participation is graded subjectively the following are taken into consideration; attendance, preparation for class, contribution to class and blackboard discussion, and demonstrated level of enthusiasm for course material. Note that contribution to class discussion does not simply involve talking but should demonstrate that you have read and understood the assigned material. Course participation comprises 10% of your overall course grade. n Should you have questions about earned grades you must make an appointment to come and meet with me; please do not attempt to discuss assignment grades with me immediately before or after class. A 48 hour “reflection” period must occur before I will discuss earned grades. Each assignment is worth a certain number of points and comprises a proportion of your final course grade. The maximum number of points available for this course is 300. The number of points and proportion of the final course grade for assignments is as follows: Exam 1

65 points = 22% of your final course grade.

Exam 2


Quizzes

45 points total = 15% of your final course grade.

Written assignments.


Participation


Total

300 points = 100%

Final grades will be determined by dividing the total number of points earned by the total number of possible points, with the resulting percentage converted into a letter grade using the following scale: A = 93100%

B+ = 8789%

C+ = 7779%

D = 6069%

A = 9092%

B = 8386%

C = 7376%

F = 059%

B = 8082%

C = 7072%

You can calculate your current course grade at any time. Divide the number of points you have earned by the total number of points available to that point, multiply the total by 100 to calculate your percentage, and use the above scale to determine your grade.


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Tentative Schedule Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

August 28: Course overview and introductions. August 30: So what is “criminology”? Adler et al. chapter 1. September 1: So what is “criminology”? Adler et al. chapter 1, Reiman Introduction. September 4: University holidayno class. September 6: How do we know about crime? Adler et al. chapter 2. September 8: How do we know about crime? Adler et al. chapter 2. September 11: How do we know about crime? Adler et al. chapter 2, Reiman chapter 1. September 13: QUIZ 1. Why’d they do it? Witches, criminaloids and the feebleminded. Adler et al. chapter 3. September 15: Why’d they do it? Witches, criminaloids and the feebleminded. Adler et al. chapter 3. September 18: Why’d they do it? Modern biological and psychological explanations. Adler et al. chapter 4. September 20: Why’d they do it? Modern biological and psychological explanations. Adler et al. chapter 4. September 22: Why’d they do it? Social explanations of crime strain. Adler et al. chapter 5. September 25: Why’d they do it? Social explanations of crime strain. Adler et al. chapter 5. September 27: Why’d they do it? Social explanations of crime strain. Adler et al. chapter 5. September 29: Why’d they do it? Social explanations of crime strain. Adler et al. chapter 5. October 2: Yom Kippur university holiday. October 4: QUIZ 2. Why’d they do it? Social explanations of crime subcultures. Adler et al. chapter 6. October 6: Why’d they do it? Social explanations of crime subcultures. Adler et al. chapter 6. October 9: Why’d they do it? Social explanations of crime control. Adler et al. chapter 7. October 11: Why’d they do it? Social explanations of crime control. Adler et al. chapter 7. October 13: Why’d they do it? Social explanations of crime control. Adler et al. chapter 7. October 16: MIDTERM EXAM. October 18: Why’d they do it? Social explanations of crime. Adler et al. chapter 8, Reiman chapter 2. October 20: Why’d they do it? Social explanations of crime. Adler et al. chapter 8, Reiman chapter 2. October 23: Why’d they do it? Social explanations of crime. Adler et al. chapter 8, Reiman chapter 2. October 25: Why’d they do it? Social explanations of crime environment. Adler et al. chapter 9. October 27: Why’d they do it? Social explanations of crime environment. Adler et al. chapter 9. October 30: QUIZ 3. What do they do and how do they do it? Violence and hate. Adler et al. chapter 10. November 1: What do they do and how do they do it? Violence and hate. Adler et al. chapter 10. November 3: What do they do and how do they do it? Violence and hate. Adler et al. chapter 10.


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Week 11

Week 12

Week 13

Week 14

Week 15

Week 16

November 6: What do they do and how do they do it? Violence and hate. Adler et al. chapter 10. What do they do and how do they do it? Property crime. Adler et al. chapter 11. November 8: What do they do and how do they do it? Whitecollar and organized crime. Adler et al. chapter 12. November 10: What do they do and how do they do it? Whitecollar and organized crime. Adler et al. chapter 12, Reiman chapter 3. November 13: What do they do and how do they do it? Whitecollar and organized crime. Adler et al. chapter 12, Reiman chapter 4. November 15: QUIZ 4. What do they do and how do they do it? Whitecollar and organized crime. Adler et al. chapter 12, Reiman chapter 4. November 17: What do they do and how do they do it? Whitecollar and organized crime. Adler et al. chapter 12. November 20: University holiday, no class. November 22: Thanksgiving break, no class. November 24: Thanksgiving break, no class. November 27: But why is it wrong? Because we say it is! Adler et al. chapter 13. November 29: But why is it wrong? Because we say it is! Adler et al. chapter 13. December 1: But why is it wrong? Because we say it is! Adler et al. chapter 13. December 4: What can we do about crime? Reiman conclusion. December 6: Is ours’ the only way? Comparative Criminology. Adler et al. chapter 14. December 8: Last day of class. Beginning December 11: Final exam given ONLY at time scheduled by the university.

Note: This syllabus is subject to change at any time and without notice.


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SOC 214 Crime and Criminal Justice

Office: 201 Fernald Hall

Fall 2007

Phone: 5812383

Steven Barkan & FC

Email: [email protected] Office Hours: TTh 1:552:55 p.m. and by appt. SYLLABUS

Welcome to criminology! This course concerns the sociological study of crime and criminal justice in the United States. A major goal will be to answer three questions: (1) What are the causes of crime? (2) How can crime be reduced? and (3) To what degree does criminal justice decisionmaking reflect racial/ethnic, social class, and gender biases? As we will see, these questions are not easy to answer. The course will provide you with a variety of perspectives and information that will help you realize the complexity of the crime problem. When I was a college student, I decided to major in sociology because I felt it had something to say about the world around me and my place in it, and because my sociology instructors respected me and treated me like a human being, not just like a cog in a machine. After many years of teaching, I’m just as fascinated by sociology as I was in college, and I hope that by the end of this course you will also appreciate what sociology has to offer for the understanding of crime and related problems. Classes will include informal lectures and discussions. Lectures will integrate course readings and incorporate other literature to present additional information. Discussions will help you learn to think sociologically and to deal critically with course materials. For us all to learn as much as possible from the course, regular class attendance and timely completion of reading assignments are essential. Everyone is expected to attend class regularly and to do all reading assignments by their due date. Ultimately what you get out of this course depends on what you put into it. The requirements for the course are designed to help you learn as much as possible and, especially, to help you learn to think sociologically about crime and criminal justice. I will take attendance to support the following policy. An absence is excused if it occurs because of documented illness, a universityapproved trip, or other urgent reason with my approval. Students with no more than two unexcused absences will receive consideration in event of a borderline grade and will also be eligible for some extra credit (see below). Anyone who accumulates more than six unexcused absences will get no higher than a C, and anyone who accumulates more than eight unexcused absences will get no higher than a D.


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For our class to succeed, we all must practice classroom etiquette. First and foremost, this means that we all must respect each other’s opinions and follow standards of common courtesy. Students should refrain from behaviors that violate these standards. These behaviors include, but are not limited to: excessive chattering; coming in late or leaving early; using cell phones, pagers, or other electronic devices; passing notes; reading newspapers, magazines, or other inappropriate material in class; sleeping in class; using a laptop computer for reasons other than taking class notes. Repeat offenders may be asked to leave the class and/or may suffer a reduction in their course grade, including possible failure in the course, and other sanctions allowed by the University. Such sanctions may occur whether or not you are asked to correct your behavior. The grade for the course will be determined as follows. Three multiplechoice exams will given on the dates listed below; each will count 23% toward the final course grade, or 69% overall. Four short reaction papers will each count 3% toward the final course grade, or 12% overall. Finally, a term paper will count for 19% of the final course grade. These modes of evaluation are discussed further below. In determining the final course grade, an average of 94100=A, 9093=A, 8789=B+, 8486=B, 8083=B, and so forth. Students are reminded that plagiarism and other forms of academic dishonesty violate the University of Maine Student Conduct code as outlined in the Student Handbook. I know this syllabus sounds very formal, but I hope you will enjoy the course and will do my best to make sure you do. I bring into this course many years of teaching about, and doing research on, crime and criminal justice, which I consider important, fascinating topics of great relevance for the field of sociology and well as for society. I'll be very interested in your views on the course as we proceed, and welcome your thoughts throughout the semester. Finally, I encourage students with disabilities to speak with me about accommodations they might need to help assure success in this class. If you feel you might have an undiagnosed disability, please feel free to talk with me and/or to contact Ann Smith at the Onward Program on campus (5812319). REQUIRED READINGS Steven E. Barkan, Criminology: A Sociological Understanding, 3 rd ed. Careers in Criminal Justice cdrom supplement TOPICS AND READING ASSIGNMENTS I. UNDERSTANDING CRIME AND CRIMINOLOGY Sept. 4,6,11,13 Sept. 18,20

Criminology and Sociology. Chapter 1 Public Opinion and the Media. Chapter 2


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Sept. 25,27

Measuring Crime and Victimization. Chapters 3,4

II. EXPLAINING CRIME AND CRIMINAL BEHAVIOR Oct. 2,11

Nonsociological Explanations. Chapter 5

Oct. 4

Prelim #1

Oct. 16,18,23,25

Sociological Explanations. Chapters 6,7,8

III. TYPES OF CRIME Oct. 30; Nov. 1,6

Violent Crime. Chapters 9,10

Nov. 8

Prelim #2

Nov. 13,15

Guest lectures

Nov. 20

Property Crime. Chapter 11

Nov. 27,29

WhiteCollar Crime and Organized Crime. Chapter 12

Dec. 4,6

Consensual Crime. Chapter 14

IV. CONTROLLING AND PREVENTING CRIME Dec. 11,13

Policing, Punishment, and Prevention. Chapter 15 (pp. 472484 only); 16 (pp. 508512,525527,533539 only); 17 (pp. 547555 only)

MODES OF EVALUATION 1. MultipleChoice Exams. Three multiplechoice exams (prelims) will evaluate your understanding of all course materials, including lectures, discussions, and readings, and also your ability to integrate these materials. At least five questions for each exam will be drawn from the companion Web site for the course textbook ( http://wps.prenhall.com/chet_barkan_criminology_3). The prelims will be given in class on Thursday, October 4; Tuesday, November 8, and during Finals Week (Tuesday, December 18 at 9:30 a.m.) Makeup (essay) exams, including for the third exam, will be permitted only for documented excused absences. 2. Extra Credit. Students with no more than two unexcused absences may submit an extra credit paper that will add up to four points to the final course grade. The paper will apply your knowledge from the course to criminal justice careers. Specifically, you are asked to choose one of the careers included in the Job Description area on the Careers in Criminal Justice cdrom supplement. For the career you select, you should pretend either that you will be entering that career or that you are writing to someone who will be entering that career. Regardless of what you pretend, your paper should discuss how knowledge gained from our course may enhance someone’s ability to perform all aspects of their job responsibilities in the career you select. Your discussion should draw extensively on the cd ASC Introduction to Criminology Sample Syllabi

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rom and on all course materials and indicate what you have learned from our course and your ability to apply it to realworld situations. The paper should be 35 pages long (900 1200 words), typed, and doublespaced. This paper is due at the beginning of class on Thursday, December 13. DATES TO REMEMBER Thursday, October 4

Prelim #1

Tuesday, Nov. 8

Prelim #2

Finals Week (Tues., 12/18) Prelim #3 Thursday, Dec. 13

Extracredit papers due


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Introduction to Crime and Criminology Spring 2008 Course Syllabus Course Information Course Number/Section

CJS 1307 section 001/CRN 13462

Course Title

Introduction to Crime and Criminology

Term

Spring 2008

Days & Times

Mondays 2:30-5:15pm Green Hall Room 2.302

Professor Contact Information Professor

Dr. Denise Paquette Boots

Email Address

[email protected] or via Web CT

Office Location

Green Hall 2.520 (south side nearest McDermott Library)

Office Hours

Mondays 12:30-1:30pm or by appointment

Other Information

Use UTD email for all correspondence- response within 48 hours

Course Pre-requisites, Co-requisites, and/or Other Restrictions None

Course Description This course examines the nature, location, and impact of crime in the United States by exploring a broad range of issues related to criminology. Topics focused on within the course include the historical foundations of crime, the theoretical underpinnings of criminality, how we measure criminal acts, the development of criminal careers, the various typologies of offenders and victims, and a critical analysis of public policies concerning crime control in society. Student Learning Objectives/Outcomes This course introduces the student to the discipline of criminology and explores how crime impacts society-atlarge. Upon successful completion of the course, students will be able to: 1. 2. 3. 4.

recognize various typologies of criminal behavior identify the general elements of criminological theory name the major crime data sources link general elements of theory to the typologies of crime.


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Required Textbooks and Materials Two Required Texts 1) Criminology: The Core (3rd Edition) Larry Siegel ISBN 0-495-09477-3 and 2) Study Guide for Siegel’s Criminology: The Core (3rd Edition) by Anthony Larose ISBN 0-495-10001-3 and 3) THREE BLANK Scantrons from UTD Bookstore for exams (Parscore—see items below) Required Reading/Materials **Students are REQUIRED to purchase 3 scantrons (Green form, 100 answers, ParSCORE Test Form No: X-101864 ONLY-. Please purchase ONLY this exact form at the UTD Bookstore and bring to your exam completely BLANK. I will show you an example of the scantrons in class and all students are expected to purchase all three scantrons WITHIN THE FIRST COUPLE WEEKS OF CLASSES. **Students who do not bring their form on test day will not be able to take the exam and are NOT eligible for makeup exams!!** The instructor will NOT have extra forms for your use. Students also may be tested on any handouts, films shown during class time, and/or guest lecture notes given out by instructor during class or posted on Web CT.

Suggested Course Readings/Materials None

Course Policies Class Attendance: Please show respect to the instructor and your fellow students by being on time! Class will begin promptly at 2:30pm, and roll will be taken each day. Attendance is not required, but class participation will make up 10% of your grade. Simply put, if you are not here, you will not be able to participate or prepare well for your exams and this will negatively affect your grade in this course. The instructor reserves the right to also deduct class participation points for negative student behaviors that adversely affect the classroom. Class participation points are awarded for students who positively contribute the class. Students not present when their name is called or to sign in on the attendance sheet will be counted absent for that day. Another classmate may NOT sign in for you—this will be considered to be an act of academic dishonesty. Students who attend class will be more engaged, synthesize the material better, and have the opportunity to contribute to the class discussions and earn participation points. ***After class has begun at 2:30pm, please do not enter and disrupt the class or leave the classroom! LATE ADMISSIONS INTO THE CLASS WILL NOT BE ALLOWED—this is to facilitate a positive learning environment for the entire class with minimal disruptions. Before class starts please turn off your cell phones and plan to use the restroom so that you do not disrupt our discussions. Plan to attend class the entire scheduled time for each day per your course calendar. Excused absences are limited to ONLY documented serious illnesses, family emergencies, observed religious holidays, or official UTD events (athletics, debate, etc.) that students notify me of IN ADVANCE via email or during class time. Students on official business should bring me an official notice from your organization of class conflicts so that alternative arrangements can be made. Students who have a conflict due to religious practices need to get with me at the beginning of the semester and let me know what these dates will be.

Classroom Citizenship and Participation: Without question, students who are actively engaged learn more, earn better grades, and are better informed citizens of their university and communities. You will also be significantly better prepared for future courses within the Criminology program if you are a major. You are actively encouraged to be an engaged and positive participant in our classroom. Our classroom is a safe space to share your experiences, thoughts, and critiques of criminological research ASC Introduction to Criminology Sample Syllabi

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and topics. I encourage critical thinking and welcome open discussions of the material we will review. You may participate via email correspondence to me, visiting with me during office hours, bringing in news articles or stories that relate to our course material, or by asking questions or making comments during lectures. Students may NOT record the instructor or any guest speakers. You may NEVER sell your PowerPoint presentations, notes, online or personal study guide materials or any other class materials (except the purchased required textbook and study guide).

Lectures: PowerPoint presentations for each chapter in your textbook will be posted at the beginning of the semester, and students are expected to download and print out these materials from Web CT after the FIRST class and bring all of them to class each week. This practice will facilitate more active participation in class lectures, as students will only have to record additional information given or make personal notes about the material! Additional material will be added to these lectures and I will highlight material that will be relevant for your exams, so I strongly encourage you to attend class. Students are required to check WebCT for class announcements and course materials at least once per week and prior to class so that you are prepared. Due to the dynamic nature of the schedules of some of our guest speakers, class lectures may change without prior notice. Therefore, it is imperative that you bring all Power Points not previously lectured on to class so that you are prepared. Students who miss classes are responsible for getting any information and notes in person from a classmate. Please do NOT contact me and ask me to send you the notes from lectures that you have missed or ask me whether you should attend class! It is solely your responsibility to get notes from classmates for whatever classes are missed.

Quizzes: Additionally, 20% of your grade will be made up of from a number of pop quizzes that will be given during the course of the semester. Typically the number of quizzes is three, unless there is poor attendance or behavior in the class. I reserve the right to increase or decrease the quizzes WITHOUT notice. Each quiz will cover the material due that day and/or the class prior, and may include all lectures, videos, or speakers covered in class or readings assigned in the required texts. IMPORTANT: Quizzes cannot be made up except for these THREE reasons: 1) you are hospitalized (not just sick!) with doctor verification, 2) you are participating in an official activity of a UTD organization ( you should give me an official letter at the beginning of the semester with the dates that you will missing class and it will be your responsibility to get with me no later than the next class period to reschedule the quiz), or 3) you are observing an official holiday for your religious faith (and have notified me in ADVANCE of those dates). Again, I encourage you to come to consistently attend class and be ON TIME since quizzes usually occur at the beginning of class. When the quiz is collected, it is over. If you try to enter the class late and the quiz is completed, you will NOT be allowed to make it up. BE ON TIME!!

Examinations/Make-up exams: Exams will include materials from your two texts, lectures, videos, guest speakers, and other supplemental materials covered in class. Exams will account for 70% of your final grade in this class. Exams typically are multiple choice exams with a couple of short answers. People, places, things, and highlighted words or sections in your text are the areas of interest you should focus on in your studying. I will highlight certain test items during your course lectures as well! If attendance, note-taking, and class behavior are good, I will provide you with key points for guest speakers and videos shown in class to help you with the material. Exams generally are not cumulative if class attendance and behavior are good during the semester. All materials covered in class are subject to testing—please consult your calendar for a list of chapters due for each exam.


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**ON TEST DAYS, ALL HATS, CELL PHONES, PDA’S, CALCULATORS, WATER BOTTLES, DRINKS, OR WRITING INSTRUMENTS ARE TO BE PUT IN A BOOKBAG OR PURSE. NOTHING BUT A PENCIL, YOUR SCANTRON, AND ID ARE ALLOWED AT YOUR DESK. ALL PERSONAL ITEMS WILL BE KEPT AT THE FRONT OF THE CLASS UNTIL YOUR EXAM IS COMPLETED AND TURNED IN. BRING PHOTO ID AND STUDENT UTD ID#’s (NOT SOCIAL SECURITY NUMBERS) TO THE EXAM AND HAVE THEM ON YOUR PERSON DURING THE TEST PLEASE!!**

IMPORTANT: Make-up exams will absolutely NOT be considered unless there is documented proof of a hospitalization or emergency and I am contacted BEFORE THE EXAM BY EMAIL. Your doctor saying you are sick or you feeling sick IS NOT A VALID EXCUSE FOR A MAKEUP EXAM. Religious holidays will be fully accommodated, but students must contact me prior to the absence to make arrangements for a makeup exam. The instructor reserves the right for all makeup examinations to be full essay and be administered on a date of my choosing. PLEASE DO NOT TRY TO MAKE UP AN EXCUSE IF YOU MISS THE EXAM—these policies will be enforced fairly and uniformly! Exams may be curved after a question analysis is done by the instructor and bonus points may be given on the exam to help students with their final grades. These points are solely given at my discretion and grades are FINAL once posted. Exam grades will be posted when available on Web CT and students are welcome to make an appointment with me to review their tests and grades. Again, if you have a religious holiday or are a student athlete that conflicts with an exam date, please contact me at the beginning of the semester (or as soon as you are aware of the conflict) to make arrangements for a new exam time. These alternate exams will also be multiple choice but will have different questions than the exam given to the rest of the class.

Extra Credit: There is NO extra credit possible in this class. Grading Policy: CLASS PARTICIPATION

45 POINTS

10% of grade for participation

QUIZZES

90 POINTS

20% of grade for quizzes

EXAM 1

105 POINTS

70% of grade for exams

EXAM 2

105 POINTS

EXAM 3

105 POINTS

TOTAL

450 POINTS TOTAL IN CLASS


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GRADING SCALE: Take your FINAL POINT TOTAL for all items from Web CT to determine what your grade is as follows: Percent Grade Point Range Totals 100% A+ 450 93-99% A 419-449 90-92% A405-418 87-89% B+ 392-404 83-86% B 374-391 80-82% B360-373 77-79% C+ 347-359 73-76% C 329-346 70-72% C315-328 67-69% D+ 302-314 63-66% D 284-301 60-62% D270-283 59% and less F 269 and below

Student Conduct & Discipline: The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity: The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrates a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with to the fullest extent possible under the university’s policy on plagiarism (see general catalog for details). ASC Introduction to Criminology Sample Syllabi

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Email Use: The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. You are

required to check your WebCT account before our class to get updates, communications, and notices about exams, etc. in this class! If you have not done so already, please activate your email and become familiar with WebCT after the first class and begin to check it regularly. Withdrawals from Class: The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures: Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy: As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. You must get the permission of the instructor and make arrangements for incomplete work prior to this grade being assigned. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services: The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, ASC Introduction to Criminology Sample Syllabi

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8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.

Religious Holy Days: The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding a religious absence and in advance of the assignment. All religious holidays that will be observed should be submitted in writing to the instructor at the beginning of the semester. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.

Off-Campus Instruction and Course Activities: Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. ( http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm).

Reading Assignments & Academic Calendar for Intro to Crime & Criminology Spring 2008 DATE Jan 7

SCHEDULED LECTURES/READINGS DUE EACH CLASS Intro to class/download all posted PowerPoint presentations on Web CT and bring to each class/Chapter 1 due (Text reading, study guide and Power Points DUE on each date)

Jan 14

Chapter 2 due/Florence Holway video


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Jan 21

No class** MLK HOLIDAY!

Jan 28

Chapter 3 due/**Guest speaker- Mr. Greg Davis, Collin Co. Assistant District Attorney

Feb 4

Chapter 4 due/ 1st installment of Paradise Lost

Feb 11 Feb 18

Exam 1/2nd installment of Paradise Lost Chapter 5 due (Chief Rushin had to reschedule)/ Paradise Lost finale and discussion

Feb 25

Chapter 6 due** Guest speaker- Lt. Vernon Hale, Dallas Police Department

March 3 March 10

Chapters 7 and 8 due No class! Happy Spring Break!!

March 17

Chapter 9 due

March 24 March 31

Exam 2/TBA Chapter 10 due** /Guest speaker- Police Chief Gregory W. Rushin, Plano Police

Apr 7

Chapters 11 and 12 due

Apr 14

**Guest speaker- Collin County Fire Marshal Steven M. Deffibaugh

Apr 21 Apr 28

Chapter 13 due** Guest Speaker- Mr. Travis Wortham, Texas Youth Commission Superintendent TBA/Last Day of Regular Class!

May 5

FINAL EXAM at 2:30pm—DO NOT MISS YOUR FINAL!!!!!!!!

*************************************************************************************** PLEASE NOTE: These descriptions and timelines are subject to change at the discretion of the Professor without prior notice.


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Introduction to Criminology, Law and Society University of California, Irvine – Summer Session I, 2007 Course Time & Location: Monday & Wednesday 1:00 – 3:50pm Humanities Hall (HH) 178 Instructor: Christie Gardiner, M.Phil. ([email protected]) Office Hours: Wednesday 11:30 12:30 & by appointment Office Location: Social Ecology II (SE2) 2330 Teaching Assistant: Kate Rosoff ([email protected]) Office Hours: TBD Office Location: SE2 2364 Course Webpage: http://eee.uci.edu/07y/50405/ The course webpage is designed to be a resource for students and contains helpful links, readings and logistical information. Email: Important information will be communicated via email. It is your responsibility to have a functioning UCI email account and to check your account frequently (at least 3x per week). Course Description: This course presents a general overview of crime and punishment in the United States. It introduces the broad and interconnected fields of criminology, law and society, and criminal justice studies. We will discuss how our understanding of law shapes our understanding of crime as well as how crime influences law and public policy. We will examine the major theoretical explanations for crime, as well as how theories and our understanding of criminal behavior shape our responses to crime and criminals. We will also investigate the nature and extent of crime in society, and how criminologists measure and study crime. Additionally, we will investigate the criminal justice system and the complex interrelationships between its principle components (law enforcement, courts, and corrections). Learning Objectives: By the end of the course, students should be able to: 1. Describe the emergence and purpose of law according to various theories. 2. Name the main types of crime in society and describe the nature and extent of crime in the United States. 3. Describe the benefits and weakness of the major sources of crime statistics. 4. Articulate the main components of major criminological theories. 5. List the components of the criminal justice system and describe the criminal justice process in America and how it evolved. 6. Articulate the major theories of punishment and explain society’s current response to crime and delinquency. 7. Critically evaluate criminal justice policy based on their theoretical knowledge and their understanding of the causes and correlates of crime and delinquency.


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Required Reading: 1. Smith, P and Natalier, K (2005) Understanding Criminal Justice. ISBN: 0761940324 (required), 2. Agnew, R (2005) –Juvenile Delinquency, 2nd ed. (required), 3. Currie, E. (1998) Crime and Punishment in America. ISBN: 0805060162 , AND 4. Selected readings as indicated (on library reserve) Course Requirements: To be successful in this course, you must attend lecture, complete the assigned readings as outlined in the syllabus and be ready to contribute to class discussions. Grades will be based on two exams (a midterm and a final), one research paper, and a required field trip. Attendance at lectures is mandatory and less than stellar attendance can lower your grade, up to one full grade. Midterm – 60 pts (7/11/07) Final Exam – 75 pts (includes take home question and exam on 8/1/07) Research Paper – 50 pts (due Wednesday, 7/25/07 at 1:00pm in class) Fieldtrip – 15 pts (dates to be announced on the first day of class) Note: There are NO makeup exams. If you can not take an exam on the day it is scheduled, you should take this class at another time. If you miss an exam, you will be given a score of zero for that exam. Late papers will NOT be accepted; except under extraordinary circumstances. Honesty and Plagiarism Policy This course seeks to empower students for independent learning, resourcefulness, clear thinking, and perception. All submitted work and activities should be genuine reflections of individual achievement from which the student should derive personal satisfaction and a sense of accomplishment. Plagiarism and cheating subvert these goals and will not be tolerated. If you cheat on an exam or plagiarize any written assignment, you will receive an F for the exam/assignment, an official notice will be placed in your file and you may be prosecuted by UCI. Grading Scale: A+ = 200 points C+ = 154 – 159.5 points A = 188 – 199.5 points C = 148 – 153.5 points A = 180 – 187.5 points C = 140 – 147.5 points B+ = 174 – 179.5 points D+ = 134 – 139.5 points B = 168 – 173.5 points D = 128 – 133.5 points B = 160 – 167.5 points D = 120 – 127.5 points F = 0 – 119.5 points Fieldtrip: Students will have the opportunity to tour the Orange County Juvenile Hall, the Stark Youth Facility and the California’s Institute for Men in Chino. Students MUST attend one of these tours, based on their personal preference or scheduling availability. Students who sign up for a tour and fail to show up at the designated date and time will be penalized 10 points! For each fieldtrip (required & xc) you will, prior to entering the facility, write about your expectations. Then, upon completion of the tour, write about your observations. How was it similar or different from your expectations? Students who are unable to attend tours due to their criminal history or age will be given an alternative assignment, at the instructor’s discretion.


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Extra Credit: During the course, students will have the opportunity to visit several correctional facilities. Attending one fieldtrip is required; attending additional fieldtrips is extra credit. Students who attend two or more of the scheduled visits will be eligible to receive extra course credit (5 pts per facility) upon submission of a brief expectation/observation paper (12 pgs). Your grade can only be raised one notch (ie B+ to A, C to C+, etc.). Extra credit can NOT boost your grade from A to A+. Research Paper: There are two parts to this research paper. The first part is research and will require you to “get into the field” and observe some aspect of the criminal justice system in action. You will need to choose an aspect of the criminal justice system (police, courts, probation, jail, etc) in which to go on a “ride along” or observe how players in that agency operate for four or more hours. During this time, you should interview at least one (but preferably more) persons who work for/with the agency (ie police officer, dispatcher, judge, lawyer, deputy sheriff, deputy probation officer, etc). A list of resources will be provided during the first class meeting so you can arrange a ridealong that interests you and fits into your schedule. You do not need to use the contacts provided. You may choose to call an agency that is closer to your home or more convenient for you. However, these appointments can take up to a couple weeks to arrange, so plan ahead and get started early! The second part of the project is your paper. The goal of the paper is to show what you learned about the agency you studied (observed), what its role is in the criminal justice system and how it interacts with other agencies. It should also describe your experience on your ridealong and the interview/s you conducted. Notes about the paper: • about 7 pages in length (6 page minimum, 9 page maximum) • Doublespaced, using Times New Roman 12pt font and 1” margins. • Provide a contact name and phone number for someone at the agency you observed so that your time in the field can be verified, if necessary. • You must turn in a hard (paper) copy of your term paper AND upload your paper to turnitin.com for plagiarism review. • Please use an established method of citing your sources (APA, MLA etc.). • Papers will be graded on content, organization, quality of observation, and your ability to clearly articulate what you have learned about the agency during this course and your ridealong. In other words, writing counts!! • The most points you can receive on this paper without “going into the field” is 15. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Usage Policy agreement posted on the Turnitin.com site. Should a student object to using turninit.com and choose not to upload his/her paper for plagiarism review, he/she will be required to do the following: (i) write a short (3 pages) reflection paper on research methods and the importance of giving proper credit to original authors, and (ii) photocopy the cover page and all cited pages of each reference source and submit both with his/her final paper.


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Introduction (5 pts): Introduce the agency you chose to observe and its role in the criminal justice system. Provide a preview of your paper, a road map for the reader. Agency Type (15 pts): Clearly describe the type of agency you observed (law enforcement, courts, or corrections) and the functions fulfilled by these types of agencies as well as the role/s these agencies play in the criminal justice system. For instance, police departments investigate crimes and arrest suspects, superior courts process offenders accused of a crime, probation departments supervise offenders convicted of a crime and sentenced to probation. Where is this agency situated in the flow of the criminal justice system (ie police are generally first in the process; parole would be the last stage an offender might pass through)? Which branch of government are they part of? Which other agencies does it rely on/interact with? For example, if you visit a courtroom, you should discuss the court system in the United States (Federal and CA State); identify the courtroom workgroup and discuss the role and function of each person in the courtroom. You should also describe the court process (pretrial thru sentencing), the appeals process, as well as pertinent issues faced by the courts. If you do a ridealong with a law enforcement agency, you should discuss the duties of law enforcement, in general as well as by level (federal, state, local) and explain the distinctions between the various levels of law enforcement. Describe the process from the report of a crime to the arrest of a suspect (how many crimes go unreported, etc). Explain the various jobs within a typical law enforcement agency (this may also be in the next section). Discuss the balance between due process and crime control. Although you may use lecture and the textbook as sources of information, you should not quote directly from these sources on more than 3 occasions! Agency Studied (10 pts): Describe the agency you studied in terms of size, philosophy (if applicable), organization and operation. For example, if you went on a ride along with Newport Beach PD, you will talk about NBPD in this section. If you went to Orange County Superior Court in Santa Ana, you will talk about OCSC in Santa Ana. How many officers (or judges, etc) does this agency employ? How many other employees? What different jobs are done by employees at this agency? How many cars/courts are there? For example, if you went to X police department, you might write about how many officers the department has (how many employees total, or break it down by # sworn and # nonsworn), what specialty teams do they have, what other units does the dept have (ie crime prevention, crime analysis, ...), what is the policing philosophy of the department, do officers work on task forces with officers from other agencies, what are the main crime issues in X city, how do they address those issues... The things you might find out are almost endless. If you visited the Santa Ana Superior Court you should describe the court house tell us what you learned about it, specifically. Does it handle only criminal cases? Or does it handle civil cases also? Also, are there any "specialty courts?" How many people work at OCSC? What different jobs are done? Is it the county's central courthouse or is it a small courthouse that only handles traffic and misdemeanors? ... Be creative; try to uncover some interesting, little known facts about your agency. Observation and Interviews (10 pts): Describe your experience during your ridealong or observation session. What activities did you do? What did you observe? Did your observations/experiences meet your expectations? Why or why not? For example, if you went on a police ride along, you might consider the following questions: Did you go on many calls for service or was it a quiet shift. Did you drive all over the city, or did you stick to a single beat?


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Watch what the officer does, how s/he does her/his job observe her/his interactions with the public and how s/he interacts with you and the opinions s/he shares. If you went to the courthouse describe your day did you sit in on a trial? Did you go to a specialty court (drug court, prop 36/pc1210 court…). What did you observe voir dire; opening statements; closing statements; defense or prosecution arguments; witness testimony; preliminary hearings? Did these events take a long time, or were they quick? Were there lots of people in court, or few? Was it easy to figure out where you were going? Or confusing? Why? Who did you interview what did they say? Did they help you figure things out? No matter what your ridealong, show self reflection what did you observe and how did that compare to what you might have expected or what you have learned in class. Conclusion (5 pts): Wrap it up. Remind the reader what you said. Summarize your argument. Format (5 pts): Spelling, punctuation, grammar, proper citations, organization, overall quality of paper. Course Schedule and Readings: This schedule may be changed at the instructor’s discretion. th

Week 1/Mon. June 25 : Topic: Intro to CLS, Law making Types of law; Law and Social Change • Smith & Natalier pgs 128, 3942, 4755, and 5762 • Calvi, J. V. & Coleman, S. (1992). Chapter 1: Introduction. American Law and Legal Systems. Englewood Cliffs, New Jersey: Prentice Hall th

Week 1/Wed. June 27 : Topic: Law Breaking: Criminological Theories • Agnew Chapters 6 – 9 nd

Week 2/Mon. July 2 Topic: Law Breaking: Criminological Theories – differences in offending • Agnew Chapters 10 – 12 • St. John, J. (2007) Road Map to Prevention, Time Magazine, 3/15/2007. http://www.time.com/time/magazine/article/0,9171,1599722,00.html • Currie Introduction th

Week 2/Wed. July 4 HOLIDAY ENJOY! • Currie – pages 1267 th

Week 3/Mon. July 9 : Topic: Law Breaking: Defining and Measuring Crime • Currie – pages 67 109 th

Week 3/Wed. July 11 : Midterm Exam Topic: Law Breaking: Prevalence of crime and current trends • Currie – pages 110 141 • Rosenfeld, R. (2004). The Case of the Unsolved Crime Decline. Scientific American, 290, p82 90. th

Week 4/Mon. July 16 : Topic: Criminal Justice System: Organization & Law Enforcement • Smith & Natalier chapter 3 • Currie – pages 141 161 th

Week 4/Wed. July 18 : Topic: Criminal Justice System: Judicial System & Sentencing • Smith & Natalier chapter 4 ASC Introduction to Criminology Sample Syllabi

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• Bogira, S. (2005). Courtroom 302: A Year behind the Scenes in an American Criminal Courthouse. New York: Knopf, 110118, 122123, 175177. • Leonard, J., Garvey, M. and Smith, D. (2006, May 14). Releasing Inmates Early has a Costly Human Toll. The Los Angeles Times, Orange County Edition, pp.A1, A20 A22. rd

Week 5/Mon. July 23 : Topic: Criminal Justice System: Theories of Punishment and Corrections • Smith & Natalier chapter 5 • Braithwaite, J. (2005). Crime, Shame, and Reintegration. In Cullen, F. T. & Agnew, R. (eds.) Criminological Theories, Past to Present. Los Angeles: Roxbury Publishing, 316319. • Elsner, A. (2006). Gates of Injustice: The Crisis in America’s Prisons. Upper Saddle River, NJ: Pearson, 1235, 232241. th

Week 5/Wed. July 25 : Research Paper Due Topic: Wrapping up: Policies & Prescriptions • Currie – chapters 5 and 6 • Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Adult Corrections Programs: What Works and What Does Not. Olympia: Washington State Institute for Public Policy, p. 1 st

8. (read this 1 ) • Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Public Policy Options to Reduce Future Prison Construction, Criminal Justice Costs, and Crime Rates. Olympia: nd

Washington State Institute for Public Policy, p. 117. (read this 2 ) • Nores, M. Belfield, C. Barnett, W., Schweinhart, L. (2005). Updating the Economic Impacts of the High/Scope Perry Preschool Program. Educational Evaluation and Policy Analysis, 27 (3), p.245261. (optional) st

Wed. Aug 1 : Final Exam; Extra Credit Due


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AZUSA PACIFIC UNIVERSITY Global Studies and Sociology Department SOC 455: Crime and Delinquency Fall 2007 Course Time & Location: Tuesday 4:20 – 7:20pm in Duke 601 Instructor: Christie Gardiner, M.Phil. Email: [email protected]; [email protected] Phone: (714) 6940525 Office Hours: by appointment (typically before class) at a location to be determined Course Webpage: The course webpage is designed to be a resource for students and contains helpful links, readings and logistical information. Email: Important information will be communicated via email. It is your responsibility to have a functioning email account and to check your account frequently (at least 2x per week). Course Description: Catalog Description: This course explores the dimensions and nature of both traditional crime and criminality and the newly recognized forms of crime which exists within contemporary society. The criminal's relationship to the courts, police, and other penal agencies is the focus of attention. Supplemental Information: We will discuss how our understanding of law shapes our understanding of crime and delinquency as well as how crime influences law and public policy. We will examine the major theoretical explanations for crime, as well as how our understanding of criminal behavior shapes our responses to crime and criminals. We will also investigate the nature and extent of crime and delinquency in society, how criminologists measure and study crime and learn “what works” in delinquency prevention. Additionally, we will investigate the criminal justice system and the complex interrelationships between its principle components. Learning Objectives: By the end of the course, students should be able to: 1. Describe the emergence and purpose of law according to various theories. 2. Name the main types of crime in society and describe the nature and extent of crime in the United States. 3. Describe the benefits and weakness of the major sources of crime statistics. 4. Articulate the main components of major criminological theories 5. List the components of the criminal justice system and describe the criminal justice process in America and how it evolved. 6. Identify the role of external factors on adolescent development and delinquency 7. Articulate the major theories of punishment and explain society’s current response to crime and delinquency and how this compares to Biblical teachings. 8. Critically evaluate juvenile and criminal justice policy based on their theoretical knowledge and their understanding of the causes and correlates of delinquency Required Reading: 1. Smith, P and Natalier, K (2005) Understanding Criminal Justice. ISBN: 0761940324 (required), 2. Agnew, R (2005) –Juvenile Delinquency, 2nd ed. (required), 3. Currie, E. (1998) Crime and Punishment in America. ISBN: 0805060162, and 4. Selected readings as indicated


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Course Requirements: 1. Fieldtrip Report: Students will have the opportunity to tour several correctional facilities. Students MUST attend one of these tours, based on their personal preference or scheduling availability. Students who sign up for a tour and fail to show up at the designated date and time will be penalized 10 points! For each fieldtrip you will, prior to entering the facility, write about your expectations. For example, what do you think it will be like going into a prison? Then, upon completion of the tour, write about your observations. For example, how did the experience compare with your expectations? What did you learn? What will you take away from this experience? Reports should be 23 pages long and demonstrate sincere thinking your experience as it relates to topics discussed in class. Students who are unable to attend tours due to their criminal history or age will be given an alternative assignment, at the instructor’s discretion. 2. Research Paper: There are two parts to this research paper. The first part requires that you identify a topic/issue you are interested in and relates to criminal justice and research the issue in academic journals and/or books. The second part requires that you “get into the field” and interview at least one criminal justice system professional (ie police officer, dispatcher, judge, lawyer, deputy sheriff, deputy probation officer, etc) to ascertain how the issue impacts the practitioner or the system. In the paper you will need to (1) define the issue, (2) review the research on the issue, (3) describe how the issue impacts the criminal justice system or practitioner, and (4) demonstrate familiarity with the role, process and procedures of at least one aspect of the criminal justice system (law enforcement, courts, corrections). Topic choice: The list of potential topics is almost limitless. You should choose a topic that interests you. It could be a topic that you have discussed in other classes, or something you have seen on television that has you curious. The topic must impact at least one aspect of the criminal justice system and have an associated literature. Some possible topics: race/ethnicity issues; juvenile offenders; mentally disordered offenders; female offenders; the impact of various crime policies (three strikes, medicinal marijuana, proposition 36, gang injunctions…); role of religion in prison, does religion rehabilitate? How widespread is the use of forensic evidence? How has technology changed crime, the investigation of crime, or the processing of offenders? These are samples; actual topics should be more tightly focused. Research: Students are expected to search online databases for articles that relate to their topic and write a review of the research topic. It is expected that 57 works (not assigned as course reading) from respected journals or edited volumes in the field will be used (3 is the minimum). Books from respected authors are also acceptable. Students should ask for help from the instructor early if they are unable to locate appropriate reference materials, but should be prepared to explain the steps they have taken on their own before seeking help. Interview: The phone book lists contact for law enforcement agencies, jails, prisons, and the courts in the government pages. Most criminal justice professionals are happy to help if you identify yourself as a student. The instructor will help facilitate interviews with criminal justice professionals as necessary, upon request. Paper: A proposed topic and description should be submitted to and approved by the th

instructor no later than the 4 week. A paper outline and interview plan (including academic th

sources) should be submitted to and approved by the instructor no later than the 10 week. Final th

papers are due on December 4 . See additional paper guidelines.


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3. Discussion leader: Each student will serve as a discussion leader for part of one class session. This will involve (1) creating a reading guide for one or more of the readings assigned for that class meeting (2) facilitating a studentled discussion of the readings and (3) writing 23 quiz questions per reading. Each student will meet with the instructor one week prior to their assigned date to review the reading guide created by the student and coordinate efforts. Grading will be based on (1) demonstrated familiarity with the readings as evidenced by the reading guide questions and through your role as facilitator (you are NOT expected to be an expert, but you are expected to have identified and considered the author’s main points), (2) the quality of reading guide produced and (3) submission of the appropriate number of quiz questions. Reading guides are essentially a set of thoughtprovoking questions which are intended to clarify concepts or terms, illuminate the importance of a concept or argument made by the author, or apply the concept/argument to another courserelevant topic. 4. Attendance and Participation: Students are an important part of the learning process, therefore class members are expected to attend each class session, to arrive on time (the class begins promptly at 4:20), to come prepared (with all necessary materials and having completed the readings), and to participate actively. Please bring your book and other reading materials assigned to class with you so that we can refer to them during discussions. Evaluation of participation will be based on engagement with class discussions and group activities and on written/oral evidence of completion of reading assignments. Poor participation and unnecessary absences will lower your grade. Evaluation: Grades will be based on two exams (a midterm and a final), a research paper, discussion leader assignment and a required field trip report. Midterm – 25% (10/23/07) Final Exam – 25% (includes take home question and exam on 12/11/07) Research Paper – 25% (due Tuesday, 12/4/07 at 4:20pm in class) Discussion leader assignment – 15% Fieldtrip – 10% (dates to be determined) Grading Scale: A = 93% 100% A = 90% 92.9% B+ = 87% 89.9% B = 83% 86.9% B = 80% 82.9% C+ = 77% 79.9% C = 73% 76.9% C = 70% 72.9% D+ = 67% 69.9% D = 63% 66.9% D = 60% 62.9% F = 0 – 59.9%


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In general, written assignments will be evaluated on the basis of—where applicable—technical accuracy, creativity, incorporation of course concepts, depth of analysis, and quality of writing. Frequent grammatical and mechanical errors will adversely affect the score on any written assignment. The following are specific criteria by grade: A: The work plainly demonstrates superior creativity or originality of thought, mastery of course concepts, and accuracy of information and analysis. The writing is of very high quality, with no more than occasional grammar or mechanical errors. B: The work demonstrates an adequate mastery of course concepts. Some originality is evident and information and analysis is accurate for the most part. The writing quality is good, though it may have noticeable grammar or mechanical errors. C: The work demonstrates a minimal level of professional competence. Originality may be lacking. Information or analyses presented may contain glaring inaccuracies. The writing quality is poor. D: The work submitted demonstrates some effort but obviously falls short of minimal professional standards. Course Policies: 1. Attendance: Attendance at class is mandatory and less than stellar attendance (missing more than 2 lectures) can lower your grade, up to one full grade. It is your responsibility to sign the roster during each class. 2. Class Participation: Class participation is expected. Students who intentionally disrupt class or refuse to participate in discussions or activities will lose 1% of their overall grade for each class meeting that was disrupted. 3. Make up exams: There are NO makeup exams. If you can not take an exam on the day it is scheduled, you should take this class at another time. If you miss an exam, you will be given a score of zero for that exam. 4. Papers/assignments: Papers and homework assignments are due in hard copy format at the beginning of class on the due date. Late research papers will NOT be accepted; except under extraordinary circumstances. Homework assignments can be turned in late only by prior arrangement with the instructor. In this case, the maximum “grace period” is one week. 5. Incompletes: Incompletes will only be given in the case of a verified personal/family emergency and with the approval of the department chair and the college dean. 6. Disability Procedure: Any student in this course who has a disability that might prevent her/him from fully demonstrating her/his abilities should meet with an advisor in the Learning Enrichment Center (x3849) as soon as possible to initiate disability verification, and discuss accommodations that may be necessary to ensure his/her full participation in the successful completion of course requirements. 7. Extra Credit: During the course, students will have the opportunity to visit several correctional facilities. Attending one fieldtrip is required; attending additional fieldtrips is extra credit. Students who attend two or more of the scheduled visits will be eligible to receive extra course credit (2% per facility) upon submission of a fieldtrip report for each facility. Your grade can only be raised one notch (ie B+ to A, C to C+, etc.).


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Honesty and Plagiarism Policy – The mission of Azusa Pacific University includes cultivating in each student not only the academic skills that are required for a university degree, but also the characteristics of academic integrity that are integral to a sound Christian education. It is therefore part of the mission of the university to nurture in each student a sense of moral responsibility consistent with the biblical teachings of honesty and accountability. Furthermore, a breach of academic integrity is viewed not merely as a private matter between the student and an instructor but rather as an act which is fundamentally inconsistent with the purpose and mission of the entire university. A complete copy of the Academic Integrity Policy is available in the Office of Student Life, the Office of the Vice Provost for Undergraduate Programs, and online. Plagiarism and cheating will not be tolerated. If you cheat on an exam or plagiarize any written assignment, you will receive an F for the exam/assignment, an official notice will be placed in your file and you may be prosecuted by APU. Tentative Course Schedule: The following schedule may be changed at the instructor’s discretion. th

Week 1: Tue. Sept. 11 : Topic: Course introduction, Law and Social Change Guiding questions: Why do we have laws? What are the origins of law? How did we think about law (theoretical approaches)? • Smith & Natalier pgs 128, 3942, 4762 h

Week 2: Tue. Sept. 18 Topic: Law making Guiding questions: How do we make law? What types of law exist? • Calvi, J. V. & Coleman, S. (1992). Chapter 1: Introduction. American Law and Legal Systems. Englewood Cliffs, New Jersey: Prentice Hall • Hames, J. and Ekern, Y. (2006). Chapter 2: Introduction to Law (3rd Edition). Upper Saddle River, NJ: Prentice Hall. th

Week 3: Tue. Sept. 25 Topic: TBD • Currie – Introduction, Chapters 1 and 2 • Cole, D. (1999). Introduction: No Equal Justice. New York: The New Press. nd

Week4: Tue. Oct 2 Research Topic Proposal Due Topic: Law Breaking: Criminological Theories Guiding questions: Why do people commit crime? • Agnew Chapters 6 – 9 th

Week 5: Tue. Oct. 9 : Topic: Law Breaking: Criminological Theories – differences in offending Guiding questions: Does biology, social structure, or situation affect criminality? • Agnew Chapters 10 – 12 • St. John, J. (2007) Road Map to Prevention, Time Magazine, 3/15/2007. http://www.time.com/time/magazine/article/0,9171,1599722,00.html th

Week 6: Tue. Oct 16 : Topic: Risk factors for delinquency (individual, family, school/peer/community) Guiding questions: Do delinquents/criminals have any unifying traits or experiences? What do we know about people who commit crime? • Agnew Chapters 13 – 17 • Thornburgh, Nathan (2006, April 17). Dropout Nation. Time, p29. ASC Introduction to Criminology Sample Syllabi

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th

Week 7: Tue. Oct 23 : Midterm Exam Topic: Law Breaking: Defining Crime Guiding questions: What types of crime exist? What do 490.5PC, 459PC, and 211PC stand for? How do they differ? What is the difference between murder and manslaughter? • No reading– study for the midterm th

Week 8: Tue. Oct 30 : Topic: Law Breaking: Measuring Crime and Prevalence of crime; Current trends Guiding questions: How much crime is there? How do we know how much crime there is? • Agnew Chapter 2 • Currie – pages 80 109 • Rosenfeld, R. (2004). The Case of the Unsolved Crime Decline. Scientific American, 290, p82 90. • Kingsbury, Kathleen (2006, December 11). The Next Crime Wave. Time, 166, p70. th

Week 9: Tue. Nov. 6 Topic: Criminal Justice System: Organization & Law Enforcement Guiding questions: • Smith & Natalier chapter 3 th

Week 10: Tue. Nov. 13 : Outline of research paper due Topic: Criminal Justice System: Judicial System & Sentencing Guiding questions: • Smith & Natalier chapter 4 • Bogira, S. (2005). Courtroom 302: A Year behind the Scenes in an American Criminal Courthouse. New York: Knopf, 110118, 122123, 175177. • Leonard, J., Garvey, M. and Smith, D. (2006, May 14). Releasing Inmates Early has a Costly Human Toll. The Los Angeles Times, Orange County Edition, pp.A1, A20 A22. th

Week 11: Tue. Nov. 20 Topic: Criminal Justice System: Theories of Punishment Guiding questions: • Smith & Natalier chapter 5 • Currie – pages 110 141 • Braithwaite, J. (2005). Crime, Shame, and Reintegration. In Cullen, F. T. & Agnew, R. (eds.) Criminological Theories, Past to Present. Los Angeles: Roxbury Publishing, 316319. th

Week 12: Tue. Nov. 27 : Topic: Criminal Justice System: Corrections Guiding questions: • Currie – pages 141 161 • Elsner, A. (2006). Gates of Injustice: The Crisis in America’s Prisons. Upper Saddle River, NJ: Pearson, 1235, 232241. • Pizarro, J., Stenius, V., and Pratt, T. (2006). Supermax Prisons: Myths, Realities, and the Politics of Punishment in American Society. Criminal Justice Policy Review, 17(1) 6 21. th

Week 13: Tue. Dec. 4 : Research Paper Due Topic: Wrapping up: Policies & Prescriptions; Guiding questions: what did we learn? Guiding questions: • Currie – chapters 5 and 6


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• Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Adult Corrections Programs: What Works and What Does Not. Olympia: Washington State Institute for Public Policy, p. 1 st

8. (read this 1 ) • Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Public Policy Options to Reduce Future Prison Construction, Criminal Justice Costs, and Crime Rates. Olympia: nd

Washington State Institute for Public Policy, p. 117. (read this 2 ) • Nores, M. Belfield, C. Barnett, W., Schweinhart, L. (2005). Updating the Economic Impacts of the High/Scope Perry Preschool Program. Educational Evaluation and Policy Analysis, 27 (3), p.245261. (optional) th

Tue. Dec 11 4:45 – 6:45: Final Exam; Extra Credit Due Additional guidelines for the research paper • It should be about 9 pages in length (7 page minimum, 15 page maximum). • Doublespaced, using Times New Roman 12pt font and 1” margins. • Provide a contact name and phone number for your interviewees so that your time in the field can be verified, if necessary. • You must turn in a hard (paper) copy of your term paper AND upload your paper to turnitin.com for plagiarism review. • Please use an established method of citing your sources (APA, MLA etc.). • Papers will be graded on content, organization, quality of observation, and your ability to clearly articulate what you have learned about the agency during this course and your ridealong. In other words, writing counts!! • The highest grade you can receive on this paper without “going into the field” is 79%. Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Usage Policy agreement posted on the Turnitin.com site. Should a student object to using turninit.com and choose not to upload his/her paper for plagiarism review, he/she will be required to do the following: (i) write a short (3 pages) reflection paper on research methodology and the importance of giving proper credit to original authors, and (ii) photocopy the cover page and all cited pages of each reference source and submit both with his/her final paper. Introduction (5 pts): Introduce your topic and how it is related to the criminal justice system. Provide a preview of your paper, a road map for the reader. Don’t forget a thesis statement! The issue (20 pts): Clearly describe the issue/topic you chose to address. Define the problem/issue, and give a brief description of the complexities of the issue (at least the ones you are addressing in your paper). In other words, why did you choose this topic why is it interesting and/or important? Why should it be interesting or important to me? Provide a brief history of the issue and place it within an appropriate context (social, historical, geographic – whatever is appropriate for YOUR topic). Give me some information about the phenomenon /issue/problem– teach me about it! How common is the issue? Is it a new issue? Or have we struggled with the issue throughout history? Be sue to frame the issue within a criminal justice framework and demonstrate that you are aware of how it effects (or is effected by) criminal justice system practitioners or processes. Research (25 pts): Provide a review of the literature on the topic using at least 3 but preferably 5 7scholarly works. What have researchers studied? Are their questions/answers directly related to ASC Introduction to Criminology Sample Syllabi

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your question/issue? If so, what conclusions have the experts come to? Do they agree or disagree? If they disagree, what are the points of contention? How should we handle this – what conclusions, if any, can we draw from their disagreements? Explain the research findings and why they are important (assuming they are). Are there any glaring gaps in the research? If there is no research directly related to your issues, what research is most related? What are those findings? Why do you think there is a gap (why is no one looking at this topic)? Do you have any ideas on what some “next steps” for researchers might be? Impact on the system – Interview/s (15 pts): According to your interviewees how does your issue affect the criminal justice system, the practitioners within the system or offenders? Alternatively, how is your issue influenced by various criminal justice practitioners, agencies, or components within the system? Who did you interview? What job do they do and what responsibilities do they have? What did you find through your interviews? How does it play out in the criminal justice system? What processes or procedures does it affect? What effect does it have? How or why does it have that effect? Explain in detail. For example, does it change the racial dynamics in prison? Does it impact who gets bail? If so, how does it effect who gets bail. Does it slow down or speed up the court process? Does it impact how police officers deal with certain offenders, crimes, or neighborhoods? If so, which offenders, neighborhoods, crimes? Does it impact sentences offenders convicted of a crime are given (or choose)? Does the issue play out in the real world as researchers theorize it does? How do criminal justice professionals (police officers, judges, correctional officers, probation officers, lawyers…) see the issue? Do they see it the same way researchers do? Why or why not? What lessons might you offer based on your findings? Make sure to demonstrate that you understand the system, its components and interrelated processes. Conclusion (5 pts): Wrap it up. Remind the reader what you said. Summarize your argument. Format (10 pts): Spelling, punctuation, grammar, proper citations, organization, overall quality of paper. CRIME & DELINQUENCY BIBLIOGRAPHY Adler, P., & Adler, P. (1994). Constructions of Deviance. Belmont, CA: Wadsworth. nd

Agnew, R. (2005). Juvenile Delinquency, 2 ed. Los Angeles: Roxbury. Akers, R. (2000). Criminological theories. Los Angeles, CA: Roxbury. Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Adult Corrections Programs: What Works and What Does Not. Olympia: Washington State Institute for Public Policy, p18. Aos, S. Miller, M. and Drake, E. (2006). Evidencebased Public Policy Options to Reduce Future Prison Construction, Criminal Justice Costs, and Crime Rates. Olympia: Washington State Institute for Public Policy, p. 117. Barakan, S. (2006). Criminology: A sociological understanding. Upper Saddle River, NJ: Prentice Hall. Belenko, S., Fagan, J., & Chin, K.l. (1991). Criminal justice responses to crack. Journal of Research in Crime & Delinquency, 28(1), 5574. Bernard, T. J., Paoline III, E. A., & Pare, P.P. (2005). General systems theory and criminal justice. Journal of Criminal Justice, 33(3), 203211. BerreutaClement, J. R., Schweinhart, L. J., Barnett, W. S., Epstein, A. S., & Weikart, D. P. (1985). Changed Lives: The Effects of the Perry Preschool Program on Youths Through Age 19. Ypsilanti, MI: High Scope Press. Blumstein, A. (2002). Prisons: A Policy Challenge. In J. Q. Wilson & J. Petersilia (Eds.), Crime: Public Policies for Crime Control (pp. 451482). Oakland, CA: ICS Press. Blumstein, A., & Beck, A. J. (1999). Population Growth in U.S. Prisons, 1980 1996. In M. Tonry & J. Petersilia (Eds.), Prisons (Vol. 26). Chicago: University of Chicago Pressq. ASC Introduction to Criminology Sample Syllabi

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Bonczar, T. P. (2003). Prevalence of Imprisonment in the U.S. Population, 19742001 (Special Report). Washington DC: US Department of Justice, Bureau of Justice Statistics. Bourgois, P. (2004). "Workday world, crack economy." Crisis in American institutions (12 edit.). New York: Allyn and Bacon. Braithwaite, J. 2005. Crime, Shame, and Reintegration. In Cullen, F. T. & Agnew, R. (eds.) Criminological Theories, Past to Present. Los Angeles: Roxbury Publishing, 316319. Calvi, J. V. & Coleman, S. (1992). Chapter 1: Introduction. American Law and Legal Systems. Englewood Cliffs, New Jersey: Prentice Hall Chaiken, J. M., & Chaiken, M. R. (1990). Drugs and predatory crime. In M. Tonry & J. Q. Wilson (Eds.), Drugs and Crime (pp. 203239). Chicago: University of Chicago Press. Chambliss, W.J. (1994). “Policing the Ghetto Underclass: The Politics of Law and Law Enforcement.” Social Problems 41 (2): 177194. Clear, T. R. (1996). Backfire: When Incarceration Increases Crime. JournaloftheOklahoma CriminalJusticeResearchConsortium,, 3, 717. Clear, T. R., Rose, D. R., Waring, E., & Scully, K. (2003). Coercive mobility and crime: A Preliminary examination of concentrated incarceration and social disorganization. Justice Quarterly, 20(1), 33. Crane, J. (Ed.). (1998). Social Programs that work. New York: Russell Sage Foundation. Cromwell, P. (1999). In their own words: Criminals on crime. Los Angeles: Roxbury. Cullen, F., & Gendreau, P. (2001). From Nothing Works to What Works: Changing Professional Ideology in the 21st Century. The Prison Journal, 81(3), 313338. Currie, E. (1998). Crime and Punishment in America. New York: Henry Holt. Dowden, C., & Andrews, D. A. (2003). Does Family Intervention Work for Delinquents? Results of a MetaAnalysis. Canadian Journal of Criminology and Criminal Justice/Revue canadienne de criminologie et de justice penale, 45(3), 327342. Elsner, A. (2006). Gates of Injustice: The Crisis in America’s Prisons. Upper Saddle River, NJ: Pearson, 1235, 232241. Emerman, J. (2003). The 8% solution: Preventing serious, repeat juvenile crime. Child & Adolescent Social Work Journal, 20(3), 227229. Fagan, J., Zimring, F. E., & Kim, J. (1998). Declining Homicide in New York City: A Tale of Two Trends. Journal of Criminal Law and Criminology, 88(4), 12771323. Farrington, D. P. (2002). Families and Crime. In J. Q. Wilson & J. Petersilia (Eds.), Crime (pp. 129 148). Oakland, CA: Institute for Contemporary Studies. Farrington, D. P., & Welsh, B. C. (2003). FamilyBased Prevention of Offending: A MetaAnalysis. The Australian and New Zealand Journal of Criminology, 36(2), 127151. Gendreau, P., Goggin, C., & Cullen, F. (1999). The Effects of Prison Sentences on Recidivism. Ottawa, Ontario, Canada: Department of the Solicitor General Canada. Gendreau, P., Little, T., & Goggin, C. (1996). A MetaAnalysis of the Predictors of Adult Offender Recidivism: What Works! Criminology, 34(4), 575606. Goldkamp, J. S., White, M. D., & Robinson, J. B. (2001). Do drug courts work? Getting inside the drug court black box. Journal of Drug Issues, 31(1), 2772. Greenwood, P., Model, K. E., Rydell, C. P., & Chiesa, J. (1996). Diverting Children from a Life of Crime: Measuring Costs and Benefits. Santa Monica, CA: RAND. rd

Hames, J. and Ekern, Y. (2006). Chapter 2: Introduction to Law (3 Edition). Upper Saddle River, NJ: Prentice Hall. Huckabee, M. (1998). Kids Who Kill. Nashville: Broadman & Holman. Irwin, J., & Austin, J. (1994). It's about time: America's imprisonment binge. Belmont, CA: Wadsworth. ASC Introduction to Criminology Sample Syllabi

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James, H. 1977. Crisis in the Courts. New York: David McKay. Kingsbury, Kathleen (2006, December 11). The Next Crime Wave. Time, 166, p70 LaFree, G. D. (1989). Rape and Criminal Justice: The Social Construction of Sexual Assault Cases. Belmont, CA: Wadsworth. Langan, P. A., & Levin, D. J. (2002). Recidivism of Prisoners Released in 1994. Washington DC: USDOJ, Bureau of Justice Statistics. Leonard, J., Garvey, M. and Smith, D. (2006, May 14). Releasing Inmates Early has a Costly Human Toll. The Los Angeles Times, Orange County Edition, pp.A1, A20 A22. Levitt, S. D. (2003). Understanding Why Crime Fell in the 1990's: Four Factors that Explain the Decline and Six that Do Not. Draft. Mackenzie, D. L. (2000). EvidenceBased Corrections: Identifying What Works. Crime & Delinquency, 46(4), 457471. Maruna, S., & Toch, H. (2003). The Impact of Imprisonment on the Desistance Process. In draft. Mauer, M. (2001). The Race to Incarcerate. New York: New Press. Mauer, M. ed. (2002). The Collateral Consequences of Mass Imprisonment. New York: The New Press. Nagin, D. (1998). Deterrence and Incapacitation. In M. Tonry (Ed.), The Handbook of Crime and Punishment. New York: Oxford University Press. Nores, M. Belfield, C. Barnett, W., Schweinhart, L. (2005). Updating the Economic Impacts of the High/Scope Perry Preschool Program. Educational Evaluation and Policy Analysis, 27 (3), p.245 261. Petersilia, J. (1999). A Decade of Experimenting with Intermediate Sanctions: What Have We Learned? Corrections Management Quarterly, 3(3), 1927. Petersilia, J. (2003). When Prisoners Come Home: Parole and Prisoner Reentry. New York: Oxford University Press. Petersilia, J., & Turner, S. (1986). Prison versus Probation in California: Implications for Crime and Offender Recidivism (No. R3323NIJ). Santa Monica, CA: RAND. Pizarro, J., Stenius, V., and Pratt, T. (2006). Supermax Prisons: Myths, Realities, and the Politics of Punishment in American Society. Criminal Justice Policy Review, 17(1) 621. Powell, D. D. 1981. “Race, Rank, and Police Discretion.” Journal of Police Science and Administration 9 (4): 383389. Rosenfeld, R. (2004). The Case of the Unsolved Crime Decline. Scientific American, 290, p8290. Sherman, L., Gottfredson, D., Mackenzie, D., Eck, J., Reuter, P., & Bushway, S. (1997). Preventing Crime: What Works, What Doesn't, What's Promising (Report to U.S. Congress No. NCJ 165366). College Park: University of Maryland. th

Skolnick, J. and Currie, E. (2004). Crisis in American institutions (12 Ed.). New York: Allyn and Bacon. Smith, P. and Natalier, K. (2005). Understanding Criminal Justice: Sociological Perspectives. London: Sage. St. John, J. (2007). Road Map to Prevention, Time Magazine, 3/15/2007. Thornburgh, Nathan (2006, April 17). Dropout Nation. Time, p.29. Tonry, M. (1995). Malign Neglect: Race, Crime, and Punishment in America. New York: Oxford University Press. Tonry, M. (1995). Twenty years of sentencing reform: steps forward, steps backward. Judicature, 78(4), 169172. Tonry, M. (2004). Thinking about Crime: Sense and Sensibility in American Penal Culture. New York: Oxford University Press.


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Tonry, M., & Wilson, J. Q. (1990). Drugs and Crime. Chicago: University of Chicago Press. Turner, S., Longshore, D., Wenzel, S., Deschenes, E., Greenwood, P., Fain, T., et al. (2002). A decade of drug treatment court research. Substance Use & Misuse.Special issue on drug treatment courts, 37(1213), 14891521. Visher, C. A. (1983). “Gender, Police Arrest Decisions, and Notions of Chivalry.” Criminology 11 (1): 528. Wilson, J. Q., & Kelling, G. L. (1982). Broken Windows. The Atlantic Monthly, 2938. Zimring, F. E., & Fagan, J. (2000). The search for causes in an era of crime declines: some lessons from the study of New York City homicide. Crime and Delinquency, 46(4), 446456. Zimring, F. E., & Hawkins, G. (1994). The Growth of Imprisonment in California. British Journal of Criminology, 34, 8396. Zimring, F. E., Hawkins, G., & Kamin, S. (2001). Punishment and Democracy: Three Strikes and You're Out in California. New York: Oxford University Press.


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Sociology 341: Criminology College of Charleston Fall 2007 INSTRUCTOR: Dr. Heath C. Hoffmann 88 Wentworth, Room 104 [email protected] Phone: 9538182 OFFICE HOURS: Tuesdays and Thursdays 911 a.m. or send me an email to make an appointment CLASS HOURS: Tuesdays and Thursdays, 12:151:30 p.m. and 1:402:55 p.m. in Bellsouth Building 415 "A man's [or woman’s] knowledge is like an expanding sphere, the surface corresponding to the boundary between the known and the unknown. As the sphere grows, so does its surface; the more a man [or woman] learns, the more he realizes how much he doesn't know. Hence, the most ignorant man [or woman] thinks he knows it all." L. Sprague de Camp “Lack of preparation on your part does not constitute an emergency on my end.” Unknown Origin This class will introduce you to the sociological and social psychological study of crime. By the end of the semester you should be able to 1) identify, understand and discuss the primary explanations of criminal behavior so that you can stimulate discussion at parties and family gatherings; 2) Understand the motivation for and organization of different criminal offenses and enterprises; and 3) become a critical consumer of the media and political discourse about crime and criminals in American society. OFFENSIVE MATERIAL: In learning about crime and deviance you will encounter subjects, language, depictions, or attitudes that may be disturbing or offensive. I have listed the content for each day’s class so that you can gauge your own comfort level with the material. COURSE MATERIALS AND WebCT Francis T. Cullen and Robert Agnew. 2006. Criminological Theory: Past to Present. Los Angeles: Roxbury Publishing. (Available at University Books on King Street). Additional assigned readings are available electronically on the WebCT page for this course. All of these articles are in PDF format, which requires you to use Acrobat Reader (all library computers should have this program) to view these files. If you do not have Acrobat Reader (or have a version less than 7.0—version 8.0 is now available) installed on your home computer and wish to access these articles from home, go to: http://www.download.com/AdobeReader/30002378_410614498.html?tag=lst02, click “Download Now” for the program you want and it will be installed on your computer legally and for free. To access WebCT go to www.cofc.edu and click on “WebCT”. Log on to WebCT using your ID number that CofC has given you and your CougarTrail PIN number (first six digits if it includes more than six digits). I will use WebCT to update you on class events and assignments and you can use WebCT to communicate with me and/or your classmates via email or by posting comments and questions on discussion boards. I recommend that you check WebCT regularly for announcements. COMMUNICATION DEVICES When you come to class please be sure to turn off your cell phones, twoway text messengers, pagers and other communication devices that might distract you, your classmates, or me.


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DISABILITIES Students with documented disabilities should talk with me personally at the beginning of the semester to make necessary accommodations. I will not make special accommodations during an exam period or after a deadline has passed so you must make arrangements beforehand. CLASS ATTENDANCE AND PARTICIPATION I expect you to attend every class session. This class will be interactive and not strictly a lecture course, making your participation key to the success (for me and you) of the class. Thus, I expect each of you to take an active role in your education. This involves 1) coming to class on time, 2) having read the assigned readings before coming to class and 3) being prepared to participate in class discussion and activities. If you do not feel comfortable speaking in class and have things to say, you are welcome to share your ideas with me via email. I will take roll at the beginning of class. If you are absent during seven (7) of those roll calls, regardless of whether it is an excused or unexcused absence, you will be dropped from the course for excessive absences. Leaving class [other than for a bathroom trip] before the end of the class period counts as an absence. If you encounter medical problems during the semester that require you to miss seven or more classes, you can contact the Dean of Undergraduate Studies (9535674) to arrange a Medical Withdrawal from the class. Tardiness is one of my pet peeves so please be in a seat by the time class is scheduled to start. If you have a long distance to travel between classes and expect that you will frequently be late, talk with me. Otherwise, buying coffee, oversleeping, finishing a cigarette or chatting with a friend are not legitimate reasons for being late to class. If you miss a class in which we have a graded inclass exercise or a video, you will not be able to make up the assignment or borrow the video (some videos may be available in the library’s media collection—most are my own personal copies) regardless of the reason for your absence. If you must leave class early, please sit in a seat nearest the door so as to minimize the disruption when you leave. Attendance and participation will be worth 10% of your final grade. See the last page of the syllabus for a break down of how the attendance and participation points will be awarded. STUDENT HONOR CODE Lying, cheating, attempted cheating, and plagiarism are violations of our Honor Code that, when identified, are investigated. Each instance is examined to determine the degree of deception involved. Cases of suspected academic dishonesty will be reported directly to the Dean of Students. A student found responsible for academic dishonesty will receive a XF in the course, indicating failure of the course due to academic dishonesty. This grade will appear on the student’s transcript for two years after which the student may petition for the X to be expunged. The student may also be placed on disciplinary probation, suspended (temporary removal) or expelled (permanent removal) from the College by the Honor Board. It is important for students to remember that unauthorized collaborationworking together without permission is a form of cheating. Unless a professor specifies that students can work together on an assignment and/or test, no collaboration is permitted. Other forms of cheating include possessing or using an unauthorized study aid (such as a PDA), copying from another’s exam, fabricating data, and giving unauthorized assistance. Remember, research conducted and/or papers written for other classes cannot be used in whole or in part for any assignment in this class without obtaining prior permission from the professor. You can find a complete version of the Honor Code and all related processes in the Student Handbook at http://www.cofc.edu/studentaffairs/general_info/studenthandbook.html. EXAMS We will have three exams based on the assigned readings, lecture, class discussions, videos and guest speakers. Each exam will consist of multiple choice, true/false, and fillintheblank questions with short answer and/or essay questions. The final exam will be cumulative consisting of some questions from the first two exams. EXAM MAKEUP POLICY The exam dates are clearly listed on the syllabus and you should be prepared to take the exams on those days. However, life often hits us with unforeseen situations. Makeup exams will only be offered if: 1) you are in the hospital or visiting a doctor because you are ill, 2) there has been a death in the family, or 3) you have been involved in an auto accident. These are three legitimate reasons to miss an exam. Barring a serious injury, you must make arrangements with me prior to the scheduled exam period in order to be ASC Introduction to Criminology Sample Syllabi

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granted a makeup exam. Makeup exams will consist entirely of shortanswer and essay questions and must be completed the week following the scheduled exam. FINAL GRADE POINT DISTRIBUTION Exam 1 25% Exam 2 30% Final Exam (cumulative) 35% Attendance & Participation 10% FINAL LETTER GRADES Your final grade will be calculated by adding the weighted scores on the above graded elements. WebCt will be set up to make these calculations throughout the semester and you can check your progress at any time (go to WebCT and click on “My Grades”). Final letter grades will be given according to the following scale: 96.0100% A (4.0) 74.076.9% C (2.0) 90.095.9% A (3.7) 70.073.9% C (1.7) 87.089.9% B+ (3.3) 67.069.9% D+ (1.3) 84.086.9% B (3.0) 64.066.9% D (1.0) 80.083.9% B (2.7) 60.063.9% D (0.7) 77.079.9% C+ (2.3) ≤59.9% F (0) NOTE: I do not round grades up. Thus, if your final point total is 89.9% at the end of the semester, you will receive a “B+”. Extra credit assignments will not be given to individual students after the last day of class or after your final grade has been calculated. CLASS SCHEDULE August 21: Review Syllabus. August 23: Constructing Definitions of Crime. • Read “Fear, the Media and the Construction of Deviance” by Barry Glassner From Investigating Deviance: An Anthology by Bruce Jacobs. (Posted on WebCT under “Articles”) • Read “The Crack Attack” (Posted on WebCT under “Articles”) August 28: Constructing Definitions of Crime. • Read “The Next Big Thing: Methamphetamine in the U.S.” (Posted on WebCT under “Articles”) • Video: Frontline, “The Meth Epidemic” August 30: Sources of Crime Data. • Read “Researching Crack Dealers” by Bruce Jacobs. From Investigating Deviance: An Anthology by Bruce Jacobs. (Posted on WebCT under “Articles”) • Read pages 20-23 and pages 27-32 by Larry Siegel from his textbook, Criminology: The Core . (Posted on WebCT under “Articles”) September 4: Prevalence of Crime • Read “Crime and Policy: A Complex Problem” from Samuel Walker‛s Sense and Nonsense About Crime and Drugs (Posted on WebCT under “Articles”) • Read “Where Have All the Criminals Gone” by Steven Levitt and Stephen Dubner. Pages 115-143 in (2005) Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York: William Morrow. (Posted on WebCT under “Articles”) September 6: Classical and Rational Choice Theory • Read “Deter the Criminals” from Samuel Walker‛s Sense and Nonsense About Crime and Drugs (Posted on WebCT under “Articles”)


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• Read “The Socially Bounded Decision Making of Persistent Property Offenders” (Posted on WebCT under “Articles”) September 11: Structural Theories of Crime • Read pages 86-94 (“The Chicago School: The City, Social Disorganization, and Crime”) in Cullen and Agnew (pp. 95-103 in 2nd Edition) • Read “Collective Efficacy and Crime” (Chapter 9 in Cullen and Agnew; Ch. 10 in 2nd Edition) • Read “Social Structure and Anomie” (Chapter 15 in Cullen and Agnew; Ch. 16 in 2nd Edition) September 13: Entrepreneurial Crime on the Streets. • Read “Crime and the American Dream” (Chapter 18 in Cullen and Agnew; Ch. 19 in 2nd Edition) • Read “A Double Life—A Violent Death” (Posted on WebCT under “Articles”) • Read “Why do Drug Dealers Still Live with Their Moms” by Steven Levitt and Stephen Dubner. Pages 89-114 in (2005) Freakonomics: A Rogue Economist Explores the Hidden Side of Everything. New York: William Morrow. (Posted on WebCT under “Articles”) September 18 & 20: Entrepreneurial Crime in the Suites. • “The State and White-Collar Crime: Saving the Savings and Loans” by Calavita and Pontell from Crime and Criminals, edited by Scarpitti and Nielsen. (Posted on WebCT under “Articles”) September 25: Exam 1. September 27: Psychology and Neurobiology of Crime. • Read “Personality and Crime: Are Some People Crime Prone?” (Chapter 6 in Cullen and Agnew) • Read “Sneaky Thrills” by Jack Katz (Posted on WebCT under “Articles”, use password “crime”) • Read “Serial Killers: Antecedent Behaviors and the Act of Murder” (Posted on WebCT under “Articles”) WARNING: THIS ARTICLE CONTAINS GRAPHIC DESCRIPTIONS OF MURDERS COMBINED WITH SEXUAL ASSAULTS AND VICTIM MUTILATION. October 2: Social Learning and Control Bonding Theories • Read “A Theory of Differential Association” (Chapter 10 in Cullen and Agnew; Ch. 11 in 2nd Edition) • Read “Doctors Tell Their Stories of Medicaid Fraud” (Posted on WebCT under “Articles”); Consult “Techniques of Neutralization” if the above article is unclear to you (Chapter 11 in Cullen and Agnew; Ch. 12 in 2nd Edition) • Read “Social Bond Theory” (Chapter 20 in Cullen and Agnew; Ch. 22 in 2nd Edition) • Read “From Victims to Survivors to Offenders” (Posted on WebCT under “Articles”) • Read “Judge delays sentence for football” (Posted on WebCT under “Articles”) • Read “Of Human Bonding” (Posted on WebCT under “Articles”) October 4: Labeling Theory. • Read “Defiance Theory” (Chapter 26 in Cullen and Agnew; Ch. 31 in 2nd Edition) • Read “Sex Offender Community Notification: Managing High Risk Criminal or Exacting Further Vengeance” (Posted on WebCT under “Articles”) • Read “Sign postings not first for Texas” and “Sex Offenders Find Publicity Is Costly” (Posted on WebCT under “Articles”) October 9: Labeling Theory and Restorative Justice: Opportunities for Change Over the Life Course. • Read Pages 482-494, “Developmental Theories: Crime and the Life Course” in Cullen and Agnew. • Read “Crime, Shame and Reintegration” (Chapter 25 in Cullen and Agnew; Ch. 30 in 2nd Edition) • Video: Facing the Demons October 11: Drugs and Crime. ASC Introduction to Criminology Sample Syllabi

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• Read “The Drugs-Crime Connection” (Posted on WebCT under “Articles”) • Read “Therapeutic Adjudication” (Posted on WebCT under “Articles”) October 16: NO CLASS…FALL BREAK!!! October 18: Gender and Crime • Read “A Feminist Theory of Female Delinquency” (Chapter 33 in Cullen and Agnew; Ch. 40 in 2nd Edition) • Read “Masculinities and Crime” (Chapter 35 in Cullen and Agnew; Ch. 41 in 2nd Edition • Read “When Yes Doesn‛t Mean Yes” (Posted on WebCT under “Articles”) October 23: Entrepreneurial Crime or Exploitation? The Case of Sex Workers. • Read “Pride in One‛s Work” by Alexa Albert from Brothel: Mustang Ranch and Its Women. (Posted on WebCT under “Articles”) WARNING: This reading contains an explicit description of a sex act performed by a brothel prostitute and her male client on pages 111-114. • Video: “Sex for Sale” October 25: Exam 2 October 30 & November 1: Child Prostitution and Child Sex Tourism. • Read “Sex Tourism and Child Prostitution in Asia” by Heather Montgomery. (Posted on WebCT under “Articles”) • Read “The Facts About Child Sex Tourism” by the U.S. Department of State (Posted on WebCT under “Articles”) November 6 & 8: Predatory Crime: Sexual Assault. • Video: Sentencing the Victim (1:33 min) November 13: Predatory Crime: Sexual Assault. • Read Joanna Katz speech to the NC Dept. of Probation, Pardon and Parole. (Posted on WebCT under “Articles”) • Read “The Rape Kit Controversy” (Posted on WebCT under “Articles”) • Read “Date Rape” by Eugene Kanin (Posted on WebCT under “Articles”, use password “crime”) November 15: Predatory Crime: Child Sex Predators. • Read “Pedophiles and Child Molesters” (Posted on WebCT under “Articles”) • Read “The Boylove Manifesto” (Posted on WebCT under “Articles”) • Read “Through His Webcam, a Boy Joins a Sordid Online World” (Posted on WebCT under “Articles”) November 20: Moralistic Crime. • Read “Foundations of Honor” by Mark Cooney (Posted on WebCT under “Articles”) • Read “New York Killers, and Those Killed, by the Numbers” (Posted on WebCT under “Articles”) November 22: NO CLASS…HAPPY THANKSGIVING!!! November 27: Spousal and Partner Abuse. • Read “Domestic Violence Between Same Gender Partners” (Posted on WebCT under “Articles”) • Read “When Victims Become Defendants: Battered Women Charged with Crimes” by Sue Osthoff. (Posted on WebCT under “Articles”) November 29: Spousal and Partner Abuse. FINAL EXAM: • 1:40-2:55 Class: Thursday, December 6, 12-3 p.m.; • 12:15-1:30 Class: Tuesday, December 11, 12-3 p.m. ASC Introduction to Criminology Sample Syllabi

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Rutgers University –Newark Department of Criminal justice Fall 2007

Instructor: Jon M. Shane, M.A. Course Meeting Time/Place: Friday 6 PM to 9 PM, Hill Hall, Room 107 Office: 123 Washington Street, Center for Law and Justice, School of Criminal Justice, Office 576 Office Hours: By arrangement only Email: [email protected] Course Overview “Criminology has emerged as an important social and behavioral science devoted to the study of crime as a social phenomenon. Criminology fosters theoretical debates, contributes ideas and suggests solutions to a crime problem that many consider intolerable. Problems as vital and urgent as those addressed in this [course] are challenging exciting, and, at the same time, disturbing and tragic. Moreover, these problems are immediately relevant to students’ lives” (Adler, Mueller and Laufer, 2007:xix).

The goal of this course is to provide students with a broad understanding of the antecedents, correlates and causes of crime and criminality, the contributing theories, and the relevant research. Also included will be discussions on the institutions that regulate crime and behavior as well U.S. and international comparisons. I.

II.

Required Readings A. Books: Adler, F., Mueller, G.O.W. and Laufer, W. (2007). Criminology. New York: McGrawHill AND Cullen, F. and Agnew, R. (2007). Criminological theory past to present. Los Angeles, CA: Roxbury. B. The book order was placed at New Jersey Books, 167 University Ave Newark, NJ (corner Bleeker Street/9736245383). C. Supplemental articles distributed in class D. Internetbased articles to supplement readings E. BlackBoard articles Recommended Readings. This course requires two writing assignments. To become a better writer it is essential to practice writing, particularly those who are contemplating graduate school. Here are three sources that will help you write better empirical research papers, improve comprehension of scientific journal articles and improve your understanding of research methods. A. Pyrczak, F. and Bruce, R. R. (2007). Writing empirical research reports. 6 th ed. Glendale, Ca: Pyrczak Publishing. B. Pyrczak, F. (2005). Evaluating research in academic journals. 3 rd . Glendale, Ca: Pyrczak Publishing. C. Patten, M.L. (2007). Understanding research methods: An overview of the essentials. 6 th ed. Glendale, Ca: Pyrczak Publishing.


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D.

Books can be ordered at www.pyrczak.com


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III.

Exams and Writing Assignments A. Assignment #1 15% B. Midterm Exam 30% C. Assignment #2 25% D. Final Exam 30% TOTAL 100% E.

IV.

Written Assignments 1. Follow the instructions in the document entitled Writing Requirements and Guidelines posted on BlackBoard. 2. Assignment #1. Due October 5 th . Locate a newspaper article on a criminal event from one of the following sources only: the New York Times, the Los Angeles Times, the Chicago Tribune, the Star Ledger or the Washington Post. The article must not be older than four weeks of the due date. Make certain the article is about a criminal event and not a summary of previous criminal event. You may use the web sites of the aforementioned sources or hard copy and you must attach the article to your assignment. Write a twopage paper explaining the crime from the classical school and the positivist school perspectives (do not exceed 1 page each). Be sure to include the principle tenets of each school of thought as they relate to the criminal event. 3. Assignment # 2 Due November 30 th . Select a criminological theory of your choice. Locate one journal article that supports your theory and one that does not support your theory. You must use only a peer reviewed journal 1 such as Criminology, Criminology and Public Policy, Justice Quarterly, or Police Quarterly within the last five years. You are not limited to these journals, but are specifically restricted from using Wikipedia or similar encyclopedic sources. You may use the Internet for research and you must attach the articles to your assignment. Write a threepage paper describing the theory and the article’s findings. Be sure to outline the principle tenets that were supported and those that were not. After analyzing the theory, state concluding thoughts: Should this theory be accepted or rejected when creating crime control policies? Why? Recommendation: Use the Don Gottfredson Criminal Justice Library at the School of Criminal Justice and ask librarian Phyllis Schultze for help. Mrs. Schultze is coauthor of Criminal Justice Information, How to Find it, How to Use it. She is remarkable and will help as best she can to get you what you need! 4. All writing assignments shall be written in MS Word and submitted via email to [email protected]. Numerical Grades A. A 90100 B+ 8689 B 8085 C+ 7679 C 7075 D 6569

1

Peer review (known as refereeing in some academic fields) is a scholarly process used in the publication of manuscripts. Peer review is the process by which research articles are reviewed and critiqued by experts in that field before publication.


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F Below 65 There will not be any temporary/incomplete grades issued. All course requirements must be completed by the end of the semester. If all course requirements are not met, then a failing grade will be assigned. C. Numerical grades will be rounded up from .5 and higher. V. Prerequisites – There are no prerequisites for enrollment in this class. VI. Exams and Writing Assignments A. Since some students perform well on multiple choice tests and others on short answer or fillin, exams may be designed with both types to ensure different students have the opportunity to demonstrate their knowledge and understanding of the subject material. B. The short answer part may consist of fillin questions or longer answers. All exams will be objective, that is, the material comes exactly from a documented source (i.e., the required texts, articles, handouts or lecture notes). This will remove differences in interpretation and source. C. All exams cover the assigned readings and lectures prior to the exam date. The final exam will cover all of the material from the mid term exam forward. The exams are not cumulative; however, extra credit questions may derive from material covered at any point during the semester. D. There are NO makeup exams without a documented, verifiable medical excusal or emergency excusal on the day of the exam. You must meet with me prior to the exam to explain your absence and present verifiable documentation upon return. Your documentation will be your “ticket” to admittance for the makeup exam. E. Make up exams will be different from the original exam. F. All writing assignments are due on or before the due date. Exceptions are the same as listed in “D” above. G. Plagiarism and other forms academic dishonesty will not be tolerated. Refer to section IX for further details. VII. Attendance A. Since exam material is heavily dependent on class lectures, students are expected to attend every class. B. An attendance sheet will be distributed each class. It is your responsibility to sign the sheet next to your name. If your signature does not appear next to your name you will be marked absent. Please do not forget to sign the attendance roster since forgetfulness is not an acceptable excusal. C. Three or more absences will result in a loss of one full letter grade without suitable documentation as described by University policy. VIII. General Classroom Conduct and Responsibilities A. The teaching style will be the Socratic method: teaching by asking instead of by telling. This means I will call upon specific students to answer questions. To avoid uncomfortable situations, please be prepared to participate in discussion. Your classmates and I will appreciate your attentiveness and participation. B. Discussion is a key aspect of this course. Each of us has unique backgrounds, life experiences and opinions. Sharing these is invaluable to the classroom experience. Feel free to challenge the course material. If you have a different experience or completely disagree with a point someone else has made, please present to the contrary. Please disagree with me and your classmates. Express your opinions and experiences freely; just do so in a mature and intellectual manner. Your argument should be logically based. C. There is to be no argument by ad hominem. All discussions will be mature and free of personal bias, which includes being rude toward others. Be B.


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IX.

respectful when voicing your opinion, and be receptive to other people’s point of view. This is a very enriching part of learning. D. Ask questions!! The only stupid questions are those that do not get asked! This is important to your overall academic experience as well as a process you should carry with you beyond the classroom. E. You are responsible for all readings whether or not they are covered in the lectures. The readings serve as source materials for all exams. F. Please eat and drink quietly and politely. Police your area by discarding all trash. G. Because of security, ALL students visiting the CLJ building (123 Washington St.) MUST have an official Rutgers identification card. This includes visiting classroom 025, using the SCJ library or scheduling office hours with me. You can obtain a card from Blumenthal Hall, 3 rd floor. The cards cost $5.00. H. Do not be late to class, it is disruptive and rude. Be punctual! I. Do not disrupt others by talking, reading outside materials such as newspapers or magazines and generally not paying attention to the lecture. J. Turn off all electronic devices, cell phones, pagers etc. that can be disruptive. Interruptions from cell phones are particularly annoying because of the ring tones. Such interruptions may result in you being asked to leave the classroom. If you are using a laptop computer to take notes, turn the volume off. K. Ensure your email address is current and contained in BlackBoard. Email is used to distribute course materials and communicate with students. Individual email messages cannot be sent, which is why BlackBoard inclusion is paramount. Policies, Procedures and Academic Integrity A. Cheating, plagiarism, fabrication, and all other violations of academic integrity will not be tolerated and will be reported to university officials for proper action. B. Please refer your student book of conduct/ethics for details. To view the University's Code of Student Conduct visit http://polcomp.rutgers.edu/judaff/ucsc.shtml. Please visit http://dsa.newark.rutgers.edu/Freshmen/index.htm for additional information regarding Rutgers Newark. C. ADA Procedures. Students requiring special consideration relating to a disability covered under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Acts (ADA) of 1990 should call the Office of Student Activities and Coordinator of Services for Students with Disabilities at (973) 3535300 or (973) 3535881. The office is located at the Paul Robeson Campus Center, Room #234 or fax (973) 3535666.


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X.

XI.

2

Course Documents A. Course documents may be obtained from http://blackboard.newark.rutgers.edu/. Students should check Blackboard often since documents may be added or modified, including the syllabus. B. All students can login using their net ID and password. If you need further assistance using the Blackboard system contact the Help Desk at 973353 5083 or email [email protected]. Obtaining access to Blackboard is your responsibility. Course Schedule 2 A. Part I, Understanding Criminology September 7 th 1. Syllabus 2. Course expectations 3. Introduction and class discussion 4. Chapter 1, The Changing Boundaries of Criminology B. September 14 th 1. Chapter 2, Counting Crime and Measuring Criminal Behavior 2. Chapter 3, Schools of Thought throughout History 3. Writing assignment #1; review select newspapers for a criminal event; due October 5 th . 4. Cullen and Agnew: a. Introduction, p.1 b. The Origins of Modern Criminology, p.18 c. The Criminal Man, p.26 d. Individual Traits and Crime, p.29 C. Part II, Explanations of Crime and Criminal Behavior September 21 st 1. Chapter 4, Psychological and Biological Perspectives 2. Cullen and Agnew: a. Does the Body Tell? Biological Characteristics and Criminal Disposition, p.67 b. A Theory of Differential Association, p.122 D. September 28 th 1. Chapter 5, Strain and Cultural Deviance Theories 2. Cullen and Agnew: a. The Chicago School: The City, Social Disorganization and Crime, p.86 b. Juvenile Delinquency and Urban Areas, p.95 c. Anomie/Strain Theories of Crime, p.162 d. Social Structure and Anomie, p.171 E. October 5 th 1. Chapter 6, The Formation of Subcultures 2. Cullen and Agnew: a. Learning to Be a Criminal, p.115 b. Code of the Street, p.151 c. The Thesis of a Subculture of Violence, p.147 3. Writing assignment #1 due F. October 12 th 1. Chapter 7, Social Control Theory

This schedule is tentative and may be altered at any point during the semester without prior notice.


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2.

Cullen and Agnew: a. Varieties of Control Theory, p.210 b. Social Bond Theory, p.219 c. A General Theory of Crime, p.228 G. October 19 th 1. Midterm exam 2. Full class period H. October 26 th 1. Chapter 8, Labeling, Conflict and Radical Theories 2. Cullen and Agnew: a. Labeling, Interaction and Crime: Societal Reaction and the Creation of Criminals, p.264 b. Primary and Secondary Deviance, p.273 c. Defiance Theory, p.286 nd I. November 2 1. Chapter 9, Environmental Theory 2. Cullen and Agnew: a. Reviving Classical Theory: Deterrence and Rational Choice b. Crime as a Rationale Choice, p.404 c. Environmental Criminology, p.427 d. Routine Activity Theory, p.433 e. Situational Crime Prevention, p.444 3. Writing assignment #2; select a theory of your choice; due November 30 th J. Part III, Types of Crimes, November 9 th 1. Chapter 10, Violent Crimes 2. Visit http://www.fbi.gov/ucr/05cius/ for an overview of violent crime. Review the sections on murder, rape, robbery and aggravated assault K. November 9 th 1. Chapter 11, Crime Against Property 2. Visit http://www.fbi.gov/ucr/05cius/ for an overview of property crime. Review the sections on burglary, larcenytheft, motor vehicle theft and arson L. November 16 th 1. Chapter 12, Whitecollar and Corporate Crime 2. Visit http://www.fbi.gov/whitecollarcrime.htm for an overview of white collar crime investigated by the FBI Thanksgiving recess; No class November 22 to November 25, 2007 M.

N.

O.

November 30 th 1. Chapter 13, Public Order Crimes 2. Cullen and Agnew: a. Conservative Theories of Crime, p.452 b. Broken Windows, p.463 3. BlackBoard: Broken Windows flow sequence 4. Writing assignment #2 due December 7 th 1. Chapter 14, International and Comparative Criminology 2. Final exam review December 14 th 1. Final exam 2. Full class period 3. Grades will be posted according to University policy


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IONA COLLEGE Department of Sociology ■ CRIMINOLOGY (SOC 407 A, B) Instructor: Josh Klein ■ Email: [email protected] Office Hours: 1:00 PM – 2:30 PM Monday and 12:00 PM – 1:30 PM Tuesday, and by Appt.

Course Description A study of different types of criminal behavior violent, property, organized, business, and political crime. We will examine the relationship between theory and research in studying crime and their implications for prevention and rehabilitation. 3 credits.

Course Objectives: 1) 2) 3) 4) 5) 6)

An understanding of the nature and causes of crime An understanding of the evolvement of criminal law An understanding of research methods used in the field of criminology An ability to analyze statistical data and to read tables An understanding of the criminal justice system An understanding of the relationship of the public and larger society to crime and justice

Required Reading 1) Barlow, Hugh D. and David Kauzlarich. 2001. Introduction to Criminology. 8th ed., Prentice Hall. This text has a companion website (wps.prenhall.com/hss_barlow_introduct_8), which features practice questions and web sites related to each chapter, as well as links to criminologyrelated newspaper articles in the New York Times. 2) Occasional handouts.

Recommended Books (1), Periodicals (2), and Websites (3) 1) Reiman, Jeffrey: The Rich Get Richer and the Poor Get Prison, Ideology, Class, and Criminal Justice, New York, Macmillan. Ollman, Bertell. 2001. How To Take an Exam... And Remake the World. New York: Black Rose Books. ISBN: 1551641828. How to ace tests and understand our social system. 2) Contexts ◊ Covert Action Quarterly ◊ Extra!: The Magazine of FAIR ◊ Global Outlook ◊ Harper’s ◊ Monthly Review ◊ The Nation ◊ Yes!: A Journal of Positive Futures ◊ Z Magazine. 3) Common Dreams News Service: http://www.commondreams.org. Under “periodically,” click on: Alternet, Covert Action, Extra!, MediaChannel.org, PR Watch, Stay Free!, tompaine.com, Yes! Magazine, Z Magazine. Under “television,” click on Paper Tiger TV. Under “tools,” click on “Links to America's Progressive Community.” Paul’s Justice Page: http://paulsjusticepage.com/. This page is for people who want to deepen their understanding of crime policies and search for real solutions to criminal justice problems. Criminology Megasite: http://faculty.ncwc.edu/toconnor/criminology.htm. Covers theory/research.


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Florida State University Criminal Justice Links: http://www.criminology.fsu.edu/cjlinks/default.htm. Red Feather Institute: http://uwacadweb.uwyo.edu/RED_FEATHER/

Required Course Work and Grading Put on the first page of all writing your name, date, course name and section, and name of the assignment (“paper proposal,” “inclass paper on …,” “final term paper,” etc) or put the subject if it is a note to me. Course requirements are: 1. Class attendance and participation (30%), including doing the scheduled reading and any additional handouts BEFORE each class, joining inclass discussions, occasional inclass writing, and giving brief presentations. You are responsible for assignments and class content you may miss. (Get contact info from a couple of students.) Inclass work includes the following two things. a. For each week’s first class meeting, be ready to write a question or comment about something specific in the reading. This may be exchanged with another student so they can respond to you. These would then be handed in at the end of that class meeting. b. During many class meetings, you will get into small groups to discuss and answer a question together. You will support your answer(s) with examples from your experience or from a reading. Each time you do this, there will be a new “recorder” who will report the group’s answer(s) to the whole class. Another person will be the “checker,” whose job is to make sure that everyone contributes. If there is group disagreement the recorder will report the differing views. 2. Three closedbook tests (45% (15% each)). Test question formats may include multiple choice, true/false, fillintheblank. I will hand out 3x5 inch index cards for each test you may use one card to bring in notes. The tests will be about the key concepts in texts, lectures, handouts, and videos. Makeups are available in case of documented emergencies or illness. 3. A fivepage typed (doublespaced) term paper (25%). Your paper should be an examination of a social topic or issue that interests you. What have you learned about it from the course reading and other sources, and what do you think? Your paper should include at least two sociological concepts that helped you and at least three pieces of evidence. Your paper must cite at least three references, listed right after the last paragraph, two of them found through the CommonDreams.org website or a library source. Papers must be stapled, with no covers or title pages. Your paper will go through the following steps: a. You will hand in a onesentence thesis statement proposal, either an argument or a “how” or “why” question. An argument would be a claim about how one social fact affects another. For example: “elites and authorities try to control us by socializing us to be robots, through cultural messages produced by family, school, and the media.” Or: “Multinational corporations play a key role in neocolonialism, keeping wealth flowing to tiny elites, and keeping workers in both rich and poor countries underpaid.” A “how” question might be: “How does religion provide a social glue that keeps people together?” A “why” question might be: “Why do bureaucracies so often seem inefficient?”


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b. You will bring in an initial draft of about two pages to be exchanged with another student during class. You will read and write comments on theirs, and use their comments to revise your paper. I will collect these to return to you with my suggestions. A good way to do make suggestions is to say “you might also look at…”, rather than “your mistake is…”. Ask yourself if the writer… i) Uses simple direct sentences? ii) Keeps to the same topic? Ever changes topics without warning? iii) Is clear when she/he is describing something versus telling you his/her opinion? iv) Uses active sentences (e.g., “the organization made people go along”) rather than passive ones (e.g., people were made to go along by the organization”). v) Leaves out anything you think might be important? c. You will hand the completed term paper in to me. Students may get extra credit through additional assignments only if all regular work is completed.

Policy On Cheating And Plagiarism/Academic Dishonesty This is a partial quote from the policy in statement the Undergraduate Programs Catalog: “Penalties may include failure for a given assignment or failure in the course, in which case a report shall be submitted to the appropriate academic dean. In the case of a second instance, students may be suspended from the College. In any allegation of intellectual dishonesty, every effort will be made to insure justice; in all cases, educational assistance, rather than adversary proceedings, will be sought.”

Class Schedule, Reading Assignments, and Key Questions Reading assignments for each class include the book chapters and selections below and some additional handouts to be announced. You must bring all course readings to every class. For each week, I have listed below five inquiries about the main topics we will cover. Use these questions as a study guide – this is the core of what you will need to know. Week of Mon 8/29/2005

Overview of Criminology

B&K Ch. 1

1) What are the three main concerns of criminology? Distinguish between the due process and crime control models of criminal justice and explain why the latter dominates current US crime policy. 2) Compare and contrast at least three of the main ways criminologists define crime. 3) What values might influence someone’s view of crime? Discuss how ideology influences views about crime and the relationship between criminologists’ ideology and their preference for certain theoretical perspectives. 4) How do you get your crime information and how much have you trusted it before taking this course? How accurate is the image of crime portrayed in newspapers and on TV and movie screens, and why? 5) What are examples of the fact that laws usually do not reflect the interests of the majority? What should we do about this? ASC Introduction to Criminology Sample Syllabi

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Week of Mon 9/5/2005

Crime Data and Methodology

B&K Ch. 2

1) Compare and contrast ethnography and survey research. What does one do that the other cannot? Which would you prefer to do if you were studying crime? 2) Distinguish between the Uniform Crime Reports, the National Crime Victimization Survey, and self report measures of crime. 3) Explain why victims do not report crimes to the police, and the effect that overpolicing and underpolicing have on crime rates. Would you report any serious crime you were involved in to the police? 4) Describe and the importance of research ethics, validity, reliability, and the specification of variables in criminological research. 5) Distinguish between the major forms of criminological research, including survey, ethnographic, case study, historical/comparative, experiments, and content analysis. Week of Mon 9/12/2005

Violent Crime

B&K Ch. 3

1) How do how race, class, and gender influence homicide offending and victimization? 2) What has been the historical context of violence in U.S. society? Why do you think the US is violent? 3) What are the roles of guns and alcohol as they relate to violent offending and victimization? 4) How can violence be understood as a situated transaction? Does this view make sense to you? 5) Who is most likely to be victimized by violent crime and why?

Week of Mon 9/19/2005 erm paper proposal due.

Violence Against Women and Children B&K Ch. 4, “The 10 Worst

1) What is the nature, extent, and distribution of domestic violence and rape, and under what situations are these crimes likely to occur? Does this information make you feel safer or less safe? 2) What are some rape myths and how they are sustained in U.S. society? What should we do to counter these myths? 3) What evidence in the Mokhiber and Weissman article is there of crimes that harm women or children? 4) What are the changing reactions to domestic violence in society and in the criminal justice system? What are the difficulties still involved in learning about sexual assault and crimes against children? 5) What are the varieties of child maltreatment, the offenders and victims, and under what conditions children are likely to be victimized? What should we do about this problem? Week of Mon 9/26/2005

Nonviolent Theft

B&K Ch. 5

1) What has been the historical development of the laws of theft?


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2) What are the motivations behind shoplifting, auto theft, and burglary, and what reactions do they solicit? Have you known anyone who shoplifted and how do you feel about it? 3) How do we distinguish hackers from computer criminals, and how do their crimes differ from common property offenders? 4) What are the varieties of property crime and under what conditions do they occur? Has anyone you know been a victim of property crime? Why do you think it happened? 5) Distinguish professional from amateur theft. How and why do offenders age out of crime? Week of Mon 10/3/2005 White Collar Crime Criminal,” by Mokhiber and Weissman Test #1

B&K Ch. 6, “10 Ways to Save a Corporate

1) List the various types of white‑collar crime and give examples. How might white‑collar crime have affected you? 2) Define state crime and provide three examples. What can we do about this kind of crime? 3) Describe the financial, social, cultural, and physical damage caused by white‑collar crime. What are examples of the impact on consumers and on workers? How does white‑collar crime damage compare to street crime damage? 4) Define state‑corporate crime and give three examples. In what sense does the information in Mokhiber and Weissman’s article exemplify state‑corporate crime? What do you think about the article’s view of its topic? 5) Give examples that distinguish between 1) corporate theft and fraud and 2) corporate violence. What should be done about these kinds of crimes? Week of Mon 10/10/2005 Lee

Organized Crime

B&K Ch. 7

“CIA's Tricks are for Kids” by

1) What evidence is there is show that organized crime is composed of a tightly‑knit national syndicate of crime groups? What is the critique of this position from the revisionist point of view? Describe the code of organized crime and its importance to the survival of criminal networks. 2) Describe how the growth of organized crime is related to poverty, immigration, Prohibition, and the quest for respectability. 3) Identify the money‑making enterprises of organized crime groups, such as loan‑ sharking, drug trafficking, and gambling. 4) How well do organized crime movies, like “Goodfellas,” portray features of organized crime? Do you feel that organized crime movies have anti‑Italian stereotyping or other biases?


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5) Why is Lee, author of “CIAʹs Tricks are for Kids,” skeptical about the CIA’s anti‑drug rhetoric? What evidence does he offer that the CIA anti‑drug publicity is dishonest? Week of Mon 10/17/2005

Public Order Crime

B&K Ch. 8

Start of term paper due.

1) Describe the organization of prostitution and why women enter into the activity. What would you do if someone you knew was involved in prostitution? 2) Understand the relationship between pornography and violence. 3) Distinguish the physical properties and the effects of various drugs on human behavior. 4) What is the connection between drug addiction and crime, especially prostitution and theft? What do most people think is the connection and why? 5) Describe the various ways the criminal justice system responds to drug use and drug dealing, and the research findings on the effectiveness of those strategies. Week of Mon 10/24/2005

Criminology and Criminal Justice

B&K Ch. 9

1) Identify the main components and actors in the criminal justice system. 2) How do race, gender, and class influence sentencing, arrest, and the decision to charge? How does impact the fairness of the system? 3) Describe the process of criminal justice from investigation to imprisonment. What are the key discretionary stages? 4) How can punishment prevent crime? What does the research say about its effectiveness? 5) Identify the various types of police corruption. In your view, which are the most serious and why? Week of Mon 10/31/2005

Criminological Theory

B&K Ch. 10

First draft paper due.

1) What are the uses and functions of theory? 2) Distinguish between restricted and general theories, micro and macro theories, distant and proximal causes, and the positivist and social constructionist paradigms. 3) How does ideology influence theory? Describe the differences between conservative, liberal, and radical/critical criminology. Which theoretical view is the most useful and why? 4) What are the philosophical and scientific foundations of criminology as found in the work of Becarria, Bentham, and Lombroso? 5) What is the impact of sociology on criminological theory, and how does the work of the classical sociological theorists (Marx, Weber, and Durkheim) contribute to the understanding of crime? Week of Mon 11/7/2005 #2

Crime and Social Structure

B&K Ch. 11

Test

1) Explain Durkheimʹs impact on the development of social disorganization theory and Mertonʹs anomie theory.


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2) How do crime and law relate to inequality? Why is the inequality problem continuing even though U.S. culture seems to advocate equality? 3) What is the difference between social process and social structure theories of crime? 4) Describe the development of Marxist criminological theory in the United States, with particular attention to the differences between instrumental and structural explanations. 5) Describe feminist criminological theory and research, its main concerns, and how it differs from traditional theories of crime. Week of Mon 11/14/2005

Crime and Social Process

B&K Ch. 12

1) Explain the value of social process theories in the explanation of crime. 2) Describe differential association and allied theories, especially as they pertain to the effects of peer associations on criminal beliefs and behavior. 3) How does self‑concept relates to criminal offending, and how and why are techniques of neutralization used? How have you seen self‑concept affecting whether or not people engage in deviant or criminal acts? 4) Describe life‑course theory and other integrated theories of crime that unite structure and process. 5) Using the vocabulary of the labeling perspective, describe how primary deviance can lead to secondary deviance. Week of Mon 11/21/2005

Routine Activities and Opportunity Theories

B&K Ch. 13

1) Describe the theoretical and practical relationship between rationality and criminal decision‑ making. Are criminals rational? Cite research evidence from studies on burglars to support your view. 2) Describe the routine activities approach and situational crime prevention, and how they are put into practice in the real world. 3) How do changes in the activities of people over time correlates with changes in the amount and type of crime? 4) What is situational crime prevention? Provide a scenario that illustrates the successful implementation of the techniques involved in the approach. Do you think this is an effective approach? 5) Explain routine activities theory. Week of Mon 11/28/2005 General Theories of Crime B&K Ch. 14, “The Rich Get Richer,” by Reiman

1) How does Reiman’s view of crime and criminal justice differ from the prevailing view? What differences are there in emphasis, in explaining crime, and in implied solutions to the crime problem? 2) Which theory do you think best explains the broadest range of crime and which is the most helpful in understanding changes in crime over time and space?


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3) What sorts of social and criminal justice policies are implied by Braithwaiteʹs reintegrative shaming theory? What kinds of social and cultural changes would need to be made in the US to get us closer to the restorative justice model? 4) What does Reiman mean by the Pyrrhic defeat of crime, and who does he say this benefits? 5) Explain how Katz refers to the emotional process in the construction of crime. Week of Mon 12/5/2005 Crime in Context “How the World Can Help Americans Halt Bush Administration War Crimes” by Brecher & Smith Term paper due.

1) What does the article by Brecher and Smith explain about the World Tribunal on Iraq and its actions? How did it fit with the history of war crimes tribunals? What do you think of such tribunals? 2) How might we use criminology theory to understand the Iraq war? Which theoretical perspective might be best to understand the US involvement in Iraq? 3) In the article by Brecher and Smith What, what is the New “Law and Order” Movement, and what has it had to do with the Abu Ghraib torture? 4) Drawing on the data in Brecher and Smith’s article, how might the idea of the social construction of crime help explain the difference between American public opinion and the US government on foreign policy? 5) Name a few things you have learned in this course and how, it at all, you have changed your mind about crime and criminal justice. 6) Week of Mon 12/12/2005

Final Exams


Test #3

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Upper Iowa University Online Program Course Syllabus ***Please Print***

Course Number CJ 333 Criminology, (3 credits) and Name

Term 1

August 30, 2007 – October 24, 2007.

Location

Upper Iowa University–Online Program

Instructor Information

Marian E. Mosser Voice mail: 2395034149 (cell) Email: [email protected] You are welcome to reach me at the above number; however, email is the best way to contact me.

Please call the UIU Support Staff at 800.545.9334. Technical Support

Words of Welcome Welcome to “Criminology.” I look forward to getting to know each of you. My goal is to foster a healthy learning environment in the classroom. One of the primary objectives of this course is to help you understand the various forms of crime, criminal behavior, and various elements of the criminal justice system. Please read this syllabus carefully as it lays the groundwork for the course. Be sure to note the nature of the assignments and their due dates. If something is not clear, please feel free to email me with your questions or to request clarification.


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Course Description CJ 333 Criminology (3 credits). An analysis of various forms of crime as well as various elements of the criminal justice system. The emphasis is on theories of crime and juvenile delinquency. Topics will include: street crime, organized crime, whitecollar crime and the role of substance abuse in criminality and delinquency. Prerequisite: SOC 110. Same as SOC 333.

Course Objectives 1. Demonstrate knowledge of the nature and extent of crime and the theoretical approaches to the causes and prevention of crime and juvenile delinquency. 2. Differentiate between the various forms of crime in society. 3. Trace the social and political processes that have impacted philosophies and policies effecting crime and how the public views crime. 4. Analyze the criminal justice system, from the arrest of a criminal, through the court system and into the corrections system. At the end of the syllabus you will further see course objectives tied to course outcomes.

Required Texts Siegel, L. (2006). Criminology (9 th ed.). Thomson Learning. ISBN 0534645771

Additional Books and Materials American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. ISBN 1557987912

Attendance Attendance is not the same as participation. In order to meet the criteria for attendance learners must post to the Main newsgroup at least once each week. If a learner misses two consecutive weeks from posting in the Main newsgroup, the learner will be Administratively Withdrawn and there could be financial implications. Participation Learners are expected to actively participate in and contribute to their own learning experience. Participation means providing substantive comments, questions, and contributions that advance the learning process for that learner as well as the other learners in the course. Participation does NOT include the posting of your discussion question responses, the weekly summary, or the submission of any graded assignments to the instructor. Nonsubstantive comments, nongermane comments, and comments of the nature of "I agree" or I disagree" do not count towards meeting the participation requirement. Participation is part of your final grade. UIU requires all learners to participate ASC Introduction to Criminology Sample Syllabi

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5 days of each 7day academic week to earn full participation points. Remember that you must submit a minimum of one (1) quality posting per log on day in addition to the posting of discussion question responses.

Reading and Assignments Please see the Weekly Course Schedule at the end of this syllabus for an overview of the required readings and course assignments. Detailed information on all assignments is included in this section of the syllabus. Information on grading and points for graded assignments, group work, and participation is set forth in the section on Grading Criteria below. The course is designed to help you see how criminological theory has been translated into prevention programs. Learning about criminology requires extensive reading on the subject as well as researching various types of criminal behaviors. We will begin the course by defining crime and criminology then exploring how criminologists view crime. The graded assignments are designed to develop and strengthen the types of critical thinking and writing skills that are crucial to the study of criminology. Consistent with UIUs policy on “writing across the curriculum,” all assignments will be graded based on critical analysis, evaluation, and synthesis of the materials as well as spelling, grammar, word choice, and other indicators of quality writing. The weight given to writing skills for each assignment is listed in the section on Grading Criteria. Lastly, please remember that all assignments must be in APA format and achieve the applicable Writing Standards set forth below. Individual Assignments Ø Autobiography Please post a short “bio” to the designated thread in the Chatroom newsgroup so that we may get to know each other. Your "bio" should include professional and/or personal details you would like to share, why you are in the program, and what you hope to gain from this course. Please read and respond to the bios of your fellow learners. Ø Discussion Questions and Participation You are required to prepare a response to two discussion questions (DQs) each week. Your response or “posting” should be about 200 words and should draw on the weekly assigned readings and my lecture notes. The questions are designed to help you think through the key concepts of the course develop your analytical as well as your critical thinking skills and to learn from each other. Your responses to the discussion questions do NOT count toward the participation requirements. Note that the DQ responses are due Day 3 and Day 5 of each online week. To earn maximum points, DQ postings must: § § § § §

Respond directly to the discussion question Clearly and concisely synthesize relevant concepts and theories Demonstrate critical thinking skills, e.g., logical analysis Make linkages between theory, practice, and contemporary events as applicable Cite at least two of the assigned readings for that week and include the references at the end of your posting § Achieve the applicable Writing Standards (see below) ASC Introduction to Criminology Sample Syllabi

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In addition to posting responses to the required discussion questions, each learner must also respond to the DQ postings of the other learners. To earn maximum participation points, a learner must post substantive responses five of the seven days of each online week. Remember that the goal is to develop a learner led discussion on the weekly topic. To earn participation points, your postings must: § Not repeat your DQ posting § Go well beyond merely agreeing or disagreeing with other learners by providing clear, concise, reasoned, and supported commentary that is directly relevant to the substance of their ideas and advances the discussion § Be 75100 words in length and cite any references used § Meet the applicable Writing Standards (see below) Ø Weekly Reflective Summaries Each week you are required to submit a weekly reflective summary of what you have learned during that week. The summary must be in paragraph format and should be approximately 150 words. Post the summary in the designated thread in the Main newsgroup. Please be sure to read and respond to the summaries posted by your fellow learners. Evaluative criteria are located in the section on Grading Criteria. Each summary should focus on three primary areas. Please use the following headings to organize your summary: § Summary of Learning. This includes the major areas of content found in the lectures and reading materials for the week. § Personal Learning. This should cover items that have personally impacted your thinking and practice. § Application to Career and Professional Goals. This should include information pertinent to your current and future career. Note that the summary should: § Not be a repeat of your discussion question posting § Remind you of the key ideas discussed in class § Meet the applicable Writing Standards (see below) Ø Exams Two multiple choice exams will be given. Exams are open book; however, each student is required to do their own work. The first will cover key concepts from the assigned readings for Weeks 14; the second exam will cover key concepts from the assigned readings for Weeks 58. The exams will be posted to the Course Materials newsgroup on Day 1 of Week 5 and Day 1 of Week 8. Ø Individual and Group Exercises. There are a total of six exercises that must be completed for this course. Four of the exercises are to be completed by individual students and two of the exercises will be completed by the study groups. Each of the exercises will be posted in the Course Materials newsgroup. Upon completion, the individual exercises will be posted to the Assignments newsgroups. The group exercises will be posted to a designated thread in the Assignments Classroom in accord with the Weekly Course Schedule. Students must participate in the Study Group classroom to work on the group paper. If a student fails to turn in two individual written


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assignments or fails to participate in both of the group papers, the instructor has the option to fail the student for the entire course. Each of the exercises is designed to cover substantive areas of criminology: § § § § § §

Week 2, Exercise 1: Victims of Crime and Choice Theories [Individual] Week 3, Exercise 2: Trait and Social Structure Theories [Individual] Week 4, Exercise 3: Social Process, Social Conflict [Individual] Week 5, Exercise 4: Theory: Profiling [Group] Week 6, Exercise 5: Crime Typologies [Individual] Week 7, Exercise 6: The Criminal Justice System [Group]

Missed Assignments and Exams Assignments and exams are due by midnight (your time zone) on the due days listed in the Weekly Course Schedule. Assignments and exams will Not be accepted after the due date unless there is an emergency that the student did not foresee. In such cases only the instructor will make the decision to accept or not accept late work of the student. This is done in fairness to those students who turn in their materials on time. There is, however, a “dropdead” date for submission of all assignments. I will not accept any course work after Day 7 (Wednesday) of Week 8. I do not generally award a grade of Incomplete. However, I will consider any request in the context of specific circumstances. A request for a grade of Incomplete must be made prior to the last day of the course and must include the complete reasons that an Incomplete is being requested. If I believe that the circumstances do not warrant a grade of Incomplete, I will not approve the request. Should I agree to a request for an Incomplete, the student must provide a list of assignments to be completed and suggested due dates for each assignment. Please note that missed participation cannot be made up as part of an Incomplete. Also, there is no extra credit for any assignment. NOTE: Please consider computer and server downtime. If you are unable to logon to the UIU server on the day that a graded assignment is due, you are still responsible for submitting the assignment in order to avoid late penalties. Further, you are responsible for making arrangements with your study group members to accommodate and compensate for your absence. In the event of an emergency, please contact me. Weekly Feedback In addition to our interaction in online you will receive an email from me on your weekly progress no later than Sunday following the end of the academic week or when I return graded assignments. You are encouraged to contact me with any questions or concerns. Grading Criteria The following tables provide an overview of the assignments, their weighting, and due dates. Please note that participation (as discussed earlier) is part of your final grade. Final course grades are based on participation and completion of the assignments listed below. Week

Due

Assignments and Participation


Pts

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Date Individual (56%) Wks

Day 7

Weekly Reflective Summaries [1 pt each]

8

Wks

Days 3,

Discussion Question Postings [2 pts each week]

18

5

Wk 2

Day 4

Exercise 1: Victims and Choice Theories of crime (Ch 3 4)

3

Wk 3

Day 4

Exercise 2: Trait and social structure theories (Ch 5 6)

3

Wk 4

Day 4

Exercise 3: Social process, Social conflict theories (Ch 7 8)

3

Wk 5

Day 7

Multiple choice exam [open book; material for Wks 14]

Wk 6

Day 4

Exercise 5: Crime Typologies (Ch 101112)

Wk 8

Day 7

Multiple choice Exam [open book; material for Wks 58]

10

Group Project#1: Exercise 4: Theory: profiling of serial killers or

10

18 16

10 3

Group (20%) Wk 5

Day 7

terrorists Wk 7

Day 7

Group Project#2: Exercise 6: The Criminal Justice System (Ch

10

14 & 15).

Participation (24%) Wks

5 of 7

18

days

Participation [3 pts each week maximum]

Total Points

24

100

The grade of a learner for each course is based solely on the achievement of the learner as defined and determined by the individual faculty member. The following grades area awarded for undergraduate courses: A, B, C, D, F, I, W, and AW. Upper Iowa University does not use plus or minus grades. Grades reflect the following standards:


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AWork at this level is exemplary. An "A" learner is clearly superior in performance compared to typical undergraduate learners. BIn the undergraduate program, a "B" learner exceeds minimum expectations. CAt the undergraduate level, this work is that typically expected and is satisfactory. DWork that is barely acceptable as undergraduatelevel work. FWork that is unsatisfactory. An "F" learner, on balance, does not meet minimum course requirements.

The grading scale used in this course is illustrated in the table below Grade

Weighting

Pts

A

90100

90100

B

8089

8089

C

7079

7079

D

6069

6069

F