Running head: CASE STUDY #21

Running head: CASE STUDY #2

Case Study #2: Course Syllabi From a Specific DisciplineTempris DanielsLoyola University Chicago

Course syllabi are helpful in determining the main objectives a professor is looking for their students to grasp by the end of the semester/trimester. The purpose of this case study is to analyze and reflect upon five syllabi from five different criminal profiling courses. Using the web-based knowledge gained, the goal is to generate themes around the course syllabi as well as contrasting views while integrating readings from the class. Part I. DescribeAugustana College Augustana Colleges syllabus is built on a ten-week term with classes on Tuesdays and Thursdays for two and a half hours. Dr. Ruth Ann Johnsons criminal profiling class is an elective third and fourth year psychology students have the opportunity to enroll into. This class requires students to complete four examines throughout the term as well as a paper, in-class presentation, and written articles summaries. Additionally, Dr. Johnson provides students with a detailed schedule of each week including topics discussed, assignments due, and readings. As part of the syllabus, the instructor outlines six objectives she hopes students develop from the course. The objectives include:1. An appreciation of the complexity of human behavior2. Familiarity with theoretical perspectives on human behavior3. An understanding of the scientific study of human behavior4. Further ability to think critically and objectively5. Reading, writing, and speaking skills 6. Interconnections between different fields of study, scientific knowledge, and the practical issues of human life (R. Johnson, person communication, January 22, 2015).

Along with course objectives, this syllabus outlines Augustana Colleges policy on academic integrity stating the definition of plagiarism. This curriculum defines academic integrity and a students requirement to uphold the academic honor along with the penalties for instances where academic dishonestly is shown. The next section of the syllabus outlines the paper each student must complete as well as the guidelines for a profile assessment. This paper helps students merge what they have learned in the classroom with real life examples. Along with the paper, the students give an in-class presentation focusing on the major highlights of the their serial killer (R. Johnson, person communication, January 22, 2015). Furthermore, unique to many exams, students have the chance to justify their answers on their test. If a student answers an exam question incorrectly, the professor will take a look at the justification. Lastly, similar to many courses, this syllabus includes attendance policies, make-up exam options, office hours, office phone number, email, and the grading system (R. Johnson, person communication, January 22, 2015).Austin Peay State University (APSU)The second syllabus is from APSU, where Dr. Tom OConnor teaches a criminal profiling class to advanced applied criminology course students. This class requires students to purchase one textbook and download supplemental reading as necessary. The syllabus provides students with course objectives and general education goals expressing the need to understand the foundational knowledge behind the topic as well as how to apply the course to real life situations (OConnor, n.d.). The next section of the syllabus outlines the eight-week course including textbook readings for the week, lecture notes, and additional readings provided by Dr. OConnor. Additionally, the basis and methods section of the syllabus includes a midterm and finals exam schedule, writing assignments, participation and discussion grading scales. Following the above section is the attendance policy where a roster is kept and attendance is taken at the start of each class session. The next section outlined is the disability policy where it states, Any student who has a disability that may affect his/her academic performance is encouraged to make an appointment with me to discuss this matter, or you may contact Disability Services; telephone 221-6230; voice 221-6278; voice tty (OConnor, n.d.). Lastly, this syllabus describes the policy of minors stating that non-students under the age of 18 are not permitted in the classroom (including perspective students). Excelsior CollegeThe third syllabus chosen is from a 15-week Investigative Criminal Profiling course from Excelsior College. This syllabus is divided into six main sections but does not provide the professors information while offering all course content. The first section, course description suggests students take the prerequisite titled Introductory to Criminal Justice before enrolling into the Criminal Profiling class. This course offers a history and practice of how criminal profiling is applied to criminal investigation (Investigative Criminal Profiling). The syllabus offers a detailed course outline of the topics discussed in the class including: wound pattern analysis, crime motivation and offender typologies just to name a few. The next section, course outcomes, indicates upon a student completing the course they will be able to achieve the following:1. Critical examine the various profiling methodologies as to their outcomes2. Demonstrate an ability to prepare a profile and equivocal death analysis from available forensic and behavioral evidence3. Analyze crime scenes for offender behaviors and traits, using sound logic and reasoning4. Evaluate the victim's role in the crime5. Identify acceptable methods and ethics that will allow a criminal profile to be usable in a court of law (Investigative Criminal Profiling).

The third section offers students the resources and options on where to purchase their textbooks for the course. The fourth segment is the course schedule, outlining the 15-week modules where it includes the topic being discussed, the readings and assignments due, quizzes and exams, and the topic for the online discussion for the week. The fifth section is compromised of the grading scale listing point values for each assignment adding up towards the final grade. The last section is the course requirements. This section includes the course activities such as the two projects each student must complete, the midterm and final examination schedule, essay questions; quiz requirements, discussion requirements, participation, policies, and step-by-step instructions on how to use turnitin.com (Investigative Criminal Profiling).Colby Community College (CCC)The next syllabus is an introductory course for freshmen/sophomores at Colby Community College. This course is offered as an elective in the Behavioral Science and Criminal Justice/ Social Science Department. Dr. Michael Thompson, the professor, outlines the course description detailing a preview of what is to come throughout the semester. Following the course description includes a section outlining the two pre-class assignments and eight-module sequence classes including the topics discussed, lessons, and class activities (Thompson, n.d.). The next section is course competencies, which includes: 1. Access information on principle proponents of profiling theories using accepted methods of inquiry2. Demonstrate an understanding of profiling as a behavioral science3. Explain theories and cognitive processes4. Describe theories and cognitive processes5. Demonstrate an understanding of criminal profiling development and discriminate among its major domains6. Identify and describe the major theories of profiling7. Specify how the individual, a group and the environment influence human interaction (Thompson, n.d.).

Different than the above syllabi, this syllabus includes a method of instruction section, outlining how the class will be taught using lecture and the use of technology. The next section is the method of evaluation including quiz, attendance, and participation requirements. The following section includes a practicum opportunity for students to complete. These practicums include projects, written essays, and participation in mock scenarios where students are not graded on the quantity of times they participate but the quality of their work (Thompson, n.d.). This syllabus concludes with ways to provide course feedback, recording of lecture opportunities, behavioral expectations, citizenship, and student dishonesty. University of Colorado Denver (UCD)The final Criminal Profiling syllabus is from UCD where Dr. Jack McGrath teaches a seminar class, offering inductive and deductive methodology to profile criminal behavior (McGrath, n.d.). This syllabus offers course objectives and goals along with the required text for the class. Additionally, course requirements include class participation, case studies, group projects, class presentations, and a final paper. As part of the course, Dr. McGrath speaks about a few guidelines in order to allow all students to learn in a collaborative manner. This rights and responsibility section expects students to come to class ready to engage, enlighten, and to argue (McGrath, n.d.). The next section of the syllabus includes the eight-week course schedule outlining the class periods on Mondays and Wednesdays along with the topic of the day. This syllabus concludes with a note that course material and content can change based the students interest (McGrath, n.d.). Part II. CompareEach of the five syllabi chosen has similar themes that are shown. Four out of the five models were built using the integrated course design model. This model functions as a learning-centered approach and design the course systematically (Fink, 2003, p.69). This allows the professor to take responsibility to decide the high-quality learning happening in the classroom. For example both Augustana and Excelsior College numbers the outcomes and learning goals they wish for their students to come away with from the class. In addition, all the syllabi speak to the teaching and learning activities that will take place throughout the semester/trimester, giving students a sense of what kinds of projects and specific topics they will discuss in class. The second common theme shown is the scheduling and specific content. Each syllabus describes whether it was a first-year course, advance course, or seminar. This type of information is important to include when designing a course so that students know what the professor expects. However, Funk (2003) reminders the reader that although students are the top priority in the classroom, it is easy to forget about the other party always present in the educational event: the teacher (p.79). Knowing a teachers office hours, background, person stories and course schedule reminders the students that they are both responsible for the learning in the classroom. Furthermore, offering the necessary materials such as the readings and in-class activities will assist in meeting the courses learning outcomes (Nilson, 2010, p.29).The final major comparison is this notion of exploring and providing opportunities through social creativity. Bornstein observes that the communication revolution has given many more people a wider and deeper understanding of the world (Wagner & Compton, 2012, p.101). Through discussions, story telling, presentations, writing assignments, and social media students have the tools to inform each other and learn beyond the classroom. Each of the curriculums begins the discussion around learning outside of the classroom. For example, the University of Colorado Denver syllabus offers students the use of outside resources to pick a topic of their choosing and present it to the rest of the class (McGrath, 2010). Part III. ContrastIn contrast, all but one of the curriculums mentioned feedback and assessment as part of the course. Based of my classroom experience, even if evaluation is not spoken about in the syllabus, many times professors or institutions hand out surveys at the end of the semester. In the integrated course design, feedback and assessment is part of the situational factors and without its integration, learning goals and teaching and learning activities have a less significant impact. I question why assessment and feedback are not part of more syllabi and is often seen as the hidden elephant? Even further, do the assessments questions allow students to provide meaningful feedback? The second difference between the syllabi is seen through measurement of student success in the classroom. Are test and quizzes an accurate way to measure ones success? Many times, application and knowledge can be learned in multiple ways. Fink (2003) speaks to the different assignments professors give throughout the semester. One piece of advice given is be realistic and allow appropriate opportunities for students to rehearse, practice, consult resources, and get feedback on and refine performances and products (p. 96). The UCD syllabus offers this alternative measurement for students by giving them the opportunity to showcase their knowledge through the completion of case studies. Methods such as performing these case studies (UCD) or participation in mock scenarios (CCC), allows students to engage in deep learning and improve creative development. Wagner and Compton (2012) argue that, in the midst of the growing demand for more innovative people, studies tell us that our childrens creativity is on the decline (p.7). Offering more opportunities like the many examples given in the Creating Innovators text allows students to become creative through shoe designs, writing, and life experiences. Creativity challenges this idea of going to school, learning from the teacher, and not questioning the information you are given. Even with knowing this sort of schooling is not beneficial, the idea is this prevalent within our school system. The final difference between syllabi is the time in which the classes are taught. Some of the institutions above offered syllabi for eight-week courses while others presented 15-week courses. Time seems to be a major difference in how students learn within a classroom. A 15-week course allows for more discussion opportunities than an eight-week course. Based on the amount of time for the course, learning outcomes can change. A learning outcome is a statement of exactly what your students should be able to do after completing your course (Nilson, 2010, p. 18) and I challenge whether the semester or trimester system is better equipped for student development. I have experienced both systems and there are benefits and challenges to them. In all, it becomes the instructors responsibility to build learning outcomes for the course that are both cognitive and developmental. After looking at the different types of syllabi available for the same course topic, an instructor must look at the students entering the course in order to gage a better sense on how to develop a meaningful syllabus.

References

Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to developing college courses. San Francisco: Jossey-Bass.Investigative Criminal Profiling. (n.d.). Retrieved January 22, 2015, from http://www.excelsior.edu/web/syllabus-library/cj370_15wkMcGrath, J. (n.d.). Criminal Profiling Summer 2009 Syllabus. Retrieved January 22, 2015, from http://www.ucdenver.edu/academics/colleges/SPA/Academics/Syllabi/Lists/Syllabi/Attachments/685/CJ6600-001 McGrath.pdfNilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors. San Francisco, CA: Jossey-Bass. (Ch. 2).O'Connor, T. (n.d.). Criminal Profiling Syllabus. Retrieved January 22, 2015, from http://www.drtomoconnor.com/4050/default.htmThompson, M. (n.d.). Colby Community College Syllabus. Retrieved January 22, 2015, from http://www.colbycc.edu/Assets/uploads/ColbyCCFull/import/192.168.1.2/syllabi/2012fall/Criminal_Justice/PS265.pdfWagner, T., & Compton, R. A. (2012).Creating innovators: The making of young people who will change the world. New York: Scribner.