CJ233 Introduction to Security

for F2B 2009

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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.


CJ 233 Introduction to Security


F2B 2009 BL


Chandler, David D.


Adjunct Faculty


Master of Business Administration/Information Technology Management - Webster University
DoD Antiterrorism Officer Course
U.S. Army Military Police Physical Security Course

Office Location

Ft. Bliss, TX - Park Campus

Office Hours

Monday/Wednesday  7:15 - 7:40 PM

Daytime Phone

(915) 731-1002

Other Phone

(915) 821-6377




Semester Dates

October 19 - December 13 2009

Class Days


Class Time

7:40 - 10:10 PM

Credit Hours



Introduction to Security (8th Edition)

by Robert J. Fischer, Edward Halibozek, and Gion Green

Butterworth-Heinemann, (2008)

ISBN: 13-978-0-7506-8432-3

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

USA Patriot Act

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/.


Course Description:

Introduction to Security: This course covers the basic principles of security and loss prevention that is common and fundamental to all areas of protection of personal property from historical and modern day points of view. Topics of discussion will include: the security industry, the threat environment, risk analysis, fundamentals of physical security, safety, and accident prevention, and common security problems. 3:0:3

Educational Philosophy:
The instructor's overarching approach to education is to emphasize the broadening of intellect as a strategy for developing problem solving and critical thinking skills.  It is essential to integrate the knowledge, skills, and abilities developed in the classroom into the active lives of students, both as individuals and as members of social groups.  It is not the facts we learn, but how we use them that provides us with the tools needed to better the human condition.

The instructor will use lectures, class discussions, group activities, handouts, supplementary readings, audio-visual aids, examinations, case studies, and other methods to facilitate learning.  Student performance expectations:

  1. The instructor assumes the student has read and understands the syllabus and expects students to ask questions if any aspect of the course requirements is unclear.
  2. Students are expected to demonstrate that they are meeting the course objectives by attending class; actively participating in class discussions, activities, and exercises; timely submitting all written assignments; delivering required oral presentations; and sitting for any scheduled examinations.
  3. Students are assigned readings from the required text(s) and/or supplemental text materials in advance of each class meeting and are expected to be prepared for class.
  4. Students are expected to ask questions if they do not understand something.
  5. The instructor encourages a mutual learning environment, where students can freely raise questions in the search for understanding.
  6. Students are expected to listen to each other, ask questions, raise concerns, and provide the respect that each individual deserves.
  7. Students are encouraged to bring any items to class which they feel will add substantially to the learning environment.

Learning Outcomes:
  Core Learning Outcomes

  1. Show an understanding of the history of security, crime prevention and early law enforcement.
  2. Demonstrate an understanding of the Americans with Disabilities Act of 1990 and the Civil Rights Act of 1991.
  3. Evaluate the purpose of risk assessment.
  4. Illustrate security's role in fire prevention and safety, crime and threats to the environment, and crime prevention.
  5. Explain the legal aspects of private security.

Core Assessment:

For CJ 233, all students will complete a consolidated essay which examines the following seven basic topical issues relating to the study of Introduction to Security:

  1. What events in medieval England brought about the creation and use of private night watches and patrols?
  2. What are the steps involved in a good risk-management program?
  3. What should be the role of security in preventing crime?
  4. What should be the role of security in preventing fire?
  5. Why is a practical knowledge of the law important to the security officer and the security manager?
  6. What is the Occupational Safety and Health Act and what effect has it had on organizational safety operations?
  7. How has federal labor legislation such as the Americans with Disabilities Act of 1990 and the Civil Rights Act of 1990 impacted the security industry?

The essay should provide complete and equitable treatment of all seven topical areas, but the issues and researched material should be integrated to provide a consolidated examination of the fundamental principles of security and loss prevention. The essay should contain the following technical components:

  1. A cover or title page
  2. A body of text, 6-8 typed, double-spaced pages (1,500 to 2,000 words) in length
  3. A reference page containing a minimum of 8 course-external resources

Written in APA or MLA Style 

Link to Class Rubric

Class Assessment:

Quizzes (7)

Weekly quizzes on all material and important chapter terms will be administered. 

Class Participation

Each student is expected to attend class and participate in class discussions, a small part of your grade accounts for class participation.   

Security/Crime Prevention Project

This is an applied security research project focusing on individuals in their communities. Students will design and report on a project which applies crime prevention and threat mitigation strategies in a practical community environment. Using a real organized community service structure, students will focus on non-governmental security's role in crime and threats to the environment, crime prevention, and fire prevention and safety. 

Focus on: Private security's role in threats to the environment, crime prevention, fire prevention, and safety. Identify a Target Environment. Research potential and actual security/crime problem sets. Develop strategies for designing security/crime prevention programming in the Target Environment, e.g. self-help skills, community education, training, plans, education, and services geared towards mitigating risk (harm). 


  • Community and individual self-protection and violence avoidance strategies
  • Fire prevention and protection
  • Emergency and disaster response plans
  • Facility safety, evacuation plans
  • Ecological perspectives on crime – e.g., hazardous materials in community
  • Situational Crime Prevention Techniques – e.g., self defense/protection against rape
  • Crime Prevention Through Environmental Design – e.g., shopping center architecture
  • Physical security enhancements in communities/organizations
  • Partnerships between private organizations and government
  • Workplace issues: drugs, workplace violence, labor disputes
  • Computer and information security
  • Terrorism  

Students will complete the project in three phases, with one component due each of Weeks 2, 4, and 6. 

Each two-week period, you will work on one phase of the project. The text for each phase should be between 400-500 words, not counting reference pages, appendices, surveys, illustrations, etc. You must demonstrate that you understand the terminology and the concepts used and you know how to apply them.   You must demonstrate that you can synthesize, analyze, and evaluate information. You must correctly use APA or MLA format in source citation both in the body of your text and in the references.  

Project Components:

WEEK 2 (Phase 1) - Identify Target Environment (TE), Problem, and Literature Review: Identify a REAL community or organizational environment, and a security or crime problem within this TE. Identify and discuss the problem, e.g., describe the problem in the ABC neighborhood, or the XYZ organization. Who is affected? Are there conflicting perspectives in the TE about the extent of the problem? If so, explain them. Any other relevant situational issues (historical, social, cultural, economic, political). Establish the extent of the problem you wish to prevent. If statistics are available related to the particular crime or problem, include them here. Once the problem is identified, develop a literature review which discusses how to prevent the crime or solve the security problem. Report on the academic literature which informs on security/crime prevention programs related to the problem identified in the TE. Report on which programs have been successful, and which have not been successful. Use PRIMARY (interviews, agency documents, observations, and the course text) and OTHER (books and/or referred journal articles). A minimum of FIVE (5) resources is expected. Any resource listed in your Reference section should have a corresponding in-text citation.

WEEK 4 (Phase 2) - Risk Assessment/Security Survey: Conduct a quantifiable security risk assessment and survey of the TE, and provide a narrative report of your findings. Sample risk assessment and security survey methodologies and instruments are provided in your textbook and will be available during the course.

WEEK 6 (Phase 3) - Design Security or Crime Prevention Solution: Design a solution which will reduce the occurrence and risk of the problem you identified in literature review and risk assessment/survey in the TE. Use the TE’s geography, institutions, resources, and potentialities as a framework for your solution. Use resources provided by class material, lectures, course texts, and your own independent research. Demonstrate how your solution activates organizational and/or community engagement, consultations, and partnerships. Justify the design of your solution through academic literature which supports your approach. Include an evaluation program – show how you intend to measure the successes and failures of your solution.  

Your Security/Crime Prevention Project elements will be assessed using the following rubric: 

Target Environment (TE) and Problem Identification (20%)

  • Real community/organizational environment
  • Identified security or crime problem in TE
  • Discussed problem
  • Who is affected?
  • Conflicting perspectives about problem?
  • Discussed relevant situational issues
  • Established extent of problem to be prevented
  • Provide any relevant statistics on problem?

Literature Review (20%)

  • Reviewed literature
  • Literature relates to problem/crime prevention issues
  • Minimum of 5 primary/other resources
  • Resources in Reference list have corresponding in-text citations

Risk Assessment/Security Survey (20%)

  • Conducts quantifiable risk assessment
  • Conducts and reports on survey of TE

Design Security/Crime Prevention Solution (20%)

  • Solution designed to reduce risk of problem identified
  • Uses TE as framework for solution
  • Uses resources from class and independent research
  • Demonstrates how solution activates organizational/community engagement
  • Justifies solution using literature           

Structural Components (20%)                                                                   

  • Appendix/support material
  • Text body 400-500 words/component
  • Demonstrates understanding of terms/concepts
  • Demonstrates application of terminology and concepts
  • Demonstrates synthesis, analysis, and evaluation of terms/concepts
  • Uses correct APA or MLA format in source citations in text/references
  • Spelling, grammar, sentence structure
  • Clarity of expression

Final Exam
The Final Exam will be comprehensive, covering the required textbook, the class lectures, and any supplementary material provided for students during the term.

Core Assessment Assignment

For CJ 233, all students will complete the Core Assessment Assignment identified below.  Your Core Assessment assignment will be assessed using the Core Assessment Rubric (see bottom of Syllabus).


Assignment Points % of Grade (roughly)
Class participation



Security Project






Core Assessment






A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0 -59

Late Submission of Course Materials:

Late work will be penalized one letter grade for each class session it is late.
Make-up quizzes can be taken the next class period only.
Examination missed as a result of excused absence can be rescheduled at instructors discretion.

Classroom Rules of Conduct:

First and foremost, this is not an on-line class. Therefore, students who cannot commit to attending this class as scheduled should not enroll. Students are expected to attend class on time and to remain for the entire period. Continuous tardiness will impact attendance grade. Leaving class early must be approved by the facilitator in order to receive attendance credit. Students must realize that due to the compressed schedule, class time is critical. Continued tardiness of 30 minutes or more will be cause for marking the student absent for that class period. Determination of what is an excused or unexcused absence remains with the discretion of the facilitator as per Park University policies. (see below) Students who miss the first day of class will miss important information about the class format, syllabus, text, exams, and project. This information will not be repeated due to limited class time. However, it will be their responsibility to become familiar with this information. Students who are disruptive, abusive, rude, or unruly towards any student, guest, or faculty will be removed from the class. Prohibited conduct is also cause for dismissal from the class. Such conduct includes plagiarism and dishonesty (in any manner or degree). Both will not be tolerated. Submitting the same work (presumably your work) for two different assignments is not plagiarism but it is considered unethical, even if the the two assignments were completed for different classes. If it is discovered that a paper or other assignment was previously prepared for another course, or learning institution,  it is an academic impropriety and will result in a "0" grade.

Course Topic/Dates/Assignments:

Week 1
19 October:
Chapter 1 Homeland Security: Changing the Emphasis on Security in the U.S.
21 October:
Chapter 2: Origins & Development of Security

Week 2

26 October:
Chapter 3:  Defining Security's Role
Chapter 4:  The Proprietary Security Organization
28 October:
Chapter 5:  Career Opportunities in Loss Prevention

Week 3

2 November:
Chapter 6: Security Education, Training, Certification, & Regulation
Chapter 7 Security & the Law
4 November:
Chapter 8 Risk Management & Insurance

Week 4

9 November:
Chapter 9: The Outer Defenses: Building & Perimeter Protection
11 November:
Chapter 10: Inner & Exterior Security Concers

Week 5

16 November:
Chapter 11: Inner Defenses: Intrusion and Access Control
18 November: 
Chapter 12: Fire Protection & Emergency Planning

Week 6

23 November:
Chapter 13: Internal Issues & Controls, Personnel Policies, Workplace Violence, & Drug Usage and Internal Theft
25 November:
Chapter 15 Retail Security

Week 7
30 November:
Chapter 16: Terrorism & Other Tools of Destruction
Chapter 17: Computer & Information Security
2 December:
Chapter 18: Specific Security Threats

Week 8

7 December:  Security Project Due

9 December:  
Final Exam
Core Assessment Paper Due

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 2008-2009 Undergraduate Catalog Page 87

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
All work submitted must be the student's own.  Any assistance received by a student in preparing papers or reports must be fully acknowledged and disclosed in the work submitted.  Students must cite and reference any sources from which data, ideas or words are used, either quoted directly or paraphrased.

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.

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 .
If you have ANY accessibility or issue of disability, please SELECT the Help and Resources link on the Course Home Menu. That takes you to the Online Student Help and Resource Page.

On that page, there is a "menu" on the left side of the page. About half way down you will find a link to "Accessibility and ADA". SELECT that link and you will have access to ALL of the ADA and Accessibility information at Park University.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
The essay demonstrates a thorough appraisal of the researched information.  The essay is presented as a congruous and thoughtful exposition of ideas. The essay demonstrates a satisfactory appraisal of the researched information.  The essay is presented as a thoughtful exposition of ideas. The essay demonstrates a minimal appraisal of the researched information.  The essay is presented as a disparate exposition of ideas. The essay demonstrates no appraisal of the researched information.  The essay is presented as an incongruous exposition of ideas. 
The essay is a consolidated integration of the fundamental principles of security and loss prevention. Extends research well beyond minimum requirements. The essay is a presents the fundamental principles of security and loss prevention, but integration of themes is weak. The essay responds to individual issues of security and loss prevention, but without integration or consolidation of ideas. No evidence of combining researched material into a consistent whole. 
Essay completely examines the fundamental principles of security and loss prevention.  It analyzes key elements using 8 or more course-external sources. Essay examines the fundamental principles of security and loss prevention, but may miss a few points.  It analyzes key elements using 6-7 course-external sources. Essay fails to satisfactorily examine the fundamental principles of security and loss prevention. It analyzes key elements using 1-5 course-external sources. Essay fails to examine the fundamental principles of security and loss prevention. It uses no course-external sources. 
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                                                                                                                                                                                                                                   
Essay conveys complete and exceptional information on the fundamental principles of security and loss prevention. Essay conveys sufficient information on the fundamental principles of security and loss prevention. Essay conveys minimal information on the fundamental principles of security and loss prevention. Essay conveys no information on the fundamental principles of security and loss prevention. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Essay contains all required technical components: 6-8 pages in length (excluding required cover and reference pages), typed, double-spaced.   Written in APA or MLA Style.  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 or MLA 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 or MLA Style usage is barely evident. Essay contains no required technical components. There are so many errors in the APA or MLA writing convention, in the paper presentation, or in grammar and/or spelling that it is difficult to read. 


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Last Updated:9/30/2009 3:37:12 PM