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Graduate Course Proposal Form Submission Detail - CCJ7065
Tracking Number - 2745

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Current Status: Approved by SCNS - 2014-11-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: For PhD in Crim. Apprved pending desc too long - emailed 3/4/14. Approved 3/28/14; to Sys 4/23/14; to SCNS 5/1/14. #7922 appd as 7065 eff 11/1/14

Detail Information

  1. Date & Time Submitted: 2012-02-07
  2. Department: Criminology
  3. College: BC
  4. Budget Account Number: 122100000
  5. Contact Person: Lorie Fridell
  6. Phone: 8139746862
  7. Email:
  8. Prefix: CCJ
  9. Number: 7065
  10. Full Title: Professional Development in Criminology
  11. Credit Hours: 2
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: N
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Professional Development in Cr
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 100
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: Engage in a range of professional activities that form the core of a successful career in the field of criminology. Topics will include: writing a dissertation, teaching, presenting at professional conferences.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed to compete with national trends
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is being added in the context of a complete revision of the Department of Criminology graduate curriculum. The purposes of the revision are to ensure that the curriculum (a) is updated to reflect current themes/emphases in the discipline, (b) provides students with a well-rounded graduate education, (c) reflects the identity of the USF Department of Criminology and thereby the strengths/expertise of the faculty, and (d) improves outcomes on doctorate comprehensive exams. This course will provide PhD students with the tools necessary for transitioning from student to criminal justice professional.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Earned doctorate/terminal degree in Criminology or a related discipline.
  29. Objectives: The objectives of the course are to provide students with key skills and strategies for:

    • Conducting dissertation research

    • Being a successful teacher

    • Presenting at professional meetings and publishing

    • Seeking external funding

    • Securing employment and achieving success in an academic position

  30. Learning Outcomes: At the end of this course, each student will be able to:

    • Develop a strategy for completing his/her dissertation;

    • Plan and implement an undergraduate course;

    • Describe the steps, challenges, and pitfalls of academic publishing and presenting at scholarly conferences;

    • Describe the steps and challenges associated with grantsmanship and identify the sources of external funds for criminal justice and criminology research and intervention;

    • Describe the steps associated with successfully applying for and accepting an academic job and strategies for obtaining tenure.

  31. Major Topics: Topics will include: writing a dissertation, teaching, presenting at professional conferences, publishing, seeking external funding, applying for and accepting an academic job, and succeeding in that job.
  32. Textbooks: Geis, Gilbert and Dodge, Mary (2002). Lessons of Criminology. Anderson Publishing Co: Cincinnati, OH.

    Lenning, Emily, Brightman, Sara, and Caringella, Susan (Eds.) (2011). A Guide to Surviving a Career in Academia: Navigating the Rites of Passage. New York: Routledge.

    McKeachie, Wilbert J. and Svinicki, Marilla (2006). Teaching Tips: Strategies, Research, and Theory for College and university Teachers. Boston, MA: Houghton Mifflin Co.

    Mellichamp, Joseph McRae (2009). Tenure: How to Earn It. Thousand Fields Publishing.

    Rudestam, Kjell Erik and Newton, Rae R. (2

  33. Course Readings, Online Resources, and Other Purchases: Applegate et al., (2009). Academia’s most wanted: The characteristics of desirable academic job candidates in criminology and criminal justice. J of CJ Education 20: 20 – 39.

    American Psychological Association (2010). Publication Manual of the American Psychological Association, Sixth Edition. Washington, DC: APA.

    Bain, Ken ((2004). What the Best College Teachers Do. Cambridge, MA: Harvard U Press.

    Bean, John C. (2011). Engaging Ideas: A Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, Second Edition. San Francisco, CA: Jossey-Bass.

    Becker, Howard S. (2007). Writing for Social Scientists: How to Start and Finish Your Thesis, Book or Article, Second Edition. Chicago: U of Chicago Press.

    Carlson, Mim and O’Neal-McElrath, Tori (2008). Winning Grants: Step by Step, Third Edition. Jossey Bass.

    Coley, Soraya . and Scheinberg, Cynthia A. (2014). Proposal Writing: Effective Grantsmanship. Los Angeles: Sage.

    Davis, Barbara Gross (2009). Tools for Teaching, Second Edition. San Francisco, CA: Jossey-Bass.

    Gould et al. (2011). Faculty employment trends in Criminology and Criminal Justice. J of CJ Education 22: 247 – 266.

    Lauritson, 2007. How to impress your colleagues as ASC. The Criminologist, 32 (Sep – Oct): 11.

    MacKenzie and Piquero (1999). How to apply for an academic position in criminal justice or criminology. J of CJ Education 10: 201 – 230.

    Montel, Gabriela (2003). What’s your philosophy on teaching, and does it matter? The Chronicle of Higher Education (3/27/2003).

    Moxley, Joseph M. (1992). Publish Don’t Perish: The Scholar’s Guide to Academic Writing and Publishing. Westport, CT: Praeger.

    Silverman, Franklin H. (1999). Publishing for Tenure and Beyond. Westport, CT: Praeger.

    Silvia, Paul J. (2007). How to Write a Lot: A Practical Guide to Productive Academic Writing. Washington, DC: American Psychological Association.

    Strunk, William Jr. and White, E.B. (2000). The Elements of Style, 4th Edition. New York: Longman.

  34. Student Expectations/Requirements and Grading Policy: A. Dissertation Assignments (9.5%):

    B. Teaching Assignments (45%):

    C. Grantsmanship Assignments (5%):

    D. Academic Publishing Assignments (10%):

    E. Academic Jobs Assignments (10.5%):

    F. Quizzes (20%).

    The points accorded to a homework assignment turned in after the due date will be reduced by 5% for each day (including weekends, holidays) that the assignment is late.

    Course Grades

    Course grades will be assigned as follows:

    Grade Percentage Grade Percentage

    A 100.0-93% C 76.9-73%

    A- 92.9-90% C- 72.9-70%

    B+ 89.9-87% D+ 69.9-67%

    B 86.9-83% D 66.9-63%

    B- 82.9-80% D- 62.9-60%

    C+ 79.9-77 F

  35. Assignments, Exams and Tests: A. Dissertation Assignments (9.5%):

    1) Students will identify a potential research question for his/her dissertation, briefly outline a proposed methodology, and identify relevant faculty that could comprise the committee. Students will present this preliminary idea to the class for purposes of discussion. (5%)

    2) Students will read a dissertation prospectus and a completed dissertation and submit a 1-page summary. (2%).

    3) Students will attend at least one dissertation defense during the semester. (2.5%)

    B. Teaching Assignments (45%): For this set of assignments, students will elect to develop either an Introduction to Criminal Justice or Theories of Criminal Behavior syllabus and related materials.

    1) Students will develop a syllabus (15%).

    2) Students will develop an exam and grading rubric/criterion for one unit of the course (15%).

    3) Students will develop two in-class all-class activities, two in-class group activities and two on-line discussion questions (5%).

    4) Students will observe a lecture of a seasoned teacher and produce a short paper outlining strengths, weaknesses, and techniques (2.5%).

    5) In groups, students will problem-solve scenarios that involve issues that might arise while teaching a course (2.5%).

    6) Students will write a teaching philosophy statement (5%).

    C. Grantsmanship Assignments (5%):

    1) Students will identify an external funding opportunity related to their area of interest (2.5%).

    2) Students will read two grant proposals along with the review of those proposals and share their observations in class (2.5%).

    D. Academic Publishing Assignments (10%):

    1) Students will read three articles and the academic reviews of them and prepare bulleted comments for in-class discussion and submission (1%).

    2) Students will read two assigned articles and submit (and share in class) a bulleted list of strengths and weaknesses (5%).

    3) Students will outline a potential publication idea, outline the steps for its completion, and initiate implementation (4%).

    E. Academic Jobs Assignments (10.5%):

    1) Students will interview a faculty member regarding his/her most recent job search and tips for obtaining tenure. Students will present their interview findings in class. (2.5%)

    2) Students will develop a cover letter and vita suitable for a job application (8%).

    F. Quizzes (20%). There will be six unannounced in-class quizzes over the assigned reading. Each student’s two lowest quiz scores will be thrown out. There are no makeups for missed quizzes.

  36. Attendance Policy: Course Attendance at First Class Meeting is required.

    Considerable emphasis is placed upon the quality of in-class discussions (in small groups and as a whole); consequently, attendance and activity participation in class discussions are essential. Students are expected to attend every session and will notify the professor ahead of time (if possible) if they are going to miss class. Attendance will not be graded.

    Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination.

    Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    Students are expected to notify the instructor at the beginning of the academic term if they intend to be absent for a class or announced examination. Students absent for religious reasons, as noticed to the instructor at the beginning of the term, will be given reasonable opportunities to make up any work missed.

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Make-up Work

    The points accorded to a homework assignment turned in after the due date will be reduced by 5% for each day (including weekends, holidays) that the assignment is late. As above, there are no make-ups for missed quizzes.

    Academic Dishonesty and Disruption

    Any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. The University of South Florida has very specific policies and procedures regarding academic dishonesty or disruption of academic process. If you have any questions, please refer to the University’s Undergraduate Academic Dishonesty policy at

    • Procedures for Alleged Academic Dishonesty or Disruption:

    • Student Academic Grievance Procedures --

  38. Program This Course Supports: Criminology
  39. Course Concurrence Information: None

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