Summary judicial politics

Course Description Are judges affected by institutions around them and if so, how much? This class acts as an introduction to judicial politics and behavior in all types of courts: from the Supreme Court to other appellate courts, civil courts, trial courts, and state courts. To what degree are judges constrained by other institutions, like the legislature or executive branch, or the public? Additionally, how do these institutional constraints interact with personal characteristics of judges to produce variation in judicial outcomes? This class engages directly with theoretical and empirical material to answer the above questions, meaning that we will often read academic articles and books. This material can be difficult to get through, but it will provide a thorough analysis of how the judiciary is shaped and shapes a variety of other institutions. I expect you to thoroughly read and engage with that week's readings and you will need to do so in order to succeed in this course. Required Materials The assigned book in this class is Judicial Decision-Making: A Coursebook (abbreviated JDM below) by Barry Friedman, Andrew Martin, Margaret Lemos, Tom Clark, Alison Larson, and Anna Harvey. Grading Policy 20% of your grade is determined by completion and success on weekly quizzes. Throughout the semester, we will have a quiz about once a week (see dates on syllabus below). These quizzes will each be worth 10 points and will be available either in-class (dates noted) or on Moodle, Weekly Quizzes 20% (80 points) Paper Reflections 25% (100 points) Midterm Exam 25% (100 points) Final Exam 30% (120 points) Total: 100% (400 points) 2 open from the end of the previous class period to the next class period. Once you begin, you have 10 minutes to complete the quiz. You will automatically receive 5 points (50%) if you POLI4023, Fall 2021 complete the quiz. In total, there will be 10 quizzes and I will drop the two lowest grades. There are no make-ups. 25% of your grade is determined from two graded paper reflections. Over the course of the semester, there are five journal articles listed that relate to that week's readings. You may choose any two of these articles to write a thoughtful paper reflection that is approximately 3-5 doublespaced pages (rubric posted on Moodle). You must write one BEFORE Thursday, October 141 and one AFTER Thursday, October 14.2 In this reflection, you will be expected to include a few things: a) a summary of the readings (what did they seek to study, why, what did they find); b) implications of the readings (what do we know now that we didn't know before, and how does it inform what we have already read or discussed); c) new questions that arise out of these readings (what should be studied next); d) any remaining questions you have and critiques you have for the article's argument or research design (did they study what they set out to? Are you convinced of their argument, from their theory and research design? Why or why not? What would make the paper better?); and e) how the paper relates to our class topics thus far in the course. These reflections will be due to me via Moodle or email, by the start of class that the article is assigned to. I will go over the articles briefly in class (in preparation for the final exam; see below) and those who completed the assignment for that week are expected to participate in a discussion about the paper. 25% of your grade is determined by a midterm exam on Thursday, October 14. This exam will contain multiple choice, short answer, true-or-false, matching, and essay questions. 30% of your grade is determined by a final exam on Saturday, December 11 from 12:30-2:30 p.m. This exam will contain both multiple choice and short answer questions, as well as questions on any of the five journal articles assigned throughout the course of the semester. It is not cumulative. Grade Scales At the end of the semester, I will consider “bump-ups” for students who are within 1% of the next highest final grade. In determining whether to grant a “bump-up”, I will consider demonstrated effort throughout the semester, improvement throughout the semester, engagement in the course (as demonstrated through attendance, attentiveness, and participation), communication with the instructor, and responsiveness to feedback. There is no guaranteed rounding in this course. 1 This means you either need to write a reflection on either Glynn and Sen (2015) or Baird (2004). 2 This means you need to write a reflection on either Haire, Lindquist, and Songer (2003); Carrubba, Friedman, Martin, and Vanberg (2012); or Caldarone, Canes-Wrone, and Clark (2009). 3 The final grades will be allocated according to the table below. POLI4023, Fall 2021 A+ 97-100% A 93-96.99% A- 90-92.99% B+ 87-89.99% B 83-86.99% B- 80-82.99% C+ 77-79.99% C 73-76.99% C- 70-72.99% D+ 67-69.99% D 63-66.99% D- 60-62.99% F 0-59.99% Grading Disputes and Questions I will follow the 24-hour rule when it comes to the return of graded assignments. Students must wait a minimum of 24 hours after receiving a graded assignment before contacting me regarding their grade. If a student disputes their grade, they must do so in writing within one week of the date that grades are made available to the class. When requesting reconsideration of a grade, you should provide a clear explanation as to why a different grade is in order. You should also indicate what grade you believe is appropriate for your work. When work is reviewed for a grade dispute, the grade may be left unchanged, raised, or lowered. All grade disputes are due in hard copy within one week of the date that grades are returned in class. Grade disputes will not be considered if submitted past the one-week statute of limitations. COVID-19 Policies and Concerns COVID-19 has changed all our lives, and university life is no exception. I pledge to communicate promptly about any potential move to online education and any other changes that may be necessary as we move through the semester. If you need accommodations because of 4 COVID-19, please let me know and I will work with you to ensure you are able to complete the course. For instance, if you are required to self-quarantine, please do so and let me know so we can establish a plan to complete the work necessary for the course. While I have no current plans to record my lectures, I will post the lecture slides and will aid you in finding a classmate to share notes with you. You may schedule a meeting with me anytime to go over any class material you have missed. For LSU policies on COVID-19, see: LSU does not mandate COVID-19 vaccines and still has a mask mandate in place. Therefore, masks are required in our class. As much as possible, we will social distance and use other precautionary steps to prevent the spread of COVID-19. For information on the COVID-19 vaccine and its benefits, see: POLI4023, Fall 2021 Mental Health and Other Services We are all living through a traumatic, stressful, and isolating time. For many of us, the pandemic has created a wide range of mental health challenges or has worsened existing challenges. Sometimes it is difficult to even understand or fully realize when we are struggling with mental health challenges that are negatively impacting our lives. Please know that I am here to support you and I care about your well-being. If you need support, I highly encourage you to contact Mental Health Services (MHS) at LSU ( and if you need accommodation, encouragement, or support, please let me know and I will help in any way possible. Other services that you may need: 1. If you need to talk to someone, call or text 225-924-5781, ThePhone. ThePhone is a 24– hour crisis counseling and support line serving the students of LSU. Callers to the LSU line are connected to volunteer paraprofessional counselors trained in crisis intervention and suicide prevention. 2. If you are experiencing a personal crisis, contact MHS. MHS is located on the second floor of the LSU Student Health Center. LSU students may call MHS at to either set an appointment or to speak with the crisis counselor about their situation. Students experiencing a mental health crisis, may also come to MHS during office hours to meet face-to-face with a crisis counselor. 3. If you are concerned about a friend at LSU, contact LSU Cares. LSU CARES is a university initiative dedicated to the well-being of students and promotion of a community that cares about each of its members. To learn more or to report a student of concern, please contact LSU CARES at .  4. If you have experienced sexual violence, assault, harassment, or stalking, see the Lighthouse Program at LSU ( (