Course CJS 3322.

001 Crime Prevention

Instructor Jonathan Caudill
Term Spring 2009
Meetings W 9:30am-12:15pm / GR2.302

Professor’s Contact Information

Office Phone 972 883 4915
Please note: Any communication should be via University E-Mail. I do not check
Other Phone
messages on the aforementioned telephone number.
Office Location GR 2.510
Email Address jwc067000@utdallas.edu
Office Hours
All e-mail communication must be via your UTD e-mail account or WebCT. Electronic
communication will not be accepted nor responded to from any other source. The office
Other Information number listed above is a community line, therefore, if you need to contact me by phone,
please use the alternate number. Unless it is an emergency, I rather you contact me via e-
mail.

General Course Information

Pre-requisites, Co-
requisites, & other N/A
restrictions
This course examines the situational, social, and legislative approaches to the prevention
of crime and delinquency. The emphasis is on the theories of victimization and the extent
Course Description to which victim demographics play a role in crime, and the implementation and
consequences of various crime prevention policies and approaches and their differential
effects on victims throughout various sectors of society.
1. Students will able identify and discuss the direct and indirect consequences of
crime.
2. Students will be able to identify, describe, and assess formal responses to crime,
Learning Outcomes including legislative and administrative designs of policing, courts, and
corrections.
3. Students will be able to identify, describe, and assess informal responses to
crime based on Crime Prevention Through Environmental Design Strategies.
There is one required text for this course.
Crime Prevention in America, (2007). Champion, J. D. Pearson: Prentice-Hall.

There will be other required readings and additional readings posted on WebCT for
Required Texts &
students to utilize.
Materials
Students are required to collect subject-related current events articles and be prepared to
discuss them at the beginning of class each week. These articles can originate from
newspapers, magazines, etc.
Although there is only one required text, students should be aware that I will use several
Suggested Texts,
texts to create the in-class lectures and several additional readings may be assigned
Readings, &
throughout the semester. These readings will originate from various sources and may
Materials
require the students to access the worldwide web.
Assignments & Academic Calendar
[Topics, Reading Assignments, Due Dates, Exam Dates]
Dates, topics, and exams are listed below. Please be cognizant that
Syllabus and although we will attempt to maintain this schedule, these dates,
Orientation and
01/14/2009 Course topics, readings, and lectures are tentative. This being stated,
Introduction
Expectations students will be informed of any schedule changes in a timely
manner via class, WebCT, and/or e-mail.
Formal Crime Readings:
Prevention 1. The History of Crime Prevention in the United States, pp. 3-
01/21/2009 & 28.
Problem 2. Compstat Process, pp. 78-85.
Solving Policing Lecture: The Impact of Crime on Communities
Readings:
1. Braga, A. A. (2001). The Effects of Hot Spots Policing on
Hot Spot
Crime. The Annals of American Academy of Political and
Policing
Social Science, 578(1), 104-125.
01/28//2009 History& Intro &
2. Brittner, E. (1967). The Police on Skid-Row: A Study of
to Policing Public / Private
Peace Keeping. American Soiological Review, 32(5), 699-
Policing Policing
715.
Lecture: Klinger, D. A. (1997). Negotiating Order in Patrol Work
Readings:
1. Readings: Examining the Role of the Police in Reentry
Alternative Partnership Initiatives, pp. 53-65.
02/04/2009 Policing 2. The Future of Public/Private Partnerships, pp. 107-111.
Strategies 3. Davis & Taylor (1997). A Proactive Response to Family
Violence: The Results of a Randomized Experiment
Lecture:
Readings:
1. Casey & Rottman (2005). Problem-Solving Courts; Models
and Trends. The Justice System Journal, 26(1), 35-56.
02/11/2009 Problem-
2. Worrall, J. L. & Tibbetts, S. G. (2006). Explaining San
Comps Solving Courts
Diego’s Decline in Illegal Street-Racing Casualties. Justice
Quarterly, 23(4), 530-544.
Lecture:
Readings:
Courts 1. State Sentencing Schemes, Part I and Part II, pp. 115-131.
2. Herman, S. (2004). Is Restorative Justice Possible
Without A Parallel System for Victims? Chapter in
02/18/2009 Sentencing Critical Issues in Restorative Justice. (Ed. By Howard
Zehr & Barb Teows) New York: Criminal Justice Press.
3. Herman, S. & Wasserman, C. (2001). A Role for
Victims in Offender Reentry. Crime & Delinquency,
47(3), 428-445.
02/25/2009 Exam I Exam I
Readings:
1. Prison-Based Therapeutic Community Substance Abuse
Prisons
Programs, pp. 166-174.
&
2. Dowden, C. & Andrews, D. A. (1999). What Works for
Special Needs
Female Offenders: A Meta-Analytic Review. Crime &
Inmates /
03/04/2009 Delinquency, 45(4), 438-452.
Offenders
3. Sorensen, J., Wrinkle, R., Brewer, V., & Marquart, J. (1999).
&
Capital Punishment and Deterrence: Examining the Effect of
Corrections Capital
Executions on Murder in Texas. Crime & Delinquency, 45(4),
Punishment
481-493.
Lecture: Placements and Long-term incarceration
Reading:
Probation 1. Problem Solving Probation: Overview of Four Community-
03/11/2009
& Based Experiments, pp. 315-330.
ACJS
Parole 2. PROGRESS: An Enhanced Supervision Program for High-
Risk Criminal Offenders, pp. 311-314.
 3. Electronic Monitoring: Positive Intervention Strategies, pp.
303-310.
Lecture: Prisoner Reentry: What works, what does not, and what is
promising
03/18/2009 Spring Break No Class ***No Class***
Readings:
1. Adams, K. (2003). The Effectiveness of Juvenile
Curfews at Crime Prevention. The Annals of the
American Academy of Political and Social Science,
587(1), 136-159.
2. What Works in Juvenile Justice Outcome
03/25/2009 Juvenile Justice
Measurement?, pp. 260-268.
3. Truancy Mediation, pp. 255-259., and The Peer Court
Experience, pp. 235-240.
4. Treatment, Services, and Intervention Programs for
Child Delinquents, pp. 241-254.
Lecture: Program Evaluation Literature
04/01/2009 Exam II Exam II No, this is not a foolish joke!
Readings:
1. Schneider, R. H. (2005). Introduction: Crime Prevention
Through Environmental Design (CPTED): Themes,
Theories, Practice, and Conflict. Journal of
Informal Crime Architectural Planning Research, 22(4), 271-283.
Prevention 2. Zahm, D. (2005). Learning, Translating, and
04/08/2009 Introduction Implementing CPTED. Journal of Architectural and
& Planning Research, 22(4), 284-293.
Purpose 3. Rondeau, M. B., Brantingham, P. L., & Brantingham, P.
J. (2005). The Value of Environmental Criminology for
the Design Professions of Architecture, Urban Design,
Landscape Architecture, and Planning. Journal of
Architecture and Planning Research, 22(4), 294-304.
Readings:
1. Samuels, R. (2005). After-Dark Design, Night
Animation, and Interpersonal Interaction: Toward a
Community-Security Paradigm. Journal of Architecture
and Planning Research, 22(4), 305-318.
Informal Crime 2. Wilson, P. & Wileman, B. (2005). Developing a “Safe
Prevention City” Strategy Based on CPTED Research: An
Australian Case Study. Journal of Architecture and
Planning Research, 22(4), 319-329.
Application of 3. Wilson-Doenges, G. (2000). An Exploration of Sense of
CPTED, Community and Fear of Crime in Gated Communities.
Gated
04/15/2009
Communities,
Environment & Behavior, 32, 597-611.
& 4. Minnery, J. R. & Lim, B. (2005). Measuring Prevention
Assessment Through Environmental Design. Journal of
Architecture and Planning Research, 22(4), 330-341.
5. Kitchen, T. (2005). New Urbanism and CPTED in the
British Planning System: Some Critical Reflections.
Journal of Architecture and Planning Research, 22(4),
342-357.
6. Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997).
Neighborhoods and Violent Crime: A Multilevel Study
of Collective Efficacy. Science, 277(5328), 918-924.
Lecture: Criminal Victimization and Moving Decisions
Personal
04/22/2009 Readings: TBA
Guardianship
 Readings:
1. Mears, D. P. (2007). Towards Rational and Evidence-
Based Crime Policy. Journal of Criminal Justice, 35,
04/29/2009 Putting It
Together 667-682.
2. Preventing Crime: What Works, What Doesn’t, What’s
Promising.
05/13/2009 Final Final Final

Course Policies
I award final grades according to the following total point scale: A+: 98-100%, A: 94-
97%, A-: 90-93%, B+:87-89%, B: 84-86%, B-: 80-83%, C+: 77-79%, C: 74-76%, C-:
70-73%, D+: 67-69%, D: 64-66%, D-: 60-63%, F: 0-59%. These percentages are
averages of the grades received on the mid-term, the final exam, and in-class
participation.

I will compile grades in the following manner:

Exam I 30 Points
Exam II 30
Final Exam 30
In-Class Participation 10

Total * 100%

Class Exams: There are three class exams covering the reading materials, class lectures,
and discussions resulting from the readings and class lectures. All class exams are
multiple-choice answers and have an extra credit question at the end. It is the sole
responsibility of the individual student to have an 882-E Scantron and an appropriate
Grading (credit) pencil for the exams.
Criteria
Final Exam: The final exam covers post-Exam II material and is a multiple choice
answer exam, with an extra credit question at the end. As with the class exams, the
student is responsible for being prepared to take the final exam.

In-Class Participation: I expect students to be present AND prepared for every class
meeting. Along with being in class, I expect students to be academically prepared to
discuss the assigned readings, present current events related to the topics, and participate
in class discussions.

Extra Credit: There will be extra credit short essays at the end of each class exams. The
maximum points earned for the extra credit questions will be 5-points each and there will
only be one extra credit question per class exam. There will be no other opportunity for
extra credit during this course.

Review of Grades: All exam grades will be posted on WebCT after all students’ exams
have been graded. In class participation grades will be posted on WebCT along with the
Exam grades. Please be aware that if you wish to contest a grade, you must follow the
outlined procedure dictated by the university, which you can find at:
http://www.utdallas.edu/dept/ugraddean/appeals.html.
* It is possible to have a total score of more than 100 due to Extra Credit.
I schedule exams so that you can arrange well in advance of the exam date. If you are
unable to be present during an exam, you must contact the instructor prior to the exam
date to discuss possible options, such as a make-up exam. This policy does not guarantee
students the right to a make-up exam, thus you should do your very best to be in class for
Policies on Exams all exams.

Make-up exams, if granted, will not be in the same format as the in class exam. If I
authorize a make-up exam, I expect the student to complete this exam within two weeks
of the originally scheduled in class exam date.
 Once the first person taking an exam leaves the classroom, I will not admit late arrivals
to complete the exam.

Please bring a picture I.D. for all exams. If you are asked for your picture I.D. and you
do not have it with you, you will be asked to leave the class and you will forfeit your
opportunity to complete the exam.

Exams will consist of information provided to the student in the readings, in class
lectures, and discussions from the readings and class lectures. The more you read and
take notes in class, the better you will perform on the exams.
The only assignments for this class are in class assignments, thus I will not accept late
Late Work work. Please do not ask as this policy is non-negotiable. If you are late to class, your
work is late.
In Class Assignments will consist of students bringing current newspaper articles related
to the readings or the lecture for that day. Due to the size of the class, we will not always
Special Assignments
be able to discuss everyone’s article, however all students will receive credit for their
submission. Students will not be required to bring in class assignments on exam days.
I expect students to be on time for every meeting. Please do not distract from other
students’ learning due to poor planning.

In class assignments will be utilized as the attendance record. If you have an emergency
Class Attendance
and are unable to attend class, I suggest you befriend a classmate so you can retrieve the
class notes, as the course readings and the class notes are not the same. Please be aware
that I will not provide any student with a copy of my notes for the class due to absence,
regardless of the reason.
Electronic Devices can be used in the classroom FOR CLASS RELATED ACTIVITIES.
Surfing the web, participation in an on-line chat, accessing personal web page host sites,
Instant Messaging (IM), e-mail, text messaging, etc. are inappropriate behaviors in a
classroom setting. If it is determined that you are engaging in these activities while I
Classroom conduct class, I will ask you to turn off your Electronic Device and will not be allowed
Citizenship to return to class with it. Please do not take advantage of my policy.

You should turn cell phones off or put them on silent mode while in class. If you have a
SERIOUS EMERGENCY, which may require you to interrupt the class, it is your
responsibility to inform the instructor prior to class and sit close to an exit.

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Student Conduct and Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Discipline Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
 done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
Email Use university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

As the University’s policy is designed to protect all students’ privacy, I do not discuss
grades with students via e-mail (or telephone).

The administration of this institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that semester's course catalog.
Withdrawal from
Administration procedures must be followed. It is the student's responsibility to handle
Class
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.

Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be
Student Grievance
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
Procedures
the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean
of Students, where staff members are available to assist students in interpreting the rules
and regulations.
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed.
Incomplete Grades
An incomplete grade must be resolved within eight (8) weeks from the first day of the
subsequent long semester. If the required work to complete the course and to remove the
 incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
Disability Services
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape recorders or
animals (in the case of dog guides) for students who are blind. Occasionally an
assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with
mobility impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.
The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
Religious Holy Days
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement about
whether the student has been given a reasonable time to complete any missed
assignments or examinations, either the student or the instructor may request a ruling
from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the decision of the chief executive
officer or designee.
Off-campus, out-of-state, and foreign instruction and activities are subject to state law
Off-Campus and University policies and procedures regarding travel and risk-related activities.
Instruction and Information regarding these rules and regulations may be found at
Course Activities http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean.

These descriptions and timelines are subject to change at the discretion of the Professor.