Boston College



Boston College: Woods College of Advancing StudiesBoston College Summer Session 2019: Criminal and Social Justice SeminarMeeting Dates: June 24 – 28, July 1 – 3, & 5 (9 days total)Time: June 24 – 28, July 1 – 3: 9 am to 4:30 pm (1 hour lunch)July 5: 9 am to 12, noonRoom: To Be DeterminedInstructor Name: Christina MillerE-mail: cmiller3@suffolk.eduPhone Number: Please feel free to text or call @ (617) 872-7326Office Hours: After class & by appointment Course Description This two-week survey program will familiarize participants with the fundamental theories underlying (1) criminal behavior, (2) societal and governmental responses to those behaviors, and (3) a criminal justice system that regulates adjudication, deterrence, reformation, and punishment of those accused, and adjudicated responsible, of criminal behavior.? We will explore the most prevalent factors that drive crime in an effort to identify possible solutions.? We will also examine the societal and governmental responses to criminal behavior. From the moment an allegation that a crime has been committed, it triggers a variety of responses from various sources – including social services and government agencies.? In addition to identifying the potential, responsive actions taken by these services and agencies, we will specifically address the role these services and agencies play in the diversion, intervention, treatment, reformation, incarceration, and supervision of those accused or adjudicated of criminal behavior and whether such responses are effective.? In learning about the most common reaction, entry into the criminal justice system, the course will provide an understanding of the adjudicative process and will think about whether this system is the most effective response.? In addition to classroom interaction, guest lecturers and site visits will be utilized to show how theories are utilized in the “real world.”? Through interactive exercises, students will consider how to apply the concepts learned to actual cases and real-life situations.Course Objectives: In addition to the topics in the course description, above, students will gain the following knowledge and develop the following skills:Knowledge about the work of various professionals who act to prevent and respond to criminal actions, including those who preform various roles in the criminal justice system.Development of oral presentation and advocacy skills.Honing of critical and analytical thinking.Enhancement of collaborative, team-work abilities. Course Assignments Our class-time will be highly interactive, with students working through individual and group exercises. You will have one assignment between each class in preparation for the next class (listed at the end of each day in the daily entries, below). It is expected that you will spend 1 hour each night on out-of-class assignments. You will need a laptop for some class exercises and pen and paper for other exercises. In addition, you will work as an individual or with a group to complete a final project, which you will present during class on Friday, July 5th (see July 5th entry in syllabus, below). Canvas Articles, videos, links to sources, focus questions, and all assignments will be posted on Canvas, an online portal you can access at any time. NOTE: All seminar content and assignments are subject to change. Seminar Content and AssignmentsJune 24, 2019 The Search for Causes: Why Do People Commit Crimes??There is no one theory, idea, or reason that clearly states why people commit crime. Even the experts disagree whether crime is the primary result of social, economic, biological, psychological, or personal causes. A particular motive may lead one person to commit a crime, while a certain psychological or biological factor may lead a different person to commit the same crime. Another person may be led by a combination of factors. We will explore the most prevalent factors, and combinations thereof, in an effort to understand why people commit crimes in an effort to set the foundation for our exploration of appropriate responses. ?Focus QuestionsConsidering different types of crimes (violent, theft, public order, organized, etc…), what motivations might a person be acting upon when committing a crime?What is the "driving force" that leads to the actions constituting a crime? Does where or when a person commits a crime indicate why they commit a crime? In analyzing how a person commits a crime, does it indicate why they committed that crime??Learning ResourcesSociological: 3.1 Lesson 2 - Social Learning Theory as an explanation of Criminal Behaviour?Biological: The most important lesson from 83,000 brain scans | Daniel Amen | TEDxOrangeCoast?Psychological: ?Environmental: environmental theory; or Crime and locality?Biological & Psychological: theories: June 25: Watch: prepared to identify what theories of criminology are identified in this video and whether you agree with them, or not, and why? Are the theories highlighted in the show particular to a specific type of crime? If so, which types of crime? June 25, 2019Responses to Crime: Criminal Law?In the United States, government plays a primary role in responding to acts that it defines as criminal. Legislators are responsible for creating laws. In doing so, legislators may be motivated by particular feelings and beliefs about the conduct of others and their impact, or lack of impact, on individuals and the community. They are also prevented from passing any law that violates the Constitution. We will explore how government officials create laws defining a particular act as criminal and the beliefs, laws, and pressures that may push them to craft laws in a particular manner. In addition, we will discuss how courts and other actors contribute to the creation and utilization of the criminal justice system.?Focus Questions:Technically, how are laws created? What is the impetus for the creation of various laws? What makes something a law and who makes it a law? How are criminal laws defined and structured? As it concerns criminal law, what is an element?What role does intent play in defining a crime?What role do those who work in the courts play in responding to criminal behavior? ?Before June 26: Watch: prepared to present how the content of "The Edge Effect" could apply to understanding criminal behavior and what it could mean for deterring or preventing criminal behavior? ?June 26, 2019 Responses to Crime: Responses by Society and Law EnforcementBoth our society, as comprised by those living in the community around us (local, county, state, federal, world communities), and our governments (state, federal, and global) react when community members commit criminal acts. We will explore the measures taken in the aftermath of crime, including prevention of future crime by others and deterring persons who commit the crime from committing future crimes. We will also analyze whether societal responses are more effective than governmental responses. ?Focus Questions:What impact do different types of crimes have on a community?Which community experiences the impact? Does the impact of crime on various communities alter the response? Does the reason why a person commits a crime alter the response? Should it? What are the most effective ways to decrease recidivism? Does the reason why a person commits a crime adjust the response so as to decrease recidivism? ?SITE VISIT: Police Department: We will visit a police department and learn about the typical and atypical responses that police departments take in response to criminal acts. ?Before June 27: Watch: ? What is the cause of the opioid epidemic in America? What should society and government do to help others through addiction and end the abuse of opioids and other illegal substances? If you do not believe that society and/or government should help others, be prepared to explain your belief and the reasons supporting your belief. ?June 27, 2019Effective Responses to CrimeWe will use the first part of the day to focus on the nature of police work: what do the police do, what resources do they use, and what are the limitations that restrict police action. We will also explore police powers, and the limitations of those powers, as defined by the constitution and other laws or policies. Having explored both societal and government responses to crime, we will explore the effectiveness of various responses and how societal and police responses can be improved. ?Focus Questions:What goals do society and government hope to achieve in their response to criminal acts? What responsibility does a community have, if any?What role do the police and law enforcement officials have? What responses by society and law enforcement are most effective? What responses are the least effective? Why? Before June 28: Watch: "On the Knifes Edge." Be ready to discuss the use of therapy and other probationary opportunities that might, or might not, lead to less crime in the future. ?June 28, 2019Adjudication of Criminal Cases?While most would say that the overarching goal of the system is "justice," it is a word that is difficult to define. We will explore the different perceptions of justice and how those color ones view of what needs to be maintained and changed within the system to reach justice. In order to understand justice as operating through a “system,” we will map ways individuals may enter, proceed through, and leave the system.?The somewhat less interesting issue of legal procedures operating within the administration of justice will come to life when experienced through real-life cases. The adjudication of a criminal case has multiple screening techniques utilized to accomplish a multitude of goals. You will identify those goals and analyze whether the most common procedures in the areas of charge screening, motion practice, pleas, and trial are effective in achieving the desired goal. ?Focus Questions:What are the goals of the criminal justice system?Who implements these goals? Do different participants have different goals? If so, does that impact how other participants interact with each other? What impact does procedure have on a person's experience with, or feelings towards, the system that administers the procedures??SITE VISIT: Courthouse: We will travel to a courthouse, observe all the sessions, and see the inner workings of how the courthouse operates and responds to a variety of different types of adjudications of criminal cases. ?Before July 1:Watch: considering a system of plea-bargaining, what benefits are experienced and by whom? How is the process detrimental and to whom is it detrimental? What do you think about the suggested solutions? Can you think of other solutions? What are the upsides and downsides that society would encounter if the system were changed?July 1, 2019Adjudication of Criminal Cases?Focusing on the United States' criminal justice system, we will continue to look at how cases are adjudicated through the system with a focus on alternatives to adjudication. Alternatives to the traditional model of criminal adjudication have developed at a rapid pace in the past 10 years. We will discuss why the growth of alternatives have been rapidly increasing. We will explore in what circumstances alternatives to adjudication work better and when the traditional model of adjudication works better. Focus Questions:What are the goals of the “traditional” model of adjudication? In what ways does the traditional model work to reach those goals? In what ways does it fail to reach those goals? Why have alternatives to the traditional system been developed? In other words, what needs were unmet that led to the development of alternatives? Are the alternative models more effective in reaching the desired goals than the traditional system?Before July 2: ?Watch:?. ?Be prepared to explain the “broken windows” theory and the impact it had on procedures in the justice system. Also, what impact did it have on those subject to the procedures based on the “broken windows” theory? ?July 2, 2019Adjudication of Criminal Cases: Sentencing?Sentencing is one of the most difficult procedures in the criminal justice system. The impact on individuals, communities, and society as a whole is significant. The opportunities for a better future are also significant. We will explore the theories that have shaped a variety of sentencing approaches. We will also explore the traditional methods (probationary supervision and/or incarceration) and the untraditional methods (civil penalties, programs, restorative justice, diversion to programs or treatment) to “sentencing” individuals who have committed criminal acts. We will use real cases to highlight the challenges, impacts, and opportunities. ?Focus Questions:Think about the goals that we previously defined as primary in the criminal justice system. What are the goals specific to sentencing? What factors should a judge use to determine an appropriate sentence? What factors should a prosecutor use in making a recommendation for a particular sentence? What factors should not be used? What role does personal experience, unconscious or conscious bias, and convincing advocacy have to do with determining the appropriate sentence? Should these factors have a role?Before July 3: Watch: video paints one picture. What additional information would you want to know before deciding if you agree with the conclusions drawn by the video-makers? ?July 3, 2019Adjudication of Criminal Cases: Sentencing to Incarceration?State sanctioned removal of a person from their community and society has reverberating impacts on the individual and community in both the short and long term. We will explore the theory originally used in the United States to support a sentence to incarceration and whether that theory is still relevant in today’s society. We will look at how incarceration has evolved (including for-profit prisons and “treatment” units in prisons) and explore the place that incarceration has in the future of the criminal justice system, if any. Focus Questions:Why is the prison system also called the “corrections” system? What role does incarceration play in sentencing those who commit crimes?What part does retribution, rehabilitation, incapacitation, deterrence, or restoration play in imposing a sentence to incarceration? Does your view about the use of incarceration depend on the environment in the particular prison? ?SITE VISIT: House of Correction: We will tour parts of the Suffolk County House of Correction and hear from experienced staff. Be prepared with questions. NOTE: A specific permission slip is required for this tour. Make sure you fill out the permission slip and have it signed by a parent or legal guardian. ??July 4, 2019Holiday. No seminar today.?July 5, 2019Presentation of Final Projects: 9:00 am to 12, noon.?This final project is designed to give you the opportunity to dive deeply into a particular subject of interest to you and teach your classmates about that particular subject. Students will work in groups of 2 or 3, depending on the subject matter. All proposals are subject to my approval (see “steps,” below).ProjectPresent to the class a particular challenge in the criminal justice system and propose an effective solution to that problem. Focus on identifying the exact nature of the problem and propose a solution that can realistically be implemented to solve some or all of the particular problem. STEPS1st Step: Chose a topic. We will do this in class and form our groups.2nd Step: Do some initial research into that topic to see what you, specifically, want to present.3rd Step: Clear the specific subject with Professor Miller.4th Step: Create an outline of your presentation script. Also, determine how you are going to present your project. Consider multimedia and multisensory enhancements to your presentation. You may also use “non-traditional” methods, subject to approval.5th Step: Present your final Project on July 5th. The length of your presentation will depend on class size. ?____________________________________________________________________________________Classroom Etiquette:On our first day, we will work together to develop some classroom guidelines. Discussion of the issues, above, may raise sensitive issues that may challenge your beliefs. Therefore, we will maintain the following norms: Students will be prepared to state why they may hold a belief.Students will use "I" statements - indicating "I believe…"Students will strive to be open to others beliefs and experiences.In all discussions, we will intend to be respectful and strive to understand that good people hold different beliefs.No laptop, phone, or any electronic device may be used while class is in session, unless I give permission. We will take periodic “electronic” breaks, where you can use your electronic devices. ?Written and Interactive Work: The majority of the assignments will constitute exercises where you will deliver oral reports to the class or make presentations as a team. Some assignments will involve written journaling. I will provide guidelines for each exercise and assignment. ?Written assignments must be typed, edited, grammatically correct, and cohesive. Cite sources you use to support your points – articles, books, websites, etc …. No specific citation style is required, but the reader should be able to find the source by reading the information you give them. Hyperlinks to websites are acceptable.?For writing support, please contact the Connors Family Learning Center. Attendance: Attending class is an important component of learning. Students are expected to attend all class sessions. When circumstances prevent a student from attending class, the student is responsible for contacting me before the class meets. Consistent with BC’s commitment to creating a learning environment that is respectful of persons of differing backgrounds, we believe that every reasonable effort should be made to allow members of the university community to observe their religious holidays without jeopardizing their academic status. Students are responsible for reviewing course syllabi as soon as possible, and for communicating with the instructor promptly regarding any possible conflicts with observed religious holidays. Accommodation and Accessibility: Boston College is committed to providing accommodations to students, faculty, staff and visitors with disabilities. Specific documentation from the appropriate office is required for students seeking accommodation in Summer Session courses. Advanced notice and formal registration with the appropriate office is required to facilitate this process. There are two separate offices at BC that coordinate services for students with disabilities: ● The Connors Family Learning Center (CFLC) coordinates services for students with LD and ADHD. ● The Disabilities Services Office (DSO) coordinates services for all other disabilities. Find out more about BC’s commitment to accessibility at bc.edu/sites/accessibility. Scholarship and Academic Integrity: Students in Summer Session courses must produce original work and cite references appropriately. Failure to cite references is plagiarism. Academic dishonesty includes, but is not necessarily limited to, plagiarism, fabrication, facilitating academic dishonesty, cheating on exams or assignments, or submitting the same material or substantially similar material to meet the requirements of more than one course without seeking permission of all instructors concerned. Scholastic misconduct may also involve, but is not necessarily limited to, acts that violate the rights of other students, such as depriving another student of course materials or interfering with another student’s work. Please see the Boston College policy on academic integrity for more information. Boston College Mission Statement: Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry. ................
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