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SiMON FRASER UNIVERSITY

?

S.73-75

MIMORANDUM

SENATE

?

From ?

ACADEMIC PLANNING COMMITTEE

Subject

PROPOSAL FOR ESTABLISHMENT OF

PROGRAMS IN CRIMINOLOGY

Date

?

JULY 24, 1973

MOTION 1: "That Senate approve, and recommend to the Board of Governors,

as set forth in Paper S.73-95, that graduate and undergraduate

programs in Criminology be established at this University."

MOTION 2: "That Senate approve, and recommend to the Board of Governors,

as set forth in Paper S.73-95, that programs be developed for

consideration by Senate and the Board as follows:

a)

That a Director be sought who would be given the responsi-

bility of developing detailed program proposals for graduate

• ?

and undergraduate programs in criminology;

b)

That a steering committee be struck by the Academic Vice-

President from within the University to work with the Program

Director in the development and implementation of such pro-

posals;

c)

That three types of programs be developed:

1) an undergraduate program emphasizing a "problem specific"

approach (see Hogarth/Weisstub proposal);

ii)

a professional oriented evening program administratively

modelled after the Master of Business Administration

Program presently offered within the Department of

Economics and Commerce;

iii)

a small, research oriented daytime graduate program

leading to a Master of Arts in Criminology."

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SiMON FRASER UNIVERSITY

?

MEMORANDUM

SENATE

?

From ?

K. STRAND

S.

CRIMINOLOGY PROPOSAL

?

Date ?

JULY 24, 1973

a ?

I

To_

Sub ject_

7-3-95-

The Academic Planning Committee, in May 1973, submitted

a recommendation to me concerning a proposal for the establishment

of programs in Criminology. The proposal was returned to the Com-

mittee with a request for additional and more detailed information

which I considered wasrequired before the proposal could be forwarded

to Senate.

The proposal has been resubmitted to me by the Academic

Planning Committee with additional data and the proposals are

presented to Senate for its consideration, with recommendations

as follows:

Recommendation 1:

•

?

?

That Senate approve and recommend to the Board of Governors

that graduate and undergraduate programs in Criminology be established

at this University.

Recommendation 2:

That Senate approve and recommend to the Board of Governors

that programs be developed for consideration by Senate and the Board

as follows:

a)

That a Director be sought who would be given the responsibility of

developing detailed program proposals for graduate and undergraduate

programs in criminology;

b)

That a steering committee be struck by the Academic Vice-President

from within the University to work with the Program Director in the

development and Implementation of such proposals;

c)

That three types of programs be developed:

I) an undergraduate program emphasizing a "problem specific"

approach (see Hogarth/Weisstub proposal);

ii)

a professional oriented evening program administratively

modelled after the Master of Business Administration Program

presently offered within the Department of Economics and

Commerce;

iii)

a small, research oriented daytime graduate program leading

to a Master of Arts in Criminology.

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SiMON FRASER UNIVERSITY

MEMORANDUM

PRESIPEH.T'S OFFICE

To..........

Dr. K,

....

Strand

.

From

L

Secretary, ?

23 ?

, ...

Presiden.

.

... Academic Planning. cimitthe.L

Subject.

?

9lo ?

.....

.

..................... ?

'9 1973

At its meeting of 12th July,

1973,

the Academic Planning

Committee unanimously recommended that the proposal for a program

in Criminology outlined in the attached paper of 12th June,

1973,

from the Dean of the Faculty of Interdisciplinary Studies, be

approved in principle. I am therefore, on behalf of the Canmittee,

forwarding it to you for referral to Senate.

I. Mugr'idge

ams

c.c. R.C. Brown'

.?

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i1VIU1 IJ.tAI1t Ui'1IVL1tI1

I

?

"I

MEMORANDUM

Dr. Ian Mugridge, Secretary

?

...From

?

. RobertC. Brown, Dea.

..........Academic..Planxiing..Commi.ttee

...............Faculty

.....

of .Interdisci.plina.r.y...S.tudies

Subject ?

Criminology Proposal

?

.

?

Date.....

...

June 11th, .973

.

. ?

..........

As you know, the President returned the recommendation of the

Planning Committee concerning a proposal in criminology (dated

May 18th, 1973) with an indication that he felt that the Committee's

recommendation was incomplete and that more detail would be required

before it could be forwarded to Senate.

I have prepared the attached report in the name of the Planning

Committee, which I feel overcomes most of the President's objections.

Would you please place this report on. the agenda of the Planning Committee

as soon as possible, so that the Committee may make any alterations or

changes it feels appropriate before we return it to the President.

Robert C. .Brown

0

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a

Proposal for Programs in Criminology

.

?

Recommendations

1.

That graduate and undergraduate programs in criminology

be established at this University;

2.

That the program be implemented in phases as follows:

(a)

that a Director be sought who would be given the respon-

sibility of developing detailed program proposals for graduate

and undergraduate programs in criminology;

(b)

that a steering committee be struck from within the

University to work with a Program Director in the develop-

ment and implementation of such proposals;

(c)

that three types of programs be developed:

(i)

an undergraduate program emphasizing a "problem

specific" approach (see Hogarth/Wes stub proposal);

(ii)

a professional oriented evening program admini-

stratively modelled after the Master of Business Admini-

stration Program presently offered within the Department

of Economics and Commerce;

(iii)

a small, research oriented daytime graduate program

leading to a Master of Arts in Criminology.

Background Information

In the Fall of 1971 the University was approached by a group known

as the Provincial Advisory Council on Education in Criminology. The

Council was concerned that criminology is virtually ignored as an academic

discipline in English-speaking Canada, and urged that Simon Fraser Univer-

sity consider the establishment of programs leading to degrees in criminology.

An Ad Hoc committee was formed from within the University to consider

the matter. As part of the considerations of the Ad Hoc committee, two groups

of consultants were asked to visit the University to prepare reports concerning

the role of criminology as an academic discipline and the feasibility of estab-

lishing that discipline at this University. The consultants' reports (attached

as appendices B and C) as well as additional comments from reviewers, were

considered by the Ad Hoc committee and ultimately led the committee to re-

commend that programs in criminology be initiated within this University as

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soon as is possible. A copy of the report of the Ad Hoc committee is attached

as appendix A. The Planning Committee has reviewed all of these reports

and concurs with the conclusion of the Ad Hoc committee. We recommend the

course of action listed under "Recommendations" above.

Objectives of the Programs

The objectives of the proposed programs are to develop a series

of courses leading to graduate and undergraduate degrees in criminology

at Simon Fraser University. At the undergraduate level, the program should

be developed in close liaison with the provincial community colleges. Upper

division courses should be emphasized, restricting lower division courses to

a minimum of introductory materials.

At the graduate level, two types of programs should be considered.

One is an academic program leading to a Master of Arts in Criminology,

designed for those students concentrating in criminological theory and research.

The second is a two year professional program leading to a Master of Criminology

(M.C.A.) for those concentrating in correctional services.

Organization

The administration organization should be similar to that designed

for the Computing Science Program. There should be a Director, charged

with the development of the various programs; and a steering committee which

would function as curriculum committee, that would be advisory to the

Director.

Teaching will be done by:

(a)

criminologists;

(b)

full time faculty in other areas of the University who have a

joint appointment in criminology;

(c)

faculty in other areas of the University who may take responsibility

for special courses in the criminology program;

(d)

others on special arrangement. These may include members of

the law enforcement community who would be invited to participate

in the program from time to time on a contract basis.

Implementation

The initial step in the implementation of these programs would be

the selection of a Director. The Director will then begin the process of

program development in

,

, conjinction with the Steering Committee.

d

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Of primary importance in the first phase will be the establishment

of the presence of criminology within the University and the development of

-

core programs. Consideration of the second and all subsequent phases will be

deferred until the Director can bring forward an integrated proposal.

June 12th, 1973.

.

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X

'9

Acader:ic Planning Committee

?

Dr.

R.C. Brown

Dean, Division of General Studies and (hair:..

Ad Hoc Cmrrnittee on Criminology

Criminology Proposal

?

December 12th, 1972

RECOvEfDATJ Oil:

The Ad Hoc Comittee on Criminology unanimously recommends:

1)

that graduate and undergraduate programs

in

Criminology be established Lnd

Incorporated within the Division of General Studies;

2)

that the procram be impicented in p

hases following the general "problem-

specific" model contained in the Hoqarth, Welsstub proposal (Appendix A).

BACKGROUND DATA:

In

the Fall of 1971 the University was a

pp

roached by a group known as the

Provir.chl Advisory Council on Education in Criminolocy. The Council was

con-

thL Cririinoioqy is virtually ignored as an academic discipline

in

English

speainq Canada

End

wanted to see if there was any possibility of establishing

the discipline at Simon Fraser University. After a series of discussions, an

Ad Hoc Cormittee was formed within the Universit

y

to consider the feasibilit

y

of

the propoai. In the process of the considerations, funds were obtained frcm thc

Solicltor/Ceneral's Office to bring two groups of consultants to the University.

The consultant's reports, as well as additional concnts from reviewers, have

been before the Ad Hoc committee and are largely supportive of the position

reached by the Cornittee after a series of interactions with the Provincial

Council.

?

Our recommendation is that programs

in

Criminology should be initiated

within the University as soon as Is possible.

OBJECTIVES OF THE PROGRAMS:

The objectives of the proqrars are to develop a series of courses leading

to graduate and undergraduate degrees in Criminolonv. At the undergraduate

level the pro'jrai should be develo

p

ed in close liaison with Douglas Collec!e and

Vancouver City College. Upper division courses should be em

p

hasized restricting

lower division courses to a minimum of Introductory materials.

At the graduate level two types of proarans are possible and both should

be considered. One is a traditional acade'ilc prorram leadir

q

to a Mister cf

Arts ('l.A.) In Cr1nthoony, designed for those concentrating In crinlnOloqIc3l

is ?

theory and research. The second Is a t'.o y

ear professional nroqram leading to

a Master of Criminology (tt.C.A.) for those concentrating

in

correctional services.

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ORGNil7TION:

The adnfnistratlVe or3n1zatiOfl will be similar to that being develooed

for the

Ccputing Science Program. There will be aDirector, chr'çcd with the

development of the various programs: and a Steering Ccimittcc which will function

as a curriculum corriittee and will be advisory to the Director. The Director

will report to the Dean of the Division of General Studies.

Teaching will be.done by:

a)

Cri'inoloqists with a full time comitnent to the program

b)

Faculty in other areas of the University who will have a joint appointnent

In

Criminology

C)

Faculty in other areas of the

University who

may take responsibility for

special courses In the Cririlnolegy Proqr.'n

d) Others on special arrar.genient. These ma

y

include rnribers of the law en-

forcecent cun1ty who will be invited to participate In the Program from

time to time In a contract basis.

lt.PLEiEHTF.TIj

The initial

ste

p

in the implementation of these procirams will be the

selection of a Director. The Director will then begin the process of program

develornent, In conjr,ctiCn with

a Steering Corxlttce appointed by

the Dean

of the 1iv1sion of General Studies.

Of prirary

InprtnCe in

this

p

hase will be

tr. ?

estahli_C

stV

l

t of the presence

of Criminology withn

the Unlvcrsity

and the developent of core nrorams. Con-

s1deraicfl of

the second and all subsequent phases will be dcferrd until the

Dlrcctor can bring forard an

integrated proposal.

COSTING Mn REVENUES

While it Is difficult to project the actual cost of meunt1ni prorams In

Crlmlr.o101y

in thc absence of a

detailed proposal, there is little dout that

a considerable cormftment of resources

will be

required. Thus the following

points should be considered

and explored.

1)

outside sources of funds - Both the Provincial and Federal qoverrnents are

pushing the initiation of

these

proqrar'.s. There

Is little doubt that con-

siderable amounts

of

moneY could

be derived from these

sources as direct

c'rants, at least for the first three years of operation. There Is also a

stron9

possibilit

y

that the Conner roundatlnn

and the

Ford

Foundation

would

make funds available for specific time

periods.

2)

The M.C.A. program could will be

it

revenue

qeneratlon. The

Provincial

Council

has indicted that their ribtr

aqe:cies would under

write the costs of this

program throu

q

s

p

ecial tuition arrnOe

u1

entS.

Provision

for this already

exists-within their

present operating policy and

no

changes

would be

required.

5

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'

A FFOFOSAL FOP A CItINOLCGY PRCGRJ

?

ATS1XON FFASR UND.EhSITY

re.-jy: John Hogarth

and David Wcisstub

August 11,

1972

S

S

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A Proposal for a Criminology Programme at Simon Fraser University

What is criminology?

The term "criminology" has been defined by almost every

author who has written in the field. There is no magic in any one

of these definitions. Each of them reflect the particular interests

of the author and their utility should be Judged in terms of the degree

to which they serve to delineate the parameters of the subject

matter chosen by that author. As such, the appropriate definition

is not a matter of ultimate truth but a question of suitability

and applicability for certain purposes. For the purpose of this

paper we shall accept the broad but widely-accepted definition

of Sutherland, namely: "Criminology is the body of knowledge

regarding crime as a social phenomenon. It includes within its

scope the processes of making laws, of breaking laws and of

reacting toward the breaking of laws.".

It should be pointed out that definitional questions

lie

at

the heart of criminological study. Earlier attempts to isolate the

study of criminal behaviour from the social processes of labelling

and stigmatizing both conduct and people as criminal were doomed

to fail. The main thrust of modern thinking in this area has

concentrated on how certain types of behaviour come to be seen as

worthy of institutionalized punishment and on how legal and correc-

tional systems respond to the targets of the criminal process,

i.e.

offenders.

4

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Is Criminology a Science?

A definition of subject matter should not be confused

with the definition of a discipline or a science. The former

simply defines an area of inquiry which may be approached in a

variety of ways through the medium of a number of discipline-

oriented approaches, whilst the latter implies a more or less

unified body of knowledge, an identifiable methodology and a

framework of meaning or theory of knowledge. Several well

known criminologists, Wolfgang, Radzinowicz, Szabo and others,

have asserted that criminological study has achieved a status of

a separate and distinct science. It is our judgement that a

critical examination of criminological research published so far

•

?

would not justify such a conclusion at this time. This is not to

say that knowledge in this area has not progressed nor does this

conclusion foreclose the possibility of universities organizing a

programme of study and research in this area.

There is little doubt that crime is perceived as an important

social phenomenon in our society. The criminal process absorbs

a significant amount of economic and social capital in the country.

It is entwined with fundamental normative judgements and has high

symbolic value in working out those judgements. Finally, the criminal

process has far reaching social consequences for individuals caught

up in it. All this suggests that the subject matter is worthy of

study. The real question

is:

What modality of teaching and/or

research would best serve the interests of the University and

.

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Society? This immediately involves one in specifying the criteria

against which criminology should be judged. For the purpose of

this paper they will include:

(1)

what normative judgements are involved?

(2)

what social needs does criminology deal with?

(3)

whose interests are now being served and whose should

be served?

(A) who is to be taught and for what purpose?

Criminology as Policy Analysis

The great debate in criminology centers around an ideological

split between behaviourists on the one hand who hold themselves out

• ?

as being able to produce specific knowledge helpful to administrators

of the penal-correctional process for the purpose of better social

control, and the professional debunkers on the other hand who see

their task as one of destroying the vocational assumptions of the

existing system. The former. group has become disillusioned at the

failure of the system to adopt their recommendations. While the

latter group has been able to effectively show that the system

does not achieve its manifest purposes through the traditional

mechanisms of rehabilitation, deterrence, general prevention and

so on, its criticisms have gone unheeded.

In addition, the penal system has come under increasing

attack from non_critninoioL.iStS. They include political radicals

who assert that it serves illegitimate social purposes; offenders

.

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who more

and more

see the'selves as

political prisoners.; and,

ordinary

members

of the public who

are becoming increasingly appre-

hensive about their personal security fed by an exaggerated sense

of drama about crime fostered by the mass media. The future develop-

ment of crimenal policy operates within the context of a major

crisis in legitimacy maintained by powerful forces which tend to

polarize ideological positions. One of the reasons that criminology

has not realized its potential for the development of social policy

has been the tendency of criminologists to ignore or minimize

these ideologicai.contradictiOfls. If criminology is to become a

useful policy science, therefore, it must address itself to normative

questions.

What normative udements Are involved?

loststudents of the criminal process would not claim that

crime or social deviance can be irradicated from society at an

acceptable social cost. Controversy remains however with respect

to four major areas:

(1)

what interests ought to be protected by the criminal law?

(2)

what mechanisms are likely to achieve that protection?

(3)

what degrees of interference by the state in the life

and liberty of the sub

j

ect should be permitted in

the interest of crime control?

and ?

(ti)

what are the criteria by which the legitimacy of the

criminal process can he judged?

.

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The following is a suggested model for the study of normative

issues related to the criminal process.

?

In our view it provides

a framework of analysis'that is suggestive of answers to some of

the more important normative issues outlined above and leads

naturally to the development of a program of study and research.

First, five basic assumptions:

(1)

?

the crivinal law is only' one and not necessarily the

most important of the ways in which individuals learn

to adjust their relations to each other and to the group.

(2)

?

the sanctions available to the law are effective to the

extent that they operate within a set of shared definitions

of appropriate and inappropriate behaviour.

(3) ?

most people wish to obey the law provided they know its

demands and believe it comes from legitimate authority.

()

?

law can be no more than a framework of reasonable

expectations within which men may act.

(5)

?

the criminal law is demonstrated and made real by the

criminal process, which maybe defined as the activities

of the police, the courts and the correctional agencies.

Within the framework of these five assumptions about the

criminal law one can establish a number of minimum requirements

of the prccess if it is to be seen as effective and legitimate in

dealing with crime by ordinary members of the public.

(1) Visibility. Feopie must come into direct contact with

?

police officers, judges and correctional workers.

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(2)

Access. Ordinary citizens should have

easy

access to

the process

giving

them the opportunity to make it work

for them.

(3)

Co g nizan

ce

. People rust understand that norms, values

and social purposes underlying the criminal process.

()

Concordan

ce

. The purposes of the criminal process as

expressed in the behaviour of individuals operating

on its

behalf must be

concordant

with basic values in

the specific cotrrunity in which it operates.

(5)

Competenc e

. Officials in the administration of justice

and treatment c offenders must be seen as competent

to perform the tasks set.

(6)

Consisten

c

y. In the interface between a citizen and

the agents of social control there must be a measure

of internal consistency in the way those agencies

function not only in terms of consistent approaches

within a particular agency but a measure of consistency

between various agencies through which the individual

may pass.

(7)

Rationality. In order to achieve a measure of legitimacy

the criminal process must seem to

bA

directed towards a

number of rational and purposive ends.

(8)

Catharsis. The public will not accept a criminal

process that does not provide symbolic reassurance

of the triumph of good over

evil

throuh the dramatic

.

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rituals inherent in that prccess. A balance must. be

struck between

the rational, purposive ai'.s of the criminal justice system and

less rational, dramatic, and ritualistic working out of values that

the process provides.

What are the characteristics of crime and social resronse

to it in Canada and particularly in British Columbia that

should

be

acknowiedced in conceivin

g

a criminolorical

p_ro ram!

(1)

Confidence An Authority

In contrast to the United States, Canadians harbour tradi-

tior.al sentiments of deference to authority. This finds expression

in our cultural symbols of the RCMP, the Queen, etc. and is reflected

in the wide discretionary power vested in official agencies of

of criminal justice. No common law country has given its pclice,

its lower court judges, its prison officials and its parole author-

ities as much unfettered discretionary power.

(2) punitive social attitu.

Cross-national surveys indicate that a form of New World

puritanism and tough-minded frontier attitudes tend to flourish

in Canada and particularly in British Columbia. These attitudes

have behavioural components found in the highest rate of imprison-

ment per population in the Western World. This rate of insti-

tutionalization tends, with few exceptions, to increase from East

to West in Canada being hihest in the Yukon and the second high-

C

13

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est

in British Columbia. The data probably reflects a higher

crime rate in the West rising from a population shift towards

young males, but it also appears that public attitudes in the West

are somewhat more punitive than in the rest of Canada.

) Extent of social pathology

All standard indices of social pathology: e.g. suicide,

divorce, drug abuse, juvenile delinquency and adult crime are

demonstrably higher in B.C. than in any other province. Many

reasons have been put forward to explain this phenomenon but little

sound research has so far been done.

(a) Extent of organized crime

Vancouver has several of the oldest and most entrenched

organized criminal syndicates in Canada, mainly centered around

0

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the drug trade.

(5)

High concentration of

newly

foxicd deviant groups

In recent years the West Coast has attracted a large nuitber

of young people experiwentin with life, styles labelled deviant,

if not criminal, by many long-term residents of the province.

Interesting networks of relationships have emerged between these

groups and established criminal groups. Law-abiding citizens and

official agents of social control, particularly the police and the

correctional agencies find this new type of deviant person difficult

to handle with traditional methods. What we are now witnessing

are new patterns of social deviance and social response creating

unique opportunities for study and research.

.

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(6)

?

Touch-minded proressiviSm in corrections

British Columbia is known to be a leader in correctional

practice through the wide-spread use of forestry camps, group

counselling, community involvement and in-service training for its

staff. ?

The rationale for these developments appears not so much

to arise from sympathy for offenders bUt rather a desire to reduce

recidivism through hard work, self-discipline, a sense of personal

responsibility, and a reward system that punishes deviance and

rewards conformity.

?

This may be labelled as a form of tough-minded

progressivism.

?

The hard truth appears to be that these measures

(like all other correctional experiments which have been monitored)

•

have failed to reduce the crime rate significantly among offenders.

It is fair to say, however, that the correctional system in British

Columbia is open to experimentation and is research-oriented to an

extent not usually found.

(7) ?

Special categories of crime

British Columbia has traditionally been the home of special

groups who come into conflict with the law.

?

They include: ?

a higher

proportion of native people, political radicals, single men who

work in seasonal employment in the logging, mining, and construction

industries, a derelict population on Skid Row recruited from the

above arid the minority 6roups such as Doukhobors that have special

problems in their relationship to the law.

?

In contrast, there are

defineable groups in British Columbia with very low crime rates

such as the Chinese, Japanese and Xennonite peoples. Interesting

.

15

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research

possibilities arise

from those differences.

Research

tossibilities

The above factors, particularly located in British Columbia,

toGether with more eneral areas of inquiry recognized as beinG

of

proouctivolideas,

form the basis of a research and study prograirte

in Crix'iinoloy. What is

left

out of the list

below

are the more

traditional areas of concern most of which have been proven of

of questionable merit, 'Among the specific topics worthy of exami-

nation are the following:

(1)

new patterns of social deviance and crime.

(2)

interrelationships

between different forms of social

• ?

'

deviance*6

(3)

social stratification in high and low crime environments.

(4)

the assimilation of deviance into socially acceptable

life patterns and the consequential search for new

deviant içient.ities.

(5)

typologies of criminality associated with the frontier

economy.

(6)

organized crime on the West Coast.

(7)

seasonal and climatic conditions on the West Coast

and grime.

(8)

the moral careers of delinquent and criminal persons.

(9)

symbiotic relationships between offenders and those

who

live

off them in socially acceptable and unaccept-

able ways.

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(10)

the social networks among criminals and those dealing

with them at the street level and the institutional

level

both of a formal and informal nature.

(11)

political crime among new and old radicals.

(12)

predelinquont labelling of deviance in the institutions

of the family and of the school and the peer group.

(13)

criminality among women with special reference to the

chanin.

,

status of women in Canadian society.

(1) generational differences in crime rates among ethnic

groups.

(15)

emerging informal social control networks among ethnic

and subcultural groups.

(16)

the social processes and effectiveness of correctional

experiments in British Columbia.

(17)

police-public relations in Vancouver with particular

reference to the interface with new deviant groups.

(18)

new relationships between the police and other social

services.

(19)

the crisis intervention, intake and the referal roles

of the modern police officer.

(20)

alternatives to the formal criminal process: e.g.

community psychiatry, detached worker programmes,

self-help aencies, mediation, conciliation and

arbitration.

.

- ?

17

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- 12 -

Who is to be tau

g

ht and for what pose?

It is obvious that the import of the' criminal process will

not diminish in the foreseeable future in the light of the increasing

personal and social investment being attached to. it. There are

growing demands for vocational upgrading among police officers,

correctional workers, and others. It is 'instructive to probe the

motivational factors for the demand for professioraliZatiOfl of

knowledge in this area. One should then look at the short run and

long term effects of attempting to ieet these demands on:

(a)

students

(b)

the agencies concerned

(c)

offenders

• ?

and ?

(d) society at Large.

The penal-correctional process has traditionally been

staffed by 'people of non-professional status. ' In recent years

middle managemtnt positions have been given to a select number

of highly paid professionals occupying posts of both prestige and

power. At the same tine, police officers, correctional workers,

and so on come into increasing contact with professionally-trained

people from outside their particular subsystems who have had ad-

vantaes over them by reason of the status accorded to their formal

training. This is so despite the fact that many of these new

professionals cannot demonstrato job competence in real terms.

lany experienced police officers, for example, know more criminal

law than most young lawyers who they see making mistakes in Court

- ?

18

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- 13 -

all

the time.

They come to learn that status, money and power

are

tied into

the certification game through formal training and

the collection of degrees. Because th-y have little confidence

in the capacity of any degree programme to assist them in performing

actual occupational tasks, they are searching for the quickest and

easiest route to legitimation.

Correctional and police administrators contribute to the

certification game. In the absence of clear-cut criteria of agency

performance, the number of staff with paper quaflfications becomes

a substitute measure of success. Once the game has started further

deflection takes place from performance analysis in real and sub-

stantial terms. The resultant cost to both competent but non-

dogreed staff and to the capacity of the agency to deliver service

are enormous. Good field staff feel it necessary to leave jobs

they are now performing well to take up training for positions

they may not be suited for. Managers are tempted to use this

mechanism as a device to keep basic staff in line and to ride

over creative middle rnanaeILent people lacking formal qualfications.

This is done by a selective incentive and reward system centered

around leaves of absence, leap-frogging in promotion and the

establishment of prestigious posts without line responsibility.

, v

iore fundamentally, there is little evidence that formal

training will lead to better job performance for line staff at

least. Giving degrees for low level work in corrections and law

enforcement tend to disguise the real nature of that work. Indeed,

- ?

19

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-'4-

a broad and critical education in criminolcy may be disfunctional

for many occupational roles.

?

Attempts to bureaucratize empathy

(which most agree

lies

at the root of much of this work) increases

social distance between the worker and the client and sets up

cornunication blocks.

?

One does not wish to repeat the mistakes

that schools of social work are just now attempting to struggle out

of at

great costs to both individuals and agencies.

?

Moreover, the

felt need among professionally trained people to categorize complex

social situations in terAr.s of a theoretical position frequently

makes it more difficult to achieve the necessary practical ad hoc

solutiors required by the circumstances.

?

This

is

particularly so

for police officers as research in this area has shown.

?

Finally,

there are tremendous social costs in pre-empting the amateur from

•

work in this field.

?

At the time when community involvement

in

the

penal-correctional process is on the upswing it behooves a university

to be cautious about creating a new professional group with a vested

interest in the status quo.

The capacity of the university

to respond to vocational

needs in corrections.

There is little doubt that there will be some short term

payoff for the university in establishing a criminology programme

held out as supplying line staff with professional qualifications

for correctional and law enforcement work. Students would flood the

university, the only limit-in

g

factor being the capacity of the

- ?

20

---

- 15 -

institution to accommodate them. Disillusionment is bound to set

in however.

In the first place it will quickly become evident that the

university cannot meet the enormous needs for basic skill training.

They can be met, if at all, by-community colleges at considerably

less expense and at least equal utility. Long term projections

for demand for student places at universities must now take cog-

nuance of the shift takeng place from universities to community

colleges for just this type of training.

Secondly, students many of whom will both be experienced

and mature will quickly realize the gap between their academic

experience and their career prospects and will tend to discredit

the value of such a programme. This is so because the only way

to reduce dissonance between self and job on the one hand and

training on the other is to devalue training. Dissonance reduction

theories all indicate that when an imbalance exists in a triad

between three psychic eieients a. reorganization of perceptions and

attitudes takes place to brin, the elements into harmony. Since for

the mature student both self and job are relatively fixed the only

way to harmonize the situation is to reject the academic programme

as irrelevant to his career and personal ambitions.

This is made easier by reason of the fact that most teachers

recruited for the programme of study are likely to have little

specific practical knowledge of the everyday world of practitioners.

Most good academic criminologists have rather specialized interests

.

- ?

.21

---

16

on the borderline of knowledge and find it difficult to deal with

the practical work-a-day tasks to be faced by their students.

Attempts to solve this problem by hiring a few practitioners

create problems of their own, well known to professional schools.

Experience shows that when there is a split between practitioners

and academics in a professional training faculty there is the distinct

dancer that the department will tend to drift towards the abandonment

of its cr.iticaiacademic posture. The young student gets little

reassurance about the validity of his occupational choice or his

capacity to perform adequately from the academically-oriented

teacher. while he may not in principle be committed to the prac-

titioner approach it is nevertheless the reality that he seeks a

sense of applied relevance in his academic work. He mistrusts the

teacher who is hihly critical of the basic assumptions and practices

of the profession that the student is about to become part of.

Pressure is thus placed on the faculty to drnonstrate their

vocational skills and if there is any ambivalence in this regard,

the teachers concerned are vulnerable to manipulation. Academics

faced with this pressure tend to move to extreme positions of either

proving their relevance in the most mundane way or by attacking the

system even more vigorously to preserve their academic purity.

r.veryone suffers in the process.

The pr&'lem is less acute with mature students who have

chioved poFitions of reponsibiiity and are confident about their

vocational capacity. If they are already performing management

-

?

22

---

- 1? -

roles they have come to realize that narrow vocational training is

insufficient and their motivations for returning to a pericd of study

and research are more likely to be that of seeking a broader intellec-

tual framework and a

*

hei6htened awareness of the full implications

of their work.

This suggests that one should not attempt to disguise an

academic prorae behind a vocational mask. Vocational training

should be honestly presented as such and

it is

problematic whether

the university is the appropriate mechanism for delivering the

required skills. Conversely, it is the traditional role of the

university to teach and do research in areas of public concern

providing in the course of such study training for those who will

perform high level' professional roles (with a large practical

component likely to be involved in such study).

One is led' to the conclusion that training for on-line,

semi-professional and non-professional work should be the task of

special colleges, vocational institutes and community colleges

whilst training for policy and riddle management positions, as

well as for research, should be the task of universities, provided

of course, that it is possible to isolate a body of knowledge that

cannot effectively be tau,---ht within pre-existing departments.

The soc1i role of the crimi.noioist..

Before examininG specific models of criminological study

that might be feasible at, Simon Fraser, let us identify some of the

.

23

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.

- 18 -

social implications of any programme of study in this area.

Among the obvious consequences is the tendency for study

in this area to heighten the sense of drama about crime and to lend

special significnCe and credibility to the work of people in the

anti-crime industry. Such study also provides excuses for inaction

e are researching this area") while at the same time lending

credence to the view that there are concrete answers to crime control

questions. As has already been observed, the training of yet

another professional group with a vested interest in crime pre-

empts the amateur and tends to over-professionalize human interaction.

Among the less immediate social consequences is the tendency

for the debunking role of the critical criminologist to buttress the

status quo. By debunking the obvious and rejecting all conventional

wisdom the criminologist frees the policy maker to do as he pleases.

By limiting the significance of all ideologies the student is no

longer constrained from expressing his aggressive personality through

his eventual power position in society. Myth exploding can also lead

to intellectual nihilism or even anti-intellectualism, innoculating

the future practitioner frcm further attacks on his belief systen.

The neutralism of a liberal education which promotes a tendency

to see all sides of every ideological conflict and to weigh all

factors equally can lead to a sophisticated form of moral paralysis

which is particularly dangerous in the practical arena where hard moral

choices have to be made. This may explain why many self-styled

"radical' criminologists have become pets of the existing establishment.

[1

24

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-

19 -

Can crimnoloçy he taught and if so how?

We have taken the position that criminology should not be

regarded as a scientific discipline but that this does not preclude

the study of the subject at the university. The real question is

one of Integrating concepts and methods drawn from a variety of

disciplines, into a package that can justify a degree.

Crime is a multi-faceted phenomenon. It does not naturally

divide into the imposed categories designed by academics. Each

academic discipline bearing on crime and its operational concomi-

tants has a particular method of describing reality from a specific

observational standpoint. Constructed realities emerge within

distinct contextual frameworks of meaning. These realities are

described in language systems which are asymmetrical to one another.

The universes of discourse or linguistic styles facilitate communi-

cation within disciplines but not between disciplines. loreover, each

professional group within the criminological field operates with

their own closed systems of meaning. The everyday meanings of lay

people about crime are yet another universe.

Each group verifies the truth of its propositions within

the context of the internal dynamics of its model. Theorists and

practitioners alike are locked into reality systems constantly

verifying themselves by n.eans of a tautological process. The

process operates as follows: the individual starts with an experi-

ntial basis; from this a tentative theory of knowledge emerges;

this permits the individual to construct a reality system which

.

-. ?

25

---

2O-

verifies

his

theory about

the

phenomenon; he then

reconstructs his

perception of

reality to

fit

even more closely to

his theoretical

model removing incompatible elements; the final result is a verification

of both experience and theory and great resistance to change.

The integrative aspect cf criminology at the academic level,

can only take place by exa:inir1, basic premises and ways of reasoning

and not by attempting to link substantive knowledge. The challenge

is one of determining the social consequences of promoting the

adoption of particular belief systems for specific occupations.

Occupational roles imply action which affects others.

Action in the field of law enforcement and corrections requires for

different actors different reality systems if that person is to

perform comfortably in that role. The pace of change taking place

in crime and ati-crime makes it necessary for professionals to be

open to chancing their beliefs system several times in one career.

The best that can be hoped for from an educational programme is to

provide for each individual a primary reality focus appropriate to

his immediate occupational choice with a number of secondary and

contrary focci to chaLLen

L

e it and thereby open him to change when

his occupational demands require it.

A criminoloy programme designed to service a variety of

occupations within the broad field of corrections will thus require

both common course content and approaches tailored for specialized

needs. While each professional in this area should bd able to

appreciate the integrity and perspective of pecple in other roles,

fl

26

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-21-

it leads

to needless

confusion if

he

is

required

to adopt their

premises

and methods

Of reasoning

in

an absolute

sense.

The resultant role ambiuity would not likely lead to

flexibility of mind but rather aggressive behaviour or the searching

out of substitute belief systems with potentially harmful social

consequences. Practitioners cannot be "Doubting Thomases" for very

long. If one's university experience is confusing in terms of self-

concept then it tends to be rejected and is substituted by a dominant

theme approach acquired in the practical arena.

A number of consequences flow for curriculum development,

course materials and methods of teaching from the above. The

problem is one of selecting those conceptual orientations and

methodological approaches for both teaching and research that will

allow for an optimal level of integration of knowledge. Once again

it must be underlined that different levels of integration are

required for different occupational roles within corrections.

Underlying the general argument is the assumption that the

scheme cf imagery and the frame of reference brought to bear on

criminological problems rust be suited to and correspond with the

nature of the subject matter. The appropriate perspective cannot

be judged imperatively, hut must be assessed pragmatically in terms

of its suitability for a learning experience designed to promote

a deeper understanding of the social and institutional forces as

well as the personal dynamics which shape behaviour and individuals

in

the correctional process. Plotted courses in psycholoy, sociology,

- ?

27

---

0 ?

4

-

22 -

law, etc. wtlL twt achieve this end. This approach is multi-disci-

plinary and not interdiscipiinary and is bound to lead to confusion.

By training and inclination teachers and students are better

at analysis of a discipline-defined problem than at integration.

In order to simplify the problem for purposes of analysis or the

need to economize on time or effort it is inevitable that some

restrictions are placed on the kind of data examined.

?

In the

process of selection some distortion and misrepresentation of the

phenomena is bound to occur.

?

Distortion occurs because "the facts'

are taken out of the social context from which they derived their

moaning and are dealt with as so called "independent" variables.

But the world of crime does not divide up in that way.

A possible answer to the dilemma

is

to return to the

•

the keys to

?

is

phenomena themselves and to seek within them

?

what

and what is not

relevant

in the literature and the links between

different kinds of knolede.

?

This suggests that the integration

of knowledge may come about through the use of the field placement

in real life situations.

?

The accumulation of organized and pre-

digested knowlede is a sterile affair in any case until it

is

applied to a fresh,concreto and living problem.

A truly interdisciplinary program would depart significantly

from traditional methods of teaching.

?

Courses of study would be

defined in terms

of

broad phenoena such as "the police", "the

probation service", and so on and the method of learning would

be

primarily inductive utilizing participant-observation as a

-

?

28

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6

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23 -

methodological tool to unlock the bodies of relevant knowledge

contained within specific disciplines.

The position at

-

Simon

?

aser University

There are both problems and opportunities associated with

the development of a criit.inoloical programme at Simon Fraser

University. The University does not have any of the traditionally

supportive professional schools, such as law, medicine and social

work. It has little experience in providing professional education

on a full time basis. Noreover, it appears that

few

individual

scholars presently at the University are interested in this subject.

This means that a professionally-oriented programme must he built

from scratch and this cannot be done quickly. On the positive side,

1

0

the possibility of linking criinoiogy at this University rather

more closely to theoretical-sj.ecuiative work than is usually done

exists precisely because the University has not yet made a major

co r

mit!ent to professional training.

U.-C.C. does not appear to be ready to initiate an ambitious

programi'.e. in this area, leaving the field wide open for Simon

Fraser University to chart its own course.

We would strongly cauticn against building a programme

around part-time people drawn from the professional faculties at

U.E.C. or from practise. thile those people can make a distinct

contribution

one cannot expect a major teaching commitment from them

or even a minor research involvement. We would also caution against

- ?

29

---

recruiting core staff from the United States as their crime problems

- ?

and their legal-administrative systems are significantly different

from ours. Crime is a particularly sensitive area and one must be

ware of the danger of importing U.S. problems to Canada through

altering perceptions of that phenomena among students, correctional

administrators and the general public. It must be recognized,

however, that there is

a

serious shortage of suitable Canadians

with the necessary qualifications, for this work. Several academic

posts in criminology have not been filled for some time by other

departments in the country. This means that it will be some time

before a full-fledged prorarr.rie can be initiated at this University,

which is a topic that we shall return to in the final

,

section.

Four models of stud

In the light of the preceding analysis it is our conclusion

that it is premature to outline in detail the specific curricula

that might be offered in criminology at this University. So much

depends upon the interests and the talents of available staff who

must be given a measure of freedom to develop their own prograrrre

as they seethe needs and opportunities. It is however fair to

'examine possible models that might

.

be

conceived in terms of their

basic assumptions, the University's capacity to respond and short

and long term payoffs for the University, students and society.

The four models are:

30

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25 -

(i) Traditional-Liberal

(2)

work-Study

(3)

Problem-Specific

14)

Vocational

The latter model has been discussed and needs no

.

further

attention here.

Traditional-Liberal

This model assures that general, broad, non-specific and

humanistic education will develop a capacity in students to respond

in sensitive and flexible ways to complex social problems. It is

felt that specific knowledge dates quickly. The aim

is to train

the mind for creative analysis within a liberal, normative orientation.

it is also assumed that one cannot achieve intellectual sophistication

or adaptability if one's education is partial with respect to human

learning. While admitting that some dislocation and personal

discomfort may arise from the non-specific approach in the short

run, it is felt that over tine broadly trained criminologists will

be the most effective practitioners.

There are a number of weaknesses in this model. First of

all there is no evidence that liberal training leads to a liberal

idoloigy or humanistic practices. Secondly, employers tend to

reject a liberal arts E.A. as a training for anything. Third,

liberally trained persons realize quickly upon entering employment

that they are dependent for power on non-professional persons much

in the same way that a second-lieutenant is dependent upon his

S

- ?

31

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26

sergeant.

Fourth, there

is a tendency for

this type of person to

seek out

non-essential,

non-line positions

within agencies where

their job competence will not be questioned. Fifth, liberal educa-

tion as an interdisciplinary subject is something of a myth. The

throwing together of courses from a variety of disciplines does not

necessarily assist the student

in

having an overview of the scope

of learning or contemporary issues in society. Sixth, this form of

education provides no criteria for what is relevant. Students

become disillusioned and tend to flock to frankly vocational pro-

grammes.

It is clear that the university could easily respond to

criminology by providing this type of programme. It would simply

imolvo the hiring of one or two people to conduct courses at the

undergraduate and graduate level without degrees being offered.

A slightly, more ambitious Iroraitme might involve an interdiscilinary

seminar and visits of observation. Eventually, a minor or major

concentration might be offered by the unuversity. There are real

advantages to the university in building a programme slowly in this

way. The problem is one of gaining acceptance for the pace of

development i: the law enforcement and correctional community.

In the early stages of recruitment for such a programme

priority should be given to insuring that courses could be offered

in the following areas: the sociology of law, the sociology of

deviance, the philosophy of law and ]egal institutions, and the

sychopat'hology of deviant conduct. From this basis it would be

.

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32

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27 -

possible

to

involve other members of

the University and a

select

number of practitioners with proven

interest or capacity

in research.

A programme would thus evolve naturally.

The Work-Study model

There are two possibilities in the work-study model. The

first is geared towards the

seasoned

practitioner who comes to the

university on a part time

basis

to round out his education. Such

a process could extend over several years, particularly if the student

is taking courses at night. It app-

.

rs that this University has

good experience with this model centered around the N.s.A. Pro-

gramme. The processes of self-selection of students for uch a

programme augers well for its success. As mentioned earlier in this

paper, these people do not expect much in terms of vocational

training but rather are iookin for a broadened perspective on

problems as they arise in their work. Experience shows that most of

them tend to take up university studies with enthusiasm and are

capable of bringing to the classroom concrete problems arising

from their work that illustrate and test the theoretical propesiLicn

b.'ing di.c s;c

This model is not without problems. At the mundane level

there are problems of cht.ainr;g faculty prepared to teach at night

in a programme that may not have high academic recognition. Many

nght school teachers have other commitments and some of them

regard this type of teaching simply as an income generating device.

R!liance on a part-time faculty militates ainst an effective

C

-

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33

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- 26 -

research pregrar.me needed to food a decent course of study. It

also sets up jealousies between the full and part-time teaching

faculty which are sc:neties difficult to overcome.

!ore mportant.ly, the ir.patience of the correctional agencies

and many students with a drawn-out training programme minimizes the

social acceptability of the course of studies. Similarly, it

night be difficult to cain academic credibility for the programme

within the University teaching staff. It may well become increasingly

difficult to get people to commit themselves to such a programme

when there are more attractive career prospects for them within

traditional day-tine departments in the University.

The second possibility involves the use of alternative

seesters in field work and university study. This model is well

suited to the student without previous practical experience.

Students would be placed in various law enforcement and correctional

agencies without a great deal of formal training concerning the

work of that agency. Some training in participant-observation as

a method of research would be provided. The purpose of these early

experiences would be to assist the students to penetrate beneath

the formal structure of the agency in order to understand the meaning

or "inside story" of the social processes as understood by prac-

titioners in their every day work. They would then return to the

classroom seeking relevant literature drawn from the gamut of

ourse and seminar offerin.s and from the library in order to

obtain an intellectual jersectivo on the way in which society

S

- ?

34

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-29-

responds to crime thrcuh its social institutions. One useful

technique is to provide a student with a guided reading programme

under the direction of a faculty rt.ember. Another possibility

is

to provide a forum within a seminar format for reflective analyses

of the experiential learnin. tae.n place. Yet another variant

would be the provision of a continuing research seminar which

accompanies the field lacener.t of the student.

Students would be expected to make career choices by the end

of the second semester. A special programme of study would then he

designod for them involvin6 a longer period of field placement

in the particular agency concerned, this tire the student performing

actual occupational tasks. Adequate supervision would of course

have to be provided. The .

student would return to the university for

the final semester to write a major paper related to his field

experience.

This model can be apUed (at least in theory) to both

graduate and undergraduate instruction.

There are a nwr.ber of difficulties in implementing this type

of design. ?

xperience fror. clinical training in law suggests that

those programmes which, involve a clear-cut division between class-

room and field experience lead both teachers and students to political

and learning crises of major proportions. Unless the professor is

prepared to take a direct part in the clinical exposure, he finds

it difficult to relate to the experience of the student. He must

be able to apply abstract rodeis to real life situations or the

.

- ?

35

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- 30 -

S

exercise will appear disjointed. Moreover, many professors in

criminology may well feel that they cannot do their most effective

work when tied too closely to the rather mundane concerns of field

practice. Paradoxically, work-study programmes may create a greater

split between theory and practice.

It is clear that a work-study programme

is

not a high

production enterprise. The scarcity of an adequate number of

appropriate field placeents, the shortage of good supervisors,

and the need to closely r.or.itor the students learning prress which

is bound to have a high cn.otionai as well as intellectual impact

all lead one to conclude that the programme can only be done with

a select and small number of students. It is also the case that

such a programme is best accomplished with mature students. In

the first place, the heavy investment of time in field placement

would tend to jeopardize the number of hours that an undergraduate

student would have for a basic course development. Secondly,

correctional agencies are xrore likely to accept older persons who

may be expected to exercise sound judgement in real life situations.

Finally, older students are eneraily more serious about their

vocational pursuits. All this suggests that the work-study programme

is best achieved at the M.A. level.

The Frobiem-pecfic model.

The problem-secific model is closely related to the work-

study approach. It differs from the latter in the sense that it

is not. as vocationally oriented and it is geared more towards an

.

-

?

36

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.

- 31 -

attempt at genuine interdisciplinary integration. Like the previous

model, the prograr.me focuses on broad phe.noenological areas of

in

?

It involves students in ficidrk, observation and research

of various kinds in order to be able to identify and understand the

the various aspects of problems as they occur in the real world.

Supervision of the students' learning process is a matter exclusively

for the academic staff of the department and should not be delegated

to correctional practitioners as would be appropriate in the previous

model.

Each year a select number of themes would be presented to the

class for adoption. Among the topics that might be chosen were those

listed earlier as significant to criminology in this province.

Students would then be placed in a structured learning sequence

which would involve the following: team teaching, participant

observation, social survey research, monitoring of model applications

in the field, design5.r. and executing small scale experiments,

the testin6 of theories and methods in the context

of

field phenomena

being observed and guided reading through the relevant literature.

A heavy research component would he attached to this programme.

The students would be expected to take courses in methodology of

various kinds. A course in the philosophy and sociology of knowledge

would be essential.

Strategically important decisions in the administration of

ustice would be examined in sequence. Attempts would be made to

assist the student to develcl an evolving conceptual framework

S

37

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32 -

against which

an analysis

can be made of each of the problem-

specific areas

chosen for

study.

This prorame is particularly suited for three categories

of people: middle management iersons occupying positions of some

power within the existin

aency

structures, people who already

have backgrounds in the social sciences or have legal training

and are interested in becc

'

:r.ing specialists in the criminological

field, and those people who are or will become involved in policy

development and research for governments and private agencies.

A select number of especially gifted young people drawn straight

from the university system could usefully be added to the programme.

If such a progra:me was successful, the "ripple effect'

could be ouite significant. Given the present state of criminoioy

it would

appear that this 1.odel has the potential to achieve all

that could reasonbly he expected at this stage of dcve!opent.

If interdisciplinary intoration

can

be achieved it will take place

within some variation of this theme. The nature of the student

body guarantees a high:level of group interaction. Good faculty

are likely to be attracted to the programme. It avoids the crass

irIpericis!n of themulti-disciplinary approach. Demands for vocational

instruction will bit minial. it will allow the university to make

a quantitatively small, yet highly visible contribution to society

wi.tnout the same expenditure of funds that a vocationally oriented

programme would require. Finally, it would provide the experience

necessary to make decisions as to the future

development

of

.

38

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1 ?

4

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33 -

criminological

study in the university at other levels and for

other. purposes.

senuence.

The foregoing analysis in.i.cates that the university would

be advised to go through a number of phases of development before

mounting a major effort in this area. As a working model we would

suc;est the following:

1. The hiring of a senior and highly respected Canadian

criminologist who has the capacity to communicate with

people in a

variety of disciplines. His initial task

will be to give an under;raduate course and a graduate

• ?

.

?

seminar in criminoio.y.

In

this way an early presence

in the university would be established.

• ?

2. This professor in collaboration with other members of

the university would seek available talent within the

• ?

university and make suggestions concerning recruitment

of new persons in order to provide a cluster of courses

and seminars at both the graduate and undergraduate level

• ?

related to this field. At the early stages of development

this could comprise a minor in criminology. This should

be seen as a temporary stage as far as professional

training is concerned in light of the criticisms out-

lined above concerning the traditional liberal model.

There is no reason, on the other hand, why a criminology

course or two cannot remain

in

the undergraduate

.

39

---

- 3/ -

curriculum of the university. It is important to

stress, however, that universities should avoid being

pressured into creating a major in this area by agencies

seeking certification. In order to avoid careerism and

and empire-building, it is important that at this stage

that the teaching faculty are not permitted to coalesce

into a full-fleded department. Alternative reward

systems must be provided for people working within

this interdisciplinary field. It must be guaranteed

that the teachers concerned are not penalized for taking

on these additional responsibilities outside their

departments.

3. At this stage the university could consider moving

towards a ar-all

N

.A. programme. In our opinion it

should be centered aroun1 the problem-specific model

outlined above. In the initial stages the number of

students that could be conveniently accommodated within

such a prora:'rc would be between

?

and 15. In view

of the factors already outlined it is possible for

such a prograr.n.e to be completed within one year.

Staff requirements would comprise a department head,

three full-ti.e faculty, a research associate and

support staff.*

*

T.ci full-tire

1 'raduat.e faculty would, of course,

expected to be involved in research and some under-

graduate teaching.

- ?

40

---

-

35 -

A. Several variations are possible within this structure.

Part-time sessional appointments

might

be made to a

limited number of practitioners. Eependin upon the

oranizationai structure of the university at the time

it might be possible to incorporate the criminology

prograrre into a larger administrative structure dealing

with a variety of scciai problems inciudin& crime.

Finally, some attention might be given to the possibility

of the university providin summer institutes to which

persons from a spectrum of backrounds would be invited

to attend for a short intensive period of reflective

analysis of current criminological problems. The

summer institute could be a lead-in to

the M.A.

in

criminology for some students.

.i.

Il

•

0

—

'*•

4 •

cI

-

•

?

41

---

no 1 orogmu

at the Simon Fraser Universit

by

Ezzal A. FATTAH, Ph.D.,

Associate Professor,

School of Crimino1oy,

University of Montreal

---

S

Taible of Contents

.•

...

Abrief ?

historic note

?

,................•..S!

'

1

The ?Iced for Criminology

3

j• Why should crimifl010CYbetaught?

3

II. The specific needs of the Province of British Columbia •...

10

Some ?

basic ?

considerations

?

.............••••• ....... ........

16

Organizational

?

issues ?

••,••••••••••••,.•••••,,,

22

Study ?

level ?

••••••••••••••••••

,,... .

22

Status of the program within-the university structure •..........

25

The educational model

27

The different models

27

Teaching ?

methods ?

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30

ield placement

31

fl*

The ?

Curriculum

?

......................

35

1 • Some general remarks

35

jI

.

The ?

contents

'

Of the curriculum

? ..............

.

''

39

Proposals for implementing the recommendations

•. ••• • . . ...••... ...

45

45

Time

?

sequence ?

....

.........•.....•o••......•..••...."""

1, aculty

?

•oe••••e

•o••. • •,. • • • • . . . . . . . • • . . • • • • • • • • ... . . .

?

. • .

?

.

46

An

?

advisory ?

board ?

. . . . . ..

?

. . • • . •..• . . . . • . . . •.•..••• • • • . • . . •.•••••

48

ri_Ic ?

of ?

the ?

program

?

• ?

............

•.

t••s•••••••1

h1

49

Future development and future

?

goals ?

•••••••••••••.....•••.• 50

Su,rina ry

?

• ?

• • • • • • • . • . . • • . . . • • • . . . • . . • . • . . • . • • • . • • •

51

Conclusion

?

..•••,e••ee*

?

........

?

...........••. ..........•....

56

S

- ?

43

---

A brief htr;toric note

Crowing interest in Criminology education in the Province of

British Columbia led to a meeting of those concerned at the Centre for

Continuing Education, Univcrsty of British Columbia. This meeting took

place in •Thnuaiy. 197.1 and vas. chaired by Hr. Ken Woodswo,:th. It was then

decided that a Provincial Advisory Council 'on Education in Criminology

should be set up and that an executive committee be appointed.

This preliminary meeting was followed by a conference at

Lord Jim's Lodge, on May 19th and 20th, 1971.

The Provincial Council on Education in Criminology held its

first meetin3 at the centre for Continuing Education, University of

British Columbia on September 21st, 1971. It was agreed that an executive

• ?

committee of

the policies

that "one of

to encourage

would be ave

the Council should be appointed to carry out and implement

set by the. Council. During the discussions it was suggested

the first priorities and most appropriate tactics would be

present departments to develop courses in Criminology that

ilable for undergraduate students. It was felt that it is

important to give university students general awareness of the criminal

Justice system and also encourage those. that are interested to prepare

for a future within the system".

It was further suggested that "a very appropriate goal for

the Council would be the dcvelopinent of a graduate Centre in Criminology

as this would focus on the need to develop the field". It was felt that.

- ?

44

.

---

2.

without locol research, the field of Criminology would not Cain the

status it need".

The executive committee then met with a comtni:tee of academic

department heads, from the University of British Columbia, to discuss

the possibility of' developpingan undergraduate program c:fcriniinology.

The' executive rOceiv.d a sympathetic hearing but it was felt that there

was little opportunity for the development of an undergraduate Department

in Criminology at University of British Columbia at that time.

The executive committee then had a series of ii.eetings at

Simon Fraser University where strong interest

,

was expressed in developing

such a program.

A conference on university education in criminology was then

organized and held at British Columbia Corrections Conference Centre,

chilliwack, British Columbia,. on March 16th and 17th, 1972. Consultants

from the School of Criminology, University of Montreal, Department of

Criminology, University of Ottawa, and the Centre Of Criminology,

University of Toronto were invited to give their opinions.

At the conference Dr. R.C.Brown, Dean of General Studies,

Simon Fraser University stressed again the interest of Simon Fraser

University in developing a criminology program. Consequently consultants

were asked to examine the feasibility Of the project and to make concrete

proposals as to its execution.

fl

- ?

45

---

Tht for Cr1mji2.!0

I.

The fact that criminology is now taught in a very large number

the five continen

ts

is by itself an ir:efutab1e proof

of

that there

universities

is a need for th'.s typo of teaching. Many publications

in

have

dealt with this question. To mention but a few the Unesco report on

higher education in criminology (1956), Professor RadzjflOWtCZ books:

in Scorch of Criminology (1961) and the need for criminology (1965), etc.

ever to try to su up the main arguments which jus

It may be useful how

?

tify

m

the teaching of ciminOl0gy at a University level..

I) With the growing complexity of society in the industrialized

countries it has become evident that only science can provide olutions

s

to the cvei increasing social problems. Policies of social control based

on common sense or co1Wentionai wisdom have proven to be utter failures.

Only a policy of science based on an adequate derstafldiflg of the nature

of the process one wishes to control can and. will give good results. Thus

the applicatiOn of intellectual process to the solution of the problems

of daily life has become imperative and constitutes the main feature of

ed

the new professions now emerging in the affluent societies of industria1tz

ers previously regarded as governed by common sense and

countries. Matt

ore becoming the subject of

experience, particularly in the social field,

new sciences. We have come to realize that the solution to the cocial

problems

created

or accentuated by the complexity of society calls for

O

46

---

.

C

4.

Llpj)liClltiOfl

of new techniques and methods which can only be learnt

through higher and specialized education as well as profr;ssioal training.

2) The recent change in attitudes about how tc deal with

crime and delinquency, the turn away from punishment and legal vengeance,

the present emphasis on the rehabilitation of offenders, on institutional

and non-institutional treatment, the expansion of probat.on and parole

services, the establishment of modern correctional institutions and

therapeutic coriinunities, all this has created a great necd and a large

demand for a numerous and highly qualified staff. Administrators in

charge of planning and decision-making are experiencing an increasing

need for people with advanced and specialized academic training capable

of meeting the ever-growing challenge posed by the new approaches to the

problem of crime. This type of specialized education and professional

training is needed not only for policy and mid

.

dle management positions

but for intermediary and even for starting levels as well. "The intensity

of personal interrelationship which occur in almost any career field

closely related to the administration of justice makes an understanding

of human behavior and adjustment problems essentialtO even a minimum

I

level of performance

3) The problem of crime is so complex and work with juvenile

delinquents or adult offenders is so demanding in terms of knowledge and

skill that a general education or training are inadequate to meet the

1. See

- E -

54. Teiiuey, Jr. (1971). higher education programs in law

?

enforcement and criminal Justice. U.S. Department of Justice,

p.

110

.

- ?

47

---

5.

demands of such a highly specialized field. The traditional training

in one of the older social sciences be it sociology, psy.Thology

or

social work has proven to b:inadequatc for the type of technical and

&

pecializcd duties created by

.

modern approaches and new policies. Ad-

ministrators are repeatedly expressing their insatisfacton with current

educational and training programs and their inability to produce the

type of professional needed to perform successfully, the new tasks in the

field of criminal justice. This does not necessarily mean that there is

a commQn agreement among administrators or policy makers as to the exact

type of preparation needed. There is however a general assumption, that

graduates will be best qualified if they are cognizant of crime as one

specific variety of social problem, of the varied mechanisms of societal

response, and of the strengths and weaknesses of the current organization

and operation of the criminal justice system. One of the aims of

teaching criminology should thus be

to provide the background and skills necessary to

collect and interpret data and to arrive at the

conclusion or decisions which must be reached by

those who study crime or who are responsible in any

way for the administration of criminal justice.

The support sequence in skills and strategies of

change stresses preparation for effective implemen-.

tati.on of decisions requiring system change ..."

1. Bulletin of the School of Criminal Justice-State University of New York,

at Albany, 1970-1972

0

p. 16. Professor Lej ins affirms that "The proper

basis for effective action against crime and delinquency is university-

trained personnel to wilont has been imparted the existing body of specific

knowledge in interpreting crime and delinquency as well as in removing

the causes 1h'rcof and to 'whom have also been imparted the corresponding

skills for modification of this behavior".

S

.

.

-

?

48

---

[I:

6.

If such an assumption is correct, the argument whether

criminology has reached or not the status of a distinct cnd autonomous

science become irrelevant. The important thing is that there exists at

-

?

the present time a defined body of knowledge whici can be organized

into a curriculum for criminology and that past experience has shown

that the complex and nulti-faceted problems of crime and justice can

not be effectively taught within any of the pre-existing departments.

in fact the establishment of criminology centres, departments and

schools was a direct and logical outcome of this insatisactorY situation.

Besides, the iiitcrdcpendance existing between criminology and a number

of other disciplines such as psychiatry, psychology, sociology and law

does not mean in any

way

that criminology cannot or has not achieved

the status of a dictinct science. Few would contest that medicine is

a distinct science inspite of its dependance on biology, physiology,

physics, chemistry, etc. Those who dispute the scientific character of

criminology base their views on an unduly narrow conception of what

constitutes a science. Furthermore, taking into consideration the modern

views on crime and corrections and the type of tasks created by the new

pena l

, philosophy, no one would pretend that these tasks are less pro-

fessional. or less specialized than those for which exists at the present

time a special and distinct educational programs.

4) The setting up at universities of schools, departments or

cermtts specially designed

'

to offer higher education' in criminology will

have a decisive effect on the formation of s specific prof essionflal

.

-

?

49

---

culture, by

integrating

th

?

contributions made by other sciences

and

supplcmciiting

them with

thc.sc elements which specifically belong

to

7.

.

criminology. Professor Ohl.th (1965) explained the role cf universities

in

the following manner:

'where is a stage

in

the developncnt of a new field

of

professionaipractiec

when tie involvement of

university resources becomes essential to its con-

tinuedgrowth. One indication of this stage is

that the knowledge base required for effective

job performance becomes too coln?lex to be commu-

nicated prqperly on the job. A second indication

is the increasing need for specialized resources

to systematize and intcrgratc the knowledge gained

in the daily activities and experiences of the

different operating agencies. A third index

appears

in

the demand for specialized research and

policy development resources which would apply

scientific knowledge and methodology to clarify

problems and evaluate the effectiveness of alter-

native solutions. In short, it is that stage at

which the knowledge requirements of the field ex-

ceed the capabilities of the individual agencies

in such matters astraining, curriculum, development,

basic and applied research and formation of major'

policy issues".

It seems clear that this stage has been reached in the field

of criminology. The university is in a strategic position at this time

to advance greatly the growth of knowledge and competence in criminology.

In fact only the university can co-mmand the specialized sources and ca-

pabilitics to provide the field of criminal justice with what it now

requires. One of the major tasks of a university is to systematize and

continually reevaluate knowledge for more effective communication and

fuither development.

50

---

8.

5) The need for criminology teaching in Canada is by no

means so now. Aircady in 1

.

956 the Commitee appointed to inquire into

the principles and procedues followed in the remission service of the

Ditnent

of Justice of

Canada known as the rauteux Committee has

stressed this need in its report:

"We wish to place the greatest possible empha:;is on

the urgent need for professional education aid re-

search on crime and on the programs which seek to

control crime, because without development in these

fields canadianeffortswill lack professional

understanding and direction.

We do not suggest that criminal behavior is. clearly

distinguishable from other human problems, but we

(10

believe that the study of the nature, cause and

treatment of crime is an area deserving special

attention in a separate academic curriculum".

The Committee even recommended that the Department of Justice

• ?

organize and sponsor a national conference of representatives of canadian,

univ.rsities to formulate university programs for the training of workers

in the correctional field. Few years later a Department of Criminology

was established at the University of Montreal only to be followed by

Centres of Criminolor at the University of Toronto and the University

of Ottawa.

In 1967 the Canadian Committee on Corrections commanded a

survey

on resources for ducat•ion and research in criminology and criminal

jru;tiec in Canadian Uiiversitie&. Nearly at the same time the Quebec

Cotiimittcc of IIULUirY in thc administration of criminal justice devoted one

- ?

51

---

9.

of the annexes to its report to the role of criminology teaching and

criminologica

l

research in the administration of justice.

The Department of the Sollicitor General of Canada

has

shown

a great interest in criminology education. This

has been stressed by

the sollicitor general, Mr. J.P. COYER, on several

occasions.

This

was again expressed by

Mr.

D. t!cComb at the Chilliwack Conference when

he stated

that

"the Sollicitor General of Canada has

a real interest

in education in Criminology, feeling that it was an essential ingredient

for the development of effective services to deal with the crime problem".

It seems likely that any projects in this field can count on a generous

financial aid from the federal government which can be in

the

form of

research grants or special scholarships for students attending such

programs.

^ 0

?

- ?

52

---

10.

11. The specific needs of the

_Province of British Columbia

In a report o, the teaching of criminology at canadian

.

uni-

vcrsitLcs submitted to the Ca.iadian Committee on Corrections (The Ouirnet

Committee) in 1967, it was recommended that a department or a school of

criminology be set up at one of the universities in British Columbia to

meet the needs. of. Western Canada.

Although programs in criminology, criminal

,

juct ice, law

enforcement and corrections are being offered everywhere in the United

States, canadian universities are strikingly lagging behind in this .res-

pect. This may. be

due to the fact that in our neighboring country con-

siderable funds were made available for such programs through the Ford

•

?

foundation and specially through the Office of Law Enforcement Assistance

(OLEA) which merged later with the Law Enforcement Assistance Adminis-

tration (LEM). The LEM was authorized by legislation "to carry out

programs of academic educational assistance to improve and strengthen

law enforcement". .

?

.

In Calla

I

da the situation is different. No such funds. were

made available for the developing of criminology programs. In spite of

the lack of funds, three of the largest institutions of higher education

in Canada (University of Montreal, University of Toronto and University

of Ottnwa) set up criminology programs. It is a sad fact that all three

are located in the eastern part of the country. The western provinces

are thus devoid of a well organized, degree awarding university program

in criminology which would meet the, needs of those young students attracted

-

?

53

---

11.

to n care-r in the criminal justice system or ofthose who are already

in the field and willing to upgrade their education or to get the

necessary

specialization.

French Canada is weilservéd by the Department of Criminology

of the University of Montreal (who has recently changed status and

becirne the School of Criminology) which has beside the graduate program

the only university undergraduate criminology program in all Canada.

The lack of an undergraduate program in criminology in the english

speaking provinces in spite of the needs already described deserves an

urgent solution. The situation is creating frustrations among the ad-

ministrators as well as among those looking for a bachelor degree in

criminology. There is no doubt that the establishment of such a program

. ?

at one of the universities in British Columbia is likely to attract a

large number of students not only from this particular province but from

all english speaking provinces as well.

The creation of the Provincial Council on Education in Cr1-.

minology in British Columbia, the conferences it organized and which

were well attended, the contacts and the initiatives undertaken by the

executive committee of the Council, do indicate beyond any doubt not

only a genuine interest in developing a university program in criminology

but also a real need for It. This need was expressed in our personal

interviews with those working in the fields of corrections and law en-

force mci t.

.

-

?

54

---

12.

The existing educational programs in criminology

in

the

province are strikingly indcquatc. The only one of these programs

given at a University is thi Certificate program at the University of

British Columbia. This pregram organized by the DepartmctOf Con-

tinuing education is, as many have testified, largely inadequate.

At the collegial level, some colleges have or are contein-

plating programs in the criminal justice field. Vancouvc.r City College

has a law enforcement program, Carib

College. has a 3 year evening

certificate program in corrections, Camosun College has another one

while the college of New Caledonia is planning a certificate program.

Douglas College at Now Westminster has a Law Enforcement!

Corrections program. This program was launched in the Fall semester of

. ?

1970. There are four variations of the program, two designed for per-

sons not currently employed in the field but aiming at employment in

law enforcement or corrections, and two designed for serving police and

correct ions workers. For those not presently employed in police or

corrections, the program offers courses leading to a certificate and a

Diploma in Law Enforcement/Correctio

ns

. The Certificate Program requires

the equivalent of 1 year or 2 semesters of full time attendance. The

Diploma Program is a two year or 4 semesters program.

The Certificate and Diploma are also offered through conti-

nuing education. The courses may he taken by any person for general

interest but are specifically designed for persons employed

'

in law

enforcement or correct boa 1 institutions.

-

?

55

---

13.

S

Courses offered in the social. sciences are transferable to

the universities in the arca but this does, not apply to the corrections

and law enforcement courses.

Although the program at the present time consists solely of

classroom education, Douglas 'College intends to organize, starting from

the next academic year, field work for the full time students. Arran-

gements are being wide with the Correctional agencies in the area to

accept and tosupervise these students.

Those in charge of corimunit.y colleges programs are looking

very much forward to the establishment of a university undergraduate

program in criminology. This is of course understandable. Their pro-

grain will attract more students if it can lead to a university degree.

S

?

Once such a program is set up their diploma's are no longer terminal;

with credits transfered students having graduated from the college pro-

grain can continue at the university for another two years to get a

baccalaureate. On the other hand due to civil service policies which

relate pay scales to levels of education, both administrators and stu-

dents in the field are looking for degree programs

!

For all these

reasons there is a pressure for the development of a university under-

graduate program in criminology in the province of British Columbia.

Such a pres;ure if it does not reflect a real need should be disregarded.

Iii fact universities should obstinately avoid being pressured into

creating a program in criminology by agencies seeking certification.

-

?

56

---

14.

1!owvr w have already x plalned that a real need for such program

C

xists and universities who.e

.

major responsibilities are teaching,

research and serving the com'nunity cannot. remain unresponsive to an

urgent and pressing nead of the coznrnunity. Both ends can be met by

formulating a solid educational prOgram which is academically sound

and of university calibre,

il

program which is academically comparable

to the ones existing in the other social science disciplines at the

same university and to the existing criminology programs In the other

• ?

universities whether in Canada or abroad.

The development of a university undergraduate program in

criminology in British Columbia will have the effect of improving

the quality of college education in this field. Colleges anxious to

• ?

ensure the accreditation of their couraes and the transferability of

their credits to the new program will be compelled to lift their

educational standards to meet those set up by the university as a

condition for their acceptability. The program will also result in

elevating the standard of recruit and in service training in the

correctional and law enforcement agencies to a higher level..

Beside the specific needs in British Columbia for a uni-

versity program in criminology, this province offers certain oppor-

tunities which make

the

development of such a program highly desirable:

British Columbia is without any doubt the most violent

province in Canada. On ,a violent crime scale, British Columbia ranks

-.

?

57

---

15.

first

among all canadian provinces. It has the highest rate in Canada

for every violent crime except robbery for. which it comet; a close

second to the province of Quebec. With regard to crime a3ainst pro-

perty British Columbia also leads the Canadian provinces. This holds

true not only for crime but also for other social probleirs. British

Columbia,has the highest canadian rate of divorce, drug addiction,.per

capita alcohol consumption and suicide. Such a high incidence of

crime and other social, problems offers .a fertile ground for research

in the causes and the socio-cultural conditions capable of explaining

such a situation.

British Columbia houses at the same time special groups who

frequcntly come into conflict with the law such as indians, political

• ?

radicals, alcoholics as well as ethnic minorities with very low crime

rates such as the. Chinese, Japanese and Mennonite people. This again

offers large opportunities for criminological research.

British Columbia has a long history

in

correction practice.

It is one of the two oldest provinces to have probation. It makes

wide spread use of forestry camps, group counselling, community in-

'volvement, in-service training for its staff, etc.

It is a paradox that a province well known as the leader

in correction practice can be so far behind when it comes to education

in

criminology and corrections. New programs call for qualified staff.

Moore' s paper given at the Canadian Congress of Corrections in 1957

most aptly states:

.

-

?

58

---

16.

the folly of establishing social cervices

without reference to

q

continuous supply of

trained personnel is being demonstrated in

Canada to day,

'

where in almost every area, pro-

grains are frustrated

)

or only partically effec-

tive, or are iacki!'g in public support becauEe

of insufficient or inadequately prepared staff"

Some basic considerations

Before making ccncrete recommendations about the desira-

bility and the feasibility of developing a criminology program at the

Simon Fraser University we ,ould like to point out some basic consi-

derations which should be kept in mind when planning such a program.

I) It is essential that criminology teaching should be

clearly interdisciplinary, closely interrelated with practice and

intimately linked to both fundamental and applied research.

The complexity of the phenomenon of crime needsthe utili-

zation of resources of several branches of knowledge and progress can

be made only by means of an interdisciplinary approach. Criminology,

whether it has reached or not the status of a distinct and autonomous

science, is rnultidicclplinarya Its study should, therefore, be brought

into closer connection with psychology, psychiatry, law and the social

sciences. It follows that criminology cannot be taught effectively

within any one of the existing departments. Each of these departments

has a tendency to stress its own specific approach to the problem of

1. Moore, J.J.C. (1957) Education for correctional work. ProccedinP

of the Cri adianCre!;.c of Correct Ions, Montreal.

.

-

?

59

---

17.

crime and deviant behavior. Thus the unification. of all aspects of

crl:ne, the intergrative approach can only be realized in a multIdis-

ciplinary autonomous departn.ent. Sociology or psychology departments

cannot be converted into in :erdisciplinary teaching units because

once this happens they will no longer 'deserve their names and should

be called instead "behavioral science departments".

If when studying crime or teaching criminology we want to

avoid that the emphasis is placed on the psychological, sociological

or even the biological aspects, then we have to avoid locating the

criminology program in any of these departments.

We wish to make it clear that, in our opinion, the proper

setting in which criminolop

l

y can and should be taught is in a multi-

.

?

disciplinary dpartmcnt, school or institute where close collaboration

between czperts of allied disciplines can be organized for the sake of

promotion of spcca1ized teaching and empirical, research. Such a

department, institute or school, while being independent, should be

closely linked with all other departments or faculties concerned in any

aspect of the study of crime and delinquency.

2) This interdiciplinary teaching of criminology should

attempt at a horizontal integration of such disciplines as psychology,

sOciology, psychiatry, criminal law, etc. and at a verticaçgrati0fl

by means of precise techniques of a body of scientific knowledge (acquired

mainly by research) with a distinct field of practical application. This

-. ?

.

60

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18.

• ?

vertical.

LttcgratiOI can best

be achieved

through the. use of field

placement

in real life sitLvition

S.

3) Although therc is no agreement among administrators or tea-

chers as to what constitutes the best education and training for those

who will work in the different sectors of the criminal justice system

a suitable criminology currLculum can be worked out with other canadian

programs taken as a model.

Some of these prngrams such as the one at the University

of Iontrctt has been in operation fora period long enough to allow an

assessment of its advantages and shortcomings. On the basis of that

experience and other experiences in different countries it seems that

a general education in the behavioral sciences with particular stress

e and deviant behavior would constitute

on the problems involved in crim

the best academic training for tios

e

who are to work in the criminal

justice field.

The often heard objection against the establishment of a

separate criminology curriculum in the university is that the graduates

of such a program will not have an established position in the profes-

sional hierarchy of those who deal with the problems of crime. This is

no longer true. A professional Association of criminologists is active.

in the province of Quebec and has existed for many years. NegociatiOflS

with graduates from the University of Ottawa are underway in view of

establishing a national association. Criminology is recognized by the

-. ?

61

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19.

•

?

federal and provincial authorities. Criminology graduates are given

priority when it comes to lobs in the criminal justice s:

?

stem. This

can be clearly

,

seen from the number of those who have joined lately

the services of probation

)

parole, penitentiaries, after care agencies, etc.

4) Education varies from training.

The

university should

confine itself to the educational type of courses, broadening the back-

grounds and base of knowledge from which professionals can wake de-

cisions. This does not mean that university education should be purely

theoretical in nature. It only means that the emphasis in higher

education programs should be on education rather than training. The

program should not ieglect the practical aspects of the discipline in

-

volved and in the case of applied sciences (such as criminology) should

• ?

attempt to relate theory to practice. However the university cannot

and should not meet the need for basic skill training. Technical

vocatioimalized training should be cared for by vocational schools,

community colleges, recruit - and in-service training.

It follows that a university should neither attempt to dis-

guise a vocational training behind an academic mask, nor try to dis-

guise an academic program behind a vocational mask. The role of the

university is to provide scientific background to those requiring or

desiring it and not to become a training centre for police, parole or

probation officers, or any other practitioner who requires additional

technical skills of the kind that can be developed by vocational education

or by in-service training. The only acceptable type of training in a

- ?

62

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20.

• university setting are the training in, research and the

t y

pe

of pro-

fessional training necessary to accomodate classroom thecry with prac-

tical reality. Therefore, an academic program attempting to include

the practical side and to l..nk theory to reality by means of field

study should not he immediately tagged as being vocational. What is

important is that the profesionnal training does not become the math

I

objective of the program

5) Program goals should be clearly defined.

- The overall goal should be to professionalize those who

are working or are contemplating a career in the field of criminal

justice. Profcssionnalie here should be taken to mean equipping the

individual to perform at the highest level of competence with a defined

Sphere

of activity.

- One of the specific goals should be to attract young,

college educated people to'careers in the criminal justice system. "It

is a career field that really needs the infusion of large

,

numbers of

intelligent, highly motivated and sensitive young people. We cannot

begin to re-orient or re-educate all people in law enforccmnt today.

We can and must attract the brightest and best young people who are at

a career choice stage of their lives to law

.

enforcement"

2

. The same

thing can be said withregard to corrections. The main hinderance to

the enforcement of the new correctional policies has been the resistance

I. There is no agrecmeit upon the difference between professional and

vocational training nd sometimes the demarcation line is difficult to draw.

2. See Tenney, Ibid. p. 11

.

-

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21.

of those working in the system and who were educated and trained under

a completely different penal philosophy. Only by infusing the system

with large numbers of young people with different and new Ideas can we

expect any change.

- On the academic level, one of the major goals should be

to select those conceptual orientations nd r.tethodologicalapproachcS

for both teaching and research that will allow real integration of

knowledge. in fact, the ultimate goal of any criminology department,

school or institute should be to integrate the fragmented contributions

of diffrcnt social disciplines in an original criminological, synthesis

which can serve as a scientific basis for anew criminal justice system.

it follows that the major emphasis should be pitt on change rather than

improvement.

W ?

-

Higher education in criminology and criminal justice

should focus on changing what is being done rather than simply impro-

ving the performance of what is currently being done. The doubts raised

concerning the value of higher education in changing and improving the

criminal justice system are to some extent justified. However " •.. The

fact remains' that no system, whether

I

t be legal, or medical, or law

enforcement, can ever be chanced or improved until there are substantial

numbers of individuals

)

both within and without, who recognize the need

for chngn and have the competence to bring it about. The vital fact is

that education is the only

,

vehicle capable of developing such under-

standing and compctcnce. The task of carefully shaping higher education

a

•

64

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22.

for criminal justice is therefore one of critical importatce'. By

putting more emphasis on change, the university can avoid producing

a new professional group with a vested interest in the status quo.

The. need is much more for a whole new generation of young broadly

educated professionals than for professionalizing the present personnel

of the criminal justice sysem. The program should thus be conceived

and elaborated to serve as a pre-employment program rather than a post-

employment

01)0.

Organizational issues

Study level

In our opinion the immediate and specific needs of the

Province of British Columbia with regard to the teaching of crimi-

nology can better be met by an undergraduate university program. As

we have already mentioned there is no undergraduate program serving

english Canada like the one which exists at the University of Montreal.

Moreover

)

as we already have pointed out, those who are interested in

a university program in criminology are either people already working

in the field and willing to upgrade their education, or young enthousiastic

and idealistic college students eager to reform the criminal justice

system. Both groups can be served better by an undergraduate program

than by a post graduate one

?

First, a master's degree is an unre*.listic

I. Sec Tenney (1971) ibid,

p.

5

f

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65

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23.

• ?

requtrerncrtt for most of the entry-level jobs in corrections. Secondly,

those who are already in tha field and are willing to work. towards a

university degree do not have the necessary qualifications to enter•

• at the master'S level.

• ?

In the specific ease of Simon Fraser. University 4n under-

graduztte program in criminology is even easier to develop than a post-

graduate one. The latter must start from scratch whereas the former

can draw heavily upon available facilities and resources at the uni-

versity. A very large number of courses offered at present by the

departments of psychology, philosophy, political science and sociology,

mathematics can be integrated into the criminology program. This will

be discussed in detail in the chapter dealing with the curriculum.

While an undergraduate program in criminology is more desi-

rable and more feasible, such a program can have two disadvantages.

They are common to any undCrgraduate program which does not have the

backing of a graduate one..

?

S

?

.

1) A graduate program is more likely to attract high calibre

staff. ?

.

?

. .

2). Research possibilities and research facilities are more

limited when the program is only at the undergraduate level. This should

not however result in an inclination toward a graduate program.. There

is no reason why the program should be limited indefinitely to under-

groduat: students.

.

- ?

66

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I ?

I

24.

What we are recommending is that the Department should

confine itself initially to the teaching of undergraduates. To at-

tract high qua tified staff a coinmittmflt to the development of a

graduate program at a later date can be made. Actually, this graduate

program can start as early as the

*

fall of, 1975.

There is absolutely nothing that indicates that

it is better

to start the graduate program first. UnivcrSitics have not followed

the same organizational model when establishing criminology programs.

The School of Criminology at Berkely, California, started with an

undergraduate program and later introduced a master's and a Ph.D. pro-

gram. The School of Criminology at the University of Iontreal followed

the invcre model. Both models are valid and the choice of one or the

other should depend mainly upon local cons ide rat

iOtis..

The main consi

derations should be:

1)

The needs of the Community;

2)

The potential student population;

3)

The available facilities and resources in the university

and the community

in

question.

When applying these considerations to the specific case of

the Province of British Columbia it becomes evident that the pressing

need is for an undergraduate program in criminology.

.

-

?

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25.

Sttitus of

the program within the univ rsity structure

We have already :cplathcthhy

it is

not desirable to house the

criminology program in one f the already existing departments. Th

.

e

nature of the program implies, and the experience of many universities

in the United States and in Canada confirms, that such a program should

he e;ta1)1ished as a distinct unit within the university with more or less

autonomy as the general structure of the institution permits. Such a

unit while being administratively independent from other departments

and while employing its own teaching Faculty and auxiliary personnel

should call upon the staff of other university departments to contri-

bute to its activities. Similarly, the staff of the criminology department

can participate in the program of other university departments. Cross

. ?

fertilization of this kind is required in order to further the development

of crininology and its basic discipline.

Not only is it essential that the criminology program be

closely integrated with programs of other university departments but it

must also develop close ties with community agencies and government de-

partments which are concerned with the problems of crime. In this case

too, exchange of staff could he mutually beneficial, and the facilities

of these agencies and departments could.bc made available for the field

experience which is essential in a criminology program'.

I. See Harkson

& 7

11artman (1963) Function and organization of model

institute in criminology, The Canadian Journal_of_Corrj, Vol.. 5, no. 1,

p. 11-27.

-

?

68

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26.

We believe that the establishment of a crininology

department is the 'only, the easiest and the safest way to secure a

real interdisciplinary appoach. It is also the only wa' to assure

that the program is not just a collection of miscellaneous studies but

a whole which is rationally unified with all the constituent parts

contributing to an organized approach focusing on all aspects of

crime and all facets of the criminal justice systei. Even in the

early stages of the program when it has to draw

,

heavily upon courses

and facilities offered by other departments it should have this au-

tonomous status within the university. There are other advantages to

this status beside assuring the unification

)

the coordination and the

intcrdiscipliflCtritY of the program. For one

"The status of the program is enhanced in the eyes

. both of potential students and of others in the

college or university: the bargaining power of

the program should also be reinforced. The es-

tablishment of a separate department or school

is strong evidence of an institution's firm

commitment to a program"

Housing the program in one of the existing social science departments

involves the risk of rendering it unidisciplinary,' too thcortical and

too abstract.

In introducing new programs, the Simon Fraser University has

followed one of two models. Either the program is taken in conjuction

with any major or honors degree and recorded in the transcript as a "minor"

(sud is the case of the canadian studies program, Africa

.

/Middle

East Studies, Latin America studies program, etc.) or a special de-

partnent is established to confer degrees spacifically in the discipline

.

p

- ?

69

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27.

S

in question

(such is the

case

of

the

Department of Kinesiology).

The students working

towards a degree in Kinesiology have to take

courses

offered

by the

depatmcntS of

biology,

chemistry, physics,

riathematiCs, psychology, sociology-anthropology as well as courses

offered by the Department o

f

Kinesiology itself. We recommend that

the crimi;iology program be established on the same model of the

KiiiesiOlogY department.

The

educational

model

The

diffront

models

After reviewing and analyzing educational programs in

criminal justice being offered in the U.S.A., Tenney (1971) concludes

that there e

x

ists three varieties of curricula:

1)The tri!pg_1

:

is directed primarily to the

mastery

and application of particular rules, to the

development of particular

mechanical skills in the operation of particular items

of equipment,

or to

the

development of skill in the performance of particular

ivanoeuvres concerning which little or no

discretion

is involved. Many

law enforcement programs in the U.S. belong to the training type. As

we have mentioned earlier, this type is appropriate for vocational

choo1s, colleges, in-service programs, but it is not suitable for a

university program, even if this program is at the undergraduate level.

^ 0

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70

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28.

2) The prof

es ?

ty ?

the professional curriculum

is designed to professionalize the student in the field. here, the

COUrSe is directed toward te development of internalized standards

of behavior, objectively determined on the basis of agreed upon goals,

toward the chicverncnt of an awareness and understandin

g

of alternative

methods of achieving these goals depending on varying sets of circums-

tances; and toward the development of a foundation of expertise in

particular subject areas. Professional courses are geared toward the

achievement of at least one of these objectives. The trained individual

may be

by what

identified

he knows; the professional individual is

recognized not only by what he knows, but how he behaves as well. A

curriculum may bCd0tt

?

i

sppfessioflal if a significant number

• ?

of its courses are of this variety.

3) The social science ty: is designed to teach about a

particular subject. Unlike either the training or the professional

courses, however, such programs are not directed specifically to pre-

paration for work in the area studied, although they may be offered

as appropriate and even necessary "background" study for such profes-

sional preparation. Courses and curricula of this nature have been

denominated "social science" because it is characteristic of that

field to study other social and political

jstitutiQnS

and to

prepare

the

students for their study rather than fulicttoniaB

within the Institution studied. A curriculum is denominated as

social scien ?

if its thrust appears to be in this direction.

L__]

71

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S

.

29.

It goes without saying that these three types, especially

the first and the second, rarely exist in a puro or ideal form. In

the training type professional or social science courses or both

rrty be offered. The same goes for the, professional curricula which

often includes social or behavioral science courses.

For an undergraduate curriculum in criminologl/ or criminal

Justice we think that a mixed type combining social science with pro-

fessional courses is the ideal formula. The Department of Criminology

at the University of Montreal started in 1961 with a social science

post graduate curriculum. But when the undergraduate program was

offered in 1967 it was decided that it should be a mixed social science/

professional curriculum. In view of this change in the nature and

contents of the program, the status of a "professional school" became,

more appropriate than that of a "Department". This change in status

was approved by the university and took place in 1972.

The Department of Criminology of the 'University of Ottawa

has also opted for this type of mixed curriculum although tts program

is only a graduate one.

The advan

tag e

of this mixed type curriculum for the teaching

of criminology, specially at the undergraduate level, is clear.

Criminology is at the same time an applied social science and a pro-

fession. Like in mcd'cine., the teaching of theory in criminology has

to be paired with the necessary clinical demonstration. Like students

in medecine who have to see actual patients to be able to observe the

-

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30.

symptoms and make a diagnosis, students in criminology have to come

in contact with juvenile delinquents and adult offenders and to

observe the criminal justicc machinery in action.

The School of Criminology at the University of Montreal,

and the Department of Crimi.ology at the University of Ottawa have

so structured their programs as to give emphasis to both the.acdemic

and the practical aspects thus recognizing that the acquisition of

theoretical knowledge is, by itself as insufficient an equipment for

I

effective practice as is the acquisition of practical skill alone

In the applied social sciences, the actual on-a-job

experience when carefully selected and adequately supervised can be

of a significant educatioral value.

.

?

Cg_methods

No specific teaching methods for criminology as SUCh have

yet been developed. That is why the methods employed for the teaching

of other social sciences are used as well in criminology. A wide .use

of audio-visual methods is becoming more and more common together with

the new pedagogical innovations especially those emphasizing student

initiatives and student

participation.

1. See

—

ETAer

dos,

stimes, School of Criminology, University of Montreal.,

1971/1972. Sec alsoField

L

?

i!in

?

Centr&_of_Cr5inoiogy, Ottawa.

1969/1970 by flluin and al.'

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73

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31.

The real' difference

in

teacng

methods

shoulc be between

the undergraduate and

the graduate

courses.

While

the mgistral cours

and the lecture type may be appropriate for undergraduate students,

courses at the graduate lev'l should be rnore of the seminar type in

which the students are asked to analyze, criticize and teke position.

1Q!ilt

Criminology is not a pure but an applied science. It has

no sense except by its practical applications. Its teaching should

r

therefore link 'theory to practice and this can best be achieved through

field placement.

The question of field placement raises many problems of which

the most important are:

1)

When is the appropriate moment for the undergraduate

student in criminology to start with his field practice?

2)

What is the best modality of field placement? Should

it be a weekly concurrent field practice during the academic year?

Should it be a block assignement during the summer? Should it be a

combination of both?

3)

What kind

'

of tasks is the student going to perform

during this field training? flow can on adequate supervision be assured?

How can the student's performance be evaluated? 1hat are the criteria

for such on evaluation?

fl

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74

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32.

•

?

Unfortunatcly it is impossible to answer these questions

in detail in the present reprt. We can however say that in a four

year undergraduate program the best time to start the field placement

would seem to be at the begthning of the third year. Thi.3 of course

means that the student has already attained an appropriat age,

acquired a certain maturity as well as the minimum theoretical

knowledge necessary to get the most out of his field experience.

During the first two years the student can beconU ac-

quainted with the criminal justice system (police, courts, peniten-

tiaries, prisons, training schools, probation and parole services,

after care agencies, etc.) through organized visits made in the

company of one or more professors. But the real field experience

should not start before the third year.

The best modality of field placement is something variable

and has to be settled by each university after taking into conside-

ration the possibilities which the different agencies in the community

offer. The ideal model may be unworkable in a certain university

for specific practical reasons.

The tasks the student will be called upon to perform also

vary from

one field to the other and

from one agency

to the

other.

Whenever

it is possible, thestudent

should have the

choice

of a

field which

suits

his

future career preoccupations

'

. The tasks should

however be of a professional nature. And while the type of work is

important it is even more, important to learn how to integrate the

.

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75

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33.

t:eoiá tic-al knowledge acquired in the classroom with the ?raCtical

knowledge obtained on the field.

The question of adequate supervision usually creates some

problems particularly in the agencies

or in

the areas whec there are

not enough profession

a l s

working in the field. But as years go by

and with more graduates becoming engaged

in

the criminal justice

system it will be possible tö entrust them with the task of

super-

vising the students.

The fact that the field work is done in different agencies,

sometimes in areas far from the university, and the absence of objective

and standardized criteria tend to make a just evaluation of the student's

performance rather difficult. To solve the problem the School of

Criminology) university of Montreal and the Department of Criminology,.

University of Ottawa, have been trying to workout certain objective

and standardized criteria for the evaluation of sudent performances

in

the field.

Another problem of course is the problem of the acceptance

of the students. Attitudes toward students field placement vary from

one place to the other and from one agency to the other. A negative

attitude on the part of the agency will render the field work useless

if not impossible. Although the attitudes seem quite favorable

in

the

province of British Columbia, one of the first duties of the future

department would he to secure through direct cotact with the different federal

and provincial agencies, the accepta

nce

of students and the opening of doors.

.

76

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34.

• ?

The agencies ShOLild be asked to provide real opportunities

for lcnrning and not to regard the students as just additional manpower..

Some general remarks with regard to field placenent may be

in order:

I) During the fLst years of the program and until adequate

supervision can be secured it Is always preferable to limit the number

of agencies where the students are to perform their field work. The

very broad distribution of the placement agencies would tend to create

great disparities in the quality of field experience acqtired and to

render academic control next to impossible. Moreover in order to

maintain the requisite academic supervision over the student's experience,

field work should be conducted reasonably close to the University.

2)

Unless the agency is carefully selected and specific

Coals are developed in advance, unless the tasks to be performed by

the students are well defined, unless there is an effective and cons-

cious supervision, there is a genuine risk that fieldwork will not

achieve its goal but will become more of a burden than a learning tool.

3)

There is no reason why field work should be limited

only to those students who had no prior_employment in the field of

criminal justice. 'those with past or actual experience can really

profit by getting some insight in another sector and by acquiring

a comprehensive first hand practical knowledge of the whole system.

For example, students with prior institutional experience can do their

.

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35.

field work in a non institutional service like probation, parole or

ftet care or vice-versa. Also, people with experience in law enforcement

can do their field work in corrections and vice-versa.

The Curriculum

1. Som

.

jc n era

Administrators in the criminal justice system have not yet

attempted to relate categories and responsibility levels of work to

kinds of knowledge and skill requirements which can be translated into

educational curricula at appropriate levels. This does not mean that

the time has not yet come to establish criminology programs at the

university. The numerous experiments in this respect undertaken by

many pioneer universities have shown in fact what is appropriate and

what i; not appropriate for a criminology program. It should be re-

membered however, that the planning of any new criminal justice program

Should entail close interaction with representatives of the. field..

There are also certain general considerations btsed on past

and present experience which have to be taken into account before setting

up the program:

1) A University program in criminology should focus.on the

study and nnalysis of the institutions of criminal justice. In this

respect it should follow the path of other social sciences such as

;ociology or political science in their analysis of social and political

insti itttions.

is

78

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36.

2) A university program in criminology should emphasize

in

the

curriculum the study and practice of human behavior and inter-

personal relationships.

"The intensity of personal interrelationship which

occur in almost any-career field closely related

to tháad,ninistration of justice makes an under-

standing of hum•.n behavior and adjustment problems 1

essential to even a minimum level of performance".

It is

thisconcern for an understanding of humn behavior

and the need to develop a sophistication in interpersonal rolationshipS,

that seems most dramatically to distinguigh the professional from the

training cjrriculun' (Se Tenney, 1971).

3) A university program in criminology whether at the

graduate or undergraduate level should above all emphasize research

• ?

methodology and should devote a reasonable number of courses to the

study of methods of research

in

the social sciences. Needless to say

that courses in research methodology constitute one of the main cha-

racteristics which distinguish an academic program from a training program.

Criminologists graduating from the university should be able to evaluate

their techniques, to critically assess the research done by others

before accepting their conclusions or applying their recommendations.

However, whereas courses

in

research methodology at the under-

greduate levul should be complementary, they are of primary importance at

the graduate level. While the emphasis in the undergraduate program should

be on practice, the emphasis in the graduate program should be on research.

1.Univerbity of Illinois (Chicago Circle) OLEA Grant No. 111, p. 19 quoted

by Tenney.

S

79

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*

?

. ? 37.

4) The curriculum should be formulated not

in

accordance

with the interests of an al.:eady recruited faculty but sh)Uld be

Lail

ored to suit the needs of

the

potential student popuItiofl. For-

tunately several diff rent curricula in criminology and criminal justice

have been offered for many years now and i is possible to study them

in an attempt to establish a suitable curriculuni which meets the needs

of the community and the students while exploiting to the maximum the

available resources and facilities. Although there is ne general

agrerment as to the contents of the curricula, it seems that the most

popular (and probably the most successful) is one which combines a

general knowledge of the behavioral sciences with a specific and

specialized knowledge of crime and the criminal justice system. In an

. ?

undergraduate course extending over four years the first two years may

be devoted to basic courses in the humanities, social sciences and ma-

thematics. This general academic background can be followed by more

specialized courses and field practice during the subsequent two .yearS.

5) An undergraduate program in criminology can contain

different options such as corrections, law enforcement,. etc. This of

course. requires beside the basic courses on crime and the criminal justice

system which are to be taken by every student a wide variety of specialized

courses for the different options. Among these specialized and optional

courses thn

S

tuclent will be able to choose those which are in line with

his occupational goal.

.

80

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38.

• ?

it may be a wise policy not to start the program with so many

diffurent options. The program can

.

at the beginning be g

.

ared towards

corrections while an option for "law enforcement" and another for

"cotuiuuiity crime prevention" can be introduced at a later stage and when

enough faculty has been recruited.

6) Full time attndanCC is essential for a worth while degree

program. This is in line with the university's major mis3ion which is

to create pre-servi

c

e educatioflal programs rather than post-employment

programs. However the program can be reasonably fleUbletO suit the

needs and to accomodate those who are already working in the field but

are willing to upgrade their education and seeking a university degree.

In so doing, general degree requirements should be strictly followed

and academic standards should not be sacrified. University pre-service

educational programs are often insatisfactOrY for the part-time mature

student since such programs have been formulated without taking into

consideration the type and level of in-service function. In fact, in-

service students need two varieties of programs professional line and

proft-

--r,sional-administrative programs according to their level of

operation.

7) With the setting up of an undergraduate program in cri-

minology the question of transferability of credits will inevitably

arise, if the university wants the program and the degrees confered

to be nationally and internationally recognized no compromise concerning

.

.

81

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39.

the quality of courses shou.d be made.

The

university should be very

strict about recogni:ing andaccrediting courses taken at a college

level or within a program ó1 continuing education unless these courses

meet, the academic standards set by the university.

Once the program is underway, the Simon Fraser University

should organize a conference to which all those responsible for college.

programs in law enforcement or criminal justice and for the certificate

program of the University of British Colwnbia should be invited. At

thisconfcrenCe the problems of articulation and transferability, the

problems of standards end requirements for recognition of course

credits should be discussed.

The proiincial Council on crime education can play a major

role by acting as a coordinator between the different programs of law

enforcement and criminal justice offered by the different community

colleges in order to ensure program compatibility and credit trans-

ferability..

2. The contents of tim curriculum

As we have mentioned earlier, preparation in the field of

criminology requires a basic knowledge of the social sciences as well

as mathematics. This general background should be followed by an intro-

duction to the full complexity of "the crime problem" and to the variety

of sc1tolrly perspectives that have been or can be brought to bear upon it.

S

- ?

82

---

.

.

40.

Thcbasic introductory courses in criminology should be

designed as to include a comprehensive analysis of the criminal justice

system and to c'plore the social, psychological, legal, political and

other dimensions of crime and social policy, in historical as well as

contemporary perspectives.

Courses in resea:ch methodology, specific courses in cor-

rections, in particular intervention methods and

rehabiliatiofl

tech-

niques, (and eventually law enforcement courses) and field work would

complete the program.

The fact that there is neither a law school, nor a school

of medicine, nor a department of social work at the Simon Fraser

University should riot be a major hinderance. The Department of Cri-

minology can retain the services of a criminal lawyer to give the

necessary courses in criminal law, criminal procedure and the legal

aspects of crime. Also the services of a psychiatrist can be retained

for a course on the psychiatric aspects of crime and the treatment of

special categories of .offender. The fact that the calendar year at

the Simon Fraser University is divided into three semesters of sixteen

weeks each makes it easy to invite professors from universities in the

other provinces if qualificd persons could not be recruited locally.

As to the absence of a school of social work, this should

pose no problem. Students in criminology do not need courses in general

social work, what they need are those specific courses on how to deal

.

83

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41.

with offándcrs whether

juvenile or adults.

?

Academic training in

social work has proved

to bo

inadequate and insufficient for the spa.

cific tasks in corrections.

The 1972/73

calendar of the Simon Fraser University shows

that many of the courses now offered by some of the departments can

be integrated into the

criminology program and can be taken either on

a permanent basis or temporarily (until the department is wall established

and until enough staff

has been recruited) by the students enrolling in

•

the program.

We give here a list of courses offered which in our opinion

are pertinent to an interdisciplinary

curriculum in criminology or

criminal justice

Phi lo.ophy

Phil 120 -

3 ?

- ?

Moral philosophy

Phil. 150 -

3 ??

-

History of Philosophy I

Phil 220

3 ?

Political Philosophy

Phil 250

'

- 3

?

- ?

. History of Philosophy 11

Phil 341 -

3

?

- ?

Philosophy of science

Phil 343

.

3 ?

- ?

Philosophy of mind

Phil 602 ,

5

?

- ?

Philosophy of perception

Phil

445

•

.5 ?

- ?

ThCoric8 of explanation

84

---

42.

Po1fticl Science

Socio1gy

101 -

3

-.

Sociological theory I

iii

3

.

Political theory 1

121 -

3

Social structure

201 - 3 . .

?

-

Concepts and theories of scciety

212-3

•

Modern political and social thought

221 -

3

•.

Social structure of industrial societies

231 •

3

Introduction

to

social res:arch

232 •.

3 . ?

-

Quantitative methods in tho social science

244 -

3

-

Canadian society and politics

271 -

3

•

Types of authority in traditional societies

332 •

5

-

Philosophy, of the social sciences I

422 -

5

•

. Social stratification

• . ?

. ?

432 -

5'

.'

Philosophy of social sciences

461 •

5

.'

Aspects of social policy

463 -

5

.

Public administration

?

.

465 -

5

•

Problems of social change in advanced

industrial societies

Psychology

1,01 - 3

105-3

106 - '3

180-3

- ?

Introductory psychology

- ?

. Differential psychology

-. ?

Social Issues

- ?

, Brain and behavior

85

---

43.

201 -3

- ?

General experimental psychology

306 -

3

-

?

Motivation

310 -

5 - ?

Theory of measurement

315 •

3

- ?

Survey design and sampling methods

in

social science

340 -

3 ?

-.

Psychopathology

351 -

3

- ?

Child psychology

355 -

3

- ?

The psychology of. adolescence and youth

360 -.

3 - ?

Social psychology

370 .

3

._ ?

Theories of personality

Mathematics

101 -

3

M.

?

..

Introduction to. statistics

150 -

3 - .

?

Calculus for social sciences

302

3

- ?

Statistical methods

305 •

4

- ?

Statistical analysis of sample surveys

71

.3

Introduction to probability

Cerwrd siudies

C.S. ?

075 -

2

- ?

Issues and answers

To these courses can be added the

.

following ones specific

to the criminology departrnent2

lntroduction to criminology

- Substantive criiuina' law

lie

86

---

I.

44.

- Criminal procedure, law of evidence

•

- History of crime and criminological thinking

• The psychological approach to crime causation

- The sociological approach to crime causation

_The biological approach to crime causation

- The criminal jLstice system

- Criminal justice and the social structure

- Criminal typologies

- Juvenile delinquency

- Deviant behavior

- Punishment and the alternatives

- Sociology of law

- Probation and parole

Correctional administration,

- Social control..

- Prevention of crime

• Group dynamics and group therapy

• ?

- Dynamics of interpersonal relationships

• Techniques of interviewing

- Counseling methods and.theory

• Behavior change techniques and behavioral therapy.

- Field practice in criminology I

- Field practice in criminology II

87

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, ?

.

45.

ipts

Time Sequence

It is our opinion that the undergraduate .progr.m in crimi-

nology at the Simon Fraser University can be offered starting from the

academic year 1973/1974. T

h

is opinion s based on the fact that most

of the general social science courses needed for the firsz two years

are already given by the different departments. Only a couple of

introductory courses in criminology and in criminal law, reed to be

added when the program goes underway. Other criminology courses proposed

for the curriculum can start from the academic year 1976/1975. It is

unnecessary and unadvisable for the projected criminology department

to start offering a iide variety of criminology courses during its

first year of operation. This can be done far more adequately once

enough teaching staff has been recruited and once the students have

taken the necessary basic courses in the other disciplines.

What is needed at the moment is the hiring of a chairman

for the Department whq can start recruiting faculty and setting up

the program after duo consultations with the chairmen of the other

departments and with the high administrators in the field of criminal

justice.

88

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46.

F.cult

It has already been stressed that the faculty reed to be

multidisciplinar

y

. In a department of criminology there is a place

for people from the other social sciences who are interested in the

problem of crime and who have already done criminological research.

Sociologists, psychologists, social workers, criminal lawyers, psy-

chiatrists, can all assume teaching loads in the department side by

side with criminologistS. The program would also have available persons

trained in newer discipline& such as urban planning, public adminis-

tration, statistics, system analysis, biopsychologY, either on the

faculty or affiliated with it from another part of the university.

We have reasons to believe that there is a sufficient number

of qualified and interested university teachers available to form the

nucleus of an integrated interdisciplinary teaching in criminology.

It is not to be forgotten that recruiting a multidisciplinary or a

pluridiscipliflarY staff is easier than recruiting a faculty belonging

to just one discipline.

A number of practitioners with a long oxperience in the

field of criminal justice would no doubt enrich the faculty and would

help the department achieve its goal of integrating theory and practice.

Beside teaching and research they can act as liaison officiers between

the department and the different agencies in the area.

.

89

---

S

47.

While the faculty should be on full time basis, an occa-

sionil ue of part time teaching personnel may be neCesSay especially

during the first few yeats. The usual problem with practitioners who

come to give one or two

èou:SCS

at the university is that they are

80

busy with their daily profeSiOflal activities that they can hardly

find'the necessary time to adequately prepare their lectures or to

moot withstudents outside class hours. The hiring of recently retired

practitioners my be a satisfactorY compromise.

Although the activitiOS of the permanent staff will be

directed primarily towards teaching and research, they can also assist

in arranging and conducting special extension or summer courses and

seminars in criminology. Such courses 1:an meet the needs of those who,

though willing to upgrade their education, have neither the time nor

the desire to enroll in a regular university program.

The staff could also serve as consultants to in-service

training programs, to government agencies involved in penal and legal

reform, and to research projects in criminology being conducted by

government departments and other university faculties

1,

- 1. See Markson & Hartman, ibid. p. 26.

.

90

---

0

?

48.

• ?

Anadvir;ory

We recommend that an advisory board for the program be

constituted.

The

board can have several duties:

1)

It can provide the needed cxpertiSe

2)

It can help with regard to the planning and the future

dcve1opiflfltS

3)

It can encourage the enrollment once the program is in

being; and

4)

It can take appropriate action to ensure the recognition

of the program and the transferability of credits at a national level.

On the advisory board should be representatives of the

departments of humanities and social sciences of the Simon Fraser Uni-

versity, representatives of criminology departments in other canadian

universities, representatives of the government, police, judiciary,

social agencies which participate in the control, prevention and treatment

of crime, as well as representatives of the public and, if possible,

one or two rehabilitated exconviCtS.

The board should hold regular meetings at not very long

intervals especially while the program in still in its planning and

early stages.

.

91

---

49.

ILJ_2S_t!i9 pro r am

A proper title for the program and for the degrees confered

should be chosen. Programs of this kind in the United States do not

- ?

always have the same title. Criminology, Criminal justice, Corrections,

Correctional administration, Law enforcement, Police administration, etc.

are among the titles used for those programs0 The degrecs also vary.

While the criminology program at the University of Montreal leads conse-

cutively to the degrees of B.Sc., M.Sc., and Ph.D.

in

criminology, the

department of Criminology at the University

.

of Ottawa allows the stu-

dents a choice between a Master of Arts in Criminology (M.A.) or a

Master of Correctional Administration (M.C.A.). The new program at the

Centre of Criminology, University of Toronto leads to a M.A.

in crimi-

nology.

In our opinion restrictive titles such as law enforcement,

corrections or correctional administration should be avoided since they

will need to be changed once the program has been expanded. The best

choice .'ould be between a Department of Criminology and a Department

of Criminal justice. We would rcconmend the former title which is in

uniformity with similar prograts in other canadian universities. The

undergraduate prograiii should lead to the degree of "Bachelor of Science"

(criminology) and in the future the graduate degrees can be a M.Sc. and

a Ph.D. in criminology.

.

92

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50.

Future d.vj2pnCflt and future poals

It has been earlier rcommcndcd that in the ii.tictl stage the

program should be at the undergraduate level and should bc. geared

toward general criminology a'd corrections since the most urgent and

pressing need seems to be in this field. Few years later specialized

courses in the field of law enforcement can be introduced to meet the

needs of those who are working or are interested in a career in this

field. It would be rather ifficu1t to try at the very beginning to

include in the curriculum all the necessary courses covering the

different sectors of the administration of criminal justice.

Once the undergraduate program is well established in terms

of faculty, courses and students, the logical development would be

the introduction of a graduate program first with a master's degree

and then with a Ph.D.

One of the main future goals should be a deep involvement

in criminological research. Such an involvement in research is of

course difficult to realize before the graduate program has been

developed. However, a limited number of research projects can be

undertaken even before the graduate program has started. Such research

projects can be carried out in collaboration with other departments at

the university who already have a graduate program. They can be con-

ducted jointly by professors from the criminology department and from

other departments. These initial projects should focus on the study

areas specific to the province of British Columbia and which were outlined

.

93

---

51.

.

El

earlier in this report. These empirical regional studies can serve

as pilot projects for large scale research either at a national

or even

at

On

international level.

StImma.L.

There is a wide interest in criminology educat ton in the

province of British Columbia and there is an urgent and pressing need

for a university program in criminology. This interest is not limited

to young college graduates but extends to those active in the different

sectors of the administration of criminal justice and to whom present'

programs offer little opportunity to supplement their practical experience

with current advanced theoretical knowledge regarding crime and

criminal policy.

Sociology, psychology, social work and other fields relevant

to corrections have tended to ignore the potential of corrections, both

as a career for graduates and as a.sourcc of example

.

and experience for

the enrichment of classroom discussion. This fact is as true of Canada

and the province of British Columbia as it is true of the United States

as has been found by. the president's commission on law enforcement

and administration of justice.

The calendar of the Simon Fraser University for the year

1972/1973 shows that not one single course in criminology is offered

by any of the existing departments (including the department of psychology

and the department of sociology, anthropology and political science)

either at the undergraduate or the graduate level.

El

94

---

52.

People working at present in corrections or in law

enforcement and who hold a university degree come from a vide variety

of educational backgrounds: social work, sociology, psychology,

education, etc. Most, if no: all, of these programS do nct provide

any specific knowledge

sklJls

or.

with regard to the problem of crime.

The invo1veiieflt of so many disciplines in corrections and criminal

justice without a meaningful relationship either to the former or to

the latter is a most undesirable situation. A new concept of the

training of criminologists must emer.e which is free of the service

orientation of law, social work, and psychiatry, as well as of the

provincial boundaries of sociology and psychology. An interdisciplinary

program in criminology is thus urgently needed if we are to make

1

any progress In the control of the crime problem

The criminology program cannot be housed in any of the

existing departments for many reasons. Only by the establishment of

autonomous departments, schools, or institutes will criminology enjoy

a professional growth, based on its own needs, rather than on the in

terests of social work, sociology, psychiatry, clinical psychology or

law. As Jeffery points out "If criminology is going to emerge as a

separate discipline, it must have a respectable academic standing,

separate from but related to the traditional disciplines found in a

large university. The precedent for this has been established in such

1. See C. Ray Jeffery (1971) Crime prevention through environmental

esig!. Beverly Hills: Sage Publications.

.

95.

---

53.

interdisciplinary fields as public administration, urban affairs,

meteorology, bio-chemistry, chemical physics, and biophysics.

Criminology and criminal justice are crucial enough to the society to

warrant professional status and academic standing comparale to allied

2

disciplines"

Since two postgaduate university programs in criminology

already exist in english Canada (Ottawa & Toronto) the urgent need

seems to be for an undergraduate program which would satisfy, for the

english part of the country, the same needs which the School of

Criminology at the University of Montreal is trying to satisfy for the

french speaking population. It is thus recommended that the criminology

program at the Simon Fraser University should start at the undergraduate

level and that graduate studies be introduced at a later date. An

undergraduate program in criminology at the Simon Fraser University

is easier to set up since many Of the necessary basic and general

courses

in

the social sciences and in mathematics are already offered

by various departments of the University.

The university should avoid to create a program of the

training variety. It should be a solid academic program and a meld

of behavioral sciences and professional training. The teaching should

he interdisciplinary and should aim at integrating theory and practice

into an original criminological synthesis. While the major part of

2. See. C. Ray Jeffery (1971)

?

ipreve flti0fl

through environmental

de .

g. Berverly hills: Sage

Publications,

p. 261.

C

C

96

---

54.

the program should he devoted to academic courses and education it

should by no means neglect the practical aspects of criminology and

the career preoccUpatiOns ol the student population. It should not

be forgotten

that

criminolog) is an applied social science and that

"to rob it of its practical function is to divorce criminology from

reality and to render it

stE.rilC".

Such a preoccupation with the

practical applica

tions

of: criminology is the only way that.would

enable the criminology department to become an effective :;ocial

change agency capable of contributing to the reform of tho criminal

Justice system and to the change of society,.

Field practice is an important complement to the academic

training. Students should be assigned to well defined tasks in

agencies outside the universi

ty

, under close and adequate supervision.

The field practice should not start, however, before the student has

finished his second year.

It is recommended thatthe program, at the beginning, be

geared toward general criminology and corrections. Once enough faculty

members have been recruited, specialized courses in other sectors of

criminal Justice such as crime prevention, law enforcement can be in-

trod uced.

Since the study for a bachelor's degree takes four years,

it is recommended that the first two years be devoted to acquiring

the basic knowledge in the behavioral sciences and mathematics with a

1. See RadzinowiC, L. (1962) In searellofCyimif101O11, Cambridge

Harvard University Press, p. 163.

97

---

- ?

.

a

?

55.

minimum of criminolog

y

courses proper. The following two years

should then be devoted to specialized courses in criminology and to

field practice.

Due to the fact that most of the basic and gennral courses

necessary for the student in criminology are already offered at the

Simon Fraser University it is possible that the undergraduate program

be scheduled to start with the academic year 1973/74. The Master's

program can be scheduled for the year

1975/76.

It is

necessary that the faculty be interdisciplinary

grouping persons from the different disciplines related to criminology

as well as criminologists. It is also recommended that some practi-

tioners be on the faculty to facilitate the integration of theory

and practice.

It is

recommended that the department be called a Department

of Criminology and that the degree confered be at first a B.Sc. in

criminology and later a M.Sc. and Ph.D. in criminology.

An advisory board composed of members from the university,

the field of criminal justice and the public should be set up.

One of

the major tasks of the board should be to help with the planning and

future development of th3 program.

Horizontal extension of the program should be the broadening

of it !

; scope to cover the major fields of criminal justice. Vertical

development should be the establishment of the post graduate courses and

degrees. The major goal should be a deep involvement in empirical

98

---

.. ?

.-

56.

crt,iI.iiu1tf

Cal

rC;('avch. This can be rcaliv.(.d gr%(Ittally, fi

L14L

On

ü ï

ional basis, then on a .iaiiicnal basis and finitl ly on an inter-

national and cross- cuittiral 5asis

Conclusion

In this report we have tried to defend the thesis that a

field of criminology and a university program in criminology are ne-

cessary from an operational point of view. Such a pragmatic approach

disregards discussions about the present state of criminology and

whether it has or not achieved the status of a distinct and autonomous

science. It regards the criminologist as one who begins with a specific

problem - that of crime - and selects from various established disci-

plines in order to bring effective knowledge and practice to bear on

the problernatic issues thus creating a proper and an original crimi-

nological synthesis based on the integration of legal and socio-psy-

cliological theories with empirical data and existing practice. This

pragmatic approach also disregards the arguments of "critical crimi-

nology" which sees crime not as a special problem deserving a special

discipline or a special approach but as an issue which cannot be effec-

tively isolated from its relationship to other issues permeating the

whole of society. This critical criminology regards the study of crime,

per se, as reflecting a narrow, ideological position in its own right,

and the very existence of a field of "criminology" is taken to signify

.

99

---

57.

lI

"WA ?

-.III

will

?

h'n

Conti.iUI lv t(

?

tiut

eFt

t.ttt ?

,t:t(tt ?

h(tt ?

t ?

t

criiuinolOgY teacbi.ng to an

:nferior

.

status and which clatus that crI

iinology should be taught as a secondary chapter of sociology, we

firi!ily take the position that a separate program in crimi.olOCY meetS

a practical as well as an academic need. And contrarily to critical

criminolOgiS

1

who consider that studying crime from an individual

crime-prevention oriented view is merely a scientifically respectable

way of maintaining law and c.rdcr, we are of the view that the study of

crime does not have to defend the system or the status quo but can focus

on change. Moreover it is not necessary to get out of the system to

change it. In fact the change froni within is more practicable than

the change ftom outside. The best way to achieve such a change from

within is by infusing a large number of university graduates trained in

a criminology program that put the emphasis on change, into the system.

In the long run these graduates will filter into the correctional and

law enforcement field and steadily influence policy in the direction

of enlightened reform.

Ratner (1971) points out that

"Blockages to change within the correctional field

various

are not

criciiiiologY

permanànt

?

the

programs

singular

is

effect

that

s

they

of the

do instill

ideas and change attitudes, so that a training for

the future is one important dividend where no

iwmcdiate transformat:101 seems to occur. Moreover,

the lc

g

it:Lmatio secured through the n'intle of the

university

confers

power upon the graduates of these

programs, so that it would be naive to assume

l.See

R.%. Ratner (1971)

Three St,:atcgicSu Paper based on workshop

d

iscussionS held at the

'University of Ottawa June 11

?

13, 1971.

100

---

-

that entrenched officials and their functionaries

have all the po%er. With the

mOVCIIL

froiti the departii ents out to the agencies and cor-

rectional institutions, the criminologY programs

can coopt the agencies as well as vico.'versa.

In recoiranending toe establishment of a department of cri-

minology at the Sion Fraser University we demonstrate our full

agreeinelt with thu above mentioned opinion. This agreement is based

on our conviction in the possibility of change from within. And this

conviction is based on the experience we have lived here in Montreal.

The considerable changes which took place in the administration of

criminal justice in the province of Quebec and in fact in all of Canada

since the establishment of the Department of Criminology at the

University of Montreal in 1960 speak eloquently in favour of a distinct

and interdisciplinary program of criminology at the university.

We hope that this successful canadian venture whose example

has been followed elsewhere in the world will incite the Simon Fraser

University to heed our recommendations.

The Fauteux commission noted in 1956 that the University of

British Columbia was the only canadian university to undertake intensive

• training in the criminology field at both the graduate and the under-

graduate levels. Unfortunately the sixties have witnessed a major

decline in the state of criminology education in Canada's most western

province , Will the seventies witness a revival of interest in this dis-

cipline? It is up to the Simon Fraser University to decide whether the

time has come for it to take the lead in such a new and challenging field.

'I

S