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CJ 311 Criminal Investigation
Brown, Dwyne


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.

Course

CJ 311 Criminal Investigation

Semester

S8EE 2013 MO

Faculty

Brown, Dwyne

Title

Adjunct Instructor

Degrees/Certificates

PhD. Business Philosophy, Leadership, Homeland Security--Northcentral University
Master of Science; Security Management--Bellevue University
Bachelor of Arts; Criminal Justice--American Military University; Certified Protection Professional (CPP)

Office Location

Classroom

Office Hours

5:00-7:30 P.M.

Other Phone

(770)770-9499

E-Mail

575131@park.edu

dwyne.brownbb@gmail.com

Semester Dates

15 Apr - 9 May 2013

Class Days

-MTWR--

Class Time

5:00 - 7:30 PM

Prerequisites

CJ100, CJ105 and CJ200.

Credit Hours

3


Textbook:

Required Text: Criminal Investigation, 8th Edition

Author: Wayne W. Bennett and Kären M. Hess

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville 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/.


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:
Your instructor's educational philosophy is based upon virtual lectures, examinations, information from web sites provided, writings from outside sources and dialogue with myself and fellow students.  Assignments are intended to encourage a thoughtful exploration of ideas and application of information provided during the course.  Contradictory thoughts are encouraged as part of the learning process.

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:
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, simply 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.
 
 

WEEK

CHAPTER/ASSIGNMENT

DATES

1

Chapter 1: Criminal Investigation: An Overview Chapter 2: Documenting the Crime Scene: Note Taking, Photographing, and Sketching

Chapter 3: Writing Effective Reports                    Chapter 4: Searches

Chapter 5: Forensics/Physical Evidence                Chapter 6: Obtaining Information

Chapter 7: Identifying and Arresting Suspects          Quiz 1

Apr 15

Apr 16

                                                Apr 17

Apr 18

2

Chapter 8: Death Investigations                             Chapter 9: Assault, Domestic Violence, Stalking, Elder Abuse

Chapter 10: Sex Offenses                                         Chapter 11: Crimes Against Children and Youth

Chapter 12: Robbery                                               Chapter 13: Burglary

MID TERM REVIEW                                                 Essay assignment due

Apr 22

Apr 23

                                                 Apr 24

Apr 25

3

Midterm Examination                                               Chapter 14: Larceny/Theft, Fraud, and White Collar Crimes

Chapter 15: Motor Vehicle Theft                           Chapter 16: Arson, Bombs, and Explosives

Chapter 17: Computer Crime and its Evolution to Cybercrime                                                                                                                                                         

                                                                                            Quiz 2

Apr 29

Apr 30

May 1

                                            May 2

4

Chapter 18: A Dual Threat: Drug-Related Crime and Organized Crime                                                       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

REVIEW                                                                       Essay assignments due:

Last Class: Final and turn in essay.                           

May 6

May 7

May 8

                                          May 9


 

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 20% of your total grade and each weekly paper is worth 5%.  In Week 7, you will have a CORE paper due that will be worth 30% 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 7
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: The Requirements for Criminal Investigation

Readings:
Text: Chapters 1 and 2
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?

Week 2:  Searches and Physical Evidence

Readings:
Text: Study Chapters 3 and 4
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: Obtaining information and Arrests

Readings:
Text: Chapters Chapters 5 and 6.
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: Death Investigation, Assaults and Sexual Offenses

Readings:
Text: Chapters Chapters 7, 8 and 9.
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 231 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: Crimes Against Children, Robbery, Burglary

Readings:
Text: Chapters 10, 11 and 12
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 341 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: Fraud and White-collar Crime, Motor Vehicle Theft and Arson/Bombings

Readings:
Text: Chapters 13, 14 and 15
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 384 (page 404 of the 6th edition) 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: Computer Crime, Organized Crime/Cults and Gangs

Readings:
Text: Review Chapters 16, 17 and 18.  
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: Terrorist Groups, Drugs and Court Preparation

Readings:
Text: Chapters 19 and 20
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?
Paper:
Work through Application B, the LET Challenge, starting on page 510 (page 517 in the 6th edition), providing answers to the questions posed.  E-mail your instructor your answers along with explanations of why you chose as you did.

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 2012-2013 Undergraduate Catalog Page 97

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. from Park University 2012-2013 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 2012-2013 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 .



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:2/21/2013 12:08:11 AM