Instructor: Dr. Julian Hermida
Course number: CRIM 2301 - 2D
Teaching hours: Wednesday: 7:00 pm - 9:30 pm
Classroom: McNally East Wing 107
Office: Burke 314
Office hours: Wednesday: 6.15 to 6.50 pm or by appointment.
Email: julian.hermida@smu.ca
The objectives of the course are to introduce students to the major themes of contemporary criminology theory and current criminological concerns.
The class will examine the learning perspective, societal reaction perspective, critical criminology, conflict theory, feminism, corporate crime, peacemaking, restorative justice, and state crimes, among other contemporary topics and theories. It will also foster the application of theoretical perspectives to important current criminal problems.
The course also aims at helping the students develop
critical thinking, research and writing skills.
This course is conceived so that students can:
1.
Critically
evaluate the major theories and fundamental concepts in contemporary
criminology.
a.
Analyze
contemporary theories of crime.
b.
Be familiar with
the major schools of contemporary criminology.
c.
Understand the
basic concepts, methodologies, and terminology used by contemporary
criminologists.
d.
Be familiar with
current criminological concerns.
2.
Be aware of the
influence of race, gender, and social class on the process of defining
criminality and the process of labeling criminals.
3.
Apply sociological
theories of crime to a myriad of contemporary criminology problems.
a.
Use the knowledge
on contemporary criminology theories to analyze current problems of Canadian
society.
b.
Apply
contemporary criminological theories to propose solutions to some of the
current crime problems of Canadian society.
c.
Critically
reflect on media reports and cultural products concerning crime and
criminality.
Deploy a range of advanced transferable skills,
such as, oral and written communication skills, the accurate exposition of
complex arguments and sets of research findings and the critical evaluation of
competing explanations or complex arguments relating to some sensitive topics
in contemporary criminology.
Classroom activities will be designed to
encourage students to play an active role in the construction of their own
knowledge and in the design of their own learning strategies.
We will combine short lectures with other
active teaching methodologies, such as group discussions, cooperative group
solving problems, analysis of video segments depicting scenes relevant to
criminology topics, debates, and construction of web sites. Class participation
is a fundamental aspect of this course. Students will be encouraged to actively
take part in all group activities and to give short oral group presentations
throughout the course.
Evaluation is conceived mainly as formative and
feedback will be provided all throughout the course.
The evaluation of the students’ achievement of
the objectives of the course will be based on four main components: two exams,
a presentation or paper, and class participation/portfolio. Each of the two
exams accounts for 30% of the final grade. Class participation/portfolio
accounts for 20% and so does the paper or presentation. The first exam is in
class and the second one is take-home.
Successful attainment of objectives depends
mainly on class attendance and active class participation.
EXAMS
Students will discuss and propose questions for
each of the exams based on the topics dealt with in the course. If the
questions have a general consensus they will be part of a test bank. The exams
will only contain questions that have been included in the test bank.
Passing
requirements and scale of evaluation: The definitive evaluation criteria for the exams will be given to the
students once the test bank has been completed. In general, however, a positive
response must be given to the following questions in order to obtain full
credit in the exams. The criteria are formulated in the form of questions. All
these criteria have the same value.
1.
Did you answer the question comprehensively? Are all
relevant problems discussed? Was the answer readable and well organized? Did
you make connections between issues discussed in your answer?
2.
Did your answer show an understanding of the topic
dealt with?
3. Did your answer discuss problems by reference to theoretical issues learned during the course? Did your answer relate to the issues and topics discussed in class? Did your answer show an understanding of the appropriate readings or class discussions?
4. Is there a critical personal assessment of the topic discussed?
CLASS
PARTICIPATION-PORTFOLIO
Students are expected to actively participate
in every class with a positive attitude and to treat their classmates and
instructor with respect. Their participation must make a positive impact on the
class activities. Students are expected to be prepared for every class. Class
attendance is a prerequisite to obtain the corresponding percentage of the
grade under the class participation category. Students are also expected to
give short oral group presentations throughout the course.
Students are expected to create an essay portfolio
to record all class assignments. Each portfolio will include, at least, the
following materials: (i) a title page and a table of contents; (ii) all the
class activities, including one minute papers, small group activities and
proposals for the test banks made in class.
A major prerequisite for the creation of a good
portfolio is active participation in every class assignment. The deadline to
hand in the portfolio is March 29, 2006 in class.
Passing
requirements and scale of evaluation: a positive response must be given to the following questions in order
to obtain the maximum grade within this evaluation component. The criteria are
formulated in the form of questions which the teacher will ask with respect to
each student’s participation and portfolio. All these criteria have the same
value.
ESSAY
OR ORAL PRESENTATION
Students may choose
to write an essay or give an oral presentation. The deadline for communicating
the option is February 1, 2006.
Students who do not
make an explicit option by the deadline will have to write an essay unless
there are some available spots for a presentation.
Oral
presentation
Students must select a topic for the oral
presentation together with the professor. Students may conduct the presentation
individually or in teams made up 3 or 4 students.
Students are expected to research about the
topic and to read from several sources for the presentation. The oral
presentation may consist of a short talk, a discussion led by the students, a
debate among the members of the group or between the team and the rest of the
class, a panel discussion, or any other form. The students are free to
structure the presentation as they deem fit and to make use of any available audiovisual
resources. The oral presentation will last a maximum of 15 minutes. During the
preparation of the presentation, students are welcome to meet with the
professor for consultation, suggestions and feedback on the evolution of the
presentation. Students will have to present an outline of the presentation to
the professor at least one week before the day of the presentation. The outline
will have to include the equipment needed for the presentation, if any. During
the presentation, the professor’s role will be limited to listening passively
and to providing feedback after it is over. The rest of the class must actively
participate in the presentation as an active audience.
Passing
requirements and scale of evaluation: a positive response must be given to the following questions in order
to approve the presentation. The criteria are formulated in the form of
questions which the teacher will ask with respect to each presentation. All
these criteria have the same value.
1. Does the presentation deal with the selected topic? Does the presentation show an understanding of topic dealt with?
2. Does the presentation show a clear, coherent and comprehensive treatment of the selected topic?
3. Does the presentation integrate knowledge acquired throughout the course?
4. Is there a critical personal assessment of the topic presented? In other words, the presentation is not a mere repetition of the main ideas exposed in the texts assigned as compulsory bibliography.
5. Have the students engaged the audience throughout the presentation?
Essay
The
topic of the critical research essay must be selected from the topics actually
discussed in class. Other Criminology or Criminal Justice topics need the
previous authorization of the professor. It is expected that the length of the research paper will not exceed 10
double-spaced pages. The deadline to hand in the essay is March 29, 2006 in
class.
Passing requirements and scale of
evaluation: a
positive response must be given to the following questions in order to approve
the research paper. The criteria are formulated in the form of questions which
the teacher will ask with respect to each paper. All these criteria have the
same value.
1.
Does
the research paper adequately deal with the selected topic? Does the research
paper show an understanding of the topic dealt with?
2.
Does
the research paper show a clear, coherent and comprehensive treatment of the
selected topic?
3.
Does
the research paper integrate knowledge acquired throughout the course?
4.
Does
the research paper make reference to class discussions and activities?
5.
Does
the research paper follow the
style, language, citation method organization analyzed in class?
GRADING SYSTEM
A+: 95-100 B+: 76-79 C+: 66-69 D: 50-59
A: 87-94 B: 73-75 C: 63-65 F: 0-49
A-:
80-86 B-: 70-72 C-:
60-62
The following is a more detailed outline of
what is expected for each particular grade:
A+: This grade is reserved for student work
that not only demonstrates excellent mastery of content, but also shows that
the student has (a) very actively participated in all class activities, (b)
applied critical thinking skills to the activities, and/or (c) demonstrated creativity
in her or his approach to the assignments and activities.
A and A-: This grade is given to work that is
judged to be praiseworthy. This grade denotes that a student has demonstrated a
sound understanding of the materials, and has demonstrated a moderate level of
complexity or creativity in his/her approach to the activities. The degree to
which the student demonstrates these skills determines whether he/she receives
an A or an A-.
B+: This grade is given to work that is judged
to be very good. This grade denotes that a student has demonstrated a
more-than-satisfactory understanding of the materials, and has exceeded
expectations in all class activities.
B: This grade is given to student work that is
judged to be good. It denotes that the student has done good work on all class
activities and meets the expectations of the course. The degree to which the
student demonstrates these skills determines whether he/she receives a B or a
B-.
C: This grade is given to student work that
meets the requirements of the assignment. It denotes that the student has done
satisfactory work on class activities and meets basic expectations of the
course. The degree to which the student demonstrates these skills determines
whether he/she receives a C or a C-.
D: This grade reflects a minimal grasp of the
assignments, and/or several significant areas requiring improvement.
F: Inadequate performance.
This is a tentative calendar of readings and class activities. If class discussions or class activities take longer than originally estimated because everybody gets involved, they will not be cut short to follow this schedule of readings. They will simply be put off for the following class or rescheduled. Also note that although reference is made to pages and chapters from the recommended textbook, you can read these topics from any other Criminology that addresses these topics.
|
# |
Date |
Topic |
Readings |
|
1 |
January 4 |
Orientation/Introduction/Bio/What is crime? Chart Key theoretical perspective of contemporary
criminology |
Chapter 1 Chapter 2 |
|
2 |
January 11 |
Legalistic approaches to crime |
Chapter 2 pages 31 to 42 and chapter 3 pages 67 to 90.
Class notes. |
|
3 |
January 18 |
Feminist criminology: Radical feminist theory. Marxist feminism. Liberal feminism Social feminism Violence
against women |
Chapter 3 pages 90 to 93 and chapter 7
pages 258 to 267. Chapter 9 |
|
4 |
January 25 |
State crimes |
Chapter
3 pages 94 to 106 |
|
5 |
February 1 |
Social
Control/Social Bond and Strain theory Labeling theory and Societal reaction
Differential Association. Substance abuse and crime |
Chapter 6 pages 223 to 226 and chapter 2
pages 43 to 51. Chapter 11. |
|
6 |
February 8 |
Critical perspectives: Social conflict theory, Marxist criminology Corporate crime |
Chapter 7 pages 237 to 244. Chapter 10. |
|
7 |
February 15 |
Midterm test |
|
|
8 |
March 1 |
Money laundering Postmodern & Peacemaking criminology |
Class notes and chapter 10, pages 383 to
394. Chapter 7. |
|
9 |
March 8 |
Victim centered theory Right realism and Left realism |
Chapter 12 pages
441 to 448. Chapter 7 pages 245 to 257. |
|
10 |
March 15 |
Restorative justice |
Class notes |
|
11 |
March 22 |
Integrated theories of crime and homicide |
Chapter 8. |
|
12 |
March 29 |
Review and distribution of take home |
|
|
13 |
April 5 |
Passing in of take home exam feedback |
|
A web site for the course is available at www.julianhermida.com. Students will be able to consult the course outline, test banks and class notes, and other useful information. All important announcements, such as exam dates, presentation dates, reading assignments, and deadlines for the essay portfolio, are given in class and will not appear on the web site.
PLEASE NOTE:
Students with disabilities who would like to discuss classroom and/or exam
accommodations should contact me as soon as possible.
OFFICE HOURS POLICY
In these large classes, it is sometimes difficult to get to know each and every one of my students. So, I would like to meet personally with as many of you as possible during the term. Please come see me during my office hours. I am available not only for class help but also for other academic-related issues, such as writing letters of reference or helping with prospective graduate studies. I want to be available to answer questions for all students. So in addition to regular office hours and seeing me by appointment, I will every so often end class early, and invite students who have questions to meet with me right then and there.