New Course OR Existing Course Instructor(s)/Author(s): Anthony Vleet Hailey Subject Area/Course No.: ADJUS-110 Units: 3 Course Name/Title: Introduction to the Criminal Justice Discipline(s): Administration of Justice, Law Pre-Requisite(s): None Co-Requisite(s): None Advisories: Eligibility for ENGL-100 Catalog Description: This course introduces students to the characteristics of the criminal justice system in the United States. Focus is placed on examining the integrated, interdisciplinary methods of crime measurement, theoretical explanations of crime, responses to crime, components of the system, and current challenges to the justice system and the evolving forces that have shaped those principals and approaches. Although justice structure and process is examined in a cross cultural context, emphasis is placed on the United States justice system, particularly the structure and function on United States police, courts, and corrections. Students are introduced to the origins and development of criminal law, legal process, and sentencing and incarceration policies. Schedule Description: Do you ever wonder about our justice system? Why are some people charged with crimes and others aren t? This course is a study of the complex workings of the criminal justice system which includes law enforcement, the court system, and corrections. Roles and expectations of the criminal justice system and society, crime causations, punishments and rehabilitation, ethics, educations, and training for the various careers will be analyzed. If you are looking for a career in the field of criminal justice, this course is a must have so that you can understand how it all fits together. This is the foundation course for a degree in criminal justice and fulfills a general education requirement. Hrs/Mode of Instruction: Lecture: 54 Scheduled Lab: HBA Lab: Composition: Activity: Total Hours 54 Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: FA12 Cohort #: 2 Please apply for: LMC General Education Requirement(s): Social & Behavioral Sciences (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC Area 4J CSU GE Area D0 C-ID Number AJ 110 Course is Baccalaureate Level: Yes No Page 1 of 7
Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) For Curriculum Committee Use only: STAND ALONE COURSE: YES X NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester SU09 Catalog year 2009 /2010 Class Max: 45 Dept. Code/Name:_L6002-ADJUS T.O.P.s Code: 2105.00 Crossover course 1/ 2: ESL Class: Yes / (No) DSPS Class: Yes / (No) Coop Work Exp: Yes / (No) Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Page 2 of 7
Institutional Student Learning Outcomes Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course: General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. Program-Level Student Learning Outcomes (PSLOs) 1. Upon successful completion of the AS-T the student will meet the academic requirements for transfer to a California State University administration of justice bachelor s degree program. GESLO # 1, 2, 3, 2. Upon successful completion of the AS-T the student will be able to demonstrate the skills and knowledge necessary to take and pass local, state and federal entry level or career advancement criminal justice exams. GESLO # 1, 2, 3, 4, & 5 3. Upon successful completion of the AS-T the student will demonstrate excellent communication skills (oral and written), critical thinking, ethical decision making and cultural and ethnical sensitivity. GESLO # 1, 2, 3, 4, & 5 Course-Level Student Learning Outcomes (CSLOs): 1. Demonstrate an understanding of criminological theories used to explain crime and criminality. PSLO # 1, 2, & 3. GESLO # 1, 2, 3, 4, & 5 2. Explain the methods, theories, and concepts associated with the sources of crime data, the emerging patterns of criminal activity, and the cost of crime. PSLO #1, 2, & 3. GESLO # 1, 2, 4, & 5 3. Understand the history, development, structure, and function of the police, courts, and corrections. PSLO # 1 & 2. GESLO # 1, 4, & 5 4. Identify and describe special issues in the criminal justice system involving juvenile delinquency, drugs, and the future development of the system. PSLO # 1, 2, & 3. GESLO # 1, 2, 3, 4, & 5 5. Utilizing conclusions based on research and the relevant theories from the fields of criminology, psychology, sociology, and victimology the student will think critically and creatively about the intellectual, political, ethical and social issues of an effective criminal justice system while also addressing the implications of dealing with a hugely diverse culture. PSLO # 1, 2, & 3. GESLO # 1, 2, 3, 4, & 5 6. Explain the definitions of crime. PSLO # 1, 2, & 3. GESLO # 1, 4, & 5 Assessments: Essay Examinations: CSLO #s 1, 2, 3, 4, 5 & 6 There will be two research essays in this course. The research essays will require the student to define and compare criminal justice concepts and to analyze courtroom procedures and courtroom workgroups portrayed in the media to real life experience. In addition to the two research papers, there will be essay questions that accompany each of the two midterms and the final examination. Sample essay research question: Why is the United States the most violent nation in the industrialized world? And what are you going to do to make a positive change against violent behavior? Prove or disprove the first part of the question. Using a well-integrated, well-organized response, refer to specific research that you have done regarding the theories of criminal behavior. Discuss the roles of environment, poverty, culture, genetics, media and entertainment. Class Discussions: CSLO #s 1, 2, 3, 4, 5 & 6. There will be class discussion in every class involving current events in criminal justice. Discussion will assess the individual student s ability to recognize criminal justice components and constitutional issues. Each student will be asked to contribute an example of a criminal justice current event (ex: supreme court ruling or on-going criminal investigation/activity) and explain its ramifications on Page 3 of 7
society, what constitutional amendments apply or individual liberty the event effects, and what division of the criminal justice system the event will effect. A sample question would be: Is there anything that can prevent police officers from using aggressive and possible unconstitutional patrol methods such as stop and frisk, and what are the impacts, consequences and possible reactions among those people who live in the neighborhood to such police actions; what Constitutional amendments are affected? Quizzes: CSLO #s 1, 2, 3, 4, 5, & 6. There will be approximately six objective quizzes. The quizzes will assess the student s ability to define terminology and explain concepts. Midterm Examinations: CSLO #s 1, 2, 3, 4, 5 & 6. There will two midterms given in this course. The objective questions will assess the student s ability to apply, distinguish, hypothesize, and assess concepts of the criminal justice system. The midterms will comprise of true/false, multiple choice and essay questions. A possible midterm question would be: A model of the criminal justice system that emphasizes efficiency, speed, and finality along with the capacity to apprehend, try, convict, and dispose of a high proportion of offenders is called the: a) crime control model, b) due process model, c) constitutional model, d) democratic model, e) equal protection model. Oral Presentations: CSLO #s 1, 2, 3, 4, 5, & 6. Each class meeting will include oral presentations by students. The oral presentations will assess the student s ability to apply, distinguish, and apply the concepts of the criminal justice system via class discussion and individual research. Final Examination: CSLO #s 1, 2, 3, 4, 5 & 6. The final examination will assess the student s ability to reproduce the material learned during the course by use of multiple choice, true/false questions, data interpretation, and essay questions. Essay Examinations 20% Class Discussions Quizzes Midterm Examinations Oral Presentations Final Examination 20% CSLO #1 X X X X X X CSLO #2 X X X X X X CSLO #3 X X X X X X CSLO #4 X X X X X X CSLO #5 X X X X X X CSLO #6 X X X X X X Method of Evaluation/Grading: A-level student work will be characterized by substantial individual research for projects and essays, which will reflect the ability to analyze and think critically about the text, media and guest speakers. Essays, writing projects and classroom discussion will show the synthesis of the material with personal knowledge and experience. Oral and written presentations will be clear, coherent, accurate, focused and logical while demonstrating comprehensive breadth and depth of the scope of the criminal justice system. Quizzes, midterm and final examinations should accurately demonstrate student knowledge of terms and concepts related to criminological theories, the history of the criminal justice system, and the operations of law enforcement, the courts and corrections at 90% or higher. C-level student work will be characterized by minimal but adequate research into the assigned topics, demonstrating slight effort to analyze the sources of information (tests, research materials, media, guest speakers) while demonstrating a lack of ability to synthesize the provided material with personal knowledge and experience. Oral and written presentations will be lacking clarity, coherency, accuracy, focus, logic or any great breadth or depth of the scope of the criminal justice system. Page 4 of 7
Course Content: I. Orientation A. Course Overview 1. topics 2. context of course, i.e. why is this a general education subject B. General expectations 1. attendance policy 2. class participation policy 3. components of grades, including the explanation of the purposes of multiple methods of evaluation 4. 4. other general expectations of behavior and performance as appropriate C. Study skills and suggestions for improvement D. Other orientation activities, such as study groups and first day surveys II. Evolution of/overview of the justice system/process A. Ancient foundations to present B. Background of the American system of justice 1. social 2. legal C. Evolvement of social control 1. from informal to formal control 2. relationship between formal and informal control D. Philosophy of contemporary system E. Major goals of the criminal justice system 1. crime prevention 2. protecting life and property 3. upholding and enforcing the law 4. dispensing equal justice 5. apprehending offenders 6. assuring victim s rights F. Basic requirements of the system G. Development, evolution of, and major participants in the subsystems, including the positions of judge, prosecuting attorney, defense counsel H. Major subsystems III. IV. Explanation of contemporary crime A. Sources of criminal law 1. consensus model vs. conflict model B. Criminology 1. theories of crime causation 2. victimology C. Fear of crime D. Role of discretion in the criminal process Scope of crime problem A. sources of crime data B. volume and rates of criminal activity C. overview of criminal justice research methodologies D. crime classification system Page 5 of 7
V. Development and structure of law enforcement A. early British and other models B. evolution of law enforcement in the U.S. C. contemporary law enforcement systems, public/private VI. VII. VIII. IX. Organization and operation of modern law enforcement agencies A. Federal specifically the FBI, BATF, Postal Service, ICE, U.S. Marshal, Homeland Security B. State agencies, specifically CHP, DOJ, DMV C. Local D. Other agencies such as district police, campus police E. Purposes and authority of A, B, C and D Role expectations and innovations in law enforcement A. Constitutional provisions of significance to law enforcement 1. all rights guaranteed by the Bill of Rights and the 14 th amendment of the U.S. Constitution 2. emphasis on order maintenance 3. changes in methodology Structure and function of the judicial system A. Courts 1. Overall goals and functional responsibilities, especially: a. to provide due process of law b. to render fair judgments c. to mete out just punishments; and d. to assure victim s rights 2. Federal court system 3. California court system B. Identification and comparison of the roles of prosecuting attorney and defense attorneys C. Plea Bargaining D. Basic steps of criminal process 1. criminal complains 2. arraignments 3. preliminary hearings 4. jury selection 5. trial hearings and motions 6. trial 7. sentencing 8. appeals 9. misdemeanor procedures 10. victim/witness services Structure and purpose or the correctional system A. History of corrections B. Goals of the system 1. rehabilitation 2. confinement 3. supervision or parolees/probationers 4. assurance of victims rights C. contemporary correctional philosophy D. organization of the various systems X. Probation, parole and community corrections A. Identification and comparison of the basic elements of probation and parole B. Community based corrections Page 6 of 7
XI. XII. Juvenile Justice A. History and background B. Contemporary system C. Trends and issues in juvenile justice Professionalism of Personnel A. History B. Present, including special hiring challenges C. Predictions for the future Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other: -guest lecturers and demonstrations, actual courtroom observation Textbooks: America s Systems of Criminal Justice with Minetrap, 14 th ed. George F. Cole, 2014 Page 7 of 7