Viewing: PS 305 : The Justice System in the American Political Process

Last approved: Sat, 27 Oct 2018 08:01:13 GMT

Last edit: Wed, 10 Oct 2018 18:51:42 GMT

Changes proposed by: secamill
Change Type
Major
PS (Political Science)
305
018068
Dual-Level Course
Cross-listed Course
No
The Justice System in the American Political Process
Justice System Am. Pol. Proc.
College of Humanities and Social Sciences
Political Science (16PS)
45.1001
Political Science and Government, General.
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Amanda Edwards, PhD
Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture8080Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
None

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16PSBABA Political Science Elective
16PSAMBA Political Science: American Politics Elective
16PSINTBA Political Science: International Politics Elective
16PSLJJBA Political Science: Law and Justice, Justice Systems Required
16PSLJLBA Political Science: Law and Justice, Law and Theory Required
16PSPUBBA Political Science: Public Policy Elective
16PSBSBS Political Science Elective
16OSMPolitical Science Minor Elective
Criminal justice process and civil justice system in the American judiciary, including court organization and legal professionals such as police, attorneys and judges; formulation and implementation of policies by law enforcement and the courts; impact of political system upon police, attorneys and judges; interaction between public and legal professionals in judicial decision making. Students who have successfully completed PS 306 or PS 311 may not receive credit for PS 305.

Formal GEP review and adding to CourseLeaf system.


No

Is this a GEP Course?
Yes
GEP Categories
Social Sciences
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 
Evaluate the role of key participants (police, attorneys, judges, and jurors) in the legal process.
 
 
Essay question:

It goes unsaid that judges should not be rogue actors, that they should be held accountable or constrained in some manners. But how free are our judges to act on a “whim?” Explain what constraints limit their actions, and why you believe they need more or less independence to better perform their roles. Remember, we have multiple judicial systems in this country as well as different levels of judges. Not all judges work under the same constraints.
 
 
Evaluate the key elements and compare and contrast the criminal and civil justice processes.
 
 
Sample essay Question

Using appropriate methods of social science inquiry answer the following essay question. Philo Kvetch is an earnest young student at NCSU who at one time had high hopes of someday attending law school. He is also an individual of high ethical standards, but not averse to earning large amounts of money. Having taken PS305, he was forced to read the two chapters from Zitrin and Langford (“Buried Bodies” and “Insurance Lawyers”), Gershman’s piece on “Why Prosecutors Misbehave,” and Kunen’s article “How Can You Defend These People?” As a result, he has become somewhat disillusioned regarding the profession of law. You are a recruiter for Northern Montana State Law School, and you need students desperately. How do you deal with his concerns over the ethical issues surrounding the civil and criminal sides of law? How can such practices be justified? Considering all the types of law practice covered in class and in Fowler (he also read that), which would you recommend he pursue, and why?
 
 
Analyze and discuss major weaknesses and strengths of the justice system, and recommended reforms.
 
 
Sample essay question:

Using relevant theories of criminal justice, answer the following essay question. Svetlana, a recent immigrant from Minsk, while living under the old Soviet system was told that the U.S. system of justice was designed for the wealthy. Access to the system was generally blocked to the poor, and when they did gain access (or were dragged in on the criminal side), the quality of justice they received was inferior. How do you respond to these allegations that justice in the U.S. can be bought on both the civil and criminal sides? Were they merely part of a vicious communist propaganda program, or is there an element of truth to them? What role does money play, if any, and how has the system adapted (through court decisions or otherwise) to minimize the effect(s) of wealth on and enhance access to justice to the entire justice system?
Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
none
 
b. Is this restriction listed in the course catalog description for the course?
 
n/a
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
none
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
none
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
Neubauer, David W. and Stephen S. Meinhold, Judicial Process: Law, Courts, and Politics in the United States, Belmont, CA: Thomson Wadsworth (2013, 6th ed.).
 
Major topics to be covered and required readings including laboratory and studio topics.
 
no change
 
List any required field trips, out of class activities, and/or guest speakers.
 
no change
Course is already a regular offering within the PS Department and will continue to be.

The purpose of this course is to provide students with a general overview of the American justice system (criminal and civil) and to assess its operation within a larger political context. After establishing the political and legal setting for the justice system, the roles of key participants are explored (police, attorneys, judges and jurors).  This is followed by an examination of the criminal and civil justice processes.  Among the key issues to be covered are: 4th Amendment search and seizure law; use/abuse of discretion; and tort reform.


Student Learning Outcomes

Upon completion of this course, students will be able to:

1. Discuss and evaluate the major structures and basic legal concepts, rules and processes that underlie the American judiciary. 

2. Evaluate and discuss the role of key participants (police, attorneys, judges and jurors) within the judicial system.  

3. Identify the key elements of, and compare and contrast, the criminal and civil justice processes. 

4. Examine the relationship between political and legal institutions.  

5. Evaluate the criminal justice process within the larger legal and political structure.

6. Evaluate the civil justice process within the larger legal and political structure. 

7. Effectively communicate in writing the essential theories and concepts included in the course material.

8. Collaborate with classmates and synthesize information from across the course in solving case study.


Evaluation MethodWeighting/Points for EachDetails
Test40%Hourly exams
Project20%Class project
Participation10%Participation in class discussions, etc.
Final Exam30%Final exam
TopicTime Devoted to Each TopicActivity
See syllabus
Details added to SEMs; JSD, 9/20/2018
aeherget (Thu, 27 Sep 2018 13:41:37 GMT): AECHH: Sept. 26, 2018 UCCC Meeting Friendly Suggestions: -The instructor of record in the syllabus is different that the instructor in the syllabus. This is alright as there can be multiple instructors teaching offering, but I wanted to confirm. Who should be the instructor of record, Robert Moog, or Amanda Ross Edwards? -Member made the friendly suggestion on page nine, under the syllabus modification statement, which indicates the syllabus is a contract, to adjust the first statement to "The syllabus represents a flexible document" instead of a contract, or "The syllabus is flexible", removing the word contract. A member indicated the syllabus is not a contract and using this term has brought up some issues when they used it in the past.
Key: 4584
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