Course Syllabus
Course: CJ 1010
Division: Social and Behavioral Science
Department: Behavioral Science
Title: Introduction to Criminal Justice
Semester Approved: Spring 2024
Five-Year Review Semester: Fall 2028
End Semester: Fall 2029
Catalog Description: This course will explore the history, processes, and functions of the American Criminal Justice System this will include law enforcement, the courts, corrections, and the basic theories and procedures of criminal justice in America and its impact on Human Behavior.
General Education Requirements: Social and Behavioral Science (SS)
Semesters Offered: Fall, Spring, Summer
Credit/Time Requirement: Credit: 3; Lecture: 3; Lab: 0
Prerequisites: None
Corequisites: None
Justification: This course fulfills a General Education Requirement. This course is part of the Criminal Justice curriculum and is designed to transfer to all USHE institutions. CJ 1010 is part of the lower division course for a bachelor degree in Criminal Justice.
General Education Outcomes:
1: A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. Through study of the history of basic rights such as individual rights and public order, students will be able to explain changes in American history. This will be accomplished through chapter assignments and a research project submitted by the student and evaluated by the instructor; and by the student’s participation in a final project.
2: A student who completes the GE curriculum can read and research effectively within disciplines. Students will demonstrate ability to read effectively in the social science discipline by demonstrating an ability to read effectively by completing critical thinking exercises in the chapters or take the appropriate quiz or exam and submit them for evaluation by the instructor. The student will also complete a research project.
3: A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. Develop and communicate hypothetical explanations that range across disciplines based on individual human behavior within the large-scale historical or social context. This will be explored in preparing a community program on individual rights and public order, which is the final project.
4: A student who completes the GE curriculum can reason analytically, critically, and creatively. Students will demonstrate critical, analytical, and creative thinking skills through explaining the impacts of the judicial system on individual rights and public order. This outcome will be accomplished in quizzes and exams, mini and research written assignments, and projects.
General Education Knowledge Area Outcomes:
1: Through the study of the history of basic rights, students will understand changes in individual rights and public order. Students will complete critical thinking exercises in the chapters or take the appropriate quiz or exam and submit them for evaluation by the instructor. The student will also complete a research project. Through the study of the history of basic rights, students will understand changes in individual rights and public order. Students will complete critical thinking exercises in the chapters or take the appropriate quiz or exam and submit them for evaluation by the instructor. The student will also complete a research project.
2: Develop and communicate hypothetical explanations for individual human behavior within the large-scale historical or social context. Students will demonstrate an understanding of the impacts of the components of the criminal justice system on individual rights and public order. This will be accomplished through the research project submitted by the student and evaluated by the instructor; and by the student’s participation in a final project.
3: Draw on the social and behavioral sciences to evaluate contemporary problems using social science research methodology. Students will demonstrate an ability to use social science research to explain phenomenon in all their written projects and assignments.
4: Describe and analytically compare social, political, economic, cultural, geographical, and historical settings and processes other than one’s own. Students will understand other judicial systems (English, Islamic, Communist) in relation to the system of the United States. This will be explored in preparing a community program on individual rights and public order.
5: Explain and use the social-scientific method to test research questions and draw conclusions. This will be accomplished through the research project submitted by the student and evaluated by the instructor; and by the student’s participation in a final project.
6: Write effectively within the social science discipline, using correct disciplinary guidelines, to analyze, interpret, and communicate about social science phenomena. This will be accomplished through the research project submitted by the student and evaluated by the instructor; and by the student’s participation in a final project.
Content:
Throughout this course the student will be able to examine the history and evolution of perspectives of criminal justice in America, understand philosophies as a dynamic concept, learn the broad framework of the criminal justice system, become familiar with the law as it applies to criminal justice in America, be able to differentiate between the separate authorities, departments and operations in America, examine the growth and related problems of the American system and gain perspective on potential careers in criminal justice. These content areas will be discussed as they relate to diverse groups and people in America.
Key Performance Indicators:
Chapter Assignments 5 to 10%
Mini Writing Projects 15 to 25%
Research Writing Project 20 to 30%
Final Project 20 to 35%
Quizzes and Exams 15 to 20%
Representative Text and/or Supplies:
Criminal Justice: A Brief Introduction, Schmalleger, Current Edition.
Pedagogy Statement:
This course will be taught by lecture, group work, discussion, written assignments and projects which require practical application. Students will be encouraged to share their analysis, and opinions and efforts will be made to help students see the value of their contributions to increase inclusivity.
Instructional Mediums:
Lecture
IVC
Online
Maximum Class Size: 130
Optimum Class Size: 40
