CJ311 Criminal Investigation

for F2LL 2012

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Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.


CJ 311 Criminal Investigation


F2LL 2012 LR


Morgan, John A.


Adjunct Faculty


BA, MA, & JD

Office Location

Rm 122

Office Hours

by appointment

Other Phone




Semester Dates

October 21 through December 16, 2012

Class Days


Class Time

5:00 - 10:00 PM


CJ100 & CJ105

Credit Hours



Criminal Invesigation, 10th Edition.  (Cengage Learning 2012)
Authors:  Christine Hess Orthmann and Karen Matison Hess
ISBN:  9781133018920

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/.

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

Educational Philosophy:

My educational philosophy is one of interactiveness based on lectures, readings, discussions, quizzes, and examinations. My goal is to encourage each learner in what is referred to as disputatious learning in order to encourage the lively exploration of ideas and issues.

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:

Reading:  The entire textbook is required reading for this class.  Assignments are indicated on the weekly schedule.  Students are responsible for reading for reading the assignment prior to the class in which the chapters will be discussed.
Lecture/discussions:  Students are expected to participate in discussions.  Class participation is considered a major component of this course. It is expected that students will actively participate in the weekly class discussions with thoughtful responses.
Quizzes:  There are seven weekly quizzes
Presentation: Each student will make a class presentation based upon his/her research project.
Papers:  There is a research project due Week 7 (December 3, 2012)
Examinations:  The comprehensive final exam will be Week 8 (December 10, 2012)


7 weekly quizzes         @        50 points each       350 points
1 Research paper        @       200 points each      200 points
1 Class presentation    @        50 points each         50 points
1 Final examination     @      400 points each      400 points
Total                                                                   1000 points   
Grade Scale
A = 90% to 100%  (900 to 1000 points)
B = 80% to   89%  (800 to   899 points)
C = 70% to   79%  (700 to   799 points)
D = 60% to   69%  (600 to   699 points)
F =   0% to    60%  (    0 to   599 points)

Late Submission of Course Materials:

All course assignments must be submitted in accord with the dates specified in the syllabus. A 10%  'late penalty' will be assessed for any assignment which is tardy. Exceptions to this policy will be made on a case-to-case basis if the student contacts the instructor before the due date and requests and extension.

Classroom Rules of Conduct:

Students are to adhere to classroom etiquette.  Discussion and debate is not only encouraged in this class; it is required.  Rudeness and bad language will not be tolerated. Ad hominem attacks are forbidden.

Course Topic/Dates/Assignments:

Week 1 (October 22)
Reading:  Chapter 1 Introduction
                Chapter 2 Documenting the Crime Scene
                Chapter 3 Writing Effective Reports
Due:         Quiz 1 (Chapters 1-3)
Week 2 (October 29)
Reading:   Chapter 4 Searches
                 Chapter 5 Forensics/Physical Evidence
                 Chapter 6 Obtaining Information and Intelligence
Due:         Quiz 2 (Chapters 4-6)
Week 3 (November 5)
Reading:   Chapter 7 Identifying and Arresting Suspects
                 Chapter 8 Death Investigations
                 Chapter 9 Assault, Domestic Violence, Stalking, and Elder Abuse
Due:         Quiz 3 (Chapters 7-9)
Week 4 (November 12)
Reading:   Chapter 10 Sex Offenses
                 Chapter 11 Crimes Against Children
                 Chapter 12 Robbery
Due:         Quiz 4 (Chapters 10-12)
Week 5 (November 19)
Reading:   Chapter 13 Burglary
                 Chapter 14 Larceny/Theft, Fraud, and White-Collar Crime
                 Chapter 15 Motor Vehicl Theft
Due:         Quiz 5 (Chapters 13-15)
Week 6 (Novenber 26)
Reading:   Chapter 16 Arson, Bombs, and Explosives
                 Chapter 17 Computer Crime
                 Chapter 18 Dual Threat-Drug Related Crime and Organized Crime
Due:         Quiz 6 (Chapters 16-18)
Week 7 (December 3)
Reading:   Chapter 19 Criminal Activities of Gangs and Other Dangerous Groups
                 Chapter 20 Terrorism and Homeland Security
                 Chapter 21 Preparing for and Presenting Cases in Court
Due:         Quiz 7 (Chapters 19-21)
                 Research Project
Week 8 (December 10)
 Final Exam (Chapters 1-21)

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 95-96

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. from Park University 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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 .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
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. 
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. 
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. 
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                                                                                                                                                                                                                                   
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                                                                                                                                                                                                                           
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:10/1/2012 10:19:04 PM