BOR/CRIJ 3312 Criminal Justice Administration

Transcription

1 BOR/CRIJ 3312 Criminal Justice Administration BOR 3312 Criminal Justice Administration (3-0). This course surveys the managerial and organizational philosophies and principles available to criminal justice administrations. It explores the strengths and weaknesses of various practices used to organize and manage personnel, define operational procedures, and determine essential functions within policing, judicial, and corrections agencies. (Credit may not be earned for this course and Criminal Justice 3312.) Professor Manuel F. Zamora, Ph.D. Hardeman 203C Hours by appointment Required Textbook Peak, K. J. & Peak, K. (2010). Justice Administration: Police, Courts, and Corrections Management, 6 th ed. Prentice-Hall, New York, NY. ISBN-10: ISBN-13: Note: The student may purchase the latest edition (7 th ed.), but the 6 th edition is preferred: Peak, K. J. & Peak, K. (2012). Justice Administration: Police, Courts, and Corrections Management, 7th ed. Prentice-Hall, New York, NY. ISBN-13: ISBN-10: X are provided as URL links within each Lesson. Prerequisites This is an upper level BOR and CRIJ course, so students must have a substantial number of courses prior to enrollment in this course. There is no course prerequisite for this study, and a student may seek approval from the professor to register for this course. Learning Outcomes Students have a right to know what their professors expect from them in terms of their course instruction and how their learning will be evaluated. This course establishes several learning outcomes that are measured objectively and subjectively. Upon completion of the course, each student should successfully complete the following: BOR/CRIJ 3312 Page 1

2 1. Identify and describe each component of the Criminal Justice System. 2. Understand and articulate the theories of motivation, management, and leadership 3. Articulate the challenges facing the management and administration of each component of the Criminal Justice System 4. Develop and assess effective recommendations for addressing them effectively Another major need identified by Homeland Security professionals is the ability to produce technical reports and briefings, to communicate coherently a wide variety of thoughts to a diverse audience that may not be as knowledgeable of a subject as the person conducting the brief or writing the report. To address this concern, throughout the Border Security and Criminal Justice programs students are assigned writing projects of various lengths and complexity. Methods of Assessing the Outcomes Through the writing assignments, the student is expected to show an understanding of the depth and breadth of the criminal justice administration across the U.S., particularly focusing on issues of current relevancy. A major competency identified by Homeland Security professionals is the ability to produce technical reports and briefings, to communicate coherently a wide variety of thoughts to a diverse audience that may not be as knowledgeable of a subject as the person conducting the briefing or writing the report. To address this concern, throughout the Border Security and Criminal Justice programs students are assigned writing projects of various lengths and complexities. Several writing exercises are assigned throughout the semester to measure the student's ability to critically analyze the management, administration, and leadership issues involved with the components of the Criminal Justice System. Specific knowledge on topics of importance to future courses in the Border Security program as well as the Criminal Justice program is measured through the use of comprehensive exams. To measure the student's comprehensive understanding of the materials presented in this course, each writing assignment is meant to be comprehensive, inclusive of previous readings and class discussions. Grading Policies This course employs writing assignments and weekly discussions to measure student learning. Assignment Percent of Grade Due Discussion Board Introduction/ Question #1 5% Week 1 Discussion Board Assignments 30% Week 2, 4, 5, 6, 7 Writing Assignment 1 30% Week 4 Final Project 35% Week 8 BOR/CRIJ 3312 Page 2

3 Angelo State University employs a letter grade system. Grades in this course are determined on a percentage scale: A = % B = % C = % D = % F = 59 % and below. Writing Guidelines Each writing assignment deals with the topic under discussion. These writing assignments cumulatively account for 65% of the student's grade. Writing assignments are expected to be about words (7-10 pages, EXCLUDING title page, references, and appendices, if any). Formal academic writing uses standardized styles and citation formats. The preferred format is the APA style. To access the APA writing guidelines, please visit this link: The application of CHICAGO Manuscript Style will also be acceptable. The Chicago Style guide can be found at Papers should have 1-inch margins all around. You are expected to use a standardized font - preferably Times New Roman, 12 point. Cite your references in EVERY instance and include a properly formatted reference list and cover page with every assignment. Every writing assignment should be submitted as a WORD or PDF document. If you do not have Microsoft Office or Adobe Acrobat, then copy the text you have written directly into the assignment section of Blackboard during the appropriate week. Do NOT submit writing assignments in Word Perfect, Microsoft Works, or some format. They will not be accepted. All academic papers within Border and Homeland Security and Criminal Justice require a robust number and type of references and citations. Please consider study literature, government agency reports, publications from subject matter experts, think tank reports, peer-reviewed articles, writings from non-governmental agencies, and interviews or personal communication with experts. Although a firm number is not set, ten references would be strong evidence of both independent research and application of course literature. Please remember that strong thesis statements, followed by evidentiary support are required. Case studies, illustrations, and examples are good evidence, and it is appropriate to include statistics, figures, images, tables, charts, maps, graphs, etc. BOR/CRIJ 3312 Page 3

4 Rubrics Discussion forums and writing assignments will be graded using a standardized rubric. It is recommended that you be familiar with these grading criteria and keep them in mind as you complete the writing assignments. There are two rubrics. Click the link to download the PDF document: Discussion Rubric Writing Assignment Rubric Final Exam This is an online undergraduate course and utilizes a written final exam research paper as part of evaluating student learning. Students are expected to complete their final assignment no later than midnight, Friday, July 17, Course Organization This is an eight (8) week undergraduate level course; therefore, it will be necessary for each student to contribute toward class discussions and the learning environment through adequate preparation and active involvement. There will be reading assignments and coursework designed to seek your critical analysis of the issues involved. You will be given sufficient time for reading and completing the writing assignments. All assignments are structured so that a complete lesson is completed every two weeks. The focus of this course is on gleaning an education on the complexity of Criminal Justice Agency Administration so that you may possess the knowledge to contribute intelligently to the operations of an agency within the system so as to ensure the security of our borders. Course Objectives Comprehend the commonly referenced theories of individual, group, and organizational behavior with respect to communication, motivation, performance, and ethical behavior Contextualize the current organization with the complex organizations and bureaucracies of the 20 th century alongside the environmental factors that shape them Understand theories of management, administration, and leadership and how organizations transform with the contributions of each Discuss current case studies in policing, the judiciary/courts system, and corrections that illustrate current issues and future trends and implications Lesson One: The Study and Scope of Justice Administration Lesson 1 introduces the foundation for the study of justice administration. It also establishes the legal existence of governments, laws, and the justice agencies that administer them. It demonstrates that the three components of the justice system are independent and fragmented and often work at odds with one another toward the accomplishment of the system s overall mission. BOR/CRIJ 3312 Page 4

5 Objectives To understand the functioning of the various elements of the Criminal Justice System To articulate missions and responsibilities of each element of the Criminal Justice System To illustrate administrative issues within each part of the Criminal Justice System Peak (2010), Chapter 1 Peak (2012), Chapter 1 Benson, J. S., & Decker, S. H. (2010). The organizational structure of international drug smuggling. Journal of Criminal Justice, 38(2), Located at: _The_Organizational_Structure_of_International_Drug_Sumggling.pdf How do we explain what organizations look like? Bohm, R.M. (2006). McJustice: On the McDonaldization of criminal justice. Justice Quarterly, 23(1), Located at: What explains failure in criminal justice organizations? (Organizational deviance and organizational death) Klinger, D. (2005). Social theory and the street cop: The case of deadly force. Washington, D.C.: Police Foundation. (The article can be found at the following URL: %20Social%20Theory%20and%20the%20Street%20Cop.pdf). Discussion Question #1 Lesson Two: Organization and Administration: Principles and Practices Lesson 2 introduces the definition of organizations and their elements and the evolution of organizational theory, including scientific, human relations, systems, and bureaucratic management; discusses organization and administration in general, looking at both how organizations are managed and how people are motivated; and addresses the primary leadership theories, and styles and skills leaders develop. Objectives To define an organization and its elements within the bureaucratic milieu To describe the theories of administration: scientific, human relations, autocratic, and bureaucratic To illustrate leadership and motivation by discussing the theoretical constructs of each BOR/CRIJ 3312 Page 5

6 Peak (2010), Chapter 2 Peak (2012), Chapter 2 How does a person learn to behave in an organization? (socialization and culture) Crouch, B. M., & Alpert, G. P. (1982). Sex and occupational socialization among prison guards. Criminal Justice and Behavior, 9(2), Vijayalakshmi, V., & Batthacharrya, S. (2012). Emotional contagion and its relevance to individual behavior and organizational processes: A position paper. Journal of Business Psychology, 27, Discussion Question #2 Mid-term Paper: Topic is Assigned Lesson Three: Police Organization and Operation Police Personnel Roles and Functions This lesson discusses contemporary police administration, particularly dealing with the organization and operation of the police component and police personnel roles and functions. Included are the examinations of the current era and the organizational paradigm of policing, community-oriented and problem-solving policing, and tremendous responsibility of police executives, managers, and supervisors Objectives To comprehend police personnel roles, tasks, and responsibilities To provide characteristics of policing philosophies, such as problem-solving policing, community-oriented policing, and problem-oriented policing To define police supervision, management, administration, and leadership Peak (2010), Chapter 3 and Chapter 4 Peak (2012), Chapter 3 and Chapter 4 How do we light a fire under employees? (Motivation and job design.) Wolfe, S. E., & Piquero, A. R. (2011). Organizational justice and police misconduct. Criminal Justice and Behavior, 38(4), Is this job killing me? (Occupational stress and burnout.) BOR/CRIJ 3312 Page 6

7 Dabney, D. A., Copes, H., Tewksbury, R., & Hawk-Tourtelot, S. R. (2011). A qualitative assessment of stress perceptions among members of a homicide unit. Justice Quarterly, Biggio, G., & Cortese, C.G. (2013). Well-being in the workplace through interaction between individual characteristics and organizational context. International Journal in Qualitative Studies in Health and Well-being. 8, 1-13 Bruhn, J.G., & Lowrey, J. (2012). The good and bad about greed: how the manifestations of greed can be used to improve organizational and individual behavior and performance. Consulting Psychology Journal, 64, (2), Barrick, M. (2013). Work Behavior. Academy of Management Review, 38, 1, No Discussion Question This Week Lesson Four: Police Issues and Practices The fourth lesson discusses a number of issues and practices, including future considerations, which have challenged law enforcement administrators for years: managing the use of force; biased policing; women and minorities in law enforcement; contract, consolidated, and civilianized services; police-media relations; succession planning; shift configuration and scheduling, and military leave. Objectives: To identify the most significant issues facing contemporary police agencies in the current time To provide context and recommendations for resolving the most significant administrative issues facing contemporary police organizations To provide case studies and illustrations of police personnel issues facing Criminal Justice Systems administrators Peak (2010), Chapter 5 Peak (2012), Chapter 5 United we stand? (Unions and employee organizations.) Kadleck, C. (2003). Police employee organizations. Policing: An International Journal of Police Strategies & Management, 26(2), BOR/CRIJ 3312 Page 7

8 Allen, J.M., & Sawhey, R.. (2010), Administration and Management in Criminal Justice Organizations: A Service Quality Approach, Sage Publications, Thousand Oaks, CA, Chapter 3, Conflict, Power, and Ethical Issues, pp ; 003).+Police+employee+organizations&source=bl&ots=ibSwuOHfmn&sig=GBF4UYYnFcrqLUc0N ij39grl6wq&hl=en&sa=x&ei=5eusu9gpk6ar2qwi0ic4ca&ved=0ccyq6aewaq#v=onepage&q =Kadleck%2C%20C.%20(2003).%20Police%20employee%20organizations&f=false Phillips, P.W. (1999). De facto police consolidation: The multi-jurisdictional task force. Police Forum, 9, 1-6. Mid-term Paper is due by midnight, Wednesday, June 24, Discussion Question #3 Lesson Five: Court Organization and Operation Court Issues and Practices This lesson reviews the distinctive nature of the courts and their organization and some of their administration, such as reforming court organization and unification, use of the adversary system, and alternative dispute resolution, along with an overview of the dual, hierarchical structure of the court system in the United States. Additional contemporary issues and practices are examined. Several challenges involving the courts, generated from both internal and external sources, for today and for the future include problem-solving courts, courthouse violence, delay in the courts, and methods of case scheduling employed by the courts. Objectives To identify the most significant issues facing contemporary correctional agencies in the current time To provide context and recommendations for resolving the most significant administrative issues facing contemporary correctional organizations To provide case studies and illustrations of correctional personnel issues facing Criminal Justice Systems administrators Peak (2010), Chapter 7 and Chapter 9 Peak (2012), Chapter 6 and Chapter 8 Disorder in the Courts, 2005-Present, IV.pdf BOR/CRIJ 3312 Page 8

9 Trends in State Courts, 110publ177.pdf Court Security Improvement Act of 2007, Public Law , Jan. 7, Discussion Question #4 Lesson Six: Corrections Organization and Operation Corrections Personnel Roles and Functions This sixth lesson discusses contemporary corrections administration, particularly dealing with the correctional, prison, and jail organization and operation and correctional personnel roles and functions. Included are the examinations of how correctional facilities are organized and administered, the rise of controversies surrounding Supermax prisons, selected inmate rights under the First, Fourth, Eighth and Fourteenth Amendments as set forth by the U.S. Supreme Court, inmate rights and litigation in general, probation, parole, employees who work in correctional institutions including probation and parole, and substantial pressures placed on the correctional administrators by the external and internal environments. Objectives To understand the current correctional issues facing correctional administrators and leaders To contextualize inmate rights within the larger context of human rights To provide recommendations on how current problems facing corrections may be implemented to address contemporary issues Peak (2010), Chapter 10 and Chapter 11 Peak (2013), Chapter 9 and Chapter 10 How are subordinates, suspects, inmates, and clients controlled? (Power.) Smith, H. P., Applegate, B. K., Sitren, A. H., & Springer, N. F. (2009). The limits of individual control? Perceived officer power and probationer compliance. Journal of Criminal Justice, 37(3), Millbrook v. U.S. (2012). Discussion Question #5 Final Paper The due date for the Final Paper is Friday, no later than midnight, July 17, BOR/CRIJ 3312 Page 9

10 Lesson Seven: Corrections Issues and Practices This lesson examines several major contemporary and future issues confronting correctional administrators. Included in the discussion are several new forms of diversion termed intermediate sanctions and the combined effects of increased crime, tough mandatory sentencing laws leading to increased incarceration of offenders, a get tough public and justice system attitude toward crime that permeates the country, overcrowded prisons, and large probation and parole caseloads. Objectives To illustrate new programs and efforts at better managing inmate populations To discuss new efforts at rehabilitating inmates and addressing sentences to violent criminals To contextualize the violence in society with new inmate treatment philosophies, with an emphasis on how communities may be best served Peak (2010), Chapter 12 Peak (2012), Chapter 11 Assessing Consistency and Fairness in Sentencing: A Comparative Study in Three States. National Center for State Courts, The article is located at the following link: ons/pewexecutivesummaryv10.pdf Thompson, S. G., (2012). Judicial gatekeeping of police-generated witness testimony. The Journal of Criminal Law and Criminology, 102(2), c Discussion Question #6 Lesson Eight: Rights of Criminal Justice Employees The final lesson examines the rights of criminal justice employees as administrative problems and factors that influence the entire justice system. The rights of criminal justice employees include drug testing, privacy, hiring and firing, sexual harassment, disabilities, and peace officers rights, which clearly demonstrates that these are challenging and, occasionally, litigious times for the justice system; one act of negligence can mean financial disaster for an individual or a supervisor. BOR/CRIJ 3312 Page 10

11 Objectives To illustrate the trends and future implications of emerging administrative and leadership issues relevant to employees of organizations within the Criminal Justice System To discuss the most significant current issues facing Criminal Justice System Managers and Administrators To identify current leadership and administrative issues within each element of the Criminal Justice System Peak (2010), Chapter 14 Peak (2012), Chapter 13 SHRM Workplace Forecast. The Top Workplace Trends According to HR Professionals, Course Administration Drop Date Per ASU policy, the sixth day of class is the last drop date. A drop beyond this date would result in the Instructor assigned grade and would be based on the student s course contributions. The last day this course may be dropped is June 7, Late Work Late work does not have to be accepted by the professor; however, in this course, late work will be lowered one letter grade per day, unless prior arrangements are made through agreement with the professor. Incomplete Work Incomplete work will not be accepted. The student s failure to complete all assignments will result in an Incomplete, or an F, depending upon the student s performance on all assignments throughout the semester. This policy is the standard ASU directive and is written in all courses of study. Communication Participation In this class everyone, brings something to the table. Your ideas and thoughts do count, not only to me, but the entire class. Feel free to ask questions either via or the discussion board. Check the discussion board regularly. Many student questions are applicable to the class as a whole, as are the responses. You may be surprised how many of your classmates have the same questions and concerns as you. I may simply post your particular question on the discussion board and allow your classmates to provide the answer through their own posts. BOR/CRIJ 3312 Page 11

12 To some, this may be their first online class and naturally, it could seem somewhat intimidating. As a class, we are together to help each other with this learning process and share our collective knowledge on how best to communicate; how to resolve technical issues that may arise (if we have the expertise), and to assist each other to find answers to our questions. We will learn and work as a team. Courtesy and Respect Courtesy and Respect are essential ingredients to this course. We respect each other's opinions and respect their point of view at all times while in our class sessions. The use of profanity & harassment of any form is strictly prohibited (Zero Tolerance), as are those remarks concerning one's ethnicity, life style, race (ethnicity), religion, etc., violations of these rules will result in immediate dismissal from the course. Office Hours/Contacting the Instructor See the Instructor Information section for contact information. Office hours are by appointment during the work week. University Policies Academic Integrity Angelo State University expects its students to maintain complete honesty and integrity in their academic pursuits. Students are responsible for understanding and complying with the university Academic Honor Code and the ASU Student Handbook. Accommodations for Disability The Student Life Office is the designated campus department charged with the responsibility of reviewing and authorizing requests for reasonable accommodations based on a disability, and it is the student's responsibility to initiate such a request by contacting the Student Life Office at (325) or (325) (TDD/FAX) or by at Student.Life@angelo.edu to begin the process. The Student Life Office will establish the particular documentation requirements necessary for the various types of disabilities. Student Absence for Religious Holidays A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. Etiquette In the academic environment, s are considered to be a formal means of communicating. Expect that your s will receive a reply within 24 to 48 hours. The following guidelines represent good etiquette: Use only your ASU student account to your professor ed messages should be somewhat formal and it should be understood that they may become a permanent record. BOR/CRIJ 3312 Page 12

13 Use the subject line to summarize your content question or issue. Include a salutation (e.g. Dear Dr. Smith) Messages should be succinct, with no uncommon abbreviations. Messages should not use fancy, colorful, or special characters or fonts. At the end of your message, include your full name Please do not send the same message multiple times. Grade Appeal Process As stated in the Angelo State University Operating Policy and Procedure (OP Student Grade Grievances), a student who believes that he or she has not been held to appropriate academic standards as outlined in the class syllabus, equitable evaluation procedures, or appropriate grading, may appeal the final grade given in the course. The burden of proof is upon the student to demonstrate the appropriateness of the appeal. A student with a complaint about a grade is encouraged to first discuss the matter with the instructor. For complete details, including the responsibilities of the parties involved in the process and the number of days allowed for completing the steps in the process, see Operating Procedure at: This course is very interesting and it provides excellent context of the most important issues within the Criminal Justice System from an administrative perspective. It will be fun! BOR/CRIJ 3312 Page 13