Learning Center
Plans & pricing Sign in
Sign Out

Course Syllabus


									                                 Course Syllabus
                  CR 276 - The Law of Arrest, Search and Seizure
                              Spring Semester 2011

Instructor: Chris Meyerhoeffer
Office: Aspen Building, Room 128A
Office Hours: 10:00 – 11:50 am Monday, Wednesday, Friday
              9:30 – 11:00 am Tuesday, Thursday

Office Telephone: 732-6873
Internet Address:

Class Meetings: Tuesday & Thursday 7:30 – 9:29 a.m. Shields Room 117

Required Text: John N. Ferdico, Criminal Justice for Criminal Justice Professional (Tenth
Edition 2008) West Publishing.


Prerequisite: CRIJ 101 Introduction to Criminal Justice Administration or consent of the

                      The College of Southern Idaho Mission Statement

The College of Southern Idaho, a comprehensive community college, provides educational,
social and cultural opportunities for the diverse population of South Central Idaho. In this
rapidly changing world, CSI encourages our students to lead enriched, productive and
responsible lives.

                        Social Science Department Mission Statement

The mission of the Social Science Department is to provide educational, social, and cultural
opportunities which encourage enriched, productive and responsible lives primarily by
instructing students to understand, interpret, and apply Social Science discipline coursework.

Social Science Department Goals: This course addresses the following Social Science
Department goals, which are to:

1. help students understand important facts, concepts and theories of Social Science subjects.
2. help students acquire techniques and methods used to gain new knowledge in the disciplines.

3. help students learn to distinguish between fact and opinion.

4. teach students to use evaluation, analysis and synthesis to interpret and solve problems.

5. teach students to use different perspectives from the social sciences to make better-informed

6. help students acquire an informed understanding of various cultures.

7. prepare students to transfer to a university.

                         Criminal Justice Program Mission Statement

The mission of the CSI Criminal Justice Program is primarily to prepare graduates to transfer as
Junior-level students to 4-year universities and to prepare two year graduates for entry level
positions in the criminal justice field.

Criminal Justice Program Objectives: Students will…

1. gain mastery of a breadth of knowledge of the discipline of criminal justice, criminal
   procedure, and criminal evidence law (breadth of knowledge).

2. gain mastery of a depth of knowledge of the discipline of criminal justice, criminal
   procedure, and criminal evidence law (depth of knowledge).

3. be well practiced as a critical consumer of information (critical thought).

4. be well practiced in professional written communication (professional writing).

5. be well- prepared as a potential contributor to scientific discovery in criminal justice
   (scientific capability).

6. be well-prepared for upper-division coursework in criminal justice (career-focused education

7. be well-prepared for entry level position in criminal justice (career-focused plan).
                             Criminal Justice 276 Catalog Description

A highly concentrated study of the legalities and decision-making processes associated with
arrest, search and seizure in accordance with statutes, case law, and Supreme Court decisions as
they relate to constitutional protections.

Course Outcomes* Aligned with Social Science Goals (SS) and Program Objectives

Students will…                                                    SS            CRIJ

1. define criminal procedure as a concept.                   1, 2, 3, 6, 7   1, 2, 3, 4, 6,

2. explain the philosophical underpinning of criminal        1, 2, 3, 6, 7   1, 2, 3, 4, 6,
procedure.                                                                         7

3. know the history of criminal procedure.                   1, 2, 3, 6, 7   1, 2, 3, 4, 6,

4. describe the process of constitutional decision           1, 2, 3, 6, 7   1, 2, 3, 4, 6,
making at the Supreme Court.                                                       7

5. interpret, recognize, and apply important Supreme         1, 2, 3, 6, 7   1, 2, 3, 4, 6,
Court decisions involving the 4th, 5th, 6th, 8th, and 14th                         7
amendments to U.S. Constitution.

6. describe and justify the proper balance between           1, 2, 3, 6, 7   1, 2, 3, 4, 6,
liberty and order in a free society.                                               7

7. know current criminal procedural problems and             1, 2, 3, 6, 7   1, 2, 3, 4, 6,
issues.                                                                            7

8. explain the basic structure and provisions contained      1, 2, 3, 6, 7   1, 2, 3, 4, 6,
in the Constitution and the Bill of Rights.                                        7

9. describe the process and procedure for obtaining and      1, 2, 3, 6, 7   1, 2, 3, 4, 6,
serving warrants.                                                                  7

10. explain the constitutional limitations upon police       1, 2, 3, 6, 7   1, 2, 3, 4, 6,
conduct.                                                                           7

11. explain the history, development, and rationale of       1, 2, 3, 6, 7   1, 2, 3, 4, 6,
the exclusionary rule and its exceptions.                                         7

12. describe the various judicially created exceptions to   1, 2, 3, 6, 7   1, 2, 3, 4, 6,
the warrant requirement.                                                          7

                                     Outcomes Assessment

Assessment performs a number of functions within the teaching and learning process: It gives
feedback to the student on their learning experience; it measures the performance of the student;
and contributes to the evaluation of effectiveness of the subject content and delivery.
Assessment of student learning can be conducted using a variety of available instruments and
methods. A combination of assessment approaches can be the most effective way to measure
student learning.

Assessment practices embedded in courses will generate information about what and how
students are learning. A wide range of formal and informal interaction and performance
assessment methods will be used in this course to determine whether students attained prescribed
educational goals and objectives:

       Multiple- Chapter       Discussion     On-line Course       Writing Assignment
        Choice Quizzes         Questions       Evaluations

CO1                               

CO2                               

CO3                               

CO4                               

CO5                               

                                  Policies and Procedures
Attendance Policy: Students are expected to attend class. I will take attendance each day we are
scheduled to meet. If a student misses three classes during the first two weeks of class, I may
drop the student from the class. After the first three weeks of class I will not drop a student
from the course. It is the responsibility of each student who does not intend to complete the
course to drop the course through the records office. Students who quit attending and do not
drop the course will be given a failing grade. Attendance is worth 50 points.

Honesty Policy: I follow the honesty policy in the CSI Student Handbook. If a student cheats on
an exam or plagiarizes on a writing assignment, I will give the student a zero on that exam, quiz
or writing assignment. If a student violates the honesty policy more than once, I may fail the

Late Policy: I expect students to take exams and quizzes on the day scheduled. I will notify
students in advance of giving a quiz or exam. No make up quizzes will be given if a student is
absent on the day a quiz is given. If a student cannot be present on the day an exam is scheduled,
please notify me in advance. Make up exams may be given if the student notifies me in advance.
However, I may give the student a different exam which does not correlate directly to the study
guide for that exam. I will not allow make up tests if the absence is not excused prior to the
exam and the student will receive zero points for that exam. Excused absences are absences
that are excused by me prior to time the exam is scheduled. Writing assignments are due as
indicated in this syllabus unless other arrangements have been made.

Required Assignments: I expect students to read the assigned material prior to each class. This
helps facilitate student learning, and makes meaningful discussion about the lecture material
possible. In addition, quizzes will be based upon the assigned reading material for a particular

                                       Grading Practices
   1. Four exams each worth 100 points during the semester. Each exam will have 50
      objective questions worth 2 points each (100 points). Your best three exam scores will be
      used to calculate your final grade. The exams will be designed to assess the course
   2. 10 quizzes worth 20 points each (total 200 points) during the semester. Each quiz will
      have 10 objective (true/false) questions.
   3. Attendance during regularly scheduled class is worth 50 points. Each unexcused
      absence will cost the student 5 points.

The following grading scale will be used:

       A = 495 to 550 Points (90-100%)
       B = 440 to 494 Points (80-89%)
       C = 385 to 439 Points (70-79%)
       D = 330 to 384 Points (60-69%)
       F = Less than 330 Points (0-59%)
                            CLASS SCHEDULE

Date       Class Topic                                        Assignment

March 15   Introduction, An Overview of the Criminal Court    Chapter 2

March 17   Individual Rights Under the U.S. Constitution      Chapter 1

March 22   Spring Break

March 24   Spring Break

March 29   Basic Underlying Concepts                          Chapter 3

March 31   Exam 1 (Chapters 1-3)                              Chapters 1, 2 & 3

April 5    Criminal and Investigative Search Warrants; Chapters 4 & 5
           Administrative Searches, Special Needs Searches

April 7    Arrest                                             Chapter 6

April 12   Stop and Frisk                                     Chapter 7

April 14   Exam 2 (Chapters 4-7)                              Chapters 4, 5, 6 & 7

April 19   Search Incident to Arrest & Protective Sweeps      Chapter 8

April 21   Plain View Doctrine; Search of Vehicles            Chapter 10 & 11

April 26   Open Fields & Abandonment                          Chapter 12

April 28   Exam 3 (Chapters 8, 10, 11 & 12)

May 3      Consent Searches                                   Chapter 9

May 5      Interrogation, Admissions and Confessions; Pretrial Chapters 13 & 14
           Visual Identification Procedures

May 10     Exam 4 (Chapters 9, 13 & 14)
CSI E-mail:

                Since email is the primary source of written communication with students,
                all registered CSI students get a college email account. Student e-mail
                addresses have the following format: <address>
                where <address> is a name selected by the student as a part of
                activating his/her account. Students activate their accounts and check
                their CSI e-mail online at Instructors and
                various offices send messages to these student accounts. Students must
                check their CSI e-mail accounts regularly to avoid missing important
                messages and deadlines. At the beginning of each semester free training
                sessions are offered to students who need help in using their accounts.

On-line course evaluation statement:

                To help instructors continually improve courses, students are strongly
                encouraged to go online to and complete
                anonymous evaluations which open two weeks before the end of the
                course and close the last day of class. When students enter the site, they
                find evaluations for their enrolled courses. Thank you for this valuable


                Any student with a documented disability may be eligible for related
                accommodations. To determine eligibility and secure services, students
                should contact the coordinator of Disability Services at their first
                opportunity after registration for a class. Student Disability Services is
                located on the second floor of the Taylor Building on the Twin Falls
                Campus. 208.732.6260 (voice) or 208.734.9929 (TTY), or e-mail.

To top