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Interview & Interrogation

Fall 2015

2015-2016 Academic Year

Location: Milwaukee Area Technical College – Oak Creek Campus

Classroom: A130

Criminal Justice: This program is designed to prepare you for employment in law

enforcement at the state, local and federal levels, as well as in the field of

private security. Many of the courses contain training directly from the

state law enforcement standards board curriculum related to the

certification of law enforcement officers.

Successful completion of this program may qualify you to enroll in basic

recruit training that leads to certification in Wisconsin.

Course Description: Interview & Interrogation – Police 163 (3 credits).

In this course, students will learn how to interview victims and witnesses

and interrogate suspects. Student will learn the legal issues that define the

interviewing of subjects, either in public or in custody, and various

techniques to enhance information obtained including analysis of verbal

and non-verbal actions and how they relate to truth or deception of persons

during the interview process.

Instructor: Michael Jungbluth

414-587-2282 (cell)

[email protected] (primary email)

[email protected] (secondary email)

Office Hours: By Appointment

Texts: Effective Interviewing and Interrogation Techniques (Third Edition)

Author(s): Nathan J. Gordon and William L. Fleisher

SBN: 978-0-12-381986-4

Special Attention: Failure to possess or have access to the text for pre

class assignments, class work and exams…will have a significant impact

on your performance in this class and ultimately your final grade.

Acquiring the use of this text is required.

Wisconsin Department of Justice Training and Standards Bureau

Interview and Interrogation: A Training Guide for Law Enforcement

Officers.

Edition: December 2011

mailto:[email protected]

mailto:[email protected]

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Term Information: ALL classes will be held on consecutive Mondays starting with August

24th

, 2015 and ending December 14th

, 2015. Classes will be held during

the following time frame: 9:00 a.m. to 11:55 a.m., unless otherwise noted.

Responsible

Attendance: As an adult learner you most likely have multiple roles and commitments

to juggle. In addition to being a student, you may be an employee, a

parent, community leader, or a caregiver to a family member. If you are a

full-time student, you are working to learn a wide variety of new skills and

to meet the expectations for multiple courses. As your teacher, I too have

many responsibilities and multiple roles. Therefore, we need to work

together to accomplish the intended learning outcomes for this course.

Responsible attendance means that you will plan your schedule so that you

can be present for scheduled class sessions and manage your time so that

you can complete your assignments and assessments on or before the date

they are due.

It is important that you attend all sixteen classes, during the term. If you

cannot make a class due to illness and/or other special circumstances,

please contact me ASAP. Missing activities such as, class participation,

weekly quizzes, discussion of pre-class assignments, group activities and

any other classroom activities can and will have a negative impact on your

grade. The more class time you miss the greater the impact on your final

grade.

If you leave class early or are late, please notify me. Leaving class early

and being late can and will have an impact on your grade, as you will be

missing classrooms activities. Sign in sheets and other random methods

will be utilized to track attendance.

A student may miss an aggregate total of three (3) excused or unexcused

absences during this course. Three (3) or more absences will constitute a

failure for this course and the student will automatically be dropped by

the instructor.

Class Structure: As this class will be meeting for sixteen sessions, each class will meet for

2 hours and 55 minutes.

In addition to satisfying the course description and outcomes, this class is

designed to build communication skills, both verbal and written, on an

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individual and group basis. We will also work to building the skills of

analysis, critical thinking and teamwork.

This class is accelerated in nature and relies heavily on student pre-class

preparation. Although a small portion of the class involves lecture, most

of the class is driven by student participation structured within groups and

classroom discussions. Pre-class preparation is essential to be successful

in class.

Discussion topics from the text and current events can be controversial.

Think before you speak! Please be respectful of your fellow student’s

opinions and beliefs.

Technology: In general, students are directed to turn off their cellular telephones,

personal electronic devices and not engage in social media while a class is

in session. Not only is that behavior disrespectful to the instructor and

classmates, but also does not create an acceptable learning environment. If

there is an urgent need to use your device, seek permission or excuse

yourself from the class as tasks allow. Cell phones must be put on silent or

turned off. If you must take a call, please leave the classroom while you

are conversing. Please remember that not being in class will have a

negative impact on your grade.

Academic Honesty: Students are expected to do their own work unless advised that

collaboration is acceptable. This means that you may use facts from other

sources if you re-write them in your own words. Anytime you quote

directly from another source or paraphrase substantially, you must cite the

source you used. When you take a test, you are expected to keep your eyes

on your own paper and protect your test paper from being copied by a

classmate.

Failure to use proper citation procedure is considered plagiarism.

Plagiarism will result in a grade of "0" if it is flagrant and/or deliberate.

Copying from another person's paper or test is academic dishonesty and

will result in a grade of "0" for that assignment. In addition, you will be

referred to student services for discipline based on college policy.

Assignments: All assignments will be turned in at the start of class or when directed by

the instructor. Failure to abide by this simple rule will result in additional

points being deducted from your score and/or zero points being assessed.

If you miss a class session unexpectedly:

1. You are responsible for identifying what you have missed and for

obtaining handout or other learning materials that were distributed

during your absence.

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2. If the learning plan indicates that you missed interactive or group

learning activities, discuss alternative learning activities with me.

3. Contact me in person, via e-mail, or via voice mail message,

explaining how you intend to make up missed work.

4. In order to receive partial credit for work missed during your absence,

you must complete and submit it prior to the start of the next class.

If you know you will miss a class session:

1. Plan ahead to submit assignments or complete assessments that will be

due during your absence prior to your absence.

2. Notify me in person, via email, or via voice mail message prior to your

absence, explaining how you intend to make up missed work.

Tutoring Services: Tutoring Services exists to help MATC students succeed academically

through specialized help. Tutoring locations are…

Downtown Campus: C201, 414-297-6791

Oak Creek Campus: A208

West Allis Campus: 249

Mequon Campus: B210

ADA Statement: If you have a disability that impacts your classroom participation and wish

to request an accommodation, contact Student Accommodation Services at

414-297-6750. They may require documentation regarding your disability

to enable them to process your request. Admission of a disability is

voluntary and will be handled in a confidential manner. MATC does not

discriminate against individuals with disabilities and fully complies with

the Americans with Disabilities Act. To ensure your academic success in

this program, you are strongly encouraged to provide your instructor with

a copy of the Instructor Notification Form from Student Accommodation

Services.

Emergency

Evacuation: Every Milwaukee Area Technical College building is equipped with a

mass notification system that will be used by the Department of Public

Safety to provide directions during and emergency. All classrooms are

also equipped with an Emergency Response Guide that provides

guidelines for dealing with emergencies. An electronic version of the

guide is available at http://matc.edu/public safety/pdf/Emergency

Procedure Guide.pdf

Students are asked to review these guidelines so they are familiar with

emergency procedures. Please notify your instructor during the first week

of the semester if you have a condition that may limit or affect your ability

to evacuate the classroom/building in an emergency.

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Grading: Students will be graded according to proficiencies demonstrated on the

weekly quizzes and/or exams, group activities, special projects, reading

points of interest, discussion of the week, class preparation, video reviews

and class participation. Class participation is mandatory!

A A- B+ B B- C+ C C- D+ D U

100-94 93-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63 62 or

below

Assignment - Discussion - Participation Rubric

10-9 pts. 8- 6 pts. 5-3 pts. 2-0pts.

You interacted in classroom

discussions in a way that demonstrated deeper or

broader thoughts about a topic, rather than just rephrasing what the textbook or fellow

classmate had to say on the topic. You responded to two or

more of your peers in a way that promoted further

discussion and critical thinking.

You joined the classroom only once in the week, or

you joined in discussion for only one of the discussion questions, but in sufficient

depth. You responded to at least two of your peers in a

manner that promoted discussion but lacked

elements of critical thinking.

You participated, but did not provide further opportunity for discussion; your participation

was not substantive. You responded to at least one of

your peers in a way that explored further discussion but did not promote critical

thinking.

You did not participate or you waited until the last day

to respond to classroom discussion, with no chance

of further discussion.

Your class specific assignment covered the content sufficiently

by expanding on the main points of the conversation; you

used critical thinking and related to personal

experiences in a way that showed analysis of the topic.

Your class specific assignment covered the

content by discussing the main topics; you used

critical thinking and related to personal experiences.

Your class specific assignment covered the content by identifying the

main topics; there was little evidence of critical thinking.

Your class specific assignment was not covered

or you digressed from the topic at hand.

When applicable, your written assignment was appropriate length, meeting or exceeding two paragraphs. They were

well developed, insightful and provided an opportunity for

response.

When applicable, your written assignment was

mostly appropriate length, one-two paragraphs long. Your responses were well

developed.

When applicable, your written assignment was not

appropriate length and was less than one paragraph in

length. Your DOTW was not well developed and did not offer opportunity for further

discussion.

When applicable, your oral/written assignment was

minimally developed.

When applicable, you showed professional writing skills,

grammar, sentence structure, word choice and spelling. APA

formatting and relevant references were used, if

required.

When applicable, you showed professional writing skills, grammar, sentence structure, word choice and

spelling. APA formatting and relevant references were

minimally used, if required

When applicable, you showed writing skills,

grammar, sentence structure, word choice and spelling that contained a few errors. APA

formatting and relevant references were used but

erroneous, if required

When applicable, you showed a lack of control proper grammar, spelling

and mechanics in standard English. APA formatting and relevant references were not

evident, if required.

Student Complaint Procedures: See Student Handbook or contact your MATC counselor.

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Course Information & Performance Expectations

Classroom Participation 25% of Total Grade

Quizzes 25% of Total Grade

Reading Points of Interest 25% of Total Grade

Classroom Exercises 25% of Total Grade

Learning Objectives: Examine the Fundamentals of Interviews and Interrogations

What you will learn as you master the competency:

Differentiate between an interview and an interrogation.

Describe characteristics of a good interviewer.

Conduct Interviews


Analyze the steps for conducting an interview.

Document victim and witness interviews.

Discuss additional techniques for interviewing various

types of victims/witnesses (hostile, children, vulnerable,

traumatized, etc.).

Assess the credibility of information gained during an

interview.

Explore principles and procedures for eyewitness

identification.

Conduct Interrogations


Analyze the steps for conducting an interrogation.

Describe the requirements for electronic recording of

custodial questioning.

Develop a plan to handle resistance from interviewees.

Discuss factors that can lead to false confessions.

Pre-Class Preparation

Required Reading: Students are required to complete the reading assignment prior to class.

All quiz and exam questions will be taken directly from the text. Students

must establish a baseline of knowledge that is offered by the text in order

to participate in an informed manner during classroom activities.

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Reading/

Points of Interest: Each week students are required to complete a “Reading-Points of

Interest” worksheet. Students are required to complete this prior to class.

Discussion

of the Week: A question has been provided for each week that supports the reading

assignment. The question should be completely answered (in writing) and

should offer additional insight that will generate additional classroom

discussion. Students are required to complete the written portion, prior to

class.

Each student will be given the opportunity to articulate their findings to

their classmates.

Participation is required!

In-Class Assignments

Quizzes: Open book quizzes will be conducted during all classes. They will be done

at the start of each class (don’t be late), except during week 1.

Group Activity: Dependent on weekly reading assignment, students will be broken down

into groups. Each group will be given several questions to discuss and

answer. The information needed to answer these questions can be attained

from the text. Your group will be allotted 30-45 minutes for discussion

and resolution. A short written report of the group’s consensus and a five-

minute oral presentation are required.

Weekly Question: Dependent on weekly reading assignment, students will be given a

scenario to resolve. Students will utilize the text as a guide and will

present their recommendations for resolution to their classmates. All

members of the team must participate in this process. All students must be

prepared to justify their actions.

Interview

Exercises: Opportunities for individual and group interview/interrogation via role-

play will exist on a weekly basis. A role-play exercise is an assessment

activity in which candidates act out an imaginary scenario that closely

mirrors a situation that could occur in current or future life experience.

Video Reviews: Dependent on the reading assignment the instructor may decide to review

a video that is relevant to classroom discussions. The instructor will

provide the student with a video worksheet that must be completed and

handed in at the end of class.

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Extra Credit

Project: Due Week 12

Topic

Executive Interview

Interview an executive that is viewed as a successful leader in a law

enforcement organization. At the conclusion of the interview, you will

prepare a detailed summary of the interview. The paper should include:

An overview of the person's current area of responsibility

A brief overview of the person's background to include experience,

education and leadership training

The most important things leaders do for their organizations

The most important things the person you are interviewing does for

his/her organization

How effective your interviewee is as a leader and what he/she

bases that upon

What your interviewee learned at the police academy that has

helped him/her as a leader

The most effective way your interviewee learned to lead others -

experience, education, watching others, and/or mentoring

/coaching

Additionally, you should ask and report on 3-5 of your own

questions.

Your paper should include the following:

1. 3-5 pages in length (not including title and reference page)

2. A title page in APA format

3. A introduction paragraph including your thesis statement/main

idea

4. Substantial answers to all questions posed in the assignment

instructions for the option you have chosen

5. Citations and references in APA format for all sources used

(including this lesson and your text, if you choose to use them in

addition to the other sources you have found)

6. A conclusion paragraph restating your thesis and summarizing the

main points from your paper

The paper must be submitted electronically via email. A scoring rubric

will be supplied to students, who complete this assignment.

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Class Schedule

Week #1 – August 24th

, 2015

Introductions

Course Overview

Class Design Overview

Review of Syllabus & Text(s)

Critical Thinking Presentation

Week #2 – August 31st, 2015

Reading Assignment - Highlights/Points of Interest

Discussion of the Week

Group Projects/Lecture/Video/Guest Presentation

Quiz (Chapters 1-2)

Reading assignment to be completed prior to week #2:

Chapter 1: The Search for Truth

Chapter 2: Truth and Lies

Discussion of the Week: As a Chief of Police, should a police officer candidate be removed from

a process for being untruthful? Defend your response.

Week #3 – September 14th

, 2015




Quiz (Chapters 3-4)


Chapter 3: Psychological Basis of the Forensic Assessment

Chapter 4: Preparation for the Interview/Interrogation

Discussion of the Week: Describe any successes and failures you have experienced during an

interview.

Week #4 – September 21st, 2015

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Quiz (Chapter 7)


Chapter 7: Question Formulation: Irrelevant, Relevant, and Comparison Questions

Discussion of the Week: To be Determined

Week #5 – September 28th

, 2015




Quiz (Chapter 8)


Chapter 8: Projective Analysis of Unwitting Verbal Cues


Week #6 – October 5th

, 2015




Quiz (Chapter 9)


Chapter 9: Nonverbal Behavioral Assessment



, 2015




Quiz (Chapter 12)


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Chapter 12: Interviewing Children and the Mentally Challenged



, 2015




Quiz (Chapter 13)


Chapter 13: Report Writing



, 2015




Quiz (Chapter 14)


Chapter 14: Torture and False Confessions: The Ethics of a Post-9/11 World


Week #10 – November 2nd

, 2015




Quiz (Chapter 15)


Chapter 15: Pre-employment Interviewing

Discussion of the Week: How would you respond to this question, during a police recruitment

process. “What would you do, if you observed a police officer commit a crime?”

Week #11 – November 9th

, 2015

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Quiz (Chapter 17)


Chapter 17: Legal Considerations



, 2015




Quiz (Chapter 18)


Chapter 18: The Integrated Interrogation Technique


Extra Credit Project Due

Week #13 – November 23rd

, 2015




Quiz (Chapter 19)


Chapter 19: Statements, Recordings, and Videos



, 2015




Quiz (Chapter 20)

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Chapter 20: Understanding Aggressive Behavior and Dealing with Angry People


Week #15 – December 7th

, 2015




Quiz (Chapter 21)


Chapter 21: The Instrumental Detection of Deception: Polygraph


Week #16 – December 14th

, 2015



Quiz (Chapter 22)


Chapter 22: The Search for Truth: Future Instrumentation

Discussion of the Week: List the five takeaways from this course that will assist you in the

interview/interrogation process? Briefly explain your choices.

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Attributes of a Critical Thinker

As a participant in the Spouse/Parent Academy, we want to challenge you to become a "Critical

Thinker." Here are some attributes that will assist you...

asks pertinent questions

assesses statements and arguments

is able to admit a lack of understanding or information

has a sense of curiosity

is interested in finding new solutions

is able to clearly define a set of criteria for analyzing ideas

is willing to examine beliefs, assumptions, and opinions and weigh them against facts

listens carefully to others and is able to give feedback

sees that critical thinking is a lifelong process of self-assessment

suspends judgment until all facts have been gathered and considered

looks for evidence to support assumption and beliefs

is able to adjust opinions when new facts are found

looks for proof

examines problems closely

is able to reject information that is incorrect or irrelevant

Peak Performance (1997)

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