SCHOOL YEAR 2018 – 2019

    Course Title: Criminal Justice & Law

    Meeting Dates: Monday – Friday

    A.M. Session: 0725 – 0945

    P.M. Session: 1145 – 1400

    Instructor: Officer Lendell Hood  MCPD Badge #276

    Email: lhood01@mcas.k12.in.us

    Office TX: 219-873-2120 ext. 8714

    MCPD TX: 219-874-3221 ext. 0

    Office Hours:  Available by appointment only

    Prerequisites:                         None


    Course Description

    The Introduction to Criminal Justice & Law class is similar to any college-level Introduction to Criminal Justice course. The difference is students receive hands-on skills and career training as well. The course covers many subsystems with any criminal justice system. Students also have the opportunity to learn from guest speakers and take trips to various local, state, and federal agencies. Ethics, problem solving skills, analysis, teambuilding and communication skills are incorporated in every lesson. In addition, police work, court procedure, corrections and the history of the criminal justice field are also covered.

    Course Intent

    The class is designed for students interested in working in the criminal justice field. Potential careers include policing, forensics, probation, court personnel, law and corrections. The goal is to teach skills that students can use in every aspect of life while focusing on the functions of the criminal justice field. Students take with them an appreciation of the complexities of the government and the difficulty in managing justice in a democratic society.


    Assigned Text

    Schmalleger, Frank Ph.D. (2017). Criminal Justice Today– (14th Edition). Pearson Publishing.

    Swanson, Charles. (2012). Criminal Investigation/Charles R. Swanson, Neil C. Chamelin, Leonard Territo, Robert W. Taylor. (11th Edition). Mc-Graw-Hill Publishing.


    Learning Objectives

    Students in this course will:

    Learn to understand crime and justice in the United States
    Understand crime and its consequence
    Define Criminological Theory and why is important to study
    Be able to differentiate between criminal and civil law
    Become familiar with case law directly effecting the field of law enforcement
    Explain the authority needed for search and arrest
    Describe the history and origins of the criminal justice system
    Understand the use of force and describe the force continuum
    Learn police procedural report writing
    Summarize the administration of justice in the United States
    Learn the purposes of institutional corrections
    Differentiate between sentencing and appeals
    Study prison life, intimate rights, release, and recidivism
    Define and identify the parameters and goals of community corrections
    Define and identify the parameters and goals of community policing
    Learn the aspects of the juvenile justice system
    Study and understand the future of the law enforcement field as a whole
    Study and understand the State of Indiana Criminal code
    Study and understand the State of Indiana Traffic statutes
    Learn the role drug usage plays in crime and possible responses
    Exhibit professional and responsible behavior at all times
    Apply communication skills: both verbal and nonverbal
    Develop interview skills needed to write a police report
    Learn defensive tactics
    Learn to develop a daily exercise regimen

    Instructional Strategies/Methods:

    1.     Discussion/Questioning

    2.     Problem-Solving

    3.     Discovery

    4.     Role Playing/Simulation

    5.     Lecture

    6.     Group work

    7.     Any other assigned duties


    Special Needs Learners:


    If adaptations or accommodations are needed in the classroom, for transportation, or for emergency procedures because of a disability or medical condition, please inform me as soon as possible.



    All students are expected to be in attendance on days when school is held. Any student not present at the designated school of enrollment for any reason other than define exemptions, will be reported as absent per the guidelines/procedures of the Michigan City Area Schools attendance policy and the Indiana Dept. of Education. It is the student's responsibility to gather, complete, and return classroom assignments in a timely manner upon return to school to his/her respective teachers. It is the responsibility of the student to make sure he/she get any missing work from the teacher. Student's failure to attend class may be considered an act of academic misconduct, which may result in loss of a daily grade or credit for missed class period(s). Unexcused absences will also result in loss of points for that day, in addition to a scheduled exam or scheduled or nonscheduled quiz. Makeup work would only be allow for excused absences.

    Class Policy for Assignments:


    Students are required to complete all assigned reading, participate in class discussions, and participate in all scenarios and exercise training, and exams during the term. Students will be given ample amount of time to work on their assignments in class when available. All assignments are to be turned in in the beginning or end of class when they are due. Late assignments will be accepted at the teacher's discretion.



    Grades will be determined by points earned on class participation, assignments, homework, quizzes, exams, and the community service initiative project. In addition, student’s lack of professionalism can result in a reduction of the student's grade on a given assignment.

    Student Expectations:


    1. Good attendance, good conduct, professionalism, and satisfactory class participation.

    2. Appropriate breaks may be given to each class session. Breaks are a privilege earned and not a right given.

    3. Each student is highly encouraged to ask for further clarification of material not fully understood. The only way the instructor receive immediate feedback is by comments made by the student.

    4. Each student is responsible to make sure that their assignments have been completed and turned in to the instructor for grading. Late assignments will not be accepted.

    5. Students are expected to abide by all school rules and guidelines established by the La Porte County Technical Education Career Center Student Handbook and the student handbook of their home school.

    6. Each student will be given a copy of the student’s course syllabus that need to be signed by both the student and their parent/guardian and returned to the instructor.

    7. CELLPHONES, LAPTOPS, TABLETS and RECORDING DEVICES: Laptop computers, tablets, and recording devices are permitted in the classroom to facilitate note-taking. No other computer use is approved during class time, to include e-mailing, posting on Instagram, Facebook, Twitter and game playing. Using a laptop and tablet in the classroom is a privilege which can be revoked by the instructor. It is expected that all electronic devices, to include cell phones, we will be used appropriately during class. HOWEVER, no cell phones will be allowed during lecture when given by the instructor, guest instructors, or students; and any cell phone usage is not permitted during examinations. Note: Inappropriate use of such electronic devices will result in the forfeiture of classroom usage.

    8. Some of the topics and discussions covered in this class are adult in nature and as such students will be expected to act in a mature and professional manner at all times.

    9. Any student who participates in any illegal criminal activity during or after school will be immediately removed from this program, because law enforcement officials are held to a higher standard by the community they serve.

    10. All students are required to wear the La Porte County Career and Technical Education shirt, preferably khaki cargo pants (or any type of khaki pants), with predominantly colored black shoes (boot, sneaker, or casual). Not wearing the required attire from class will result in exercise punishment (i.e. push-ups, sit-ups, burpees) and points deducted for the day.

    Statement of Plagiarism:


    If the instructor finds that a student has plagiarized or been involved in any form of academic dishonesty, the instructor or other personnel may lead to bring the matter up for review. The maximum penalty for any form of academic dishonesty is dismissal from the class and possible expulsion from the school.

    Parent Involvement:


    Parents are encouraged to notify the instructor with any concerns or questions. Parents are encouraged to be involved in the classroom and to participate in any field trips scheduled by the instructor.


    Course Designation

     This course is a:

    · Major program course


    VU Liberal Education Outcomes met by this course:


    · Engage in articulate expression through critical reading and effective written, oral, and digital communication.

    · Apply quantitative reasoning and a variety of numeric data to solve problems in a variety of disciplines.

    · Evaluate ethical behavior as an individual and as a member of local and global communities.

    · Apply critical and creative thinking skills to solve problems.

    · Integrate knowledge and perspectives of different disciplines to answer complex questions.


    UCC/State Outcomes met by this course:


    1. Written Communication

    1.1.  Produce texts that use appropriate formats, genre conventions, and documentation

    styles while controlling tone, syntax, grammar, and spelling.

    1.2.  Demonstrate an understanding of writing as a social process that includes multiple

    drafts, collaboration, and reflection.

    1.3.  Read critically, summarize, apply, analyze, and synthesize information and concepts

    in written and visual texts as the basis for developing original ideas and claims.

    1.4.  Demonstrate an understanding of writing assignments as a series of tasks including

    Identifying and evaluating useful and reliable outside sources.

    1.5.  Develop, assert and support a focused thesis with appropriate reasoning and adequate evidence.

    1.6.  Compose texts that exhibit appropriate rhetorical choices, which include attention to

    audience, purpose, context, genre, and convention.

    1.7.  Demonstrate proficiency in reading, evaluating, analyzing, and using material collected from electronic sources (such as visual, electronic, library databases, Internet sources, other official databases, federal government databases, reputable blogs, wikis, etc.).


    2. Speaking and Listening

    2.1.  Use appropriate organization or logical sequencing to deliver an oral message.

    2.2.  Adapt an oral message for diverse audiences, contexts, and communication channels.

    2.3.  Identify and demonstrate appropriate oral and nonverbal communication practices.

    2.4.  Advance an oral argument using logical reasoning.

    2.5.  Provide credible and relevant evidence to support an oral argument.

    2.7.  Summarize or paraphrase an oral message to demonstrate comprehension.


    3. Quantitative Reasoning

    3.1.  Interpret information that has been presented in mathematical form (e.g. with

    functions, equations, graphs, diagrams, tables, words, geometric figures).

    3.2.  Represent information/data in mathematical form as appropriate (e.g. with functions,

    equations, graphs, diagrams, tables, words, geometric figures).

    3.5.  Communicate which assumptions have been made in the solution process.

    3.6.  Analyze mathematical results in order to determine the reasonableness of the solution.

    3.7.  Cite the limitations of the process where applicable.


    4. Scientific Ways of Knowing

    4.1.  Explain how scientific explanations are formulated, tested, and modified or


    4.2.  Distinguish between scientific and non‐scientific evidence and explanations.

    4.3.  Apply foundational knowledge and discipline‐specific concepts to address issues

    or solve problems.

    4.4.  Apply basic observational, quantitative, or technological methods to gather

    data and generate evidence‐based conclusions.

    4.6.  Locate reliable sources of scientific evidence to construct arguments related to real world issues.


    5. Social and Behavioral Ways of Knowing

    5.1.  Demonstrate knowledge of major concepts, theoretical perspectives, empirical

    patterns, or historical contexts within a given social or behavioral domain.

    5.2.  Identify the strengths and weaknesses of contending explanations or interpretations for social, behavioral, or historical phenomena.

    5.3.  Demonstrate basic literacy in social, behavioral, or historical research methods and


    5.4.  Evaluate evidence supporting conclusions about the behavior of individuals,

    groups, institutions, or organizations.

    5.5.  Recognize the extent and impact of diversity among individuals, cultures, or

    societies in contemporary or historical contexts.

    5.6.  Identify examples of how social, behavioral, or historical knowledge informs and can shape personal, ethical, civic, or global decisions and responsibilities.


    6. Humanistic and Artistic Ways of Knowing

    6.1.  Recognize and describe humanistic, historical, or artistic works or problems and

    patterns of the human experience.

    6.2.  Apply disciplinary methodologies, epistemologies, and traditions of the humanities

    and the arts, including the ability to distinguish primary and secondary sources.

    6.3.  Analyze and evaluate texts, objects, events, or ideas in their cultural, intellectual or historical contexts

    6.4.  Analyze the concepts and principles of various types of humanistic or artistic


    6.6.  Develop arguments about forms of human agency or expression grounded in rational

    analysis and in an understanding of and respect for spatial, temporal, and cultural


    6.7.  Analyze diverse narratives and evidence in order to explore the complexity of

    human experience across space and time.


    Course Outcomes

     Students who complete this course will:

    · Understand the fundamental American criminal justice system.

    · Know the historical aspects of crime and justice.

    · Distinguish between the various functions of segments of the criminal justice


    · Understand the roles of law enforcement, the court system and its constitutional aspects, and various correctional systems and agencies in the United States.

    · Distinguish the differences between the adult and juvenile criminal justice system and understand the necessity of that distinction.

    VI. Course Content

    In this course, students will be expected to:

    · Understand and identify the purpose of the criminal justice system.

    · Understand the police function as part of the overall criminal justice process.

    · Identify the court’s role in maintaining objectivity and ensuring rights of both the accused and the criminal justice system.

    · Explain the importance of corrections and explain the difference between state and federal facilities.

    · Explain how community policing and different treatment for juveniles helps with recidivism and productive existence in society.

    VII.    Course Grading Policy

    As a Writing Reading (WR) Intensive course, this class meets the following requirements:

    · Writing assignments total a minimum of 2000 words;

    · At least one assignment requires use and documentation of outside sources;

    · Writing assignments determine at least 30% of the final grade. (If written work will count some percentage less than thirty percent, then with revisions, all written work must achieve a passing grade. In this case, failure to complete writing assignments with an average grade of C or higher will result in failure of the course.)


     As a Speaking (S) Intensive course, this class meets the following requirements:

    · Requires a minimum of one speech assignment where students present prepared material in front of an audience.

    · The total speaking time for one or a combination of multiple speeches will be a minimum of 7-10 minutes.

    · The presentation(s) must be structured having a clear organization.

    · Claims must be supported with documented evidence from outside sources.

    · Total speaking assignment(s) determine at least 10% of the final grade.

    (Faculty Note: VU supports faculty insistence that students take seriously their academic responsibility for completing the speaking intensive requirements. Faculty may include the following expectation in the "Grading" section of their syllabi: "Failure to complete speaking assignments with an average grade of C or higher will result in failure of the course."  This note should be removed in the finalized CCO.)


    The following grading scale will be used:   

                            90   -   100   -  A                     

                            80   -     89   -  B                     

                            70   -     79   -  C         

                            60   -     69   -  D         

                              0   -     59   -  F


    Scoring percentage:

               Writing Assignments:             30%

                Exams:                                    15%

                Speeches                                 10%

                Mid-Term                                 15%

                Final                                         20%

                Participation                            10%



    Reservation Statement:


    The instructor reserves the right to make adjustments to the syllabus as needed.