Course Syllabus Fall 2012

Semester

Virtual Campus

CJ-1010: Criminal Justice (SS) (DV)

Online Course Syllabus

Instructor

Instructor:

SLCC Associate Professor Dr. John Hill, DCJ,EdD,MA, MS, BS, AS, AA.

Salt Lake Community College (full-time, tenured faculty) and a Retired 20-year Police Officer. Cell

Phone: 801-842-9549 (Verizon), Office Phone/voicemail: 801-957-5362, Fax: 801-957-4444.

Office Location:

SLCC Miller Campus, PSET Bldg., Room 270-F, 2nd Floor

Mailing address: Salt Lake Community College, Miller Campus, 9750 South 300 West

Sandy, Utah 84070 (be sure to include the instructor name)

External E-Mail: Hill210@aol.com SLCC e-mail: John.hill@slcc.edu

eEducation Toll Free Number: 1-888-963-7522 (SLCC)

eEducation Service Center: 1-801-957-4406

Technical Assistance: 1-877-725-5555

Technical Assistance: Distance Education Service Center

Course Description

This course covers the purpose, function, and history of the agencies in the American Criminal Justice

System which consists of three major components; Law Enforcement(Police), Courts, and Corrections (3

Credits) (Prerequisite: ENGL 1010 or equivalent suggested). This is a General Education (SS) course.

Course Objectives

Using the Internet as the instructional delivery source along with the assigned textbooks, students will

participate in this class and complete the class work by:

o Readingassigned chapters of the textbook or information from Internet sites,

o Completing on-line worksheets and other assignments,

o Responding and giving opinions to other class members through electronic

discussions,

o Searching the Internet, and

o Discussing key concepts with others through e-mail, discussion, or chat

sessions.

Technical Requirements

In order to participate in all class activities, each student must have access to the following:

Computer with either a Pentium processor or Macintosh capable of running OS 8 or

newer.

64MB RAM, minimum

5 meg of hard drive space

Internet access using either Netscape Navigator (version 6.0 does not work with this system)

or Internet Explorer (a java supported browser is recommended)

Active e-mail account

Technical Skill

Requirements

Ability to send, receive, and attach files to e-mail

Ability to download files from the Internet to a hard drive

Ability to participate in forum, news, or other asynchronous group discussion formats

Ability to participate in a synchronous chat

Ability to formulate a systematic search of the Internet

Ability to validate information retrieved from the Internet

Textbooks

1. Criminal Justice in Action, 7th Edition, 2012 by Larry K. Gaines and Roger L. Miller.

Belmont, CA: Wadsworth/Thompson Learning. (Some) ISBN’s: ISBN-10: 0495812455

and ISBN-13: 9780495812456. (Textbook’s Companion website is

HERE: http://www.wadsworth.com/cgi-

wadsworth/course_products_wp.pl?fid=M20bI&flag=instructor&product_isbn_issn=9780495812

456&disciplinenumber=23 )

(YES --- the older Criminal Justice in Action, 5th or 6

th Editions by Gaines & Miller will also work for

this course, and is typically priced cheaper. Just go by the chapter titles and not the chapter numbers).

1. Exploring the Police: A Book of Readings, 2nd

Edition, 2008 byJohn Hill,Boston,MA:

Pearson Publishing. ISBN-0555029530 (or ISBN-13: 978-0555029534).

à Criminal Justice in Action is used for the course Exams, and Exploring the Police: A Book of

Readings is used for the course Discussions.

The course textbooks can be ordered electronically from the Salt Lake Community College Bookstore or

from other electronic resellers such as Ecampus.com,Amazon, Pearson Custom or Barnes and Noble. You

may also purchase this book at any of the consortium partner bookstores.

Also...Pearson Education has available Exploring the Police...Call Toll-Free: 800-922-0579 (Fax: 800-

445-6991). Pearson Education Order Department, 200 Old Tappan Road, Old Tappan, NJ 07675.

Grading and Evaluation

It should be noted that while the principle goal of this course is the acquisition of knowledge about the

criminal justice system of theUnited States, students are expected to be able to convey this knowledge by

means of clear and effective writing.

Grades will be calculated based upon the following criteria for assignments explained in depth within

each unit.

Comprehension of readings and written assignments via Exams

Participation in forum discussions

All exams are electronically delivered

à There are 17 textbook chapters (Criminal Justice in Action by Gaines & Miller), or units, in this

course. Each unit will consist of assigned readings in the corresponding course textbook chapter, and a

series of chapter Exams (with an average of 7 questions per exam). There are 15

course Discussions (selected by the student, out of 24 total discussions available) based on the “reader”

textbook (Exploring the Police, 2nd

Edition by John Hill).

à Discussions are PASS/FAIL based upon participation in same. They are pass/fail because they

essentially require the student’s opinion on the topic, and this course is designed to be conducive to the

sharing of opinions and ideas…aimed at increasing our knowledge on the topics presented.

à Exam questions are worth 1 points each for a total of 100 possible exam points. The grand total

possible for all exam contained in this course is 100 [and Discussions figure-in (above)]…

Exam grading, based on a 100-point scale (and then Discussions factor in):

Course Exam Points % Grade

(> 90 points) 90-100 A

80-89 80-89 B

70-79 70-79 C

60-69 60-69 D

0 to 69 <60 E

à Mid-Term & Final Exams there are NO Mid-term or Final Exams in this course!

Discussions grading (YOU pick any 15 of the 18 available Discussions):

Discussion postings % Grade

PASS 100% of Discussions Pass – 15 Discussions

PASS 90% of Discussions Pass – 14 Discussions

PASS 80% of Discussions Pass – 12 Discussions

PASS 70% of Discussions Pass – 11 Discussions

FAIL (E) <60% of Discussions E

Please note that SLCC uses + and – grades in addition to the above grading scale, which can only benefit

the student for good course work such as class discussions, etc.

It should be noted that while the principle goal of this course is the acquisition of knowledge about the

criminal justice system of theUnited States, students are expected to be able to convey this knowledge by

means of clear and effective writing in the course discussions.

Course Overview

This course is divided into three sections of approximately 5 weeks in length, so far as “due dates.” The

course subject matter is broken down by the textbook authors into fiveparts each representing a study of a

particular area of the criminal justice system. Learning tasks within each unit direct the learning and

contain assignments. All learning tasks must be completed and assignments submitted in order to receive

full credit for the course.

Due Dates

à Due Dates for online courses vary each semester, and are posted in the course Calendar, the course

Discussion area, and sent via course E-Mail.

Special Needs

Students with disabilities may request special accommodations by contacting the Salt Lake Community

College Disability Resource Center located at the Redwood Road Campus,CollegeCenter, Room 230.

You may call the center at (voice) 801-957-4659 or (TDD) 801-957-4646.

SLCC is an equal opportunity institution providing educational opportunities without regard to race,

color, national origin, age, sex, or disability.

ePortfolio

Electronic Portfolios at SLCC - General Education ePortfolio: Each student in General Education

courses at SLCC will maintain a General Education ePortfolio. Instructors in every Gen Ed course will

ask you to put at least one assignment from the course into your ePortfolio, and accompany it with

reflective writing. It is a requirement in this class for you to add to your ePortfolio, and this syllabus

details the assignment and reflection you are to include. Your ePortfolio will allow you to include your

educational goals, describe your extracurricular activities, and post your resume. When you finish your

time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience.

For detailed information visit http://www.slcc.edu/gened/eportfolio.

After you have picked an ePortfolio platform, go to the corresponding help site to watch the

tutorials and look at the examples so you can get started on your own:

http://slcceportfolio.yolasite.com

http://slcceportfolio.wordpress.com

http://slcceportfolio.weebly.com

If you would like to start your ePortfolio in a computer lab with a person there to help you,sign up online

for one of the free workshops at the Taylorsville-Redwood, South, and Jordan libraries:

http://libweb.slcc.edu/refilt/forms/eportfolio

There is also a tutorial that shows students how to put their ePortfolio into MyPage, and also shows

faculty how to access ePortfolios from their class rolls.

It is on the SLCC FTLC website HERE: http://beyondchalk.squarespace.com/faq/eportfolios/how-do-i-

access-student-eportfolios.html

à Your ePortfolio assignment for this course is posted below…(writing assignment): “Do Police

Officers Need A College Education?” (See below)

It is due by the end of this semester. When you have completed the assignment, please submit it through

the course web site’s ASSIGNMENTS link (at the left-hand side of the course menu). You may also

include your web link there within (if necessary). Please use the course “Assignments” link and do not e-

mail the ePortfolio to the Instructorbecause the course system won’t allow a grade to be entered unless

something is submitted therein.

Writing Assignment /

Paper

Writing Assignment / Term Paper: The Criminal Justice department (in Spring 2011) mandated a

Writing Assignment/Paper for every course within the department. Here in CJ-1010, your ePortfolio

WILL count as your writing assignment so long as it is an actual Writing Assignment/Paper …and not

simply a weblink to your ePortfolio.

Diversity Requirement (DV): You must also strive to tie-in some aspect of Diversity to your writing.

Faculty Biography

Faculty:

Dr. John Hill

Office: Salt Lake City, USA

Office Hours: Essentially 24-7-365 here online, but 2:30pm-5:00pm MST at Miller Campus work well

also (by appointment). Office is PSET-270-F.

Phone: 801-842-9549 (Verizon cell phone)

E-Mail: John.Hill@slcc.edu or Hill210@aol.com

By now you may be wondering "Who is John Hill?" I retired with 20 years of law enforcement in New

Jersey and moved to Utah over 12 years ago. I had served for 2 years as a Sheriff's Correction Officer

and then 18 years as a municipal Police Officer (1980-2000). A third-generation street cop, my father and

grandfather both served with the City of Newark (NJ) Police Department. As a cop, I was aggressive,

loved “action” of police work, earning some 18 police valor medals, five police service medals, and some

30 other awards and written commendations. I guess you could say that I am an "adrenaline junkie,"

because I ponder going back on the streets every week.

I now serve as a full-time tenured Assoc. Professor of Criminal Justice at Salt Lake Community College. I

am starting my 13th year at SLCC. I also serve as a (part-time, as needed) Criminal Justice faculty

member at Weber State University (Utah), Northcentral University (AZ), Harrisburg Area Community

College (PA), and the University of Phoenix(Utah Campus). Previously, I taught criminal justice in Jersey

City, NJ, for over four years at Hudson County Community College. My college education includes an

A.S. degree in Criminal Justice, an A.A. degree in Public Administration, a B.S. in Human Services, and

a Master's Degree in Criminal Justice, and a second Master's Degree in Psychology. I also earned a

Doctor of Criminal Justice degree (D.C.J.), and a second Doctorate (Ed.D.) in Higher Education

Leadership (with a Criminal Justice Specialization).

I have been fortunate enough to have published over 25 articles in various criminal justice publications,

including the FBI Law Enforcement Bulletin, and the Law Enforcement News of John Jay College -

CUNY. Additionally, I published papers on directed patrol and service-driven policing, racial profiling,

victimology, crime, and government corruption in the annual Journal of the Utah Academy of Sciences,

Arts, and Letters(2002, 2003, 2004, 2005, 2006, 2007 and 2010 Journals) (ISSN-0083-4823). I have four

textbooks published; 1. Exploring the Police: A Book of Readings (© 2004, ISBN-0536758824),

2. Directed Police Patrol: and Other Service-driven Policing Strategies (© 2004, ISBN-0536704457),

3. Exploring the Police: A Book of Readings, 2nd

Edition (© 2008, ISBN-0555029530) and 4. Directed

Police Patrol: and Other Service-driven Policing Strategies, 2nd

Edition (© 2009, ISBN- 0558372198).

And, I am presently finishing up a memoir on street policing.

Please let me know what I can do to help you in your studies. Like many of you, I was a student with a

full-time job. I enrolled in college some 25 years ago, and I've never stopped taking courses until Fall-07.

I like to say "I put myself through college by delivering police at night." Indeed, I’ve been enrolled in

college, full-time, for the last 18 years of my 25 school years! There are some "tricks" to all this...the best

of which is self-discipline (it has rewards!).

John Hill

Dr. John Hill, DCJ, EdD, MA, MS, BS, AA, AS

Assoc. Professor of Criminal Justice

Textbook Chapters:

Criminal Justice in Action

CRIMINAL JUSTICE IN ACTION, 7th

Edition

Table of Contents

Part 1: The Criminal Justice System

1. Criminal Justice Today

2. Causes of Crime

3. Defining and Measuring Crime

4. Inside Criminal Law

Part 2: The Police and Law Enforcement

5. Law Enforcement Today

6. Challenges to Effective Policing

7. Police & the Constitution: The Rules of Law Enforcement

Part 3: Criminal Courts

8. Courts and the Quest for Justice

9. Pretrial Procedures: The Adversary System in Action

10. The Criminal Trial

11. Punishment and Sentencing

Part 4: Corrections

12. Probation and Community Corrections

13. Prisons and Jails

14. Behind Bars: The Life of an Inmate

Part 5: Special Issues

15. The Juvenile Justice System

16. Homeland Security

17. Cyber Crime, and the Future

Textbook Chapters:

Exploring the Police

EXPLORING THE POLICE: A Book of Readings, 2nd

Edition

Table of Contents

Foreword

Preface

Acknowledgements

Part One: Who are the Police?

Chapter 1: A Professor's Street Lessons, by George L. Kirkham

Chapter 2: Blue Truth, by Cherokee Paul McDonald

Chapter 3: Why Cops Hate You, by Chuck Milland

Chapter 4: Cop, Killer: A Real-Life Dirty Harry (Norm Nelson, LAPD) Pulled the Trigger 32 Times, by

Jason Harper

Chapter 5: Cop Diary, by Marcus Laffey

Chapter 6: My Life in the NYPD: Jimmy the Wags, by James Wagner

Chapter 7: Blue Blood by Edward Conlon

Chapter 8: Turnpike Trooper: Racial Profiling & theNew JerseyState Police, by John Hogan

Chapter 9: E-Man: Life in the NYPD Emergency Services Unit, by Al Sheppard (with Jerry Schmetterer)

Chapter 10: Circle of Six: The True Story ofNew York's Most Notorious Cop-Killer and The Cop Who

Risked Everything to Catch Him, by Randy Jurgensen (with Robert Cea)

Chapter 11: Learning Police Ethics, byLawrenceSherman

Chapter 12: The Police Officer's "Working Personality", by Jerome Skolnick

Part Two: What are the Police Doing?

Chapter 13: The Police and The Public, by Albert J. Reiss

Chapter 14: TheKansas CityPreventive Patrol Experiment: A Summary Report, by George L. Kelling,

Tony Pate, Duane Dieckman, And Charles E. Brown

Chapter 15: The LAPD is Treated to a Business Analysis and It Comes Up Short, by Jeff Bailey

Chapter 16: The Crime Fighter: PuttingAmerica's Bad Guys out of Business, by Jack Maple with Chris

Mitchell

Part Three: What Should the Police Be Doing?

Chapter 17: Broken Windows: The Police and Neighborhood Safety, by James Q. Wilson and

George L. Kelling

Chapter 18: The Turnaround: HowAmerica's Top Cop Reversed the Crime Epidemic, by William Bratton

with Peter Knobler

Chapter 19: Directed Patrol Exponential: thePhiladelphiaPolice & Compstat, by John Hill

Chapter 20: What We've Learned About Policing, By William J. Bratton & William Andrews

Chapter 21:PhiladelphiaPolice go Online to Fight Crime, by ESRI.

Chapter 22: How to Run a Police Department, By George L. Kelling

Chapter 23: Smart Cop: John Timoney's Formula for Success: Modern Science and Common Sense,

by Howard Goodman

Chapter 24: Crime Control by the Numbers: Compstat Yields New Lessons for the Police and the

Replication of a Good Idea, by David C. Anderson

References

About the Author

Afterword

______________________________________________________________________________

Do Police Officers Need A College Education?

ePortfolio Assignment (Writing assignment) · CJ-1010 Criminal Justice

______________________________________________________________________________

In your opinion, do you believe that police officers should have a college education? Does it make for

a better officer? If you believe that officers should have a college education…then, what level of

education? (i.e., Associate Degree, Bachelor’s Degree, Master’s Degree?). How about for SGT.’s, LT.’s,

CAPT.’s, and Chiefs? Would salaries need to be adjusted along with any educational requirements?

It is said that the insularity of police sub-cultural influences may well be softened by educational

contact with other segments of contemporary society. And, that police professionals will be better

equipped to deal with the highly sophisticated investigative techniques of the 20th Century [Johnson, H.

A., Wolfe, N. T., & Jones, M. (2008), History of criminal Justice (4th Ed.). Newark, NJ: Matthew Bender

& Company, Inc./LexisNexis Group., pp. 321-322].

______________________________________________________________________________

Note form John Hill: One of the best responses I've seen, to the question of whether police officers

should have a college education, came from Dr. G. W. Lynch, then-President of John Jay College of

Criminal Justice...HERE:

POLICE OFFICERS NEED COLLEGE TRAINING

A January 31st New York Post headline proclaiming "City won't insist new cops have college" was a bit

misleading. While it seems that the NYPD's new educational standard will not be applied retroactively to

current recruits who have already passed the entrance exam, the Police Department has, indeed, made

significant strides in the area of more rigorous entrance requirements.

Raising the minimum age to 22 and requiring at least 60 college credits or an Honorary Discharge from

the Military, as they have done, are steps in the right direction and long overdue.

Such requirements can make a huge difference. For example, of the police officers arrested for corrupt

acts over the last four years, 86 percent of them would not have even been hired in the first place under

these new standards.

The fact is that every national commission that has studied policing over the past 60 years has called for a

college degree to become a police officer. Furthermore, every major profession today educates its

members through university-based education - except for police.

University-based training provides an appreciation for a civilian perspective and a fresh instructional

approach by those who are less subjective but who are knowledgeable in the wide range of disciplines and

skills related to policing. This gives officers exposure to humanities, social sciences, modern

technologies, ethical issues and the knowledge of the multi-dimensional aspects of crime and its impact

on society. Practical internships with community groups and social service agencies could help foster

mutual cooperation and respect between the future officers and the community they will serve.

We have enormous expectations of our police officers, but we don't invest enough in preparing them for

their enormous tasks. Police officers need not only physical courage but sound judgment, good reasoning

ability, knowledge of the law and maturity. A college degree can help provide these qualities.

Dr. Gerald W. Lynch, President

John Jay College of Criminal Justice

City University of New York

Published in the NY Post / WED FEB 14th, 1996 / Post Letters, p. 26

______________________________________________________________________________

Appendix A: Dropping or

Withdrawing From a Class

Dropping or Withdrawing From a Class:

If you are unable to continue your class, you must follow the proper procedure to drop or withdraw from

the class. Failure to do so may result in a failing grade and will affect your SLCC GPA. Failing or

withdrawing from a class may affect your eligibility for financial aid in the future.* Read below to

understand the difference between dropping and withdrawing. The procedures and deadlines are also

explained below.

Drop:

The deadline for dropping a class is three weeks after the college semester starts. If you need to drop a

class you do so with a Drop/Withdrawal form. Print out the form, talk to the instructor and return the form

to our office. The address and fax number are on the form. Check MyPage to make sure that you are

properly dropped from the class. Classes that have been dropped do not show on a SLCC transcript and

do not affect SLCC GPA.

Withdrawal:

The deadline for withdrawing from a class is published each semester. Withdrawing from a class does not

erase the class from your SLCC transcript. The class will appear with a 'W' on the SLCC transcript, this

does not affect the SLCC GPA. Students can withdraw with instructor’s approval anytime after the drop

deadline and before the published withdrawal deadline. If you need to withdraw from a class you do so

with a Drop/Withdrawal form. Print out the form, talk to the teacher and return the form to our office.

The address and fax number is on the form. Check MyPage to make sure that you are properly

withdrawn from the class.

Appendix B: CJ

Department Rubric, etc. on

ePortfolio/Writing

Assignment

Research Paper:

A research paper/writing assignment will be required for this class. The paper should allow the

student the opportunity to research a particular aspect of the Criminal Justice System. Please choose a

topic related to the Criminal Justice System that interests you. This could involve controversial issues in

law enforcement, the impact of technology on law enforcement, constitutional issues, specific statutes or

laws, or even a case study. However, you must incorporate concepts discussed in the textbook into the

paper. The student should use multiple sources from academic journals and/or books. Limit your

research away from web-based research sites (unless accessing a scholarly journal) and weekly

periodicals such as Time and Newsweek.

The most important part of the assignment is content. However, students are expected to use clear

and concise English on all written assignments and exams. A student’s grade on any written assignment

may be affected by poor use of grammar, punctuation, or spelling. Provide proper references

(bibliography and citations/footnotes). Use APA, MLS, or any SLCC approved format when

documenting references. Refer to the Research Paper Grading Rubric for more specific grading criteria.

Department (Not J. Hill’s) Recommended Rubric:

Qualities & Criteria Poor (0-80) Good (80-90) Excellent (90-100)

Format/Layout

Presentation of the text

Structuring of text

Follows require-ments of

length, font and style

(Weight 15%)

Follows poorly the

requirements related

to format and layout.

Follows, for the most

part, all the

requirements related

to format and layout.

Some requirements

are not followed.

Closely follows all

the requirements

related to format and

layout.

Content/Information

All elements of the topics

are addressed

The information is

technically sound

Information based on

careful research

Coherence of information

(Weight 50%)

The essay is not

objective and

addresses poorly the

issues referred in the

proposed topic. The

provided information

is not necessary or not

sufficient to discuss

these issues.

The essay is objective

and for the most part

addresses with an in

depth analysis most of

the issues referred in

the proposed topic.

The provided

information is, for the

most part, necessary

and sufficient to

discuss these issues.

The essay is objective

and addresses with an

in depth analysis all

the issues referred in

the proposed topic.

The provided

information is

necessary and

sufficient to discuss

these issues.

Quality of Writing

Clarity of sentences and

paragraphs

No errors in spelling,

grammar and use of

English

Organization and

coherence of ideas

(Weight 20%)

The essay is not well

written, and contains

many spelling errors,

and/or grammar

errors and/or use of

English errors. The

essay is badly

organized, lacks

clarity and/or does

not present ideas in a

coherent way.

The essay is well

written for the most

part, without spelling,

grammar or use of

English errors. The

essay is for the most

part well organized,

clear and presents

ideas in a coherent

way.

The essay is well

written from start to

finish, without

spelling, grammar or

use of English errors.

The essay is well

organized, clear and

presents ideas in a

coherent way.

References and use of references

Scholarly level of

references

How effective the

references are used in the

essay

Soundness of references

APA style in reference list

Most of the

references used are

not important, and/or

are not of

good/scholarly

quality. There is not a

minimum of 4

scholarly resources,

and/or they are not

Most of the references

used are important,

and are of

good/scholarly

quality. There is a

minimum of 4

scholarly resources

that are for the most

part used effectively

All the references

used are important,

and are of

good/scholarly

quality. There is a

minimum of 4

scholarly resources

that are used

effectively in the

and for citations

(Weight 15%)

used effectively in the

essay. References are

not effectively used,

and/or correctly cited

and/or correctly listed

in the reference list

according to APA

style.

in the essay. Most of

the references are

effectively used,

correctly cited and

correctly listed in the

reference list

according to APA

style.

essay. All the

references are

effectively used,

correctly cited and

correctly listed in the

reference list

according to APA

style.

Overriding criterion: 0riginality and authenticity. If the essay is identified as not being original,

and/or not done by the student, the instructor has the right to grade the paper as an E.

~~~~~ Course Syllabus Revised July 1st, 2012 ~~~~~

Date Day Details

Sep 30 Sun

Quiz_01

due by 11:59pm

Quiz_02

due by 11:59pm

Quiz_03

due by 11:59pm

Quiz_04

due by 11:59pm

Quiz_05

due by 11:59pm

Nov 4 Sun

Quiz_06

due by 11:59pm

Quiz_07

due by 11:59pm

Quiz_08

due by 11:59pm

Quiz_09

due by 11:59pm

Quiz_10

due by 11:59pm

Nov 30 Fri ePortfolio

due by 11:59pm

Dec 6 Thu

Quiz 17

due by 11:59pm

Quiz_11

due by 11:59pm

Quiz_12

due by 11:59pm

Quiz_13

due by 11:59pm

Quiz_14

due by 11:59pm

Quiz_15

due by 11:59pm

Quiz_16

due by 11:59p