SCHOOL OF CRIMINOLOGY AND CRIMINAL JUSTICE

Crim Student Handbook

UNIVERSITY OF THE FRASER VALLEY

Message from the Director Welcome to the School of Criminology and Criminal Justice. Our faculty and staff are committed to helping you achieve your academic and professional goals, and to making UFV an incredibly positive experience for you. We have pro- duced this Crim Student’s Handbook as a general guide and a tool to help you an- swer many of the questions you might have about our program and University expectations.

Learning Objectives Criminology and Criminal Justice is an in- terdisciplinary science focusing on the history, structure, and process of law and criminal justice, theories about the causes of crime, and the research meth- ods that inform our discipline. In addi- tion, our program is designed to not only prepare students academically, but to pro- vide you with the skills, knowledge, and

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experiences to work in the field. We believe that there will continue to be a demand for criminology and criminal justice trained university graduates with the ability to think critically and creatively, have excellent writing, communication, and research skills, leadership qualities, the ability to work productively individually and in groups, the ability to develop and analyze policy, the abil- ity to understand our discipline in relation to the larger world, and the confidence to use this knowledge and these skills to make positive contributions to society.

To that end, we have built our diploma and degree programs so that all of our students will have all the following outcomes upon graduation:

Knowledge of Criminology and Criminal Justice • Students will understand the major concepts, theoretical perspectives, and historical and current trends in criminology and

criminal justice.

Application of Criminology and Criminal Justice • Students will be able to apply criminological and criminal justice knowledge and skills to develop strategies to address indi-

vidual, community, organizational, and criminal justice system challenges.

Research Methods in Criminology • Students will understand and be able to apply quantitative and qualitative research methods in criminology and criminal

justice, and be able to develop, conduct, and communicate research.

Critical Thinking Skills • Students will use critical and creative thinking to identify, define, and solve problems. • Students will be able to identify and define problems, their causes, and examine and evaluate solutions.

Communication Skills • Students will be able to communicate proficiently in writing, orally, and digitally. • Students will be able to deliver professional presentations.

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Information Literacy • Students will be able to locate, access, and reference academic and non-academic information from a wide range of

sources, such as libraries and the internet. • Students will be able to competently use the software packages common to criminology and criminal justice.

Worldview • Students will understand, respect, and be aware of different intellectual philosophies, diverse identities, cultures, and ap-

proaches to justice with a focus on indigenous peoples.

Individual Growth and Professional Development • Students will be able to substantiate their views on criminal justice issues. • Students will have developed and demonstrated the knowledge and skills necessary for employment in and out of the crimi-

nal justice system, including self-management, interpersonal communication, problem solving, working as part of a team, and leadership.

• Students will have the skills and knowledge to act ethically, honestly, and respectfully in the University, their workplaces, and their communities.

In order to achieve these learning outcomes, it is extremely important that all students follow their program plans. While the School of Criminology and Criminal Justice offers a large degree of flexibility in its course offerings, a lot of thought has gone into how students should progress through the program. In order to ensure that you meet all the necessary pre-requisites and that you can graduate in a reasonable amount of time, it is critical that you follow the program plan. A copy of the program plan can be found on the next page. Any questions about your progress in the program should be directed to our Program Advisor at cherish.forster@ufv.ca.

Professional Conduct While it might seem like a long way off, before you know it, you will be complet- ing your studies and looking to enter the work force. There are many amazing and challenging opportunities for our stu- dents in a wide range of careers, but one thing that is common among all these op- portunities is the requirement that our graduates demonstrate a high degree of

professionalism and integrity. We expect the same while you are a student. Demonstrating professionalism and integ- rity means coming to class on time, being attentive, and ready to learn.

There are many opportunities for personal and professional growth in the School. Whenever possible, you should try

to take advantage of these opportunities. Part of this means attending all of your lectures and required seminars and field trips, but it also means trying to participate in other non- mandatory events, such as University-wide public talks and community volunteering. In other words, your experience at UFV will, in part, be a reflection of the degree to which you en- gage and participate with the UFV community.

You will find that all of your lectures and seminars will be much more rewarding if you come to class prepared. This means completing all of your readings and other assignments prior to class. While many of your classes will have a participa- tion grade as part of your evaluation, contributing to the learn- ing of others and the discussions in class will also serve to en- hance your classroom experience.

Many students enjoy taking class notes on a laptop computer or tablet. However, instructors and fellow students may find this practice disruptive, so if you want to use a computer or tablet, consult your course outline or ask your instructor what is their policy regarding the use of electronics in the class- room. You should also always ensure that your phones are ei- ther turned off or set to silent to avoid disrupting others.

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REMEMBER TO....

1. Come to class on time and ready to learn.

2. Attend all lectures, seminars, and field trips.

3. Read all assigned material before class.

4. Contribute to the learning environment.

5. Ensure all electronic devices are turned off.

The Academic Code of Conduct The University of the Fraser Valley is committed to maintaining and promot- ing instructional excellence and learning. Among the cornerstones of this commit- ment are academic honesty, and a mu- tual respect for all members of the univer- sity community. All faculty at UFV have a professional obligation to report sus- pected academic dishonesty to the Dean.

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Policy

Members of the University community are expected to carry out their scholarly work with honesty, to meet the highest ethi- cal standards, to respect the facts and appropriate standards of evidence, and to acknowledge the contributions and scholar- ship of others. As members of the University community, stu- dents are expected to demonstrate appropriate academic con- duct. They are responsible for their actions, whether acting alone or in a group. The University will vigorously investigate allegations of academic misconduct, while taking all reason- able steps to protect the rights and interests of individuals whose work or performance is questioned.

Academic Misconduct

Academic dishonesty includes, but is not limited to, the fol- lowing:

• Plagiarism occurs when a student presents as original, work or data that is written or composed, in whole or in part, by someone other than that student. Plagiarism occurs when paragraphs, phrases, sentences, or ideas within a work are taken from other sources without referencing or citing the authors.

Cheating includes, but is not limited to, the following:

• Communicating or attempting to communicate with other persons for the purpose of obtaining or providing informa- tion without the permission of the instructor;

• Using or attempting to use other student’s answers, provid-

ing answers to other students, or failing to take reasonable measures to prevent the use of one’s answers by other stu- dents in assignments or examinations without the permis- sion of the instructor.

Students should be familiar with all UFV’s policies on and pen- alties for academic dishonesty as described in the Calendar; however, students should also be aware that cheating and pla- giarism in the Criminal Justice Program may result in the in- ability to access the coursework required for degree comple- tion.

For many of your classes, you may be interested in conducting original research as part of your coursework. It is impor- tant to know that there are specific rules and procedures that must be followed whenever you are engaged in research that involves human subjects.

Due to human research ethics concerns, the conduct of origi- nal research is strictly prohibited unless a student has ex- pressly sought and received prior written permission from the course professor. By way of example, original research in- cludes written and oral communications of any kind with per- sons and agencies external to the course. For further informa- tion about UFV’s policies regarding conducting original re-

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search, please go to the Research Ethics Board’s website at www.ufv.ca/research-ethics/human-research-ethics-board/

Some guidelines for ensuring that your work is done correctly:

1. If you are citing another writer’s exact words, “quotation marks” and a reference to a page number in the original source is required. Paraphrasing another person’s work with- out acknowledging the source is also intellectual dishonesty.

2. It is dishonest to use another student’s paper in whole or part by editing and submitting that work as your own.

3. It is dishonest for a student to hand in their own work to more than one course.

4. Do not use sources obtained through the World Wide Web, email, Usenet groups, podcasts, or any other source with- out documenting them according to the standards of the American Psychological Association (APA). It is your responsi- bility to learn how to cite your sources accurately.

Exams

Students are obligated to attend and complete the final exami- nation only on the date and time outlined in UFV’s exam time- table. Under most circumstances, a missed examination will result in a grade of “zero” for that examination. Make-up ex- ams are not permitted, unless there are extenuating circum- stances. Extenuating circumstances are limited in definition

and are defined by the instructor. An example of an extenuat- ing circumstance might be the hospitalization of a student that could be confirmed by hospital personnel. Lack of prepa- ration, forgetfulness, holidays, sleeping in late, or work obliga- tions are not acceptable examples of extenuating circum- stances.

Keys to Academic Success There are many skills that a student must have to be successful. Many of these skills will be taught in your first year classes; however, all successful students share a commitment to their education, strong thinking, writing, and oral presen- tation skills, and a degree of professional conduct, such as attending all classes.

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You will likely be asked to conduct academic research to write and present various assignments for your Crim courses at UFV. The nature of academic research at UFV may differ from the types of research you have done in other contexts. A good starting point is to check with individual instructors to see what types of information sources they expect you to use for specific assignments. It is also a good idea to ask your in- structors in class or to visit them during their office hours to learn how to conduct research using different Internet search engines and search terms. The UFV library has a number of excellent ‘how to’ tools that can help you. We have included some of this information in this guide.

Researching and Critical Thinking

Most of your research will involve secondary research where you will review the research and writings of other scholars, rather than conducting your own primary research, which in- volves collecting the data yourself. If you are planning to con- duct any primary research, for example by interviewing peo- ple, you must obtain advance approval from your instructor and from the university because of human research ethics con- cerns. Some information about research ethics was provided in the section called Academic Code of Conduct.

As a rule, your professors will expect you to use print and/or electronic resources from the UFV library, which now has a single, unified search box that allows you to search multiple information resources on your topic, including the Internet, academic journals, textbooks, and eBooks. Your instructors may also prefer that you use Criminal Justice Abstracts with Full Text or Google Scholar as opposed to non-academic search engines, like Alta Vista, Bing, Google, Hotbot, Yahoo! Search, or MetaCrawler. Again, it is critical that you check with each of your instructors about their requirements.

As a social science, we are typically interested in students us- ing scholarly rather than popular sources, although there may be exceptions to this when your professors specifically ask you to use popular sources for specific assignments.

KEYS TO ACADEMIC SUCCESS

1. Critical Thinking

2. Conducting Research Using UFV’s Library

3. Academic Writing

4. Getting Involved in Research

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As noted in the table below, scholarly research is: • published by a recognized university or commercial publisher;

• involves the original reporting of research;

• involves research that is conducted using scientific methods;

• is supported by academic references and a bibliography;

• is reviewed by an editor or peers to ensure quality control;

• and is intended for a specific audience.

An example of a scholarly journal is the Canadian Journal of Criminology and Criminal Justice, while an example of a popular magazine is Macleans.

Unless specifically approved by your course professor, social media like Internet forums, blogs, wikis, and podcasts generally should not be used for academic research purposes. Websites are not typically used as an academic information source, but some- times can be used as a means to access credible research publications. In terms of specific information sources, most of your profes- sors will expect you to use sources other than Wikipedia or other encyclopaedic references. Additionally, they will usually expect you to conduct research in addition to your course textbooks.

The types of information sources that your instructors are generally looking for you to consult with include, but are not limited to: • Academic journals

• Books and textbooks that are written by academic scholars

• Discussion papers and reviews

• Documents produced and disseminated by government and non-government agencies

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• Legislation, published cases, and court archives, such as trial and sentencing transcripts and appeals • Conference proceedings

• Theses and dissertations

• Documentary films

With all of the information resources that you consult, you will need to personally evaluate the credibility of the information source and its relevance for your assignment. Just because information is published in print or electroni- cally, and especially on the Internet, does not mean that it is accurate or reliable. There are evaluation checklists that you can use to critically evaluate your information sources, like the CARS evaluation checklist (Credibility, Accuracy, Reasonableness, Support) or the CRAAP test (Currency, Relevance, Authority, Accuracy, Purpose). Most of these checklists fo- cus on you asking yourself whether the information source is accurate, authorita- tive, objective, current, and provides adequate coverage of the topic. If you are unsure of whether your sources are credible, you should ask your instructor.

The following Table identifies key differences between scholarly and non-scholarly sources for your papers.

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SCHOLARLY JOURNAL POPULAR MAGAZINES

Published by a University, Institution, Association, or Society Published by a Commercial Publishing House or Business

Original Reporting of Research Secondary Reporting of Research

Research Articles follow Scientific Method Articles do not follow the Scientific Method

Articles have Bibliographies Articles have No or Very Brief Bibliographies Audience is Academics, Scholars, Researchers

Audience is General Public. Information is Synthesized from the Scholarly Journals and Repackaged for the Layman

Exists to Communicate Research Information to Others in Particular Areas of Study or Interest

Exists both to Entertain and to Inform. May have many different Topics Covered. Profit Motive

Contains Little or No Advertising Contains Conspicuous Advertising

Lengthy Articles with In-Depth Analysis Articles are Often Short

Available Mainly by Subscription and may be very Expensive Available on Newsstands and by Subscription. Usually Inexpensive

Peer Reviewed by Panel of Acknowledged Experts in the Field or Editorial Review Board

May not have a Peer Review Process or List an Editorial Board

Vocabulary is Advanced and Specific to the Field Vocabulary is Designed to be Understood by a Layman

Articles are Signed by Author and Author’s Academic Credentials are Provided

Articles may not be Signed by Author. If Signed, Credentials may not be Given

Plain-looking, Few, if any, Diagrams or Photos Often Glossy Looking to Attract Attention. Very Visual

May Describe Process for Submitting Articles Usually does not Describe Process for Submitting Articles

Source: UFV Library. Revised: August 28, 2007 pw. Available: http://www.ufv.ca/library/tutorials/popular.htmStatistical reports

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Academic Writing

Writing to university standards can be both challenging and rewarding. Writing assignments offer students the opportunity to en- gage in a deep learning activity. In contrast to listening to a lecture, written assignments ask students to become more actively in- volved in their educational process. Writing usually entails careful planning, searching for accurate information, reading, note- taking, reflecting, explaining, and assembling words and ideas into a coherent end product. It takes more time than students may think to produce a well-constructed paper. From planning to proofreading, there are five important steps that students utilize to complete written assignments, such as research papers.

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Step 1 - Planning Your Paper

Putting in adequate time pays many dividends for the final outcome of your written assignment. Beginning early enough in the course gives you the needed time to think, research, and write. Here are some specific ways you can begin:

• Carefully review the assignment guidelines and assessment criteria. Ask questions if you need clarification from your in- structor.

• Plan to complete your paper one week early to give you

enough time to make final revisions. • Choose a topic from the course outline or one approved by

your professor. • Develop research questions related to your topic to guide a

specific focus for your paper. It may also help to talk to oth- ers.

• The quality and source of information gathered for your

topic is important. More information can be found on pages 21 - 24 under the ‘UFV Libraries’ heading.

• When choosing books, consult the Table of Contents and In-

dexes to see what the authors have to say on the topic you’ve chosen. Start by reading the abstract, introduction, and con- clusion to a chapter or article because these parts usually highlight the author’s main ideas and arguments.

• Make judgments as to whether you want to read further and include their research, comments, or observations in your paper.

• Make notes to record your sources of information. You do

not have to worry about organizing the material or writing anything coherent at this point. Next, make more detailed notes on sources, such as journal articles and texts that you have gathered. If an author in a textbook mentions a particu- larly relevant journal article that you cannot find in the li- brary, obtain it through Inter-Library Loans (allow for up to two weeks for delivery). Ask for help from a UFV Librarian if needed.

• Begin with the most promising sources; extract the main ideas, outstanding examples, and important conclusions. Any information you collect should relate directly to your topic or research questions.

• Always ask yourself at each stage of the research process,

“What does this article, book, or the notes have to do with my main argument or description of my topic?”

• From your reading, begin to develop a central question or

idea (the thesis) as the guiding direction for your paper. • Create an outline that flows from your central idea and the

main issues you intend to address. Under each main idea, briefly organize your supporting points. Your instructor may be willing to review your outline during their office hours.

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• Be able to identify your sources accurately. As you take notes, write the page number if you plan to use direct quotes in your paper. Include, in note form, your own reaction to what the authors have said. Re-read your notes for omis- sions while you still have the sources to check. Now, you should be ready to begin writing your first draft!

Step 2 - Writing the Rough Draft

Drafting is about shaping a coherent argument or flow of ideas. The first draft should have a clearly defined order - ei- ther chronological or based on the logical flow of ideas. Here is a general framework for your paper:

The Introduction Many students find introductions are best written at the end of the writing process. Use the Introduction to suggest what you are going to do in the main body of your paper. As best as you can, capture your reader’s interest by demonstrating why your topic is important, insightful, or unique.

The Body You may wish to begin your first draft by writing your paper in sections. Get away from the idea that you need to write your paper from beginning to end. Writing the body of your paper in sections or paragraphs can be accomplished by shap- ing the main ideas identified in your outline. To allow the

reader to follow your thinking, introduce main ideas in rela- tion to your thesis statement. Depending on the length of your paper, it may also be helpful to use headings as a “map” for the reader to follow your thinking. Another way to help the reader follow your ideas is to create transitional sentences that move your reader from one section to another. Essen- tially, the body of your paper needs to deliver on the ideas or statements your presented in the Introduction. In many cases, it is desirable to integrate course concepts into your paper topic. This demonstrates that you are able to apply the knowl- edge learned in class. Finally, make sure to document where your ideas came from as you go to avoid plagiarizing or sub- mitting falsely cited work.

The Conclusion Like the introduction, it is often more effective to write the conclusion last. Not only should you avoid simply repeating the introduction, but avoid inserting new ideas in your conclu- sion. The conclusion summarizes key points and, in some cases, reminds the reader about the purpose of the paper. It could also answer the ‘so what’ question about your topic. Pro- viding a well thought out closing statement can be satisfying for your readers.

References References refer to a listing of all authors or sources utilized in your paper. This listing forms the last page of your paper. All of the sources cited in your reference list should appear in your paper and only those references cited in your paper

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should be included in your reference list. In other words, if you have cited and referenced your paper correctly, your in- text citations and your reference list should match exactly.

Step 3 - Revising

The purpose of revising your paper is to assess how well your reader is likely to understand what you are saying. Avoid get- ting too caught up in spelling, grammar, and other mechanical aspects of your paper in this phase of your writing. Rather, fo- cus on making larger changes, such as paragraph arrange- ment, adding in new evidence, re-writing your introduction, or checking for the flow of ideas.

Some other questions you can ask yourself: • Will this be paper interesting?

• Am I clear about the central idea?

• Are my main ideas well supported with accurate and rele-

vant evidence? Avoid unsupported claims or generalizations. Information from your courses is not common knowledge and must be properly referenced indicating where you ob- tained the information, whether from the course text, lec- tures, seminars, guest speakers, or additional secondary re- search.

• Have I been respectful and fair to varying positions?

• Have I defined and directly applied key concepts from the course?

• Are my paragraphs fairly consistent in length and are their

topic sentences clear? • Have I been careful not to overuse direct quotes?

• How is my own voice portrayed? If you find your inner voice

sounding unclear or stumbling over sentences, chances are your reader will too. Pay attention to how you “speak” to the reader. Avoid using “I”,“you”, “she”, “we”, “they”; write in third person for research papers.

This may also be a good time to seek the advice of the Academic Success Centre if you are not a strong writer.

Step 4 - Editing

Slowly read through your paper for details. Preferably, do this out loud and from a double-spaced print copy of your draft. This allows you to mark and correct errors. Check for spelling, grammar and punctuation. Ask yourself the following type of questions:

• Have I used simple, formal language? • Have I used simple, short sentences? Do they make sense?

Are they grammatically correct?

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• Have I avoided errors, such as using:

• semi-colons ( ; ) to join two or more sentences together?

• abbreviations (eg., etc.)?

• contractions (can’t, won’t, don’t)?

• clichés (such as “it could be worse”) and overly used common phrases (such as hopefully, in hopes of)?

• colloquialisms (overuse of “like,” “basic,” “basically,”

“really”)?

• ambiguous phrases like “research shows”?

• profanity and slang (“cons,” “cops,” “B&E’s,” “dope”)? • Have I used the American Psychological Association (APA)

writing style convention correctly? • Have I correctly indicated when I am using ideas of others?

• Have I introduced quotes, especially when placed at the be-

ginning of a sentence? • Have I minimized my use of quotations (less than 5% con-

tent) and explained quotes because they are not always self- explanatory?

• Is every word spelled correctly? Have I used words appropri-

ately?

Make sure you do not rely on computerized spelling and gram- mar packages since they cannot be relied on to identify all mis- takes!

Some Additional Tips: • Sound authoritative without being condescending. Be inter-

esting and varied, active rather than passive, specific rather than vague.

• Write for a general academic audience that is uninformed

about your topic. • Avoid sensationalism. You are writing an academic research

paper which is ultimately informed by science. While you may write passionately, appeal to your reader’s sense of rea- son, rather than titillating your reader or romanticizing an issue.

Step 5 - Proof Read Your Final Copy

Almost done! Run off your edited paper and read out loud as you go through your paper one final time. Ensure that your pa- per sounds right. If it does not sound right, it will not read right. Make all necessary corrections to your final draft. You may wish to use the following final checklist for your paper be- fore you hand it in.

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1. Keep one copy of your paper and give the original to your professor. Do not use plastic enclosures or binders for pre- senting your papers. A single staple or paper clip is environ- mentally friendly and preferred.

2. Make sure to present a type-written paper, using only one side of the paper. Double space the text and leave 1” (2.54 cm) margins around the page. Do not leave large sections of blank white space as filler to meet page requirements.

3. While there are many interesting and creative fonts, always use 12-point Times New Roman font. Word processors can let you know how many words are in your paper.

4. Number pages consecutively. Page 1 begins where the first page of text appears, not on the title page or, if you have one, the table of contents page.

5. Always add a simple cover page that includes the title of your paper, your name, your student number, the instruc- tor’s name, the submission date, and the course name (e.g., Crim 100). A simply cover page with this information is al- ways better than a “designed” cover page.

6. Include a reference page as the last page of your paper. As mentioned earlier, your reference page should only include materials you have specifically summarized, paraphrased, or quoted in the paper, rather than background reading which may have occurred.

For additional writing support, UFV’s Academic Success Centre offers face to face one-on-one feedback on the writing that you are doing for your UFV courses. To access their services or to read useful handouts that can assist you with various types of writ- ing assignments, from article reviews, literature reviews, case analysis, and research papers, make an appointment or visit them online at www.ufv.ca/asc.

While each instructor will have their own distinct method of evaluating your paper, the grid on the following page will as- sist you in understanding how instructor’s generally evaluate papers. In all cases, you should refer to your course outline and all instructions provided by your instructor to ensure that you understand all of the requirements for your paper and the way in which your paper will be evaluated. In other words, each instructor may have their own weighting system for how much of the your paper’s final grade will be based on context, style, composition, and degree of critical thought.

UFV’s Libraries

Your course papers are going to require that you use UFV’s li- braries. There are many opportunities to receive a general ori- entation to the library and the library staff are always avail- able to assist you with questions. There are a number of key resources for students of Criminology and Criminal Justice. While these are not the only resources that students can as- sess, these are some of the more useful.

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Libguide for Criminal Justice http://libguides.ufv.ca/

This is a great place to start your research as this informative guide will help you find books, videos, journal articles, legal information, data and statistics, and recommended criminal justice websites.

UFV Library Homepage http://www.ufv.ca/library

This is the gateway to the library’s catalogue, research databases, guides to research, journals list, loans information, library hours, and much more.

UFV Library Catalogue http://library.ufv.ca/uhtbin/webcat Search the library catalogue to locate our extensive collection of aca- demic books, government reports, DVD’s, and e-books related to crimi- nology and criminal justice. You can search by author, title, or key- words.

If you wish to browse for books in the library, look in the following call number areas:

• HV6001 – HV7220.5 for Criminology and HV7231 – HV9960

for Criminal Justice Administration

E-Books The library has purchased or licensed thousands of e-books, all of which are listed in the UFV Library catalogue. Most titles may be viewed by an unlimited number of concurrent users, and may be ac- cessed anywhere you have an internet connection. You can highlight, annotate, and save books into your bookshelf, search the full text for

LETTER GRADE RANGE

DESCRIPTION

A

Assigned to exceptional student work. Content, organization, and writing style demonstrate high comprehension of the subject and use of existing literature where appropriate. Shows sound critical thinking, innovative ideas, and personal engagement with the topic.

B

Good performance in areas identified above, but may need revision. Writing is generally clear and explicit; topic coverage and comprehension is clearly demonstrated. Good use of existing knowledge on the subject.

C

Satisfactory performance and adequate work. Shows fair comprehension of the subject, but may have deficiencies in content, style, and/or organization of material. May require greater depth of reading to support key points.

P

Marginal performance that may include some or all of the following deficiencies: serious flaws in content, organization and writing, poor comprehension of the subject, limited or non- existent use of the research and literature.

NC

Failing Work

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keywords, and, in some cases, download them to a device. For details on downloading ebrary books, see www.ufv.ca/library/how-tos/electronic-book-collections/ebrary-downloads/ Reference Books

Do you need background information on a concept, a theory, a person, a law, or an event? The library has authoritative reference books, in- cluding specialized encyclopedias and handbooks.

Print Reference Books include:

• Criminology (Sage Library of Criminology) (HV 6789 E43 2009)

• International Statistics on Crime and Justice (HV 7415 I58 2010)

• Martin's Annual Criminal Code. (KE 8803.9 M37 2012)

• Dictionary of Canadian Law 4th ed. (KE 183 D85 2011)

• Youth Criminal Justice Act Manual (KE 9445 A323 C365)

• Encyclopedia of Race and Crime (HV 6789 E43 2009)

Online Reference Books

Sage Reference Online is highly recommended for finding in depth, scholarly information on criminology topics, and includes the Encyclo- pedia of Crime and Punishment, Encyclopedia of Interpersonal Vio- lence, Encyclopedia of Juvenile Justice, Sage Handbook of Criminologi- cal Theory, Encyclopedia of Drug Policy, Crime and Criminal Behavior, Encyclopedia of Psychology and Law, plus more. To connect, click on Research Databases/S/Sage Reference Online or go to: http://cufts2.lib.sfu.ca/CRDB/BCLF/resource/11232

Journals • The UFV Library has over 66,000 print and online journals, maga-

zines and newspapers. To find out what titles we have, you can search the UFV Journals List. http://cufts2.lib.sfu.ca/CJDB/BCLF/browse. Core journals include:

• Aggression and Violent Behavior

• British Journal of Criminology

• Canadian Journal of Criminology and Criminal Justice

• Crime and Delinquency

• Criminal Justice Ethics

• Criminal Justice Review

• Criminal Justice Studies

• Criminology

• Criminal Justice and Behavior

• Homicide Studies

• International Journal of Offender Therapy and Comparative Crimi-

nology • Journal of Criminal Justice

• Journal of Criminal Law

• Journal of Forensic Science

• Journal of Interpersonal Violence

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• Journal of Research in Crime and Delinquency • Justice Quarterly

• Policing

• Psychology, Crime, & Law

• Social Justice: A Journal of Crime, Conflict & World Order

• Theoretical Criminology

• Trauma, Violence, & Abuse

Research Databases http://cufts2.lib.sfu.ca/CRDB/BCLF/browse/facets/subject/133

Looking for scholarly articles? Research Databases are used to locate resources on a specific topic, including journal articles, government re- ports, and more.

Some of the more common research databases at UFV are:

• Criminal Justice Abstracts with Full Text

• Criminal Justice Abstracts with Full Text includes bibliographic re-

cords and full text covering essential areas related to criminal justice and criminology.

• Sage Journals Online

This database provides full text of peer-reviewed journals published by SAGE; coverage includes a number of highly ranked criminology journals.

• NCJRS Abstracts (Proquest) This database provides abstracts relating to criminal justice topics in U.S. and international publications, including federal, state and local government reports, books, research reports, and journal articles.

• SocINDEX with Full Text

This database offers comprehensive coverage of sociology and related social sciences disciplines.

• Academic Search Premier

This multi-disciplinary database provides full text for a multitude of journals, including many which are peer-reviewed.

• Sociological Abstracts

This database provides abstracts and indexes to the international lit- erature in sociology and related disciplines in the social and behav- ioral sciences.

• Refworks www.ufv.ca/library/refworks--ufv/alternatives-to-using-

refworks/. Manage your ci- tations and prepare bibliographies using Refworks.

Ask a Librarian www.ufv.ca/library/contactus/ask-a-librarian/

UFV Librarians are happy to assist you with your research questions. Drop by to see them at the reference desk, or contact a librarian by phone or e-mail. You can also book a ½ hour individual appointment.

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Research in the School of Criminol- ogy and Criminal Justice

One of the best ways of making your classroom learning practi- cal and valuable is to apply your academic knowledge to re- search projects. The School of Criminology and Criminal Jus- tice has many faculty members actively involved in research projects that students can participate with. One of the features of the School’s research is that many projects are driven by stu- dent interests. If you have an interest in a particular subject or issue, there are many faculty members who can help supervise your work. Your research can be part of a Directed Studies course or a stand-alone research project.

One possible avenue for your research interests in the School of Criminology and Criminal Justice can be the Centre for Pub- lic Safety and Criminal Justice Research directed by Dr. Irwin Cohen. To see some of the work being conducted in this Centre visit its website at: http://cjr.ufv.ca/.

The Centre for Public Safety and Criminal Justice Research provides research and consulting expertise to criminal justice agencies, governments, public safety agencies, and community organizations on issues related to improving the efficiency and effectiveness of public safety operations and proposed initiatives. The mission of the Centre is to assist government agencies related to public safety to evaluate programs, policies, strategies and propose evidence-based initiatives to the criminal justice system and agencies of public safety to reduce crime. The Centre provides a full range of analytic solutions to allow public safety agencies and the criminal justice system to be information and intelligence led and evaluates emerging hardware and software solutions and to make recommendations on their adoption by public safety agencies. In addition, the research conducted by the Centre also focuses on developing solutions to share with police and other public safety agencies to increase their efficiencies and effectiveness in preventing/responding to crime. In doing so, the Centre provides learning opportunities for students, including applied and research skills.

Practicums The School of Criminology and Criminal Justice offers a second and a fourth year practicum that can provide a range of unique student experiences. In order to participate in these amazing opportuni- ties, students will need to have a good GPA and, for the most part, be able to pass a criminal record check.

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GOALS OF THE FIELD PRACTICE

1. To provide the means by which students can

utilize the concepts, skills, and theories learned in the classroom.

2. To ensure that students gain a correct perspective of how individual sectors of the

criminal justice system work on a day-to-day basis.

3. To ensure that students acquire an understanding of how the overall goals of the system are actualized through policies, procedures, and the deployment of resources.

4. To provide students with an opportunity to assess their abilities and interests as potential criminal justice practitioners.

5. To provide students with an opportunity to gain practical experience in a potential employment situation.

6. To evaluate students' abilities to perform various skills in which they have been trained.

The format for the field practicum is basically the same for all students. Each student will be involved in a two day per week practical experience in a public safety, advocacy, or conven- tional criminal justice setting. The schedule is arranged be- tween the student and the person supervising his or her activi- ties at the specific placement. Typically, the practicum is taken concurrently with the student's other course work. Thus, the student's participation is required for two full days a week for a period of 13 consecutive weeks beginning the sec- ond week of September for Fall Placements and the second week of January for Winter placements. We do not have practi- cums in the Summer semester.

All field placements have been classified in terms of the type of experience students receive. Each classification provides the conceptual framework within which the students' experi- ence should be organized and guided. Each will serve as the focal point from which specific objectives are formulated. Some placements will provide a combination of experiences. In such cases, it is the predominant experience to be received that determines the classification. These classifications are for reference only, and are not rigid guidelines that must be fol- lowed. The next page outlines the four general classifications used by the School of Criminology and Criminal Justice.

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1. Knowledge Placement: Student is exposed to the to- tal functioning of the agency. Assignments allow student to be- come familiar with agency policies and procedures, and the tasks of most employees. This is the most typical type of place- ment.

2. Skill Development Placement: Primary assignment allows student to concentrate on the development of skills (i.e., communication, problem management, human relations, report writing, research). Agency Fieldwork Supervisors are not expected to provide this level of training, but when it is possible, and when the student's potential and maturity level warrant such a concentration of effort, then it is considered ap- propriate.

3. Job Orientation Placement: Student assignments, to some degree, mirror those of a particular agency employee. The student acquires working knowledge of a specific job de- scription, but may not actually perform all the duties of a par- ticular position due to security or liability issues.

4. Research Placement: Student is involved in a crimino- logical research project from the planning stages through to the preparation of a research report. Various levels of supervi- sion may be required of practicum Supervisors, depending upon the difficulty level of the research. In some cases, re- search projects can coincide with a student taking one of Crim’s research courses. In other cases, university faculty may assist or advise in the research as time permits.

All of our practicums expose students to a variety of skills, in- cluding compliance and enforcement. Many of our practicums involve working in conventional criminal justice agencies, such as a police department or a correctional facility, as well as various government agencies, including natural resource ministries, health, and transportation. Beyond compliance and enforcement practicums, students can also participate in a practicum that will enhance their skills at working with diffi- cult populations, such as youth, females, or adult offenders, either in an institution or in the community.

Students may also have a desire to learn techniques at advocat- ing for vulnerable populations, such as the mentally ill or homeless. These type of practicums focus on case manage- ment skills, advocacy, community resource sharing, and harm reduction.

Other practicums involve learning investigation skills in both a public and private setting. These practicums teach students the importance of focusing on detail, interviewing, and report writing.

When working with the Field Practice Coordinator in plan- ning practicums, students should think about the skills they hope to learn and the network they hope to make. For exam- ple, if a student wanted to work for the Canadian Security In- telligence Service (CSIS) upon graduation, they might want to gain skills at investigations at a private risk mitigation com- pany. Or, if a student wanted to become a police officer, they might consider completing a practicum at a homeless service

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agency that would give the student the skills of risk assess- ment, developing rapport with street entrenched people, all while enhancing their skills at developing personal and profes- sional boundaries.

The practicum is a unique “backstage pass” to various aspects and ‘players’ in the Criminal Justice System that must be ap- proached with enthusiasm to maximize the potential for learn- ing, networking, and reference building.

For more information about our field placements, please visit our website at: http://www.ufv.ca/criminology/field-practicum/

Student Services There are a number of services and facili- ties that are available for students at UFV. These services can assist you with challenges you may face during your edu- cation. In addition, there are a number of departments that offer a range of services designed to make your time at UFV more enjoyable.

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Educational Advising

In addition to the School of Criminology and Criminal Jus- tice’s Academic Advisor, UFV has many advisors that can in- form you of institutional policies and procedures and refer you to services designed to increase academic success. Advi- sors offer in-person appointments between 9am and 4:30pm Monday through Friday (Abbotsford and Chilliwack cam- puses). Drop-in advising is also available on a same day, first- come, first-served basis to answer immediate and pressing questions.

Counselling

UFV counsellors can assist you with study skills, career plan- ning, and personal issues. Counselling services are available Monday through Friday between 9:00am and 4:30pm (Ab- botsford and Chilliwack campuses). Drop-in services are also available for students in crisis.

Financial Aid and Awards

Contact the Financial Aid and Awards office for information and advice regarding sources of financial aid, such as student loans, bursaries, grants, and scholarships. Our office is open Monday through Friday between 9:00 am and 4:30 pm

(Abbotsford and Chilliwack campuses…closed Fridays in Chil- liwack).

Disability Services

Make an appointment with a Disability Advisor to discuss what you will need in order to be successful at UFV. It is best to meet with a Disability Advisor as early as possible in your educational planning. Some services require at least three months to arrange, so the earlier we start the process the bet- ter. A Disability Advisor will discuss with you what the require- ments for documentation may be should you have any ques- tions (services available on both Abbotsford and Chilliwack campuses).

Student Life

University is a life experience that extends far beyond the classroom, lab, or workshop. Working with and for UFV stu- dents, the Student Life department aims to build a vibrant campus through many student driven initiatives. Student Life organizes New Student Orientation and welcome back events, assists student clubs and associations each term, and provides leadership training and conferences to students through our Leadership Institute, and the list goes on. For more details,

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please visit their website or see them in person (services avail- able on both Abbotsford and Chilliwack campuses).

Residence

UFV Baker House Residence is located on the Abbotsford cam- pus. In brief, this location, by car, is approximately 30 min- utes away from the Chilliwack campus and 15 minutes away from the Mission campus. Each suite at Baker House Resi- dence has two separate bedrooms. In each of these bedrooms, there is a desk, chair, night table, and a single, extra-long bed. The shared common area in the unit has a microwave, mini- fridge, table, and chairs. There is also a land-line telephone with a direct line. Each unit also contains a shared bathroom with shower. The bedrooms are both hardwired for internet access and have a cable outlet. There is a large shared com- mon room on all floors with comfortable couches and flat screen TV. The first floor features a new communal kitchen with two cooktops, three ovens, two microwaves and a dish- washer. The second, third, and fourth floors also feature laun- dry rooms plus study rooms with moveable tables and chairs. This is a non-smoking building.

Final Thought Thank you for choosing Criminology and Criminal Justice at the University of the Fraser Valley! We hope that your time at UFV will be a positive learning experi- ence, and that this handbook answers your questions about our program and ex- pectations. If you have questions or con- cerns about the topics covered in this handbook, please speak to any of our fac- ulty or staff. Should there be any issues you would like covered in future versions of this handbook, we would love to hear them.