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Viewing: PS 313 : Criminal Justice Policy

Last approved: Fri, 15 Apr 2016 08:34:42 GMT

Last edit: Mon, 26 Oct 2015 10:39:20 GMT

Change Type
PS (Political Science)
313
018083
Dual-Level Course
Cross-listed Course
No
Criminal Justice Policy
Criminal Justice Policy
College of Humanities and Social Sciences
Political Science (16PS)
Term Offering
Fall Only
Offered Alternate Years
Summer 1 2016
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
 
 
Steven Greene
Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3535NoNone
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: PS 201
Is the course required or an elective for a Curriculum?
No
This course covers the basic policies and controversies in criminal justice in the United States. The course will explore how criminal justice policies get made, why they get made, how well or poorly they work, and what we can do better. The course will examine primarily longstanding areas of policy debate, e.g., illegal drugs, prisons, capital punishments, etc., but we will also pay attention to policy debates in the news. The course will also pay special attention to the intersection of race and social class with our modern criminal justice policies.

This course has already always substantially addressed issues of race and class within the criminal justice system.  The change in the course is to make these aspects more systematic and explicit.  


No

Is this a GEP Course?
Yes
GEP Categories
US Diversity
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:
 
 

 
 

 
 

 
 

 
 

 
 

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.
 
 

 
 

 
 
Analyze how social, historical, and political forces have led to criminal justice policies that have disproportionate impact on African-American and minority communities.
 
 
Sample test question: Do you think the "Stop and Frisk" policy as practiced by NYPD is good criminal justice policy? What are the benefits and costs of the policy-- especially as they relate to the minority citizens are both more likely to be victims of crime and far more likely to be unnecessarily stopped? Is there a way to successfully implement this policy to avoid "racial profiling" or is racial profiling inherent in a policy of this nature?
 
 
Evaluate the role of minority groups in bringing about changes to criminal justice policies.
 
 
Writing assignment:
The following is a list of policy proposals from #blacklivesmatter to reform policing (e.g., http://www.businessinsider.com/black-lives-matter-has-a-policy-platform-2015-8). Based on the present political context, what do you see as the likelihood of these changes becoming law. What steps do you think #blackslivesmatter and supporters could take to increase the likelihood of successful policy reforms?
 
 

 
 

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?
 
No seat restrictions.
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
PS 201
 
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.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

Already part of Steven Greene's regular course load. Only change is adding US Diversity GEP.

The course is designed to familiarize students with American public policies as they relate to criminal justice.  The course will provide a basis for understanding public policy and the unique aspects of the policy process as they relate to criminal justice.  Several policy areas of current concern, e.g., policing, drugs, capital punishment, etc., will have in-depth focus for students to learn the broader context and impact of current policies.  Special attention will be paid to the disproportionate impact of criminal justice policies based on race and class.  Students will learn how to critically analyze criminal justice policies and their impacts on various constituencies.  


Student Learning Outcomes

1) Explain the political factors shaping criminal justice policy


2) Evaluate the effectiveness of current policy towards addressing criminal justice policy problems


3) Apply knowledge from course material to contemporary political debates on related issues


4) Identify the key issues in major areas of American criminal justice policy


5) Analyze how social, historical, and political forces have led to criminal justice policies that have disproportionate impact on African-American and minority communities.*


6) Evaluate the role of minority groups in bringing about changes to criminal justice policies.*


* New outcomes 


Evaluation MethodWeighting/Points for EachDetails
Written Assignment45%Writing assignment 1: Students will write about a particular case of criminal injustice. They will be expected to address how issues of race and class created/affected this case. Assignment #2 calls for a policy reform proposal.
Discussion15%Students are expected to be able to address current issues in criminal justice policy at the beginning of every class as well as to demonstrate competency with assigned reading for the day. See syllabus for additional information.
Test40%Midterm and final exam. Covers course material with essay questions.
TopicTime Devoted to Each TopicActivity
Introduction/Making Policy1.5 weeksLecture and discussion
Crime and detternce1/2 weekLecture and discussion
Policing2 weekslecture, discussion, and guest speaker
Courts and Constitutional Issues 1.5 weeksLecture and discussion
Drug Policy2 weeksLecture and discussion
Guns & Midterm1.5 weeksLecture and discussion and midterm exam
Prisons1.5 weeksLecture and discussion
Juvenile Justice1 week lecture, discussion, and documentary video
Race/class and criminal justice book club1 weekExtensive discussion of single book
Capital punishment1 weekLecture and discussion
Reform1.5 weekslecture, discussion, and guest speaker
Additional reading material to be added to course to reflect inclusion in GEP US Diversity curriculum includes:
Just Mercy by Bryan Stevenson
Ezra Klein, "It's not just Ferguson: America's criminal justice system is racist"
Dara Lind, "How African Americans are victimized by both crime and the criminal justice system"
German Lopez, "How systemic racism entangles all police officers — even black cops"
Andrew Kahn, "What It’s Like to Be Black in the Criminal Justice System"
Ta-Nahesi Coates, "The Black Family in the Age of Mass Incarceration"
Andrew Cohen, "How White Users Made Heroin a Public-Health Problem"
Plus more articles along these lines that appear before the class is actually taught.

It should also be noted that many of the existing articles in the syllabus deal with issues of race and class, even if that is not explicit from their titles.
shgreene (Wed, 16 Sep 2015 17:17:47 GMT): Instructor of course and 16 PS UG Director of Curriculum are one in the same, so the DUP is happy with this.
Key: 4604