This is a sophomore level class dealing with theories of crime. In other words, the course content represents social scientists' best efforts to answer the question, "Why did he/she/they do it?" Criminologists also must address differences in crime rates across different groups, asking questions like, "Why does the United States have higher homicide rates than other industrialized countries?" Because criminal behavior (and human behavior generally) is a complex phenomenon, the class covers biological, psychological and sociological theories of crime.

Course objectives

Upon completing the course, students will be able to:

1. Assess any criminological theory using Akers & Sellers' criteria.
2. Intelligently and skeptically interpret media content that relates to theories of crime.
3. Locate a theory of crime within its social context.
4. Empirically judge any theory of crime.
5. Explain the policy implication of any theory of crime.
6. Write a formal paper using an academic tone, with proper grammar and style.

Cullen, F.T., R. Agnew, and P. Wilcox. (2018). Criminological Theory: Past to Present. Sixth Edition. Oxford University Press.

Other readings and resources are linked to the course Canvas page.

Special arrangements/Facilities: It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.  If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible.  You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations.   Please call 218-726-6130 or visit the DR web site at www.d.umn.edu/access for more information. 

Academic Dishonesty (Cheating): Cheating on exams or assignments will be dealt with in accordance with University policies. Anyone caught cheating on an exam will receive a zero for that exam. Plagiarism refers to presenting another's words or ideas as if they were your own. It is cheating and thus an academic offense. Penalties for plagiarism depend upon the seriousness of the offense, and range from point deductions to failure for that particular assignment.

Attendance/Tardiness: I do not take attendance and there is no formal penalty for missing class. However, past experience with teaching this class suggests that a student's attendance is strongly related to his or her exam performance. Some of the material we cover is very complex, and the lectures are designed to help you organize and comprehend the readings. Further, most of the exam questions stem directly from class discussions. Finally, participation (which is difficult without attendance) in the course does count for 5% of your grade.

Student Behavior: Because attendance is not mandatory, I expect students who attend class to pay attention and refrain from disrespectful (e.g., holding a side discussion while I am trying to lecture) behavior. Within the virtual classroom, please use the chat function in a respectful manner. I encourage students to turn on your cameras during lecture, but please be cognizant of your behavior and background. Given the subject matter, there may at times be disagreements within class discussions. Nevertheless, students are expected to treat the instructor and each other with respect at all times. Students who engage in inappropriate behavior will be asked to leave the classroom.

Missed Exams: All students are expected to take the exams on the scheduled date. If you have a legitimate excuse, you must notify me before the exam. Anyone missing an exam without prior notification will receive a zero for that exam.

Course Requirements:

Exams: There will be three examinations. Each exam will consist of 5-7 short answer essay questions. Of these questions, you will be required to choose and answer 3.

Thought Papers: To encourage critical thinking about the readings, students will complete thought papers via the Canvas course site. Students must complete SEVEN of the available (typically 12-13) papers prior to the end of the semester. The assignments are in Microsoft Word format. Students are encouraged to submit the papers as Microsoft Word documents, but .pdf files are also accepted. Please do not submit an Apple "pages" file. Thought papers must be submitted prior to the due date/time. Late papers will not be accepted. At the end of the semester, the lowest assignment score will be dropped. Please see the thought paper guidelines for proper format and expectations. The papers are graded using a rubric that assesses writing mechanics (style, grammar), depth of writing, and the extent to which students directly answer questions. Students are encouraged to look at any feedback in order to improve future scores.

I strongly encourage anyone who struggles with writing mechanics (grammar, style) to seek help from our campus Writers' Workshop. The workshop offers free one-to-one writing support to all members of UMD's campus community. Graduate student or faculty consultants will work with you on any writing project at any stage in the writing process. To make an appointment, visit d.umn.edu/writwork or stop by the Workshop’s front desk; walk-ins are welcome if a consultant is available. The Workshop is located in the Learning Commons on the second floor of the Kathryn A. Martin Library.  

Media Discussion Guides: To help connect academic theory to social context and culture, students will be required to complete media guides through the Canvas course site. Students must complete SEVEN media discussion guides prior to the end of the semester. Media guides are due on the Thursday of the week that we discuss that theory. Late media guides will not be accepted. Students will identify some form of media (e.g., newspaper article, song lyric, television, blog, cartoon, comic, book, or film) that helps demonstrate the theory we are discussing that week. If we are discussing multiple theories, students can work with just one of those theories. Media guides should cover the following:

1. Authorship: List the author of the media (e.g., the songwriter/performer, reporter, film director).
2. Background: Provide some context for the media. This might include year of publication, a brief summary of the media example, and/or background on the creator and/or subjects involved.
3. Theory connection: Describe elements of the theory appear in your chosen media example. Describe any elements of the theory that may also be contradicted in the example. (Often, media examples will only fit part of the theory, or will be more of a “mix” of theories.)
4. Examples: Provide specific examples from the chosen media to support your argument.

Over the course of the semester, students must submit examples from at least three different media types. Students will enter the media analyses directly into Canvas Discussion guides should generally be 200-400 words. Students will also be responsible for posting their media examples on a Google document for their "media group." We will use the media groups (and the examples) to discuss the social context and implications of the theories.

Participation: Students will be graded based on their participation (which requires attendance) in the course, and especially in the media groups.

Course Schedule

Please note that this is intended as an overview. The "modules" in the Canvas course site provide more detail/resources, and will always be the most current schedule.