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Criminal Investigation in the New Millennium
Rating: 4.5 out of 5(340 ratings)
12,656 students

Criminal Investigation in the New Millennium

The Present, the Past, and the Future: A Community Policing Approach
Created byRobert T. Meesig
Last updated 12/2015
English

What you'll learn

  • The goals of this course are to answer the following questions about the police criminal investigation process in the US: - How good are the police at solving crime? (Hint – not so good~~) - Who are the detectives and what do they do? - How did we get to where we are, and why? - What can we expect in the future? - How will forensics and technology help? - What will investigations look like in the year 2084? To help find the answers to the above questions, students will learn to use a handy framework to do the following: - IDENTIFY a crime problem (in terms of the phases of a crime) - DESCRIBE the availability of crime information and sources in each crime phase (in terms of space and time) - UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses) - MANIPULATE what was learned to project how developments in forensics and technology, and a new detective model, can address future crime problems.

Course content

6 sections • 58 lectures • 12h 34m total length

  • S1 L1 WELCOME!!3:30
    • List of lectures in Section 1
    • Course does NOT teach how to be an investigator, but ABOUT the investigation PROCESS it selfc
    • Course is based on research and is amply referenced
  • S1 L2 COURSE DESIGN17:47
    • In this lecture, students will learn the following:
      • How the idea of the course came about
      • How the course is organized
      • How the course is taught
      • How the quizzes are organized
  • S1 L3 OVERVIEW & MAJOR CRIME CATEGORIES12:47
    • The value of experience is discussed.
    • Five major crime categories and their costs to society are set forth.
  • S1 L4 COUNTING CRIME & AGENCIES15:32
      • Topics covered:
        • The National Crime Victimization Survey (NCVS) and the Uniform Crime Report (UCR).
        • Definitions of terms regarding police agencies.
        • Three categories of police agencies.
  • S1 L5 THEORY16:06
    • Perspectives:
      • 50 million species
      • 200 empires in 5,000 years
      • The most complex form of behavior in the universe
      • The job of police
    • Crime:
      • Exists only in the present
      • Two main sources of crime info - people & things
        • The primary source of crime info - PEOPLE!
  • S1 L6 A CONCEPTUAL FRAMEWORK15:34
    • First develop a framework -
    • In order to do the following:
      • IDENTIFY a crime problem (in terms of the phases of a crime)
      • DESCRIBE the availability of crime info and sources in each crime phase (in terms of space and time)
      • UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses)
      • MANIPULATE what we learned to project how developments in forensics and technology, and a new detective model, can address the crime problems of the future
    • IDUM
    • CONCEPTUAL FRAMEWORK CHART -BURGLARY
  • S1 L7 THE CONCEPTUAL FRAMEWORK (CONT'D)12:00
    • What the framework can reveal about crime and sources of crime info:
      • Preventing crime and victims.
      • The pain, and the choices.
  • S1 L8 THE TRADITIONAL INVESTIGATION PROCESS (TIP)16:53
    • Why focus on just UCR crimes and just the local police agencies category?
    • The three phases of the TIP as seen through the CONCEPTUAL FRAMEWORK.
  • S1 L9 CUISC - COLLECTING INFO11:36
    • The acronym CUISC is explained.
    • Collecting crime info from people and things.
    • The "Sherlock Holmes" of France (Locard).
  • S1 L10 CUISC - USING INFO10:31
    • Using information from things (labs, data bases).
    • CUIPDSC - what's that, and how do you pronounce it?
  • S1 L11 UCR CRIME CLEARANCE RATES11:48
    • UCR crime clearance rates - why no change in four decades?
    • So who solves crime, anyway?
    • FARMLAMB/MRRABLVA, eh?
    • UCR clearance crimes and clearance rates chart.
  • S1 L12 INTERNATIONAL MURDER RATES8:58
    • So is the US better or worse than other countries?
    • List of selected countries by international homicide rates.
  • S1 L13 CUISC EFFECTIVENESS10:57
    • The police gateway.
    • The CJ filter - not good news.
    • Effectiveness - WHAT????
  • S1 L14 CUISC CRIME TRENDS19:33
    • Why have crime rates decreased so much?
    • Why don't people report crime?
    • Why don't we do proactive investigations?
  • S1 L15 CRIME CONTROL VS DUE PROCESS12:15
    • The core of our CJ system.
    • Assembly line vs. obstacle course.
  • S1 L16 OMG, & DOES CRIME PAY?17:18
    • OMG - are we the problem-o?
    • So does crime pay?
    • Section I summary.
  • Section 1 Quiz 1

Requirements

  • You would probably get more out of the course if you had already taken an introductory course in criminal justice or policing, or if you had some general familiarity with our criminal justice system in the US. However, that's not critical, and this course should, in any case, prove to be an interesting and rewarding experience in and of itself. Other than an open mind and a desire to learn, no special materials or actions are needed for the course.

Description

This FREE course addresses the following issues:

- How good are we at solving crime in the US? (Hint – not so good~~)


- Who are the detectives and what do they do?


- How did we get into this situation, and why?


- What can we expect in the future?

- And just how much can forensics and technology be expected help investigations?

To find answers to these and other questions, we explore the criminal investigation process of the present, the past, and the future.

We present an overview of the subject in a listener-friendly and informative way. It is scripted to be understood by the casual observer, as well as the experienced investigator and the aspiring academic.

This course is rooted in the research literature and is amply referenced and well-cited. It provides some of the most comprehensive and current information available on the process.

It does NOT teach how to be an investigator. Instead, it teaches ABOUT the investigation process itself.

The course consists of about 58 lectures ranging from five to 20 minutes in length (about 12 hours total). The lectures are divided into six sections addressing the following:

(1) Where are We?
(2) Who are the Detectives and What Do They Do?
(3) How Did We Get Here?
(4) Where are We Going?
(5) Where Do We Want to Go?
(6) The Year “2084.”

To guide us through the sections, students will learn to use a HANDY FRAMEWORK to do the following:

1. IDENTIFY a crime problem (in terms of the phases of a crime).

2. DESCRIBE the availability of crime information and sources in each crime phase (in terms of space and time).

3. UNDERSTAND how the various detective models of the past have investigated crime (to see their strengths and weaknesses).

4. MANIPULATE what we learned to project how developments in forensics and technology, and a new detective model, can address the crime problems of the future.

Who this course is for:

  • The targeted audience for this course ranges from the casual observer to the experienced investigator and the aspiring academic.

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