Examines the criminal mind. Explores criminal behavior patterns, factors that influence criminal behavior, and the pathology of criminal behavior. Considers changing environments, demographics, and events.
Upon successful completion of this course, you should be able to:
None
Bartol, C. R. & Bartol. A. M. Criminal behavior: A psychological approach. (11th ed.). New York, NY: Prentice Hall. ISBN-13: 978-0134163741 ISBN-10: 0134163745.
Purchase or rent a movie “Thirteen” (2003) directed by Catherine Hardwicke.
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. The OWL can be accessed at the following online site: http://owl.english.purdue.edu/owl/.
While the OWL is free to access as a reference resource, please note the Fair Use Policy regarding restrictions for using the OWL at http://owl.english.purdue.edu/owl/resource/551/0
Recommended Course Materials
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.
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 them 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.
| Week | Topics | Readings | Activities and Points |
|---|---|---|---|
| One | Introduction to Criminal Psychopathology | Read textbook chapters 1 and 2. Read Comparative Theoretical Perspectives on a Social Problem: Psychopathology and Middle-Class Teen Female Shoplifters: http://www.learningace.com/doc/598846/2790c4681b2e386174ed1963aa7d518e/teen-female-shoplifters |
Discussion Forum (5 points)
|
| Two | Origins of Criminal Psychopathology | Read textbook chapters 3 and 4. | Discussion Forum (5 points)
Written Assignment: The Development of a Criminal (10 points) |
| Three | Juvenile Development and Substance abuse | Read textbook chapters 6 and 16. | Discussion Forum (5 points) PowerPoint Presentation: Juvenile Delinquency, Substance Abuse, and Crime (10 points) |
| Four | Crime and Psychopathology | Read textbook chapters 7 and 8. | Discussion Forum (5 points)
|
| Five | Interpersonal Micro-Aggression Crimes | Read textbook chapters 9 and 10. | Discussion Forum (5 points)
|
| Six | Societal Macro-Aggression Crimes | Read textbook chapters 5 and 11. | Discussion Forum (5 points)
Written Assignment: Terrorists (10 points) |
| Seven | Sexual Assault Crimes and Paraphilic Disorders | Read textbook chapters 12 and 13. | Discussion Forum (5 points)
|
| Eight | Crimes of Economy, Public Order, and Intimidation | Read textbook chapters 14 and 15. | Discussion Forum (5 points)
Final Project (30 points) |
| Total Possible Points: 100 |
Accelerated courses are fast paced and reading intensive. Incomplete grades are seldom granted and are not considered appropriate accommodations. All courses are expected to be completed during the term in which they occur.
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 eight-week term. If the work is not completed by the end of the next term, the grade for the course automatically becomes an “F.”
Faculty will notify students in writing of the approval or denial of requests and provide instructions and guidelines required to resolve the incomplete grade.
Students are expected to actively participate in all online activities. Because of the accelerated nature of the course work in the College of Contemporary Liberal Studies, missing any Forum discussions may have a negative impact on the student’s learning and course performance. Any student who must miss any Forum discussions must contact the facilitator or instructor in advance or as close to the first class session as possible. If students fail to do so, they will automatically be dropped from the course.
All facilitators or instructors will include in their expectations their specific policy for participation and missed coursework. Individual faculty policies may include higher expectations than the guidelines identified in this syllabus, but all students are required to meet the minimum expectations.
Make up work may be required if the student misses a Forum discussion. This work is arranged, in advance if possible, between the facilitator or instructor and the student. The student is responsible for contacting the facilitator for the additional assignments(s).
The mission statement is located on the Regis University Website at: http://www.regis.edu/About-Regis-University/History-and-Mission/The-Regis-University-Mission.aspx
Regis University educates men and women of all ages to take leadership roles and to make a positive impact in a changing society. Standing within the Catholic and United States traditions, we are inspired by the particular Jesuit vision of Ignatius Loyola. This vision challenges us to attain the inner freedom to make intelligent choices. We seek to provide value-centered undergraduate and graduate education, as well as to strengthen commitment to community service. We nurture the life of the mind and the pursuit of truth within an environment conducive to effective teaching, learning, and personal development.
Consistent with Judeo-Christian principles, we apply knowledge to human needs and seek to preserve the best of the human heritage. We encourage the continual search for truth, values, and a just existence. Throughout this process, we examine and attempt to answer the question: “How ought we to live?”
As a consequence of Ignatius Loyola's vision, particularly as reflected in his Spiritual Exercises, we encourage all members of the Regis community to learn proficiently, think logically and critically, identify and choose personal standards of values, and be socially responsible. We further encourage the development of the skills and leadership abilities necessary for distinguished professional work and contributions to the improvement and transformation of society.
Refer to the University Bulletins site for more complete and the most current information: http://www.regis.edu/About-Regis-University/Policies-and-Procedures.aspx
Criminology Department Policies
Late Papers
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.
Students and faculty of CCLS are committed to the highest standards of academic integrity and assume full personal and professional responsibility for maintaining those standards. All members of the CCLS community are to exhibit the qualities of honesty, loyalty, and trustworthiness in all academic and clinical activities, holding themselves and each other accountable for the integrity of the learning community.
It is the responsibility of each student to review all aspects of the course syllabus and agree to adhere to this College for Professional Studies Academic Honor Code. In doing so, the student acknowledges that the work represented in all assignments and all examinations is his or her own and that he or she has neither given nor received unauthorized information. Furthermore, the student agrees not to divulge the contents of any assignment or examination to another student in any semester.
The CCLS Academic Honor Code applies to any student in a CCLS course, regardless of the student’s home college or program, and will be enforced according to the policies and procedures of the Code. (In the cases of joint academic programs (e.g. National University of Ireland, Galway and Regis, ITESO and Regis, the academic integrity policies that comprise those joint program agreements apply and take precedence.)
Violations of academic integrity are taken very seriously in the College and include cheating, plagiarism, fabrication, collusion and other forms of academic misconduct. All violations will be reported with appropriate sanctions applied. All faculty have access to plagiarism detection software, which can be used with or without a student’s knowledge in any CCLS course.
Regis students and faculty share responsibility for maintaining an appropriate learning environment. This includes using information technology responsibly in online and other courses. In order for faculty members to provide and students to receive effective instruction in classrooms, laboratories, online courses, and other learning areas, students are expected to conduct themselves in an orderly and cooperative manner and not engage in disruptive behavior or disorderly conduct, or intentionally interfere with the freedom of expression of others.
“Disruptive Behavior” or “Disorderly Conduct,” as applied to the academic setting, means behavior that a reasonable faculty member or student would view as intentionally or recklessly interfering with normal academic functions, University events, or University-sponsored activities. Examples include, but are not limited to: persistently speaking or commenting without being recognized or interrupting other speakers; behavior that distracts the class from the subject matter or discussion; or, in extreme cases, physical threats, harassing behavior, or personal insults; refusal to comply with faculty direction, including refusal to work in a group, or using a cell phone or pager during a classroom session; or behavior that has a negative impact in any learning environment. Disruptive behavior also includes any other behavior covered by the Regis University Student Code of Conduct.
Students who fail to adhere to acceptable behavioral standards will be counseled by the classroom faculty. Should the issue not be resolved, they will then be referred to the Program Chair and then, should it be necessary, to the Dean, and may be subject to discipline up to and including expulsion from the program.
As policies change, the most recent information for Disability Services is located at: http://www.regis.edu/Academics/SDS-UT/Disability-Services.aspx
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, email: http://www.regis.edu/Academics/SDS-UT/Disability-Services.aspx in order to be eligible for requested accommodation(s). Current and comprehensive documentation must be on file with the ODS prior to approval of the accommodations. Students are strongly encouraged to self-disclose their disabilities at the beginning of their academic experience because accommodations are not retroactive.
At Regis University, diversity is at the core of our faith-inspired commitment to build an inclusive community that values the dignity and contributions of all of our members. Our differences thrive in a learning environment characterized by the Jesuit traditions of mutual respect and the pursuit of justice, an environment in which our human differences, whether physical or philosophical, are respected.
The College of Contemporary Liberal Studies will provide ten hours of FREE tutoring or writing assistance for one year for all CPS students through SMARTHINKING™ http://www.regis.edu/Academics/Learning-Commons/Smarthinking.aspx
Refer to http://www.regis.edu/regis.asp?sctn=ars&p1=ws for writing resources including APA and writing consultants.
Refer to http://www.regis.edu/Academics/Library/Library-Hours-Location.aspx for complete information about the Dayton Memorial Library. The Jesuit University system provides 24-hour research support.
Regis University has an Institutional Review Board (IRB) to ensure that research is conducted in a principled and ethical manner. The IRB is a cross-sectional committee of university experts that reviews research to ensure that protocols are in alignment with federal regulations covering the protection of human subjects. The IRB wishes to encourage research and helps investigators achieve their intended outcomes in a safe and efficacious manner. The IRB may provide assistance in design so that research is in accord with ethical and legal guidelines. There are three types of IRB review: exempt, expedited, and full board. These categories depend on the potential risk to subjects. The design may be quantitative, qualitative, or a mixed method. If coursework involves human or animal subjects (in primary research studies such as surveys, interviews, interventions, behavioral studies, or physical experiments that test hypotheses), you are required to obtain IRB approval prior to any research initiatives. In this facile process, the Chair of the Regis University IRB will review the application and ask for a board review (in one of the three categories noted above), depending on the nature of the inquiry. If there is any doubt whether IRB approval is required in your research, please see your faculty advisor for clarification or go to http://www.regis.edu/Academics/Center-for-Scholarship-and-Research-Engagement/Proposals/Regis-Information/IRB.aspx
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.