Academic Learning Activities Required Outside of Scheduled Class Time: (Instructor Add or Delete 5-week hybrid/F2f classes only)
Term: [instructor add]
Location: [Instructor add Online/Campus]
Start Date: [instructor add]
End Date: [instructor add]
Time: [instructor Add]
Type: [Online, Face to Face, Blended, Hybrid]
Name of instructor: [instructor add]
Office Location: [instructor add]
Office Hours: [instructor add]
Office Phone: [instructor add]
Regis.edu email: [instructor add]
NOTE: You will receive a detailed course syllabus for the course the first week of class. The facilitator may make changes to the assignments and due dates of those assignments.
This course examines contemporary ethical standards and conduct in multiple contexts. Case studies, readings, and discussion examine conflicts of interest, authoritative power and abuse, political influence, trust relationships and violation of trust, and other dilemmas faced by individuals in positions of leadership. (3 Credits)
At the end of this course, students will be able to:
None
Textbook:
Albanese, J.S. (2016). Professional Ethics in Criminal Justice: Being Ethical When No One is Looking (4th ed.). Pearson Education. ISBN-13: 978-0133843286 or ISBN-10: 0133843289
Students are required to access the Purdue Online Writing Lab (OWL) for information about composition strategies, grammar, and punctuation rules, and APA formatting and citation styles.
While the OWL is free to access as a reference resource, please note the Fair Use Policy regarding restrictions for using the OWL at
Suggested Reference:
Strunk, William & E. B. White (soft cover or paperback). The elements of style. Needham Heights, MA: Longman (Pearson)
Publication Manual of the American Psychological Association: 7th Edition, 2020, Seventh Edition ISBN-13: 978-1433832161 ISBN-10: 143383216X. The 7th Edition is optional; students may continue to utilize the APA 6th Edition.
American Psychological Association (APA) online tool for successfully writing in APA format - Purdue Online Writing Lab
This course is designed to celebrate the framework that makes Regis superior to other universities, the Regis Core Philosophy. When you read the discussion questions posed in each Learning Topic, be aware that they embody the principles of Jesuit teachers, many of whom gave their lives, for publicly advocating such beliefs. Principles, such as spreading knowledge, thinking critically, embracing personal standards, being socially responsible and becoming leaders in a quest to improve society, are bequeathed to us by those intrepid global educators. Classroom discussions, debates, documentaries, group projects and essay assignments are all designed with these principles in mind. They enable you to combine knowledge with principles and apply to both your personal life and your world through analysis, synthesis and final evaluation. Embrace this section and use it to become a better learner today for tomorrow's challenges.
The following expectations will be in place for all who take this course:
Readings: In order to gain the maximum potential from the learning environment, it is expected that you complete the assigned reading(s) in advance.
Weekly Discussion Questions: Weekly discussions are an important part of demonstrating communication in the course. Your initial response to questions should be posted by midnight (MT) Wednesday of each week and reply to at least two other postings by midnight (MT) Sunday of each week. Your facilitator will post any amendments or changes to these requirements in the weekly discussion area. Use an APA formal writing style (no abbreviations and correct punctuation).
Written Assignments: It is expected that all written submissions be submitted to the instructor by the date it is due. If not otherwise stated, these assignments must be submitted by Sunday at midnight (use Mountain Time Zone). All written work must be in a 12 point, Times New Roman font and spell-checked. The written assignments will be graded on content and integration of ideas from the readings, as well as grammar, mechanics and organization.
| Assignment | Week(s) | Percentage |
|---|---|---|
| Forum Discussions | Weeks 1–8; 5 points per week | 40% (see Rubric below) |
| Assignments | Library research on ethical theories (Due Sunday, Week 1) | 10% |
| Reflection paper on a topic of your choice (Due Sunday, Week 2) | 10% | |
| Legal protest case study (Due Sunday, Week 4) | 10% | |
| White paper (Due Sunday, Week 6) | 20% | |
| Case study (Due Sunday, Week 8) | 10% | |
| Total | 100% |
Criteria for assessing and grading will be discussed throughout the course. All products will be assessed with an emphasis on depth of understanding and connections made between the content of readings and class discussions. (See the below criteria).
| 93–100 | A |
| 90–92 | A- |
| 87–89 | B+ |
| 83–86 | B |
| 80–82 | B- |
| 77–79 | C+ |
| 73–76 | C |
| 70–72 | C- |
| 67–69 | D+ |
| 63–66 | D |
| 60–62 | D- |
| 59 or lower | F |
Students are advised that what the course instructor writes for course requirements in the Week 1 discussion forum, email or other online postings for any class supersedes policies previously written in the course syllabus. Points will be deducted for any late papers by the course instructor. The number of points will be at the discretion of the instructor.
In addition, course assignment papers will not be accepted at all after the week following the date they are due. No final papers or presentations will be accepted after final paper deadlines because of University policies governing when faculty are required to submit semester grades.
Regis University is committed to intellectual integrity in its academic pursuits. Sanctions may, therefore, be imposed by the School of Contemporary Liberal Studies Undergraduate faculty, departments or programs for cheating (defined as using inappropriate sources of information on a test) or plagiarism (defined as presenting as one’s own, the ideas, words, or products of another). Such sanctions may include a failing grade on the assignment, failure of the course, or expulsion of the student from the course or the department.
A grade of Incomplete or “I” denotes that the required work for the course is incomplete due to unforeseen circumstances. Unforeseen circumstances mean, for example, that an accident, an illness, a death or a major life transition has occurred. This grade is awarded at the discretion of the instructor and is submitted with an alternate grade of “I/F.”
A student must submit a written request to the instructor asking that an incomplete grade be assigned prior to the end of the term in which the course is taken. The course instructor will determine the length of time for course completion, and the remaining requirements to complete the course; however, the maximum time for completion is the end of the following semester. Faculty will notify students in writing of the approval or denial of their request and provide instructions and guidelines required to resolve the incomplete grade. If the course work is not completed by the end of the next applicable semester and a grade change form submitted by the instructor, the incomplete grade reverts to the alternate grade assigned by the instructor and is calculated in the grade point average.
Regis University, in compliance with federal guidelines, is committed to equal educational opportunity by assuring otherwise qualified students with disabilities equal access to Regis University programs and activities that are provided to students without disabilities. An otherwise qualified person with a disability is a student who meets the academic and technical standards required for admission or participation in Regis University's educational programs and activities.
To ensure the provision of reasonable and appropriate services at Regis University, students with disabilities must identify themselves in a timely manner to the Office of Disability Services (ODS), Room 118B, Life Directions Center, 303-458-4941,http://www.regis.edu/Academics/SDS-UT/Disability-Services.aspx, in order to be eligible for the requested accommodation(s). Current and comprehensive documentation must be on file with the ODS prior to approval of the accommodation. It is strongly encouraged that students self–disclose their disabilities at the beginning of their academic experience because accommodations are not retroactive. If you have questions or concerns, please contact the ODS at 303-458-4941.
Read Chapter 1: Recognizing Ethical Decisions: Ethics and Critical Thinking (pages 1-9) and Chapter 2: Virtue Ethics: Seeking the Good (pages 12-21) in your course textbook.
Social Contract Theory http://www.iep.utm.edu/s/soc-cont.htm
For the online course, post your Initial response under Discussions by Wednesday (Week 1). For the seated class, be prepared to discuss on the first night of class.
Conduct library research on ethical theories. Prepare a one-page (with in-text citations, along with abstract, cover sheet and reference page), point-form summary of each of the following ethical theories or approaches. Be sure to outline the theory's main features, to comment on its usefulness (or otherwise), and to evaluate its principal advantages and disadvantages. Due Sunday of Week 1 for the online classes; due first night of class for the seated classes.
Read Chapter 3: Formalism: Carrying Out Obligation and Duty (pages 26-32) and Chapter 4: Utilitarianism: Measuring Consequences (pages 37-42) in your course textbook.
Additional Readings Using Links Below:
-AND choose ONE of the two listed below (Identify either "LA Rampart" or "Iraq Prison Abuse"):
1) Read the report to the Los Angeles Board of Police Commissioners in the wake of the Rampart Scandal: http://assets.lapdonline.org/assets/pdf/boi_pub.pdf
-OR-
2)Read the Iraq Prison Abuse Case, available at: https://www.globalpolicy.org/humanitarian-issues-in-iraq/torture-and-prison-abuse-in-iraq.html
For the online course, post your Initial response under Discussions by Wednesday (Week 2). For the seated class, be prepared to discuss on the second night of class.
http://libguides.regis.edu/library
The above website takes you to the Regis Library where you can locate supplementary material concerning the learning topic. The additional information will allow you to tailor your interest or research focus on a particular topic and develop additional resources around the learning topic. Select a topic that interests you. Read reports and articles from the website that are relevant to your topic area. Write a one-page reflection paper on what you have learned from your readings and research and what you would like to explore more in your future research.
For the online course, due by Sunday (Week 2). For the seated class, due prior to the second night of class. For both, deliver into Dropbox.
For the online course, post your Initial response under Discussions by Wednesday (Week 3). For the seated class, be prepared to discuss on the third night of class.
For the online course, post your Initial response under Discussions by Wednesday (Week 4). For the seated class, be prepared to discuss on the fourth night of class.
Select one of the three legal protests for this case study and answer the following questions: Was civil disobedience an effective tool for change in each of these circumstances? What were the social, political, and cultural factors that incited the protests? Was one factor more predominant than the other? What is the role of civil disobedience and public opinion in public protests? Can an issue be too global to be successful at the local level? What role does the media play in influencing public opinion? Are the outcomes of civil disobedience and legal dissent different in the United States if the issues are constitutional, affecting personal rights, than when the issues are more global in nature?
For the the online course, due by Sunday (Week 4). For the seated class, due prior to the fourth night of class. For both, deliver into Dropbox.
For the online course, post your Initial response under Discussions by Wednesday (Week 5). For the seated class, be prepared to discuss on the fifth night of class.
For the online course, post your Initial response under Discussions by Wednesday (Week 6). For the seated class, be prepared to discuss on the sixth night of class.
How has international and political terrorism affected the field of criminology in the U.S.? Choose an area and write a white paper discussing the ethical issues that criminologists must address when in enforcing or carrying out the U.S. response to a perceived threat. Topics might include for example airport security (profiling, racial discrimination), the Patriot Act (privacy violations, abuse of discretion), immigration, Guantanamo (constitutional rights, torture). Have your topic approved by the facilitator prior to beginning the assignment.
Your paper should be between 8 to 10 pages double spaced. Your paper should identify the threat, address the response to that threat, either here in the United States or in another country, identify the potential ethical violations that may arise from that choice, discuss the role of global opinion in fashioning the response, and address how the media and technology facilitates, hinders or globalizes the response. Due Sunday of Week 6.
For the online course, due by Sunday (Week 6). For the seated class, due prior to the sixth night of class. For both, deliver into Dropbox.
For the online course, post your Initial response under Discussions by Wednesday (Week 7). For the seated class, be prepared to discuss on the seventh night of class.
For the online course, post your Initial response under Discussions by Wednesday (Week 8). For the seated class, be prepared to discuss on the final night of class.
Read the case study and write a four to five page double-spaced paper to analyze and assess the use of power, authority, and ethics in the case study affecting the field of criminology. Your case study analysis should address the following questions:
For the online course, due by Sunday (Week 8). For the seated class, due prior to the final night of class. For both, deliver into Dropbox.
NOTE TO LEARNERS: On occasion, the course faculty may, at his or her discretion, alter the Learning Activities shown in this Syllabus. The alteration of Learning Activities may not, in any way, change the Learner Outcomes or the grading scale for this course as contained in this syllabus. Examples of circumstances that could justify alterations in Learning Activities could include number of learners in the course; compelling current events; special faculty experience or expertise; or unanticipated disruptions to class session schedule.