CJ2041-002: Crime Theory and Causes School of Public Affairs, University of Colorado Denver Spring Semester, 2009 Plaza 213, 10:00-11:15 a.m., Tuesday, Thursday Instructor: Dr. Eric D. Poole, Professor of Criminal Justice Office: 1380 Lawrence St. Center, Suite 500J Hours: Tuesday, Thursday 1:00-2:00 p.m., 4:00-5:00 p.m. Contact: phone: 303-315-2245; fax: 303-315-2229 email: eric.poole@ucdenver.edu Course Description and Objectives This course will provide both a comprehensive survey and in-depth comparative assessment of criminological theories. The purpose to this course is to examine and critique the various explanations that have been constructed seeking to understand the nature and causes of crime. It is designed to introduce undergraduate students to the major theories of crime, as well as their empirical tests and practical applications. This course offers a review and discussion of the most significant and promising developments in the study of crime and crime control. Emphasis is on the distinct characteristics of various theoretical perspectives, their underlying assumptions, their associated methodological approaches, their policy implications, as well as numerous examples of applied research in each of the major substantive traditions. From a policy and practice viewpoint, attention is devoted to the origins and developments of causal, interpretive, and critical perspectives. The course is designed to evaluate an extensive variety of perspectives and is intended to explore integrated and synthetic theoretical developments and applications. Substantive research topics covered include various forms of crime and/or deviance, as well as major components of crime control and prevention. Since the course is aimed at stimulating students to contribute in meaningful ways to assessing the relative strengths and weaknesses of criminological theories at the highest level of academic rigor, successful students are expected to accomplish the following objectives: A. develop both analytical and critical skills by understanding and evaluating various schools of criminological thought and their impact on the past and current criminal justice policy from a theoretical perspective; B. recognize the relative relevance and utility of criminological theories in developing effective crime prevention and control policies; C. be exposed to contemporary and evolving theoretical approaches that Concern strategies and mechanisms of social control; D. examine why and how we (as a society) define certain behaviors as criminal; E. understand and recognize the role that politics, the economy, social order, and social structure play in the construction of crime and criminal sanctions; F. become familiar with the criminal justice literature concerning crime explanations and current research; G. broaden individual perspectives concerning the etiology of crime and criminal justice policy and practice; and H. improve critical thinking skills regarding the creation and construction of crime explanations and criminal justice practice.
Required Text F.P. Williams and M.D. McShane, Criminological Theory, Fourth Edition (2004) Supplemental Readings Selected articles from criminal justice and criminology journals and law reviews that address issues relevant to criminal justice system processes, policies, or procedures will be assigned throughout the semester based on derivative areas of substantive interest generated by the core readings, class discussion and student interests. These readings will be made available online or provided as hard copies in class. Course Requirements and Policies 1. Attendance. I do not take attendance; however, I strongly encourage you to attend every class session and expect you to take personal responsibility for material covered in classes that you miss. This responsibility includes obtaining all reading assignments that I announce in class, as well as all course supplements distributed. I do not provide lecture notes, and I do not give makeup lectures in office hours for missed class periods. 2. Weekly Reading Assignments. All the readings assigned in this syllabus and supplemental readings added throughout the semester are mandatory. This means that you should read all of the materials and be prepared to be examined on them even if we do not discuss them in class. Our class discussion will focus primarily on the Williams and McShane (2004) text, as well as the supplemental readings that will be assigned throughout the semester. It is your responsibility to keep up with the all reading assignments. You should read the appropriate material prior to the class for which it is assigned, be prepared to discuss and ask questions about it, and to be examined on it. You should also bring your text to class each week, along with any assigned supplemental readings. 3. Weekly Syntheses and Discussion Questions. During the semester, I will divide the class into two groups. Each student in each group will be responsible for synthesizing the most important concepts and issues presented in the week s readings for each of 15 weeks during the semester (these issues should be drawn from the Summary and Epilogue: Current Directions and Policy Implications sections presented at the end of each chapter in the Williams and McShane (2004) text. For the weeks that you do not present a synthesis, you will be responsible for contributing to a discussion addressing the opposing perspectives of the issues to augment the synthesis. 4. Midterm and Final Exams. There will be a midterm exam and a final exam administered in class on the dates indicated in the Course Outline (below). All material we cover in class and in the readings, including news articles we discuss, films we see, and guest speakers we hear, will be subject to examination. The exams will be comprised of 50 objective questions (e.g., matching, multiple choice or true/false) and will be about 1 hour long. The exams will be administered and taken without the use of any course-related materials (i.e., closed-book exams). There will be no review sessions for the exams. The final exam will be cumulative insofar as terminology and understanding of the completed material may be required for subsequent exams, but the specific questions will be drawn from material covered since the midterm exam. The mid-term exam will be worth 40% and the final exam will be worth 60% of your final course grade.
5. Grading Policy. Both the mid-term exam and the final exam in this course will be graded on a standard 100 point scale, with the final grade average weighted 40% and 60%, respectively. Final grades will be assigned based on the following weighted average grade earned: A=100-93%, A-=92-90%; B+=89-87%, B=86-83%, B-=82-80%; C+=79-77%, C=76-73%, C=72-70%; D+=69-67%, D=66-63%, D- =62-60; F=59-0%. Final grades are subject to upward or downward adjustments based on the scholarly contributions reflected in your written syntheses and classroom discussion. Evidence of the traditional indicia of scholarship (e.g., originality, relevance, logical consistency, and impact) will be assessed and taken into consideration in making adjustments to final grades amounting to no more than a 1/3 increase or decrease in the earned letter grade (e.g., B+ to A- or B- to C+). For GPA computations, the grade points assigned to final course letter grades are as follows: A=4.0 grade points, A- =3.7 graded points, B+=3.3 grade points, B=3.0 grade points, B-=2.7 grade points, C+=2.3 grade points, C=2.0 grade points, C-=1.7 grade points, D+=1.3 grade points, D=1.0 grade point, D-=0.7 grade point, and F=0.0 grade point. 6. Missed Assignments or Exams. All students are expected to be in class to participate in assignments and take exams. Make-up assignments or exams will be allowed only for excused absences. These include the death or serious illness of an immediate family member, friend, or significant other, personal illness, work-related obligation or exigency, or a religious holy day that is traditionally observed. Students must provide written documentation for these absences. Additionally, for religious holy days, students must submit their excuse two weeks in advance of the absence to be excused. If these conditions are met, students will be permitted to make up assignments or take a make-up exam or its functional equivalent (as determined by the instructor) as close to the original due date as reasonably possible (which, under certain circumstances, may be before the due date). If there are other reasons for students to miss an assignment or an exam (e.g., a previously scheduled personal or job-related obligation), they must inform the instructor within the first week of classes to be considered eligible for alternative scheduling of the assignment or the exam. Those students who do not meet these conditions, as well as those qualifying students who fail to complete the make-up assignment or exam within the prescribed period of time, will receive a zero for the assignment or the exam. 7. Incomplete Work. A grade of Incomplete is given at the instructor s discretion and only when students, for reasons beyond their control and with timely submission of relevant supporting documentation, have been unable to complete course requirements. The terms and conditions of arrangements for successful completion of the course (including specific time limits and deadlines) are determined by the instructor with the informed consent of the student; this agreement will be formally documented in writing. Upon completion of the course requirements, the appropriate letter grade will be submitted to the Registrar by the instructor. This letter grade will appear alongside the incomplete grade on the student s transcript. If no report is received from the instructor within one year of original course completion, the grade will automatically become an "F." It is the responsibility of the student to request a grade of "W" when he/she needs to withdraw officially from a course. Should the student later wish to receive credit for any course for which a "W" has been recorded, he/she will have to register, pay for tuition again, and complete all the course requirements. Students who stop attending class without notifying in writing both the instructor and the SPA office of student services will receive a grade of "F."
8. Course Etiquette. To promote a civil learning environment, students should observe the following classroom rules: (1) Set cell phones and pagers to silent; answer them only if absolutely necessary (i.e., a situation with attendant conditions where a reasonable person under similar circumstances would deem it necessary to answer the call). If you must answer the call, leave the classroom as unobtrusively as possible before commencing your conversation. (2) Arrive to the classroom prior to the official starting time for class; be in your seat and prepared to begin activities at 10:00 a.m. sharp. Excessive tardiness that tends to disrupt normal class activities should be studiously avoided. (3) Do not do work on readings or assignments for other classes. (4) Do not use audio or video recording devices in class. A laptop computer may be used to assist in taking notes. (5) Refrain from side conversations during lectures or student presentations that may disrupt or interfere with these class activities. University Policies 1. Student Conduct & Discipline. The University has rules and regulations for the orderly and efficient conduct of its business. It is the responsibility of each student to be knowledgeable about the rules and regulations which govern student conduct and activities. [See the University Policies and Guidelines web site (www.administration.ucdenver.edu/admin/policies/) for a complete guide to the both university-wide and campus-specific policies and procedures for students in their academic pursuits.] 2. Academic Integrity. The University and SPA expect from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts, or omissions related to applications for enrollment or the award of a degree, and/or the submission as one s own work or material that is not one s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion, or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings, which may lead to failure on an assignment or exam, a failing final grade assigned for the course, and suspension or dismissal from the university. Students are expected to be knowledgeable of and act in good faith accordance with campus policies about academic honesty as stated in the University s Student Conduct Code. [Consult the University Catalog 2008-09, Academic Honor Code and Discipline Policies, Code of Student Conduct, pp. 49-50.] 3. Email Use. The University recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The University requires all official student email correspondence be sent only to a student s UCD-assigned email address and that faculty and staff consider email from a student as official only if it originates from a UCD student account. This allows the University to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. The University furnishes each student with a free email account that is to be used in all communication with University personnel. A student may activate his/her official email account by visiting the following web page: www.administration.ucdenver.edu/ You will need your student ID number and PIN to activate your account. For more information you may call 303-315-4357.
Students must activate and use their University assigned email accounts for all electronic correspondence in this class. It is expected that official email from the University, SPA, and the instructor will be read by students in a timely fashion. 4. Disability Services. Students with a disability that is within the provisions of the Americans with Disabilities Act must inform their instructor at the beginning of the term of their special needs and request those accommodations, including any equipment, which they feel are essential for completing the requirements of this course. The instructor will make every effort to provide reasonable accommodations when and where appropriate. Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Office of Disability Resources and Services (DRS), 2514 North Classroom (phone: 303-556-3450, fax: 303-556-4771, email: lisa.mcgill@ucdenver.edu) as soon as possible to coordinate and implement accommodations in a timely fashion. DRS provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Note: Students receive a copy of this syllabus on the first day of class for its consideration in detail. Students are expected to comply with the terms and conditions, express or implied, incorporated herein. If there are any subsequent revisions of this syllabus (including modifications, additions or deletions) and related announcements in class or via official email concerning implementation of these changes, it will be the responsibility of the student to learn what those revisions and announcements are. The failure of a student to learn of any change will not be a basis for excusing the student from the requirements of this syllabus as reflected in any revision.
Course Outline and Text (Williams & McShane) Reading Assignments* Date Topic Reading Assignment 1/20, 1/22: Introduction to Theory Chapter 1 (pp. 1-14) Classical School Chapter 2 (pp.15-32) 1/27, 1/29: Classical School Chapter 2 (pp. 15-32) Positive School Chapter 3 (pp. 33-55) 2/3, 2/5: Positive School Chapter 3 (pp. 33-55) Chicago School Chapter 4 (pp. 56-78) 2/10, 2/12: Chicago School Chapter 4 (pp. 56-78) Differential Association Chapter 5 (pp. 79-95) 2/17, 2/19: Differential Association Chapter 5 (pp. 79-95) Anomie Theory Chapter 6 (pp. 96-115) 2/24, 2/26: Anomie Theory Chapter 6 (pp. 96-115) Subculture Theories Chapter 7 (pp. 116-139) 3/3: Subculture Theories Chapter 7 (pp. 116-139) 3/5: Mid-Term Exam 3/10, 3/12: Labeling Theory Chapter 8 (pp. 140-164) 3/17, 3/19: Conflict Theory Chapter 9 (pp. 165-192) 3/23-29: Spring Break (no classes) 3/31, 4/2: Social Control Theory Chapter 10 (pp. 193-216) 4/7, 4/9: Social Learning Theories Chapter 11 (pp. 217-234) 4/14, 4/16: Rational Theories Chapter 12 (pp. 235-251) 4/21, 4/23: Gender-based Theories Chapter 13 (pp. 252-272) 4/28, 4/30: Contemporary Theories I: Chapter 14 (pp. 273-288) Strain, Social Control & Developmental Theories Contemporary Theories II: Chapter 15 (pp. 289-307) Integrative, Subjective & Postmodern Theories 5/5, 5/7: Contemporary Theories I & II Chapter 14 (pp. 273-288) Chapter 15 (pp. 289-307) Future Theoretical Perspectives Chapter 16 (pp. 308-316) 5/11-16: Finals Week Exam (Day and Time for Final Exam TBA) *Dates are tentative and subject to change, at the judicious discretion of the instructor, based on weekly coverage of assigned materials. Specific weekly assignments will be announced in class and are controlling.
NOTE: This electronic version of the class syllabus is provided for informational purposes only and is subject to revision during the semester in which it is implemented.