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CJ 311 Criminal Investigation
Scheffner, Douglas W.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

CJ 311 Criminal Investigation

Semester

S1T 2010 DL

Faculty

Scheffner, Douglas W.

Title

Senior Adjunct Faculty

Degrees/Certificates

BA, Park University
MPA, University of Missouri/Kansas City

Office Hours

M-F; 6:00 - 10:00 pm

Daytime Phone

816-213-9350

Other Phone

816-452-7372

E-Mail

Douglas.Scheffner@park.edu

dscheffner@kc.rr.com

Semester Dates

January 11, 2010 - March 7, 2010

Class Days

TBA

Class Time

TBA

Prerequisites

CJ100, CJ105 and CJ200.

Credit Hours

3


Textbook:
Criminal Investigation, 8th Edition

Author: Wayne W. Bennett and Kären M. Hess (2007)
ISBN: 0-495-09340-8

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
CJ311 Criminal Investigation: This intermediate course includes a discussion of the nature and purpose of criminal investigation, historical background, tools employed, skills development, and techniques useful in the reconstruction of criminal activity. Prerequisites: CJ100 and CJ105. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Differentiate types of investigative techniques used in courts.
  2. Examine specific methods for investigation of major crimes.


Core Assessment:

For CJ311, all students will complete an essay, not less than 4 pages (1,000 words) in length (excluding the cover sheet, title, and bibliography pages) as follows:

            It can be argued that the foundation for community support for law enforcement is in the trust built by faith that the police follow the law and adhere to the U.S. Constitution. For example, criminal investigative questioning must be guided by Fourth Amendment search and seizure protections. Harsh or questionable investigative methods may be unethical and illegal. 

            Discuss whether the concern for homeland security has redefined acceptable or ethical criminal investigative tactics used by law enforcement. Explain what impact changes in criminal investigative techniques and methods may have on police-community relations, criminal prosecutions, and the ability of police to investigate major crimes.

            The essay should be typed, double-spaced, be written in APA format, including in-text source citations, and use a minimum of 4 course-external sources.

Link to Class Rubric

Class Assessment:

Each week, students are required to engage in discussion among themselves by answering and commenting upon questions posed for that week.  Each week's discussion is worth 20 points, with 1-10 provided for content and 1-10 points provided for timeliness and substantive quality and quantity of replies to other students' postings.  As a general rule, simple replies like "good comment" or "I agree" do not count as substantive.  
 
Weeks 1-7 require a paper which provides the students opportunities to apply material learned from reading, virtual lecture and discussions.  Each paper carries a maximum of 100 points.

During the eighth week, a proctored final exam will be taken by the student which will combine multiple choice with short answer questions.  Students will also complete a Core Assessment paper which will be graded on a scale of 100 points.

Grading:
The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. The final exam will count 20% of your total grade, weekly discussion presentations will count 10% of your total grade and each weekly paper is worth 5%.  In Week 8, you will have a CORE paper due that will be worth 35% of your overall grade. 

Each student is responsible for:
Completing weekly Reading assignments.
Completing Weekly Discussion Questions and posting discussion questions or comments to other student’s discussion answers.
Completing six writing assignments, referred to as Papers.                                                    
Completing a CORE paper in Week 8
Completing a proctored Final Examination

Late Submission of Course Materials:
Work should be submitted to the instructor by the last day of each assigned week.  Students experiencing a problem should contact the instructor to advise the reason work may be submitted late.  Unless authorized, late work will be subject to a penalty of 10 points reduction for each week late.

Classroom Rules of Conduct:
Policy #1:  Submission of Work:

A class week is defined as the period of time between Monday 12:01 am MST and Sunday at 11:59 PM MST. The first week begins the first day of the term/semester. Assignments scheduled for completion during a class week should be completed and successfully submitted by the posted due date.
Create a back up file of every piece of work you submit for grading. This will ensure that a computer glitch or a glitch in cyberspace won't erase your efforts.
When files are sent attached to an email, the files should be in either Microsoft Word, RTF, ASCII, txt, or PDF file formats.
Policy #2: Ground Rules for Online Communication & Participation

General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class.
Online threaded discussions: are public messages and all writings in this area will be viewable by the entire class or assigned group members.
Online Instructor Response Policy:  I will check my email frequently and will respond to course-related questions within 24-48 hours.
Observation of "Netiquette": All your Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an Online course.  What you put into an Online course reflects on your level of professionalism.  Here are a couple of Online references that discuss writing Online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html.
Please check the Announcements area before you ask general course "housekeeping" questions (i.e. how do I submit assignment 3?).  If you don't see your question there, then please contact me.  
Policy #3: What to do if you experience technical problems or have questions about the Online classroom.  

If you experience computer difficulties (need help downloading a browser or plug-in, you need help logging into the course, or if you experience any errors or problems while in your Online course, click on the  button in your Online Classroom, then click on the helpdesk menu item, and then fill out the form or call the helpdesk for assistance.  
If the issue is preventing you from submitting or completing any coursework, contact me immediately.

Course Topic/Dates/Assignments:

Week 1:  January 11- January 17, 2010 - The Requirements for Criminal Investigation

Readings:
Text: Chapters 1, 2 and 3
Class Activities: Introduction to online computer conference learning. Introduction & discussion of syllabus/assignment schedule and course overview.  Overview of investigations and the various aspects of the preliminary investigation, proper documentation of investigative scenes and actions.
On-line Conference Assignment: These chapters list the basics as well as the ideals.  This week we will discuss what of these resources are available to a medium-to-small police agency and how smaller agencies can meet these expectations.
Weekly Discussion Questions:
Is it more difficult to be an investigator or a uniformed patrol officer in today's world?  What characteristics make either more difficult than the other?
How would you prioritize the equipment needed for crime scene documentation on a limited agency budget?  What would you provide first, then second and so on.
What should be done if investigators at the same scene take notes and write subsequent reports which indicate different information altogether?
Paper:
 
A very controversial issue in dealing with emergency conditions at a crime scene can occur when there are injured victims needing medical aid and there is an armed suspect attempting to flee.  Should you render aid and permit the suspect to escape and possibly harm others, or do you apprehend the suspect and risk the life of the victim?  Which do you consider the most important and why?  Provide legal as well as moral arguments.


Week 2:  January 18 - January 24, 2010 - Searches and Physical Evidence

Readings:
Text: Study Chapters 4 and 5
Applicable assigned web-site reading:  http://www.usdoj.gov/oig/special/9704a/index.htm
Class Activities: Learn and discuss the various types of searches as well as the legalities involved.  In addition, study the basic types of physical evidence these searches seek to seize.
Weekly Discussion Topics/Question:
Examine and discuss examples of good and bad handling of physical evidence, who had been responsible, their results in court and what could have been done differently.
Paper:
After having examined the main points of the Dept. of Justice Inspector General's report of the allegations of improper evidence handling at the FBI lab, provide your own opinion.  Do you agree with the IG, or do you feel differently?  Provide some support for your opinion.

Week 3:  January 25 - January 31, 2010 - Obtaining information and Arrests

Readings:
Text: Chapters Chapters 6 and 7.
Class Activities: Learn the basic considerations of questioning people, compare and contrast the differences between interview and interrogation.  Study arrest procedures and legalities involved in various circumstances to include problems with court presentation.
Weekly Discussion Topics/Question:
Often a great deal of emphasis seems to be placed upon obtaining a confession.  It can be argued that, by itself, a confession is worthless because it is so easily attacked in court.  Of what value, then, is a confession?
What are the legal basis for arrest?  This may vary in different states, so be prepared to examine some differences.  What are the ramifications of improper arrests?
Paper:
Offer your opinion regarding the gradual dilution of the court mandates of the 1960's such as Miranda.  Each year the courts seem to find more circumstances and cases in which these rules are set aside.  Is this a good or bad trend for investigators?

Week 4:  February 1 - February 7, 2010 - Death Investigation, Assaults and Sexual Offenses

Readings:
Text: Chapters Chapters 8, 9 and 10.
Weekly Discussion Topics/Question:
Are there any factors which make homicide investigation more or less difficult than investigation of other crimes?  Or is homicide investigation no different than investigation of any other crime?
What are the elements of crimes of assaults (what kind of assaults are there?)?  What evidence would be available and would you seek to prove these elements?
What are the elements of the various crimes of sexual assaults (again, what kinds of sexual assaults are there?)?  What evidence would be available and would you seek to find to prove these elements?
Paper:
Read the Application scenario A on page 265 of your text and provide answers to the two questions.  In addition, provide a list of what physical evidence you would search for in this incident.

Week 5:  February 8 - February 14, 2010 - Crimes Against Children, Robbery, Burglary

Readings:
Text: Chapters 11, 12 and 13
Applicable assigned web-site reading:  http://www.lectlaw.com/files/cri15.htm; http://www.msbp.com/
Weekly Discussion Topics/Question:
What makes crimes against children so different if the elements are essentially the same as for adult victims?  How do these differences impact the work of the investigator?
What are the elements of the crime of robbery? After determining these, what evidence would you seek to support and prove these elements?
On page 389 of your text, read the Application and provide answers to the questions posed after this example, with particular emphasis on question 5.  Provide discussion to each others' responses.
Paper:
Examine the unique aspects of Munchausen Syndrome By Proxy.  Provide information of how you would investigate this type crime.

Week 6:  February 15 - February 21, 2010 - Fraud and White-collar Crime, Motor Vehicle Theft and Arson/Bombings

Readings:
Text: Chapters 14, 15 and 16

Weekly Discussion Topics/Question:
In an actual situation in your instructor's community, an inmate of the county jail engaged in fraud by enticing elderly people from all over the United States into "investing" money into a bogus company he claimed to own.  Under your state laws, what crime(s) have been committed, what evidence would be found and how should this be investigated?
Read Application situation A on page 448  and provide answers to the two questions posed.  How serious would you view this screw-up?  What measures could be taken to prevent this in the future?
In what ways are arson and bombing investigations the same or different?  What additional measures, if any, are needed for bomb investigations?
Paper:
Using the concept of White Collar Crime as found in the text, what do you consider the most dangerous form and why?  Provide supportive reasoning for your choice.

Week 7:  February 22 - February 28, 2010 - Computer Crime, Organized Crime/Cults and Gangs

Readings:
Text: Review Chapters 17, 18 and 19  
Class Activities: Review for Final Exam under "Final Exam Review" button.
Weekly Discussion Topics/Question:
What do you consider the most significant challenges to investigating computer crimes?
Is it necessary that official corruption be present in a community for organized crime to be active?
Paper:
What do you see as the future of computer crime?  What types do you believe will increase or decrease?  Provide supportive reasons for your statements.

Week 8:  March 1 - March 7, 2010 -Terrorist Groups, Drugs and Court Preparation

Readings:
Text: Chapters 20 and 21
Class Activities: All students take final exam this week.  
Weekly Discussion Topics/Question:
Do you feel that the Patriot Act is justified in our war on terrorism, or is it an unwarranted erosion of the Bill of Rights?
What would you see as the differences between a "gang" and a "cult?"
What would you see as the differences between terrorist groups and gangs or cults?
Core Assessment Paper: See instructions and topic above.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2009-2010 Undergraduate Catalog Page 92
Academic honesty is required of all members of the learning community.  Many of you aspire to criminal justice careers and the expectation of professional honesty and integrity is both expected and rigidly enforced.  Hence, neither the college nor I will tolerate cheating or plagiarism on examinations, papers or other course assignments.  Students who engage in such dishonesty should expect to receive failing grades and possible expulsion from Park University.  Plagiarism is sometimes the act of carelessness or ignorance.  This does not, however, make it less serious.  One of the most frequent offenses occur with information taken electronically from internet sites.  Be aware that I do check sources.  If I find any form of plagiarism, the minimum result will be a grade of 0% on that work.  If I believe it to have been a deliberate or flagrant act, I will fail the student for the course and may additionally recommend expulsion from Park University.  If you have any questions in this regard please see me.

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2009-2010 Undergraduate Catalog Page 92

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2009-2010 Undergraduate Catalog Page 95

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Appraises the sources into congruous and thoughtful conclusions - thoughtful implies some original thinking. Appraises the sources into congruous conclusions. Evaluation is weak. Evaluation is not present. 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Combines researched material into a consistent whole; extends research well beyond minimum requirements. Combines researched material into a consistent whole. Researched material is presented but not into a consistent whole. No evidence of combining researched material into a consistent whole. 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Analyzes key elements using 4 or more course-external sources. Analyzes key elements using at least 3 sources. Analyzes key elements using less than 3 sources. Analysis is not supported by any source material or no evidence of analysis is present. 
Application                                                                                                                                                                                                                                                
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
The essay shows multiple instances and exceptional understanding of terminology and concepts specific to the course core learning outcomes throughout. The essay shows sufficient and satisfactory use of terminology and concepts specific to the course core learning outcomes throughout. The essay shows minimal use of terminology and concepts specific to the course core learning outcomes throughout. The essay fails to demonstrate an understanding of terminology and concepts specific to the course core learning outcomes. 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Essay conveys complete and exceptional information on investigative techniques used in courts and specific methods for investigating major crimes. Essay conveys sufficient information on investigative techniques used in courts and specific methods for investigating major crimes. Essay conveys minimal information on investigative techniques used in courts and/or specific methods for investigating major crimes. Essay conveys no information on investigative techniques used in courts or specific methods for investigating major crimes. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1 & 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
Essay contains all required technical components: 4 pages in length (excluding required cover sheet, title page, and bibliography), typed, double-spaced.   Written in APA Style, including in-text source citations.  Contains fewer than five grammatical or spelling errors. Essay contains most required technical components.  Contains more than five grammatical or spelling errors but errors do not detract from understanding. Written in APA Style, but may have a few formatting errors. Essay contains few required technical components.  Contains more than five grammatical or spelling errors that detract from understanding. APA Style usage is barely evident. Essay contains no required technical components. There are so many errors in the APA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read. 

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Last Updated:1/13/2010 1:39:32 PM