Law Enforcement in the 21st Century (2nd Edition)
Heath B. Grant  More Info

Although not used in this course, the book description of Law Enforcement in the 21st Century says, “it is the first book to examine the "linkage blindness" in the criminal justice system (the lack of connection between theories of policing and what actually happens in police departments), making linkages between theory and police practice through problem-solving and crime mapping applications. It offers a fresh, new approach to presenting introductory law enforcement material that is both practical for the future law enforcement officer and intellectually rewarding for readers who may be entering a whole new field of study. The authors have organized the material in a developmental framework beginning with a discussion of law enforcement's place within the criminal justice system and a discussion of the origins of policing; the reader is then introduced to the traditional model of policing and the core aspects of the work--organizational structure and units, field operations, and investigations. The authors provide information important to law enforcement in the 21st century, including topics such as terrorism and the latest technology.”

Critical Issues in Policing: Contemporary Readings
Waveland Press  More Info

According to the book description of Critical Issues in Policing: Contemporary Readings, “Highly regarded for its authoritative coverage in four previous editions, this collection of articles written by experts and specialists examines the complex elements of policing within the broader social context. The 29 articles in the extensively revised fifth edition include 12 that are entirely new and 10 that have been updated. This timely anthology provides access to crucial information about how policing has evolved to be what it is today; what makes policing and the police organization unique; public conceptions about the police; and the effects of current trends in training, community-oriented policing, and use of high-tech information systems. In-depth coverage offers readers the chance to gain a vivid understanding of the issues confronting law enforcement personnel, policy makers, and the public.”


Law enforcement official benefit from a criminal justice degree.

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    Department of Criminal Justice

    The Enforcement Function (CJ315)

    California State University, Fullerton

    Spring 2007


    General Information:

    Instructor:                     Raymond E. Foster, MPA

    Day/Time/Location:      W        7-9:45 pm        UH202

    R          7-9:45 p.m.      UH240

    Office Hours:                Thursday, 5PM to 7PM

    Office Location:            UH501

    Office Telephone:         (909) 599.7560




    Course Objectives:

    The Enforcement Function (CJ315) provides an overview of the historical and philosophical development of the enforcement function at federal, state and local levels; community controls, political pressures and legal limitations pertaining to law enforcement agencies at each level of government; police policies and problems vis-a-vis the administration of justice as a system.


    Learning Goals:

    1. Place the law enforcement role in a broader context by examining the historical origins of the police and police practices.
    2. Understand how the police interface with other segments of the criminal justice process.
    3. Understand how the police are organized to control crime.
    4. Explore the activities that take place in selecting, hiring, training, and preparing new police officers to make the transition from civilian to sworn status.
    5. Understand of the decision-making processes that guide police officer actions out in the field when making an arrest, resolving a call for service, or resorting to the use of force.
    6. Increase the students analytical, research and writing skills through exposure to academic, research and practitioner writings.


    Required Readings:


    (The following text is available at the Titan Bookstore)


    Peak, Kenneth (2003) Policing America: Methods, Issues and Challenges, New Jersey: Prentice Hall 4/e


     (The following readings are available at the course website)


    Community Policing: A Framework for Action (1994) Bureau of Justice Assistance, NCJ 148457


    Crime Scene Investigation: A Guide for Law Enforcement (2000) National Institute for Justice


    D. Ovido, Robert, M.S. and James Doyle (2003) A Study on Cyberstalking: Understanding Investigative Hurdles, FBI Magazine, Vol.72 No. 3


    Farrow, Joe and Trac Pham (2003) Citizen Oversight of Law Enforcement: Challenge and Opportunity, The Police Chief, vol. 70, no. 10


    Gaffigan, Stephen J. and Phyliss P. McDonald, Ed.D, (1997) Police Integrity, Public Service with Honor, Department of Justice, NCJ 163811


    Law Enforcement Management and Administrative Statistics: Local Police Departments (2000), Bureau of Justice Statistics


    McCorkle, Richard C. (2004) Gambling and Crime Among Arrestees: Exploring the Link, National Institute for Justice, NCJ 196677


    Maguire, Edward R. and Craig D. Uchida (2000) Measurement and Explanation in the Comparative Study of American Police Organizations, National Criminal Justice Referral Service


    Nason, John T. (2004) Conducting Surveillance Operations How to Get the Most Out of Them, FBI Magazine, Vol. 73 No. 5


    Principles for Promoting Police Integrity: Examples of promising Police Practices and Policies (2001) Department of Justice


    Whitcomb, Debra (2002) Prosecutors, Kids and Domestic Violence, National Institute for Justice Journal No. 248


    Course Requirements:


    The following responsibilities apply to all students:

    1.                  Attend class and take notes.

    2.                  Read and prepare to discuss the assigned reading by the dates identified in the course syllabus.

    3.                  Complete three exams (at fifth week, mid-term and final).

    4.                  Prepare and deliver a presentation.

    5.                  Prepare 5-7 page, academically sound, paper on an issue identified by the instructor.

    6.                  Participate in class activities and discussions.


    Method of Evaluation:

    Exam One                                10%

    Exam Two (Mid-Term)            20%

    Exam Three                              10%

    Final                                         20%

    Issue Paper                              20%

    Website Presentation                10%

    Participation                             10%    

    Semester Total                       100%























    Below 60










     Additional Information:


    Examinations Exam one, exam two (mid-term) and exam three will consist of multiple choice, true-false or short answer questions.  All of the material in the exam one, exam two (mid-term) and exam three will come from the readings, lectures, videos and class discussions and will be cumulative.  An in class review will be conducted prior to the mid-term.  The final examination will consist of two essay questions and will be cumulative.  The five final questions are posted on the course website. However, only two of them will be the final examination.  The student should be prepared to answer all five at the time of final because the two questions to be asked will be announced at the final.  Although this is not an open book test, students may use any notes they took during class or while studying during the final examination.  An in class review will be held prior to the final. They must be the students notes refer to the syllabus section on ethical conduct for further information.  The student MUST answer both questions. Above average and superior responses to the final questions will include sourcing from the readings, lectures, videos and class discussions


    Extra Credit No extra credit is available for this course.


    Attendance - Within the university setting, students are expected to attend class on a regular basis and participate in topic discussion to enhance the overall learning experience. As participation is directly related to attendance, students mission four (2) class session will not receive any credit for attendance/participation.  Attendance will be recorded by a class roster that will be passed among the students during each class.  It is the students responsibility to sign the roster.

    Participation Participation is ten percent of the students final grade.  Participation will be measured by the use of a student participation log, attendance and participation in the online threaded discussion. The participation log is available for download on the course website.  The students are expected to obtain the log and keep a record of their participation.  The log must be handed in at the time of the final; and, it may be periodically requested by the instructor for review.  Attendance will be tracked by a sing-in sheet.  It is the students responsibility to sign-in for each class meeting.  More information and hyperlinks to the threaded discussion are available on the course website.

    Issue Paper - Students will be required to prepare a typed, 5-7 page analysis of a course related issue.  The student will have a choice of ten issues which are available at the course website. At a minimum, it is expected that the students will produce an academically sound and properly formatted work (APA format is strongly encouraged)

    with a minimum of five sources, not including the text book.  The instructor will provide more information concerning Issue Paper expectations during class.  The paper will

    graded on content as well as exposition.    


    Website Presentations Each student will be assigned to conduct a review of a specific website.  They will then provide a ten minute presentation on that website, as well as a one-page briefing paper.  The student shall provide a copy of the briefing paper to each member of the class.


    Ethical Conduct - Students should be aware that there are severe consequences for violations of academic ethical conduct.  Primarily, we are concerned with cheating and plagiarism. Students who are determined to have cheated or committed plagiarism will face disciplinary action as identified within CSUF regulations.  For additional clarification of cheating and/or plagiarism, refer to the CSUF website or the instructor.


    Website - The course has four companion websites.  The first was developed and is maintained by the instructor.  At that website the students will find hyperlinks to the readings, important course downloads (such as the syllabus and class log) and hyperlinks to other course related multimedia presentations (such as PowerPoint presentations, short videos, etc).  The second website is the threaded discussion forum.  It is also linked off of the primary site.  The third website is the companion to the main text book.  As part of the course orientation, the websites will be reviewed.  Blackboard will be used as a means to communicate grades.

    The Police and Society: Touchstone Readings
    Victor E. Kappeler  More Info

    According to the book description of The Police and Society, “The articles in this collection reveal fundamental assumptions about the relationship of the police to society. Articles were selected for both their complementary and their competing natures. They serve as touchstones for one another, measuring and questioning the value of previous conceptions about how policing fits into the broader social context. Many of the articles challenge the methods by which information was acquired, how practices evolved from that information, and the background assumptions that drove the construction of practices and theories. The editor’s purpose in assembling this provocative volume is to facilitate systematic inquiry—to help readers discover connections, to detect mutual influence, and to trace divergences of opinion. Some of the issues raised include: What is the function of the police? What does "the public" expect of the police institution? How many "publics" are there? Who benefits from police service? How are public safety and social order secured while maintaining individual rights and freedoms? To what extent do our assumptions about the police and society reflect our values and demands? To what extent do the police generate expectations? Is policing at a critical crossroads? If we analyze the recurring, central themes in policing as informed participants, perhaps our constructions and perceptions will better reflect the dynamic interrelationships between the police and society and the efficacy of those relationships for the future.”

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