CRIJ 6340 161: Sem in Criminological Theory

Course Overview

This course will provide an overview of the major criminological paradigms with an emphasis on the causes of crime and deviant behavior. The course will discuss criminological theories from a philosophy of science perspective, such as theory construction, application, and critical assessment of the theories.

This seminar provides an in-depth examination of criminological theories, emphasizing their origins and applications to crime causation and deviant behavior​. We will survey the major paradigms of criminological thought, focusing on why crime occurs and how definitions of deviance are shaped, paying special attention to the social, political, and intellectual context in which each perspective arose​. A central theme is the philosophy of science perspective on theory - we will discuss how criminological theories are constructed, how they can be integrated with one another, and how they are formally evaluated or critically assessed for their explanatory power​. Throughout the course, we will also examine the application of theory to real-world issues and how theoretical insights inform contemporary research and criminal justice policy​. By the end, students will have a sophisticated understanding of classical and contemporary criminological theories and be able to critically engage with and contribute to theoretical debates in the field.

Course Format and Activities

This course meets online through Microsoft Teams every Monday from 6:00 p.m. to 8:45 p.m. Central Time. The weekly Microsoft Teams meeting links are posted on the Blackboard landing page under "Weekly Meeting Links." Click "Weekly Meeting Links," open the "Meetings" tab, and select the virtual meeting link that shows the date for that week. Each week has its own separate meeting link, so you must use the link for the correct class date.

Microsoft Teams session expectations:

1.     Join on time and use your full name that matches the class roster.

2.     Keep your camera on during discussion unless you have an accommodation, bandwidth limits, or another reasonable constraint.

3.     Mute your microphone when not speaking and use the raise hand feature or chat to enter the discussion.

4.     Use the chat for questions that do not interrupt the speaker and keep comments professional.

5.     Do not record, screenshot, or redistribute the session without written permission.

6.     If you lose connection, rejoin as soon as possible and review the posted materials after class.

Online Seminar:
This course meets online weekly through Microsoft Teams for live seminar discussion. Attendance and active participation are expected at every live session (see Policies below).

Interactive Seminar Style:
Classes will be discussion-based rather than lecture-heavy. Students are expected to come prepared, having completed the readings and ready to engage in live online discussion. Core activities include:

·       Weekly Student-Led Discussion: Each student will have the opportunity to lead weekly discussions. The leader will open the session by summarizing the assigned readings, highlighting key points, and posing critical questions to guide the conversation. This role rotates so that every student leads at least once during the semester, providing a focused peer-teaching experience that deepens understanding.

·       Guest Speaker Sessions: We plan to host guest lectures from criminology or criminal justice experts. Tentatively, a mid-semester guest speaker, such as a researcher or practitioner, will join us online through Microsoft Teams to discuss applying theory to current issues or to share insights from their research. Dates and topics will be announced as confirmed.

·       Individual Case Study Analysis: Each student will apply criminological theories to real or hypothetical scenarios, such as analyzing a crime problem, an offender’s life history, or a community’s crime pattern through multiple theoretical lenses. Activities may include short live online exercises or written problem-solving exercises to bridge theory and practice.

Overall, the seminar is highly interactive and student-centered. Each live online session will combine the weekly student-led discussion with individual analysis, class dialogue, and occasional short presentations. Your preparation, insights, and questions are essential to the success of the course.

Course Policies

Attendance:
As this is a graduate-level seminar meeting only once per week, attendance at every class session in AIC 382 is mandatory. Missing a class means missing a significant portion of the discussion, which cannot be entirely made up. If you must miss a session due to an emergency or severe conflict, notify the instructor in advance (by email) and provide documentation if applicable. You are responsible for obtaining notes from a classmate and completing any missed work. More than one unexcused absence may lower your participation grade, and two or more absences may jeopardize successful completion of the course. In a Ph.D. program, attendance is considered part of your professional commitment.

Punctuality:
Arrive on time and plan to stay for the whole class period. Consistent lateness or leaving early will be noted, and there may be a partial absence. We usually take a short break midway because sessions are 2 hours and 45 minutes; please plan accordingly.

Participation:
Simply showing up is not enough, active, thoughtful participation is essential. Complete all assigned readings before class so you can engage meaningfully. This includes textbook chapters and any supplementary articles or materials provided. During discussions, contribute ideas, respond to peers, and ask questions. Quality of input matters more than quantity: you don’t have to speak often, but when you do, it should reflect serious engagement with the material. Listening is equally essential, show respect by listening attentively and building on others’ contributions. If you are quieter, aim to contribute at least twice per class. If you tend to speak often, make space for others. In a doctoral seminar, we learn from one another’s perspectives; your insights and questions are essential to our shared learning.

AI Usage Policy

Use of Artificial Intelligence tools (e.g., ChatGPT, Gemini, Grok, Perplexity, NotebookLM, etc.): In this course, generative AI is permitted for scholarly purposes with clear disclosure and critical evaluation. We recognize that AI can be a valuable tool for research and analysis; however, it must be used ethically and wisely. The following guidelines apply:

• Transparency: You must explicitly disclose any use of AI in your work. This means if you use an AI tool to generate content, brainstorm ideas, translate text, summarize an article, or in any other way assist with an assignment, you should note this in your submission. For example, add a footnote or an appendix note: “Portions of this summary were generated with ChatGPT and then edited by the author.” Be specific about how the AI was used.
• Critical Evaluation: You should thoroughly review and edit any AI-generated material. You are responsible for verifying the accuracy and credibility of AI-provided information. Do not assume the AI outputs are correct - always cross-check facts, statistics, or references against scholarly sources. If the AI offers an analysis or interpretation, consider whether it makes sense and how it aligns or conflicts with course readings. AI should be used as a starting point or tool, not as the final authority.
• Original Contribution: AI should supplement, not replace, your critical thinking and writing. Ensure that most of each assignment is your original analysis and prose. Suppose you include text suggested or generated by AI. In that case, it must be identified (as per transparency above) and integrated to support your argument (with your commentary around it). For instance, you might use an AI to get a literature review draft, but then you must rewrite it in your voice and add insights. The final product should unmistakably be your work.
• Quantitative Limit (if applicable): As a general guideline, AI-generated content should not constitute more than around 25% of any written assignment. This is not a hard cap, but an approximate measure to ensure your work is predominantly original. If an assignment appears to be largely AI-written, you will be asked to redo it or provide an additional explanation of your process.
• Academic Integrity and Monitoring: Submitting AI-generated work without disclosure or trying to pass off AI work as your own is considered academic misconduct. Be aware that plagiarism detection tools (like Turnitin) can now analyze submissions for AI-generated text​. The instructor may employ such tools or other techniques if misuse is suspected. Any violations - for example, undisclosed AI use, copying AI-generated essays from the internet, or letting AI write significant portions of your paper - will be handled under the TAMIU academic integrity policy (and could result in a zero on the assignment or other penalties; see below).
• Encouraged Uses: There will be certain activities where using AI is explicitly encouraged (as part of learning to critique it). Outside of those, you can still use AI with the above conditions. If you are unsure whether a particular use of AI is allowed, please ask the instructor beforehand. It’s better to check than inadvertently violate the existing policy.

In summary, we embrace the thoughtful use of AI as an emerging tool in academia, especially for tasks like preliminary research, generating study questions, or analyzing data. But transparency and critical engagement are key. Your scholarly voice and integrity must remain at the forefront.

Academic Integrity

All students are expected to uphold the highest standards of academic integrity, as per Texas A&M International University (TAMIU) policy. This means zero tolerance for plagiarism, cheating, fabrication, or academic dishonesty. You must produce your work and give proper credit to the ideas or words of others through correct citation practices. Submitting work (or parts of work) done by someone else or by an AI without acknowledgment, using materials in exams/assignments that are not allowed, or any other dishonest behavior will have serious consequences.

Plagiarism is presenting another person’s words or ideas as your own without proper citation. This includes copying from sources (including our textbook, articles, or the internet) without quotation or reference and paraphrasing too closely to the original text. Cheating can include unauthorized collaboration, using disallowed resources, or falsifying information. Recycling Work: Do not submit a paper or work you wrote for another course for credit in this class without explicit permission - you are expected to do original work for this seminar.

Consequences: If a student is found to have violated academic integrity, the incident will result in a zero on the assignment in question (at a minimum) and will be reported to the appropriate university authorities. For a severe violation or repeat offense, the student can receive an “F” in the course, and the case may be referred to the Honor Council for further disciplinary action​. In egregious cases, university-wide penalties can include academic probation, suspension, or expulsion​. (Per university policy, students assigned an “F” for academic dishonesty cannot withdraw from the course​.) We sincerely hope never to encounter such issues - our goal is to foster an environment of trust and scholarly honesty.

Resources: If you are unsure how to cite sources or what constitutes plagiarism, consult the instructor before submitting the work. We can work together on proper citation methods. You may also use the Writing Center or library resources for guidance. The Student Handbook has a detailed section on academic conduct; you are encouraged to review it.

Remember, the integrity of your research and scholarship is paramount, especially at the doctoral level. Upholding ethical standards is part of your professional development as a scholar.

Discussion and Online Collaboration Etiquette

Our class will involve frank and open discussions on sometimes contentious topics (crime, deviance, social theories, etc.). A cornerstone of graduate education is engaging in critical yet respectful dialogue. To ensure a productive learning environment for everyone, please abide by the following guidelines in all discussions (in class, on Teams, or in written forums):

• Respect and Professionalism: Treat all classmates and instructors with respect. You can (and should) critique ideas and theories but refrain from personal attacks or derogatory remarks. It’s fine to say, “I disagree with that interpretation of labeling theory because…”, but not “That’s a stupid idea.” Maintain a professional tone, as if this were an academic conference.
• Active Listening: Give full attention when someone else is speaking or presenting. Avoid interrupting. If on Microsoft Teams, mute your microphone when not talking to reduce background noise, but use nonverbal cues (like the “raise hand” feature or chat) to indicate you’d like to contribute.
• Constructive Engagement: When you disagree or offer critique, aim to be constructive. Back up your points with evidence from readings or logical reasoning. Similarly, be open to feedback or questions about your ideas. The goal is not to “win” an argument but to deepen collective understanding.
• Inclusivity: We have diverse students; everyone’s perspective is valuable. Be mindful of inclusivity in examples and language. Give space for all voices - if you notice someone hasn’t had a chance to speak, consider inviting their thoughts. In group work, ensure tasks and talk-time are shared.
• Online Specific Etiquette: In our online collaborations (Blackboard discussions, when needed, Teams meetings, Google NotebookLM, or any discussion boards), maintain professionalism as you would in person. Use clear and polite language. Keep chat messages on-topic during class sessions. For video sessions, try to have your camera on (if bandwidth and environment permit) to foster a sense of presence. Avoid multitasking during our online meetings - stay engaged with the discussion.
• Privacy and Recording: Do not record or screenshot class discussions (whether in person or on Teams) without permission. We want to create a safe space for academic exploration, and students should feel comfortable sharing ideas that might be work-in-progress. Any sensitive or personal examples shared in class should remain confidential within the class.

Adhering to these guidelines ensures that the seminar remains a supportive environment conducive to learning and scholarly growth. If issues arise (e.g., someone feels disrespected or discussions become unproductive), the instructor will intervene and address the behavior per university conduct policies. Let’s commit to scholarly collegiality, a crucial skill in academia and professional life.

By the conclusion of this seminar, you will be able to:

• Identify all criminological theories and define key concepts associated with each theory.
• Create theories of criminality in areas with a theoretical void. 
• Evaluate criminological theories with the use of quantitative and qualitative research methodologies.
• Analyze criminological data to support or refute criminological theories.

This is the main text for the course, providing comprehensive coverage of classic and contemporary criminological theories within their social and historical contexts. As outlined in the weekly schedule, we will read chapter(s) from this book. Students must obtain a copy of this textbook and read the assigned chapters before class. Recommended readings will be made available electronically on Blackboard; no additional sources are required to purchase.

Apart from these, while not required, you may find it helpful to consult the Theoretical Criminology journal or the Encyclopedia of Criminological Theory for alternative theory summaries. Additionally, being familiar with original works (many of which are excerpted in our readings) can deepen your understanding.

ASSESSMENTS AND GRADING
Evaluation in this doctoral seminar is based on scholarly engagement, written analytical work, and a final capstone project. There are no exams or quizzes; you will be assessed on practical assignments and contributions. The graded components are:
Critical Essays - 4 essays, 7.5% each = 30%
You will write four in-depth critical essays (approximately 4 or more pages each) during the semester. Each critical essay will be on the general theme of the week that critical essay is due.  Each essay will critically examine specific theoretical frameworks or debates. For example, you may compare and contrast two theories (e.g., social control vs. labeling in explaining juvenile delinquency) or apply a theory to a contemporary phenomenon (e.g., applying anomie/strain theory to white collar crime). Essays must synthesize readings, integrate scholarly sources (at least four external sources for each essay), and present a well-reasoned analysis. Due dates will be listed in the Course Schedule. Also, please come to class ready to present your paper.
Please come to class prepared to present your paper to the group in a 10 - 15-minute presentation, preferably with a PowerPoint.
Please find detailed instructions, a rubric document, and a sample critical essay on Blackboard.
Article Critiques - 4 critiques, 5% each = 20%
You will prepare four critiques (4 or more pages each) of contemporary scholarly journal articles in criminology. Each critique should summarize one article of your choice’s theoretical framework and findings, then assess how effectively the theory was applied or tested. That article also is required to corresponds weekly theoretical topic that it is due. Consider whether the study correctly uses theoretical concepts, addresses key assumptions, or offers opportunities for theoretical extension. Critiques will be shared in class to support theory, research integration discussions.
Please come to class prepared to present your paper to the group in a 10 - 15-minute presentation, preferably with a PowerPoint.
Please find detailed instructions, a rubric document, and a sample article critique on Blackboard.
Discussion Leadership - 10%
Each student will lead at least one (most probably two) class discussion during the semester. This includes preparing a concise overview or handout of the week’s topic, developing 5 or more discussion questions, and facilitating a class dialogue for 1.5 to 2 hours. Your grade will reflect preparation quality, depth of questions, command of the material, and ability to engage peers. This assignment develops scholarly communication and teaching skills.
Participation and engagement - 10%
Active participation is critical in a seminar. This grade reflects your consistent, high-quality contributions to in-class discussions and activities and your engagement in collaborative tools (Blackboard).  Quality participation demonstrates preparation, thoughtful contributions, responsiveness to others, and fostering a positive scholarly environment.
Final Project: Theory Application Paper: 25%, Presentation: 5% = 30%
Produce a scholarly paper that applies a criminological theory to a well-defined problem. The paper must include a clear theoretical model that shows how the key constructs relate, a targeted literature review that motivates the model, a method section that explains the case or dataset and the analytic approach, results that follow from the model, and a discussion that addresses implications and limits. Length 20-25 double space pages excluding title, references and appendices, APA style, 12-point font, double spaced, one-inch margins. Submit your abstract by Sunday, Nov 15 at 11:59 p.m., and the full paper by Sunday, Nov 22 at 11:59 p.m. Present your study in a 20 min presentation with slides and answer questions in a 10 mins Q&A session after that.
Optional paths students may choose:
1) Empirical application. Apply the model to an original or secondary dataset or to a documented case series.
2) Theoretical synthesis. Integrate two compatible theories into a single model, derive testable propositions, and illustrate with brief case evidence.
3) Policy analysis. Use theory to evaluate a current policy or program design, formulate predictions, and assess alignment between predicted and observed outcomes.
Evaluation will emphasize conceptual clarity, analytical rigor, and the strength of the theory to evidence connection, as well as APA accuracy and presentation quality.
Please see the respective Instructions and Rubric document on Blackboard for details.
GRADING SCALE
Critical Essays 4 X 7.5%= 30%
Article Critiques 4 X 5%= 20%
Discussion Leadership 1 X 10%= 10%
Participation & Engagement 1 X 10%= 10%
Final Project - Paper 1 25%= 25%
Final Project - Presentation 1 X 5%= 5%
Total= 100%

Final Grade Conversion - Doctoral Level (TAMIU Standard)
90 - 100% A Pass Exceptional mastery of material; original and well-supported analysis
80 - 89% B Pass Strong understanding with minor weaknesses
70 - 79% C Must retake the course Below doctoral expectations; insufficient for program credit
60 - 69% D Fail Poor grasp of concepts; major weaknesses
Below 60% F Fail Inadequate understanding; fails to meet course requirements
Note: Doctoral students must earn a final grade of B or higher to receive credit for this course. A grade of C means, the student must retake the course. D or below will be recorded as failing for program purposes.
Final Note: This course is designed to be rigorous, challenging, and rewarding. Doctoral education is as much about asking new questions as getting answers. You are encouraged to think critically, challenge conventional wisdom, and develop theoretical insights about crime and deviance. Let’s work together to create an engaging seminar where ideas can be freely explored. By the end of the semester, you should comprehend the landscape of criminological theory and be prepared to contribute to it as emerging scholars. Here’s to a semester of intellectual growth and lively debate!