CRMJ 2010 - Criminology

Academic Division:

Liberal Arts

Academic Discipline:

Criminal Justice

Assistant Dean: Steve Haynes PhD

3 Credit(s)
The purpose of this course is to study crime and criminality in modern society with an emphasis on the underlying assumptions, propositions, and supporting evidence of crime theories. This course examines the multi-disciplinary science of law-making, law-breaking, and law-enforcing. A major emphasis will be placed on the evolution of criminological theories and review of data that assists in predicting where, when, by whom and against whom crimes happen. UG

3 Lecture Hour(s);

College Wide Outcomes

College-Wide Learning Outcomes	Assessments - - How it is met & When it is met
Communication – Written
Communication – Speech	Communication – Speech VALUE Rubric
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy

Student Learning Outcomes for Course

Outcomes	Assessments – How it is met & When it is met
1. Discuss and evaluate the evolution of the field of criminology from ancient times to the present state. a. Given as a research project, the student will create and submit an historical timeline of the field of criminology up to the present date b. Given a worksheet exercise, the student will describe the importance of each historical event on the timeline they submitted. c. A multiple choice exam will be given to the student with questions covering each of the historical criminological events in history. d. (Time: 2 class sessions)	Exam, weekly Discussion Question Worksheets/Exercises/Process Orientated, Research project – Weeks 1, 2, 3
2. Discuss/Evaluate the five major models of criminology a. Given a video, the student will evaluate the crime/criminal depicted in the video and name and describe the model of criminology that fits the crime/criminal b. Given a worksheet exercise, the student will describe, list, and evaluate the major models of criminology c. A multiple choice exam will be given to the student with questions covering each of the models of criminology d. (Time: 2 class sessions)	Exam, weekly chapter assignments, discussion question worksheets, video assignment- weeks 3, 4,5
3. Discuss/Evaluate the different schools of criminology. a. Given a chapter assignment, the student will in writing, differentiate between the schools of criminology b. Given a discussion worksheet, the student will describe in writing, the major points of each school c. A multiple choice exam will be given to the student with questions covering the majors schools of thought d. (Time: 2 class sessions)	Exam, weekly chapter assignments, discussion question worksheet, video assignment- weeks 3, 4,5
4. Discuss/Evaluate the most current influences on crime and analyze various crime patterns and trends in accordance with current crime data/statistics. a. Given a research project, the student will determine and submit in writing or in a table, the patterns and trends for each of the Violent Crimes (as listed in the UCR for the U.S. and Ohio) over a 10 year period. b. Given a research project, the student will determine and submit in writing or in a table, the patterns and trends for each of the major property crimes (as listed in the UCR for the U.S. and Ohio) over a 10 year period. c. Given a research project, the student will research the NCVS data via BJS and list/describe what factors influence crime. d. Given a discussion question worksheet, the student will answer specific pattern/trend/cause questions related to their research and of the data presented in their textbook on this topic e. (Time: a minimum of 5 class sessions)	Exam, demonstrations/evaluations of crime analysis reports exercise, research exercise, critical thinking exercise – weeks 5,6,7,8,9,10,11
5. Compare and Contrast the major theoretical explanations of crime and discuss their implications: Biological/Biosocial, Psychological/Psychosocial, Social Structure, Social Interaction, Social Conflict, Bioenvironmental, General, Identity, and Integrated. a. Given several critical thinking exercises, the student will decide which theory best fits the scenario given b. After watching several video clips of criminals and their crimes, the student will provide in writing, the applicability of several criminological theories in regards to understanding/explaining that particular crime/criminal behavior. c. A multiple choice exam will be given to the student with questions covering the major criminological theories. d. (Time: minimum of 5 class sessions)	Exam, weekly Discussion Question Worksheets/Exercises/Process Orientated, critical thinking exercises, video assignments – weeks 5,6,7,8,9,10,11
6. Compare and contrast the different ways to measure crime, including official, self-report, and victimization measures. a. Given a research project, the student will research the databases of the UCR, BJS-NCVS, NIBRS, and several local agency crime reports and determine in writing or in a table, how the specific crime was measured. b. Given data from several self-reported surveys, the student will evaluate in writing the differences of that data compared to the official data. c A multiple choice exam will be given to the student with questions covering the types of measuring crimes. d. (Time: a minimum of 2 class sessions)	Exam, demonstrations/evaluations of crime analysis reports exercise, research exercise, critical thinking exercise – weeks 5,6,7,8,9,10,11
7. Discuss/Evaluate the concept of victimology and compare and contrast the different victimology theories associated with that concept. a. Given a discussion worksheet, the student will answer specific questions in writing, describing the differences between victimology theories. b. Given a research exercise, the student will conduct research (using valid approved CRJ web-sites) describing the important concepts of victimology. c. A multiple choice exam will be given to the student with questions covering the victimology theories. d. (Time: a minimum of 2 class sessions)	Exam, research exercise, weekly discussion worksheets - weeks 12, 13
8. Assess victimization and its relationship to the criminal justice field a. Given a research exercise, the student will conduct research (via approvedweb-sites) and report in writing the extent, cost, and other factors concerning the relationship of victimization to the field of CRJ. b. (Time: 1 class session)	Exam, research exercise, chapter assignments, weekly discussion worksheets- weeks 12, 13
9. Analyze the major forms of criminal behavior. a. After watching several video clips of criminals and their crimes, the student will provide in writing, an analysis of the criminal behavior. b. (Time: 2 class sessions)	Exam, weekly discussion worksheets, video assignment, research project- weeks 12, 13
10. Analyze the history of past and present serial killers, mass killers, and spree killers a. Given a research exercise, the student will conduct research (using valid approved CRJ web-sites) and submit a report of the current number of killers that have not been caught and prepare a timeline of the most notorious killers b. Given a discussion question worksheet the student will differentiate the 3 types of killers c. A multiple choice exam will be given to the student with questions covering the types of killers d. (Time: 3 class sessions)	Research project, weekly discussion worksheets- weeks 14, 15, 16
11. Apply the definitions and behavioral patterns of a mass murderer, serial killer and spree killer to specific case scenarios a. After watching several video clips of specific killers and their crimes, the student will provide in writing, what type of killer they are and describe in detail the behaviors that indicate which type they are b. A multiple choice exam will be given to the student with questions covering the types and patterns of the 3 types of killers c. (Time: 3 class sessions)	Exam, video assignments weekly critical thinking projects/exercises - Weeks 14, 15, 16

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