34 Terry v. Ohio, Stop, Question, Frisk & The Law In Cultural and Historical Perspectives

Patricia Johnson Coxx is an Assistant Professor of Sociology, Law & Police Science, and Africana Studies at John Jay College of Criminal Justice (CUNY)

 

CJBS ONLINE – COURSE SYLLABUS | TRANSFORMING THE JUSTICE CORE PROJECT

Course Description

This course will examine the landmark ‘Stop + Frisk’ decision, Terry v. Ohio, delivered by Chief Justice Earl Warren of the U.S. Supreme Court during the Civil Rights Movement. Students will study the historical and legal significance of this monumental decision by examining how Terry’s impact on society has influenced police stops, and b) how Terry has influenced the American criminal justice system.

Students will develop critical reading skills and discuss the Court’s analysis that the Fourth Amendment to the U.S. Constitution does not prohibit police officers from: a) stopping an individual if they have reasonable suspicion to believe an individual has committed a crime, and b) frisking an individual if the officers reasonably believe that individual to be armed. Students will also address the Court’s discussion on effective crime prevention and detection, as they learn about the role of artificial intelligence (AI) in police stops (e.g., virtual searches, use of facial recognition, and related AI gun detection technology) and assess Terry’s significance in Floyd v. City of New York, a federal class action lawsuit by marginalized residents struggling for justice and equality related to racial profiling and unconstitutional stops.

Students will develop research and writing skills, as well as learn how to collect, analyze, and interpret data. This course will prepare students for careers in law, law enforcement, the criminal justice system, and community service.

 300-Level Justice Core Learning Objectives (COL):

REQUIRED SELECTED READINGS

TERRY V.OHIO: A LANDMARK DECISION

TERRY V.OHIO: GOVERNMENT ARCHIVAL AND LIBRARY RESOURCES

Belcher, E. (2022). NYPD – Historical and Current Research, Stop and Frisk. Lib Guide. Lloyd Sealy Library. https://guides.lib.jjay.cuny.edu/nypd/StopandFrisk

Cleveland State University. The Terry v. Ohio Collection. [Court Documents, Journal Articles, and Newspaper Coverage]. Engaged Scholarship@Cleveland State University [Digital Commons]. https://engagedscholarship.csuohio.edu/terryvohio/

National Archives. (2023, April 23). The Bill of Rights: What Does It Say? America’s Founding Documents. https://www.archives.gov/founding-docs/bill-of-rights/what-does-it-say

Oral Arguments. (1967, December 12). John W. Terry v. State v. Ohio, No. 67 (United States Supreme Court, Washington, D.C.). University of Minnesota. http://users.soc.umn.edu/~samaha/cases/terry_v_ohio_oral_arguments.htm

White, B. R. & Supreme Court Of The United States. (1967) U.S. Reports: Terry v. Ohio, 392 U.S. 1. [Periodical] Retrieved from the Library of Congress, https://www.loc.gov/item/usrep392001/

TERRY V.OHIO: POLICE RECRUITMENT AND HIRING

Duret, D. & Li, W. (2023, January 21). It’s Not Just a Police Problem, Americans Are Opting Out of Government Jobs. The Marshall Project. https://www.themarshallproject.org/2023/01/21/police-hiring government-jobs-decline

Harrington, P.E. et al., (n.d.). Recruiting and Retaining Women: A Self-Assessment Guide for Law Enforcement. National Center for Women & Policing [Bureau of Justice Assistance].

Millard, B. (2023, February 28). An online solution to the law enforcement recruitment problem: The metaverse haws the potential to alter how law enforcement agencies market themselves to the public and prospective applicants. Police 1.

Police Executive Research Forum. (2022, November). Critical Issues in Policing Series. Transforming Police Recruit Training: 40 Guiding Principles. https://www.policeforum.org/assets/TransformingRecruitTraining.pdf

Wiseman, J. (2021, October). Law Enforcement Recruitment: Research-based Recommendations: Policymaker Summary. Scholars at Harvard, Institute for Excellence in Government, Inc. https://scholar.harvard.edu/files/janewiseman/files/police_recruiting_policymaker_summary_oct_2021.pd f

Wiseman, J. (2021, August). Recruiting for Diversity in Law Enforcement: Selected Recent Research Insights. Scholars at Harvard, Institute for Excellence in Government, Inc.https://scholar.harvard.edu/files/janewiseman/files/police_recruiting_research_summary_august_2021.pd f

TERRY V.OHI0: READING, RESEARCHING & WRITING TOOLS

American Bar Association.(2022, May 4). How to Read a U.S. Supreme Court Opinion. https://www.americanbar.org/groups/public_education/publications/teaching-legal-docs/how-to-read-a-u s-supreme-court-opinion

Constitutional Rights Foundation. (2019). Moot Court Student Guide. Handout B. https://www.crf usa.org/images/t2t/pdf/MootCourtStudentGuideHandoutB.pdf

(non-profit, non-partisan, national and community-serving organization)

CUNY School of Law. (2022). Help! I Need a Writing Sample! :Advice on How to Revise Your Lawyering Memo or Brief into a Writing Sample. CUNY School of Law. https://www.law.cuny.edu/legal writing/students/writing-sample/

CUNY School of Law. Office Memo Format and Explanation. (2022.). CUNY School of Law. https://www.law.cuny.edu/legal-writing/students/memorandum/memorandum-1/

Duke Law. (2023). Tips on Oral Advocacy: A Primer to Oral Argument. Duke University School of Law. https://law.duke.edu/life/mootcourt/tips/

John Jay College of Criminal Justice (CUNY). (2020, October 1). The Handbook of Professional Writing. Center for Career and Professional Development. https://www.jjay.cuny.edu/sites/default/files/Career_Development/handbook_for_professional_writing_2 020.pdf

John Jay College of Criminal Justice (CUNY). (2023). Writing Samples. Center for Career and Professional Development. https://www.jjay.cuny.edu/prepare-your-application

Lloyd Sealy Library. (2023, February 10). Citing Sources: APA, MLA, Chicago Styles and Citing Legal Materials (Bluebook). LibGuide. https://guides.lib.jjay.cuny.edu/c.php?g=288322&p=1922471

Nickel, B. (2022, July 1). Graduate School Writing Samples. Harvard University. https://scholar.harvard.edu/files/bernhardnickel/files/grad-apps-ws.pdf

United States Courts. (2023). Glossary of Legal Terms. Administrative Office of the U.S. Courts on behalf of The Federal Judiciary. https://www.uscourts.gov/glossary

TERRY V.OHIO: CIVIL RIGHTS, CONSTITUTIONAL RIGHTS & HUMAN RIGHTS

Center for Constitutional Rights. (2023, June 5: last updated). Floyd, et al. v. City of New York, et al. [2008- 2023]. https://ccrjustice.org/home/what-we-do/our-cases/floyd-et-al-v-city-new-york-et-al

Center for Constitutional Rights. (2023, June 5, 2023). Marking the 10^th Anniversary of the Landmark Stop and Frisk Trial [Press Release]. https://ccrjustice.org/marking-10th-anniversary-landmark-stop-and-frisk-trial

City of Minneapolis (2023). Timeline. Minnesota Department of Human Rights Investigation. https://www.minneapolismn.gov/resident-services/public-safety/police-public-safety/investigations settlement-agreement/investigations/mdhr/

Girley, B. (2020, November 20). Untold Stories: The Cases That Shaped the Civil Rights Movement: Terry v. Ohio (“Stop and Frisk”)[Podcast]. Law and Crime Trial Network. APPLE Podcast. https://podcasts.apple.com/us/podcast/terry-v-ohio-1968/id1524134568?i=1000499560721

Kilgannon, C. (2023, June 5). N.Y.P.D. Anti-Crime Units Still Stopping People Illegally, Report Shows. The New York Times. https://www.nytimes.com/2023/06/05/nyregion/nypd-anti-crime-units-training tactics.html#:~:text=The%20New%20York%20Police%20Department%E2%80%99s%20anti crime%20units%20are,to%20a%20new%20report%20by%20a%20court-appointed%20monitor.

New York Civil Liberties Union (NYCLU). (2023). Stop-and-Frisk Data. https://www.nyclu.org/en/stop-and-frisk-data

Mapping Police Violence. (2023, June 30). Mapping Police Violence: The Official Police Violence Mapping Database. https://mappingpoliceviolence.us/

Policing Project, NYU School of Law. (2021, April). Convening of Minneapolis Community Leaders: Reimaging Public Safety. Minneapolis Foundation. https://mn.gov/mdhr/assets/Convening%20of%20Minneapolis%20Community%20Leaders%20Cover_merg ed_tcm1061-516316.pdf

Seligman, K. (2013, January 2013). Stop and Frisk: A Practical Guide to the Governing Law. The First District Appellate Project (FDAP). https://www.fdap.org/articles/stop-and-frisk-a-practical-guide-to-the-governing law-updated-jan-2014/

Smith, M., Londono, E., & Thrush, G. (2023, June 16). Here Are the Most Significant Findings Against the Minneapolis Police. The New York Times. https://www.nytimes.com/2023/06/16/us/police-doj-report highlights-minneapolis.html

Stoughton, S. W. (2017). Terry v. Ohio and the (Un) Forgettable Frisk. Ohio State Journal of Criminal Law, 15(1), 19. https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=2174&context=law_facpub

Totenberg, N. (2022, April 4). Supreme Court makes it easier to sue the police for malicious prosecution [public radio broadcast]. NPR. https://www.npr.org/2022/04/04/1090857790/supreme-court-malicious prosecution-sue-thompson

TERRY V.OHIO: LEGISLATION

H.R.1280 – 117th Congress (2021-2022): George Floyd Justice in Policing Act of 2021. (2021, March 9). https://www.congress.gov/bill/117th-congress/house-bill/1280

National Conference of State Legislatures. (2023, April 6). Legislative Responses for Policing – State Bill Tracking Database. https://www.ncsl.org/civil-and-criminal-justice/legislative-responses-for-policing-state bill-tracking-database

TERRY V.OHI0: RACIAL BIAS, DISPARITIES, PROFILING & POLICE STOPS

Carbado, D.W. (2017). From Stop and Frisk to Shoot and Kill: Terry v. Ohio’s Pathway to Police Violence. UCLA L. Rev., 64, 1508. https://www.uclalawreview.org/wp-content/uploads/2019/09/Carbado-64-6.pdf

Gershowitz, A. M., & Lewis, C. (2023). Laundering Police Lies. William & Mary Law School Research Paper No. 09-466, Wisconsin Law Review, 2023. Available at SSRN: https://www.ssrn.com/abstract=4373319

Hutchins, R. M. (2013). Stop Terry: Reasonable suspicion, race, and a proposal to limit Terry stops. NYUJ Legis. & Pub. Pol’y, 16, 883. Retrieved from Francis King Carey School of Law Faculty at DigitalCommons@UM Carey Law [Open Access]. Retrieved from https://digitalcommons.law.umaryland.edu/fac_pubs/1401/

Ly, L. (2021). Racial Profiling: Understanding the Practice of Stop-and-Frisk in New York City. Spectra Undergraduate Research Journal, 1(2), 1. https://doi.org/10.9741/2766-7227.1006

Schwartz, A. (1995). Just take away their guns: the hidden racism of Terry v. Ohio. Fordham Urb. LJ, 23, 317. Retrieved from https://ir.lawnet.fordham.edu/ulj/vol23/iss2/5

Smith, M., Londono, E., & Thrush, G. (2023, June 16). Here Are the Most Significant Findings Against the Minneapolis Police. The New York Times. https://www.nytimes.com/2023/06/16/us/police-doj-report highlights-minneapolis.html

Stoughton, S. W. (2017). Terry v. Ohio and the (Un) Forgettable Frisk. Ohio State Journal of Criminal Law, 15(1), 19. https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=2174&context=law_facpub

Totenberg, N. (2022, April 4). Supreme Court makes it easier to sue the police for malicious prosecution [public radio broadcast]. NPR. https://www.npr.org/2022/04/04/1090857790/supreme-court-malicious prosecution-sue-thompson

COURSE REQUIREMENTS and COLLEGE’s GRADING POLICY

Extra-Credit Assignments: All students will be given the opportunity to complete at least one extra-credit assignments (e.g., attend a webinar, join a student club or association, watch a television program (livestream movie or Podcast), or participate in an activity related to the course, HUM 300. John Jay College’s Extra-Credit Policy: Any [all] extra credit coursework opportunities during the semester are [provided] for a student to improve his or her grade [and] must be made available to all students at the same time. Furthermore, there is no obligation on the part of any instructor to offer extra credit work in any course. The term “extra credit work” refers to optional work that may be assigned by the instructor to all students in addition to the required work for the course that all students must complete. It is distinguished from substitute assignments or substitute work that may be assigned by the instructor to individual students, such as make up assignments to accommodate emergencies or to accommodate the special circumstances of individual students.

Course Schedule and Core Learning Outcomes: Each of the selected readings, activities and writing assignments are related to one or more of the HUM 300, Core Learning Outcomes, particularly:

• Theme A: CONTEXTUALIZING and analyzing struggles for justice.

Interpret Terry v. Ohio (e.g., background, principles, and various factors) and the interrelationship (connections, interactions, and impact)

• Theme B: DISCOVERING, gathering, interpreting, and assessing information from a variety of sources, intellectual perspectives, and approaches.

Learn the historical and legal significance of the landmark case, Terry v. Ohio

• Theme C: ANALYZING and explaining a text or work using appropriate methods.

Examine, study, and evaluate the landmark case, Terry v. Ohio

• Theme D: ORGANIZING and synthesizing (summarizing and analyzing) information and ideas into a coherently structured, thesis-driven, evidence-based argument in both oral and written form, resulting in materials for an argumentative debate and a final Memorandum related to the landmark case, Terry v. Ohi

JOHN JAY COLLEGE RULES, REGULATIONS & POLICIES

CLASS PARTICIPATION POLICY

DISTANCE LEARNING REQUIREMENTS (please READ):

• This online course is listed for synchronous online mixed instruction.

• Students are expected to log in and participate on Thursdays, from 5:55 PM – 7:05 PM

• You are required to turn in your academic work by the assigned deadlines set in Blackboard.

• Assignment deadlines are maintained and included on the class syllabus and/or on Blackboard.

• Students will be expected to log into Blackboard and complete written assignments, as well as engage in online dialogue with their peers.

✓ Log in to Blackboard using your John Jay College email firstname.lastname@jjay.cuny.edu

✓ Read assigned Selected Readings, websites and related resources posted to Blackboard.

✓ Complete writing assignments

✓ Read, respond, and comment to Discussion Board questions.

✓ Engage in meaningful and respectful dialogue (virtually) with their peers virtually in class and in their Blackboard group

DISTANCE LEARNING – CUNY RECORDING POLICY

“Students who participate in this class with their camera on or use a profile image are agreeing to have their video or image recorded solely for the purpose of creating a record for students enrolled in the class to refer to, including those enrolled students who are unable to attend live. If you are unwilling to consent to have your profile or video image recorded, be sure to keep your camera off and do not use a profile image. Likewise, students who un-mute during class and participate orally are agreeing to have their voices recorded. If you are not willing to consent to have your voice recorded during class, you will need to keep your mute button activated and communicate exclusively using the “chat” feature, which allows students to type questions and comments live.”

ACADEMIC INTEGRITY¹:

For the complete text of the CUNY Policy on Academic Integrity and the John Jay College Policy on Academic Integrity, click on 2022- 2023 John Jay College Undergraduate Bulletin, https://www.jjay.cuny.edu/academic-integrity-0

NOTE: Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing, or copying information from the Internet without citing the source, and “cutting and pasting” from various sources without proper attribution.

Academic dishonesty is prohibited in The City University of New York. Penalties for academic dishonesty include academic sanctions, such as failing or otherwise reduced grades, and/or disciplinary sanctions, including suspension or expulsion.

The Lloyd Sealy Library has free guides designed to help students with problems citing sources, this information may be found at: http://guides.lib.jjay.cuny.edu/citing_sources

Statement of College Policy on Plagiarism:

Plagiarism is the presentation of someone else’s ideas, words, or artistic, scientific, or technical work [and submitting it as your] own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations require citations to the original source.

Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.

It is the responsibility of every student to recognize the difference between statements that are common knowledge (which do not require documentation) and the restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited. Plagiarism is the act of presenting another person’s ideas, research, or writings as your own. The following are some examples of plagiarism, but by no means is it an exhaustive list:

• Copying another person’s actual words without the use of quotation marks and footnotes attributing the words to their source.
• Presenting another person’s ideas or theories in your own words without acknowledging the source • Using information that is not common knowledge without acknowledging the sources.
• Failing to acknowledge collaborators on homework and laboratory assignments.
• Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing, or copying information from the Internet without citing the source, and “cutting andpasting” from various sources without proper attribution.

Plagiarism Software: The College subscribes to Turnitin.com and Blackboard has a similar module called SafeAssign. In this course, all writing assignments will be submitted through Blackboard’s SafeAssign, unless the Professor notifies students of an exception.

¹John Jay College Undergraduate Bulletin (2022-2023). Academic Standards: Academic Integrity. Retrieved from https://www.jjay.cuny.edu/academic-integrity-0 (July 17, 2023).

Definitions and Examples of Academic Dishonesty

Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices, or communication during an academic exercise. The following are some examples of cheating, but by no means is it an exhaustive list: • Unauthorized use during an examination of any electronic devices such as cell phones, palm pilots, computers, or other technologies used to retrieve and/or send information.

• Copying from another student during an examination or allowing another to copy your work.
• Unauthorized collaboration on a take-home assignment or examination
• Using notes during a closed-book examination
• Taking an examination for another student or asking or allowing another student to take an examination for you. • Submitting substantial portions of the same paper to more than one course without consulting with each instructor • Allowing others to research and write assigned papers or do assigned projects, including use of commercial term paper services.
• Giving assistance to acts of academic misconduct/dishonesty.
• Fabricating data (all or in part)
• Submitting someone else’s work as your own
• Unauthorized use during an examination of any electronic devices such as cell phones, palm pilots, smart phones, tablet devices, computers, or other technologies to retrieve or send information.

ACADEMIC SUPPORT SERVICES

Information Technology

Electronic Equipment: Call (212) 237-8200 for Information Technology Assistance (e.g., email, Blackboard, and other related issues). Email blackboardstudent@jjay.cuny.edu for Blackboard assistance. Google “Laptop Loan and John Jay College” and “Free Wi-Fi Service and John Jay College” for information related to obtaining a loan for the semester and obtaining access to free Wi-Fi service. Click on this Link https://doitapps.jjay.cuny.edu/misc/laptoploaner/studlogin.php

The Alan Siegel Writing Center

Step by Step Instructions for Remote Tutoring

The Alan Siegel Writing Center uses Office 365 and a phone call to try to mirror an in-person tutoring session as much as possible. To have an appointment in this manner, you are required to have access to a) your John Jay email, b) your CUNYFirst account, and c) a device that can run Office 365, and d) a phone. Office 365 is a free service in cloud version offered to every John Jay student. Here is the link to make online appointments in TutorTrac. All appointments will be made through TutorTrac. For emergencies only, email kbarnwell@jjay.cuny.edu or call (516)-828-1383.

• Tutors in the Alan Siegel Writing Center are trained to help you with conceptual and sentence level skills, rules of grammar and your writing style.
• You may make an appointment to meet with a virtual tutor at a time that is convenient for you.
• If English is not your first language, you may receive online advice and practice with English through the E-Resource Center.

ENGLISH SECOND LANGUAGE (ESL) STUDENTS

If English is not your first language, you may receive online advice and practice with English through the E-Resource Center. Click on http://www.jjay.cuny.edu/e-resource-center or make an appointment through Tutor Trac.

http://jjcweb.jjay.cuny.edu/writing/onlinetutoring.htm

THE WELLNESS CENTER

The Wellness and Resources Center provides assistance for Accessibility Services, Counseling Services, Health Services, Emergency Funding, as well as a Food Bank, Food Insecurity Resources. You may also click on the Link, https://www.jjay.cuny.edu/wellness resources

 

RESOURCES FOR UNDOCUMENTED AND DACA STUDENTS

The College provides information and assistance to undocumented-both non-DACA and DACA-immigrant students to help student reach their goals of college success. Information may be found at Resources for Undocumented and DACA Students or Google “John Jay College and DACA” for the following link:

https://www.jjay.cuny.edu/undocumentedstudents

Office of Accessibility, continued

Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990:

In accordance with Section 504 of the Rehabilitation Act of 1973, “The Civil Rights Act” for the people with disabilities, and the Americans with Disabilities Act of 1990, the College adheres to the law that states in part that: “No otherwise qualified individual … shall, solely by reason of [the] disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal assistance.” John Jay College offers programs and services to students and employees to ensure that individuals with disabilities are not excluded from academic programs, support services and any other activities sponsored by the College, solely on the basis of disability. Contact The Office of Accessibility Services, 212.237.8031. Staff is available when classes are in session in Room L.66.00 New Building. Contact Nadia Griffith-Allen to discuss any concerns at ngriffith@jjay.cuny.edu or go to: https://www.jjay.cuny.edu/accessibility

• According to section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, an individual with a disability is a person who 1) has a physical or mental impairment that substantially limits one or more life activities: or 2) has a record of such impairment; or 3) is regarded as having such impairment.

• Accommodations/academic adjustments are reasonable modifications to programs, facilities, or curricula that ensure equal access and opportunity for students with disabilities. By definition, accommodations must be reasonable in nature and should not compromise course standards or fundamentally alter the curriculum.

• Examples of reasonable accommodations include sign-language interpreters, extended time testing, assistive technology, and note-taking services.

THE CENTER FOR CAREER AND PROFESSIONAL DEVELOPMENT

Students and Alumni: For appointments log-in to your John Jay Careers Online account

and set up a virtual appointment and to view all upcoming events and workshops. Go to the Link https://www.jjay.cuny.edu/Career services to schedule a virtual appointment.

Google John Jay Careers Online Login, for assistance with cover letters, resumes, internships, externships, career fairs, and related employment opportunities.

COLLEGE CLOSINGS

The CUNY Alert system enables John Jay students and parents to receive alerts and information in a timely manner regarding emergencies impacting the college, such as severe weather situations, and other related closings, or threats to personal safety.

TRANSFER SEMINARS are special sections of the 300-level Justice Core courses that all transfer students are required to take. They are taught by experienced faculty who are experts in their fields and will be able to connect you to academic and professional resources. Each seminar is assigned a peer success coach, who provides ongoing support and serves as a connection to the campus.

TRANSFER ADVANTAGE SUCCESS SERIES:

FAST TRACK FOR POST GRADUATE SUCCESS

As a student in a transfer seminar, you will be able to apply for the special Transfer Advantage workshop series. Meetings take place during community hour, and students are guided on creating an integrated academic and career plan.

HUM 300 Landmark US Supreme Court Cases (Transfer Seminars)

Transfer Seminars are special sections of the 300-level Justice Core courses that all transfer students are required to take. They are taught by experienced faculty who are experts in their fields and will be able to connect you to academic and professional resources. Each seminar is assigned a peer success coach who provides ongoing support and serves as a connection to the campus. HUM 300 courses are centered on a landmark Supreme Court case and explore the social and cultural contexts in which legal decisions are made. All sections are zero or low textbook cost.

Note: All sections are online mixed and meet once per week on Zoom. Choose ONE option at a time when you can participate. Attendance is required.

As a transfer student, you have a unique college story. You’ve accomplished a lot at your previous institution and now want to accomplish even more. This is why you’ve chosen John Jay: A John Jay diploma is part of your academic journey toward a successful and meaningful career. The Transfer Student Success Team in Student Academic Success Programs (SASP) is excited to be part of your academic journey and provide guidance and support towards your post-graduate goals, whether that includes beginning your career after graduation or continuing on to graduate school. Your academic journey is about getting you to where you want to be, and there are three main actions you need to take.

Connect to the John Jay community

Build relationships with peers, faculty, and staff to develop your network. Developing a network of mentors will help you reach your academic and career goals. You’ll discover special academic and professional opportunities, gain valuable advice, and get letters of recommendation for graduate school and internships.

Your next steps:

• Join a student club or organization, or start a study group.

• Find at least one partner in each class to exchange notes and study.

• Connect with your professors: they are there to support you in your academic journey. • Join us for Transfer Bridge for Success, a hybrid, workshop experience that will connect you to faculty and fellow transfer students so you feel prepared for academic success in your first semester and beyond.

• Learn more about SASP Transfer Programs.

Plan your academic and career path

Having a plan is crucial to staying on track. Confirm your choice of major and consider adding a minor to explore another specialization and make yourself more marketable in the workforce. Strengthen the connections between your college experience and your academic goals by planning ahead, seeking out research opportunities and creating an integrated academic and career plan.

Your next steps:

• Meet with an academic advisor to ensure you are on track to graduate.

• Speak with a major advisor to orient yourself to your major.

• Think about your post-graduate goals and create a plan to achieve them.

• Update your resume with the help of a career counselor at the Center for Career and Professional Development.

• Research opportunities for internships and volunteer positions in upcoming semesters; many opportunities require you to apply a semester in advance.

Expand your view of what you can do while at John Jay

Enrich your academic experience and ensure your future success by utilizing campus resources. Select and apply for a special opportunity program and let that internship, research, or leadership opportunity tell a powerful story about you.Take part in the Transfer Students’ Speed Networking.

• Use your John Jay email to be “in the know” about upcoming events and special opportunities. • View our SASP Transfer Programs and Events Calendar regularly and join us for our upcoming events!

• Follow us on social media! Check out our Instagram page to stay in the loop about all things transfer!

With each milestone met along your journey, you are enriching the story you can tell employers, internships, or graduate schools.

Access Syllabus: “Terry v Ohio” Syllabus PDF