Introduction to Criminal Investigation, Processes, Practices, and Thinking is a teaching text designed to assist the student in developing their own structured mental map of processes, practices, and thinking to conduct criminal investigations.

Delineating criminal investigation into operational descriptors of tactical-response and strategic response while using illustrations of task-skills and thinking-skills, the reader is guided into structured thinking practices. Using the graphic tools of a “Response Transition Matrix�, an “Investigative Funnel�, and the “STAIR Tool�, the reader is shown how to form their own mental map of investigative thinking that can later be articulated in support of forming their reasonable grounds to believe.

This introductory textbook is unique because it was a collaborative effort by all Criminology and Criminal Justice professors at Southern Oregon University (SOU) in Ashland, Oregon. This book can be used on a quarter or semester system, as well as cover topics that may get left out of some introductory texts such as controversial issues in the criminal justice system. Further, we made it as comprehensive as possible to cover core concepts and areas in the criminal justice system including theory, policing, courts, corrections, and the juvenile justice system. Additionally, we created examples that will help make difficult concepts or ideas more relatable. Every section provides an overview of key terms, critical thinking questions for course engagement, assignments, and other ancillaries such as multimedia links, images, activity ideas, and more.

This is a syllabus for a course in Issues in Law Enforcement, a criminal justice course. The curriculum is a public interest technology course in cybersecurity. Principally, the federal government handles cybersecurity investigations along with some state governments and the FBI acts as the center for all cybersecurity complaints.

The course expands beyond law enforcement and provides a comprehensive background to the field through the following presentations: a history of cybersecurity; an explanation of the Internet; an introduction to cybercrime and cybersecurity techniques; the legal environment, which includes a survey of law enforcement and prosecution departments and agencies, and federal and NY state criminal, civil and privacy laws; a case (Silk Road Market) about a darknet market which demonstrates federal law enforcement in action; and the concept that cybersecurity is an enormous challenge to law enforcement.

The course provides two types of student activities:

(i) Service learning project in which students present about how to prevent yourself from being hacked; and

(ii) Group assignments in which students choose and analyze four types of current cybersecurity cases as a team by answering questions posed by the professor which is presented to the class as a whole.

Let's face it, legal textbooks can be dry. This is unfortunate because law, especially criminal law, is an intrinsically compelling topic. Criminal Law employs a variety of instructional techniques that should engage from start to finish.

Learners watch a short video demonstrating the correct procedure for police officers to follow when approaching a motorist after stopping a vehicle.

Learners watch video clips demonstrating the correct procedures for police officers to follow when entering and clearing a room.

Learners watch a short video showing the correct procedure for police officers to follow when making contact with a high-risk vehicle.

Learners watch video clips demonstrating the correct procedure for police officers to follow when metering a room.

Learners watch a short video showing the correct procedure for police officers to follow when making a non-approach vehicle contact.

Learners read about the steps involved in the typical police officer hiring process. Each step is described. Learners then test their knowledge of the process in two drag-and-drop exercises.