CJAD 320 B Cultural Diversity in Criminal Justice

Transcription

1 Columbia College Online Campus P a g e 1 CJAD 320 B Cultural Diversity in Criminal Justice June 2015 Session June 1 July 25, 2015 Course Description Examination of current issues and social problems relating to the administration of justice in a culturally diverse society. Special focus of the course will be on the changing ethnicity of communities and related changes in social and institutional public policy. Also discussed is crosscultural communication, implementing cultural awareness training, multicultural representation in law enforcement, and criminal justice interaction with various racial and ethnic groups. Course meets multicultural graduation requirement. Strongly recommended as a prerequisite for CJAD 345: Ethics and Morality in Criminal Justice. Prerequisite: CJAD 101 and junior standing Proctored Exams: -- None Textbooks Shusta, R.M., Levine, D.R., Harris, P.R., & Wong, H. Z. (2010). Multicultural Law Enforcement: Strategies for a Peacekeeping in a Diverse Society, 5th Edition, Upper Saddle River, NJ: Prentice Hall. ISBN-13: MBS Direct offers a Columbia College branded version of this text, ISBN: Textbooks for the course may be ordered from MBS Direct. You can order online at (be sure to select Online Education rather than your home campus before selecting your class) by phone at For additional information about the bookstore, visit Course Overview Welcome to Cultural Diversity in Criminal Justice (CJAD 320), online! Material in this course will be presented in five major sections that address key multicultural issues facing police today and into the 21st century. Information will be presented that provides insightful and practical information on how law enforcement professionals can work effectively with diverse cultural groups, both inside their organizations as well as in the community. The course goal is to focus on the cross-cultural and racial contact that police officers and civilian employees have with citizens, victims, suspects, and coworkers from diverse backgrounds. The student should, upon course completion, have a working knowledge of the role that cultural diversity plays in the administration of justice. Each week we'll focus on a different aspect of cultural diversity in criminal justice with class discussions and other activities that will help us understand the issues and problems encountered while working and living in an increasingly diverse society.

2 Columbia College Online Campus P a g e 2 Technology Requirements Participation in this course will require the basic technology for all online classes at Columbia College: A computer with reliable Internet access, a web browser, Acrobat Reader, Microsoft Office or another word processor such as Open Office. You can find more details about standard technical requirements for our courses on our site. Course Objectives To appreciate cultural diversity issues facing police, courts, and corrections in the criminal justice system. To understand how to advocate the need for reform when necessary. To understand the changing ethnicity of communities and related changes to social institutional policy. To understand the roles and functions of police, courts, and corrections in a culturally diverse society and to heighten sensitivity to cultural diversity issues facing these agencies. To understand and appreciate a multicultural society. To become acquainted with model diversity practices utilized by criminal justice entities. To enhance critical thinking, research, and communication skills on cultural diversity issues. Measurable Learning Outcomes Describe and explain cultural diversity issues facing police, courts, and corrections in the criminal justice system. Analyze and describe the changing ethnicity of communities and related changes to social and institutional policy. Identify the roles and functions of police, courts, and corrections in a culturally diverse society. Evaluate cultural diversity issues currently facing criminal justice agencies. Explain, evaluate and apply important theories and policies regarding cultural diversity issues. Compare and contrast the cultural diversity issues impacting employment with those impacting the relationship between agencies and offenders. Appraise current literature, materials and developments regarding cultural diversity issues.

3 Columbia College Online Campus P a g e 3 Grading Grading Scale GRADE POINTS PERCENT A B C D F Grade Weights ASSIGNMENT POINTS PERCENT Discussions (8) Quizzes (6) Dropbox Assignments (1) Exams Total Grades are usually posted within 3 days following the due date of the assignment. No extra credit assignments will be given. Therefore, you must give your best effort on the first submission of the assignment. Schedule of Due Dates I reserve the right to change the syllabus at any time. Notification will be given to the student of changes in assignments, assignment due dates, tests and test dates. You are responsible for knowing the information contained in this syllabus. WEEK ASSIGNMENT POINTS DUE 1 Introductions 5 Discussion 1 20 Week 1 Quiz 25 Introduction and Initial Discussion Wednesday, all other Sunday 2 Discussion 2 20 Initial Discussion Week 2 Quiz 25 Wednesday, all other Sunday 3 Discussion 3 20 Initial Discussion Week 3 Quiz 25 Wednesday, all other Sunday 4 Discussion 4 20 Initial Discussion Midterm Exam 100 Wednesday, all other Sunday 5 Discussion 5 20 Initial Discussion Week 5 Quiz 25 Wednesday, all other Sunday 6 Discussion 6 20 Initial Discussion Week 6 Quiz 25 Wednesday, all other Dropbox Assignment: Course Review 85 Sunday

4 Columbia College Online Campus P a g e 4 7 Discussion 7 20 Initial Discussion Week 7 Quiz 25 Wednesday, all other Sunday 8 Discussion 8 20 Wednesday Final Exam 100 Saturday Assignment Overview Reading, Class Activities, and Virtual Tours: These assignments should be completed prior to submitting assignments or taking quizzes for the week. Discussions: Students must respond to the Discussion topics by Wednesday each week with an initial posting to the Discussion board. These initial discussion postings should be at least 350 words (content requirement). Unlike your formal written assignments, I do not require that your Discussion postings adhere to specific formatting requirements. However, please make sure to proofread carefully. Grammar and spelling errors may impact the grading. If you cite or reference information, this is to be in APA Format. I expect your discussion to reflect critical thought. Whenever possible, please try to relate the course content to real-world applications from your work experience or other experiences. Students should respond to both the posted question and to the comments made by other students. You are expected to post a minimum of three substantive responses to your peers. Each student should also read the majority of postings each week. Your grade each week will reflect your level of participation, which includes reading student postings. Dropbox Assignment: Dropbox assignments must be prepared in Microsoft Word ONLY (.doc,.docx, or.rtf) and should be submitted through the course Dropbox. All Dropbox assignments should be double-spaced. If you have issues uploading an assignment to the Dropbox, you must the assignment to me to ensure it is received by the due date. Library Resources are available at: Once you have accessed this page, click on APA/MLA Style Writing Help. Quizzes and Exams: Class Quizzes consist of 25 questions. There is a 35-minute time limit. Once the quiz is started it cannot be stopped. Should the quiz be exited, the test cannot be retaken and points will be lost for each unanswered question. You may take the quiz anytime between Monday and the next Sunday of the assigned week. The quizzes are not open book. The Weekly Quizzes, Midterm and Final are NOT proctored. They are based on the honor system and prevent me from requiring weekly proctored tests. They are not open book. If you spend time looking up answers in the textbook, you may run out of time, not finish the quiz and receive a 0 for your score. Course Schedule Week 1 Multicultural Communities: Challenges for Law Enforcement (Part I) Readings: Chapter 1 Class Activities: Visit the FBI website ( Click on Reports & Publications and then on Law Enforcement Bulletin. Click on Jan-Dec Click on November (html or pdf format). Then click on Perspective and access and review this document titled, Multicultural Training and Effective Law Enforcement by Gary R. Coderoni as an introduction to Cultural Diversity in Criminal Justice. Also, Visit the course Online Reading Room/References page on our entry portal to our course.

5 Columbia College Online Campus P a g e 5 Discussion Assignments: Introduction: Submit a biographical sketch that describes who you are, your family, where you work, your interest in criminal justice (affiliations?) and your future goals. Please post your response by midnight Sunday. Discussion 1: Please explain the theme of our text and why this theme is important to our understanding of cultural diversity in criminal justice (Hint: You should read the Preface/Foreword of our text and have done the reading assignment for this week.) Once you explain the theme, integrate this material in a discussion in which you: "Define the word multiculturalism." (Reminder, provide specific support through online research, such as sites you discover and text glossary). Also answer the question: "Was America ever a homogeneous society?" If not, explain why and give a term(s) that would more accurately and idealistically portray a view of diversity in America. Incorporate a discussion of the differences between references to a melting pot and mosaic. Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: Complete the Week 1 Quiz by midnight Sunday. The quiz will open on Monday Week 2 The Changing Law Enforcement Agency and Multicultural Representation in Law Enforcement Readings: Chapters 2-3 Class Activities: Become comfortable with techniques of management (using your browser's capability), and diagnostic tools available. Begin to build a "portfolio" of resources of your own including your bookmarks, Newsgroups, Listservs, proprietary and open access databases. An excellent example is Dr. Frank Schmalleger's Cybrary. This will come in handy for future web-based criminal justice courses. Discussion 2: This week we will discuss ethnic and racial issues within the workforce. What is racism (research professional and academic terms-not opinion)? What are suggested solutions for organizational managers, leaders and military personnel? Refer back to the text and discuss the factors, causes and difficulties associated with the recruitment, retention, and promotion of law enforcement personnel (Reminder, per the discussion s grading rubric, to provide specific support through online research, such as sites you discover). Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: Complete the Week 2 Quiz by midnight Sunday. The quiz will open on Monday Week 3 Cultural Specifics for Law Enforcement (Part II); Cross-Cultural Communications/ Minority Contact for Law Enforcement Readings: Chapters 4-6 Class Activities: Review the article, "Law Enforcement Diversity Training and Technology'" by Marsha L. Tarver, California State Univ., Fresno, Discussion 3: After reading Chapter 4, discuss the dynamics and typical styles of communication that people may display or use to cover up their discomfort when they are uncomfortable with crosscultural contact. Place an emphasis on special problems involved when officers or criminal justice practitioners must communicate with citizens who are limited English speakers and possible solutions to those problems. Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: Complete the Week 3 Quiz by midnight Sunday. The quiz will open on Monday

6 Columbia College Online Campus P a g e 6 Week 4 Cultural Specifics for Law Enforcement (Part II, Cont.) Readings: Reread/review Chapters 5 & 6; Read Chapter 7 Class Activities: Familiarize yourself with Arthur Hu's Index of Diversity (and Race). Discussion 4: List, define and discuss three general characteristics of each of the families of the Asian/Pacific, African American and Latino/Hispanic cultures. Identify, list and discuss two myths or stereotypes associated with each of these groups as discussed in Chapters 5, 6, and 7. Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: The Midterm Exam will be part true/false and/or multiple-choice. Please see the Discussion topic Midterm Exam for further directions. The exam will open on Monday; please complete by midnight Sunday. Week 5 Cultural Specifics for Law Enforcement (Part II, Cont.) Readings: Reread/review Chapter 7; Read Chapters 8 & 9 Class Activities: Access the American Civil Liberties Union website. Click on Police Practices and review articles of interest. Discussion 5: List and discuss the aspects of the history of each group portrayed in Chapters 7-9 that might contribute to its members' current perceptions of and relations with the police. (In other words, list/discuss two ways the history of these groups has affected relations with law enforcement.) In addition, discuss aspects of the communication style of these groups (both verbal and nonverbal) of which police officers and other law enforcement and criminal justice personnel should be aware of in their day-to-day interactions. Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: Complete the Week 3 Quiz by midnight Sunday. The quiz will open on Monday Week 6 Multicultural Law Enforcement Elements in Terrorism and Homeland Security (Part III) Readings: Chapters Class Activities: Access the Department of Homeland Security website at and review the organizational chart. Research tips provided to local communities in their preparation for homeland security. Are you able to identify any multicultural law enforcement related tips or articles? Research BNICE and CBRNE on the web and then use those resources to build the below discussion. Discussion 6: Define terrorism, domestic terrorism, international terrorism, WMDs. Using the web, identify and define CBRNE and B-NICE incidents. Once identified, discuss multicultural initial considerations in responding to potential terrorist incidents. Identify and discuss what critical steps local law enforcement agencies and officers should use when gathering information and interviewing possible terrorist suspects within multicultural communities. Please post your response by midnight Wednesday with responses to peers due by Sunday. Dropbox Assignment: Course Review Questions and format for this assignment to be announced and posted in the corresponding discussion topic. Please submit this assignment to the correct Dropbox folder by midnight Sunday. Quizzes and Exams: Complete the Week 6 Quiz by midnight Sunday. The quiz will open on Monday Course Evaluations: Please evaluate the course. You will be able to submit your course evaluation between Sunday of Week 5 and Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the evaluation.

7 Columbia College Online Campus P a g e 7 Week 7 Response Strategies: Crimes Motivated by Hate/Bias and Racial Profiling (Part IV) Readings: Reread/review Chapter 11/Read Chapters 12 & 13 Class Activities: Go to the National Criminal Justice Reference Service website. Review the documents to obtain information on hate/bias crimes. Use the data to construct a profile of the issue of hate crimes both nationally and from your state (if available). Note: You may need to use your state s database for this week s assignments. Discussion 7: After reading Chapters 11-13, identify and discuss the special problems/guidelines in properly identifying, investigating and prosecuting hate/bias crimes. Briefly, identify and discuss the hate groups listed in Chapter 12 and identify/discuss which non-governmental organizations might monitor those hate groups. Please post your response by midnight Wednesday with responses to peers due by Sunday. Quizzes and Exams: Complete the Week 7 Quiz by midnight Sunday. The quiz will open on Monday Week 8 Cultural Effectiveness for Peace Officers (Part V) Readings: Chapters Class Activities: Go to the website "Community Based Policing". Explore the different concepts presented by this consortium of five of the nation s leading law enforcement organizations. Explore the website of "Police Futurists International". Why is the Police Futurists International a means to keep officers on the leading edge of the law enforcement profession? How does this relate to the multicultural population who police officers serve? Discussion 8: Critically thinking, identify and define the two key elements of community policing? Discuss and explain law enforcement role transitions. Integrating Chapters 14 and 15, explain how Community Policing effects these transitions. Explain your response in the appropriate discussion topic no later than midnight Wednesday. Quizzes and Exams: The Final Exam will be similar to the Midterm Exam. The exam will be true/false and/or multiple-choice and will cover Chapters The exam will open on Monday; please complete by midnight Saturday. Course Policies Student Conduct Plagiarism All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette. Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for

8 Columbia College Online Campus P a g e 8 your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College. Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful. All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site. Non-Discrimination There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status. Disability Services Students with documented disabilities who may need academic services for this course are required to register with the Coordinator for Disability Services at (573) Until the student has been cleared through the disability services office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus before enrolling in the course. The structure or the content of the course may make an accommodation not feasible. Online Participation You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible. Attendance Policy Attendance for a week will be counted as having submitted a course assignment for which points have been earned during that week of the session or if the proctoring information has been submitted or the plagiarism quiz taken if there is no other assignment due that week. A class week is defined as the period of time between Monday and Sunday (except for Week 8, when the week and the course will end on Saturday at midnight). The course and system deadlines are all based on the Central Time Zone. Cougar All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring from that account for important messages from the College and from your instructor. You may forward your Cougar account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other providers. Students should use for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond. Your last name, class number/section and the subject of the should be listed in the Subject line of the . Example: Smith-CJAD-320.A-Question. Please do not an assignment to me.

9 Columbia College Online Campus P a g e 9 Late Assignment Policy An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class. No assignments assigned in Weeks 7 and 8 will be accepted late for any reason. Non-submission of an assignment will result in a grade of 0 (zero) for that requirement. Late Discussions will receive a 5 point penalty and will not be accepted beyond 24 hours of the due date. Late submissions of Dropbox assignments will not be accepted beyond 24 hours of the original due date and time. A penalty of 10 points will be applied. Please submit late Dropbox Assignments in the Late Assignments Dropbox. Please notify me of the late submission. Please DO NOT ASSIGNMENTS TO ME. Course Evaluation You will have the opportunity to evaluate the course near the end of the session. Course evaluations will open on Sunday of Week 5 and will remain open until Thursday of Week 7. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted. Additional Resources Orientation for New Students This course is offered online, using course management software provided by Desire2Learn and Columbia College. The Student Manual provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens. Technical Support If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment. CCHelpDesk@ccis.edu ex helpdesk@desire2learn.com Online Tutoring Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. The Writing Center can be used for writing assistance in any course. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

10 Columbia College Online Campus P a g e 10 Access Smarthinking through CougarTrack under Students->Academics->Academic Resources. Grading Criteria Discussions Rubric Grade Criteria 20=A Posting is on time and model answers given for all questions. The "20" directly answers and incorporates it directly into the response. The response is written using complete sentences and follows the rules of standard English usage. The "20" also incorporates quotes, examples and outside research which support the student's response. The answer is consistent, thorough and organized =A 16-17=B 14-15=C 12-13=D Assignment is late but model answers are given for all questions or assignment is on time, but answers are not model. This submission indirectly answers and incorporates it directly into the response. The response is written using complete sentences and follows the rules of standard English usage. This submission may incorporate some but not all quotes, examples or outside research which support the student's response. The answer is not as consistent, thorough or organized. The answer is 90% to 99% correct. Assignment is late, or, assignment is on time, but answers are not model. This response is less direct, less consistent; yet, above average in its thoroughness. The answer is 80% to 89% correct. Assignment is late, or assignment is on time but answers are not model. The "14-15" response correctly answers the question; however, it uses neither examples nor quotes, nor research for support. Conversely, the may use quotes or examples but lacks key elements of the answer. Its use of standard English is inconsistent. This response is also deficient in thoroughness and consistency. The answer is 70% to 79% correct. Assignment is late, or on time, but incomplete. The "12-13" response attempts to answer the question and may do so in part; however, its failure to effectively convey the ideas, to conform to the rules of standard English, and to express clearly the response marks it as less than competent. The answer is 60% to 69% correct.