Fall 2018

Syllabus Syllabus
Ethics in Criminal Justice, CJS-340
Facilitator: N. Zingo, MPA, FBI-NA, MICC
E-mail: n.zingo@csun.edu
Office Hours: Wed: 6-7PM, Rm 164
Fridays 5PM-6PM , Rm BB-1202, or via Zoom Confer (appt
required for Zoom)

Class Information:
Section #4 / 13294 Class
Day/Hours: Friday
Fridays : 2 PM—4:45 PM
Room: BB-1202 By Teodoraturovic

Criminology & Justice Studies

Welcome! Inside this syllabus

Welcome to the new CSUN Department of Criminology and Justice Studies! CSUN now Course Specific/Program SLO ......2
has a criminology major. Ethics 340 is one of numerous courses under the newly
General Ed/WI SLO ......................3
designed Criminology and Justice Studies Department !
Required Texts ............................3

Course Description & Overview Expectations/Requirements ........4

Evaluation Methods ....................5

This course provides a foundation for the study and application of ethics in criminal jus-
✓Your IX ......................................6
tice decision-making and policy analysis. Students will demonstrate the ability to apply
ethical practice in research and applied situations through writing. Available for General ADA .............................................6
Education credit, Subject Exploration: Lifelong Learning (WI) Plagiarism/Cheating ....................6

Class Schedule .............................9

This course introduces students to ethics and diversity in public safety, homeland securi-
ty, and criminal justice with their main concepts, theories, areas of academic interest,
and issues of practical significance. First is a review of basic concepts and theories on Canvas Enhanced Class
ethics and diversity, including consequentialism, non-consequentialism, the access-and-
legitimacy paradigm, and the integration-and-learning paradigm. Followed is an analysis This is a web enhanced course. Go to
of fundamental contrasts pertaining to ethics and diversity, such as absolutism versus Canvas for updates, scheduling,
relativism, freedom versus determinism, homogeneity versus heterogeneity, discrimina- assignments, tests and changes to
the class.
tion versus fairness, resistance versus accommodation, and reward versus punishment as
applied to age, sex and gender, race and ethnicity, religion and spirituality, and other
categories of identity. The third part focuses on different areas of safety, security, and
justice work and organizations in relation to ethics and diversity from privacy, loyalty, self
-esteem, recruitment, mobility, dismissal, affirmative action, conflict of interest, whistle-
blowing, discretion, and community outreach to public image.

To develop an intellectual understanding of ethics and diversity, we will frequently exam-

ine real life cases in various public safety, homeland security, and criminal justice CJS-340 is a Writing
settings. Intensive Course!

Rev: 08.19.18
Zingo Active Learning Manifesto
You are probably a Centennial or a
Millennial. Centennials also known
as Gen Z, or iGen, were born 1996
and later. A Millennial or Gen Y
was born 1977 to 1995. And don’t
worry, if you are older than that—
this still applies!
While attending school, I was
exposed to the standard and
traditional “teaching/learning
paradigm”. Students were lined up
in rows and lectured to. No one
was involved in the learning
process. I call this “bobble head”
teaching! The teacher speaks and
you listen! Then you nod off, and
your head bobs from side to side as
you re-awaken, and then nod off
again!
Lecture ensures the teacher talks
and you do not! Most university
class rooms are structured to
accommodate this traditional
teaching paradigm; student desks
lined up in rows, and the lectern
(yes lectern, not podium) is in front
of the classroom.
Learning starts by creating
“participant centered opportunities
for learning to take place.” (Pike,
Robert W., 1994: Creative Training
Techniques Handbook, p. 197). In
my classes I have adopted
1940 Classroom—Look Familiar?
By University of Iowa Libraries
“instructor-led, participant centered
training.” I use your energy,
involvement and participation to
change behavior and achieve –
learning!
Adults listen with understanding for
90 minutes but only listen with
retention for 20 minutes. Pike
suggests the 90/20/8 rule. He says,
"No module we teach ever runs
more than 90 minutes, the pace is
changed at least every 20 minutes,
and we try to find a way to involve
people in the content every 8
minutes.”
We are conditioned for eight
minutes of information. Television/
cable shows will interrupt the movie
every 8 minutes for a commercial.
This is a “seminar” class. Seminar
comes from the Latin seminarium,
meaning "seed plot". The “seed” is
planted as you prepare for class by
completing the required readings. In
this class, I will be using active
learning strategies. This class will
assist you in formulating questions
that lead to learning. Your input,
thoughts, and critical thinking are
important!

Course Specific Student Learning Objectives

I have designed this class to be different; starting with the syllabus, and continuing with the
various learning strategies throughout the semester. Each student will be an active Grading
participant in accomplishing the stated learning objectives.
Learning Objective #1. To provide a core foundation in the ability to engage in analysis of
policy and practice in criminal justice and related fields that is informed by ethics and 90-100 A
diversity concerns. 89-80 B
Learning Objective #2. To engage the student in learning how to apply ethical decision- 79-70 C
making to situations in the practice of criminal justice and related fields.
69-60 D
Learning Objective #3. To provide the skills for the student to effectively and ethically 59-0 F
communicate in the world of criminal justice and related fields through speaking and writing.

Program Student Learning Outcomes in this Course

Specific to proposed learning objectives for Criminology & Justice Studies, this course Plus-minus
addresses the following:
grading will
Student Learning Outcome 1B: Students will effectively communicate in writing and not be in
speaking in the presentation of ideas and their application to issues and situations related to effect.
criminology and criminal justice.
Student Learning Outcome 4: Students will apply key principles in criminal justice ethics to
analyze real life and hypothetical decision-making situations in the practice of criminal
justice.

Source
REQUIRED TEXT BOOK:
Ethical Dilemmas & Decisions in
Criminal Justice, 9th Edition, By
Joycelyn M. Pollock
ISBN-13: 978-1305577374
ISBN-10: 130557737X
Recommended Reading:
The United States Constitution
3
General Education Student
Learning Outcomes
Addressed in this Course
This course fulfills 3 units of Upper Divi-
sion General Education (GE) in the Subject
Explorations: Lifelong Learning category.
Additionally, this course is designated as
Writing Intensive.
These SLO’s for GE are satisfied by this
course:
Subject Exploration: Lifelong Learning
SLO 2: Identify and apply strategies lead-
ing to health, well-being or development
for community members of diverse popu-
lations.
SLO 3: Apply the knowledge and skills of
science and technology and evaluate how
they impact individuals, the community
and/or society.
Surveys show employers’ priorities
for the kinds of learning today’s
college students need to succeed
in this innovation-fueled economy
is: INTEGRITY & HONESTY!
"The mind is not a vessel to be filled, but a fire
to be ignited." Plutarch
CSUN Writing Centers
Students are encouraged to use
the CSUN Writing Centers to
support their efforts in this
class. At my discretion, based
on my observations of your
writing skills, I may require you
to use the Center for any writ-
ten work, especially if your
writing needs improvement.
The LRC Writing Center is lo-
cated in the Oviatt Library, 3rd
Floor, East Wing, and can be
reached by telephone at (818)
677-2033 or e-mail at
lrc@csun.edu.
Writing Intensive Student
Learning Outcomes
In compliance with the University's GE
Writing Intensive (WI) Requirement, CJS
340 will incorporate writing assignments
totaling a minimum of 2,500 words. Spe-
cifically, the course meets these Writing
Intensive SLO’s:
You will:
SLO 1: Develop & clearly define your ideas
through writing;
SLO 2: Ethically integrate sources of vari-
ous kinds into their writing;
SLO 3: Compose texts through drafting,
revising, and completing a finished prod-
uct;
SLO 4: Express yourself through your
writing by posing questions, making origi-
nal claims, and coherently structuring
complex ideas;
SLO 5: Revise your writing for greater
cogency and clarity;
SLO 6: Utilize adopted communications
modes and documentation styles of spe-
cific disciplines (MLA, APA, Chicago, CBE,
etc.) where appropriate. This course will
require MLA format.
The website is http://
www.csun.edu/undergraduate-
studies/learning-resource-
center/writing-center-and-tutor-
lab. The Pan African Studies Writ-
ing Center is in Sierra Hall 273;
phone number for appointments is
818-677-2084. The Chicano Stud-
ies Writing Center is in Jerome Rich-
field Hall Room 142; phone number
is 818-677-7881.
Class Expectations & Requirements

Attendance
You are expected to attend each and every class and arrive in a timely manner. I take Active Learning
attendance in each class. Late arrivals disrupt the class. There is a saying, “If you are on
time” you are late! This is an upper division, one day a week class, so ANY absences What I hear, I forget.
may significantly impact your final grade. I realize there may be times when circum- What I see, I remember.
stances beyond your control may prevent you from attending class. If you are unable to
What I do, I understand.
attend class, please e-mail me PRIOR to the start of the class. Excused absences will be
allowed for absences due to legitimate reasons. Confucius

I check my CSUN e-mail on a regular basis and will respond to students within 24-48 Kong Qui, better known as Confucius,
hours. was born in 551 B.C. in the Lu state of
China (near present-day Qufu). His
teachings, preserved in the Analects,
Contact focused on creating ethical models of
family and public interaction, and
I use Canvas Announcements and the student’s CSUN e-mail address to contact stu- setting educational standards. He
dents for various reasons. It is the student’s responsibility to check their e-mail for class died in 479 B.C. From biog-
updates and or additional information for an upcoming class. raphy.com.

The above three statements explain

Emergencies active learning. Mel Silberman, Ph.D
Since we only meet once a week, our face to face communications will be limited. In modified and expanded the above to
what he termed the Active Learning
the event of an emergency in which you need to make immediate contact with me, I
Credo:
have set up an account in an application called, “Remind”. This allows any of us to
communicate via text without revealing any of our cell phone numbers. You must "join" When I only hear, I forget.
the Remind app in order to contact me via this method. The simplest way is to:
When I hear and see, I remember a
Send a text to 81010, and text the following: little.
@csunethics When I hear, see, and ask questions
and discuss with someone else, I
If done correctly, you should receive a response back to the effect of: begin to understand.
"You've joined Ethics in CJ, Reply to send a message to Prof. Zingo." When I When I hear, see, question, discuss,
confirm you have joined, I will text you back so that you successfully completed and do, I acquire knowledge and skill.
the process. When I teach someone, I master
what I have learned.
REMIND has a downloadable app for both Android and IOS devices, though this
is not necessary for use. URL: https://www.remind.com Mel Silberman
Professor Silberman taught at Temple
Digital Devices Welcome! University as a professor of adult and
organizational development. He was
also a best selling author, speaker,
Your digital devices consisting of Smart Phones, iPads, Androids, and other devices are and consultant prior to his death in
welcome in class! Why? During the course, you will be 2010.
asked to go online for either a poll, formative quiz or other
activities. The applications (free) that will be used are: Socra-
tive Student, accessible as a free downloadable app on your
device or via the URL at the following site or use the
QR Code here:

https://b.socrative.com/login/student/

You will be asked for a “Room Name” which I will provide when ready.

The second application is Mentimeter, a real time quiz & poll-

ing tool designed for educational use. This app is accessible
via:

https://www.menti.com/
Or via the QR Code:

However, ensure all digital devices are either off or on silent

unless used for an approved class function. Digital devices SHALL not be used dur-
ing class for communicating for other than class purposes. Violators will be directed 4
to leave class for the day.

Grade Point Composition
Attendance/Participation …..20%
Quizzes ……………………………...10%
Reflection/Essays……….….…..20%
Research Paper …………………..25%
Final Essay Exam ………………...25%
Total ………………………………….100%
Source
Preparation
As an upper level course, you
are expected to come to class
prepared having read the re-
quired chapter readings, read-
ing assignments, and any re-
quired video viewing by the
DUE DATE in the class sched-
ule. All students will be active-
ly involved in class discussions
and learning activities. Please
bring either e-copies or hard
copies of any required article
reading.
*NOTE: This is a Writing
INTENSIVE Class!
By semester’s end each student
will have completed in EXCESS
of 2500 words!
5 hard copy papers will be accepted!
Evaluation Methods
Quizzes
There will be required short knowledge This is what is called a “hard due date”.
quizzes in Canvas, AND what some call No alibis! Feel free to submit your com-
“pop quizzes” in class. Questions will be pleted product PRIOR to the due date!
focused on chapter readings. These
For proper MLA formatting, please refer
quizzes are what I call POR—or proof of
to the Pocket Style Manual: 2016 MLA
reading!
Update Or an online source:
Discussion— Reflection Papers* The Purdue Online Writing Lab at:
Classwork will consist of typed reflective https://owl.english.purdue.edu/owl/
thoughts (essays) in Microsoft Word and resource/747/01/
shall comply with the MLA writing stand-
ard. See Canvas MLA Module. Papers Final Essay Exam*
shall be 300-350 words.
Your Final Essay exam will be uploaded
Graded Oral Presentation into Canvas And/or submitted on paper
or completed in a blue or green 8 1/2 x
Throughout the semester, students will 11” essay booklet, available at the CSUN
be called upon to perform an oral graded Bookstore. See Canvas for specific de-
presentation of their discussion/essay tails for requirements!
papers to the class. By semester’s end,
each and every student will have con-
ducted an oral presentation.
Research Paper*
Each student shall research a recent case
that presents an ethical issue of a topic
approved me. Each paper must include
at least three reliable references (other Its the Journey ...
than the assigned texts) and properly
cited. Wikipedia is NOT an acceptable
reference!
Critical Dates:
Your paper shall be in MLA format,
September 3: End of SOLAR wait-
typed in Microsoft Word, and comply
list; no permission numbers re-
with the minimum words indicated in
the Canvas Module. DO NOT include
quired to add classes not requiring
your title page or Works Cite page as permission.
part of the word or page count! September 14: Last day to add,
Your paper should identify the ethical drop, or change basis of grading
issue, analyze and evaluate the ethical through SOLAR (permission num-
issue, and recommend a solution which bers required)
incorporates the ethical philosophy of September 21: Last day to add,
any of the major ethicists studied in this
drop, or change basis of grading
course. Ensure you provide supporting
with change of schedule petition.
rationale for your argument.
NOTE: Your Research paper SHALL be See Registration calendar:
uploaded in Canvas, and will be auto- https://www.csun.edu/admissions
matically checked by Turn-It-In. -records/
CANVAS DUE DATE: See Canvas for Re- registration-
search Paper due date. calendar
No LATE Canvas submissions or
 Plagiarism/Cheating:
The CSUN Criminology and Justice Studies Department is committed to the
highest standards of academic excellence, honesty, and integrity. Students
are expected to do their own work. Plagiarism and other forms of cheating
will not be tolerated. Anyone caught cheating or helping someone else cheat
will be subject to disciplinary action which could result in suspension, expul-
sion, or other disciplinary actions. For more information about the behavior
defined as academic dishonesty, and a more detailed discussion of discipli-
nary procedures, consult the CSUN catalog. Remember, also, that much of
the information posted on the Internet is protected by US copyright laws.
Passing off this information as your own is plagiarism as well. Remember:
Always cite your sources! Source

Accommodation for Disabilities:

If you have a disability and need accommodations, please register with the
Disability Resources and Educational Services (DRES) office or the National
Center on Deafness (DCOD). The DRES office is located in Bayramian Hall,
room 110 and can be reached at (818) 677-2684. NCOD is located on Ber-
trand Street in Jeanne Chisholm Hall and can be reached at (818) 677-2611.

“I never teach my pupils, I only attempt to provide the conditions in which they can learn.”
― Albert Einstein

Check Your IX
Students and faculty each have re-
sponsibility for maintaining a safe and
respectful space to express their rea-
soned opinions. Professional courtesy
and consideration for our classroom
community are especially important
with respect to topics dealing with
differences in race, color, gender and
gender identity/expression, sexual
orientation, national origin, religion,
disability, and age.
In this course, the topic of sex
(including sexual misconduct/sexual
violence) may emerge either purpose-
fully or inadvertently in readings, films,
class discussions or other class materi-
als. This is where I check to see if stu-
dents actually read the syllabus. So if
you are one of the first three students
who have read this far, for ten extra
credit points email me “Check your IX”
to my e-mail address. We recognize
that such topics may be particularly
upsetting for some survivors; we en-
courage all students to seek the sup-
port they need.
While making personal connections
with the topics studied in any course
can be a meaningful and important
endeavor, please be aware of the fol-
lowing policy regarding confidentiality
Title IX Coordinator
and disclosures of incidents of sexual
CSUN’s Title IX Coordinator is:
misconduct/sexual violence.
Susan Hua
University Hall, Room 285
As your instructor, one of my responsi-
Phone: (818) 677-2077
bilities is to help maintain a safe learn-
E-Mail: susan.hua@csun.edu
ing environment on our campus. In the
event that you choose to write, speak
If you do not want the Title IX Coor-
or otherwise disclose about having
dinator notified, instead of disclos-
experienced sexual misconduct/sexual
ing the experience to me, you can
violence, including rape, sexual as-
speak confidentially with our Cam-
sault, sexual battery, dating violence,
pus Care Advocate. *
domestic violence, or stalking and
CSUN’s Campus Care Advocate is:
specify that this violence occurred
while you or the perpetrator were a
Katie LaRue
CSUN student, federal and state laws
Klotz Student Health Center, Room
require that I, as a “responsible em-
140G
ployee,” notify our campus Title IX
Phone: (818) 677-7492
Coordinator. The Title IX Coordinator
E-Mail: katelin.larue@csun.edu
will contact you to inform you of your
For more information regarding your
rights and options as a survivor and
university rights and options as a
connect you with support resources,
survivor of sexual misconduct/sexual
including possibilities for holding ac-
violence, please visit the University’s
countable the person who harmed
Title IX website at:
you. Know that you will not be forced
to share information and your level of
http://www.csun.edu/shinealight
involvement will be your choice.
6

6

Audio/Video Classroom
Recording
The use of technologies for audio
and video recording of lectures
and other classroom
activities is allowed ONLY with the
express permission of the instruc-
tor. In cases where
recordings are allowed, such con-
tent is restricted to personal use
only unless permission is expressly
granted in writing by the instruc-
tor and by other classroom partic-
ipants, including other students.
This is an issue of student privacy
and the possible chilling effect on
class participation on the part of
some students as a result of being
recorded. Students redistributing
such materials outside the class
environment are generally una-
ware that they may be held liable
for copyright infringement.
CSUN
College of Social & Behavioral
Sciences
Department of Criminology and
Justice Studies
Vickie Jensen, Ph.D.
Department Chair
and
Professor
7 (Revised 08.19.2018)
Video Advisement
During the semester, you will see a but more information is always
variety of video short clips from a better. There is “always more to the
variety of sources. Some of these vid- story” as the saying goes!
eos will be dissected and discussed
for the purpose of critical thinking It is rare that a video shows the entire
and intelligent debate. These videos incident from beginning to end. The
are from various sources. Some vide- only way to know what occurred is to
os may be from police dash cameras, personally conduct a full and thor-
and or police body cameras and some ough unbiased investigation of the
videos were taken by the public. incident. Regardless, for the purpos-
es of intelligent dialogue, and critical
Some people record video in order to thinking we, as a class will be discuss-
“document” an incident to ensure ing, dissecting, and digesting the vide-
transparency of those involved. Oth- os we view.
ers may video with ulterior motives
seeking to portray their personal
agenda or beliefs.
When viewing ANY video, it should be
remembered that a video from any
source, law enforcement or the pub-
lic, may only be a “partial” view of the
incident that occurred. It is only one
perspective of an incident. Admitted-
CC
ly in rare circumstances, sometimes
partial information can be enough,
"The essence of training is to allow error
without consequence.” Orson Scott Card
CSUN Weapons Policy
CSUN Weapons Policy: Students public view and knowledge while officers
are reminded that it is illegal to are on campus.
bring or possess a firearm upon the
More information on this policy may be
grounds or buildings of the Univer- obtained from the Department of Police
sity. Services by calling 818-677-2201.
This policy is found in CSUN Policies
Ref: CPC: 626.9(h)
and Procedures #800-01: Control
of the Presence of Firearms on
Campus: https://www.csun.edu/
sites/default/files/800-01.pdf
Violations of this policy constitute
violations of by CSUN policies and
criminal law.
Weapons carried by sworn law
enforcement officers are the only
exceptions to this policy. These
weapons must be concealed from
 T HE J OB M A R KE T

Career Information
The following websites provide real time information as to the careers in
law enforcement!

1. State of California Peace Officer Standards & Training -Law Enforcement Job Opportunities. The best
kept secret is the openly available law enforcement career opportunities available via the web site be-
low!

https://www.post.ca.gov/law-enforcement-jobs.aspx

2. CJ Website Law Enforcement Opportunities—the CJ site offers a sample of departments that are hiring
in and outside of California.

http://www.moorparkcollege.edu/departments/academic/criminal-justice/law-enforcement-careers

3. California Career Café - this site is a “Virtual Career Center for California Community College Students.”

http://www.cacareercafe.com/

4. Bureau of labor Statistics—what is the job market like for a profession you may be interested in? Check
this site for salary and other important information.

https://www.bls.gov/ooh/

5. O-Net Online provides for searching of numerous career opportunities. For those interested in law
enforcement, check the site below,

https://www.onetonline.org/find/quick?s=police+officer

6. Vocational Informational Center, for career technical opportunities, see site below.

http://www.khake.com/

7. Interested in CSI opportunities?

http://www.crime-scene-investigator.net/index.html

Page 8
CSUN Ethics 340 - Section #4 / 13294 || On Ground – In Classroom
Class Schedule - Fall 2018
Department of Criminology & Justice Studies
Schedule Subject to Change rev: 9/01/18
Wk. Date – All Dates are Fridays Assignment(s)
Topics of the Day & Class Activities
1 August 31, 2018 Canvas Quizzes:
1. Active Shooter
Topics –Discussion-Intro-Orientation 2. Syllabus Quiz
• Intro, Opening Activity, Required Texts, Due: See Canvas
Syllabus, Schedule
• CSUN Active Shooter Video Note: All assignments
• Safety Brief: First Aid/AED Equipment (discussions, reflection papers,
• Intro to Canvas LMS readings, quizzes. etc. listed are
• Ethical Stems DUE on date listed.
2 September 7, 2018 Discussion – Reflection Paper

Readings ALL Discussion -SEE CANVAS

Chapter 1 Morality, Ethics, Human Behavior, pp for Topics
1-23
Note 1: Discussion – Reflection
Discussion Paper Info in Canvas Modules
• Ethical Systems/Dilemma Analysis (Canvas)
• Oath of Office DUE Canvas Quiz: Ch 1
• The Greats (Kant, Bentham, Mills, etc.)
3 September 14, 2018 Discussion – Reflection Paper

Readings
Chapter 2 Determine Moral Behavior, pp 24-53

Discussion
• Ethical Systems, Decision Making, Fading DUE Canvas Quiz, Ch 2
• Ethical Dilemma Analysis Framework
4 September 21, 2018 Discussion – Reflection Paper

Readings:
Chapter 3- Justice & Law, pp 54-84

Discussion
• Ethics & Justice (Types)
• Due Process
• Procedural Justice – Public Trust
• Moral duty v. Immoral Laws
• Civil Disobedience DUE Canvas Quiz, Ch 3

9
5 September 28, 2018 Discussion – Reflection Paper

Readings
Chapter 4 Becoming Ethical Pro, pp 85-112

Discussion
• Moral Development Theory DUE: Canvas Quiz, Ch 4
• Influences
6 October 5, 2018 Discussion – Reflection Paper

Readings
Chapter 5 Police Role in Society, pp 113-145

Discussion
• Why police?
• Oath of Office
• USC and Constitutional Policing DUE: Canvas Quiz, Ch 5
• Police Subcultures
• Noble Cause Corruption

7 October 12, 2018 Discussion – Reflection Paper

Readings
Chapter 6, Police Discretion & Dilemmas, pp 146-
182

Discussion
Police Discretion & Dilemmas
• Use of Force/830 PC
• Civil Forfeiture/Interdiction DUE: Canvas Quiz, Ch 6
• Racial Profiling
• Bias
8 October 19, 2018 Research Topic DUE for
APPROVAL
Police Discretion & Dilemmas continued
Learning Activity
9 October 26, 2018 Discussion – Reflection Paper

Readings
Chapter 7, Police Corruption & Responses, pp
183-222

Discussion
• Corruption, Gratuities, Professional Courtesy DUE: Canvas Quiz, CH 7
• Changing Culture

10
10 November 2, 2018 Discussion – Reflection Paper

Readings
Chapter 8 Law & Legal Professionals, pp 223-251

Topic – Discussion Items

Ch8: Law & Legal Professionals

• Role of Law
• Crime & Punishment DUE: Canvas Quiz, Ch 8
• Ethics – Legal Professionals
• Paradigms of Law
11 November 9, 2018 Discussion – Reflection Paper

Readings
Chapter 9 Discretion & Dilemmas/Legal
Profession pp 252-292

Discussion Items

• Attorneys – Ethical Issues

• Discretion
• Prosecution DUE: Canvas Quiz, Ch 9
• Defense
• Judges
12 November 16, 2018
Research Paper DUE in Canvas
Readings on or before this date at 2pm!
Chapter 10, Ethical Misconduct/Courts &
Response, pp 293-326
Discussion Items

• Ethical Misconduct
• Wrongful Convictions
DUE: Canvas Quiz, Ch 10
13

November 23, 2018 Thanksgiving RECESS

14 November 30, 2018 Discussion – Reflection Paper

Note: 2 Chapter readings required. Correctional Corruption

Readings
Chapters 11/12, pp 327-401

Discussion
• Ethics of Punishment & Corrections
• Discretion/Dilemmas in Corrections No Canvas Quiz, Ch 11/12

11
 15 November 30, 2018 Learning Activity

Readings
Chapter 13, pp 402-433

Discussion Note: No Canvas Quiz- Ch 13/14

• Correctional Professionals-Misconduct
• Making Ethical Choices

Final Essay Paper DUE in CANVAS Final Essay Paper DUE

On or Before Sunday – December 2, 2018!

16 December 7, 2018 Review Final Research Essay

Readings:
Chapter Ch 14, pp 431-468 Note: No Canvas Quiz- Ch 13/14

17 December 14, 2018

Blue/Green Essay Booklets 8 ½ X 11” FINAL EXAM – Part 2

Booklets
See Canvas for details

Happy Holidays One and All!

* Content Notice (refer to Syllabus, Content Notice to Students)

Assignments – ALL assignments listed are DUE the day they are listed

Course text: Ethical Dilemmas & Decisions in Criminal Justice by Pollock

Note: Guest Speakers will ALWAYS preempt the class topic of the day due to the fact that their
schedule is often conflicted and the fact that many guest speakers come on their own time and
their own expense!

This is NO way absolves any student of any assignments or quizzes DUE that day the guest
speaker is scheduled!

12
Revised: 8/22/17

13