CRJU 1000 Criminal Justice: An Overview
Fall2016
Instructor:Mary Dodge, Ph.D.
Office:1380 Lawrence Street
Suite 500
Phone:(303) 315-2086
email:
Office Hours:Tuesday1:00-1:45
Or by appointment
Class Time:Tuesday and Thursday
3:30 p.m. - 4:45 p.m.
Location:North Classroom 1806
TA:Katie Didier
CATALOG DESCRIPTION
This course is designed to provide an overview of the criminal justice process and the criminal justice system in general. Concepts of crime, deviance and justice are discussed and general theories of crime causality are examined. Special emphasis is placed on the components of the criminal justice system: the police, the prosecutorial and defense functions, the judiciary and the field of corrections. Max hours: 3 Credits. Semester Hours: 3
COURSE DESCRIPTION
CRJU 1000 is a Core Curriculum course and applies to the Social Sciences requirement for any major other than criminal justice. This class is an introductory course that examines the three components of the criminal justice system: law enforcement, courts, and corrections, independently and interdependently. The context of this exploration will be established early on with discussions of theoretical and methodological approaches to the study of criminology and criminal justice. With respect to the substantive components of the field, we specifically will study the history of policing, the structure of law enforcement, and the functions and roles of police officers. We also will look at case law and procedures that define the boundaries of law enforcement, focusing on due process landmark cases. In the second section of the course, we will evaluate the agents of the criminal justice system as they function and interact in the courtroom. This part of the course emphasizes the role of legal jurisprudence and includes a critical analysis of the courtroom workgroup that challenges the traditional adversarial perspective. The third section of the class explores the corrections system, first looking at its history and then delving into sentencing philosophies and how they are manifested in specific penalties. Throughout the course we will analyze contemporary topics within the context of the criminal justice system, applying the operational, legal, and process elements of the system to substantive issues like prisoners with HIV, female offenders, human trafficking, and environmental crime and justice. We also will discuss the juvenile justice system, including its history, current purposes and practices, and contemporary issues.
In the School of Public Affairs Criminology and Criminal Justice Program, students will become innovative thinkers and skilled professionals by developing five main competencies, including: (1) substantive knowledge, (2) research skills, (3) critical thinking, (4) effective communication, and (5) diversity and cultural literacy. These competencies are developed through both coursework and experiential learning.
COURSE OBJECTIVES AND GOAL
By the end of the course, you should be able to:
1. Discuss the ways that the discipline of criminal justice system approaches the definition and causes of crime and the system’s responses.
2. Describe the history of the criminal justice system from the early 19th century, and relate pivotal events and features to contemporary procedures, practices, and philosophies that characterize the current justice system.
3. Illustrate the progression of a case through the criminal justice system, from the time an alleged crime is committed through the time the offender exists the system, identifying potential salient issues for the agents involved at each stage.
4. Debate relevant issues in the criminal justice system, including but not limited to police emphasis of due process versus crime control, the advantages and disadvantages of the U.S. court system (especially compared to systems in other countries), the benefits and drawbacks of sentencing philosophies, definitions and difficulties dealing with white-collar crime, and balancing inmate rights with safety concerns in corrections.
5. Know how to summarize and write a book review.
6. Discuss the challenges facing the criminal and juvenile justice systems in the 21st century.
7. Demonstrate improved writing and analytical skills.
REQUIRED TEXT
Rennison, C.M., & Dodge, M. (2016). Introduction to Criminal Justice: Systems, Diversity, and Change. Los Angeles, CA: Sage.
Krakauer, J. (2015). Missoula: Rape and the Justice System in a College Town.New York: Doubleday.
Other readings may include scholarly articles and legal cases, which can be accessed on the Canvas course page.
You need to have an active UC Denver account in order to access the Canvas course page.Canvas will be used to track our schedule, post assignment descriptions, and grades. Assignments must be submitted online in Canvas on time. Your submissions must be a doc or a docx file. Please do not upload Google documents or other types of files.
COURSE REQUIREMENTS
COURSE POLICIES:
- Attendance
Class attendance and participation is essential. A percentage of the material presented in class will not be available in the readings. Students who miss classes will find themselves at a disadvantage. The information provided in this class is broad in scope and cumulative. Consequently, class attendance and active participation is necessary and expected. Missing classes will jeopardize your chances of having the best possible experience.
Attendance (-25 to +15): These points are not factored into the 500 possible points for the class—they are either added or taken off of the points you earned. It is impossible to meet the course objectives without engaging in the class. The online course is structured differently, particularly with respect to how students engage with one another and the course material. If you think attending class regularly will be a problem, please register for the online course.
Number of Missed ClassesNumber of Points Added/Subtracted
0+15
1+10
2+5
30 (no points added, no points deducted)
4-5
5-10
6-15
7-20
8-25
9 or moreAutomatic F (reasons for absences don’t matter)
- Assignments and Grading
Make-up testsand quizzes are not an option, except under extreme circumstances.
Papers must be turned in on time. Late papers will not be accepted under any circumstances.
Please discuss any problems or issues with assignments before the due date.
Assignments must be turned in on time.
- Academic Honesty
“Plagiarism is the use of another person’s words or ideas without crediting that person. Plagiarism and cheating will not be tolerated and may lead to failure on an assignment, in the class, and dismissal from the University.” Plagiarism of any kind will result in a failing grade.
If you have any questions about what plagiarism is, please address them with the instructor before turning in an assignment.
For complete information on academic honesty and plagiarism policies, please reference:
Students are expected to read and fully understand academic honesty policies at the University of Colorado Denver. The student is fully responsible for seeking assistance and understanding definitions surrounding academic honesty policies including plagiarism, cheating, falsification and fabrication, multiple submission, misuse of academic materials, and complicity.
- Classroom Conduct
Please turn off cell phones during class. Do not surf the Internet or respond to emails and text messages during class. Adherence to the Student Conduct Code is expected.
My commitment is to create a climate for learning that is characterized by acceptance of differing viewpoints and an appreciation of the diverse contributions all students, faculty, and guests offer during class and discussions. Please remember that respect and courtesy are essential for healthy and productive communication including email and online.
5. Access, Disability, Communication
Students with disabilities who want academic accommodations must register with Disability Resources and Services (DRS), 177 Arts Building, 303-556-3450, TTY 303-556-4766, FAX 303-556-2074. DRS require students to provide current and adequate documentation of their disabilities. Once a student has registered DRS will review the documentation and assess the student’s request for academic accommodations. DRS will then provide the student with a letter indicating which academic accommodations have been approved. Please provide me with a copy of the DRS letter; I will be happy to provide the approved accommodations.
6.Student Success
People learn by interacting using the skills and knowledge they are trying to master. This process may require “trying on” the skills and knowledge and seeing how well they fit, making adjustments, and trying again until you understand and can share the information. This often is referred to as mastery learning or constructivist learning. The main point is that learning is a participatory process, not a passive one.
Completing the reading assigned for each class is necessary to benefit from course discussions and activities.The Tentative Course Schedule indicates the dates by which reading assignments must be completed before class.
I encourage you to challenge ideas you disagree with or are skeptical about. You should be able to support ideas that you agree with using appropriate evidence. Critical thinking is essential to synthesis and understanding. Ask yourself such questions as: Do I “buy” the idea? Does the concept or procedure make sense? Why? What is the evidence for or against an idea? What limitations does the idea have? What are my views on an issue and what leads me to think that way?
7. Course Communications
In addition to announcements and written handouts distributed in class, I may need to contact you or send out information between classes through individual and group email messages on Canvas. One of the requirements for this course is that you maintain your university email address, check it regularly for messages, and let IT services know if you experience any problems with or change your email addresses. You are responsible for any messages, including assignments and schedule changes sent via email. I prefer contact via email, as there may be a delayed response in phone messages. Always feel free to come during office hours. I hold office hours solely for my students, and am here for you!
Canvas will be used to enhance communications and provideadditional materials for the class. If you have issues with Canvas, please contact CU Online.
8.Students Called for Military Duty
If you are a student in the military with the potential of being called to
service and/or training during the course of the semester, you are encouraged to
contact your school/college advising office.
- Grade Dissemination
Graded tests and assignments in this course will be returned via the course’s Canvas course shell. You can access your scores at any time within the Canvas gradebook. Quizzes and exams will be distributed in a class session. Papers will be turned into Canvas.
University wide policy links:
• _Student Code of Conduct
• _Accommodations
• _Academic Freedom
• _Family Educational Rights and Privacy Act (FERPA)
• _Attendance
(University of Colorado Denver Administrative Policy Syllabus p. 3)
• _Discrimination and Harassment Policy and Procedures
• _Grade Appeal Policy
Important Links:
Auraria Library
Writing Center
Center.aspx
Academic Calendar
School of Public Affairs
ASSIGNMENTS
Students will be evaluated according to the following grading scale and criteria:
93% -100% (463-500) A
90%-92% (447-462) A-
88%-89% (438-446) B+
83%-87% (413-437) B
80%-82% (397-412) B-
78%-79% (388-396) C+
73%-77% (363-387) C
70%-72% (347-362) C-
60%-69% (298-346) D
Below 60% (297 or below) F
You will be graded onweekly quizzes, two exams, a book review, one critical thinking essay, one applied project with a literature review. The total number of possible points is 500. Detailed assignment descriptions will be posted on on Canvas—you should read them prior to submitting assignments.
Weekly Quizzes (14 weeks x 10 point = 140 points): Each week, you will take a multiple choice quiz to test your knowledge of the reading.
Exams (50 points each, 100 total points): The midterm and the final will contain multiple choice, true/false, and short essay questions to assess your understanding of the course material. The exams will involve answering short answer questions and applying material from readings, lecture material, and discussions. The exams are designed to assess your knowledge of the field and your ability to apply the knowledge in a critical and analytic manner.
Critical Thinking/DebateEssay (50 points): This paper should take the form of a debate, but in writing. Specifically, you should choose a topic that is relevant to the contemporary criminal justice system and that can be debated. Your paper should begin by discussing the importance of the topic to the criminal justice system. The paper then should analyze the literature on both sides of the debate. To fulfill this part of the paper, you will need to conduct secondary research, using primarily scholarly sources. The last part of the paper should be your position on the issue and include a discussion of how and why you arrived at your conclusions. Your final paper will be 5 to 8 pages, double-spaced, exclusive of references and appendices. Moral arguments are not appropriate. If you choose a topic like abortion, be careful that you are assessing a legal aspect, not moral arguments. Same issue applies to topics like the death penalty and gun control (among others).
Book Review (50 points): Required reading includes Missoula by Jon Krakauer. The book review should include a brief summary and your impressions with an analysis of how the material relates to issues in the criminal justice system. Examples of book reviews will be posted on Canvas.
Applied Project and Literature Review (160 points): This project is an opportunity for you to acquire an understanding of how one part of the criminal justice system works through experiential learning and research. Specifically, you will choose a part of the system in which you are interested and immerse yourself in this sub-area. The mechanisms through which you do this are flexible, but must include a 10 page paper on your experience with a related literature review. Suggestions include interviewing one or more professionals in the field, conducting secondary research on agents and/or organizations in the area, visiting an institution in the area (e.g., watching a trial, a prison museum, attend a community meeting, a riding-along with a police officer). Document your experience in writing and use any other relevant media (e.g., photographs, photo-journaling, diagrams) Regardless of which medium you choose (e.g., photo journal, video clips, power point presentation), a written summary along with a literature reviewis required. Conducting research for your project is required. The assignment is designed to combined all your academic skills and experience one part of the justice system. You are not allowed to use an experience from a prior semester.
Standards of Excellence in Higher Education:
The Council for the Advancement of Standards in Higher Education (CAS), comprised of over 40 organizations and over 100,000 professionals identifies six domains, each of which contains multiple dimensions, designed to frame student learning in such a way that outcome objectives are “…purposeful, contribute to students’ realization of their potential, and prepare students for satisfying and productive lives.” The domains, their respective dimensions, and how I cultivate these within the context of this class are as follows:
Domain 1: Knowledge acquisition, integration, construction, and application
Dimensions: Understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life
Applications: In our journey through the criminal justice system, we will take an interdisciplinary approach, looking at areas like social construction theory, criminology, law, sociology, public affairs, policy, and psychology. This knowledge will be connected to other knowledge, ideas, and experiences through dialogue and in writing (critical essays, exams, and the final paper).
Domain 2: Cognitive complexity
Dimensions: Critical thinking; reflective thinking; effective reasoning; and creativity
Applications: Critical analysis will be modeled and facilitated through discussions. Reflective and analytical thinking will be evaluated in both in writing assignments. The impromptu nature of the critical essays requires students to intelligently critique and articulate a response to a given question—the process of translating thoughts to a coherent written work and under time constraints is as valuable as the substantive learning. Assignments provide students with an opportunity to gather and organize resources; determine the importance of different information; and synthesize, interpret and analyze, and communicate this information, a process that also is valuable in enhancing the learner’s cognitive sophistication. Creativity is encouraged. Specifically, students will be asked to share relevant personal experiences, knowledge from other classes, and information from other sources of knowledge. Creativity also will be fostered through the flexibility in the practical mini-project. Indeed, students’ ingenuity and resourcefulness with respect to their approaches are encouraged through suggestions and guidelines of the assignment and will be rewarded in their evaluations.
Domain 3: Intrapersonal development
Dimensions: Realistic self-appraisal, self-understanding, and self-respect; identity development; commitment to ethics and integrity; and spiritual awareness
Applications: Many issues in the criminal justice system involve normative perspectives. A survey course like this one facilitates the probing of the learner’s assumptions about human behavior, philosophies of free will and the influence of structural environmental factors on attitudes and behaviors. Further, it necessitates the relationship between values, policy, and broader areas like human rights and measures of social civility. Students will become increasingly cognizant of these dimensions through written reflection throughout the course.
Domain 4: Interpersonal competence
Dimensions: Meaningful relationships; interdependence; collaboration; and effective leadership
Applications: Collaboration among peers will be promoted through weekly threaded discussions. Students will be encouraged to use their classmates as resources—to study with, to share ideas about assignments, and to discuss the readings which will better prepare them for meaningful participation and more effectively written papers and exams. Opportunities to foster peer relationships will be ongoing.