May 30, 2024  
2023-2024 College Catalog and Student Handbook 
    
2023-2024 College Catalog and Student Handbook
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CRMJ 1010 - Introduction to Criminal Justice & US Judicial Systems


Academic Division: Liberal Arts
Academic Discipline: Criminal Justice
Assistant Dean: Steve Haynes PhD
3 Credit(s)
This course introduces the student to the American System of Criminal Justice including growth and historical development. Emphasis will be placed on the criminal justice subsystems of law enforcement, corrections, courts, the Ohio court structure, and the Juvenile Justice System. In addition, this course will examine the ethical, professional, and legal issues confronting the criminal justice professional. UG
3 Lecture Hour(s);
College Wide Outcomes
College-Wide Learning Outcome Assessments - - How it is met & When it is met
Communication – Written  
Communication – Speech  
Intercultural Knowledge and Competence  
Critical Thinking Creative Project-Critical Thinking VALUE Rubric-wk 15
Information Literacy  
Quantitative Literacy  

 



Student Learning Outcomes for Course
Outcomes Assessments – How it is met & When it is met

1. Explain the origin and evolution of the criminal justice system and how it has led to its current form

                    a. Using guided open discussion techniques, students will be introduced to the                                  criminal justice system (the history, the players, the process, the goals) in its most                          basic form.

TAG #2–Weeks 1-15 Exam-weeks 6,7

b. To demonstrate understanding of the topics assigned, students will complete current event assignments throughout the semester.

2. Describe the contribution of each of the components of the criminal justice system (police, courts (Ohio courts), and corrections) to the administration of the justice system (including the juvenile justice system)

                 a. Using guided open discussion techniques, students will describe each                                  component within the criminal justice system.

TAG #1 Weeks 1-15

b. To demonstrate understanding of the topics assigned, students will evaluate the issues, and complete an independent and guided reflection activity relating to the Criminal Justice System – Policing, Courts, and Corrections (Class Activity Grade).

3. Identify the different types of crime and their extent in society

a. Using guided open discussion techniques and group/peer-review activities, students will be introduced to the concepts of crime; crime causation, patterns, rates, and trends; and victimology.

Week 3 Exams-weeks 6,7

b. To demonstrate understanding of the topics assigned, students will evaluate the types of crime, the issue of criminal behavior in society (Class Activity Grade).

4. List and describe the mission, roles and strategies of policing

a. Using guided open discussion techniques and group activities, students will better understand why the concept of Policing is a necessary component of the criminal justice system. Students will examine the history of the profession; the differences in the various law enforcement agencies; and how technology is changing the perspective of investigation.

b. Using guided open discussion techniques and group activities, students will be able to better understand the role and function of law enforcement agents and how policing, as one component of the entire criminal justice structure, is necessary to the function of the whole system. Students will also examine the roles and functions of supporting professionals (i.e., forensics professionals) who work alongside police officers in an investigative role.

c. Using guided open discussion techniques, and by viewing a documentary video, students will understand police culture, style, police discretion, and the major challenges facing modern policing.

TAG #7 Weeks 5-7 Exams-week 6,7 (@ Six class sessions)

b. To demonstrate understanding of the role and function of police officers, students will have an opportunity to debate the success of various methods of crime deterrents (community policing vs. problem-oriented policing) and hypothesize on methods to improve the function of the police officer (Class Activity Grade).

5. Define restorative justice and identify its role in serving the needs of participants in the criminal justice process

a. Using guided open discussion techniques, students will be able to recognize the similarities and differences between the models of community sentencing, traditional probation services, intermediate sanctions, and restorative justice.

b. Using guided open discussion techniques, students will be able to better understand the role and function of the court, judge, prosecutor, and defense attorney in the justice process. A particular emphasis will be placed on examining the challenges of prosecuting and representing the “unpopular” client [the indigent; the admittedly guilty; the high-profile clients; the extremely violent client; the mentally-impaired client]. Students will have the opportunity to view videos relating to interesting issues from criminal trials to better understand the trial process.

TAG #6 Week 8-10 Exam-week 15 (@ Six class sessions)

c. To demonstrate understanding of the topics assigned, students will prepare a sentencing recommendation report using a sample case (Class Activity Grade).

d. To demonstrate understanding of the topics assigned, students will work in teams to draft either an opening or closing trial statement based on a fact pattern of a person accused of a crime (Class Activity Grade).

6. Compare and contrast the differences between community-based and institutional corrections.

a. Using guided open discussion techniques, and by viewing a documentary video, students will be able to identify the components of the corrections system, summarize the role of the correctional officers and administration, and discuss the modern trends and challenges within the inmate population. Additionally, students will consider the similarities and differences in the adult vs. juvenile systems and in male vs. female inmate populations.

TAG #8 Weeks 11-13 Exam-week 15 (@ Six class sessions)

b. To demonstrate understanding of the unique challenges facing the corrections system, the students will divide into two groups and each present a point-of-view presentation on one of the two topics (Class Activity Grade):

· Causes of prison violence and the inmate social code; or

· The effectiveness of the processes of parole and offender reentry

7. Assess and evaluate the process of a case as it progresses through the criminal justice system commencing with the offenses and culminating with the release from a disposition (with an emphasis on theOhio Court Structure)

a. Using open discussion techniques and group/peer-review activities, students will better understand the history of punishment and identify the major goals of the contemporary punishment and sentencing components of the justice system.

b. Mock exercises evaluating the roles and impact that the police, courts and corrections have on individual being processed through the system.

c. Students will also have an opportunity to review scholarly journals that debate the arguments for and against capital punishment and discuss the relevant legal issues faced by states with that choice.

TAG #4 weeks 2-14 Exam–week 15

d. To demonstrate understanding of the topics assigned, students will prepare a sentencing recommendation report using a sample case (Class Activity Grade).

8. Identify and discuss ethical issues in criminal justice.

a. Assignment of major ethical issues for research and class presentation. Discussion and worksheet on Ethical situations or dilemmas and how various ethical systems would apply.

TAG #11 Week 14 Exam–week 15

b. To demonstrate understanding of the topics assigned, students will examine ethical rules and debate the modern challenges faced by law enforcement, corrections and court professionals, as by individual research (Project Grade).

9. Recognize and explain the impact of diversity in the system and on all those involved in the system

a. Using open discussion techniques and group/peer-review activities, students will better understand the importance of diversity in the justice system.

TAG #10 Week 4 Exam-weeks 6,7

b. To demonstrate understanding of the topics assigned, students will describe and discuss the effects of multiculturalism, the importance of diversity and the challenges faced in the Criminal Justice System – Policing, Courts, and Corrections (Class Activity Grade).

10. Explore the many career paths in criminal justice

a. Students will also have an opportunity to explore the critical skills necessary for a career in criminal justice.

Weeks 1-15

b. To demonstrate understanding of the topics assigned, and to allow students an opportunity to consider their own career goals, students will be assigned a Career Project to be completed over the next course of the semester (Project Grade).

 



Standard Grading Scale
93-100      A

90 - 92      A-

87- 89       B+

83 - 86      B

80 -82       B-

77- 79       C+

73 - 76      C

70 -72       C-

67- 69       D+

63 - 66      D

60 -62       D-

00- 59       F


Statement on Diversity
North Central State College believes that every student is a valued and equal member of the community.*  Every student brings different experiences to the College, and all are important in enriching academic life and developing greater understanding and appreciation of one another. Therefore, NC State College creates an inclusive culture in which students feel comfortable sharing their experiences. Discrimination and prejudice have no place on the campus, and the College takes any complaint in this regard seriously. Students encountering aspects of the instruction that result in barriers to their sense of being included and respected should contact the instructor, assistant dean, or dean without fear of reprisal. 

*Inclusive of race, color, religion, gender, gender identity or expression, national origin (ancestry), military status (past, present or future), disability, age (40 years or older), status as a parent during pregnancy and immediately after the birth of a child, status as a parent of a young child, status as a foster parent, genetic information, or sexual orientation, 


Standard NCSC Course Policies
Important information regarding College Procedures and Policies can be found on the syllabus supplement located at this link

 

 





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