GENERAL EDUCATION COURSE PROPOSAL -
RESUBMIT
WEBER STATE UNIVERSITY
SOCIAL SCIENCE
Area: SOCIAL SCIENCE - RESUBMIT (by Scott Senjo, x-7851)
Date: _October 24, 2011_________________
College: __Social and Behavioral Sciences____
Department: __Criminal Justice_______
Catalog Abbreviation: __CJ_______
Catalog Title: __Introduction to Criminal Justice____
Course
Number: __1010_____
Credit Hours: _3__
Substantive: ______
New: ______
Revised: ______
Renewal _XX__
Effective Date __Summer 2012___
Course description as you want it to appear in the catalog:
An introduction to the history, processes and functions of the American criminal justice system and its primary components, law enforcement, courts, and corrections.
SOCIAL SCIENCE GENERAL EDUCATION MISSION STATEMENT
The mission of the Social Science general education area is twofold: 1. to provide students with a basic understanding of humans and their behavior within their environments; and 2. to assist students in their efforts to contribute to society in their particular professions and as responsible citizens of their various communities.
Course Title:_CJ 1010 Introduction to Criminal Justice___
Department:__Criminal Justice______
SOCIAL SCIENCE LEARNING OUTCOMES
All courses proposed for inclusion in the social science breadth category must address at least two of the skill criteria listed below. (Mark all that apply.)
_X_ Written, oral, or graphic communication
_X_ Abstract logic or reasoning
____ Use of information technology
____ Use of library or other research sources
____ Critical thinking, cognitive learning, and individual or group problem solving
____ Collaborative group problem solving
Justification:
Table 1. Specific examples of two Skill Criteria implemented in CJ 1010
Introduction to Criminal Justice.
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Skill Criteria 1: |
Skill Criteria 2: |
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Example A |
Research paper |
Use of Theory, e.g., retributive justice |
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Example B |
Individual or group presentation |
Use of Concept, e.g., computer security |
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Example C |
PowerPoint presentation |
Use of Typology, e.g., Media Sources: Conservative/Liberal |
Skill Criteria 1:
Written, oral, or
graphic communication.
This Social Science Learning Outcome is accomplished in CJ 1010 with
traditional instructional tools. For example, some instructors who teach this
course utilize the research paper technique to develop written communication
skills. Other instructors, for example, use the technique of the in-class
individual presentation to develop skills in oral communication. In the
attached syllabus, the instructor requires each student to stand in front of the
class and present a newspaper article to the class. With this assignment,
students develop (or further develop) skills for oral presentation in the Social
Sciences and in general. Grading of the oral presentation is based directly on
the effectiveness of the communication in the assessment and secondarily on the
substantive accuracy of the information presented.
Skill Criteria 2:
Abstract logic or
reasoning.
CJ 1010 presents an abundant opportunity to implement this Skill
Criteria. Abstract logic and reasoning is developed by having students in this
course consider theories such as deterrence, justice, and correctional
rehabilitation. For example, practical crime-related scenarios are described,
then students are asked, "Is justice achieved in this case?" As a more specific
example, in the attached syllabus, the instructor discusses the concept of
retributive justice in Chapter Twelve of the assigned textbook The American
System of Criminal Justice (12th edition, 2010) by Cole and Smith
(Wadsworth Publishing).
In this chapter, the class is able to study retributive justice in the abstract and develop the skill for abstract reasoning. As an example, the chapter explains how a criminal sentence is part of the historic principle of “an eye for an eye, a tooth for a tooth.” With this principle, students are trained in the skill of abstract logic by applying “an eye for an eye . . .” to a criminal sentence that is handed down for the purpose of retributive justice.
A student completing a social science general education course should be able to accomplish three of the following five outcomes. (Mark all that apply.)
_X__ Describe a social science approach to studying and understanding human behavior.
____ Describe basic assumptions about humans and their behaviors from a social science perspective.
_X__ Explain the basic elements and operation of a sociocultural system.
____ Explain the interactions between individuals and their sociocultural and/or natural environments.
_X__ Apply a social science perspective to a particular issue and identify factors impacting change (past or present).
Justification:
Table 2. Specific examples of three Outcomes implemented
in CJ 1010 Introduction to Criminal Justice.
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Outcome 1: Describe a social science approach to studying and understanding human behavior |
Outcome 2: Explain the basic elements of a sociocultural system |
Outcome 3: Apply a social science perspective to a particular issue and identify factors impacting change (past or present). |
|
Example A |
The Tuskegee Syphilis Experiments |
Prison Gangs |
Women as Police Officers |
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Example B |
Participant
Observation |
Police Subculture |
Hate Crimes |
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Example C |
Jury Polling |
Courtroom Workgroup |
Legalization of Marijuana |
Outcome 1:
Describe a social science approach to studying and understanding human behavior.
In this course, students are continually exposed to a social science
paradigm. That is, crime is viewed as a product of social learning. Police
brutality, as another example, is viewed through the lens of groupthink. Jury
decision-making is examined by observing the dynamics of social conformity.
In Table Two above, Jury Polling is listed in Example C. Jury polling is taught in CJ 1010 and is defined as a detailed questioning of a criminal jury as to why the jury arrived at a particular decision. With Jury Polling, a social science approach to studying human behavior is used to gain an understanding for how and why a jury arrived at a particular decision. Jurors are asked a series of questions about the evidence, facts, parties, and also about how the social setting of jury deliberations had an effect on their respective vote of guilt or innocence. In the study of Jury Polling in CJ 1010, students are able to apply social science to the understanding of human behavior.
The tools used to assess this Outcome will vary. My preference is an essay exam (either a quiz, midterm, or final exam). Other instructors of this class will assess this Outcome with a research paper, group presentation, and/or critical review/summary paper.
Outcome 2: Explain the basic elements of a sociocultural system.
In this class, students are exposed to trends and patterns of values-based group behavior and subsequent sociocultural systems. For example, prison inmate culture is examined in light of prison confinement. Police culture is the subject of study based on cultural elements of civil decency, respect for authority, and the administration of justice. Behavior and trends of juvenile street gangs are examined from the perspective of conflict theory and the reaction of underprivileged groups striving to survive in a capitalist society.
In Table Two above, the example of “Courtroom Workgroup” is provided in Example C for this Outcome. Any student that takes CJ 1010 will study, more or less, the sociocultural system of the “Courtroom Workgroup”. The Courtroom Workgroup is defined, in summary, as a judge, prosecutor and defense attorney who work together in criminal court as a working group; not as adversaries but rather as friends and colleagues.
The Courtroom Workgroup involves numerous elements of a sociocultural system. There are social interactions on an individual and group level, as well as social dependencies and social interdependencies that define the Workgroup as a sociocultural system. Students will study how the group forms, and why it functions as a whole. The manner in which a Courtroom Workgroup behaves will vary depending on the cultural values of both the individuals who make up the group as well as the environment in which the group operates. In this way, the Courtroom Workgroup is a perfect example of a Social Science sociocultural system.
In the attached syllabus, the Courtroom Workgroup is studied in Chapter Ten of the required course text, The American System of Criminal Justice (12th edition).
Many Outcome assessment strategies can be used to assess this Outcome and they will include timed in-class quizzes, web-based independent study, and also exams and quizzes.
Outcome 3: Apply
a social science perspective to a particular issue and identify factors
impacting change (past or present).
Social science-based historical comparisons are made in this course to
allow students to identify factors which impact change. Students study
variables such as civil rights laws, socioeconomic conditions, and political
protest as independent variables which affect change in areas such as the law of
gay marriage, unprecedented growth of prisons and jails in the 1980s, and
greater security precautions after the 9-11 terrorist attacks.
One other specific example includes, from Table Two above, the role of females as police officers. Prior to 1960, an armed female patrol officer was nonexistent. Today, females are found in police departments across the U.S.
In this class, students are instructed about the role of women as police officers using a social science perspective which identifies the evolution of this historic change. Mainly, the class is made aware of the social upheaval in the 1950s and 1960s which resulted in the Civil Rights Act of 1964 and the advent of gender based anti-discrimination laws. Students are also instructed about the changing nature of the family as a social unit and the corresponding changing spheres of men and women in the family and also in society.
The factors of the social unrest which led to the Civil Rights Act of 1964, and the changed roles of men and women in the family indirectly impacted the advent of women as police officers in the U.S. and constitute a social science perspective for this change in American police work.
In the attached syllabus, the role of women as police officers is studied in Chapter Seven of the required course text, The American System of Criminal Justice (12th edition).
Assessment tools for this Outcome also vary by instructor and include the traditional tools of exams, quizzes, and writing projects such as research papers
COMPLETE THE FOLLOWING
1. Has this proposal been discussed with and approved by the department?
Yes.
2. List those general education courses in other departments with similar subject matter and explain how this course differs.
The Criminal Justice Dept. is not aware of any other General Education courses
in other departments with similar subject matter.
3. If the proposed new general education course affects course requirements or enrollments in other departments, list the departments and programs involved and attach comments from each.
This application is to renew and is not for a new General Education course.
4. Attach a course syllabus. Include the number of contact hours per week and the format of these hours (e.g., lecture, lab, field trip, etc.).
Please see the attached syllabus. This course consists of three hours of lecture per week.
New Courses Only:
5. Discuss how you will assess student learning outcomes associated with this course
NA (this proposal is to renew an existing course).
Current General Education Courses and Existing Courses Seeking General Education Status:
6. Discuss how you have assessed the applicable or identified student learning outcomes associated with this course.
Faculty who teach this course utilize a variety of traditional assessment tools in the implementation of the Skills and Outcomes noted above. These include Unannounced Quizzes, Midterm Examinations (both Scantron and Essay-based formats), Final Examinations and a variety of research papers (including policy evaluations, legal case briefs, and Social Science literature reviews). Skills and Outcomes are specifically addressed in the assessment tools (please see the attached syllabus as an example). Some instructors also engage students in a variety of individual and group oral presentations in order to assess Skills and Outcomes.
7. How has this assessment information been used to improve student learning?
Department faculty who teach CJ 1010 mainly rely upon an incremental stream of raw data which comes from the assessments mentioned above. In general terms, where students have reflected proficiency in Skills and Outcomes, instructors have maintained consistent use of certain assessments. Conversely, where the data pattern reflects underachievement of certain Outcomes, instructors have varied and increased the types of assessment tools in order to increase student learning and achieve the goals of a Social Science GE course.
WEBER STATE UNIVERSITY
DEPARTMENT OF CRIMINAL JUSTICE
Professor: Scott Senjo JD PhD
Class Location: Social Science Bldg. Rm. 215
Class Time: MWF 12:30 pm – 1:20 pm
Office Hours: MWF 1:30-2:30 pm; T R 10:30–11:30 am; or by appointment
Office Location: Social Science Bldg. Rm. 298
Phone: (801) 755-1674
ELECTRONIC COURSE RESOURCES |
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Instructor Email Address |
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Course Materials |
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WSU Home Page |
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Student Gradebook |
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® Created August 2011 Weber State University, Ogden, Utah. See also posted to www.online.weber.edu. By: Scott Senjo.
Table of Contents
Table of Contents.................................................................................................... 2
Course Description.................................................................................................. 3
ILOs for a Social Science Breadth Area GE course................................................ 3
Required Texts (2)................................................................................................... 4
Test and Assignment Grading................................................................................. 4
Grade Scale.............................................................................................................. 4
Course Schedule................................................................................................... 4-6
Participation............................................................................................................. 6
Attendance.................................................................................................. 6
Article Discussion........................................................................................ 6
Examinations and Quizzes....................................................................................... 7
Midterm Examinations................................................................................ 7
Final Examination........................................................................................ 7
Unannounced Quizzes................................................................................. 7
Where To Take The Exams.......................................................................... 8
Frequently Asked Questions (FAQs)...................................................................... 9
Appendix A. Dr. Senjo Education and Research Publications............................ 10
This course is an introduction to the study of the American criminal justice system, how the system deals with the American crime problem and how the crime problem deals with the system. The police, prosecution, trial court, prison and juvenile justice systems will be examined in relation to the control of crime and the administration of justice. Attention is paid to criminological thought, the historical and philosophical foundations of the system, and also on the challenges and possible solutions that face those who work in the field of criminal justice.
Skills Areas Addressed:
1. Written, oral, or graphic communication. This Skill Area is addressed with the Article Discussion assignment (see page 7 of the syllabus), and also with the Final Examination assignment (see page 8 of the syllabus).
2. Abstract logic or reasoning. This Skill Area is addressed with the
Midterm Examination assignment (see page 7 of the syllabus).
Outcomes Accomplished:
1. Describe a social science approach to studying and
understanding human behavior. This Outcome is accomplished with the
Unannnounced Quiz assignment (see page 8 of the syllabus). The Unnannounced
Quiz Assignment will, among other things, quiz the class on the understanding of
the social science of jury polling.
2. Explain the basic elements and operations of a sociocultural system.
This Outcome is accomplished with the Midterm Examination assignment (see page 7
of the syllabus). The Midterm Exam assignment will include a test of the
students’ understanding of the basic elements and operations of the
sociocultural system of the Courtroom Workgroup.
3. Apply a social science perspective to a particular issue and identify
factors impacting change (past or present). This Outcome is accomplished
with the Final Examination assignment (see page 8 of the syllabus). On the
Final Exam, the class will be asked to address, among other things, the social
factors which led to women becoming police officers in the U.S.
TEST AND ASSIGNMENT GRADING
Final Examination 25%
Midterm
Examination #1 20%
Midterm Examination #2 20%
Midterm Examination #3 20%
Article Discussion 05%
Quiz #1 05%
Quiz #2 05%
100%
|
Examination |
Material |
Date |
|
Midterm Exam #1 |
Chapters 1-4 |
September 19 |
|
Midterm Exam #2 |
Chapters 5-8 |
October 3 |
|
Midterm Exam #3 |
Chapters 9-12 |
October 31 |
|
Final Exam |
Cumulative |
November 30 |
100-93% (A); 92.9-90% (A-); 89.9-87% (B+); 86.9-83% (B); 82.9-80% (B-); 79.9-77% (C+); 76.9-73% (C); 72.9-70% (C-); 69.9-67% (D+); 66.9-63 (D); 62.9-60% (D-); 59.9-0% (F).
COURSE SCHEDULE
WEEK 1
August 22 - Introduction and course overview. Cole and Smith, Ch. 1. Crime and Justice in America.
August 24 – Cole and Smith, Ch. 1. Crime and Justice in
America.
August 26 - Cole and Smith, Ch. 1. Crime and Justice in America. Ch. 2.
Victimization, and Criminal Behavior.
WEEK 2
August 29 - Cole and Smith, Ch. 2. Victimization, and Criminal Behavior.
August 31 - Cole and Smith, Ch. 2. Victimization, and
Criminal Behavior.
September 2 - Cole and Smith, Ch. 3. The Criminal Justice System.
WEEK 3
September 5 – Labor Day Holiday. No Class.
September 7 - Cole and Smith, Ch. 3. The Criminal Justice System.
September 9 - Cole and Smith, Ch. 4. Criminal Justice and the Rule of Law.
WEEK 4
September 12 - Cole and Smith, Ch. 4. Criminal Justice and the Rule of Law.
September 14 - Cole and Smith, Ch. 4. Criminal Justice and
the Rule of Law.
September 16 - Cole and Smith, Ch. 4. Criminal Justice and the Rule of Law.
WEEK 5
September 19 - Midterm Examination #1. Social Science Testing Center, Social Science Building, Basement Level, Room 038. Phone: (801) 626-6847. Call for hours open. You can take the exam anytime during the day, but only three hours are allowed to complete the exam.
September 21 – Cole and Smith, Ch. 5. Police. Ch. 6. Police Officers and Law Enforcement Operations.
September 23 - Cole and Smith, Ch. 6. Police Officers and Law Enforcement Operations.
WEEK 6
September 26 – Cole and Smith, Ch. 7. Policing: Contemporary Issues and Challenges. In this class, we will study the social science factors which led to the change in the CJ system for the role of women as police officers.
September 28 – Cole and Smith, Ch. 7. Policing:
Contemporary Issues and Challenges. Ch. 8. Police and Constitutional Law.
September 30 - Cole and Smith, Ch. 8. Police and Constitutional Law.
WEEK 7
October 3 – Midterm Examination #2. Social Science Testing Center, Social Science Building, Basement Level, Room 038. Phone: (801) 626-6847 (call for hours open). You can take the exam anytime during the day, but only three hours are allowed to complete the exam
October 5 - Cole and Smith, Ch. 9. Courts and Pretrial Processes.
October 7 - Cole and Smith, Ch. 9. Courts and Pretrial Processes.
WEEK 8
October 10 - Cole and Smith, Ch. 10. Prosecution and Defense.
October 12 – Cole and Smith, Ch. 10. Prosecution and
Defense.
October 14 – Cole and Smith, Ch. 10. Prosecution and Defense. In this class,
we will study the basic elements and operations of the sociocultural system of
the Courtroom Workgroup.
WEEK 9
October 17 – Cole and Smith, Ch. 11. Determination of Guilt: Plea Bargaining and Trials.
October 19 – Cole and Smith, Ch. 11. Determination of
Guilt: Plea Bargaining and Trials. In this class, we will analyze the Social
Science of Jury Polling.
October 21 - Fall Break. One Day Only. No Class.
WEEK 10
October 24 - Cole and Smith, Ch. 12. Punishment and Sentencing.
October 26 - Cole and Smith, Ch. 12. Punishment and
Sentencing.
October 28 - Cole and Smith, Ch. 12. Punishment and Sentencing.
WEEK 11
October 31 - Midterm Examination #3. Social Science
Testing Center, Social Science Building, Basement Level, Room 038. Phone: (801)
626-6847 (call for hours open). You can take the exam anytime during the day,
but only three hours are allowed to complete the exam.
November 2 - Cole and Smith, Ch. 13. Corrections.
November 4 - Cole and Smith, Ch. 13. Corrections.
WEEK 12
November 7 – Cole and Smith, Ch. 14. Community Corrections: Probation and Intermediate Sanctions.
November 9 – Cole and Smith, Ch. 14. Community
Corrections: Probation and Intermediate Sanctions.
November 11 - Cole and Smith, Ch. 14. Community Corrections: Probation and
Intermediate Sanctions.
WEEK 13
November 14 – Class Cancellation. ASC (American Society of Criminology) Conference.
November 16 - Class Cancellation. ASC (American Society of
Criminology) Conference.
November 18 – Class Cancellation. ASC (American Society of Criminology)
Conference.
WEEK 14
November 21 - Cole and Smith, Ch. 15. Incarceration and Prison Society.
November 23 - Cole and Smith, Ch. 15. Incarceration and Prison Society.
November 25 – Thanksgiving Holiday. No Class Scheduled.
WEEK 15
November 28 - Cole and Smith, Ch. 16. Reentry Into the Community.
END OF REGULAR CLASS MEETINGS
November 30 - FINAL EXAMINATION Date: Wednesday, November 30. Please see this syllabus for a greater explanation of the Final Examination. The Final Examination is not a pen and paper exam, but rather must be taken by computer. On the date of the Exam, you are free to go to any WSU Testing Center (there are several possible locations) to take the Exam by computer. Just show your ID to the computer lab assistant, and they will provide a computer terminal for you to take the Exam.
Once you have selected a Test Center of your choosing, and have been logged-in to a computer by a computer lab assistant, you can go to the ChiTester Test Taking site. The address is www.chitester.weber.edu. When you get to this site, you can search for the Final Exam by looking for the class, such as CJ 1010 Final Exam. Once you have found the Exam on ChiTester, you are ready to take the Final Exam for the class. Three hours are allowed in which to take the Exam.
Someone always forgets to take the exam, forgets the date, oversleeps, gets caught cheating, uses a cellphone during the exam, etc. and does not take/or finish the exam. Absolutely no rescheduling is permitted for failing to take and complete the exam on the day it is scheduled.
PARTICIPATION
A. Class Attendance. Students are expected to attend all scheduled class meetings. Arriving late to class, or departing early, may result in an absence recorded for the day. More than two unexcused absences during the semester will result in a 2 percent reduction for each absence from the final course average. Under this attendance policy, for example, a student who earns 100% (“A”) on all tests and assignments could receive a 70 (“C-”) if 15 unexcused absences are recorded. The instructor reserves the right to take the daily class roll and record absences in any manner appropriate.
B. Article Discussion. This assignment satisfies ILO Skill Area #1: Written, oral, or graphic communication. For this assignment, each student is required to obtain one newspaper article concerning any criminal justice topic. Examples include: a criminal trial, death penalty trial (or execution), a murder, prison escape, drug arrest, juvenile crime, or any type of criminal justice statistic. The article may be obtained from a print or electronic news source and may be very old or very recent; your choice.
Each student will be assigned a date on which to present their article to the class for discussion. The student must be prepared to identify the major criminal justice issues presented in the article. Any length of article is acceptable.
Grading will be based on the relevancy of the article to the field of criminal justice and the extent to which the student made preparations to identify the criminal justice issues in the article.
Four 100-point examinations consisting of three Midterms and a cumulative Final are scheduled for this course. Each semester, a student fails to show-up for a test or exam. Failing to show-up for a test will result in a fail grade for the test (“0” or “E”). There is NO RESCHEDULING of tests or exams for any reason.
A. Midterm Examinations. This assignment satisfies ILO Skill Area #2: Abstract logic or reasoning. This assignment also accomplishes ILO Outcome #2: Explain the basic elements and operations of a sociocultural system, e.g., the Courtroom Workgroup. The three midterm examinations are identical in format and in difficulty. They are comprised of 25 true/false and 25 multiple choice questions. Each question is worth two points, making the exam worth a total of 100 points. The exams only cover material specific to the exam, and are not cumulative. You have three hours in which to use to take the exam. The class meeting which follows the exam is used to review the exam questions, answers, and results.
B. Final Examination. This assignment satisfies ILO Skill Area #1: Written, oral, or graphic communication. This assignment also accomplishes ILO Outcome #3: Apply a social science perspective to a particular issue and identify factors impacting change (past or present), e.g., women as police officers. The final examination is a rigorous examination. It covers the entire amount of course material and is in essay format. In approximate terms, you will be asked to explain everything you have learned in the course, in particular, what did you read in the book.
The final
exam is comprised of three essay questions. Each is worth 33.3 points. This
makes the total value of the exam 100 points. You will be asked to write as
much substantive information about the course as you possibly can. Your exam,
the exam score, and the final course grade for the course are available
approximately one month after the date of the final exam.
Someone always forgets to take the exam, forgets the date,
oversleeps, gets caught cheating, uses a cellphone during the exam, etc. and
does not take/or finish the exam. Absolutely no rescheduling is permitted
for failing to take and complete the exam on the day it is scheduled.
C. Unannounced Quizzes. This assignment accomplishes ILO Outcome #1: Describe a social science approach to studying and understanding human behavior, e.g., jury polling. Two unannounced quizzes are scheduled for this class. The purpose of the quizzes is to test the extent to which you have prepared for the class meeting on the date of the quiz. Hence, the quiz will be on the material you have read for the day on which the quiz takes place. The syllabus course schedule indicates exactly what material will be covered in each class meeting. Each quiz is a test to see that you have done the reading for the class meeting held on the day of the quiz.
Each quiz is worth 25 total points. The format is an essay format, and the quiz question is: What did you read to prepare for today’s class meeting? The length of each quiz is 25 minutes. Each quiz is worth five percent of the final course grade.
Since the quizzes are unannounced, there is the possibility that you may be absent on the day of the quiz. All reasonable emergency excuses can result in an excused absence. However, an unexcused absence from a quiz will result in a five point reduction from the total amount of points that may be earned on the quiz. In addition, only one day is allowed to make-up the quiz and that one day is the very next class which follows the quiz. If the quiz is on Tuesday, and the make-up is on Thursday and you are absent on both days, you are required to earn a zero for the quiz.
D. Where to take the exams: the Testing Center. The three midterm examinations will be taken at the Testing Center. The Testing Center is located in Room 038 in the basement of the Social Sciences Building on the Ogden Campus. The Testing Center is open from early in the morning until late in the evening and on Saturdays. Phone: (801) 626-6847. Call them for the specific hours in which they are open. You have the flexibility to go to the Testing Center at any time throughout the day that the exam is scheduled. Please remember, however, that although you have the entire day to decide when to sit for the exam, that does not mean you have that much time with which to complete the exam. For example, with the midterm examinations, you may be allowed only 3 hours to complete the exam (the specific amount of time available to take an exam varies depending at what time of the year the course is offered. Please check with the instructor to find out exactly the amount of time available). In sum, whenever you decide to start the exam (morning, noon, or evening) you only have a specific amount of time, e.g., 3 hours to finish.
FREQUENTLY ASKED QUESTIONS (FAQs)
Appendix A
Dr. Senjo Education and Research
Publications
BS degree University
of California Berkeley
MS degree University of Utah
JD degree University of Utah
PhD degree Florida Atlantic University
2000 Corrections Compendium
October 2000, pp. 20-21
2001 Academy of Criminal Justice Sciences Today
vol. xxiv, no. 2, pp. 23-25
2001 The Justice Professional
vol. 14, no. 2, pp. 239-267
2001 Criminal Justice Policy Review
vol. 12, no. 1, pp. 66-87
2002 Contemporary Justice Review
vol. 5, no. 4, pp. 393-394
2002 Journal of Criminal Justice and Popular Culture
vol. 10, no. 2. http://www.albany.edu/scj/jcjpc/vol10is2/senjo.pdf
2004 The Security Journal
vol.17, no.2, pp. 55-71
2004 Journal of Criminal Justice Education
vol. 15, no. 2, pp. 263-285
2005 Journal of Crime, Law, and Social Change
vol. 43, no. 1, pp. 113-116
2005 Journal of Crime and Justice
vol. 28, no. 1, pp. 135-138
2005 Journal of Drug Education
vol. 35, no. 1, pp. 59-77
2005 Contemporary Justice Review
vol. 8, no. 4, pp. 447-449
2006 Sexual Addiction and Compulsivity
vol. 13, no. 1, pp. 121-125
2006 Criminal Justice Review
vol. 31, no. 4, pp. 357-368
2007 Studies in Conflict and Terrorism
vol. 30, no. 4, pp. 367-370
2007 Professional Issues in Criminal Justice
vol. 2, no. 2. http://www.picj.org/vol2_2.php
2007 International Journal of Instructional Media
vol. 34, no. 4, pp. 1-10
2008 Crime, Media, Culture
vol. 4, no. 1, pp. 163-167
2008 Journal of Sexual Aggression
vol. 14, no. 3, pp. 281-287
2009 Sex Roles: A Journal of Research
vol. 60, no. 5, pp. 435-438
2009 Criminal Justice Studies: A Critical Journal of Crime, Law and Society
vol. 22, no. 1, pp. 103-106
2009 Police Quarterly
vol. 12, no. 2, pp. 123-136