The Liemandt Family Service-Learning Program > Faculty Resources > Criminology and Corrections

Criminology and Corrections

Course Number: SOCI-340-01A (2:40-3:50, 1-3-5, Simons G-30)
Title: Criminology and Corrections
Instructor: Sheila Nelson, MSW, Ph.D.
Office: Simons 112 (SJU), Phone 363-3125
Office Hours: 1-3-5 Simons 112: 11 a.m. to Noon; others by appointment.*

* Due to my research and chair responsibilities, I ask you to respect my office hours. If this time doesn’t work, see me before or after class or e-mail me with several possible times and I’ll be happy to set up an appointment. Note also that I plan to check e-mail in the morning BEFORE class, and before I leave at the end of the day, so you can expect a response to e-mails at those times. I will not be checking e-mail DURING the day because I find it has a distressing way of gobbling up my time… Thanks!

INTRODUCTION:

This course examines the extent of criminal behavior in our society, and focuses on various theoretical explanations for criminal behavior. Through Service-Learning, MicroCase explorations in Criminological research, videos, and discussions of current events, we will apply those theories to present-day reality in our world. We will also explore the programs and policies that develop out of various theoretical perspectives, and examine their effectiveness, their strengths, limitations, and most pressing challenges. By linking cause and effect, we will critically evaluate policies and programs intended to alleviate the current U.S. crime problem. To that end, we will spend the final portion of the course studying law enforcement and corrections. Students are challenged to break through cultural biases, societal stereotypes, and the barrage of media messages in order to come to a clearer, more objective understanding of why we have a "crime problem" and what we can constructively do about it.

COURSE OBJECTIVES:

In terms of course content, this course will enable students to:
• explain and distinguish between various theories of criminal behavior:
-biosocial and psychological -choice and deterrence
-social structural -social process
-social conflict
• illustrate the role of social control in society
• demonstrate competence in descriptive and inferential statistics using microcase
• use statistical data to test various theories of crime
• develop respect for the human dignity and the rights of the criminal
• examine the weaknesses/failures/fears in society that contribute to criminal behavior
• provide a concise critical analysis of law enforcement and corrections in our society
• critically evaluate a current program and/or policy and make constructive recommendations to address problems

In addition to the content matter of the course, students will develop a sociological perspective which recognizes the influence of culture, social groups and social institutions on human social behavior (Sociology Assessment Plan). To that end, in this course students will demonstrate:
• the use of analytical skills in evaluating and utilizing theoretical paradigms
• an ability to critically examine history, culture, and social change as they influence societal perceptions of crime and the development of policies and programs in response to crime
• an appreciation for diversity and its influence on crime and criminal justice in our society

TEACHING STRATEGIES:

1. Class Lectures and Discussions:

Assigned readings are to be completed BEFORE the class for which they are assigned. Lectures will clarify key concepts and supplement readings with examples, applications, and research findings. It is essential that students attend class, take good notes, and ask questions. Active listening will greatly enhance learning. Students are responsible for all material covered in class as well as for the assigned readings. Students are also responsible for asking for clarification or elaboration of the readings when necessary.
Discussion will be an important learning tool in most class periods. Therefore it is imperative that students come prepared to class and actively participate in discussions. We learn best if we are learning together. Those of you who are externally motivated should note that 20 points of your final grade (10 percent of the grade) will be based on your active participation in class activities and discussion.

2. Reading Assignments:

As mentioned above, students are required to read the assigned material BEFORE class. I expect students to engage in ACTIVE, CRITICAL READING. The core text presents an overview of the various sociological theories of crime. Three of the other books provide illustrations of writers dealing with crime from a particular perspective—Messner and Rosenfeld provide a structuralist approach—building on the Functionalist school of thought; Garbarino takes a more micro-approach and combines psycho-social understandings of crime with Process theories; Muraskin and Roberts, while not as clearly Conflict Theorists as the Parenti book I used last Fall, highlights the need for an end to the status quo in our approach to crime and punishment. I expect students will see one of these approaches as more valid than others—you will not agree with every author’s analyses. But I expect students to read the books thoughtfully, to be able to understand the core propositions of the author, and to summarize the data and reasoning on which the author’s argument is built. Only then will you be able to provide an intellectually sound critique of the position, based on your analysis of the data and evidence—not just on an unreasoned opinion. At times you will be asked to post questions, concerns, and comments about the readings in the appropriate Public Folder, and to read and think about what others have posted there. At other times I will ask for either a brief oral or written reaction to what you've read. These assignments provide you with the opportunity, not only to demonstrate (both to yourself and to me) your understanding of the readings, but to move class discussion in a direction that will be of interest and benefit to you. SO TAKE THEM SERIOUSLY! They contribute to your participation grade.

3. Service-Learning OR Research Option: Students must do either A or B below.

A. Service-Learning Project (80 points)

(1) Commit to an agency and a specific program or child. Complete the necessary paperwork by deadline, and participate in the interview, screening, and orientations—those offered by the agency and by CSB/SJU. You must also participate in any required out-of-class reflections (usually one early in the semester, and a final wrap-up session with the agency representatives/supervisors).
--5 points

(2) Complete a minimum of 20 hours of Service. You must document the hours you spend in a WEEKLY e-mail report to the Service-Learning Office. You MAY include orientation sessions, tours of agency, meetings with the case worker, and outside reflection sessions (you may not count anything done during class) in these hours. A simple note stating date and time of service, and what you did during that time is sufficient. But feel free to also ask questions if you want some feedback or need some help or guidance. The agency will also expect a regular reporting of what you did during your service time. Talk to your supervisor about how you are to do that—and please be faithful to that process. It is essential that you do this weekly; anything not reported within a week of your service will not be counted! You will earn points based on the number of hours of service you provide and the regularity with which you serve. Putting in lots of hours the last two weeks of the semester will be much less beneficial for you and the agency, organization, or youth; you will therefore be rewarded more highly for putting in two hours every week than for putting in 10 hours each of the last three weeks of the semester. If your meetings are regular, points will be awarded as follows:
40 + hours = 20 points
36-39 hours = 19 points
31-34 hours = 18 points
27-30 hours = 17 points
23-26 hours = 16 points
20-22 hours = 15 points
18-19 hours = 14 points
16-17 hours = 13 points
15 hours = 12 points
less than 15 hours = 5 points

(3) Submit one-page typed journal reflections for each SL class period (approximately every other week starting the end of September). Apply the materials you’ve read that week for class, as well as anything we’ve discussed in class, to the organization, program, or people with whom you are working. Use this as a test of the validity of what you are reading. Initially, when you haven’t yet begun your service placement, reflect on how the material MIGHT apply…what you should be watching for as you begin your work. I will sometimes provide questions to guide your thinking, but it is important for you to note what you’re observing and feeling, and then tie that back into the concepts and theories we’re covering in class. Feel free to interview your supervisor or other professionals with whom you are working. They can give you valuable insights into what we are studying in class. By the end of the semester, you should have done at SIX of these “journal” reflections. These journal reflections will help you make the connections between theory and real life; they will also enrich our classroom discussions by giving us rich examples and a context for understanding course content.
--25 points

(4) Write a final paper (approximately 5 pages) addressing a course topic as it applies to your experience; a student working with the Sheriff’s Youth Program, for example, might choose to evaluate that program based on Garbarino’s “Principles for Successful Programs with Violent Boys”—how close to his “Monastery Model” is this program? Those working in the prison may want to apply what Tesoriero and McCullough (Visions for Change) say about Substance Abuse Programs in Prison to what is happening in that regard at the St. Cloud Correctional Facility. Some library research may need to be done for this paper, but use your agency supervisor, co-workers, clients, etc., as your primary resources. Talk to people and strive to understand the problem from the inside. This will be similar to your journal reflections, but should be a broader and more in-depth look at your service setting. This paper should also include an evaluation of your Service-Learning Experience, whether it was a valid and beneficial learning experience for you.

Sociology Majors will be able to use this paper to demonstrate Goal 1 in your Sociology Portfolio: the development of a sociological perspective which recognizes the influence of culture, social groups and social institutions on human social behavior (Sociology Assessment Plan). A good final paper will demonstrate one or more of the following:
* the use of analytical skills in studying crime or corrections
* an ability to critically examine history, culture, and social change as they impact our understanding of crime and corrections
* an appreciation for diversity and its influence on crime and criminal justice in our society.

A one-page proposal of your topic along with the reading you will focus on, and the resources you will use in applying the reading to your SL placement, is due on November 12th.
--5 points

Paper is due December 11th . NO LATE PAPERS WILL BE ACCEPTED!
--25 points

B. Research Option (80 points)

Students choosing this option have two major learning commitments: (1) a series of computer exercises which will provide you with an experience of how criminologists use data sets to arrive at their understandings; and (2) a formal research paper on a topic relevant to criminology or corrections, and of interest to you.

(1) EXPLORIT EXERCISES: In order to learn how criminologists use data sets to study trends in crime and to develop and test theories of crime causation, we will be using this MicroCase software program to do some actual computer research (Messner and Stark’s Criminology: An Introduction Using ExplorIt). While a background in Social Statistics is helpful, the text is EASY to follow and even the most “statistics-phobic” students will have fun “playing” with these data sets….Trust me! I will collect the completed exercise on the day we discuss it in class; NO EXERCISES WILL BE ACCEPTED AFTER THAT DATE—SO IF YOU FORGOT TO DO IT, YOU’RE OUT OF LUCK! Don’t forget to do the Essay Question at the end of each exercise. You will be expected to be able to explain these exercises to those doing Service-Learning, who in turn will be responsible for the major concepts covered in these exercises.
--30 points

(2) RESEARCH PAPER: 50 points
Choose a topic, narrowing it to a specific question to be researched regarding some aspect of crime, crime prevention, policing, or corrections. For example, if your topic is child pornography, possible questions would include: how has the internet contributed to the problem of child pornography? What makes a child susceptible to victimization by child pornographers? Should those who purchase/use child pornography be punished—and if so, how severely? Why is there such a huge market for child pornography in our society? What is the relationship, if any, between child pornography and child molestation/pedophilia? What programs have been successful in seriously reducing the amount of child pornography? Is child pornography an addiction—and if so, is recovery possible? How can we help children who have been victimized by child pornography? Why was Minnesota the center of a huge child pornography ring?
The point is that you need to brainstorm and then focus your interests so that you end up with ONE question that you can reasonably answer in a single paper. You will research your topic, using all available resources in order to gain an in-depth understanding of the issue/s involved. Popular magazines may be used to understand the public's concerns and perceptions, but you MUST INCLUDE SCHOLARLY MATERIALS in order to ensure a SOCIOLOGICAL examination of the question. Internet materials are to be used ONLY if you can cite author/s and describe the research methodology on which the entry is based. Remember, please, that internet sources are SUPPLEMENTAL and in no way replace articles written in scholarly, refereed journals. You must include at least 8 scholarly citations.

I encourage you to broaden your understanding of your topic by conducting one or more interviews with relevant practitioners, and to arrange a tour of a setting where you can learn more about your particular topic. ARRANGE TO DO THIS EARLY IN THE SEMESTER.

Your FINAL paper will be approximately 10 typed pages long, well-written and appropriately documented. Use headings and subheadings. I will be happy to read drafts of your paper and provide any assistance you need--but it is the student's responsibility to ask for that assistance and to do so in a timely manner.

Most papers will include:

* a clear definition of the question, along with a statement of the significance of the topic (the impact of the problem on society and on the individuals most directly involved)

* a brief historical look at your question: where and when did this become identified as a problem? how has society dealt with this in the past? what has been accomplished and where have we failed?

* the current state of the problem--its extent and severity

* an application of theory to the problem--demonstrate what you have learned and apply one or two theories that shed the most light on what is going on and why

* an explanation and critical evaluation of one current program or policy directed at alleviating the problem

* your personal recommendations--in light of what you have learned, how should society be addressing the problem? If possible, present several options and consider the probable impact of each of your options on the involved individuals and on society. Recommend the one that you feel will be both do-able (in terms of cost and community support) and effective.

Early in the semester you will be asked to choose a topic. On September 27th you are to submit a one page proposal of your topic and how you plan to go about your research. Your proposal is to include a page of at least four potential references that would be useful for your topic. Give me a also a tentative thesis—what you expect to demonstrate. The thesis may change as you do more research, but it is good to be able to verbalize a thesis early on.
--5 points

On October 25th, you are to submit an annotated bibliography and an OUTLINE of your paper.
--5 points

The final paper is DUE on November 22nd.
--40 points

4. Exams:

Two exams will be given, a midterm and a final. These will include both essays and objective questions about material covered in the texts, lectures, and presentations. The final, while focused heavily on material from the second part of the semester, will also include some synthesizing questions spanning the entire course. In preparing for the final, be sure to look back over course objectives outlined in this syllabus.

ATTENDANCE POLICY: Because participation in classroom interaction is essential to our learning, attendance is mandatory. If an absence is unavoidable, call or e-mail me before the class. Missing more than two classes will result in a lowering of your participation grade.

Standards for Participation:

A = Excellent Participation which frequently --gives interpretations, explanations, opinions
--poses good questions for the group --builds on the comments of others
--uses relevant reading material to address particular questions
--invites others to contribute to the discussion -- asks for clarifications

B = Good quality regular contributions which --offer discrete facts and some new information
--are good but less complex --are less connected with other participants

C = Limited contributions such as --ideas that are vague or relatively unformulated
--rarely speaking --offering just a little information --stating unsubstantiated opinions

D = Minimal participation such as --speaking without having done the reading
--usually saying nothing --interrupting or distracting from another speaker

F = No class participation; repeatedly showing disrespect or careless disregard for members of the class; or missing five or more classes.

I will be evaluating your contributions based on

• how clearly and appropriately you apply theoretical knowledge to concrete reality
• how well you demonstrate a careful and critical reading of the assignments
• how in-depth and challenging your thoughts are regarding them
• how helpful your questions and comments are in stimulating the class to think critically about the issues

GRADING

Research/ Service-Learning Project 80 points
Participation 20 points
2 Exams 100 points
TOTAL = 200 points

A = 186 + points
AB = 177 to 185.9 points
B = 166 to 176.9 points
BC = 157 to 165.9 points
C = 146 to 156.9 points
CD = 137 to 145.9 points
D = 120 to 136.9 points
F = 119.9 or fewer points

REQUIRED TEXTS:

Criminological Theory, 3rd Edition. Frank P. Williams III and Marilyn D. McShane. Prentice Hall. 1999.

Lost Boys: Why our sons turn violent and how we can save them. James Garbarino. Anchor Books. 1999.

Crime and the American Dream, 3rd Edition. Steven F. Messner and Richard Rosenfeld. Wadsworth. 2001.

Visions for Change: Crime and Justice in the Twenty-first Century. Roslyn Muraskin and Albert R. Roberts. 1996. Prentice-Hall.

SMALL PACKET OF READINGS –available in the bookstore

Required only for those choosing the Research Option:

CRIMINOLOGY: An Introduction Using ExplorIt, 4th Edition. Steven F. Messner and Rodney Stark. MicroCase. 1999. (Please note that since this is a workbook, you may NOT buy a used book.)