How To Teach Criminology

Transcription

1 Virtual Campus CRIMINOLOGY CJ 108 Online Course Syllabus CRN Spring 2015 Legal Studies Wayne W. Silcox - Instructor (Lancaster Campus) wwsilcox@hacc.edu (X711490) Catalog Description for CJ 108 Criminology: A review of the development and causes of criminal and delinquent behavior; an overview of criminological theories; social norms and criminal law; patterns of crime; delinquency, and deviant behavior. OBJECTIVES: To explore criminological theory as it attempts to explain behavior that leads to crime a criminal sanctions. The study shall include major theorists, indications of influences that impacted their work, their theoretical formulations, and critical evaluations of their theories and methods. In addition, an attempt will be made to classify criminal behavior and examine specialized areas of criminal activity. Text Required: Criminology: The Core, Larry Siegel, ( 4 th or 5th edition may be used) NOTE: If page notations are not designated by edition, those notations will be for the 4th edition. NOTE: No supplemental reading for Spring 2015 (readings may be suggested, but will not be required) Learning Outcomes: Upon successful completion of the class the student will be able to Define crime Differentiate between criminal and deviant behavior Classify and discuss the various types of criminals, criminal personalities, criminal patterns, criminal behaviors, and crimes. Describe selected early and modern theories of juvenile and adult criminal behavior. Compare and contrast selected methods of criminal rehabilitation and punishment with crime control theories.

2 Correlate theories of delinquent and criminal behavio to how they impact on modern public policy such as rehabilitation. Explain the difference between victimology and criminology. Evaluate statistics within the context of victimology and criminology. Define the Part I and Part II Offenses. Use a computer to conduct research on topics such as victimology in electronic databases such as Use a computer to conduct research on topics such as trait theories and crime in electronic databases such as Use a computer to conduct research on topics such as the correlation between harsh punishment and crime rates in electronic databases such as Instructor: Wayne W. Silcox, Lancaster Campus, Room 316E - see below for F2F meetings Faculty Secretary Lancaster Campus Office/Contact Hours: s will be answered on a timely and regular basis. Unless I am out of town or ill, all communication will be answered within hours. If you have questions of a general or nonpersonal nature please feel free to post your question to the class site (Instructor s Forum) so that the entire class can benefit from the exchange of information. NOTE: Personal communication or concerns about grades should NOT be posted to the Instructor s Forum! Appointments may be made through the Department Secretary. Please allow 3 to 5 days advanced notice if you wish a F2F meeting. As an on-line class I don't keep regular office hours. However, unless I am on vacation or out of town, I am usually available on-line Tuesday through Thursday from 9-10 AM. System Requirements: See new requirements for Spring 2014! The standard computer hardware is: Personal computer with a 500-Megahertz or faster processor; 512 MB of RAM or greater (recommends 2 GB); 2 GB of available hard-disk space; CD-ROM or DVD drive 1024 x 768 or higher resolution monitor Mouse Broadband connection (cable or DSL) or higher recommended; Dial up/56k modem minimum requirement NOTE: REQUIRED for CJ 108 for Spring 2015

3 Web cam with 640X480 video pixel or higher Reliable computer running Windows XP or newer or Mac OS X or higher Headphones or working speakers on or connected to the computer A working microphone for the computer. A web cam with a built in microphone works best. A web browser with Adobe Flash Player installed. The ability to allow video and screen sharing connections to the computer you will be using to take your exam. Course Description: This course is an examination of the principles and concepts of criminal behavior. Criminological theories and the typologies, nature, distribution and extent of crime will all be critically examined. The objectives of the course are to develop the ability to engage in focused, systematic thinking and written expression about criminal behavior and to draw correlations between actual criminal activity and theoretical models and the legal and societal reactions to crime Class Participation in Module Discussion and Attendance During each Module students will interactively discuss one or more questions relevant to the current criminology topic being studied. Students will also react to and debate contemporary dilemmas in the news which center on pressing ethical questions such as right to privacy, etc. Module questions will be posted in the associated discussion areas and students will be required to answer specific questions based on web links and lecture notes. An on-line examination will measure the students ability to apply the concepts that they have learned during the first half of the course (Assessment/Test #1). During the last half of the course, an on-line, non-cumulative final assessment will measure the concepts learned during the second half of the course (Assessment/Test #2). Under no circumstances are students to make postings late, writing that they agree with everything that has been said beforehand. We want to generate thoughtful and insightful dialog about the issues at hand. Your timely participation in this dialog is crucial to the success of the forum and to your successful completion of this course. Some of the criteria to keep in mind when posting to the discussion threads are: 1. Relevance of content (answer the questions)

4 2. Frequent interaction with other students and instructor (post responses) 3. Timeliness of the postings (don't wait until the last minute or hour). Those discussion postings which are submitted less that 5 (five) hours before the final closing time for the assignment will be subject to up to a 5 (five) point deduction from the normal grade as late postings prevent an adequate amount of time for all members of the class to view and respond to the assignment. 4. Quality and quantity of postings (don't just repeat what others have said) Your work in online discussions will be graded in accordance with the Grading Rubric for Discussion Postings found on the final pages of the syllabus. A grade will be generated and posted to the course site grade book. Class Etiquette Respect fellow classmates. There is a great deal that we can learn from each other, but this cannot happen if students feel uncomfortable in class about speaking up (afraid that their ideas will be treated harshly or not listened to respectfully) or are worried about what will be said to them or about them once they do speak up. Make sure you do everything you can to make our virtual classroom culture a comfortable and positive learning environment for everyone in the class. We may have people from many different backgrounds in this class and people with many different levels of academic preparation. You should all feel comfortable and make each other comfortable with discussing the issues. Sarcasm, heavily judgmental or confrontational comments break down goodwill and create an inhospitable virtual classroom atmosphere. Bullying comments are inappropriate and unacceptable in this class. This is extremely important in a virtual classroom, where tone of voice is often difficult to sense from the language on screen (although the use of emotions helps reduce this difficulty in some ways). If you are able to be funny without offending others feel free to do so but please be careful. Take responsibility for making this class successful. I am the facilitator/instructor but class discussion will be largely accomplished by the students and as a result of collaborative effort. Ask yourself what you can do during each class discussion to move the class forward in a constructive way. I may ask a class member to assume responsibility to lead particular discussions but that does not excuse the remainder of the class from vigorous participation.

5 Attendance According to guidance from the Department of Education, an institution must demonstrate that an on-line student participated in class or was otherwise engaged in an academically-related activity for attendance purposes. Logging into an on-line class without active participation does not meet their definition of attendance. Faculty at the College must confirm a student's participation in an academic activity when reporting attendance. Examples of academic activities include, but are not limited to, the following : Submitting an assignment (Dropbox or Discussion) Taking a quiz or exam Participating in an interactive tutorial or computer-assisted instruction Participating in online discussion about academic matters Initiating contact with the faculty member to ask a question about the academic subject being studied in the course Students who fail to engage in a listed activity (as noted above) by noon on the 10 February 2015 will be dropped from the class for non-attendance. NOTE: If this date is modified, an announcement will be placed on the course Home Page. IMPORTANT- Just introducing yourself does NOT count as an academic assignment! If you have a question as to whether you have met the requirement ASK don t wait then question your being dropped from the class. Once you have missed 1/3 of the assignments or available points you will be dropped from the class regardless of the number of hours that you have "live" in the actual course. Please note that the setup of D2L allows the instructor to view all class activity undertaken by the student. Just logging into the class will NOT keep you enrolled. The above policy is consistent with College Regulation AP 661. Exams New this semester is the use of an on-line proctoring service to take all major exams. Using a proctoring service is now standard procedure for all on-line CJ classes. It is anticipated that soon all on-line classes will have monitored exams. Exams are closed book with no notes and must be taken using the service called ProctorU. In order to take an exam you must connect to the service where you will be monitored by a live person. The proctor will guide you through the process through a webcam (required for this class). You must schedule your exam at least seven (7) days in advance which may be taken any time during the exam availability dates.

6 To make an appointment for your exam you have to create an account at At this point you select your exam and insert the time and date you wish to take the exam during the exam period. You will receive an confirmation of your test appointment. Please note that other faculty have already successfully used ProctorU with their on-line classes. Comments from those on-line faculty urged telling students new to ProctorU the following: Be aware that the monitor at ProctorU will be taking over your computer during the exam. The monitor will ask the student to show them the student s computer, keyboard, and possibly the immediate test taking area. You will also need a picture ID your HACC ID or a driver s license both work great. The service is available seven days a week, 24 hours a day and is certainly more convenient than having students using a monitored oncampus testing center. Using the service reduces accusations that unless virtual students come to an on-campus testing center there is a lower level of honesty on exams. No notes or aids can be present anywhere in the testing area during an exam. Watch any distractions during the exam to include pets or children. Exam/Assessment #1 The first assessment/exam/test will be taken online using ProctorU. The first assessment will cover Siegel chapters 1 through 6 or Modules 1-6. The assessment will be a minimum of 50 true or false and/or multiple choice questions. Exams are open for a period of 3-4 days. Exam/Assessment #2 The second assessment/exam/test will be taken online using ProctorU. The second assessment will be constructed from the material that you have studied from the first exam forward. The second assessment will cover Siegel chapters 7-13 or Modules The second assessment will be a minimum of 50 true or false and/or multiple choice questions. Exams are open for a period of 3-4 days. NOTE: The second assessment is NOT comprehensive ( see how many students ask this question during the class!).

7 Final Grades Final grades will be based on the total number of points earned for the semester. New assignments may be added, older assignments replaced during the semester. For example, a current event discussion may be added at any time during the semester. The total number of points possible during the semester will be in the area of 1,200+ possible points. The D2L management system will keep a running tally of your grades during the semester. Please use this tally to note your grade standing. Graded Materials - Grades/Points will be awarded based on an assessment of the work using the Rubrics contained at the end of the syllabus. Most points lost are due to poor grammar/spelling, not contributing to the discussion, failure to support positions presented through citing the text or outside sources, and not completely answering ALL the questions in an assignment. Before you submit an assignment or post to a discussion read over what you have and compare it to the assessment guidelines of the grading Rubrics! Academic Honesty: Students who are guilty of academic dishonesty on any evaluation or assignment will be given a 0 for that evaluation or assignment. Academic dishonesty shall be defined as plagiarism, fabrication of research, cheating, or any other academic misconduct. Should a pattern of dishonest behavior be observed, further action will be taken by the instructor to include dropping the student from the class with a grade of F. See also Pennsylvania Title 18, Section Academic dishonesty shall be further defined as an intentional act of deception in which a student seeks to claim credit for the work or effort of another person, or uses unauthorized material or fabricated information in any academic work. It includes, but is not limited to: 1. Cheating: giving or receiving answers on assigned material, using materials or aids forbidden by the instructor, alteration of academic records, unauthorized possession of examinations, the falsification of admissions, registration or other related college materials, or any other intentional use or attempted use of unauthorized materials, information, or study aid. 2. Plagiarism: the offering of someone else s work, works, or idea as one s own or using material from another source without acknowledgement. This is without a doubt the most common form of cheating. 3. Interference: interfering without permission with the work of another student either by obtaining, changing, or destroying the work of another student.

8 4. Buying or selling of term papers, homework, examinations, laboratory assignments, computer programs, etc. 5. Falsifying of one s own or another s records. 6. Knowingly assisting someone who engages in A-E above. 7. Course assessments are NOT open book or open notes, any use of those items during a test will be considered academic dishonesty. Should any pattern of dishonest behavior be observed (two or more violations of ANY of the actions noted above), it will result in an automatic withdrawal from the course with an F grade. The above policy is consistent with College Regulation AP 594. Incomplete Grade: In accordance with College Regulation AP 667, an I grade will only be awarded to students who request it and if it is determined by the instructor that, due to extenuating circumstances, a student needs additional time beyond the semester to complete the course objectives, and the students have a grade of at least 70% in the class at the time of the request. The I grade indicates that course work is incomplete and must be completed within eight weeks of the ensuing fall or spring semester. A written contract noting missed work and due dates will be generated by the instructor and must be signed by the student and the instructor before the I grade is submitted. W Grade: A W grade will be granted by the instructor upon request of the student from the end of the refund period until the midpoint of the course as defined by the College calendar. The student must have completed required graded material, and have not been charged with academic dishonesty by the instructor in order to be eligible for a W grade. After the midpoint of the class the student requesting the drop must be passing the class with a 60% or higher to be eligible for a W grade. The instructor may take into account extenuating circumstances. The policy is consistent with College Regulation AP 667. Offensive Material: The study of criminal behavior encompasses behaviors ranging from minor deviance to severe crime. In this course, healthy, welladjusted students may encounter language, depictions, pictures, or attitudes that they find disturbing or offensive. The teaching professor will be available to discuss any concerns you have with course materials. Feel free to send your concerns via course or College . If you would like to discuss concerns via telephone or F2F, either method can be arranged. EEOC/PHRC Syllabus Requirement

9 EEOC POLICY 005: It is the policy of Harrisburg Area Community College, in full accordance with the law, not to discriminate in employment, student admissions, and student services on the basis of race, color, religion, age, political affiliation or belief, gender, national origin, ancestry, disability, place of birth, General Education Development Certification (GED), marital status, sexual orientation, gender identity or expression, veteran status, genetic history/information, or any legally protected classification. HACC recognizes its responsibility to promote the principles of equal opportunity for employment, student admissions, and student services taking active steps to recruit minorities and women. The Pennsylvania Human Relations Act ( PHRAct ) prohibits discrimination against prospective and current students because of race, color, sex, religious creed, ancestry, national origin, handicap or disability, record of a handicap or disability, perceived handicap or disability, relationship or association with an individual with a handicap or disability, use of a guide or support animal, and/or handling or training of support or guide animals. The Pennsylvania Fair Educational Opportunities Act ( PFEOAct ) prohibits discrimination against prospective and current students because of race, religion, color, ancestry, national origin, sex, handicap or disability, record of a handicap or disability, perceived handicap or disability, and a relationship or association with an individual with a handicap or disability. Information about these laws may be obtained by visiting the Pennsylvania Human Relations Commission website at If an accommodation is needed, please contact the disability coordinator for your campus: HACC Virtual Campus Online Classes Deborah Bybee- Coordinator, Disability Services 104K 735 Cumberland Street Lebanon, PA Phone: GENERAL CLASS ISSUES: From time to time issues arise between the student and the instructor. These issues may include academic dishonesty, grades, curriculum status, virtual classroom demeanor, or any issue noted in

10 College Regulation AP 663. Student concerns should be directed to the instructor FIRST to allow for issues to be discussed and worked out. According to College policy this appeal must be done within 30 days of the event. However, if after discussion with the instructor a student feels he or she has been treated in an unfair manner the issue may be further pursued according to AP 663. A complete copy of the regulation, including strict time limits can be found at: 3AppealofAcademicDecisions.pdf. Primary contact for the Virtual Campus is noted below: Ms. Lise-Pauline Barnett Interim Director of Operations Virtual Campus 2.0 York Campus Goodling 101C X1522 lmbarnett@hacc.edu Refer to your class CHECKLIST for additional guidance and exact dates! Course Schedule Week Topic Introductions and Overview of Criminology (Module One) 1 This week we will get to know our fellow classmates and spend time exploring and becoming comfortable with the class website. Textbook reading assignments and discussion also begin. Chapter One provides an overview of criminology. The development of the field is traced from its conception to today. Various sub-areas of criminology are presented with a discussion of the three perspectives of Assignments/Assessments Read Siegel, Chap. 1

11 2 3 4 crime. A distinction is made between common law and contemporary criminal law. The chapter concludes by presenting a number of ethical issues in criminology. The Nature and Extent of Crime (Module Two) Chapter Two introduces the methods of measuring crime in our society. Crime data are collected from official crime data, victim surveys, and self-report surveys. The chapter looks at the various trends in crime and what the future holds. Chapter Two concludes with a thorough analysis of crime patterns. Chapter Three begins with a discussion of the problems that victims face after the crime has occurred. The chapter then focuses on the nature of victimization. This discussion introduces the various demographics which may predispose one to victimization. Theories of victimization are defined and explained with a conclusion of how society should care for the victim. Victimization and Gender Issues (Module Three) Chapter Three begins with a discussion of the problems that victims face after the crime has occurred. The chapter then focuses on the nature of victimization. This discussion introduces the various demographics which may predispose one to victimization. Theories of victimization are defined and explained with a conclusion of how society should care for the victim. Choice Theories (Module Four) Chapter Four examines the development of Rational Choice Theory. Particular attention is paid to the issue of whether crime is rational or irrational. Methods of eliminating crime are introduced and the chapter concludes Read Siegel, Chap. 2-3 Read Siegel, Chapter 3 Read Siegel, Chap. 4

12 with a discussion of public policy implications of Choice Theory. Trait Theories (Module Five) Chapter Five examines the Trait Theories of criminology. A discussion of the foundations and explanations of the various biological trait theories is key. This chapter also looks at the psychological trait theories and their implications. The chapter concludes with the public policy implications that these theories have had in our society. Social Structure Theories (Module Six) Chapter Six explains in detail the Social Structure Theories. The chapter begins with an analysis of the socioeconomic structure and crime and then examines the various components of each of the theories. Particular emphasis is devoted to the Social Disorganization Theories, Strain Theories, and the Cultural Deviance Theories. The chapter concludes with an evaluation of the Social Structure Theories and their implication on public policy. Social Process Theories (Module Seven) Chapter Seven examines the Social Process Theories: Learning, Control, and Reaction. The chapter begins with a discussion of socialization and crime and then shifts to describing the various social process theories. Chapter Seven concludes with an evaluation of Social Process Theory and the impact of these theories on public policy. Don t wait until the last day or hour to do assignments! Social Conflict Theories Critical Criminology and Restorative Justice (Module Eight) Chapter Eight begins with a discussion of Read Siegel, Chap. 5 Read Siegel, Chap. 6 Read Siegel, Chap. 7 Exam 1 (Chapters 1-6)Due by the time designated by the instructor. Read Siegel, Chap. 8

13 9 10 Marxist thought. The development of conflictbased theory is presented, as is Social Conflict Theory and Critical Criminology. More contemporary forms of Critical Theory are examined. Chapter Eight concludes with the implications of Social Conflict Theory, more specifically Restorative Justice, on public policy. Developmental Theories Life Course and Latent Trait (Module Nine) Chapter Nine examines the Developmental Theories, which can be divided into either Life Course Theories or Latent Trait Theories. The Life Course view examines such topics as the Glueck s research, the Social Development Model, and Sampson and Laub s Age-Graded Theory. The Latent Trait view includes the General Theory of Crime, Differential Coercion Theory, and Control Balance Theory. The chapter concludes with a discussion of public policy implications of the Developmental Theories. Read Siegel, Chap. 9 Violent Crime (Module Ten) Read Siegel, Chap. 10 Chapter Ten discusses the various types of violent crime in our society. The chapter begins with an examination of the roots of violence and various factors that predispose individuals to violence. The common-law crimes of forcible rape, murder, assault and battery, and robbery are explained. Other emerging forms of violence including hate crimes, workplace violence, and stalking also are presented. The chapter concludes with a discussion on terrorism and the various forms and causes. Political Crime (Module Eleven) Read Siegel, Chap Chapter Eleven describes political crimes and sets out the goals of political criminals. Additionally the chapter covers terrorism to include its definition, history, types and organization. The chapter also reviews what

14 12 13 motivates terrorists, and how the government has responded to terrorism. Enterprise Crime: White-Collar, Cyber, and Organized Crime (Module Twelve) Chapter Twelve provides a discussion of white-collar, cyber, and organized crime. The history of white-collar crime and its current components are included. Various causes and methods of control of white-collar crime are emphasized. Internet crime and other forms of computer crime are presented. Efforts at controlling cyber crime are discussed. The chapter concludes with a discussion of organized crime. The various characteristics and activities of organized crime are included, as are methods of control. At least a Module a week! Don t forget the Optional Module which is all extra credit! Public Order Crime (Module Thirteen) Chapter Thirteen discusses the various public order crimes. The chapter opens with a section on law and morality. A definition of homosexuality is provided with various attitudes towards the behavior and the current laws in our society. Deviant sexual activities are discussed with a section on prostitution. Pornography is included and the impact that it is having on our society. Finally, Chapter Thirteen discusses the use of drugs in our culture. Different drugs are examined with explanations of the various federal drug laws. Read Siegel, Chap. 12 Read Siegel, Chap. 13 NOTE: The final exam date will be posted due to possible changes in the College and on-line calendar. A modification will be given to all students in an adequate amount of time. Grading Rubric for Discussion Postings 10 (Excellent) 9-8 (Good) 7-6 (Fair) 5-0 (Poor)

15 Contribution to Posting is the Virtual insightful, Classroom thorough, and interesting. Inspires Reply Postings from Other Students Demonstrated Understanding of the Reading Assignment Grammar, Mechanics, Spelling, and Sentence Structure A serious effort is made to frame the discussion posting in such a way as to encourage others to reply. Posting generates questions and opens up new avenues for discussion. Posting demonstrates a thorough understanding of the reading assignment and is substantiated by several examples from the textbook and/or companion website. Posting is highly polished; no grammar or spelling errors. Posting is thorough and interesting. Posting is interesting but lacks insight and depth. A serious effort Some effort is is made to made to frame frame the the discussion discussion posting in such posting in such a way as to a way as to encourage encourage others to reply. others to reply. Posting demonstrates an understanding of the reading assignment and is substantiated by at least one example from the textbook and/or companion website. Posting is polished; maximum of two grammar or spelling errors. Grading Rubric for Written Activity Assignments Posting demonstrates an understanding of the reading assignment but is not substantiated by examples from the textbook and/or companion website. Posting is adequate; maximum of four grammar or spelling errors. Posting is uninteresting and/or too brief for the assignment. 10 (Excellent) 9-8 (Good) 7-6 (Fair) 5-0 (Poor) No effort is made to frame the discussion posting in such a way as to encourage others to reply. Posting demonstrates very little or no understanding of the reading assignment. Inadequate posting; more than four spelling or grammar errors.

16 Thoroughness Answered all questions in the exercise completely and in the appropriate order. Supporting Details Answered all questions in the exercise and provided a substantial amount of relevant details. Demonstrated Response Understanding demonstrates of the a thorough Assignment Grammar, Mechanics, Spelling, and Sentence Structure understanding of the exercise and is substantiated by several examples from the textbook and/or companion website. Response is highly polished; no grammar or spelling errors. Answered all questions in the exercise but not completely and/or not in the appropriate order. Answered all questions in the exercise and provided an adequate amount of relevant details. Response demonstrates understanding of the exercise and is substantiated by at least one example from the textbook and/or companion website. Response is polished; maximum of two grammar or spelling errors. Answered most of the questions in the exercise but not completely and/or not in the appropriate order. Answered most of the questions in the exercise and provided an adequate amount of relevant details. Response demonstrates some understanding of the exercise but is not substantiated by any examples from the textbook and/or companion website. Response is adequate; maximum of four grammar or spelling errors. Did not answer an adequate number of the questions in the exercise. Answered some of the questions in the exercise and provided an inadequate amount of relevant details. Response demonstrates very little understanding of the exercise. Inadequate response; more than four spelling or grammar errors.