SOCIOLOGY 216: CRIMINAL JUSTICE
Fall 2014
Instructor: Kathy Fox, Ph.D.
Office: 107 Benedict House, 31 S. Prospect St. (Sociology department)
Contact Info: 656-2170 or kfox@uvm.edu
Class Meetings: Tues. & Thurs. 2:30pm-3:45pm, seminar (room 100) Benedict House,
Sociology building
Office Hours: Mondays, 1-3pm & Tuesdays, 12-2pm (and other times by appointment)
COURSE DESCRIPTION
“The more laws the more offenders.” ~Thomas Fuller, Gnomologia, 1732
This course will offer an in-depth analysis of current conceptual issues in justice,
including philosophies of justice, the role of discretion, the media, and the role of
power/interests. In exploring these concepts, we will do so by using particular issues,
such as sex offender registries, sentencing controversies, the use of shaming of
offenders, what constitutes a legal search, and obstacles to successful offender
community reentry (to name but a few). The larger frame will be a consideration of how
we determine what is just and what “works.” In addition and more generally, the course
will cover the maintenance of social order, and how notions of the "greater good,"
morality and freedom are balanced and legislated. We will also learn a bit about the nuts
and bolts of the criminal justice system, but will primarily concern ourselves with the
sociological significance of the way the system works and “should” work and the
practical and ethical consequences of social control.
In addition, this course is designated as a Service-Learning (SL) course, which
means it has a component that integrates course content with service to a community
organization. This semester we have four different options to choose from; each option
involves ten hours of work outside of class. Service-learning deepens learning—hands
on experience in criminal justice gives greater meaning to the course readings, and the
readings provide more substance to the experiences in the field.
GOALS & OBJECTIVES
Goals:



Students will be able to analyze critically the inner workings of the criminal justice
system through active engagement and synthesis of texts
Students will be able to recognize the sociological significance of criminal justice,
examined through a series of problem questions
Students will be able to research and write and present in a sophisticated and
sound way, with proper citation and argumentation



Students will be able to work in groups, play different roles in class, bring textual
information to their roles, as well as provide group feedback
Students will be able to read articles/texts for clarity and nuance and discuss and
write about them
Students will learn how to be effective public speakers and presenters
COURSE REQUIREMENTS
Reading
There are two required books plus some online articles. Both books are available
through the University Store. If you order them elsewhere, please make sure you order
the correct edition. Books will also be on 2 hour reserve at Bailey-Howe library. There
are additional assigned reserve readings available through electronic reserve through
the Bailey-Howe homepage or via Blackboard.
1. Alexander, Michelle. 2011. The New Jim Crow: Mass Incarceration in the
Age of Color-blindness. New York: The New Press.
2. Kubrin, Charles E. and Thomas D. Stucky, 2013. Introduction to Criminal
Justice: A Sociological Perspective. Stanford, CA: Stanford University
Press.
EVALUATION METHODS
15%=Analytical paper (3-5 pages)
15%= Supreme Court debate & analysis (3 pages)
10%=Group reading presentation
30%=Service-Learning project & analysis (3-5 pages)
15%=Group Presentation (includes Powerpoint or other visual representation)
15%=Performance (includes attendance, participation, random reading presentations)
100% of final grade
Breakdown:
ANALYTICAL PAPER (3-5 pages)
Read the “Racial Disparities in Traffic Stops” report posted on Blackboard under
“course materials.” Guidelines for paper will be handed out later but as you read “The
New Jim Crow,” pay attention to how the author’s arguments might relate to the report.
Paper due: Thurs. 9/25
SUPREME COURT DEBATE & BRIEF ANALYSIS (3+pages)
Description of assignment is at the end of the syllabus.
In class Debate Tues. 10/14 (bring notes!)
Paper due Tues. 10/21
GROUP READING PRESENTATION
This assignment involves groups of three or four representing one of these
stakeholders in the criminal justice system: police, attorneys, judges, corrections
personnel. Each group will present on an article or two related to your group.
Police: chpt 9 or 11 in Kubrin and Stucky text (9/18)
Attorneys: chpt. 15 or 19 in Kubrin and Stucky text (9/30)
Judges: chpt. 17 or 18 in Kubrin and Stucky text (10/16)
Corrections: chpt. 23 or 24 in Kubrin and Stucky text (11/06)
SERVICE LEARNING PROJECT & ANALYSIS
Each person will select from the following four service-learning options: 1) Create
survey of correctional guard attitudes for Dept. of Corrections; 2) Volunteer at women’s
prison for extended Kidsapart parent-child visit (program for mothers and children); 3)
help run a book group at women’s prison; 4) volunteer in State’s Attorney’s office doing
intake for Rapid Intervention Community Court. The volunteer hours outside of class on
these projects is a minimum of ten hours. Note that options 2 and 3 require a
background check and facility training. Regardless of which service learning option you
choose, you will write an individual paper in which you compare your experiences to the
literature on the subject and do a group presentation (all those who chose that service
option).on the volunteer setting/experience.
Paper due Tues. 12/9 by noon (upload to BB)
GROUP SERVICE-LEARNING PRESENTATIONS
These presentations will be in groups and will represent (group) research done
on one aspect of your community engagement/service-learning project. Tasks will be
divided up and each student will be accountable for a piece of the research and the
presentation. Presentations will be approximately 10 minutes long and include some
visual representation. Specifics will be handed out later.
Presentations: Tues. 12/2 & Thurs. 12/4
Paper Due: Thurs. 12/12 by noon
PERFORMANCE
Performance refers to students’ general level of preparedness and engagement. Students
must perform in ways that demonstrate: a) they have read and thought about the material;
b) they are ready to discuss it; c) they could write about or present on it. To demonstrate
these, obviously students must be present and awake! Attendance will be counted but also
evaluated for engagement. Participation in the discussion is one measure of engagement.
Also, I will post items on Blackboard for students to read and comment on the discussion
board. Chronic lateness will be regarded as poor attendance. All of these will factor into an
overall performance grade.
A) Attendance (5%)
More than one unexcused absence will result in a .01 reduction for this 5% unless
for documented emergencies, such as illnesses or other excusable absences.
Longer term absences must be fielded by the Dean’s office in Arts & Sciences (6563344). Two absences=.04 for attendance, three absences=.03, etc.
B) Participation (5%)*
Students needs to participate to show active engagement with the course materials.
There are several components to good participation:
o
Speaking thoughtfully and analytically about the reading and course
discussion
o
o
o
Asking thoughtful questions
Connecting themes in the course
Posting to the discussion board
C) Random Reading Presentations (5%)
Each student will be called on 3 times during the semester (randomly) and will be
expected to present a summary of the reading on the spot for the class. Yes,
seriously!
The mini-presentation should cover well:
o
o
o
o
What the article was about
What its thesis was
What its strengths and weaknesses were (give specific examples)
What the significance is related to what’s been discussed and read in
class
Here is how the system will work: students must be ready for this on any day. Each student
gets one “get out of jail free” card and is only responsible for two times. Students will
receive either a + or a – for their turns;
--if they receive two plusses (out of 3), they get 5%.
--if they receive three plusses (out of 3), they get an extra 5% attached to their final grade
--if they receive one plus (out of 3), they get 3%
If they receive zero plusses (out of 3), they get 0%
These could be any day beginning Thurs. 8/28.
*If a student is reluctant to speak in class, posting on BB is an option to show engagement.
NOTE: All assignments must be completed in order to pass the course! Even if
they are turned in too late to receive any points, they must be completed.
IMPORTANT POLICY INFORMATION
Students remaining in this class after the first meeting and after receiving a copy
of this syllabus are implicitly agreeing to these terms. Those students who add the class
later are nonetheless responsible for all information in this syllabus.
MAKE-UP POLICY
Papers must be taken/turned in at the scheduled time listed in the course
schedule that follows, except in cases of dire emergencies which can be and are
documented, subject to my approval. In such emergencies, the student should contact
me within twenty-four hours of the scheduled exam time/due date, unless it is physically
impossible for her or him to do so, in which case the student should be prepared to
document that impossibility. Papers lose half a letter grade for every day they are late.
Final papers will not be accepted late.
ACCOMMODATIONS
In keeping with University policy, any student with a documented
disability interested in utilizing accommodations should contact ACCESS, the
office of Disability Services on campus. ACCESS works with students and
faculty in an interactive process to explore reasonable and appropriate
accommodations via an accommodation letter to faculty with recommended
accommodations as early as possible each semester. Contact ACCESS: A170
Living/Learning Center; 802-656-7753; access@uvm.edu; or
www.uvm.edu/access.
ACCESS students should communicate their requested accommodations via
proper documentation as soon as possible. Students taking exams in ACCESS (exam
proctoring center) must take the exam at the regularly scheduled time unless approved
by me in advance; exams must be scheduled two weeks in advance.
RELIGIOUS HOLIDAYS
Students have the right to practice the religion of their choice. Each semester
students should submit in writing to their instructors by the end of the second full week of
classes their documented religious holiday schedule for the semester. Faculty must
permit students who miss work for the purpose of religious observance to make up this
work.
ACADEMIC INTEGRITY
Violations of the Code of Academic Integrity are any acts which would have the
effect of unfairly promoting or enhancing one's academic standing within the entire
community of learners. Such acts are serious offenses and will not be tolerated. Any
suspected violations of the Code will be forwarded to the Center for Student Ethics &
Standards. Students should be familiar with and take seriously the Academic Honesty
policy of the University. I expect all students to know what constitutes an offense against
academic integrity so that problems of this nature can be avoided altogether. Because I
am communicating this expectation, ignorance of the policy cannot be justified and
offenses will be penalized. The policy can be found at
http://www.uvm/edu/~dosa/handbook/?Page=Academic.htmlhttp://www.uvm/edu/~dosa/
handbook/?Page=Academic.html
CITATION/GRAMMAR
Proper citation for sociology papers can be found at:
http://lib.trinity.edu/research/citing/asa%20style%20citations.pdf
If you need grammar help/clarification, refer to this great site:
http://owl.english.purdue.edu/handouts/grammar/
CLASSROOM CONDUCT
I treat students respectfully and I ask that students do the same for me. This
means that students cannot disrupt class, as defined by me. Please turn off cell phones
before class. Any cell phone use, text messaging, excessive talking, sleeping, coming in
late or leaving early, overt inattention (e.g. doing other homework), or inappropriate
laptop usage (e.g. anything other than note taking, such as using Facebook) during
class constitutes a violation of classroom conduct code (see below) and can be
penalized.
We will have a three strikes rule: first offense will warrant a warning; second
offense, you will be required to leave the classroom and the class will decide on a way
for students to make amends. A third offense may warrant a disciplinary process through
the judicial council and a potentially lowered grade.
University Classroom Code of Conduct
Faculty and students will at all times conduct themselves in a manner that serves
to maintain, promote, and enhance the high quality academic environment befitting the
University of Vermont. To this end, it is expected that all members of the learning
community will adhere to the following guidelines:
1. Faculty and students will attend all regularly scheduled classes, except for those
occasions warranting an excused absence under the University Attendance Policy
(e.g., religious, athletic, and medical).
2. Students and faculty will arrive prepared for class and on time, and they will remain in
class until the class is dismissed.
3. Faculty and students will treat all members of the learning community with respect.
Toward this end, they will promote academic discourse and the free exchange of
ideas by listening with civil attention to comments made by all individuals.
4. Students and faculty will maintain an appropriate academic climate by refraining from
all actions that disrupt the learning environment (e.g., making noise, ostentatiously not
paying attention, and leaving and reentering the classroom inappropriately).

The instructor has the right to alter the student's grade if he or she
does not abide by UVM's classroom code of conduct. In addition,
students can be subject to judicial review for inappropriate conduct in
class.
GRADING SCALE
Grades are calculated on a 100 point scale:
A
AB+
B
BC+
=
=
=
=
=
=
93-100 points
90-92 points
87-89 points
83-86 points
80-82 points
77-79 points
C
CD+
D
DF
=
=
=
=
=
=
73-76 points
70-73 points
67-69 points
63-66 points
60-63 points
below 60 points
STUDENT COMMUNICATION
Students should be aware that it is their responsibility to keep me apprised of
problems they are having in the course or in general, so that we can deal with issues
appropriately. If a student does not keep me informed and expects an "eleventh hour
reprieve," s/he will be out of luck. Therefore it is in your interest to communicate with me
regarding matters that affect your performance in the class. In addition, being in college
can be a difficult experience--intellectually, socially, and emotionally-- if I can help, I will
try.
BLACKBOARD/EMAIL
Our class will have a course site on blackboard, which will have the syllabus and
other announcements, as well as the links you need for our assignments. Occasionally I
will post other links of interest and students can post for discussion if they so choose.
The address is: http://bb.uvm.edu.
Students are required to check their UVM e-mail accounts regularly for
communication about the course. I will only respond to UVM email accounts. I will
make announcements and changes regarding the course via e-mail. If you are not in the
habit of checking that account, you will miss information for which you are still
responsible. Students are also encouraged to e-mail me with thoughts they have but did
not bring up in class.
CELL PHONES/LAPTOPS
Laptops may be used for notetaking only. I reserve the right to ban them if they
are used for other purposes. Recording of class is prohibited unless necessary for an
accommodation, documented via the ACCESS office. Cellphones: Turn them off. Don’t
use them. Don’t text. Don’t fiddle with them. Seriously.
COURSE SCHEDULE
Readings are due on the date listed. “BB” refers to the articles placed on Blackboard.
Books are listed by authors’ or editors’ names.
DATES
TOPICS
WORK DUE
T) read syllabus
TH) Kubrin & Stucky, chpts. 1 & 2
Week 1
(8/26-8/28)
Introducing justice
concepts
(Random reading presentations
begin!)
[must email me by end of the day
about S/L option]
Week 2
(9/02-9/04)
Week 3
(9/09-9/11)
How does the system of
T) Kubrin & Stucky, chpt. 25
criminal justice work?
How is it supposed to
TH) Alexander, chpt. 1
work?
What is the role of
culture/media in crime
control?
T) Kubrin & Stucky, chpt. 26
TH) BB: “Amber Alert as Crime
Control Theater”
T) Kubrin & Stucky, chpts. 3 & 5
Week 4
What is the promise of
due process?
(9/16-9/18)
TH) Kubrin & Stucky, chpt. 8;
Alexander, chpt. 2
Police group presents article
T) BB: “Racial disparities in traffic
stops”
Week 5
Due process continued
(9/23-9/25)
TH) Kubrin & Stucky, chpt. 10
Analytical paper due!
Week 6
T) Alexander, chpt. 3
Discretion in the criminal
justice system?
Attorney group presents article
(9/30-10/2)
Week 7
(10/07-10/09)
How best to reduce
crime?
TH) Kubrin & Stucky, chpts. 12 &
13
T) BB: “Thinking about Crime
Control”
TH) Kubrin & Stucky, chpt. 22
T) Alexander, chpt. 4
Supreme Court debate
Week 8
(10/14-10/16)
How to interpret and
apply the Constitution
TH) Kubrin & Stucky, chpt. 21
(assignment on last page of
syllabus)
Judges group presents article
Week 9
(10/21-10/23)
What works?
Why don’t we do it?
T) BB: “Towards rational and
evidence-based policy” (Mears)
Brief Analysis paper due!
TH) BB: “Restorative justice &
procedural justice”
T) Alexander, chpt. 5
Week 10
What is justice?
(10/28-10/30)
TH) BB: “What works and what’s
just”
T) BB: “Myth that punishment
reduces crime”
Week 11
Crime myths
TH) Kubrin & Stucky, chpt. 30
(11/04-11/06)
Corrections group presents
article
Week 12
(11/11-11/13)
Balancing freedom &
security
Week 13
T) Kubrin & Stucky, chpt. 16
TH) Kubrin & Stucky, chpt. 29
T) Alexander, chpt. 6
So what?
(11/18-11/20)
TH) Kubrin & Stucky, chpt. 27
Week 14
Happy
Thanksgiving!
(11/25-12/27)
T) Presentations
Week 15
(12/02-12/04)
Student presentations of
TH) Presentations
service learning
FINAL PAPERS DUE: Tues. Dec. 9th @ noon via BB upload. Late papers not accepted.
Presentation Schedule:
Tues. 12/02
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
Corrections survey group
State’s Attorney group
Thurs. 12/04
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Kidsapart group
Book group
Supreme Court Debate & Analysis Assignment
Debate: 10/15
Paper due: 10/22
This assignment involves students analyzing an amicus brief submitted on this Supreme
Court case. The specifics of the assignment are listed at the end of this page. Students
will prepare for the debate based on assigned sides. Students will read a brief assigned
for their side. After the debate, students will review the points’ raised by their opponents
and incorporate both sides into a paper submitted one week later.
Students who miss the debate (unexcused) will lose one point, and students who show
up but don’t participate will also lose one point from the brief assignment.
Supreme Court case: 01-332 (2002) Board of Education v. Earls
I will assign you to the pro or con side. I will link the briefs on Blackboard under “debate.”
But you can also find these and others online.
a) Pro drug testing side:
Department of Justice Amicus Curiae brief:
http://supreme.lp.findlaw.com/supreme_court/briefs/01-332/01-332.mer.ami.usa.pdf
b) Anti drug testing side:
Juvenile Law Amicus Curiae brief: http://www.jlc.org/legal-docket/board-education-vearls
PAPER ASSIGNMENT:
After reviewing both sides’ briefs, and reviewing the notes taken about your opponents’
arguments, write a three page paper in which you:
 Identify which side you were assigned, and summarize your side’s position, as
well as the 2 or 3 most important arguments made in the brief.
 Summarize the 2 or 3 most important arguments made on the opposing side
 Describe the forms of evidence each brief offers in support of its position In doing
so, evaluate the brief’s persuasiveness/strengths (in terms of their arguments or
their evidence and the relationship between the argument and evidence)
 Describe the brief’s weaknesses (in terms of their arguments or their evidence
and the relationship between the argument and evidence)
 Incorporate information from Kubrin and Stucky chpt. 10 and the New Jim Crow
book. Be specific in outlining how the points made in the chapters relate to this
case and be sure to cite the chapter properly.
 Where applicable, mention the other side’s arguments in relation to the ones in
your brief. In other words, how would the other side respond?