Criminal Justice 1010 Syllabus
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: [email protected] SLCC e-mail: [email protected]
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:
In order to participate in all class activities, each student must have access to the following:
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 the United 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.
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.
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
° 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 the United 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 five parts 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
° 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, College Center, 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
° 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 Instructor.
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.
Faculty Biography
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: [email protected] or [email protected]
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 11 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 halfway through my 12th 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, 6th 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 & the New Jersey State 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 of New 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, by Lawrence Sherman
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: The Kansas City Preventive 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: Putting America'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: How America's Top Cop Reversed the Crime Epidemic, by William Bratton with Peter Knobler
Chapter 19: Directed Patrol Exponential: the Philadelphia Police & Compstat, by John Hill
Chapter 20: What We've Learned About Policing, By William J. Bratton & William Andrews
Chapter 21: Philadelphia Police 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
______________________________________________________________________________
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. The paper must be 8 – 10 pages, double-spaced, Times-New Roman, 12 pt. font. 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 Rubric:
Qualities & Criteria
Poor (0-80)
Good (80-90)
Excellent (90-100)
Format/Layout
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
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
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
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 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.
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 in the essay. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.
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 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.
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: [email protected] SLCC e-mail: [email protected]
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:
- Reading assigned chapters of the textbook or information from Internet sites,
- Completing on-line worksheets and other assignments,
- Responding and giving opinions to other class members through electronic discussions,
- Searching the Internet, and
- Discussing key concepts with others through e-mail, discussion, or chat sessions.
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 10 or newer.
- 5 meg of hard drive space
- Internet access using Firefox is recommended
- Active e-mail account
- 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
- Criminal Justice in Action, 6th Edition, 2011 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=9780495812456&disciplinenumber=23 )
- Exploring the Police: A Book of Readings, 2nd Edition, 2008 by John Hill, Boston, MA: Pearson Publishing. ISBN-0555029530 (or ISBN-13: 978-0555029534).
- Criminal Justice in Action is used for the course Exams, and Exploring the Police: A Book of Readings is used for the course Discussions.
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 the United 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
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.
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
° 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 the United 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 five parts 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
° 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, College Center, 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
° 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 Instructor.
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.
Faculty Biography
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: [email protected] or [email protected]
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 11 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 halfway through my 12th 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, 6th 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 & the New Jersey State 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 of New 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, by Lawrence Sherman
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: The Kansas City Preventive 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: Putting America'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: How America's Top Cop Reversed the Crime Epidemic, by William Bratton with Peter Knobler
Chapter 19: Directed Patrol Exponential: the Philadelphia Police & Compstat, by John Hill
Chapter 20: What We've Learned About Policing, By William J. Bratton & William Andrews
Chapter 21: Philadelphia Police 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
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Do Police Officers Need A College Education?
ePortfolio Assignment (Writing assignment) · CJ-1010 Criminal Justice
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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].
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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
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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. The paper must be 8 – 10 pages, double-spaced, Times-New Roman, 12 pt. font. 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 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
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
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
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 and for citations
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 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.
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 in the essay. Most of the references are effectively used, correctly cited and correctly listed in the reference list according to APA style.
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 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.