CRJ540 Criminal Justice Policy Development and Analysis

CRJ540 Criminal Justice Policy Development and Analysis
Credit Hours:
3
Contact Hours:
This is a 3-credit course, offered in accelerated format. This means that 16 weeks of material is covered in 8 weeks. The exact number of hours per week that you can expect to spend on each course will vary based upon the weekly coursework, as well as your study style and preferences. You should plan to spend 14-20 hours per week in each course reading material, interacting on the discussion boards, writing papers, completing projects, and doing research.
Course Description and Outcomes
Course Description:
This course explores the process of policy making in the justice system, including an examination of the ways policy decisions impact criminal justice organizations. Students will learn the fundamentals of the policy process, including agenda setting, implementation, and evaluation. Students will also explore the impact of media and other external forces on setting the policy agenda at the local, state, and federal levels. This course will prepare the student for further inquiry into policy making and the policy process, providing a solid foundation for students to understand the role of policy in justice system practices.
Course Overview:
This course explores the process of policy making in the justice system, including an examination of the ways policy decisions impact criminal justice organizations. Students will learn the fundamentals of the policy process, including agenda setting, implementation, and evaluation. Students will also explore the impact of media and other external forces on setting the policy agenda at the local, state, and federal levels. This course will prepare the student for further inquiry into policy making and the policy process, providing a solid foundation for students to understand the role of policy in justice system practices.
Course Learning Outcomes:
1. Distinguish the roles that the legislative, executive and judicial branches of government play respectively in shaping crime policy.
2. Explain how the media and interest groups influence policy process through public opinions.
3. Recognize the human and financial resource issues inherent in crime policy formulation and discuss the ramifications of policy intervention in light of these constraints.
4. Identify the role of scientific research in informing and influencing crime policy.
5. Analyze the policy processes that help shape the system of justice in the United States.
6. Examine how the development, implementation, and outcomes of intervention policies have impacted crime and the criminal justice system through case study.
SAMPLE
Participation & Attendance
Prompt and consistent attendance in your online courses is essential for your success at CSU-Global Campus. Failure to verify your attendance within the first 7 days of this course may result in your withdrawal. If for some reason you would like to drop a course, please contact your advisor.
Online classes have deadlines, assignments, and participation requirements just like on-campus classes. Budget your time carefully and keep an open line of communication with your instructor. If you are having technical problems, problems with your assignments, or other problems that are impeding your progress, let your instructor know as soon as possible.
Course Materials Textbook Information is located in the CSU-Global Booklist on the Student Portal.
Course Schedule
Due Dates The Academic Week at CSU-Global begins on Monday and ends the following Sunday.  Discussion Boards: The original post must be completed by Thursday at 11:59 p.m. MT and Peer Responses posted by Sunday 11:59 p.m. MT. Late posts may not be awarded points.  Opening Exercises: Take the opening exercise before reading each week’s content to see which areas you will need to focus on. You may take these exercises as many times as you need. The opening exercises will not affect your final grade.  Mastery Exercises: Students may access and retake mastery exercises through the last day of class until they achieve the scores they desire.  Critical Thinking: Assignments are due Sunday at 11:59 p.m. MT.  Live Classroom: Although participation is not required, a Live Classroom session is held during Week 4.
Week # Readings Assignments 1  Chapters 1, 2, & 3 in The Public Policy Of Crime and Criminal Justice  Chin, G. J. (2013). Race and the disappointing right to counsel. Yale Law Journal, 122(8), 2236-2259.  Coonan, T. (2013). When perception is reality. Criminology & Public Policy, 12(2), 283-294. doi:10.1111/1745-9133.12036  Discussion (25 points) 2  Chapters 4 & 5 in The Public Policy of Crime and Criminal Justice  Marion, N., & Oliver, W. (2012). Crime control in the 2008 Presidential election: symbolic politics or tangible policies? American Journal of Criminal Justice, 37(1), 111-125. doi:10.1007/s12103-010-9084-0  Discussion (25 points)  Critical Thinking (110 points) SAMPLE
 Richter, K. P., & Levy, S. (2014). Big marijuana — lessons from big tobacco. New England Journal of Medicine, 371(5), 399-401. doi:10.1056/NEJMpl406074 3  Chapters 6 & 7 in The Public Policy of Crime and Criminal Justice  Redish, M. H., & Arnoff, J. (2014). The real Constitutional problem with state judicial selection: Due process, judicial retention, and the dangers of popular Constitutionalism. William & Mary Law Review,56(1), 1-58.  Discussion (25 points)  Portfolio Project Milestone (10 points taken from Portfolio Project point total) 4  Chapters 8 & 9 in The Public Policy of Crime and Criminal Justice  Varma, K. N., & Marinos, V. (2013). Three decades of public attitudes research on crime and punishment in Canada. Canadian Journal of Criminology & Criminal Justice, 55(4), 549-562. doi:10.3138/cjccj.2012.ES01  Discussion (25 points)  Critical Thinking (110 points)  Live Classroom (0 points) 5  Chapters 10 & 11 in The Public Policy of Crime and Criminal Justice  Discussion (25 points)  Critical Thinking (110 points) 6  Chapter 12 in The Public Policy of Crime and Criminal Justice  Mulroony, A. L. (2011). Indiana’s “three strikes” inmate litigation limitations: 2009 legislation does not hit a home run . Indiana Law Review, 44(3), 957-986.  Zucker, B. (2014). Jessica’s law residency restriction in California: The current state of the law. Golden Gate University Law Review, 44(2), 101-115.  Discussion (25 points)  Portfolio Project Milestone (90 points taken from Portfolio Project total) 7  Chapter 13 in The Public Policy of Crime and Criminal Justice  Barrett, D., Ju, S., Katsiyannis, A., & Zhang, D. (2015). Females in the juvenile justice system: Influences on delinquency and recidivism. Journal of Child & Family Studies, 24(2), 427-433. doi:10.1007/s10826-013-9853-8  Mathur, S. R., & Griller Clark, H. (2014). Community engagement for reentry success of youth from juvenile justice: Challenges and opportunities. Education & Treatment of Children, 37(4), 713-734.  Discussion (25 points)  CDC Assignment (120 points) 8  Chapter 14 in The Public Policy of Crime and Criminal Justice  Burch II, J. H. (2015). The evolution toward integrating science and evidence in U.S. Department of Justice agencies–an insider’s reflections. Translational Criminology, (8), 2-4.  Schoenfeld, H. (2012). The war on drugs, the politics of crime, and mass incarceration in the United States. Journal of Gender, Race & Justice, 15(2), 315-352.  Discussion (25 points)  Portfolio (350 points) SAMPLE
Assignment Details This course includes the following assignments/projects:
Module 2
CRITICAL THINKING ASSIGNMENT (110 Points)
Option 1: Presidential Policy—Clinton Administration
Prepare a case study on President Bill Clinton’s crime control policies during his terms in office. Your case study should first describe President Clinton’s crime policy, including policy and political explanations for the policy. Further, your study should consider: What factors influenced President Clinton’s crime control policy? Were the goals of his crime control policy achieved? Why or why not? Where did President Clinton fall short in his crime policy? Your paper should be well-written, 3-4 pages in length, and formatted per CSU-Global Guide to Writing and APA Requirements. Your paper should utilize at least three credible resources for support.
Option 2: Presidential Policy—Obama Administration
Prepare a case study on President Barack Obama’s crime control policies during his terms in office. Your case study should first describe President Obama’s crime policy, including policy and political explanations for the policy. Further, your study should consider: What factors influenced President Obama’s crime control policy? Were the goals of his crime control policy achieved? Why or why not? Where did President Obama fall short in his crime policy?
Your paper should be well-written, 3-4 pages in length, and formatted per CSU-Global Guide to Writing and APA Requirements. Your paper should utilize at least three credible resources for support.
Module 3
PROJECT SUMMARY (10 points)
CRJ540 requires students to complete a Portfolio Project, which is due at the end of Module 8. This week, be sure to review the Portfolio Project Description, which can be accessed in the Module 8 folder, and the Portfolio Project Rubric.
Look at both options for the Portfolio Project due in Module 8. Select one option and discuss in one or two paragraphs why you have selected this option.
Please note that the points associated with this assignment are a part of your Portfolio Project grade. You will be apprised of your score in this module, but the points will be awarded with your Portfolio Project grade.
Module 4
SAMPLE
CRITICAL THINKING ASSIGNMENT (110 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option 1: Film/Television Analysis
Choose a specific film or television show as a case study and discuss the idea that film and television help shape criminal justice policy. Use specific examples from the film/television show to illustrate your points. Your paper should make explicit your perspectives on:
• How accurate the film/television show is in its portrayal of criminal justice policy
• Crime myths perpetuated by the film/television show
• Crime realities identified by the film/television show
• Ways in which the film/television show’s portrayal of crime might affect public perception of risk in one’s daily life
• Changes to the film/television show to improve the accuracy of its portrayal of criminal justice policy
Your paper should be well-written, 4-6 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. Your paper should use at least three credible sources, including the original film or television show that you are analyzing.
Option #2: Fiction Book Analysis
Choose a specific fiction book as a case study and discuss the idea that books help shape criminal justice policy. Use specific examples from the book to illustrate your points. Your paper should make explicit your perspectives on:
• How accurate the book show is in its portrayal of criminal justice policy
• Crime myths perpetuated by the book
• Crime realities identified by the book
• Ways in which the book’s portrayal of crime might affect public perception of risk in one’s daily life
• Changes to the book to improve the accuracy of its portrayal of criminal justice policy
Your paper should be well-written, 4-6 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. Your paper should use at least three credible sources, including the book that you are analyzing.
Module 5
CRITICAL THINKING ASSIGNMENT (110 points)
Choose one of the following two assignments to complete this week. Do not do both assignments. Identify your assignment choice in the title of your submission.
Option 1: Case Study of Miranda v. Arizona (1966): U.S. Supreme Court and Public Policy
Research the United States Supreme Court case Miranda v. Arizona (1966). Prepare a case study that answers the question: How has the decision impacted the criminal justice system? In your response, summarize the facts of the case and holdings reached by the court, and reference these to support your assertion. Your paper should also consider: Was the Supreme Court the best venue to shape this policy? Why or why not? Is this crime policy fully defined today or is there fluidity with respect to this policy?
Your paper should be well-written, 4-6 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. Your paper should use at least three credible sources. SAMPLE
Option 2: Case Study of Mapp v. Ohio (1961): U.S. Supreme Court and Public Policy Research the United States Supreme Court case Mapp v. Ohio (1961). Prepare a case study that answers the question: How has the decision impacted the criminal justice system? In your response, summarize the facts of the case and holdings reached by the court, and reference these to support your assertion. Your paper should also consider: Was the Supreme Court the best venue to shape this policy? Why or why not? Is this crime policy fully defined today or is there fluidity with respect to this policy? Your paper should be well-written, 4-6 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. Your paper should use at least three credible sources.
Module 6
PORTFOLIO:
Outline and Sources (100 Points)
Submit an outline of your Portfolio Project with a list of the sources that support your research, formatted in conformity with CSU-Global Guide to Writing and APA Requirements.
Your submission should introduce these sections, in brief, in outline form:
I. A history of the originating issue
II. A chronicle of the issue’s passage through the steps of the criminal justice policy process (problem identification, agenda setting, policy formulation, policy implementation, and policy evaluation).
III. An introduction to the various actors at each step of the process
IV. Brief discussion of whether or not the goal of the policy was ultimately accomplished with the passage of the law, and an update of the status of the issue today.
Please note that the points associated with this assignment are a part of your Portfolio Project grade. You will be apprised of your score in this module, but the points will be awarded with your Portfolio Project grade.
Module 7
CDC ASSIGNMENT (120 points)
Networking Exercise
Many disciplines have professional organizations. The field of criminal justice has several professional organizations. One popular organization is the Academy of Criminal Justice Sciences, or ACJS. ACJS has members from across the United States and around the globe. Members include a mixture of academics and practitioners. Every year, ACJS hosts an annual conference in the United States. The annual conference features a wide range of speakers on topics that cover every facet of the criminal justice system and criminology. Attending an ACJS conference is a great way to network with practitioners and academics who have similar interests in the field and/or research. The ACJS website is www.acjs.org. Visit the website and browse around the various links to learn about ACJS. At some point while you are on the site, click on the “Annual Meeting” tab and then click on “Past Annual Meeting Programs.” Click on the most recent year’s Annual Meeting Program and open it. Once you have SAMPLE
opened it, read through the program. You should focus specifically on the events and the topics covered in the different events. After reviewing the events and the topics covered, you can begin the assignment:
1.) List three events that you would attend if you were present at the ACJS Conference. Provide the title of the panel, along with the chair of the panel.
2.) For each of the three panels you list, discuss why you chose that panel in approximately half a page (100-150 words). Within at least one of the panels, identify a potential mentor who could theoretically provide specific guidance to you in his or her field, and explain how and why.
3.) Finally, in approximately half a page (100-200 words), discuss how making contact with some (or all of the presenters) and exchanging contact information could be mutually beneficial in the future.
Your paper should be well-written, and formatted according to CSU-Global Guide to Writing and APA Requirements.
Module 8
PORTFOLIO PROJECT (350 Points)
Option #1: How an Issue Becomes a Law: A Case Study of the Brady Handgun Violence Prevention Act Prepare a case study tracing how this specific crime issue became public policy through the passage of a bill into law.  Provide a history of the originating issue. Generally discuss what happened to create the issue, call attention to it, or make it known. (Often, this is a crime or other event that gains advocates and publicity.)  Trace the issue through all steps of the criminal justice policy process in detail (problem identification, agenda setting, policy formulation, policy implementation, and policy evaluation). Be sure to include obstacles that arose at every level of the process and how they were overcome.  Describe the role of various actors at each step of the process, including the executive branch, legislature, judiciary, bureaucracies, media, public opinion, and interest groups.  Write a conclusion; discuss whether or not the goal of the policy was ultimately accomplished with the passage of the law, and provide an update of the status of the issue today. Deliverables will include:  A short summary of the Portfolio Project Option (#1 or #2) you are selecting and why at the end of Module 3  An outline for your final paper plus a list of sources in Module 6 Your paper should be well-written, 10-12 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. You should use and cite at least five outside published academic sources to support your writing. Include charts, graphs, or other visuals as needed. Your Portfolio Project submission is due at the end of Module 8.
Option #2: How an Issue Becomes a Law: A Case Study of Megan’s Law (Sex Offender Act of 1994) Prepare a case study tracing how this specific crime issue became public policy through the passage of a bill into law.  Provide a history of the originating issue. Generally discuss what happened to create the issue, call attention to it, or make it known. (Often, this is a crime or other event that gains advocates and publicity.)  Trace the issue through all steps of the criminal justice policy process in detail (problem identification, agenda setting, policy formulation, policy implementation, and policy evaluation). Be sure to include obstacles that arose at every level of the process and how they were overcome.  Describe the role of various actors at each step of the process, including the executive branch, legislature, judiciary, bureaucracies, media, public opinion, and interest groups. SAMPLE
 Write a conclusion; discuss whether or not the goal of the policy was ultimately accomplished with the passage of the law, and provide an update of the status of the issue today. Deliverables will include:  A short summary of the Portfolio Project Option (#1 or #2) you are selecting and why at the end of Module 3  An outline for your final paper plus a list of sources in Module 6 Your paper should be well-written, 10-12 pages in length, and formatted according to CSU-Global Guide to Writing and APA Requirements. You should use and cite at least five outside published academic sources to support your writing. Include charts, graphs or other visuals as needed. Your Portfolio Project submission is due at the end of Module 8.
Course Policies
Course Grading
20% Discussion Participation 45% Critical Thinking Assignments 35% Final Portfolio Paper
0% Live Classroom
Grading Scale and Policies
A
95.0 – 100
A-
90.0 – 94.9
B+
86.7 – 89.9
B
83.3 – 86.6
B-
80.0 – 83.2
C+
75.0 – 79.9
C
70.0 – 74.9
D
60.0 – 69.9
F
59.9 or below
In-Classroom Policies
For information on late work and incomplete grade policies, please refer to our In-Classroom Student Policies and Guidelines or the Academic Catalog for comprehensive documentation of CSU-Global institutional policies.
Academic Integrity
Students must assume responsibility for maintaining honesty in all work submitted for credit and in any other work designated by the instructor of the course. Academic dishonesty includes cheating, fabrication, facilitating academic dishonesty, plagiarism, reusing /re-purposing your own work (see CSU-Global Guide to Writing and APA Requirements for percentage of repurposed work that can be used in an assignment), unauthorized possession of academic materials, and unauthorized collaboration. The CSU-Global Library provides information on how students can avoid plagiarism by understanding what it is and how to use the Library and Internet resources.
Citing Sources with APA Style
All students are expected to follow the CSU-Global Guide to Writing and APA Requirements when citing in APA (based on the APA Style Manual, 6th edition) for all assignments. For details on CSU-Global APA style, please review the APA resources within the CSU-Global Library under the “APA Guide & Resources” link. A link to this document should also be provided within most assignment descriptions on your course’s Assignments page. SAMPLE
Disability Services Statement
CSU–Global is committed to providing reasonable accommodations for all persons with disabilities. Any student with a documented disability requesting academic accommodations should contact the Disability Resource Coordinator at 720-279-0650 and/or email ada@CSUGlobal.edu for additional information to coordinate reasonable accommodations for students with documented disabilities.
Netiquette
Respect the diversity of opinions among the instructor and classmates and engage with them in a courteous, respectful, and professional manner. All posts and classroom communication must be conducted in accordance with the student code of conduct. Think before you push the Send button. Did you say just what you meant? How will the person on the other end read the words?
Maintain an environment free of harassment, stalking, threats, abuse, insults or humiliation toward the instructor and classmates. This includes, but is not limited to, demeaning written or oral comments of an ethnic, religious, age, disability, sexist (or sexual orientation), or racist nature; and the unwanted sexual advances or intimidations by email, or on discussion boards and other postings within or connected to the online classroom.
If you have concerns about something that has been said, please let your instructor know.
SAMPLE