Crim Student Handbook

SCHOOL OF CRIMINOLOGY AND CRIMINAL JUSTICE Crim Student Handbook UNIVERSITY OF THE FRASER VALLEY

Message from the Director Welcome to the School of Criminology and Criminal Justice. Our faculty and staff are committed to helping you achieve your academic and professional goals, and to making UFV an increadibly positive experience for you. We have produced this Crim Student s Handbook as a general guide and a tool to help you answer many of the questions you might have about our program and University expectations.

Learning Objectives Criminology and Criminal Justice is an interdisciplinary science focusing on the history, structure, and process of law and criminal justice, theories about the causes of crime, and the research methods that inform our discipline. In addition, our program is designed to not only prepare students academically, but to provide you with the skills, knowledge, and

experiences to work in the field. We believe that there will continue to be a demand for criminology and criminal justice trained university graduates with the ability to think critically and creatively, have excellent writing, communication, and research skills, leadership qualities, the ability to work productively individually and in groups, the ability to develop and analyze policy, the ability to understand our discipline in relation to the larger world, and the confidence to use this knowledge and these skills to make positive contributions to society. To that end, we have built our diploma and degree programs so that all of our students will have all the following outcomes upon graduation: Knowledge of Criminology and Criminal Justice Students will understand the major concepts, theoretical perspectives, and historical and current trends in criminology and criminal justice. Application of Criminology and Criminal Justice Students will be able to apply criminological and criminal justice knowledge and skills to develop strategies to address individual, community, organizational, and criminal justice system challenges. Research Methods in Criminology Students will understand and be able to apply quantitative and qualitative research methods in criminology and criminal justice, and be able to develop, conduct, and communicate research. Critical Thinking Skills Students will use critical and creative thinking to identify, define, and solve problems. Students will be able to identify and define problems, their causes, and examine and evaluate solutions. Communication Skills Students will be able to communicate proficiently in writing, orally, and digitally. Students will be able to deliver professional presentations. 3

Information Literacy Students will be able to locate, access, and reference academic and non-academic information from a wide range of sources, such as libraries and the internet. Students will be able to competently use the software packages common to criminology and criminal justice. Worldview Students will understand, respect, and be aware of different intellectual philosophies, diverse identities, cultures, and approaches to justice with a focus on indigenous peoples. Individual Growth and Professional Development Students will be able to substantiate their views on criminal justice issues. Students will have developed and demonstrated the knowledge and skills necessary for employment in and out of the criminal justice system, including self-management, interpersonal communication, problem solving, working as part of a team, and leadership. Students will have the skills and knowledge to act ethically, honestly, and respectfully in the University, their workplaces, and their communities. In order to achieve these learning outcomes, it is extremely important that all students follow their program plans. While the School of Criminology and Criminal Justice offers a large degree of flexibility in its course offerings, a lot of thought has gone into how students should progress through the program. In order to ensure that you meet all the necessary pre-requisites and that you can graduate in a reasonable amount of time, it is critical that you follow the program plan. A copy of the program plan can be found on the next page. Any questions about your progress in the program should be directed to our Program Advisor at cherish.forster@ufv.ca. 4

BACHELOR OF ARTS (CRIMINAL JUSTICE) Offered by the Name: Student Number: PROGRAM PLAN Name: Student Number: Telephone: on transcript Date Prepared: CRIMINAL JUSTICE DIPLOMA PROGRAM PLAN Date Revised: UFV Number Subject Alt Course Institute Year Grade Credit GPA Year 1 CRIM 100 F Intro to Criminology 0.00 CRIM 103 F Intro to the Criminal Justice System 0.00 PSYC 101 Fw Intro to Psychology 0.00 SOC 101 Fw Intro to Sociology 0.00 CRIM 129 F Academic & Prof. Dev. 0.00 CRIM 104 W Soc Expl of Deviant & Crim Behaviour 0.00 CRIM 105 W Psych. Expl of Deviant Behaviour 0.00 CMNS/ENGL Fw Any one of Cmns 125,155, or Eng 105 0.00 Elective fw Any 100/200 Univers trans.(non-crim) 0.00 CRIM ELECTIVE * FW 0.00 Year 2 CRIM 265 F Problem Mgnt Skills for CJ Interv. 0.00 CRIM 240/251/252 F Any one of CRIM 240/CRIM 251/CRIM 252 0.00 CRIM ELECTIVE * FW 0.00 Elective Fw Arts, 200 level or higher (Non-Crim) 0.00 CMNS/ENGL fw One of Cmns 251 or Eng 120-170 0.00 CRIM 220 W Research Methods in Criminology 0.00 CRIM 230 fw Criminal Law 0.00 POSC 110 W Canadian Politics 0.00 CRIM 281 W Field Work Practicum 0.00 DIPLOMA STUDENTS ONLY CRIM 201 FW Physical Fitness Training I 0.00 CRIM 202 or 203 FW Physical Fitness Training II 0.00 0.00 Non-GPA Credits This Page Total Credits this page 0 0.00 * Crim Electives Include: Crim 210, Crim 211, Crim 212, Crim 213, Crim 214, Crim 215, Crim 250, CRIM 251, CRIM 252 LPI score CPT FW = offered both fall & winter ENGL 099 F = offered fall only Fw = primarily fall offering but at least 1 winter section W = offered winter only fw = primarily winter offering, but at least 1 fall section Additionally, some courses will be offered in the Spring Semester (not shown) Form Revised January 2012 B.A. (CRIMINAL JUSTICE) DEGREE PROGRAM PLAN Year 3 UFV Number Subject Alt Course Institute Year Grade Credit GPA MATH 104 fw Introductory Statistics 0.00 CRIM 310 F Advanced Theoretical Perspectives 0.00 CRIM 321 F Qualitative Research Methods 0.00 CRIM 330 F Criminal Procedure & Evidence 0.00 Elective * FW See * below 0.00 CRIM 311 W Multicultural, Conflict & Social Justice 0.00 CRIM 320 W Research Techniques 0.00 CRIM 335 W Human Rights and Civil Liberties 0.00 Elective (U.L.) FW Any 300/400 level non-crim course 0.00 Elective (U.L.) FW Any 300/400 level non-crim course 0.00 Year 4 CRIM 435 F Innovations to Current & Future Issues 0.00 BUS 203 Fw Organizational Behaviour 0.00 CRIM 400 SERIES*** fw 0.00 Elective F General: Any Univers transf course 0.00 Science Elective ** Fw See ** below 0.00 CRIM 480 W Field Work Practicum 0.00 CRIM 450 W Social Policy Analysis 0.00 Elective (U.L.) FW Any 300/400 level non-crim course 9.00 CRIM 400 SERIES *** fw 0.00 Non-GPA Credits This Page Total Non-GPA Credits Total Credits 0 0.00 * Any art history, history, languages, fine arts, film, philosophy or theatre course or one of English 120-170 ** Any biology, chemistry, (Chem 150) or physics lab course 100-level or higher, or Geography 101 or 102 *** Any one of Crim 410-419 [asc] = With initials, indicates approved substitute course ADMISSION TO BA (CRIMINAL JUSTICE) Institute transferring from: Admission GPA: Admission Credits: Full: Conditional: Admission to Degree Program: Conditional Admission Details: UFV DATE: Students are accepted into the BA (Criminal Justice) only when representatives of UFV have signed this document. AUTHORIZATION TO RELEASE TRANSCRIPTS I understand that my transcript(s) from any other institutions from which I am requesting transfer credit will be made available to UFV. Student's Signature: Date: COMPLETION: Courses completed must satisfy grade, general education and subject requirements. It is the responsibility of the student to ensure that all program requirements are met. This should be done by a regular review and or consultation with your program advisor. Total GPA: 0.00 Total credits: 0 UFV DATE:

Professional Conduct While it might seem like a long way off, before you know it, you will be completing your studies and looking to enter the work force. There are many amazing and challenging opportunities for our students in a wide range of careers, but one thing that is common among all these opportunities is the requirement that our graduates demonstrate a high degree of

professionalism and integrity. We expect the same while you are a student. Demonstrating professionalism and integrity means coming to class on time, being attentive, and ready to learn. There are many opportunities for personal and professional growth in the School. Whenever possible, you should try REMEMBER TO... 1. Come to class on time and ready to learn. 2. Attend all lectures, seminars, and field trips. 3. Read all assigned material before class. 4. Contribute to the learning environment. 5. Ensure all electronic devices are turned off. to take advantage of these opportunities. Part of this means attending all of your lectures and required seminars and field trips, but it also means trying to participate in other nonmandatory events, such as University-wide public talks and community volunteering. In other words, your experience at UFV will, in part, be a reflection of the degree to which you engage and participate with the UFV community. You will find that all of your lectures and seminars will be much more rewarding if you come to class prepared. This means completing all of your readings and other assignments prior to class. While many of your classes will have a participation grade as part of your evaluation, contributing to the learning of others and the discussions in class will also serve to enhance your classroom experience. Many students enjoy taking class notes on a laptop computer or tablet. However, instructors and fellow students may find this practice disruptive, so if you want to use a computer or tablet, consult your course outline or ask your instructor what is their policy regarding the use of electronics in the classroom. You should also always ensure that your phones are either turned off or set to silent to avoid disrupting others. 7

The Academic Code of Conduct The University of the Fraser Valley is committed to maintaining and promoting instructional excellence and learning. Among the cornerstones of this commitment are academic honesty, and a mutual respect for all members of the university community. All faculty at UFV have a professional obligation to report suspected academic dishonesty to the Dean.

Policy Members of the University community are expected to carry out their scholarly work with honesty, to meet the highest ethical standards, to respect the facts and appropriate standards of evidence, and to acknowledge the contributions and scholarship of others. As members of the University community, students are expected to demonstrate appropriate academic conduct. They are responsible for their actions, whether acting alone or in a group. The University will vigorously investigate allegations of academic misconduct, while taking all reasonable steps to protect the rights and interests of individuals whose work or performance is questioned. Academic Misconduct Academic dishonesty includes, but is not limited to, the following: Plagiarism occurs when a student presents as original, work or data that is written or composed, in whole or in part, by someone other than that student. Plagiarism occurs when paragraphs, phrases, sentences, or ideas within a work are taken from other sources without referencing or citing the authors. Cheating includes, but is not limited to, the following: Communicating or attempting to communicate with other persons for the purpose of obtaining or providing information without the permission of the instructor; Using or attempting to use other student s answers, providing answers to other students, or failing to take reasonable measures to prevent the use of one s answers by other students in assignments or examinations without the permission of the instructor. Students should be familiar with all UFV s policies on and penalties for academic dishonesty as described in the Calendar; however, students should also be aware that cheating and plagiarism in the Criminal Justice Program may result in the inability to access the coursework required for degree completion. For many of your classes, you may be interested in conducting original research as part of your coursework. It is important to know that there are specific rules and procedures that must be followed whenever you are engaged in research that involves human subjects. Due to human research ethics concerns, the conduct of original research is strictly prohibited unless a student has expressly sought and received prior written permission from the course professor. By way of example, original research includes written and oral communications of any kind with persons and agencies external to the course. For further information about UFV s policies regarding conducting original re- 9

search, please go to the Research Ethics Board s website at http://www.ufv.ca/assetfactory.aspx?vid=39404 Some guidelines for ensuring that your work is done correctly: 1. If you are citing another writer s exact words, quotation marks and a reference to a page number in the original source is required. Paraphrasing another person s work without acknowledging the source is also intellectual dishonesty. and are defined by the instructor. An example of an extenuating circumstance might be the hospitalization of a student that could be confirmed by hospital personnel. Lack of preparation, forgetfulness, holidays, sleeping in late, or work obligations are not acceptable examples of extenuating circumstances. 2. It is dishonest to use another student s paper in whole or part by editing and submitting that work as your own. 3. It is dishonest for a student to hand in their own work to more than one course. 4. Do not use sources obtained through the World Wide Web, email, Usenet groups, podcasts, or any other source without documenting them according to the standards of the American Psychological Association (APA). It is your responsibility to learn how to cite your sources accurately. Exams Students are obligated to attend and complete the final examination only on the date and time outlined in UFV s exam timetable. Under most circumstances, a missed examination will result in a grade of zero for that examination. Make-up exams are not permitted, unless there are extenuating circumstances. Extenuating circumstances are limited in definition 10

Keys to Academic Success There are many skills that a student must have to be successful. Many of these skills will be taught in your first year classes; however, all successful students share a commitment to their education, strong thinking, writing, and oral presentation skills, and a degree of professional conduct, such as attending all classes.

You will likely be asked to conduct academic research to write and present various assignments for your Crim courses at UFV. The nature of academic research at UFV may differ from the types of research you have done in other contexts. A good starting point is to check with individual instructors to see what types of information sources they expect you to use for specific assignments. It is also a good idea to ask your instructors in class or to visit them during their office hours to learn how to conduct research using different Internet search engines and search terms. The UFV library has a number of excellent how to tools that can help you. We have included some of this information in this guide. KEYS TO ACADEMIC SUCCESS 1. Critical Thinking 2. Conducting Research Using UFV s Library 3. Academic Writing 4. Getting Involved in Research Researching and Critical Thinking Most of your research will involve secondary research where you will review the research and writings of other scholars, rather than conducting your own primary research, which involves collecting the data yourself. If you are planning to conduct any primary research, for example by interviewing people, you must obtain advance approval from your instructor and from the university because of human research ethics concerns. Some information about research ethics was provided in the section called Academic Code of Conduct. As a rule, your professors will expect you to use print and/or electronic resources from the UFV library, which now has a single, unified search box that allows you to search multiple information resources on your topic, including the Internet, academic journals, textbooks, and ebooks. Your instructors may also prefer that you use Criminal Justice Abstracts with Full Text or Google Scholar as opposed to non-academic search engines, like Alta Vista, Bing, Google, Hotbot, Yahoo! Search, or MetaCrawler. Again, it is critical that you check with each of your instructors about their requirements. As a social science, we are typically interested in students using scholarly rather than popular sources, although there may be exceptions to this when your professors specifically ask you to use popular sources for specific assignments. 12

As noted in the table below, scholarly research is: published by a recognized university or commercial publisher; involves the original reporting of research; involves research that is conducted using scientific methods; is supported by academic references and a bibliography; is reviewed by an editor or peers to ensure quality control; and is intended for a specific audience. An example of a scholarly journal is the Canadian Journal of Criminology and Criminal Justice, while an example of a popular magazine is Macleans. Unless specifically approved by your course professor, social media like Internet forums, blogs, wikis, and podcasts generally should not be used for academic research purposes. Websites are not typically used as an academic information source, but sometimes can be used as a means to access credible research publications. In terms of specific information sources, most of your professors will expect you to use sources other than Wikipedia or other encyclopaedic references. Additionally, they will usually expect you to conduct research in addition to your course textbooks. The types of information sources that your instructors are generally looking for you to consult with include, but are not limited to: Academic journals Books and textbooks that are written by academic scholars Discussion papers and reviews Documents produced and disseminated by government and non-government agencies 13

Legislation, published cases, and court archives, such as trial and sentencing transcripts and appeals Conference proceedings Theses and dissertations Documentary films With all of the information resources that you consult, you will need to personally evaluate the credibility of the information source and its relevance for your assignment. Just because information is published in print or electronically, and especially on the Internet, does not mean that it is accurate or reliable. There are evaluation checklists that you can use to critically evaluate your information sources, like the CARS evaluation checklist (Credibility, Accuracy, Reasonableness, Support) or the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose). Most of these checklists focus on you asking yourself whether the information source is accurate, authoritative, objective, current, and provides adequate coverage of the topic. If you are unsure of whether your sources are credible, you should ask your instructor. The following Table identifies key differences between scholarly and non-scholarly sources for your papers. 14

SCHOLARLY JOURNAL Published by a University, Institution, Association, or Society Original Reporting of Research Research Articles follow Scientific Method Articles have Bibliographies Audience is Academics, Scholars, Researchers Exists to Communicate Research Information to Others in Particular Areas of Study or Interest Contains Little or No Advertising Lengthy Articles with In-Depth Analysis Available Mainly by Subscription and may be very Expensive Peer Reviewed by Panel of Acknowledged Experts in the Field or Editorial Review Board Vocabulary is Advanced and Specific to the Field Articles are Signed by Author and Author s Academic Credentials are Provided Plain-looking, Few, if any, Diagrams or Photos May Describe Process for Submitting Articles POPULAR MAGAZINES Published by a Commercial Publishing House or Business Secondary Reporting of Research Articles do not follow the Scientific Method Articles have No or Very Brief Bibliographies Audience is General Public. Information is Synthesized from the Scholarly Journals and Repackaged for the Layman Exists both to Entertain and to Inform. May have many different Topics Covered. Profit Motive Contains Conspicuous Advertising Articles are Often Short Available on Newsstands and by Subscription. Usually Inexpensive May not have a Peer Review Process or List an Editorial Board Vocabulary is Designed to be Understood by a Layman Articles may not be Signed by Author. If Signed, Credentials may not be Given Often Glossy Looking to Attract Attention. Very Visual Usually does not Describe Process for Submitting Articles Source: UFV Library. Revised: August 28, 2007 pw. Available: http://www.ufv.ca/library/tutorials/popular.htmstatistical reports 15

Academic Writing Writing to university standards can be both challenging and rewarding. Writing assignments offer students the opportunity to engage in a deep learning activity. In contrast to listening to a lecture, written assignments ask students to become more actively involved in their educational process. Writing usually entails careful planning, searching for accurate information, reading, notetaking, reflecting, explaining, and assembling words and ideas into a coherent end product. It takes more time than students may think to produce a well-constructed paper. From planning to proofreading, there are five important steps that students utilize to complete written assignments, such as research papers. 16

Step 1 - Planning Your Paper Putting in adequate time pays many dividends for the final outcome of your written assignment. Beginning early enough in the course gives you the needed time to think, research, and write. Here are some specific ways you can begin: Carefully review the assignment guidelines and assessment criteria. Ask questions if you need clarification from your instructor. Plan to complete your paper one week early to give you enough time to make final revisions. Choose a topic from the course outline or one approved by your professor. Develop research questions related to your topic to guide a specific focus for your paper. It may also help to talk to others. The quality and source of information gathered for your topic is important. More information can be found on pages 21-24 under the UFV Libraries heading. When choosing books, consult the Table of Contents and Indexes to see what the authors have to say on the topic you ve chosen. Start by reading the abstract, introduction, and conclusion to a chapter or article because these parts usually highlight the author s main ideas and arguments. Make judgments as to whether you want to read further and include their research, comments, or observations in your paper. Make notes to record your sources of information. You do not have to worry about organizing the material or writing anything coherent at this point. Next, make more detailed notes on sources, such as journal articles and texts that you have gathered. If an author in a textbook mentions a particularly relevant journal article that you cannot find in the library, obtain it through Inter-Library Loans (allow for up to two weeks for delivery). Ask for help from a UFV Librarian if needed. Begin with the most promising sources; extract the main ideas, outstanding examples, and important conclusions. Any information you collect should relate directly to your topic or research questions. Always ask yourself at each stage of the research process, What does this article, book, or the notes have to do with my main argument or description of my topic? From your reading, begin to develop a central question or idea (the thesis) as the guiding direction for your paper. Create an outline that flows from your central idea and the main issues you intend to address. Under each main idea, briefly organize your supporting points. Your instructor may be willing to review your outline during their office hours. 17

Be able to identify your sources accurately. As you take notes, write the page number if you plan to use direct quotes in your paper. Include, in note form, your own reaction to what the authors have said. Re-read your notes for omissions while you still have the sources to check. Now, you should be ready to begin writing your first draft! Step 2 - Writing the Rough Draft Drafting is about shaping a coherent argument or flow of ideas. The first draft should have a clearly defined order - either chronological or based on the logical flow of ideas. Here is a general framework for your paper: The Introduction Many students find introductions are best written at the end of the writing process. Use the Introduction to suggest what you are going to do in the main body of your paper. As best as you can, capture your reader s interest by demonstrating why your topic is important, insightful, or unique. The Body You may wish to begin your first draft by writing your paper in sections. Get away from the idea that you need to write your paper from beginning to end. Writing the body of your paper in sections or paragraphs can be accomplished by shaping the main ideas identified in your outline. To allow the reader to follow your thinking, introduce main ideas in relation to your thesis statement. Depending on the length of your paper, it may also be helpful to use headings as a map for the reader to follow your thinking. Another way to help the reader follow your ideas is to create transitional sentences that move your reader from one section to another. Essentially, the body of your paper needs to deliver on the ideas or statements your presented in the Introduction. In many cases, it is desirable to integrate course concepts into your paper topic. This demonstrates that you are able to apply the knowledge learned in class. Finally, make sure to document where your ideas came from as you go to avoid plagiarizing or submitting falsely cited work. The Conclusion Like the introduction, it is often more effective to write the conclusion last. Not only should you avoid simply repeating the introduction, but avoid inserting new ideas in your conclusion. The conclusion summarizes key points and, in some cases, reminds the reader about the purpose of the paper. It could also answer the so what question about your topic. Providing a well thought out closing statement can be satisfying for your readers. References References refer to a listing of all authors or sources utilized in your paper. This listing forms the last page of your paper. All of the sources cited in your reference list should appear in your paper and only those references cited in your paper 18

should be included in your reference list. In other words, if you have cited and referenced your paper correctly, your intext citations and your reference list should match exactly. Step 3 - Revising The purpose of revising your paper is to assess how well your reader is likely to understand what you are saying. Avoid getting too caught up in spelling, grammar, and other mechanical aspects of your paper in this phase of your writing. Rather, focus on making larger changes, such as paragraph arrangement, adding in new evidence, re-writing your introduction, or checking for the flow of ideas. Have I defined and directly applied key concepts from the course? Are my paragraphs fairly consistent in length and are their topic sentences clear? Have I been careful not to overuse direct quotes? How is my own voice portrayed? If you find your inner voice sounding unclear or stumbling over sentences, chances are your reader will too. Pay attention to how you speak to the reader. Avoid using I, you, she, we, they ; write in third person for research papers. This may also be a good time to seek the advice of the Writing Centre if you are not a strong writer. Some other questions you can ask yourself: Will this be paper interesting? Am I clear about the central idea? Are my main ideas well supported with accurate and relevant evidence? Avoid unsupported claims or generalizations. Information from your courses is not common knowledge and must be properly referenced indicating where you obtained the information, whether from the course text, lectures, seminars, guest speakers, or additional secondary research. Have I been respectful and fair to varying positions? Step 4 - Editing Slowly read through your paper for details. Preferably, do this out loud and from a double-spaced print copy of your draft. This allows you to mark and correct errors. Check for spelling, grammar and punctuation. Ask yourself the following type of questions: Have I used simple, formal language? Have I used simple, short sentences? Do they make sense? Are they grammatically correct? 19

Have I avoided errors, such as using: semi-colons ( ; ) to join two or more sentences together? abbreviations (eg., etc.)? contractions (can t, won t, don t)? clichés (such as it could be worse ) and overly used common phrases (such as hopefully, in hopes of)? colloquialisms (overuse of like, basic, basically, really )? ambiguous phrases like research shows? profanity and slang ( cons, cops, B&E s, dope )? Have I used the American Psychological Association (APA) writing style convention correctly? Have I correctly indicated when I am using ideas of others? Have I introduced quotes, especially when placed at the beginning of a sentence? Have I minimized my use of quotations (less than 5% content) and explained quotes because they are not always selfexplanatory? Is every word spelled correctly? Have I used words appropriately? Make sure you do not rely on computerized spelling and grammar packages since they cannot be relied on to identify all mistakes! Some Additional Tips: Sound authoritative without being condescending. Be interesting and varied, active rather than passive, specific rather than vague. Write for a general academic audience that is uninformed about your topic. Avoid sensationalism. You are writing an academic research paper which is ultimately informed by science. While you may write passionately, appeal to your reader s sense of reason, rather than titillating your reader or romanticizing an issue. Step 5 - Proof Read Your Final Copy Almost done! Run off your edited paper and read out loud as you go through your paper one final time. Ensure that your paper sounds right. If it does not sound right, it will not read right. Make all necessary corrections to your final draft. You may wish to use the following final checklist for your paper before you hand it in. 20

1. Keep one copy of your paper and give the original to your professor. Do not use plastic enclosures or binders for presenting your papers. A single staple or paper clip is environmentally friendly and preferred. 2. Make sure to present a type-written paper, using only one side of the paper. Double space the text and leave 1 (2.54 cm) margins around the page. Do not leave large sections of blank white space as filler to meet page requirements. 3. While there are many interesting and creative fonts, always use 12-point Times New Roman font. Word processors can let you know how many words are in your paper. 4. Number pages consecutively. Page 1 begins where the first page of text appears, not on the title page or, if you have one, the table of contents page. 5. Always add a simple cover page that includes the title of your paper, your name, your student number, the instructor s name, the submission date, and the course name (e.g., Crim 100). A simply cover page with this information is always better than a designed cover page. 6. Include a reference page as the last page of your paper. As mentioned earlier, your reference page should only include materials you have specifically summarized, paraphrased, or quoted in the paper, rather than background reading which may have occurred. For additional writing support, UFV s Writing Centre offers face to face one-on-one feedback on the writing that you are doing for your UFV courses. To access their services or to read useful handouts that can assist you with various types of writing assignments, from article reviews, literature reviews, case analysis, and research papers, make an appointment or visit them online at http://www.ufv.ca/writing_centre.htm While each instructor will have their own distinct method of evaluating your paper, the grid on the following page will assist you in understanding how instructor s generally evaluate papers. In all cases, you should refer to your course outline and all instructions provided by your instructor to ensure that you understand all of the requirements for your paper and the way in which your paper will be evaluated. In other words, each instructor may have their own weighting system for how much of the your paper s final grade will be based on context, style, composition, and degree of critical thought. UFV s Libraries Your course papers are going to require that you use UFV s libraries. There are many opportunities to receive a general orientation to the library and the library staff are always available to assist you with questions. There are a number of key resources for students of Criminology and Criminal Justice. While these are not the only resources that students can assess, these are some of the more useful 21

LETTER GRADE RANGE A B C P NC DESCRIPTION Assigned to exceptional student work. Content, organization, and writing style demonstrate high comprehension of the subject and use of existing literature where appropriate. Shows sound critical thinking, innovative ideas, and personal engagement with the topic. Good performance in areas identified above, but may need revision. Writing is generally clear and explicit; topic coverage and comprehension is clearly demonstrated. Good use of existing knowledge on the subject. Satisfactory performance and adequate work. Shows fair comprehension of the subject, but may have deficiencies in content, style, and/or organization of material. May require greater depth of reading to support key points. Marginal performance that may include some or all of the following deficiencies: serious flaws in content, organization and writing, poor comprehension of the subject, limited or nonexistent use of the research and literature. Failing Work Libguide for Criminal Justice http://libguides.ufv.ca/criminaljustice This is a great place to start your research as this informative guide will help you find books, videos, journal articles, legal information, data and statistics, and recommended criminal justice websites. UFV Library Homepage http://www.ufv.ca/library This is the gateway to the library s catalogue, research databases, guides to research, journals list, loans information, library hours, and much more. UFV Library Catalogue http://library.ufv.ca/uhtbin/webcat Search the library catalogue to locate our extensive collection of academic books, government reports, DVD s, and e-books related to criminology and criminal justice. You can search by author, title, or keywords. If you wish to browse for books in the library, look in the following call number areas: HV6001 HV7220.5 for Criminology and HV7231 HV9960 for Criminal Justice Administration E-Books The library has purchased or licensed thousands of e-books, all of which are listed in the UFV Library catalogue. Most titles may be viewed by an unlimited number of concurrent users, and may be accessed anywhere you have an internet connection. You can highlight, annotate, and save books into your bookshelf, search the full text for 22

keywords, and, in some cases, download them to a device. For details on downloading ebrary books, see http://www.ufv.ca/library/tutorials/e-books/ebrary_downloads.htm Reference Books Do you need background information on a concept, a theory, a person, a law, or an event? The library has authoritative reference books, including specialized encyclopedias and handbooks. Print Reference Books include: Criminology (Sage Library of Criminology) (HV 6789 E43 2009) International Statistics on Crime and Justice (HV 7415 I58 2010) Martin's Annual Criminal Code. (KE 8803.9 M37 2012) Dictionary of Canadian Law 4th ed. (KE 183 D85 2011) Youth Criminal Justice Act Manual (KE 9445 A323 C365) Encyclopedia of Race and Crime (HV 6789 E43 2009) Journals The UFV Library has over 66,000 print and online journals, magazines and newspapers. To find out what titles we have, you can search the UFV Journals List. http://cufts2.lib.sfu.ca/cjdb/bclf/browse. Core journals include: Aggression and Violent Behavior British Journal of Criminology Canadian Journal of Criminology and Criminal Justice Crime and Delinquency Criminal Justice Ethics Criminal Justice Review Criminal Justice Studies Criminology Criminal Justice and Behavior Online Reference Books Sage Reference Online is highly recommended for finding in depth, scholarly information on criminology topics, and includes the Encyclopedia of Crime and Punishment, Encyclopedia of Interpersonal Violence, Encyclopedia of Juvenile Justice, Sage Handbook of Criminological Theory, Encyclopedia of Drug Policy, Crime and Criminal Behavior, Encyclopedia of Psychology and Law, plus more. To connect, click on Research Databases/S/Sage Reference Online or go to: http://cufts2.lib.sfu.ca/crdb/bclf/resource/11232 Homicide Studies International Journal of Offender Therapy and Comparative Criminology Journal of Criminal Justice Journal of Criminal Law Journal of Forensic Science Journal of Interpersonal Violence 23

Journal of Research in Crime and Delinquency Justice Quarterly Policing Psychology, Crime, & Law Social Justice: A Journal of Crime, Conflict & World Order Theoretical Criminology Trauma, Violence, & Abuse Research Databases http://cufts2.lib.sfu.ca/crdb/bclf/browse/facets/subject/133 Looking for scholarly articles? Research Databases are used to locate resources on a specific topic, including journal articles, government reports, and more. Some of the more common research databases at UFV are: NCJRS Abstracts (Proquest) This database provides abstracts relating to criminal justice topics in U.S. and international publications, including federal, state and local government reports, books, research reports, and journal articles. SocINDEX with Full Text This database offers comprehensive coverage of sociology and related social sciences disciplines. Academic Search Premier This multi-disciplinary database provides full text for a multitude of journals, including many which are peer-reviewed. Sociological Abstracts This database provides abstracts and indexes to the international literature in sociology and related disciplines in the social and behavioral sciences. Refworks http://www.ufv.ca/library/refworks.htm. Manage your citations and prepare bibliographies using Refworks. Criminal Justice Abstracts with Full Text Criminal Justice Abstracts with Full Text includes bibliographic records and full text covering essential areas related to criminal justice and criminology. Ask a Librarian http://www.ufv.ca/library/contact_us/ask_a_librarian.htm UFV Librarians are happy to assist you with your research questions. Drop by to see them at the reference desk, or contact a librarian by phone or e-mail. You can also book a ½ hour individual appointment. Sage Journals Online This database provides full text of peer-reviewed journals published by SAGE; coverage includes a number of highly ranked criminology journals. 24

Research in the School of Criminology and Criminal Justice One of the best ways of making your classroom learning practical and valuable is to apply your academic knowledge to research projects. The School of Criminology and Criminal Justice has many faculty members actively involved in research projects that students can participate with. One of the features of the School s research is that many projects are driven by student interests. If you have an interest in a particular subject or issue, there are many faculty members who can help supervise your work. Your research can be part of a Directed Studies course or a stand-alone research project. One possible avenue for your research interests in the School of Criminology and Criminal Justice can be the Centre for Public Safety and Criminal Justice Research directed by Dr. Darryl Plecas. To see some of the work being conducted in this Centre visit its website at: http://www.ufv.ca/cpscjr.htm. The UFV Centre for Safe Schools and Communities (CSSC) in the School of Criminology and Criminal Justice is dedicated to creating vibrant learning experiences for students. Through its work to support the creation of safe, nurturing, and socially just schools and communities throughout British Columbia, UFV students form an active and on-going role in the Centre s activities. The CSSC regularly offers high quality preemployment opportunities for students, including research experience through work study, co-op, research, and practicum placements. These supervised placements provide students with community and/or research-based opportunities to promote the integration of theory with practice, while strengthening personal and workplace skills related to community-based problem-solving. Managed by Annette Vogt, the Centre encourages students to discover experiential learning opportunities by regularly checking the Centre s website at http://www.ufv.ca/bccssc/ 25

Practicums The School of Criminology and Criminal Justice offers a second and a fourth year practicum that can provide a range of unique student experiences. In order to participate in these amazing opportunities, students will need to have a good GPA and, for the most part, be able to pass a criminal record check.

GOALS OF THE FIELD PRACTICE 1. To provide the means by which students can utilize the concepts, skills, and theories learned in the classroom. 2. To ensure that students gain a correct perspective of how individual sectors of the criminal justice system work on a day-to-day basis. 3. To ensure that students acquire an understanding of how the overall goals of the system are actualized through policies, procedures, and the deployment of resources. 4. To provide students with an opportunity to assess their abilities and interests as potential criminal justice practitioners. 5. To provide students with an opportunity to gain practical experience in a potential employment situation. 6. To evaluate students' abilities to perform various skills in which they have been trained. The format for the field practicum is basically the same for all students. Each student will be involved in a two day per week practical experience in a public safety, advocacy, or conventional criminal justice setting. The schedule is arranged between the student and the person supervising his or her activities at the specific placement. Typically, the practicum is taken concurrently with the student's other course work. Thus, the student's participation is required for two full days a week for a period of 13 consecutive weeks beginning the second week of September for Fall Placements and the second week of January for Winter placements. We do not have practicums in the Summer semester. All field placements have been classified in terms of the type of experience students receive. Each classification provides the conceptual framework within which the students' experience should be organized and guided. Each will serve as the focal point from which specific objectives are formulated. Some placements will provide a combination of experiences. In such cases, it is the predominant experience to be received that determines the classification. These classifications are for reference only, and are not rigid guidelines that must be followed. The next page outlines the four general classifications used by the School of Criminology and Criminal Justice. 27

1. Knowledge Placement: Student is exposed to the total functioning of the agency. Assignments allow student to become familiar with agency policies and procedures, and the tasks of most employees. This is the most typical type of placement. 2. Skill Development Placement: Primary assignment allows student to concentrate on the development of skills (i.e., communication, problem management, human relations, report writing, research). Agency Fieldwork Supervisors are not expected to provide this level of training, but when it is possible, and when the student's potential and maturity level warrant such a concentration of effort, then it is considered appropriate. 3. Job Orientation Placement: Student assignments, to some degree, mirror those of a particular agency employee. The student acquires working knowledge of a specific job description, but may not actually perform all the duties of a particular position due to security or liability issues. 4. Research Placement: Student is involved in a criminological research project from the planning stages through to the preparation of a research report. Various levels of supervision may be required of practicum Supervisors, depending upon the difficulty level of the research. In some cases, research projects can coincide with a student taking one of Crim s research courses. In other cases, university faculty may assist or advise in the research as time permits. All of our practicums expose students to a variety of skills, including compliance and enforcement. Many of our practicums involve working in conventional criminal justice agencies, such as a police department or a correctional facility, as well as various government agencies, including natural resource ministries, health, and transportation. Beyond compliance and enforcement practicums, students can also participate in a practicum that will enhance their skills at working with difficult populations, such as youth, females, or adult offenders, either in an institution or in the community. Students may also have a desire to learn techniques at advocating for vulnerable populations, such as the mentally ill or homeless. These type of practicums focus on case management skills, advocacy, community resource sharing, and harm reduction. Other practicums involve learning investigation skills in both a public and private setting. These practicums teach students the importance of focusing on detail, interviewing, and report writing. When working with the Field Practice Coordinator in planning practicums, students should think about the skills they hope to learn and the network they hope to make. For example, if a student wanted to work for the Canadian Security Intelligence Service (CSIS) upon graduation, they might want to gain skills at investigations at a private risk mitigation company. Or, if a student wanted to become a police officer, they might consider completing a practicum at a homeless service 28

agency that would give the student the skills of risk assessment, developing rapport with street entrenched people, all while enhancing their skills at developing personal and professional boundaries. The practicum is a unique backstage pass to various aspects and players in the Criminal Justice System that must be approached with enthusiasm to maximize the potential for learning, networking, and reference building. For more information about our field placements, please visit our website at: http://www.ufv.ca/criminology/field_practicum.htm. 29

Student Services There are a number of services and facilities that are available for students at UFV. These services can assist you with challenges you may face during your education. In addition, there are a number of departments that offer a range of services designed to make your time at UFV more enjoyable.

Educational Advising In addition to the School of Criminology and Criminal Justice s Academic Advisor, UFV has many advisors that can inform you of institutional policies and procedures and refer you to services designed to increase academic success. Advisors offer in-person appointments between 9am and 4:30pm Monday through Friday (Abbotsford and Chilliwack campuses). Drop-in advising is also available on a same day, firstcome, first-served basis to answer immediate and pressing questions. Counselling UFV counsellors can assist you with study skills, career planning, and personal issues. Counselling services are available Monday through Friday between 9:00am and 4:30pm (Abbotsford and Chilliwack campuses). Drop-in services are also available for students in crisis. Financial Aid and Awards Contact the Financial Aid and Awards office for information and advice regarding sources of financial aid, such as student loans, bursaries, grants, and scholarships. Our office is open Monday through Friday between 9:00 am and 4:30 pm (Abbotsford and Chilliwack campuses closed Fridays in Chilliwack). Disability Services Make an appointment with a Disability Advisor to discuss what you will need in order to be successful at UFV. It is best to meet with a Disability Advisor as early as possible in your educational planning. Some services require at least three months to arrange, so the earlier we start the process the better. A Disability Advisor will discuss with you what the requirements for documentation may be should you have any questions (services available on both Abbotsford and Chilliwack campuses). Student Life University is a life experience that extends far beyond the classroom, lab, or workshop. Working with and for UFV students, the Student Life department aims to build a vibrant campus through many student driven initiatives. Student Life organizes New Student Orientation and welcome back events, assists student clubs and associations each term, and provides leadership training and conferences to students through our Leadership Institute, and the list goes on. For more details, 31

please visit their website or see them in person (services available on both Abbotsford and Chilliwack campuses). Residence UFV Baker House Residence is located on the Abbotsford campus. In brief, this location, by car, is approximately 30 minutes away from the Chilliwack campus and 15 minutes away from the Mission campus. Each suite at Baker House Residence has two separate bedrooms. In each of these bedrooms, there is a desk, chair, night table, and a single, extra-long bed. The shared common area in the unit has a microwave, minifridge, table, and chairs. There is also a land-line telephone with a direct line. Each unit also contains a shared bathroom with shower. The bedrooms are both hardwired for internet access and have a cable outlet. There is a large shared common room on all floors with comfortable couches and flat screen TV. The first floor features a new communal kitchen with two cooktops, three ovens, two microwaves and a dishwasher. The second, third, and fourth floors also feature laundry rooms plus study rooms with moveable tables and chairs. This is a non-smoking building. 32

Final Thought Thank you for choosing Criminology and Criminal Justice at the University of the Fraser Valley! We hope that your time at UFV will be a positive learning experience, and that this handbook answers your questions about our program and expectations. If you have questions or concerns about the topics covered in this handbook, please speak to any of our faculty or staff. Should there be any issues you would like covered in future versions of this handbook, we would love to hear them.