SYLLABUS FOR DIVERSITY= AND SOCIAL JUSTICE IN PUBLIC SAFETY ADMINISTRATION

Term: Fall, 2010 (Sept 1^st- Oct 13^th)

Course N= umber: PSA 510 for PSA Group J

Instruct= or: Dr. David Plebanski

Office: Room 100A

Office Phone: 219-473-4274

E-mail: dplebanski@ccs= j.edu

Cell: 773-608-2312

Office Hours: Tuesday = 9:00 a.m. - 12 noon

= &nb= sp; Wednesday3:00 p.m. -5:00 p.m.

Course Time: Wednesday 8:30 a.m. - 12:30 p.m., = Room 204

Wednesday 6:00 p.m. - 10:00 p.m., Room 204

= &nb= sp;

Instructor Background:= Dr. Plebanski was awar= ded a Ph.D. in Sociology from Loyola= University (Chicago), a Master’s degree in Sociology from DePaul University, and a Bachelor’s degree in Criminal Justice from Calumet College of S= t. Joseph. Research and teaching interests include theories of deviance and cr= ime, the impact of street gangs on the urban environment, social problems, police and community, and analyzing urban poverty. Dr. Plebanski is also a retired 31= -year veteran of the Chicago Police Department.

Cour= se Description:

This course will provide students with an opportunity to develop an understanding of four critical component of implementing a commitment to social justice as a public safety administrator: 1) the challen= ge to respond effectively to multi-cultural communities; 2) insight into the relationship between "social justice" and "criminal justice"; 3) criminology research in light of the threat of terrorism = and its implications upon society; 4) understand the discern the larger implications of terrorism and public safety.

Textbooks: Reiman, Jeffrey. The Rich Get Richer and the Poor Get Prison. Needham Heights,

= MA: Allyn & Bacon (9^th Edition).

= Konradi, Amanda and Martha Schmidt. Reading Between the Lines: Toward an

Understanding of Current Social Problems. Mountain View, CA. Mayfield (3rd =

= Edition).

Etzioni, Amitai and Ja= son H. Marsh. Rights Vs. Public S= afety after 9/11, America<= /st1:country-region> in the Age of Terrorism. Lanham, Maryland: Rowman & Littlefield.

Statement of Plagiaris= m:

If an instructor or ot= her Calumet College of St. Joseph personnel find that a student has plagiarized= or been involved in another form of academic dishonesty, the instructor or oth= er personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. = The procedures for judicial review are listed under the section of CCSJ handboo= k that addresses student grievances.

Please note: The Calumet College of St. Joseph subscribes to Turnitin.com and all papers= can and may be submitted for checks on plagiarism from the Internet/Electronic sources/Databases.

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guid= elines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.

Disability Service= s

The Student Support S= ervices Office is the primary office to guide, counsel and assist students with disabilities. If you have reasonable accommodation needs (e.g., exten= ded time needed for tests, note taking assistance, special testing arrangements, etc.) because of a disability, contact the Student Support Services Office = at 219-473-4388. Student Support Services staff will require documentati= on pertinent to your disability. If you already receive services through= the Student Support Services Office and require accommodations for this class, = make an appointment as soon as possible to discuss your needs. Calumet Col= lege of St. Joseph will hold any information you share in the strictest confiden= ce unless you request that it be shared.

Withdrawal from Classes Policy:

Before the last day of class, students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed wi= th the Program Director. Written request for withdrawal must be received by the Program Director by the last day of classes prior to the final examination dates specified in the syllabus. Written requests may be mailed to the Prog= ram director or faxed to the College fax number 219-473-4259. Students are to m= ake note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accep= t or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indic= ate why the withdrawal is disallowed. Note: Graduate Students should consult the Graduate Student Handbook for information on withdrawals.

An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a

course without written permission automatically incurs an "F" grade for = the course (see

Refund Schedule).

Class Policy for Assignments: All assignments are to= be turned in at the beginning of the class period on the day that they are due= . Late assignments are accepted, but on= e-half grade deduction may be assessed.

Course Objectives: The goal of this cours= e is to help Public Safety Administrators build the bridge between social justice and criminal justice, and understand the implications between fighting terrorism and civil liberties. This course will focus= on mastery of the following competencies:

1.&n= bsp;     Public Safe= ty Administrators need to be able to: Articulate an understanding of the far reaching impact of public safety issues on societal systems, public policy, institutions and the ethos of this country,

2.&n= bsp;     Explain the historical, economic, psychological, legal, social and political forces that influence human behavior and its affect on society.

3.&n= bsp;     Explain the= role that cultural values have on behavior; and the extent to which we have internalized cultural biases.

4.&n= bsp;     Articulate a distinct insight into the multi-dimensional nature of terrorism from an urb= an perspective with a global vision.

5.&n= bsp;     Explain the dimensions of public safety policy and how it is shaped, analyzed, evaluated and influenced by various stakeholders.

6.&n= bsp;     Evolve a pe= rsonal and professional philosophy that reflects an ethical obligation to social justice and contributes to self growth, respect for others and professional commitment.

7.&n= bsp;     Recognize o= ur own “situated ness”, and understand how the “situated ness= 221; of different groups of people influence their perceptions of authority.

8.&n= bsp;     Demonstrate mastery of critical thinking skills, written and oral communication skills,= and technological competence.

Public Safety Administrators will be able to address the following value conflicts= :

Criminal Justice=3DJust Punishment

Social Justice=3DJustice in wealth distribution<= o:p>

Is there a conflict between the two?<= /span>

        &= nbsp;   Security against terrorism=3DViolation of civil liberties

Public Safety Administrators will be able to address the following problems: How income disparity correlates positively with crime. Northern Europe h= as more modest wealth disparity and less crime. In addition students will expl= ore what, if any, correlation exists between social justice and criminal justice with particular attention to the gap between social justice and criminal justice. Is it necessary to f= orgo some civil liberties to obtain national security?

Public Safety Administrators will demonstrate an awareness of:
a. The unequal distribution of wealth and its im= pact on crime; and

b. The way in which social status affects the application of criminal penalties.

      c. Civil liberties in the age of terrorism.

Public Safety Administrators will be able to develop mechanisms within the police agency that are designed to prevent conduct that creates problems with rega= rd to diversity issues.

Assessment

Competency Area   &n= bsp;            = ; Objective        &= nbsp;           &nbs= p;           Asses= sment Tools

Knowledge of Diverse Cultures

Students will demonstrate the ability to explain the cultural con= text of personal values

Students will demonstrate the insight into the cultural roots of their own value systems

Simulation Exercises

Autobiographical Essay

Cultural Roots of Value Conflicts

Students can analyze cases involving value conflicts in terms of "cultural clash" and recommend strategies for resolving these conflicts.

Case Study and Simulation Exercise

Cultural Patterns of Social Injustice and Correlation with Crime Rates

Students will demonstrate insight into the relationship between poverty and crime and its implications for the crimi= nal justice professional.

Through completion of a Case Study/Simulation Exercise students will:

·     &nbs= p;   <= span style=3D'font-size:11.0pt'>Review demographic analysis of crime rates in = large urban areas; and

·     &nbs= p;   <= span style=3D'font-size:11.0pt'>Analyze the relationship between poverty and c= rime and make recommendations for how law enforcement agencies can respond more proactively to reducing crime in urban setting.

Civil Liberties in an Age of Terrorism. <= /o:p>

Students will demonstrate the implications bet= ween terrorism and public safety.

Case studies and simulation exercises.

Formulating a Plan for Professional Developmen= t With Regard to Social Justice and Criminal Justice.

Students will be able to articulate how a comm= itment to social justice is a component of their professional identity as Law Enforcement Administrators.

Plan for Professional Development

Statement of Professional Commitment

Class Policies, Papers and Evaluation=

Students are expected= to read all assigned materials before class and come to class prepared to discuss t= heir contents. Some students may be asked to lead the class discussion on particular subjects or readings. Assignments will consist of short written works requiring the application of the subject area under study. Six written assign assignments wil= l be given out during the course. = The length, focus, date, and subject matter of the assignments will be given ou= t in class. The final exam will consist of essay questions.

Assessment

Final exam        &= nbsp;           &nbs= p;            &= nbsp;         20%=

Autobiographical essa= y        &= nbsp;           &nbs= p;            &= nbsp; 5%

1^st Paper = on Reiman’s book    =              15%

2^nd Paper = on Reiman’s book    =             1= 5%

3^rd Paper = on Reiman’s book      &nb= sp;          15%

Paper on commitment t= o social justice 15%

Statement of Professi= onal Commitment     &nb= sp;     5%       =

Participation & attendance     &nb= sp;            = 10%

Grading Scale

A: 100-93            = A-: 92-90      &n= bsp;        B+89-87        &= nbsp;           &nbs= p;           B: 86-83      &n= bsp;            = ;             <= /span>B-: 82-80      &n= bsp;        C+: 79-77

C: 76-73  &n= bsp;            = ;            &n= bsp;    C-: 72-70      &n= bsp;        D+: 66-63      &n= bsp;       D: 66-63      &n= bsp;            = ;             <= /span>D-: 62-60      &n= bsp;        F: 59 & below     = ;

Format for Written Assignments: Students will adhere to the American Psychologic= al Association Guidelines (APA) style for all papers.

Class Participation: Is vital to the learning process.= Students will be prepared to discuss (following the critical thinking concept) assigned material. C= lass participation will affect the student’s final grade.

Critical Thinking

The students will app= ly critical thinking skills in all the papers that are due for this class. By critical thinking, I mean the a= bility of the student to analyze carefully and logically information and ideas from multiple perspectives. Studen= ts should demonstrate a critical understanding of the problems and issues, whi= ch define Criminal Justice. The following critical thinking assessment tool will be employed to evaluate ea= ch of the written assignments.

Performance indicators        =             &nb= sp;    Comments    &nb= sp;            =             &nb= sp;           Score

Inference: Student = is able to draw conclusions, from the facts presented.

Assumptions: Studen= t is able to recognize presupposed assumptions.

Deduction: Student = is able to make statements that generate new questions and suggest rationale conclusions.

Interpretation: Con= clusions presented by the student follow logically from established information and facts.

Evaluation: Student= makes logical, strong arguments that are important and directly related to the question.

Class Policy on Attendance: Attendance is a serious matter when a student e= ven misses one session due to the accelerated format of the program. If the student misses more than one session, the student may be administratively withdrawn from the module. It is the responsibility of the st= udent to notify the instructor when a class will be missed. The instructor and the Graduate Program Director will have the final say in the withdrawal of a student from a course.   =

Course Outline

Week One

Konradi – Secti= on 1, The Sociological Imagination

Course introduction -= review of syllabus and the course outline. The concept of the sociological perspective and the perception of cr= ime - especially when in conflict with Social Justice and Criminal Justice.

A case study will be discussed in class. Crime-Issues at a glance, featuring three perspectives.

Week Two

Reiman Ch. 1, Crime Control in America: Nothing succeeds Like Failure

Konradi Section 29, G= ang Business: Making Ends Meet

Konradi Section 8, Co= rporate Welfare

Konradi Section 36, S= avage Inequalities: Children in American Schools&= nbsp;

Autobiographical Essa= y due - Focusing on student’s cultural roots and value system.

Paper due on study qu= estions from Chapter 1 in Reiman's book. Group discussions.

Case Study and simula= tion exercise - demonstrating ability to explain own cultural values in cultural context.

Handout – The B= roken Promise – Where pensions are golden

A video on street gan= gs will be shown in class. Discussion= to follow.

Week Three

Reiman Ch. 2, A Crime by any Other Name

Konradi Ch. 6,<= span style=3D'mso-tab-count:1'> One World, Ready or Not: The Manic Logic = of Global Capitalism

Konradi Section 28, Nickel-and-Dimed: On (not) Getting by in America

Paper due on study qu= estions from Chapter two in Reiman's book. Group discussion

What is Culture? The = Iceberg Theory & Culture.

Film – the Gap = – Discussion to follow.

Handout - Case Study = & simulation exercise – Civil liberties in an age of terrorism.

Week Four

Etzioni Ch. 1, Clear = and Present Danger.

Etzioni Ch. 3, We Can Strike a Balanc= e on Civil Liberties

Etzioni Ch. 7, = Lets Fight Terrorism not the Constitution

Etzioni Ch. 8, Confusing Freedom with License

Etzioni Ch. 14, What we’re Fighting For: A L= etter for America

Etzioni Ch. 15,= This is Not Our War

.
Case study & simu= lation exercise – Civil Liberties in the Age of Terrorism<= /p>
Case Study & simu= lation exercise - Does the = United States have the right to torture suspect= ed

Handouts - Policing R= ace and Class & The Costs of Inequality

Listening: self-inven= tory simulation

Week Five

Reiman Ch. 3, The Poor Get Prison

Konradi Section 12, G= hetto-Related Behaviors and the Structure of Opportunity

Konradi Section 44, D= riving While Black is not a Crime

Etzioni Ch. 9, Discrimination Were Afraid to be Against

Etzioni Ch. 10, A (Potentially) Usefu= l Tool

PowerPoint on wealth = and income inequality

Paper due on study qu= estions from Chapter 3 of Reiman's book.

Video - Driving While= Black

Review of the final e= xam.

Week Six

Lecture on research d= esign.

Calumet College Libra= ry – Literature review.

In an academic settin= g the literature review sets the table for the current literature on a topic and offers the student an all-inclusive examination of research on the subject.=

Paper due on how stud= ents, as Public Safety Administrators, make a commitment to social justice.

Week Seven

Konradi Section 41, C= rime and Policy

Due - Statement of Pr= ofessional Commitment

Final Exam (essay)

Cultural Roots of Value Conflicts	Students can analyze cases involving value conflicts in terms of "cultural clash" and recommend strategies for resolving these conflicts.	Case Study and Simulation Exercise
Cultural Patterns of Social Injustice and Correlation with Crime Rates	Students will demonstrate insight into the relationship between poverty and crime and its implications for the crimi= nal justice professional.	Through completion of a Case Study/Simulation Exercise students will: · &nbs= p; <= span style=3D'font-size:11.0pt'>Review demographic analysis of crime rates in = large urban areas; and · &nbs= p; <= span style=3D'font-size:11.0pt'>Analyze the relationship between poverty and c= rime and make recommendations for how law enforcement agencies can respond more proactively to reducing crime in urban setting.
Civil Liberties in an Age of Terrorism. <= /o:p>	Students will demonstrate the implications bet= ween terrorism and public safety.	Case studies and simulation exercises.
Formulating a Plan for Professional Developmen= t With Regard to Social Justice and Criminal Justice.	Students will be able to articulate how a comm= itment to social justice is a component of their professional identity as Law Enforcement Administrators.	Plan for Professional Development Statement of Professional Commitment

Inference: Student = is able to draw conclusions, from the facts presented.
Assumptions: Studen= t is able to recognize presupposed assumptions.
Deduction: Student = is able to make statements that generate new questions and suggest rationale conclusions.
Interpretation: Con= clusions presented by the student follow logically from established information and facts.
Evaluation: Student= makes logical, strong arguments that are important and directly related to the question.