Political Science 270-1 Neil H. Cogan
Spring 2019 Office: Platner Hall 107
Office Hours: M Tu W Th 10-10:30 (or by appt.) E-mail: ncogan@whittier.edu
Introduction to Judicial Process and Behavior, Syllabus
Course Description
This course is a study of legal and judicial systems in the United States and their role in forming American public policy. The course is an introduction to understanding how the judicial process works and the relationships between courts and American politics. It will cover the organization of courts, selection of judges, judicial decision-making and judicial policy-making. It will also draw distinctions between the state and federal court systems, as well as appellate and trial courts. Students are expected to take part in-class discussion of the readings and topics.
Learning Objectives
By the end of this course, you should be able to:
1. Understand the development of the various types of American law.
2. Describe the structure of both state and national court systems.
3. Explain the basic processes for trials and appeals.
4. Understand the legal profession and the various ways judges are selected.
5. Describe the historical development of the U.S. Supreme Court and the procedures it employs.
6. Evaluate the role of courts in American society.
Departmental Goals
In addition to the specific goals of this course, the Political Science Department has various learning goals and objectives for our major. This course seeks to contribute to the following goals and/or objective(s):
Goal 1: Learning about political science: Students should develop a better understanding of and the ability to analyze, synthesize or evaluate, as appropriate, the nature of politics, political behavior, and the political world, including the fundamental issues in the discipline and its sub-fields. As part of this, students should understand the methodologies of the discipline, particularly key issues such as how we know what we know, and what paradigms and/or alternative approaches exist in different subfields.
Objective 3: Students should be able to discuss the nature of the Constitution, and the impact of judges or public administrators on the development of public policy.
Goal 2: Skill Development: Students should develop fundamental skills in written and oral communication, group collaboration, evaluating information, and discerning cause-effect relationships.
Goal 3: Career preparation. Students should gain sufficient background in the field to pursue graduate work in political science, the law, or other disciplines and/or careers in or related to political science.
Objective 1: Students will develop the capability to conduct independent research projects.
Objective 3: Students will have the opportunity to learn about different areas of “practical politics,” including state and local politics, public administration and foreign policy.
Required Texts
Christopher P. Banks, David M. O’Brien, The Judicial Process, Law, Courts, and Judicial Politics, Sage, 2016. Additional readings may be posted on Moodle along with some reference materials for particular weeks.
Assignments and Grading:
Your grade for the course will be based on the following components:
1. Attendance and participation - 10%
Your attendance and participation in class and any events are essential. Participation can include individual contributions to discussion, small group discussions, and in-class writing assignments as well as being attentive and respectful to fellow participants and me. You are expected to not only attend, but to have completed the reading ahead of time so that your contributions are informed. I generally allow three unexcused absences without penalty, but after that your grade will suffer.
2. Quizzes – 50% (5% per chapter)
There will be one closed-book quiz per chapter.
3. Final – 20% percent
There will be a closed-book final.
4. Paper – 20%
The paper will be a 7 to 9 page (12 point font, double spaced, 1 inch margin) essay that will afford you the opportunity to identify a potential problem in the American judicial system and explore a proposed solution, including potential political and institutional barriers to reform. This is not an outside research assignment, although outside sources are permitted. The key expectation is that the paper will reflect a comprehensive understanding of the course material as it relates to the issue selected. The nature of proposed solution is less important than problem identification as well as demonstrating an understanding of the process and difficulties of substantial change.
Grade Scale:
100-93.4 A
93.3 – 90 A-
89.9 – 86.7 B+
86.6 – 83.4 B
83.3 – 80 B-
79.9 – 76.7 C+
76.6 – 73.4 C
73.3 – 70 C-
69.9 – 66.7 D+
66.6 – 63.4 D
63.3 – 60 D-
59.9 – 0 F
Class Laptop/Electronic Device Policy:
I realize that many people take all their notes directly on laptops or other devices. I will attempt to honor this choice, so long as students do not abuse the privilege. However, if permitting general use of laptops harms the user’s ability to participate meaningfully in class or leads to other students being distracted, I will suspend the privilege and revert to only permitting laptop or other electronic use by students with a documented need for such assistance (such as a disability or language accommodation). Similarly, cell phones/texting should be reserved for emergencies, and texting in class will hurt your attendance grade.
Americans with Disabilities Act (ADA) Accommodations
In compliance with the ADA, it is the policy of Whittier College to ensure students with disabilities can access the curriculum and have access to a learning environment that provides for reasonable accommodation of their disabilities. Students desiring reasonable accommodations on the basis of physical, learning, or psychological disability for this class should contact Student Disability Services. Students must request accommodations each semester. Student Disability Services is located on the ground floor of the Library and can be reached by calling (562) 907-4825.
Policy on Academic Honesty
The Whittier policy on academic honesty makes it clear that all forms of academic cheating, fraud, and dishonesty are not permitted at this institution. I do not tolerate plagiarism or academic dishonesty of any kind and will pursue plagiarism cases to the full extent allowed by Whittier rules. At the minimum students I find to have committed a flagrant act of intentional plagiarism or cheating will receive a zero on the assignment and their case will be referred to the appropriate offices for further administrative action. The penalties for repeated or flagrant misconduct can be as severe as suspension from Whittier. Students unclear on what constitutes an act of academic dishonesty or the potential consequences of violations should review https://www.whittier.edu/academics/academichonesty .
Course Outline
We will cover about 10-15 pages per class.
I look forward to discussing the Judicial Process with you.
Spring 2019 Office: Platner Hall 107
Office Hours: M Tu W Th 10-10:30 (or by appt.) E-mail: ncogan@whittier.edu
Introduction to Judicial Process and Behavior, Syllabus
Course Description
This course is a study of legal and judicial systems in the United States and their role in forming American public policy. The course is an introduction to understanding how the judicial process works and the relationships between courts and American politics. It will cover the organization of courts, selection of judges, judicial decision-making and judicial policy-making. It will also draw distinctions between the state and federal court systems, as well as appellate and trial courts. Students are expected to take part in-class discussion of the readings and topics.
Learning Objectives
By the end of this course, you should be able to:
1. Understand the development of the various types of American law.
2. Describe the structure of both state and national court systems.
3. Explain the basic processes for trials and appeals.
4. Understand the legal profession and the various ways judges are selected.
5. Describe the historical development of the U.S. Supreme Court and the procedures it employs.
6. Evaluate the role of courts in American society.
Departmental Goals
In addition to the specific goals of this course, the Political Science Department has various learning goals and objectives for our major. This course seeks to contribute to the following goals and/or objective(s):
Goal 1: Learning about political science: Students should develop a better understanding of and the ability to analyze, synthesize or evaluate, as appropriate, the nature of politics, political behavior, and the political world, including the fundamental issues in the discipline and its sub-fields. As part of this, students should understand the methodologies of the discipline, particularly key issues such as how we know what we know, and what paradigms and/or alternative approaches exist in different subfields.
Objective 3: Students should be able to discuss the nature of the Constitution, and the impact of judges or public administrators on the development of public policy.
Goal 2: Skill Development: Students should develop fundamental skills in written and oral communication, group collaboration, evaluating information, and discerning cause-effect relationships.
Goal 3: Career preparation. Students should gain sufficient background in the field to pursue graduate work in political science, the law, or other disciplines and/or careers in or related to political science.
Objective 1: Students will develop the capability to conduct independent research projects.
Objective 3: Students will have the opportunity to learn about different areas of “practical politics,” including state and local politics, public administration and foreign policy.
Required Texts
Christopher P. Banks, David M. O’Brien, The Judicial Process, Law, Courts, and Judicial Politics, Sage, 2016. Additional readings may be posted on Moodle along with some reference materials for particular weeks.
Assignments and Grading:
Your grade for the course will be based on the following components:
1. Attendance and participation - 10%
Your attendance and participation in class and any events are essential. Participation can include individual contributions to discussion, small group discussions, and in-class writing assignments as well as being attentive and respectful to fellow participants and me. You are expected to not only attend, but to have completed the reading ahead of time so that your contributions are informed. I generally allow three unexcused absences without penalty, but after that your grade will suffer.
2. Quizzes – 50% (5% per chapter)
There will be one closed-book quiz per chapter.
3. Final – 20% percent
There will be a closed-book final.
4. Paper – 20%
The paper will be a 7 to 9 page (12 point font, double spaced, 1 inch margin) essay that will afford you the opportunity to identify a potential problem in the American judicial system and explore a proposed solution, including potential political and institutional barriers to reform. This is not an outside research assignment, although outside sources are permitted. The key expectation is that the paper will reflect a comprehensive understanding of the course material as it relates to the issue selected. The nature of proposed solution is less important than problem identification as well as demonstrating an understanding of the process and difficulties of substantial change.
Grade Scale:
100-93.4 A
93.3 – 90 A-
89.9 – 86.7 B+
86.6 – 83.4 B
83.3 – 80 B-
79.9 – 76.7 C+
76.6 – 73.4 C
73.3 – 70 C-
69.9 – 66.7 D+
66.6 – 63.4 D
63.3 – 60 D-
59.9 – 0 F
Class Laptop/Electronic Device Policy:
I realize that many people take all their notes directly on laptops or other devices. I will attempt to honor this choice, so long as students do not abuse the privilege. However, if permitting general use of laptops harms the user’s ability to participate meaningfully in class or leads to other students being distracted, I will suspend the privilege and revert to only permitting laptop or other electronic use by students with a documented need for such assistance (such as a disability or language accommodation). Similarly, cell phones/texting should be reserved for emergencies, and texting in class will hurt your attendance grade.
Americans with Disabilities Act (ADA) Accommodations
In compliance with the ADA, it is the policy of Whittier College to ensure students with disabilities can access the curriculum and have access to a learning environment that provides for reasonable accommodation of their disabilities. Students desiring reasonable accommodations on the basis of physical, learning, or psychological disability for this class should contact Student Disability Services. Students must request accommodations each semester. Student Disability Services is located on the ground floor of the Library and can be reached by calling (562) 907-4825.
Policy on Academic Honesty
The Whittier policy on academic honesty makes it clear that all forms of academic cheating, fraud, and dishonesty are not permitted at this institution. I do not tolerate plagiarism or academic dishonesty of any kind and will pursue plagiarism cases to the full extent allowed by Whittier rules. At the minimum students I find to have committed a flagrant act of intentional plagiarism or cheating will receive a zero on the assignment and their case will be referred to the appropriate offices for further administrative action. The penalties for repeated or flagrant misconduct can be as severe as suspension from Whittier. Students unclear on what constitutes an act of academic dishonesty or the potential consequences of violations should review https://www.whittier.edu/academics/academichonesty .
Course Outline
We will cover about 10-15 pages per class.
I look forward to discussing the Judicial Process with you.
- Teacher: Neil Cogan