CRIJ 4355 - Senior Seminar in Criminal Justice Syllabus Spring, 2014 Office: Bus. Adm. 219 Phone: 566-7426 e-mail: bhartt@uttyler.edu Office Hours: T Th 3:30 5:00 Other Times by appointment Course Description This course is the capstone course for the Criminal Justice Program at the University of Texas at Tyler. Students must have completed 21 hours of Criminal Justice at UT Tyler to be eligible for this class. The purpose is to assure that each person completing degree requirements in the program is able to: (1) fully integrate basic criminal justice principles and practices underlying this field of study and work; (2) access and correctly interpret the most current criminal justice research findings; (3) analyze, synthesize, and evaluate complex criminal justice issues; (4) understand and correctly apply a universally recognized problem-solving, decision-making, and policy development model; and (5) communicate at a professional level, both orally and in writing. The course is reading and writing intensive. This is a seminar course with presentation and discussion. Therefore class members will be individually responsible not only for their own materials but as critical (and constructive) colleagues in the evaluation of others. The instructor will serve as a discussion facilitator and subject-matter resource person. It is incumbent on class members, therefore, to exert sufficient peer pressure on one another to assure a high level of preparedness and assertive participation from each member. To accomplish these objectives, the public policy cycle is studied in relation to critical issues in criminal justice. A model for analyzing public policy is introduced and successful course participants will formulate and defend new or significantly revised, narrowly focused criminal justice policy proposals. The successful student s work product is a near equivalent to a senior thesis or a professional policy proposal for a state or federal agency and must be of such quality as to be presented to an agency or appropriately complement an application to graduate school; or be entered competitively in the student division at a major criminal justice conference. Student Learning Objectives Upon successful completion of this course, students should be able to: Assess the strengths and weaknesses of various public policies in criminal justice. Professionally format/prepare/document reaction papers and facilitate group discussions. Select an area of public policy ostensibly in need of policy development, determine a theoretically more efficacious alternative policy, and write a well-drafted proposal for implementation of a new or significantly modified policy. Using appropriate visual aids make a structured oral presentation to hypothetical decision-makers regarding their recommended policy (or policy revision). Successfully pass summary comprehensive exams covering the criminal justice core requirements. Communicate effectively and professionally.
Course Prerequisite: Successful completion of 21 upper-division core courses in criminal justice PRIOR to this course or consent of instructor. Students not meeting the prerequisite are advised to drop the course within 24 hours of the first class meeting. Students registered for this course on waiver of above prerequisites may be at academic disadvantage. By definition as a capstone course, the presumption is that students have, or by the end of the current semester will have successfully completed all criminal justice core (required) courses, and will be able to apply knowledge from those core courses directly to the requirements of this course. Although one objective of a capstone course is to review basic concepts from the core and to update students just prior to their graduation, the intensity of this course clearly precludes re-teaching core concepts. Texts Required Resources Free to students: Johnson, W. A. Jr., Rettig, R. P., Scott, G. M., & Garrison, S. M. (2011). The criminal justice student writer s manual (5 th ed.). Upper Saddle River, NJ: Pearson Prentice Hall. (each student should have received a copy of this text during his/her criminology class.) Welsh, W. N. & Harris, P. W. (2013). Criminal justice policy & planning (4 th ed.). Waltham, MA: Anderson Publishing. Supplementary text not required Decker, Alarid and Katz, Editors. 2007. Controversies in Criminal Justice: Contemporary Readings. Oxford Publishing. ISBN13: 9780195330175ISBN10 Other Resources you may want to include: A weekly review of www.ncjrs.gov, researching content relevant to (a) this course and (b) one s intended specialization within CJ, e.g., police, juvenile probation, etc. A major daily newspaper (e.g., The New York Times, The Washington Post) or daily news service on the Internet (e.g., PointCast, MSNBC, CNN On-line, NY Times On-line, USA Today On-line) from which the student shall extract relevant criminal justice items for class discussion. The use of on-line dictionaries and so-called encyclopedias, e.g., Wikipedia, is strictly forbidden in this course. Such sources are unreliable often containing misinformation, error by omission and, occasionally, disinformation. Daily checking of Blackboard for announcements. Although messages may not be frequent, they are high priority when sent. Course Requirements and Evaluation Criteria Criminal Justice is a professional preparation program. Graduates of this CJ program are expected to exhibit professional communication skills, appropriate business demeanor, including respect for others, cooperation, behavioral attributes considered appropriate for the business environment and dress is also required (when making presentations). Professional demeanor is one evaluation category in which credit may not be earned, but can be deducted. Career development will be an additional component of this class where possible. Communication. As a college educated criminal justice practitioner, you will be expected to speak and write professionally, have a highly developed vocabulary, make appropriate word
choices, use correct grammar be concise and accurate when speaking and writing. As a professional, your reports will be examined by agency superiors, prosecution and defense attorneys, judges and, under FOI, the media. Your oral communication skills will be judged both within your agency and externally as you speak daily with professionals, conduct interviews, testify in court, and are recorded by or quoted in the press. Therefore, all written assignments should be subjected to thorough spelling and grammar checks. These standards apply to your everyday speech, emails, etc. with each other and with your instructor. The instructor will take advantage of any conversation to make reminders about your grammar don t be offended be reminded.. Improving students oral and written communication skills is an instructional objective of the University of Texas at Tyler, reinforced by each college, department, and program therein. Therefore, it is an important objective of this course and every opportunity will be seized to accomplish this objective. Each class member is expected to complete all assigned readings and demonstrate an increasing ability to analyze, synthesize, and evaluate relevant information. Active and thoughtful participation through informed comment and demonstration of leadership behavior through class discussion shall constitute a major portion of one's course grade. Mere attendance does not constitute participation. Note that missing class when others are presenting is unprofessional and the instructor will deduct grade points for such absences. A. Debate/Discussion Presentation (10%) and Position Paper (15%) Many policies in criminal justice are controversial. Researchers, administrators, and the public often take opposing views and cite sound reasons for their positions. It is important that educated professionals be able to critique these arguments to be able to develop appropriate and effective policy. It is also important to know both sides of an issue and be able to counter arguments against your informed position. Therefore teams of 2-4 students each will be assigned a topic by the instructor. There will be two teams for each topic with one team assigned the pro position and the other team the con position. Each team will have 10-20 minutes to orally present its argument to the class. The pro position team will be first followed by the con team. Each team will be expected to buttress its presentation with research findings. The team members will then have about 5 minutes to confer in order to respond to the opposing viewpoints. The other class members will use that time to critique the presentations. Each team will then have about 3-5 additional minutes to present its rebuttal to the other view point and then will address questions and comments from class members who will be expected to critique and evaluate each team with a rubric supplied by the instructor. Each team will also have written a position paper for its initial position. This paper is due immediately prior to the debate. Guidelines for a position paper will be on Black Board. members of each team must contribute equally both in the written paper and the oral presentation. Each paper must be grammatically perfect and sources appropriately documented according to the APA style. Policy Proposal (30%) and Oral Presentation (5%) All Each student shall identify a current criminal justice policy which is broken or badly bent. Then, according to his/her respective interest and subject-matter expertise and research will
propose a new or significantly revised policy remedying the old policy s deficiencies. The instructor must approve these projects. No exact duplicate policy proposals are allowed nor can student policies exactly duplicate debate topics. Based on the assignment dates established below, students shall submit draft copies of three sequential chapters which (1) thoroughly describes the problem, (2) the history of the problem, other attempts to solve the problem and (3) the student s own policy proposal. An outline for this paper will be available on Black Board. The policy issue examined must apply to the national or state levels of government not at the local or agency-specific level. (In reviewing draft material, the instructor will make a written comment regarding a particular problem the first time it appears. It is the student s responsibility to recognize all other instances of the same problem in the rest of the chapter and correct all of them before the next submission. Guidelines for presentations will be included on Black Board. Submit each chapter electronically to the instructor by its due date and be prepared to include copies of sources used if requested. Update the reference page as each chapter is added. The instructor will edit and grade the first pages of chapters one and two 2. At the end of the course, students will submit a hard copy of the completed study consisting of all chapters, both the graded draft copies and the corrected final edition, including appropriate introductory, reference, and appendix material. The policy paper outline, which will be provided, corresponds substantially with the outline in the Johnson text. A folder is recommended to hold the chapters. Students will report the results of their respective proposals to the other students as if these students were the Board of Directors in an executive-type, oral briefing, known as a decision briefing. The use of visual aids is highly recommended. This format replicates procedures for policy development and presentation in major criminal justice agencies. Fellow students are expected to evaluate the policy recommendations according to their knowledge of the criminal justice system and according to criteria established in the policy text. Midterm Exam 20% The content of the examination will focus on the policy text along with class discussions. The class member s ability to engage in all higher order cognitive functions (analysis, synthesis, evaluation, etc.) is the crux of upper-division university education and, therefore, will be emphasized in this examination. Capstone Assessment - 15% Because this is the Criminal Justice Program s Capstone Course, it is appropriate to assess students comprehension of the learning objectives of all core (required) CJ courses. That examination consists of two different exams: (1) will consist of 10 objective style questions from each of the core courses in the CJ program and an short essay section. The second comprehensive assessment is a national standardized exam covering key elements about the criminal justice system. This exam requires 2.5 hours so students must make arrangements to stay late on that date. Extra points are awarded for the National CJ exam. One three points will be awarded to your final semester average depending how well you score on the exam
Quizzes 5% Quizzes may be unscheduled use less than full class meeting time or they may be online via Black Board. They are mostly objective or single essay question in form. The total number of quizzes necessary to reinforce the importance of class preparedness is unknown until the course is complete. There are no make ups for quizzes since part of their function is to check class preparation and attendance. Quizzes may cover any topic but especially topics dealing with vocabulary, APA documentation, grammar rules, and writing facts from the Johnson, et. al. text. Style. All written assignments shall conform to the American Psychological Association (APA) style (see, e.g.: APA. 2001. Publication Manual of the American Psychological Association (6 th ed.). Washington, DC: Author). The Johnson, et al. text will serve as your guide. Many other guides offer additional information online The Purdue Owl is especially useful. Any plagiarism violates the academic dishonesty of this University and the minimum result will be a failing grade. See note below. Tentative Schedule by week January 14 Orientation to the course. Welsh & Harris Introduction, Definitions of Public Policy, pp. 1-30 Introduction to the course texts Vocabulary List (Johnson pp. 49-51) Johnson text, pp. 1-51 Welsh & Harris Analyzing the Problem, pp. 31-76 January 21 Welsh & Harris Setting Goals and Objectives, pp. 77-102 Quiz over Johnson text (pp. 1-51) Johnson text, pp. 53-133 Policy Paper Outline Review Welsh & Harris Designing the Program Policy, pp. 103-122 January 28 Welsh & Harris Action Planning, pp. 123-144 Quiz over Johnson text (pp. 53-133) Welsh & Harris Program/Policy Implementation and Monitoring, pp. 145-172 Johnson text Criminal Justice Policy Analysis Papers, pp. 221-241 Have policy proposal selected and approved by instructor February 4 Welsh & Harris Evaluating Outcomes, pp. 173-200 Quiz over APA (6 th ed.) Documentation Finish Welsh & Harris February 11 February 13 February 18 February 20 February 25 Review for Midterm Exam Midterm Exam Debate #1 The Death Penalty is an Essential Element of the Criminal Justice System Debate #2 Sexual Offender Registration Laws Create More Harm than Good Debate #3 The Juvenile Justice System Should be Merged with the Adult Criminal Justice System
February 27 March 4 March 10-14 March 18 March 20 March 25 March 27 Debate #4 Is the Criminal Justice System Racist? Chapter One Due Debate #5 Convicted Felons Should Keep their Voting Rights Debate #6 Mentally Ill Offenders Should be Diverted from Incarceration Spring Break No Class Capstone Exam Review Policing Capstone Exam Review Criminology Capstone Exam Review Corrections Capstone Exam Review Law and the Courts Chapter Two Due March 26 last day to drop a course March 27 April 1 April 3 Capstone Exam Review Research Methods Capstone Exam Major Field Test Exam 2:00 p.m. 4:30 p.m. (please make arrangements to stay late) April 8 Note that early presenters will not have completely written Chapter three but the assumption is that you will have your idea clearly in mind and will be able to present it to the class. April 10 Policy Presentations #1, #2, #3, #4 April 15 Policy Presentations #5, #6, #7, #8 April 17 Policy Presentations #9, #10, #11, #12 April 20 Policy Presentations #13, #14, #15, #16 April 22 Policy Presentations #17, #18, #19, #20 April 24 Policy Presentations #21, #22, #23, #24 April 29 Policy Presentations #25, #26, #27, #28 Chapter 3 due along with corrected copies of chapters one and two. May 1 Policy Presentations #29, #30, #31, #32 May 6 Policy Presentations #33, #34, #35 May 8 Policy Presentations (if needed)
POLICIES THAT MUST APPEAR IN EACH COURSE SYLLABUS Statement Regarding Academic Dishonesty Academic dishonesty is a violation of University policy and professional standards. If compared to a violation of the criminal law, it would be classed as a felony. Academic dishonesty is defined as cheating, plagiarism, or otherwise obtaining grades under false pretenses. The penalty for academic dishonesty in this class will be no less than immediate failure of the course and a permanent student record of the reason therefore. In most cases, a written record of academic dishonesty or an instructor s report of same to an agency investigator during a background check will bar an individual from employment by a criminal justice agency as it is considered indicative of subsequent corrupt acts. Many students have an inadequate understanding of plagiarism. Any idea or verbiage from another source must be documented. Anytime the exact words from another author are used they must be enclosed with quotation marks and followed by a citation. However quotations should only be used on rare occasions. Student papers should be written in the student s own words; therefore excessive quotations will result in a failing grade. Make-up Tests: The University Catalog does not establish make-ups as a student right. Major tests are forecasted; therefore, no make-up opportunities are contemplated. Opportunities to make-up missed examinations will be provided only for exceptional reasons and must be documented (e.g., hospital records, obituaries). Make-up examinations may be in forms completely different from original examinations and will be scheduled at the convenience of the instructor. The following University policies must appear on each course syllabus or be provided as an informational sheet (web-links to these policies may be used in the print or electronic syllabus) http://www.uttyler.edu/academicaffairs/syllabuspolicies.pdf Students Rights and Responsibilities To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler, please follow this link: http://www2.uttyler.edu/wellness/rightsresponsibilities.php Grade Replacement/Forgiveness and Census Date Policies Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services Center or at http://www.uttyler.edu/registrar. Each semester s Census Date can be found on the Contract itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of the Registrar. Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements. Full policy details are printed on each Grade Replacement Contract. The Census Date is the deadline for many forms and enrollment actions that students need to be aware of. These include: Submitting Grade Replacement Contracts, Transient Forms, requests to withhold directory information, approvals for taking courses as Audit, Pass/Fail or Credit/No Credit. Receiving 100% refunds for partial withdrawals. (There is no refund for these after the Census Date) Schedule adjustments (section changes, adding a new class, dropping without a W grade) Being reinstated or re-enrolled in classes after being dropped for non-payment Completing the process for tuition exemptions or waivers through Financial Aid
State-Mandated Course Drop Policy Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping more than six courses during their entire undergraduate career. This includes courses dropped at another 2-year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course that is dropped after the census date (See Academic Calendar for the specific date). Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to the Enrollment Services Center and must be accompanied by documentation of the extenuating circumstance. Please contact the Enrollment Services Center if you have any questions. Disability Services In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA) the University offers accommodations to students with learning, physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications or accommodations in a previous educational environment you are encouraged to contact the Student Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria applies to you, but have questions or concerns please contact the SAR office. For more information or to set up an appointment please visit the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may also send an email to cstaples@uttyler.edu Student Absence due to Religious Observance Students who anticipate being absent from class due to a religious observance are requested to inform the instructor of such absences by the second class meeting of the semester. Student Absence for University-Sponsored Events and Activities If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor will set a date and time when make-up assignments will be completed. Social Security and FERPA Statement: It is the policy of The University of Texas at Tyler to protect the confidential nature of social security numbers. The University has changed its computer programming so that all students have an identification number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational Rights and Privacy Act; grades will not be transmitted electronically. Emergency Exits and Evacuation: Everyone is required to exit the building when a fire alarm goes off. Follow your instructor s directions regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the first week of class. Do not re-enter the building unless given permission by University Police, Fire department, or Fire Prevention Services. Rev. 06/2012