Lecture Notes: Policing, Criminal Justice, and Classroom Dynamics (GMU)
Speaker Identity, Perspective, and Course Framing
Speaker is a police officer with 28 years in law enforcement; current role: Assistant Chief of Police for Fairfax County Police Department, over all operations (approximately 1,000 employees).
Views reflect a police-centered perspective on the criminal justice system, acknowledging that policing is a major component and that there are other elements in criminal justice beyond policing and corrections.
upfront acknowledgment of law enforcement bias within criminal justice, and emphasis that the course will discuss courts but focus more on policing.
Personal background: undergraduate degree in Human Resources Management from the University of Richmond; completed a 13-week live-in academy for law enforcement executives; has worked at the state police level, local departments, and federal collaborations; has international teaching experience and private consulting.
Appearance and persona notes: he jokingly notes he used to be a “cool police officer” but hair loss occurred; he still rides a police motorcycle; he frequently uses humor and self-deprecation but remains serious about the material.
Role, Boundaries, and Course Ethos
Current job: Assistant Chief of Police over operations; does not oversee investigations in his department (that division is separate; there are three assistant chiefs, one over operations).
In class as a George Mason University adjunct professor; his political beliefs are not the goal of the course—he aims to challenge students and provoke thinking, while attempting to avoid injecting political bias. He acknowledges policing can have a political dimension and plans to discuss it.
He will be transparent about his pro-policing stance but will discourage partisan bias in classroom discourse; he commits to discussing controversial topics (e.g., police actions) with a frame that invites critique.
He has experience in internal affairs and investigating misconduct by police officers; he notes this gives him a unique perspective on both state and local policing and federal collaborations.
Student Engagement, Expectations, and Course Objectives
He asks students about their career interests: many considering careers in criminal justice and policing; some in corrections, probation, victim services, forensics, etc. He notes that in his department, about 18 people do forensics and 1,500 employees exist, with all forensic staff being police officers.
Course aims include understanding the system as a whole, discussing current events, and examining extreme ends of criminal justice, including policing.
Every class will begin with current events and tie them back to course content; topics include race, policing, and political dimensions of criminal justice.
He will use body-worn camera footage in class (YouTube-friendly content only). He acknowledges the material can be graphic and trauma-inducing for some; students can opt out or talk to him if uncomfortable.
He plans to show material like the George Floyd incident as part of the learning process and acknowledges feedback from faculty observers about the amount of footage; he defends the approach as essential to understanding the field.
There will be explicit discussion of uncomfortable topics, including racial injustices and political aspects of policing; students should expect to confront controversial material.
He emphasizes that the class will address the political lens surrounding criminal justice and policing, while trying to maintain a nonpartisan educational stance.
Core Concepts and Theoretical Frameworks Mentioned
Routine Activity Theory (RAT) as a key framework used to explain crime and guardianship:
He describes it as a scientific concept, emphasizing that increasing guardians (e.g., more police, security) reduces crime as a “scientific certainty.”
He presents a simplified intuition: more good guys in a space leads to less crime; this applies to scenarios like National Guard deployment or private security.
The discussion references deployment of the National Guard in Washington, DC as a political and practical policing topic; he uses it to illustrate how adding guardians can influence crime dynamics.
Real-World Context and Examples Used
Chicago example: at Lollapalooza in Grant Park, about 10 police officers per street corner; observed zero crimes in that controlled environment due to heavy guardianship.
The distinction between public perception of crime and the underlying factors that influence crime rates, including presence of guardians and situational crime prevention.
Comparison of political discourse around policing with empirical and practical considerations; the speaker highlights the tension between political narratives and evidence-based approaches.
Forensic Science and Labs in the Criminal Justice System
Acknowledges the existence of multiple labs: private, state-owned, and federal labs (notably the FBI Crime Lab in Quantico, described as among the best in the world).
His department’s forensic division consists of about 18 personnel, all of whom are police officers, within a much larger organization (~1,500 employees).
The landscape includes a broader ecosystem of labs beyond his department, including federal and state facilities, underscoring the role of forensics in policing.
Safety, Drills, and Contingency Planning in the Classroom
He emphasizes practical safety in a campus setting, outlining emergency exits and a designated assembly point: JC area near College Hall; he jokes about identifying himself by his shiny bald head in low light.
He reflects on the evolving safety culture from his own childhood (e.g., tornado drills) to today’s drills (fire drills, active shooter lockdown drills), noting that lockdown drills are more common now than in his youth.
He reassures students that in emergencies he will manage the situation and that students should follow him and to protect themselves as needed; he also notes that he might need to adapt if the situation requires action.
He describes the emergency route: left or right exits, with the meeting point at the JC parking area near College Hall.
Course Logistics: Schedule, Attendance, and Breaks
Course timing: 04:30–07:10 (local time) and typically runs for about 2.5 hours per session; he notes a preference for finishing early when possible but often proceeds without a formal break due to momentum.
Class format includes attendance through the Quickly app; students log in with a code provided in class. If technology fails, students can email to verify attendance.
He asks for student input on breaks: poll shows a preference to finish earlier rather than take a long break; he will adapt if a majority requests a break via email.
If students are in different majors taking this elective, he welcomes them and notes that the course is challenging and may be the hardest class they take in that term.
He mentions a responsive approach to attendance: if a student cannot log in, they can email and still receive attendance credit when verified.
Course Philosophy: Expectations, Feedback, and Communication
Clear communication and transparency are emphasized as core expectations for the course.
He values feedback and acknowledges past experiences where lengthy written feedback might go unread; he commits to providing meaningful feedback through updates and direct communication.
The class is described as an impact course within Mason core, emphasizing real-world relevance and outcomes.
He encourages student engagement, questions, and challenges to his perspective, fostering a collaborative learning environment.
Personal Reflections, Humor, and Classroom Atmosphere
He uses humor, impersonations, and lightness to engage students but distinguishes between non-political humor and political content.
He has encountered diverse audiences (local, state, federal, international) and uses that experience to frame discussions.
He acknowledges discomfort may arise with graphic material; students can opt out or discuss concerns privately, but the material is considered essential to understanding policing and the criminal justice system.
Key Numbers and References (for quick study)
Police perspective emphasis: of the criminal justice system’s focus is on police in his view.
Fairfax County Police Department: roughly employees; he oversees the Operations Bureau.
Operational Support Bureau components: SWAT, K-9, EOD, motorcycle officers, crash reconstruction detectives, motor carrier unit.
Forensic staff in his department: people; total departmental employees: ; note that all forensic staff are police officers.
Assistant chiefs in the department: ; he is the one over operations.
Course logistics: class duration ; schedule from .
Educational framing: Mason core and impact course status; emphasis on current events in every class.
Years of experience: in law enforcement; 13-week live-in academy for executives; undergraduate degree from University of Richmond.
Key Takeaways for Exam Preparation
Expect a policing-centric view of criminal justice, with explicit acknowledgement of political dimensions and the importance of current events in class discussions.
Understand Routine Activity Theory and its implications for crime prevention and policing strategies; memorize the three components and the idea that increasing guardians reduces crime.
Be prepared to analyze real-world cases using video footage and discuss the ethical, practical, and traumatic implications of policing, including George Floyd and related incidents.
Know the structure of a modern police department (e.g., the difference between operations and investigations; roles of SWAT, K-9, EOD, etc.) and the interplay with forensic labs.
Be aware of campus safety protocols, emergency exits, assembly points, and the importance of following leadership in drills and real emergencies.
Recognize the balance between rigorous, data-driven discussion and the potential for political bias; develop the ability to critique policing practices while avoiding ad hominem or partisan framing.
Expect a demanding schedule with a strong emphasis on attendance, timely communication, and proactive engagement through the class platform (Quickly).