VERNON COLLEGE SYLLABUS DIVISION: Behavioral & Social Sciences DATE: 2010-2011 CREDIT HRS: 3 HRS/WK LEC: 3 HRS/WK LAB: 0 LEC/LAB COMB: 3 I. VERNON COLLEGE GENERAL EDUCATION PHILOSOPHY STATEMENT General education at Vernon College reflects the institution s deep conviction that successful, satisfying lives require a wide range of skills and knowledge. We are dedicated to providing educational opportunities that develop the academic, career, and personal capabilities of individuals so they may achieve self-fulfillment and participate fully and positively in a democratic society. Vernon College has identified the following college-level competencies generated from the general education core: GENERAL EDUCATION CORE COMPETENCIES: A. Critical Thinking: Students will evaluate the validity of their own and others ideas through questioning, analyzing, synthesizing, and evaluating results into the creative process. B. Communication/Interpersonal: Students will develop effective reading, writing, speaking, and listening skills to communicate verbally and nonverbally. C. Scientific and Mathematical Literacy: Students will apply an understanding of mathematical, natural, and behavioral scientific principles and methods to solve abstract and practical problems. D. Information Literacy: Students will develop the information literacy skills to confidently and competently locate, use, and evaluate information. E. Cultural Literacy: Students will develop an appreciation of human culture and its diversity and the role of the creative arts in society. II. CATALOG DESCRIPTION: History, philosophy, and ethical considerations of criminal justice, the nature and impact of crime; and an overview of the criminal justice system, including law enforcement and court procedures. Special Fee: $2.00 III. REQUIRED BACKGROUND: High school graduate, successful completion of GED, or admitted under special circumstances (e.g., high school student enrolled in early college program)
PAGE 2 VERNON COLLEGE SYLLABUS IV. TEXTS, OTHER REFERENCE MATERIALS: Inciardi, James A., Criminal Justice, McGraw-Hill Publisher, Ninth Edition, 2010. V. METHODS OF INSTRUCTION: Lecture, discussion, guest speaker, and/or videotapes Students desiring auxiliary aids and services for this course should make their requests to the instructor and the Special Services Director. VI. COURSE CONTENT: 1. History and Philosophy of Criminal Justice and Ethical Consideration A. Police 1. Primitive background 2. Early English Developments 3. Peel's Principles 4. Evolvement in U.S. B. Courts 1. Primitive background 2. Anglo-Saxon background 3. American court system and development C. Corrections 1. Primitive background 2. Evolvement of philosophy in U.S.A. 3. State penal institutions 4. Federal prison systems 2. Crime Defined: Its Nature and Impact A. Crime Defined B. Sources of Crimes 1. Constitution 2. Treaties 3. Common law 4. Statutes 5. Judicial ruling 6. Administrative regulations C. Civil Actions D. Amount and Trends in Crime E. General Comments 1. Victims of crime 2. Violent crime
PAGE 3 VERNON COLLEGE SYLLABUS 3. Property crime 4. Organized crime 5. Drug abuse 6. Crimes with no "victim" 3. Overview of Criminal Justice System A. Criminal Justice as a System B. Scope of Description C. Size of System D. Procedural Constraints 4. Law Enforcement A. Police Role 1. Problems and response 2. External controls 3. Internal controls B. Typical Structure 1. Examples 2. Innovations C. Function 1. Patrol 2. Investigation 3. Public services 4. Traffic 5. Juvenile offenders D. Police and Community E. Goals of Police Organization 1. Multi purposed 2. Prevention preferable to repression 3. Power required 4. Public support and cooperation required 5. Court System A. Hierarchy of Courts Jurisdiction 1. Federal 2. State 3. Local B. The Judge 1. Role 2. Power C. Grand Jury D. Court Scheduling, Management, Organization E. Court Problems 1. Delays 2. Plea bargaining
PAGE 4 VERNON COLLEGE SYLLABUS 3. Equality of Justice 6. Prosecution and Defense A. Prosecution 1. Jurisdiction level 2. Authority and power 3. Prosecutor's duties B. Defense Attorney 1. Right to defense attorney 2. Importance of defense attorney 3. History of defense case law 4. Public defender system 7. Trial Process A. Pre-trial Proceeding 1. Methods of release 2. Warrant application 3. Hearings and examinations 4. Arraignment B. Jury C. Trial Proceedings 1. Opening statements 2. Prosecution case 3. Defense case 4. Final arguments 5. Verdict D. Sentence E. Appeal 8. Corrections A. Philosophy of Corrections 1. Changes in attitudes 2. Question of deterrence 3. Retribution vs. rehabilitation 4. Incapacitation 5. Capital punishment 6. Rights of convicted offenders B. The Corrections of Institution 1. General milieu 2. Custody and discipline 3. Types of programs 4. Effectiveness 5. Length of detention 6. Roles of correctional personnel
PAGE 5 VERNON COLLEGE SYLLABUS C. Function of Probation and Parole D. Trends in Corrections 1. Increased use of probation and parole 2. Increased use of community based programs 3. Improved counseling 4. Better vocational training 5. Work release 6. Family visitation 7. Judicial intervention VII. LEARNER OUTCOMES: By the end of this course each student should be able to: 1. Describe and explain the history, philosophy and ethical considerations of criminal justice. (II C, III C) 2. Identify the distinction between the civil and criminal court systems. (III C) 3. Define the nature and impact of crime on society and how it is integrated into the criminal justice system. (IV A) 4. Describe and interpret the relationship between the components of the criminal justice system. (IV A) 5. Define the function and role of the defense attorney. (I A) 6. Identify the functions of a corrections facility.(iii B) 7. Identify the functions of probation and parole. (III B) 8. Corrections A. Philosophy of corrections (II D, 1. Changes in attitudes 2. Question of deterrence 3. Retribution vs. rehabilitation 4. Incapacitation 5. Capital punishment 6. Rights of convicted offenders B. The Corrections Institution (II D, II E, IV B) 1. General milieu 2. Custody and discipline 3. Types of programs 4. Effectiveness 5. Length of detention 6. Roles of correctional personnel C. Functions of Probation and Parole D. Trends in Corrections (VI B, VII D) 1. Increased use of probation and parole
PAGE 6 VERNON COLLEGE SYLLABUS 2. Increased use of community based programs 3. Improved counseling 4. Better vocational training 5. Work release 6. Family visitation 7. Judicial intervention VIII. ASSESSMENT: The student will demonstrate proficiency in the objectives listed above through participation in class activities/projects and performance on quizzes and/or examinations. Vernon College does not discriminate on the basis of color, race, gender, age, religion, national origin, or disability.