Constitutional Issues in Introduction to Criminal Justice Conklin Hall Room 424 Wednesdays and Fridays 11:30 a.m. – 12:50 p.m. Instructor:
Elizabeth Webster Office: Center for Law and Justice Fifth Floor, Room 559 liz.webster@rutgers.edu
Office Hours: Fridays, 1:30 p.m. to 3:00 p.m. or by appointment
Course Description This course provides a broad, but intimate, overview of the American criminal justice system. We will explore the three primary agencies that make up our criminal justice system—police, courts, and corrections—from a sociological perspective. We ask: how is our criminal justice system shaped by our society and its economic and political systems, social hierarchies, and social inequalities? By combining in-class lectures and discussion with out-of-class fieldwork assignments in the community, you will learn to differentiate “the system” as an institution and the many distinct systems of justice at work in jurisdictions across the country—starting with your own. From the Course Catalog: Societal responses to people and organizations that violate criminal codes; police, courts, juries, prosecutors, defense, and correctional agencies. Includes the standards and methods used to respond to crime and criminal offenders; social pressures that enhance or impair the improvement of criminal laws; and the fair administration of criminal justice.
Learning Objectives: On successful completion of this course, students will be able to: • Discuss issues and practices related to the principal components of the American criminal justice system: police, courts, and corrections • Describe the interplay between American economics and politics and the evolution of the criminal justice system • Identify dominant modes of thought about criminal justice and analyze the advantages and disadvantages of each • Critically evaluate criminal justice policies for how well they meet societal values of enhancing public safety, doing justice, protecting individual rights, and controlling crime
Required Reading: Introduction to Criminal Justice: A Sociological Perspective, Edition 13, editors Charis E. Kubrin and Thomas D. Stucky Race to Incarcerate: Graphic Retelling, by Sabrina Jones and Marc Mauer with a forward by Michelle Alexander.
Grading: The final grade will be based on the following: Exam One: 15% Exam Two: 15% Exam Three: 15% Class Participation: 15% Interview: 15% Field Work: 15% Presentations: 10%
Grades will be calculated as follows: A 93.0% to 100% A – 90.0 to 92.9% B+ 87.0% to 89.9% B 83% to 86.9% B – 80.0% to 82.9% C+ 77.0% to 79.9% C 73% or 76.9% C – 70.0% to 72.9% D 60.0% to 69.9% F 59.9% or lower
Attendance/ Participation: A portion of your grade will depend on your regular attendance and participation. I take attendance occasionally, but I don’t count the number of classes you have missed. Rather, the expectation is that you will attend unless you have a compelling reason not to attend. Missing class will hurt your grade. You do not need to notify me of your absence in advance, UNLESS it’s an exam day. (Please see missed exams, below.) EXPECTATIONS FOR CLASS PARTICIPATION Grade Criteria Absent 0/F Present, but disruptive (often late, engaging in side conversations, text messaging, sleeping, attempts to leave class early) Frequently absent 1/D Present, but doesn’t contribute, disengaged (doesn’t speak up during class discussion, doesn’t offer much when called upon, text messaging, sleeping) Occasionally absent/ late/ disengaged 2/C Present but demonstrates occasional involvement and contributes to a 2
3/B
4/A
moderate degree when called upon. Offers straightforward or general information without analysis. Demonstrates adequate preparation. Rarely absent/ late/ disengaged Demonstrates good preparation. Volunteers interpretations and analysis of class material (more than just facts) to class. Contributes well to discussion in an ongoing way: responds to other students' points, thinks through own points, questions others in a constructive way. Demonstrates ongoing involvement. Almost never absent/ late/ disengaged Demonstrates excellent preparation: has analyzed material exceptionally well, relating it to readings and other material (e.g., readings, course material, discussions, experiences, etc.). Offers analysis, synthesis, and evaluation of material (e.g., puts together pieces of the discussion to develop new approaches that take the class further). Contributes in a significant way to the discussion: keeps analysis focused, responds thoughtfully to other students' comments, suggests alternative ways of approaching material and helps class analyze which approaches are appropriate, etc. Demonstrates ongoing, active involvement.
Exams: The three exams will be offered during normal class time and should not take longer than 80 minutes to take. Each exam will cover only the material covered since the last exam and none will be cumulative. They will consist of a variety of multiple choice, true/false, fill in the blank and short answer questions. We will have a brief in-class review session for each of the three exams, and students will receive a study guide.
Missed Exams: Students who fail to take an exam on the date scheduled will not be provided a make-up exam unless extenuating circumstances exist and proper documentation is provided to warrant such action. Failure to promptly notify me of the need for a make-up examination will result in a grade of zero for that examination. Failure to provide documentation will result in a grade of zero for that examination. Documentation must be provided before the make-up exam can be administered.
Assignments: Interview – You will be required to conduct a 15-20 minute interview with someone who works in the field of criminal justice and produce a Q and A style paper. Your interviewee need not currently work in the field but must have some years of experience as a prosecutor, defense attorney, judge, police officer, probation officer, correctional officer, social worker specializing in reentry, forensic analyst, or some other related occupation. You’ll be graded on both your thoughtful formulation of questions (which I’ll review in advance) as well as the final completed assignment. In a 15-20 minute interview you should have time to ask at least 10 open-ended questions including prompts for follow up. These questions should show that you have done your research in advance and that you’re familiar not only with the general job description but also with some of the details of the interviewee’s job (for example, based on the locale, the era, the type of clients, etc.) Questions will be approved and revised in advance of your interview. Due in two parts: A draft of the interview questions are
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due no later than March 9 and the interview Q and A is due no later than March 23. Please consider turning these in before the due date. Fieldwork – This assignment is designed to give you a chance to dive in and experience the criminal justice system firsthand. Visit a courthouse and sit in on arraignments, attend a community policing meeting with your local police department or ask them if you can go on a ride-along, attend a rally or a protest on criminal justice issues. Whatever you do, try to get out of your comfort zone—but plan in advance. Rutgers University events will not count towards this assignment. You’ll be tasked with preparing a one-page fieldwork proposal for my approval, conducting the fieldwork, and finally, providing detailed fieldnotes about the experience. Due in two parts: Fieldwork proposal is due no later than March 30 and the fieldnotes are due no later than April 20. Please consider turning these in before the due date. Presentation – You’ll prepare a 10-minute Powerpoint presentation for the class about either your experiences conducting the interview or participating in the fieldwork. If your interview and fieldwork were related (for example if you interviewed a police officer and then attended a community policing event) you could present about both experiences. First, provide a several slidelong introduction offering general background information from our required readings and other sources. Next, describe your experience and what, specifically you learned from your interview or fieldwork. Finally, analyze this experience according to the class readings. Does it conform to what you would expect based on what we’ve learned? Or not? How does it challenge or expand upon your book learning? On the day of the presentation you’ll be required to turn in a printed copy of your Powerpoint slides. Due: April 22 or 29.
Course Schedule: DATE Wed, Jan 20 Fri, Jan 22 – Setting the Foundation Wed, Jan 27 Fri, Jan 29 – Policing Wed, Feb 3 Fri, Feb 5 Wed, Feb 10 Fri, Feb 12 Wed, Feb 17 Courts Fri, Feb 19 Wed, Feb 24
REQUIRED READINGS/ ASSIGNMENTS DUE First Day Read Introduction to Part 1 and Chapter 1: Foundational Issues of Justice “Criminal Justice Theories and Ideologies” pgs. 1-13 Read Chapter 3: “Two Models of the Criminal Process” pgs. 27-39 Read Introduction to Part II and Chapter 9: pgs. 55-59 and pgs. 115126 Chapter 6: “The Evolving Strategy of Police: A Minority View” pgs. 74-91 Read Chapter 7: “POLICEwomen or PoliceWOMEN? Doing Gender and Police Work” pgs. 92-102 Read Chapter 11: “Law Enforcement and the Rule of Law” pgs. 138148 Guest speaker: Dt. Jose Ocasio from the Newark Police Dept Exam One Read Introduction to Part III and Chapter 15: “Should We Really ‘Ban’ Plea Bargaining?” pgs. 149-156 and pgs. 191-202 Read Chapter 16: “The Convergence of Race, Ethnicity, Gender, and Class on Court Decisionmaking” pgs. 203-218 Read Chapter 13: “The Public Defender” pgs. 173-182
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Fri, Feb 26 Wed, March 2 Fri, March 4 Wed, March 9 Fri, March 11 Wed, March 16 Fri, March 18 Wed, March 23 – Corrections Fri, March 25 Wed, March 30 Fri, April 1 Wed, April 6 Fri, April 8 Wed, April 13 Fri, April 15 Wed, April 20 Fri, April 22 Wed, April 27 Fri, April 29 Fri, May 6
Read Chapter 19: “How Drug Treatment Courts Work” pgs. 249-260 Guest Speaker: Gwen Mitchell from Essex County Prosecutors Office Exam Two Assignment: Ten Interview Questions Due Read Chapter 20: “From Theory to Policy: Evidence-Based Corrections” pgs. 267-281 Read Chapter 21: “The Changing Nature of Death Penalty Debates” pgs. 282-292 No Classes Spring Break No Classes Spring Break Read: Race to Incarcerate: A Graphic Retelling, Foreword and Preface, pgs. vii-xii Assignment: Interview Q and A Due Guest Speaker: Alex Shalom, ACLU - NJ Read: Chapter 23: “Women’s Accounts of their Prison Experiences” pgs. 304-318 Assignment: Fieldwork Proposal Due Read: Race to Incarcerate: A Graphic Retelling pgs. 2-37 Read: Race to Incarcerate: A Graphic Retelling pgs. 38-79 Class cancelled for instructor conference Do fieldwork Class cancelled for instructor conference Do fieldwork Read: Race to Incarcerate: A Graphic Retelling pgs. 80-108 Read Chapter 30: “Finding Alternatives to the Carceral State” Read: excerpt from Making Good: How Ex-Convicts Reform and Rebuild their Lives pgs. 147-168 Assignment: Fieldnotes Due Assignment: Presentations, bring a printed copy of your slides Mock Trial PBS Frontline: Prison State Assignment: Presentations, bring a printed copy of your slides Final Exam from 10 a.m. to 11:30 a.m.
* I reserve the right to make changes to this schedule, such as reordering days to accommodate speakers, adding additional required readings, changing exam dates, and more.
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General Information Offensive or Sensitive Material In learning about crime and criminology, students may encounter language, depictions, or attitudes that they find disturbing or offensive. Please feel free to discuss with me any concerns you may have with course materials. At the same time, our topics for discussion may involve sensitive issues. If you would like to avoid participating in a particular class session, please see the professor before the class meeting. Academic Integrity As a member of the Rutgers University community you are not to engage in any academic dishonesty. You are responsible for adhering to basic academic standards of honesty and integrity as outlined in the Rutgers University Policy on Academic Integrity for Undergraduate and Graduate Students http://studentconduct.rutgers.edu/academic-integrity Your academic work should be the result of your own individual effort, you should not allow other students to use your work, and you are required to recognize and reference any material that is not your own. Violations of the university’s policy will result in appropriate action. Academic Resources Students with Disabilities Rutgers University is committed to providing equal educational opportunity for persons with disabilities in accordance with the Nondiscrimination Policy of the University and in compliance with § 504 of the Rehabilitation Act of 1973 and with Title II of the Americans with Disabilities Act of 1990. For additional information please visit the websitehttps://ods.rutgers.edu/ or contact the representative for the Newark Campus. Kate Torres Coordinator of ADA Services and Academic Support Robeson Campus Center, Suite 352 350 Martin Luther King Jr. Boulevard Newark, NJ 07102 Phone: 973.353.5300 Fax: 973.353.5666 E-mail: kate.torres@rutgers.edu Website: https://ods.rutgers.edu/ Psychological and Counseling Services If you experience psychological or other difficulties as a result of this course, or because of other issues that may interfere with your performance in the course, please contact the university’s psychological and counseling service center (http://www.counseling.newark.rutgers.edu; 973-353-5805), which is located in Blumenthal Hall, room 101. The center offers a variety of free, confidential services to part-time and fulltime students who are enrolled at Rutgers. If you are interested in finding out more about • Accelerated Master's Program (B.S. /M.A.) • Criminal Justice National Honor Society (Alpha Phi Sigma) Please refer to the School of Criminal Justice website http://rscj.newark.rutgers.edu/
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