Full course description
Course Description
This course explores the impact of race on the U.S. criminal legal system and how restorative justice approaches may help address the systemic racism that permeates the system. Starting with the US Constitution, the course will explore the 13th Amendment, convict leasing, Jim Crow, the War on Drugs, mass incarceration, racial disparities in arrest, prosecution, and sentencing practices. Through guest presentations, case study, film, and literature, students will tackle challenging questions about how law, policy, and practice perpetuate racial strife division and discrimination.
This will be an asynchronous (in other words, no required real-time components like video lectures), fast-paced online course, wherein students work on their own time but with scheduled due dates to complete 7 lessons. Each lesson includes lectures, required readings, and other short activities. Students will prepare a research paper for their final assignment. Students should plan to spend 6-8 hours per module on the course.
Teaching Professor: The Restorative Justice Faculty at Vermont Law and Graduate School
Course Credits: Credentials
Required Textbook and Materials: There is no required textbook for this course. Course content will be found in the Readings and Content page of each module.
Required Technology: Students are required to have access to a desktop computing system (Windows or Mac OS) to complete this course. Most written assignments require file uploads in either Microsoft Word or PDF format. While use of mobile platforms (iOS devices like iPhones and iPads, or Android-based devices) are encouraged, they can prove insufficient in the creation and uploading of some documents and can't be relied upon as a single solution for course access.
Course Objectives
Upon successful completion of this course, you will be able to:
- Explain and discuss how the U.S. was founded upon racial injustice and how white supremacy continues to guide its governance.
- Contrast the foundation and operations of the American criminal legal system with other justice systems around the world.
- Appraise how race influences modern criminal justice policy and examine the resulting unjust outcomes – including the collateral consequences – many people suffer from the criminal legal system.
- Explain the history and guiding principle of restorative justice and use them to diagnose and address modern criminal justice problems.
Instruction and Evaluation Activities
A variety of learning activities are designed to support the course objectives, facilitate different learning styles, and build a community of learners. Learning activities for each module include the following:
Methods of Instruction | Readings and Multimedia
In this course, we will use and apply a multitude of different sources, formats, and technologies meant to enhance the learning experience. This course relies extensively on open educational resources such as: video presentations, news and journal articles, trial court and appellate court briefs, as well other various other modalities to engage in a diverse and meaningful manner.
Methods of Evaluation | Writing Assignments, Projects, and Assessments
All written work should be excellent, high-quality academic work. Poorly written, unedited assignments will not be awarded a top grade. It is vital at this stage in your career that you set high standards for your written work product. All word counts include footnotes. Rubrics are provided for each assignment.
Grading Policy and Scale
Assignments in this course are categorized as complete/incomplete (100% or 0%). Each category has a weight as it pertains to your final grade.
| Assignment Category | Weight of Category |
|---|---|
| Total | 100% |
| Assignments | 50% |
| Assignment Preparation/Presentation | 20% |
| Quiz | 5% |
| Final Project | 25% |
Course Schedule
Each student's academic standing is determined at the end of each semester and at the end of the academic year in accordance with the following grading system and in accordance with the Academic Standards in the Student Handbook:
| Letter Grade | Grade Point Average (GPA) | Percentage |
|---|---|---|
| A | 4.00 | 94-100% |
| A- | 3.66 | 90-93% |
| B+ | 3.33 | 87-89% |
| B | 3.00 | 84-86% |
| B- | 2.66 | 80-83% |
| C+ | 2.33 | 77-79% |
| C | 2.00 | 74-76% |
| C- | 1.66 | 70-73% |
| D+ | 1.33 | 67-69% |
| D | 1.00 | 64-66% |
| F | 0.00 | <64% |
Course Expectations
Student Expectations
Research has shown that online students are self-starters and highly motivated. The fact that you sought out this learning experience and are enrolled in an online class affirms the research. You may have taken an online class prior to this, or this may be your first experience with online education. Taking some time to plan for your course of study can yield benefits and help ensure success.
You are expected to log on to the course multiple days each week, and to spend anywhere from 15-20 hours on each module reviewing assigned material, studying and considering that material on your own, and completing assignments presented in each module. You are expected to post all assignments by the stated deadlines, and to exhibit significant effort in all work.
Faculty Expectations
I will be online and available to answer emails and other asynchronous inquiries at least five days each week and will endeavor to answer questions as quickly as possible.
Academic Support
The Academic Success Program (ASP) is empowering, individualized, and available to every Vermont Law student. ASP offers skill-building through workshops, one-on-one consultation, and mentoring by upper-level students. If you are looking for ways to shrink the learning curve, ASP can connect you with study aids and supplemental materials (i.e., CALI, TWEN, and Kaplan Kick Start) that fit your specific needs. Whether you are preparing for the Bar Examination or your first 1L exam, ASP exists to help you. You can visit ASP virtually through the ASP Portal (VLGS Login Required) and clicking the link to the right of the ASP Student Portal heading.
Academic Policies
Academic Honesty
The Vermont Law and Graduate School Honor Code and the Code of Ethics apply to all activities, assignment submissions, and conduct in this course. You are required to be familiar with the Honor Code. Student conduct in this course may not violate the Prohibited Conduct classes of violations recognized in the Honor Code (located in the Student Handbook).
Plagiarism is a class one violation of Vermont Law and Graduate School’s Honor Code. The school uses various software programs to detect plagiarism in all forms. I will report any suspected cases of plagiarism to the Vice Dean for Students.
Read the Vermont Law and Graduate School Student Handbook section on plagiarism and the article, What You Don't Know Can Hurt You: How to Recognize Plagiarism and Avoid Committing It, prior to submitting your first assignment.
Netiquette
All communications in this course (email, discussion boards, and assignments) should use good netiquette. For an overview and explanation of this, visit the Netiquette Home Page and follow the Core Rules of Netiquette.
Accessibility
We encourage students with disabilities, visible or hidden, to seek appropriate accommodations. Discussions regarding accommodations are confidential. The VLGS student handbook authorizes me to make some accommodations, but others may require an additional request. Please visit the accommodations page within the Academic Success Program to seek more information and contact the Vice Dean for Students. Accommodation resources are not retroactive, so please inform us as early as possible if you need accommodations. We will provide reasonable access in line with the Disability Policy.
Title IX
Vermont Law and Graduate School (VLGS) is committed to fostering a safe, productive learning environment. Title IX and VLGS policy prohibit discrimination based on sex. Sexual misconduct – including harassment, domestic and dating violence, sexual assault, and stalking – is also prohibited at VLGS.
VLGS encourages anyone experiencing sexual misconduct to talk to someone about what happened, so they can get the support they need, and VLGS can respond appropriately.
If a student wishes to speak confidentially about an incident of sexual misconduct, wants more information about filing a report, or has questions about school policies and procedures, please contact VLGS’s Title IX Coordinator.
VLGS is legally obligated to investigate reports of sexual misconduct. Therefore, VLGS cannot guarantee the confidentiality of a report, but VLGS will consider a request for confidentiality and respect it to the extent possible.
Professors are also required to report incidents of sexual misconduct and thus cannot guarantee confidentiality. This policy includes any mention of sexual misconduct that a student might make in their written work. A professor must provide VLGS’s Title IX coordinator with relevant details, such as the names of those involved in the incident.
Other Policies
All student handbook policies and procedures apply to this course. For more information about student academic and institutional policies, read the Student Handbook.