NEW COURSE PROPOSAL FORM
PROPOSED BY: DR. AARON HOFFMAN
PROPOSAL DATE: _______________________
I. COURSE INFORMATION
1. Course Title: Constitutional Law
Number: __________________
You may propose a course number on the title line if you wish
Number assigned by Registrar
2. Department of the Course: Political Science
3. Course Level (circle one):
FR (100)
SO (200)
JR (300)
SR (400)
GRAD (500+)
Rationale for Course Level: _____course is a challenging law school- modeled course that assumes some
basic civics knowledge___________________________________________________________
4. Credit Hours: 3
If this course deviates from the standard course schedule and credits (3hrs per week, 14 weeks, 3 credits),
you must provide a rationale.
Rationale for Credit Hours: N/A
5. Prerequisites and/or Restrictions (e.g. majors only), if any: Junior/Senior status or permission of
instructor
6. Describe the method of delivery (e.g. lab, online, etc): Lecture
7. Course Fee, if any: None
Note: course fees are set annually and apply on an academic year cycle beginning in fall.
8. When will this course first be offered? Fall 2012
9. Instructor: Lee Remington Williams
Attach instructor’s CV for first-time, part-time faculty.
10. Frequency (e.g. every spring): Every Fall
11. Typical Section Size (how many students): 30
12. Is it graded on the A-F grading scale, or is it Pass/Fail only? A-F
13. Is the course repeatable as an elective (e.g. is it a topics course)? __No_________________________
14. If this course can be cross-listed, indicate dept and number of other course: ____NA_______
15. Catalog Description: A study of constitutional law, with emphasis on the power of
government, the role of the judiciary in applying constitutional standards to the issues of
separation of powers, federalism, and economic regulation.
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II. RATIONALE, CURRICULAR IMPACT, AND ASSESSMENT
1. Rationale for the introduction of the course: Constitutional Law has been offered in the past with Civil
Liberties as one course. Due to the enormity of the material available in these areas, it is believed that
dividing these courses into separate classes would be beneficial to political science and pre-law students.
2. Procedures used to establish that this course avoids substantial duplication with other courses:
examination of the catalog____________________________________
3. List all departments or programs affected by this addition (include descriptions of communications
with chairs/directors of these depts):
___________________NA_______________________________________________________________
_____________________________________________________________________________________
4. How will the instructional costs of the course will be covered (Is another course being dropped from
the schedule? Will the course require a new hire? Are student enrollments sufficient throughout this
department’s curriculum to justify the addition of another course?)
There will be no additional instructional costs associated with this course, as it has been offered in the
past. Political science has also added a new full-time faculty member, justifying the additional courses.
5. New resources needed (library holdings, technology, equipment, materials, etc): None
6. Does the course fulfill a General Education requirement? _______YES
____X____NO
 If yes, which Gen Ed requirement? __________________________________________________
 Which of the Gen Ed learning objectives does it address? N/A
(Refer to the end of this document for the list of objectives)
7. Can the course fulfill a requirement:
 for the departmental major?
___X____YES ________NO
 for the departmental minor?
___X____YES ________NO
 for requirements in other depts/programs?
_______YES ___X____NO
Include a specific explanation if “yes” for any (e.g. it fulfills an upper-level major elective requirement, or
it is a required course for the minor, or it is required for pre-med, etc): It can fulfill an upper-level major
elective requirement
8. How does this course address the department’s stated learning outcomes? Students will develop an
understanding of American government by learning the intricacies of the American Constitution
and how the American government is structured.
9. Does this course address the learning objectives of the QEP? ___X____YES ____NO
If yes, describe how, making reference to the outcomes noted on the last page of this document:
This course will apply a global perspective to analyses of social, economic, political, and environmental
issues by comparing aspects of American Constitutional Law to that of other nations. Students
will also gain an understanding of how American law evolved from the influences of other
nations, as well as how American law has influenced other nations.
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III. REVIEWS AND APPROVALS
1.
2.
3.
4.
Department Action:
_____Approved
_____Not Approved
Department Chair Signature:
_______________________
Date
__________________
Proposal must be reviewed by the Registrar and Library Director before submission to the
College or School (an email can be attached in lieu of these two signatures).
Registrar Reviewed
Library Director Reviewed
Signature/Date:__________________
Signature/Date:__________________
College/School Action:
_____Approved
Dean’s Signature:
_______________________
__________
__________
_____Not Approved
Date
__________________
Faculty Council Coordinating Committee Action:
_____ Forward to Undergraduate/Graduate Ed Affairs as an informational item only.
(circle one)
_____ Forward to Undergraduate/Graduate Ed Affairs as a voting item.
(circle one)
Coordinating Committee Chair Signature: ___________________
Date
___________
As stated in Chapter 2 (University Governance System), all course, program, and curricular issues, having
first been sent to the Faculty Council Coordinating Committee after School approval, will be sent to the
Undergraduate Affairs or Graduate Affairs Committee.
5.
Educational Affairs Committee Action:
_____Approved
_____Not Approved
Signature:
Undergraduate/Graduate Ed Affairs Chair:
OR
____Info Item Only
___________________________
(circle one)
Date of Ed Affairs Committee Action:
___________________________
***Ed Affairs Chair will forward final proposal to the Registrar for permanent archival***
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Bellarmine University Course Syllabus
Semester and Year:
Course Number and Title:
Instructor: Lee Remington Williams
Class Days and Time:
Class Location:
Office Hours:
Office Location:
Phone Number:
E-mail Address:
Course Description
A study of constitutional law, with emphasis on the power of government, the role of the
judiciary in applying constitutional standards to the issues of separation of powers and
federalism, and how individual rights are protected under the Constitution.
This is an introductory course in Constitutional Law. It will familiarize students with the
development of constitutional law in the United States. Specifically, we will study United States
Supreme Court decisions addressing constitutional structure, governmental authority, separation
of powers, federalism, and economic regulation. We will also cover the Bill of Rights, privacy
rights, and the Equal Protection Clause. The class will function much like a law school course;
therefore, it will not be easy. You should walk out of this class knowing how to brief, read, and
understand Supreme Court decisions and have a working knowledge of the basic aspects of
Constitutional Law and Civil Liberties.
Learning Outcomes and Assessment Strategies
Bellarmine Political Science
Objectives
Students will develop an
understanding of American
government.
How this objective will be demonstrated
At the beginning of the course, we will read
and discuss the Constitution in its entirety.
This will give students an overview of how
the American government is structured.
Students will demonstrate their knowledge
of American government in the class
discussions, written assignments, and
examinations.
In this class, we will discuss various theories
on judicial interpretation and how judges
approach decisions. Students will learn to
read court decisions and recognize these
different theoretical approaches.
Students will develop an
understanding of political theory.
Students will develop an
understanding of international
politics.
Throughout the course, we will compare
aspects of American Constitutional Law and
Civil Liberties to that of other nations.
Students will also gain an understanding of
how American law evolved from the
influences of other nations.
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Students will comprehend the
We will discuss the various approaches
approaches used by political scientists undertaken to study judicial politics
to understand politics.
throughout this class. Students will be able
to demonstrate their own chosen approach to
constitutional interpretation when they
participate in the moot court exercise at the
end of the semester.
Course Methodology
This course will consist of class lectures on the cases and readings, panel discussions on
cases, a written assignment, moot court scenarios, and exams. Specifically, your grade will be
based on the following components – two exams, panel performance, one written assignment,
and one moot court performance.
In this class, you will be forced to look at issues from both sides and to critically evaluate
political topics from every angle. Accordingly, please remember that this University and this
Instructor will respect the dignity of all and will value differences of opinions among all
students. Everyone has the right to respectfully disagree. Any student who shows his/her
unwillingness to respect others will be referred to higher administrative authorities.
I am always happy to answer any questions you have regarding this material. In addition,
I am willing to read rough drafts of any writing assignments and offer suggestions. My job is to
teach you and my offerings of assistance are for your benefit; I strongly suggest you take me up
on these offers!
Required Texts
1. Varat, Jonathan D., William J. Cohen, and Vikram Amar. 2009. Constitutional Law:
Cases and Materials. Concise 13th Edition. New York: Foundation Press.
2. Varat, Jonathan D., William J. Cohen, and Vikram Amar. 2009. Constitutional Law:
Cases and Materials 2009 Supplement. 13th Edition. New York: Foundation Press.
3. Emanuel, Stephen L. 2009. Constitutional Law Outlines. 27th Edition. New York:
Aspen Publishers.
Optional Texts and Resources
 The Legal Information Institute’s Supreme Court database at Cornell University Law
School. Website: http://www.law.cornell.edu/supct/
 Findlaw -- http://www.findlaw.com
 The United States Supreme Court website: http://www.supremecourt.gov
 See Bibliography from your textbook and other suggested readings
 Newspapers – The New York Times, Washington Post, Wall Street Journal, etc.
 Television – C-SPAN, other news and political shows
 Magazines – Time, Newsweek, The Economist, etc.
Tentative Course Schedule*
*This Schedule is subject to change. The Instructor will notify you of any changes.
“Text” = Varat, Cohen, and Amar
“Supp” = Varat, Cohen, and Amar supplement
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DATE
SUBJECT
READINGS
Thursday,
August 19
Introduction to Course;
How to Brief a Case;
Begin Constitution
Overview
Thursday,
August 26
Constitution Overview;
Judicial Review;
Threshold Requirements
Read Federalist 10 (find it
anywhere online);
Text: Ch. 1-3 (pp. 1-82)
Thursday,
September 2
Separation of Powers;
Federalism; the
Commerce Clause; 10th
and 11th Amendments
Text: All of Ch. 4 (pp. 83165); Part of Ch. 6 (pp.
214-227 only); All of Ch. 7
(pp. 242-339)
The Bill of Rights; the
Civil War Amendments;
the Due Process Clause;
State Action
Text: All of Ch. 8 (pp.
343-359); Part of Ch. 9
(pp. 359-371; 377-492);
All of Ch. 12 (pp.802895); See Ch.12 update in
Supp.
IMPORTANT
INFO.
Panel Assignments
Discuss Federalist
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Thursday,
September 9
Thursday,
September 16
Thursday,
September 23
Thursday,
September 30
Thursday,
October 7
MIDTERM EXAM
The Equal Protection
Clause; Suspect
Classifications
Text: Part of Ch. 10
(pp. 493-692); See Ch. 10
update in Supp.
Wednesday,
October 20th: Last
day to drop with a
“W”
Thursday,
October 14
Thursday,
October 21
Text: Part of Ch. 10
(pp. 692-705; 742-779);
Thursday,
October 28
Protection of Personal
Liberties: Voting, Right
to an Attorney, Education,
Right to Bear Arms, and
Procedural Due Process
Thursday,
November 4
Speech and Religion
All of Ch. 11 (pp. 780-801);
Read also: Bush v. Gore
(voting), Gideon v.
Wainwright (right to an
attorney); McDonald v.
Chicago (right to bear
arms)
Text: All of Ch. 13 and 14
(pp. 898-1175); See Ch.
13-14 updates in Supp.;
Read also: Citizens v.
FEC, Christian Legal
Society v. Martinez,
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Salazar v. Buono
Thursday,
November 11
Thursday,
November 18
Thursday,
November 25
Thursday,
December 2
Thursday,
December 9
6:30-9:30 pm
NO CLASSES:
THANKSGIVING
MOOT COURT
FINAL EXAM
Course Requirements:
Learning is not a passive process. Students are expected to attend class prepared. In
other words, you will be expected to read the material and be prepared to participate in class
discussions. Participation involves more than merely taking notes. Students are responsible for
reading the required material even if the material is not covered in class. Material from BOTH
lectures and readings WILL show up on exams. Additionally, lectures may cover material that is
not found in your texts. Therefore, it is in your best interest to attend class regularly.
Your grade will be based on the following components – two exams, one written
assignment (either a case brief or an opinion, depending on your assigned role), your
performance in a mock Supreme Court oral argument, and your participation in panel
discussions.
 Exams: There will be a total of two exams. This includes a midterm exam and the final
exam. The midterm exam will test your knowledge of the material covered either in the
texts or in lectures up to the date of the exam; the final exam will test your knowledge of
the material covered AFTER the midterm and will NOT be cumulative. The material on
the exams will come from your texts as well as lectures and class discussions. The exams
may consist of multiple choice, short answer and essay questions. The exams must be taken
on the scheduled dates. Make-up exams will only be allowed for acceptable reasons (see
below).
 Written Assignment and Oral Argument: Each student will participate in a mock Supreme
Court oral argument at the end of the semester. Cases will be based on real constitutional
issues and students will be randomly assigned to them. Students will serve as either
attorneys representing one side or the other OR as one of many justices presiding over the
case. If students are assigned as attorneys, they will write a case brief and participate in oral
argument. If students are assigned to be judges, they will listen to the oral arguments of their
fellow students, ask questions, and then write an individual Opinion.
o Specific details concerning the Written Assignment and the format of the Oral
Arguments, including grading criteria, will be provided at a later date.
o Any written assignments turned in for this class must conform with any further
written guidelines, as well as be double-spaced, 12-point type, one-inch margins,
stapled, and handed into me at the beginning of class on the date due (hard copy
format -- unless I specifically give you permission to submit the paper electronically).
Failure to abide by these requirements will result in a loss of points. Any written
assignments should be written in an acceptable style with references cited properly
(ask the instructor if you are confused by this). Further, your spelling, grammar AND
your arguments will be graded. Late papers (absent an acceptable university
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
excuse) will be subject to a five-point deduction for each day late. Plagiarism will
result in failure.
Participation: Your participation grade will be determined based upon your performance on
panel discussions. During every class, there will be “panel discussion leaders” (how many
leaders there are will be determined by the number of people in the class.) Each of you will
serve on these panels (also to be determined and you will know beforehand) and you will be
in charge of answering questions from me and the class. Questions will be about the Chapter
assigned for that particular day – with accompanying cases/topics within that chapter. This is
as close to a law school experience as I feel like putting you through; keep in mind that you
KNOW when you are going to be called upon, so PLEASE COME PREPARED!! There
should be no excuse for not reading and knowing the cases assigned!! (Note that your class
participation grade is based on my impression of your contributions to the panel discussions.)
Grading
 Midterm Exam
 Written Assignment
 Moot Court Performance
 Panel Participation
 Final Exam
20%
20%
20%
20%
20%
Grading Scale
Grades will be assigned according to the following scale:
A (excellent), B (good), C (average), D (passing) and F (failing)
A+
=
97-100
A
=
94-96
A=
90-93
B+
=
87-89
B
=
84-86
B=
80-83
C+
=
77-79
C
=
74-76
C=
70-73
D+
=
67-69
D
=
64-66
D=
60-63
F
=
0-59
Attendance Policy
I will NOT take attendance in this course. However, as college students, you should
realize by now that showing up for class, reading the material, taking notes, participating in class
discussions, and asking me questions will NEVER hurt your grade and can only have a positive
impact. It is up to you as to whether you show up for class or not. DISCLAIMER: YOU
WILL NOT DO WELL IN THIS CLASS IF YOU DO NOT READ THE MATERIAL
AND/OR DO NOT COME TO CLASS. Further, do not even come to class if you are
unprepared. There is nothing more embarrassing than being put on the spot when you are
unprepared. Noticeably excessive absences and/or tardiness will affect your participation grade.
Further, excessive absences and/or tardiness will make me worry about you and we will discuss
the matter.
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Make-Ups/Excused Absences
 For exams, written assignments, and moot court, you need an excused absence in order to
make-up the exam or paper. In other words, an unexcused absence for an exam or a major
assignment will result in the grade of F (failing) for the exam or the major assignment.
 If I have lecture notes for that class, I will NOT provide these to you unless you have an
excused absence. Otherwise, you must ask a classmate if you can borrow his/her notes for
the class missed.
 I must have some sort of WRITTEN DOCUMENTATION in order to excuse the absence.
This includes a doctor’s note, an obituary, university form (below), verification from priest,
pastor, rabbi, etc.
 The University requires students who will be absent from class while representing the
University to inform their instructors in two steps. During the first week of the course,
students must meet with each instructor to discuss the attendance policy and arrangements
for absences related to University-sponsored events. Second, students must provide the
instructor with a signed Student Absentee Notification Form, available via the student portal
on the University intranet, at the earliest possible opportunity, but not later than the week
prior to the anticipated absence. The Student Absentee Notification Form does not serve as
an excused absence from class.
 Your instructor has the final say about excused and unexcused absences and it is the
student’s responsibility to know and abide by the instructor’s policy.
 Examples of EXCUSED absences include, but are not limited to, the following: Student
Illness; Serious Illness or Death of a Family Member; University-Sponsored Trips (see
above); Major Religious Holiday/Observance. Again, written verification is required for
this class.
Academic Honesty
I strongly endorse and will follow the academic honesty policy as published in the 2009-11
Course Catalog and in the 2010-11 Student Handbook. Both documents are available online via
mybellarmine.edu. Students and faculty must be fully aware of what constitutes academic
dishonesty; claims of ignorance cannot be used to justify or rationalize dishonest acts. Academic
dishonesty can take a number of forms, including but not limited to cheating, plagiarism,
fabrication, aiding and abetting, multiple submissions, obtaining unfair advantage, and
unauthorized access to academic or administrative systems. Definitions of each of these forms
of academic dishonesty are provided in the academic honesty section of the Student Handbook.
All confirmed incidents of academic dishonesty will be reported to the Senior Vice President for
Academic Affairs, and sanctions will be imposed as dictated by the policy. Penalties range from
failing an assignment or course to dismissal from the University, depending, in part, on the
student’s previous record of academic dishonesty. On the second offense during a student’s
academic career, the student will be immediately suspended for the semester in which the most
recent offense took place. On the third offense, the student will be dismissed from the
University. It is generally assumed that graduate students fully understand what accounts
for academic dishonesty. Thus, no leniency of penalty will be applied in cases involving
graduate students.
PLEASE NOTE: Cheating and Plagiarism will NOT be tolerated and will subject you to
academic discipline. If you do not fully understand what these terms mean, please see me!!
Academic Resource Center (ARC)
Bellarmine University is committed to providing services and programs that assist all students in
further developing their learning and study skills and in reaching their academic goals. Students
9
needing or wanting additional and/or specialized assistance related to study techniques, writing,
time management, tutoring, test-taking strategies, etc., should seek out the resources of the ARC,
located on the A-level of the W.L. Lyons Brown Library. Call 272-8071 for more information.
Disability Services
Students with disabilities who require accommodations (academic adjustments and/or auxiliary
aids or services) for this course must contact the Disability Services Coordinator. Please do not
request accommodations directly from the professor. The Disability Services Coordinator is
located in the Counseling Center, phone 272-8480.
General Expectations
I expect all students to behave professionally in this class. I will not tolerate disruptive behavior,
including (but not limited to) reading newspapers, talking during lectures, cell phones or pagers,
gaming or surfing the Internet on laptops, sleeping, and insulting classmates or the instructor.
Additionally, I expect all students to attend class prepared and to show up on time.
Excessive disruptions will affect your participation grade.
Extra Credit
I will provide at least one extra credit opportunity that is open to everyone during this course.
More details concerning the extra credit opportunity will be provided at a later date.
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