0 The Washington Center for Internships and Academic Seminars

Kevonyah Edwards
Same Day Process Service

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Table of Contents

Capstone Reflection . 2
Individual Development Plan.. 9
Resume... 11
Civic Engagement Project Report12
Informational Interview....15
Work Sample from Internship.....18
Work Sample from Academic Course..20
Academic Course Syllabus .....22









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Capstone Reflection
16 July 2014
Part I
The Washington Center has been a rewarding and overwhelming experience. I
have learned a lot about my future goals and myself. Although my motives for being
here were not fulfilled, I gained insight into the type of professional individual I would
like to become while participating in the programming offered at TWC. I acquired
valuable information to better aid me in my professional journey that I would not have
gained in the classroom at my home institution. I have gained confidence in my skills so
that I can better market them for future employers. Throughout the summer I have
grown more as a professional overall than I have within my first two years in higher
education.
My initial goal for coming to TWC was to see if I wanted to pursue law school
within the next three to five years. My internship did not help me with my decision at
all. I interned with a process server company that did not deal with criminal law but
more civil law and its process. Since I had minimum experience with criminal law while
being in DC I have decided that I will not pursue law right after my undergraduate
degree. Not all was lost while I have been in DC. I enjoyed working at my internship site.
I have learned about a field I did not know was an option before. I also was introduced
to a professional setting that was different than most. I had a more business casual
environment that allowed me to have a better understanding on which type of
environment I would like to work in the future.
Looking back at my Individual Development Plan at the end of my journey, I can
see growth with both my weaknesses and strengths that I listed in my SWOT analysis. I
also found I had different weaknesses I did not list that I have identified and improved
over time. The biggest weakness that I have improved while being in DC is my weakness
of being shy. I usually avoid contact with others or finding a way to get out of talking to
someone. I have now developed relationships with individuals that will continue after I
leave this area. A significant relationship that I have built is with Pauline Francis. She is
the individual I met with for my Informational Interview. The insight she provided me
allowed me to better assess my future goals and set a plan for myself. Without TWCs,
requirement I would have never reached out to anyone who could give me great insight
into the profession I wanted to pursue. That assignment forced me to build a connection
with someone who could become a great asset to my future.
In addition to working on me weaknesses I also worked on my strengths. The
main strength that I identified as becoming stronger because of my TWC experience is
my motivation. I have always been motivated to better my life. With the help of TWC I
have gained more motivation. I always had dreams of having a career in a field where I
could help others. Working for Same Day Process has allowed me to witness how it feels
to work a full time job. I worked in the office on the computer not directly benefitting
others lives. This experience has allowed me to see that I do not want to sit in front of a
computer as a career. This has motivated me to make sure that I can positively benefit
people within the criminal justice system. Also working nine to five every day has let me
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actually see myself working as a young adult. TWC has allowed me to get the motivation
to start preparing for a more serious young adult life.
I have gained wonderful insight into my life. I was able to identify many different
aspects of my life that were not recognized before. Another weakness or skill that I
identified after creating my Individual Development Plan was my writing skills. While
speaking with Pauline Francis I was reaffirmed how important my writing skills would be
in the field of work that I wanted to pursue. With my assignments for TWC I have been
able to work on strengthening my writing skills. Knowing how important this skill is to
my future I will now take future English courses more serious to better my writing.
There have been many ways I have connected my acquired knowledge from my
home institution to my experiences with TWC. My first connection happened with my
academic course. I took Criminal Law and Procedures with Professor Hardy in Thursday
nights. I had an interest in this class because in the fall I will be taking Criminal
Procedures at my home institution with a highly recommended professor. I wanted to
see how the courses would be similar and how they would differ. Another link I made
between my TWC course and my courses at the University of Cincinnati was the
information we covered. During our criminal procedure portions of class we covered the
4
th
, 5
th
, 6th amendments. These constitutional rights are the bases of many cases that
we cover in most if not all of my criminal justice classes. The criminal procedures portion
of class was a review of my Intro to Criminal Justice Course. It was how the police should
handle suspects and was very fundamental information.
Besides the connections to my academic course, I was able to make connections
to my internship site and other TWC requirements. When I interviewed Pauline Francis
for my Informational Interview we talked about risk assessments that helped them
better serve their juveniles. The University of Cincinnati is a leading institute in research
in the criminal justice field. They have helped develop the many risk assessment that
the state of Ohio uses for both adult and juvenile offenders. In my Juvenile Justice class I
completed an Ohio Youth Risk Assessment System (OYRAS) a pretend delinquent. This
was similar to the risk assessment Pauline Francis and her employees used to assess the
juveniles during their intake process. I enjoyed seeing that the tools we are using in the
class room were being implemented in the field I wanted to pursue. After that interview
I able to tie my course work with real life experiences.
In addition to my academic course and TWC assignments I also made a
connection with my internship site. Before my placement I never thought about process
service as a career. While interning I did not know how I would connect the experience
with my classroom knowledge or even my future goals. As time progressed I began to
understand how the system worked and learned how important it was to pay attention
to detail. At my internship site I created affidavits for the courts. Although the affidavits
were computer generated, if I put in the wrong detail about the encounter then that
affidavit could not be notarized and sent to the courts for filing. The connection I made
with this experience is with any criminal justice career. Taking reports correctly will save
your job once a problem occurs. In my Legal Issues in Correction course we talked about
how documentation was very important for correctional officers. Every detail mattered
and it should be recorded so for future references there are no mistakes. I found this to
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be very true. There could be times where one of the process servers at my internship
site would be called to testify to prove that they served a certain person. Without that
notarized affidavit they may not remember what happened that day. So having the
correct detail helps to insure that our process servers are covered.
After looking back on the first two years of my higher education I am satisfied
with what I have learned. Most of the experiences I have had in DC were talked about
in the classroom. I was able to relate my knowledge to every aspect and requirement of
TWC. I now want to return to my university and apply the new knowledge I gained from
TWC about professionalism and work ethic to my future experiences.
Besides the acquired knowledge I gained here at TWC I have also increased my
insight on how important leadership is. TWC stressed how essential it was to obtain
certain leadership skills. I always thought of myself as a natural born leader, but while at
TWC I was able to develop and strengthen more skills. As a leader I think that no leader
is the same we all posses different skills and qualities. Looking at myself some skills I
already came to TWC and was to improve were my skills of honesty and communication.
While working as an intern I was able to make mistakes but I was honest when I made a
mistake and communicated that with my supervisors. A piece of advice Pauline Francis
left me with was if you mess up fess up. I really took a liking to this advice because I
always like to know when I make a mistake so that I can learn how to avoid that
situation again. I was able to communicate with my TWC advisor and my internship
supervisors in a more professional way because of my experiences with this program.
A leadership skill that I noticed that needs constant improvement is my positive
attitude. I tend to wear all of my emotions on my face. I have identified that I need to be
able to wear a constant smile on my face even when I feel aggravated sad or anything
along that line. I know that a great leader must have and display a positive attitude
because there is always someone looking at you for guidance. With future experiences I
will think about how my facial and body expressions are presented to other. I would
love to improve this leadership skill so that I can become a better leader.
Overall my TWC experience has been a well needed experience. I was able to get
away from my hometown and get an understanding of a new city with a new way of
thinking. DC being the capital of the United States I was able to encounter many
different ethnic groups, career choices and demographic choices. I was able to grow as a
student, young adult, and leader. The skills and knowledge I have gained here in DC are
transferrable and have given me the push to want to explore more of the world. I have
been able to set long time and short time goals. I have put my future in perspective and
will begin to transform into the young adult TWC has pushed me to become.








5

Part II
Vision:
How do you want to spend the rest of your life?
No matter where I end up in life I want to spend my life as happy as I can making myself
and others proud.

How do you see your life in the next 3-5 years?
Within in the next 3 to 5 years I see my life as happy. I want to be completed with
school and have a couple of years of experience in my wanted career choice.

Focusing In:
What do you see yourself doing in the academic and/or professional realm?
I see myself as a probation officer/correctional officer with a Masters of Science in
Criminal Justice.
Why is this important to you?
This is important to me because I feel like the rehabilitation of delinquents and
offenders is vital in order for our inner cities to thrive and be beneficial to everyone.

What will you need to do to make this a reality? How will you accomplish this goal?
In order to make this goal a reality I have to set smaller goals for myself. I have to gain
the required education and network with the right people. This is through local
internships and research opportunities.

Steps To Accomplish This Goal Date By Which You Will Accomplish It
Internship with local county probation
department
May 2015
Undergraduate Degree in Criminal
Justice with a certificate in Substance
abuse
December 2015
Masters of Science in Criminal Justice April 2017
What are potential barriers to this goal? What could get in your way? What is in your
way?
Potential barriers are family and financial problems. Someone might get sick and this
may cause me push deadlines back. Financial situations may cause me to work right
after my undergraduate degree and postpone going to graduate school. Also if I do not
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get out of my shell and network with professionals back home I might not get the
internship that I want.
What are possible ways to overcome these barriers?
If I stay motivated and stick to the goals and deadlines I have set for myself these
potential barriers will not arise. Also if I go out and look for opportunities I will be able
to have multiple ways that will help me persevere through any obstacle
What resources or tools do you have or have access to that can assist you?
Luckily I attend the number one university for research in the criminal justice field. This
resource will better benefit me when I plan to go to graduate school. Also the professors
and staff at my university are valued members in our community when in come to
public safety. They will be wonderful networking tools when looking for local
internships. I also have connections with the Cincinnati Police Department who would
be resources that connects me with other avenues within the criminal justice system.
I want to be seen as someone who is a positive role model in my community.

Why is this important to you?
Growing up in an inner city I understand how important it is to have positive role
models who came from the same place as me. I want to become that positive role
model for kids so that they can strive to be positive role models for future generations.
What will you need to do to make this a reality? How will you accomplish this goal?
In order to become a positive role model I must emerge myself into the Cincinnati. I can
do so by becoming an advocate for the youth and talking to different boards and
committees. I also will join organizations that help inner city youth. I also have to
practice what I preach and I must make sure that every choice I make is positive.

Steps To Accomplish This Goal Date By Which You Will Accomplish It
Continue to provide tutoring services at
my Alma Mata
August 2014
Start doing Service learning with groups
such as Serve Beyond Cincinnati
December 2014
Become a member of the Big Brother/
Big Sister Program
February 2015
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What are potential barriers to this goal? What could get in your way? What is in your
way?
Time Management issues can become a barrier. I may feel like I do not have time to
spend advocating.
What are possible ways to overcome these barriers?
Possible ways to overcome these obstacles would make time in order to become a
better member of my community.
What resources or tools do you have or have access to that can assist you?
With the Center of Community Engagement they provide many different opportunities
that allow college students impact the Cincinnati Community.
How will you exhibit leadership?
I will exhibit my leadership by becoming more involved on campus.
Why is this important to you?
This is important to me because future employers look at leadership when deciding if
they should hire someone.
What will you need to do to make this a reality? How will you accomplish this goal?
In order to make this goal a reality I have to join more organizations and become
involved in them.



Steps To Accomplish This Goal Date By Which You Will Accomplish It
Become a member of Advance and apply
for the executive board.
December 2014
Apply for the executive board for CJ
Society
April 2015
Become a leader of a local Girl Scout
Troop
October 2014

What are potential barriers to this goal? What could get in your way? What is in your
way?
A potential barrier is moving off of campus. This could deter me from wanting to
participate in campus organizations seeing that I am not on campus. Another barrier
that could get in my way is my personality. I do not like to take on new responsibility. I
am fearful of change. Also time management could be potential barrier. I work and
volunteer wonder if I will have time to fit organizations in.
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What are possible ways to overcome these barriers?
I can plan better to help with time management. I also can be more open and take each
organization on at a one time so that my fearful personality or time management will
not become a barrier.

What resources or tools do you have or have access to that can assist you?
Already being a member of the CJ Society I know how the organization works. Also I
have ties with the Center for Community Engagement who relays training and
volunteering for the Girl Scouts.

































9

Individual Development Plan
14 June 2014

Within the next three to five year I want to be in the beginning phases of my
professional and personal lives. Professionally in three year I will be graduating from
graduate school and applying to jobs within my career. I will graduate with a Masters of
Science in Criminal Justice from the University of Cincinnati. What motivates me is that
the masters program is only a year long program and ranks in the top five in the country
for their Criminal Justice Masters program. Also being a first generation college student
I choose not to stop at an undergraduate degree so that my siblings and future children
will aim higher than a bachelors degree. Also I will be applying for a career that involves
juveniles. Either as a case manager in a detention center for juveniles or as a probation
officer with the county. I have a passion for helping inner city youth and I feel like if
someone is to intervene in a delinquents life early on then they can be steered away
from criminal behavior. Within the five years I will be working for the Hamilton County
in their Juvenile Court system.
Being here at the Washington Center will help me mainly with my professional
goals. Just by being in DC I am exposed to a wonderful networking system. With the
knowledgeable staff and different interns here, I will make connections for a life time.
Also, once I figure out who I want to interview for my informational interview I will
begin making connections outside if The Washington Center. In addition to the
networking system, TWC will prepare me for my future goals with their professionalism
code of conduct. It will prepare me to be ready to work in a professional setting. With
my hands on experience at my internship site I will learn how to become a better
working professional. This will happen by the way I dress and learning professional
etiquette.
The SWOT exercise allowed me look at myself in a light that I had not before. I
was able to look at traits and how they will affect my plans for the future. While looking
at my strengths I figured out that I am motivated, responsible, curious, flexible, and
trustworthy. I feel like these traits can be showcases and improved during my academic
internship. Being motivated and curious at the same time allows me to look for new
work and inquire new positions. My internship site will allow me to look for new
working task and also be able to always ask for more work so that I can be productive.
While being responsible and trustworthy will allow my supervisors to give me more
tasks around the office without them having to watch over me and have to check every
assignment.
Besides looking at my strengths I was able to evaluate my weaknesses as well.
My main weaknesses were shy, fearful, ignorant, stubborn and selfish. These traits can
ultimately hinder my professional growth. But I know that these weaknesses can be
worked on throughout my semester at The Washington Center. Being shy and fearful
can have me missing out on opportunities if people do not find me to be personable
because I am discreet with my life experiences. Or if Im scared to step out my comfort
zone being fearful can hinder my growth. With the amount of interns here I am able to
find people here that I will be able to open up to and become familiar with allowing
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people to understand who I am. Also by coming to Washington DC I started to conquer
my fears. This is the first time I have been away from home. I figured that being
stubborn is more a weakness in my personal life. I have no reason to become stubborn
while in the work place because I can easily be replaced. Knowing this will help me work
on my stubbornness in my personal life. Being selfish is a weakness that plays hand in
hand with my stubbornness. But with me interning with a small company there is no
reason for me to be selfish. Our work is linked to one another, so if someone is not
pulling their weight then it will affect everyone else and their duties. My wants and
needs do not come before the companies needs so knowing this will allow me to work
on being selfish. Being ignorant really is a weakness that everyone has. I can work in this
by inquiring more knowledge while Im here.

Strengths Weaknesses
Motivated
Responsible
Curious
Flexible
Trust worthy
Shy
Stubborn
Selfish
Fearful
Ignorant

Opportunities Threats
Being in Washington D.C
Going to the #3 Criminal Justice
Graduate School
Interning
References from people in my
field

Not overcoming my weaknesses
Failing job market
Competition from other People
applying.
Personal goals with building a
family













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KevonyahEdwards
1969 Fairfax Avenue | 513.237.8390 | edwardko@mail.uc.edu
Objective
I want to help better lives of others through guidance and relaying resources to people under
supervision
Education
BACHELORS OF SCIENCE | ANTICIPATED DECEMBER 2015 | UNIVERSITY OF CINCINNATI
Major: Criminal Justice
Minor: Forensic Populations
GPA 3.921/4.0
Experience
INTERN | SAME DAY PROCESS | JUNE 2014- PRESENT
Compile new cases and close cases out once completed
Prepare affidavits for the courts through an unique data base
Document and retrieve files within the District of Columbias Judicial System
TUTOR COORDINATOR | HUGHES STEM HIGH SCHOOL | SEPTEMBER 2012- MAY 2014
Manages the after school tutoring program at an inner city public school
Regulates the placement of University students with high school teachers and students according to
need and expertise
Maintains partnership between the University of Cincinnati and Hughes STEM

POLICE CADET | CINCINNATI POLICE DEPARTMENT | JUNE 2012- AUGUST 2012
Acted as ambassador for the City of Cincinnati during the World Choir Games
Aided the Cincinnati Police Department while keeping civic order within our district
Leadership Roles

UNIVERSITY HONORS PROGRAM
Transition Student Spring 2014
UNIVERSITY OF CINCINNATI GEN-1 THEME HOUSE
Program dedicated to first generation college students.
Program ambassador for incoming first generation freshman.
Promotes and advocates support for first generation students.
GIRL SCOUTS
Volunteer as a series leader with elementary age students in inner city public schools.
Providing girls with tools to build self esteem and leadership abilities
Skills
LoyalPuppy Software
Basic American Sign Language
O.R.A.S ( Ohio Risk Assessment System)
Microsoft Office ( Word, PowerPoint, Excel)
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Civic Engagement Project Report
Education Improvement
25 July 2014

For my Civic Engagement Project I chose the Education Improvement engagement
facilitated by Jodie Klein and Reid May. Education Improvement was my first choice
because I work as a tutor coordinator in a high school back home. This choice fulfilled
my personal motivations to improve the tutoring program I offered. Two years ago I
started a tutoring program at my former high school without a working model. As a
result, I have been working to improve the model of the program to better serve my
students and my tutors. The direct service of tutoring students within the DC area was a
requirement so I knew this civic engagement would benefit my goals. I knew I could
experience how a tutoring program worked as a tutor and not a coordinator. Besides
wanting to compare tutoring programs, I also wanted to see how Washington DCs
school system worked compared to Cincinnati Public Schools system. I have grown up
in the Cincinnati Public school system my whole life. I wanted to see if the same
problems I have witness were similar to those in the DC area. While working back home
I hear a lot about how important test scores and school report cards are in order to get
certain funding. I also hear how they budget funds based on programs. I wanted to see if
DC schools were experiencing the same problems and disparities I heard frequently in
Cincinnati.
Considering that my civic engagement was about improving education, the
education system was our primary topic. Besides talking about the education system we
talked about the relationship the federal government had with the education system. I
learned a lot about how politics impacted the education system. Common Core
Standards came up during all of our informational meetings. Before my civic
engagement, I did not know how important Common Core was. I heard the term while
at work but I never actually asked what they were and how they were different from the
former standards. While sitting in these meeting I gained a better understanding on why
people opposed and why people supported Common Core. People who are opposed to
common core believe the federal government should not interfere with the education
system. Previously the standards were made by the states legislature and governed by
the states. Educators now have to change some content and styles of teaching to fit the
standards that are provided by the federal government. On the other hand, the
government feels that they are not making school districts change their curriculum just
raising the standards for the students so that they are performing at a more proficient
level. Before my informational meetings I did not know how notorious these new
standards were or how anyone felt about the topic.
Being a part of this civic engagement gave me insight on the biggest topic in
education. I do not hold a position on the Common Core Standards. This is simply
because I understand both sides of the position. I agree that we need to raise the
standards for our students so that we can compete with other countries in the world.
Nevertheless, I do appreciate techniques that older teacher have used in order to
educate their students. I sense if those who are opposed to the new Common Core
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Standards were informed more about the true purpose of the standards, the standards
would be more accepted.
Besides Common Core, we talked about other factors that connected the education
and political systems. Federal funding for k-12 and higher education was a topic that we
covered a lot. In order to get certain federal funding for different programs the
government requires schools to abide by certain regulations. A prime example is the
free and reduced lunch programs all over the nation. The government regulates the
nutrition throughout K-12 schools in order for them to provide this much-needed
program. Without the federal funding schools cannot provide free or reduced lunch to
students in need. There are people who do not like these regulations because the food
portions and choices have become limited. High school student athletes are receiving
the same amount of calories as a third grader. It is obvious that they should have more
relaxed restrictions within schools. We all agree that students should eat healthier; we
now have to agree with how much food is being dispersed.
For direct service, I tutored at Next Step Charter School once a week for the month
of July. Next Step helps nontraditional students prepare to earn their GED. I was excited
because I could observe how another institution handled their tutoring program and
compare it to my own. I was also nervous because I have never tutored anyone
although I ran a program. I process things differently than how teachers teach it so Im
always self conscious when I try to explain something to others. Another concern I had
was the difference in population. Next Steps students were primarily minorities of
Hispanic decent and older than the traditional high school student was. People tend
take me less serious because of my small demeanor. So that Is something I have
struggled with for a while. With all these concerns, I did not know how I would perform
during my direct service.
For four weeks I tutored every Wednesday for an hour. For the first two weeks I was
in an English as a Second Language Class. I was very nervous because I have very limited
Spanish skills. In addition, I thought that the students would have very basic English
skills. I thought that it would be a communication barrier between the student and me. I
was surprised by how much English they did know. The communication barrier was not
as big problem for us. We would work on packets to strengthen their skills. It was very
rewarding for me to work with those students. When we tried to find an understanding
on a word I was trying to explain and I seen the light bulb go off when they finally
understood what I was explain I was able to see that I was really impacting their English
skills.
For the last two weeks, I worked in an English class with the same student. This was
my most enjoyed experience. I was pleased with working with Darrell because it was a
stable connection. I emphasize to my tutors how important it is to have a constant
relationship with a student, while working with Darrell I implemented the same
principles I installed into my own tutors. We worked on many different projects and it
felt like the hour was not enough. Once we got all of his ideas in order, it was time for
me to go. After working with him, I knew that the work that tutors do really does impact
the student. I really wished I had been able to work with him the entire time.
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Next Step allowed me to learn a lot about myself. For the past two years, I beat
myself up about my tutoring program. I knew that I could better serve my students and
tutors and did not know how to do it. As I looked at their tutor coordinator, I seen a lot
of the same problems I faced. Placing tutors based on their preferences can cause a
problem. Students might be so receptive to help on a certain day in a particularly
subject. This forces tutors to help students in a subject they are not so confident in. This
was my case with Next Step. I was placed in English classes my entire time. I would have
preferred a math class but the students were not so open to getting additional help
from tutors. I was intimidated by being placed in an English class. By the end of July I
was happy. This experience helped me gain confidence in my tutoring and English skills.
It was a double benefit for the student and me. Seeing that Next Step had similar
tutoring problems as me also gave me confidence in my tutoring program. I now know
that it is not unfamiliar to have problems with attendance of students. I can now work
on how to improve that problem.
Most of the policies we talked about had nothing to do with chartered schools or
with the GED. We did briefly talk about how charted schools receive funding and how
the school culture is different from public schools. Traditional chartered schools would
be affected by the Common Core standards, but seeing that Next Step was not a
traditional school, those standards were not a topic of discussion. Besides the new
Common Core policies, the GED received new standards recently. They have raised the
standards to the GED just like they have raised the standards with Common Core. The
direct service we did impacted the new standards the government has for the students
of America. By tutoring the students, we are preparing them to meet those new higher
standards. Our direct service impacts the students and their preparedness for taking the
test. Although we are not tutoring students who have to follow Common Core
standards, we are still affecting the students who have to rise to the new standards that
are in place.
Overall, I enjoyed my civic engagement. I was able to learn more about policies that
influence the education system through our informational meetings. I was also able to
directly influence students learning. In addition, I was able to learn more about my
teaching styles along with my strengths and weaknesses with tutoring. I would not have
indulged myself into tutoring without this civic engagement. I would have stayed on the
coordinating end of tutoring rather than the tutoring side. I now have tools that I can
bring back home in order to better benefit my students.










15

Informational Interview
Pauline Francis
10 July 2014
A Rewarding Passion
For my Informational interview, I sat down and talked with Pauline Francis. She is
the Acting Program Manager for Intake and Delinquency Prevention. Pauline has A MBA
and formerly worked within the private sector. Now Pauline oversees the probation
officers and the new cases within the juvenile justice system for the District of Columbia.
I felt that she was the best contact to interview because she works with juveniles and
she is very hands-on with years of experience. I was lost when trying to figure out
whom I wanted to interview and how I would make that initial contact. I decided to
Google juvenile judges and probation officers that worked in Washington DC to see
where I could start. A list of people who were in charge of different divisions popped up.
Paulines name stuck out to me because of her division of Intake and Delinquency
Prevention. This drew me in because for a career I want to prevent delinquent
behavior within the inner city. I called the number listed below her name and left a
message. After a couple of days, she was returned my call and we set up a meeting. I
learned a lot about the profession through what she said throughout our interview and
through my observation.
We met at the courthouse at 500 Indiana Avenue, on the fourth floor, in the
intake department. While awaiting her arrival three juveniles came into the office to
receive electronic monitoring. Although this was not a part of my interview with Pauline,
this observation was vital for my understanding the profession. I was able to see the
behavior of the children these probation officers interacted with on a daily basis. The
three children had different behaviors. The first young lady was very loud and impatient.
She came in the office with a guidance counselor who seemed to be the only person
really involved in her life. Then there were two males who came in separately but ended
up knowing each other; they were calmer than the young lady. I noted whom the
juveniles came with because they were three different cases and neither of them had a
parent present. Parental involvement is very critical in an adolescents life. Seeing that
the there was not a parent there I could start to figure out why they were getting
electronic anklets. This observation was still surprising although I knew it was common.
After waiting for about thirty minutes, I met with Pauline. Her being late to our
scheduled meeting also let me know about the profession. It is clear that working with
this group of people anything can come up where you need to be present. Some
incidents will become more important than events you have planned for that day. She
never explained why she was late but I figured it had to do with a child. I always hear
about the caseload of probation officers and how demanding it could be. She explained
that ordinary probation officer has a caseload of 25 to 30 cases. On the other hand,
probation officers who are with the intense supervision group have a caseload of about
15 delinquents. She oversees the intake process so I am sure that she over sees the
caseloads of majority if not all the cases that come in.
Once we actually sat down and were able to converse one of the things she told
me was she does this job in order to help people. She was in the private sector for a
16

while but had to leave because she was not affecting lives like she wanted. She wanted
to rehabilitate the juveniles and become a helping force within their lives. After hearing
her talk about her career I could tell that is exactly what she has been doing. This was a
relief because helping the juveniles is exactly what I want to do. She also explained that
the pay is not the rewarding part of her career but that seeing that the juveniles that
she interacts with are trying to change their lives because they see someone like her
actually cares about them. She talked about making a change in their lives a lot. This is
why I want to go into juvenile probation the most. Seeing that this actually happens
drew me into wanting to pursue the career the most.
She explained the process of a delinquent throughout the judicial process and
the day-to-day workings of the probation officers. She also explained the skills that one
needed to become a great probation officer. These skills included good writing skills,
communication skills, multi tasking and having a good relationship with ones supervisor.
Being able to document the correct information during the intake process of a child will
help better serve the juvenile. If the judge knows what the risk factors are then the
judge can sentence the correct conditions to the supervision of the delinquent. The
documentation of the risk factors is the probations officers initial duty once a child is
entering the system. Having these writing skills will better benefit the system as a
whole. She explained that having good communication skills were key as well. You have
to be able to ask for help when needed. There are times when you have to give your
attention to a certain case and you may forget that you have a deadline coming up. If
you communicate with your supervisor that this rare incident has happened then our
supervisor should be able to help you in that situation if you have documented
everything and communicated to them in a timely manner.
As I sat there and listened, I was able to connect all the skills and how they were
all important to have in order to be successful in this career choice. I began to asset
what skills I need to improve and which ones I thought I already possessed. I feel like
that I can work on my writing skills. This is a skill I have known I needed to improve for
years. I also feel that the communication skill I posses are appropriate for the position.
In addition, I feel like my multitasking skills are up to par.
As I observed Pauline when she talked about her staff, I could see she was very
hands on. She allowed her staff to perform how they chose. They usually worked in
groups based on the wards they were assigned to. She knew what programming and
services each ward offered. She also noted that they work differently. Some probation
officers worked together. One officer might go out and do check up is on the children
while the other might document what the other officer noted while out in the field. This
usually happened based on the strengths each probation officer had to offer. In other
wards, each probation officer worked with their own caseload and executed what they
needed. After everything was documented and ready to be reviewed by the judge,
Pauline would then overlook all the documentation to make sure it was correct. I noted
that although she was in managers position she still had her own caseload and did not
look down on the ones she supervised. She was there to help them in order for her
department to functionally work. She had a leadership style that I would like to work for
and model for myself.
17

My Informational interview confirmed everything I thought and knew about the
profession. Such as, the workloads not meeting the pay and the early burnout rate
probation officers have. Also how rewarding the career made you feel if that was
something, you were passionate about. I also learned a lot. I did not know that besides
the assessment they give the children they have to really look into their lives to assess
them properly. Meeting with Pauline made me stop thinking about pursing law school
and pursue my passion of helping inner city kids. I could see how she genuinely had a
passion to work with this group and how her reward was actually getting through to
some of these kids. Since she formerly worked in the private sector, she knows how
much money she could be making. To make that transition to a lower pay grade and a
high burn out rate she made a huge sacrifice in order to pursue her passion. I am glad
that I was able to speak with her. Now once I get back to my hometown I will be looking
for an internship that will better fit my career goals. I will also work on bettering all the
skills she listed as important to have in this field. I now have a more solid career plan
when I go back home.




18

Work Sample
Same Day Process Service
31 July 2014

For my summer internship, I interned with Same Day Process Service. This small
business has a main responsibility that is to handle the services of legal documents to
parties of civil cases. They have a number of process servers who go out and serve
papers. We received request from law firms, people who were Pro Se, and other process
service companies on a daily basis. My responsibility as one of the interns was to
handle the in house work. I did not go out and serve the legal documents I stayed in the
office and prepared the work orders for the process servers. On a daily basis, I would
create work for the servers. Once they completed a certain job they would return the
work order to the in house staff and we would close the job out and create affidavits for
the courts.
The work sample I included is an actual work order. This form has all the
information for the process servers. That includes the parties in the case, the county and
court the matter is filed with, who needs to be served, where they are located and when
the service should be completed. I entered all this information into special software
that the company used names LoyalDog. This software would populate and create these
work sheets once I entered the correct information. These work sheets would them be
completed and returned back to me with the requested information. I would then look
into the system and input any required information and then the system would
populate affidavits for the courts and inform the client that the service has been
complete. I had to make sure that I double check the information the process servers or
myself put in because the affidavits that were created would become sworn statements
of the process servers and become court records.
The work sample displays the starting process of the long course of action that
my internship handled. I felt like this was appropriate work sample because it displayed
how flexible, responsible, and trustworthy I was. I was the only intern out of three that
was trained to work with the LoyalDog software. This system included a lot of personal
information of the clients and of the company. The owner trusted me to access this
information. Also seeing that this was a new type of software for me I learned and
adapted to the unfamiliar system. The people in the office were surprised how fast I
learned how to utilize the software. Seeing that I was a fast learner and trustworthy I
was able to gain more responsibility and given more projects by other people in the
office. By starting out with work orders like the one included, I was able to perform
more strenuous task for the owner.


19




20

Class Sample
Criminal Law & Procedures
29 July 2014

Criminal Law and Procedures was a very interesting course. We discussed
criminal law in detail and worked through many hypothetical crimes. The class set up
allowed there to be no class projects or weekly assignments besides the required
readings. We had open group discussions every class that helped answer rules of law
involving dangerous felonies and other crimes. During our hypothetical cases, the class
would decide if that person committed a crime and if so what crime they committed.
This allowed the class to better understand what criteria was needed for someone to be
charged with a crime and what actually constituted as a crime. I enjoyed this format of
class because we were not sitting in a lecture but we were actively engaged in
conversation that included the entire class.
For my work sample, I included a quiz that we took to assess how much we knew
up to that class session. It would suffice as our study guide for the midterm we would
have the following week. The questions that appeared on the quiz were similar to those
that came up on the exam that covered criminal law. The questions also represented
the type of hypotheticals we worked through in class. These questions allowed us to
meet the objectives for criminal law listed in the syllabus. The second objective listed in
the syllabus was to Understand the criminal elements of crimes against person,
property, order, and state.
Although improving my writing skills was not listed in my Individual
Development Plan
I know that this course has allowed me to develop my writing. With this quiz, I was able
to articulate my thoughts through writing. I had to explain why I felt someone should be
charged with a crime not just, if they should be. This helped me better my writing skills
by simply making sure I wrote exactly what I meant in order to meet the requirements.
This also allowed me to learn what was and was not acceptable as valuable responses
when talking about the law.
My primary goal for coming to DC was to figure out if I wanted to pursue law as a
career choice. This class is the only experience that exposed me to criminal law while I
have been at TWC. I enjoyed the information that we covered pertaining to laws and
constitutional rights. Professor Hardy made the class interesting. With his background
as a practicing attorney a law professor at different universities around DC, the
information was relevant and relatable. . I really appreciate and respect Professor
Hardy for his style of teaching and advice. We were challenged mentally every class.
Although I have decided I will not pursue law school in the near future, the advice
Professor Hardy will be imprinted into my thoughts whenever I begin considering law
school again.

21


22

Criminal Law and Criminal Procedure
Instructor Name: Melvin Hardy Esq.
Contact Information (phone number & email)
Cell 202-359-0335
Email address, mhardylaw@gmail.com.;
Course Date & Time: Thursdays 6:30pm-9:30pm
Course Description
A crime is an act or omission prohibited by law for the protection of the public, the
violation of which is prosecuted by the state and punishable by fine, incarceration, and
other restrictions of liberty. The term criminal procedure refers to the methods by
which the criminal justice system functions. The term encompasses the arresting of
suspects, the searching of premises and persons, the interrogation of suspects, the use
of police lineups, the introduction of evidence at trial, the trial procedures, and finally
conviction or acquittal. In this course, we will explore the criminal law from a variety of
perspectives. We will study the reasons for punishing convicted criminals, as well as the
elements of crimes and the defenses that the accused might raise. We will examine
tensions between various state statutes, the common law, and the Model Penal Code.
Although you will be responsible for learning criminal law doctrine, it is equally
important for you to learn to make the best legal argument on each side of a case and
to analyze the policy reasons for embracing or criticizing current laws.
Criminal law does not constitute a uniform body of rules across jurisdictions. In
this class, we will often talk about majority and minority trends in the nation, rather
than trying to learn the doctrine of all 50 states plus the District of Columbia.
Criminal procedure must be distinguished from the substantive criminal law,
which is the body of law defining crimes. Many aspects of criminal procedure are
regulated by the U.S. Constitution, particularly the first ten amendments of the Bill of
Rights.

My approach to the course will be twofold. First I will teach the standard
elements of Criminal Law. I will spend most of the course discussing what evidence and
legal analysis is needed to establish a particular crime. We will study and discuss the
following:
1. SPECIFIC CRIMES;
2. INGREDIENTS OF A CRIME;
3. PROOF OF FACTS;
4. INCHOATE & GROUP CRIMINALITY.
The second section of the course will cover Criminal Procedure. I will
teach a broad overview of the criminal justice process. Afterwards I will teach
the nature and scope of the fourteenth amendment and due process. The final
portion of the Criminal Procedure section will deal with police powers (eg. arrest,
23

search and seizure). Students will study case law that covers each of the
substantive areas of criminal procedure law.
Course Goals
The basic aim is to introduce students to the general criminal law and criminal
procedure doctrines through which they will determine whether an act proscribed by
law has occurred and whether the accused is blame worthy. We will study a range of
specific doctrinal material, primarily about what is called the general part of criminal law
( i.e., doctrines such as attempt, accomplice liability, and provocation) that are
applicable to a variety of particular crimes. The secondary purpose of this course is to
familiarize students with issues in statutory construction and the application of criminal
procedure. Students will be expected to know the criminal law and criminal procedure
doctrines, be fluent in the vocabulary in which they are expressed, and understand
certain fundamentals of construing criminal statutes.
Student Learning Outcomes Objectives
By the end of the course, students will:
1. Understand key cases, legal terms, clauses, and chronologies in criminal law
2. Understand the criminal elements of crimes against person, property, order, and
state
3. Will know how to examine the historical evolution of criminal law maxims, doctrines,
and principles
4. Be able to analyze both early and contemporary judicial thinking and legal reasoning
5. Be able to articulate informed opinion over important, controversial issues in criminal
law
6. Recognize important considerations dealing with the rights of criminal defendants
7. Appreciate the scholarly study of law and its application
Skills
In addition to the above objectives, the more general goals of this course are to provide
the student with the following tools to help develop his or her potential:
1. Development of the student's analytical thinking capabilities through comparison and
contrast in the application of theories and concepts to social problems
2. Enhancement of the student's literacy skills through assigned readings, discussions,
examinations, and other research requirements.
3. Utilization of the historical perspective which helps with student understanding of
evolutionary developments of legal concepts over time
4. A full understanding of the legal analysis method through research requirements and
in-depth case studies
5. Improvement in social interaction skills and understanding human behavior through
consideration of the impact legal and social systems have on individuals and society as a
24

whole.
6. Increased student awareness of cultural and multi-cultural issues through study of
how social problems and social movements are related to, and affect, minority groups
7. Preparation for more advanced study in criminal justice or law school.
Required Texts
The book that will be used for the Criminal Law portion of the course is
Criminal Law: In a Nutshell. 5
th
Edition.
Publisher - West
Author - Arnold H. Loewy
All required reading materials for the Criminal Procedure portion of the class will
be provided by Prof. Hardy at no charge to the students.
Recommended Secondary Readings
Wall Street Journal online Law cases. Online Criminal Procedure case studies on Fourth,
Fifth and Sixth Amendments will be provided. .
Course Requirements
Grade Calculation
Participation 10%
Midterm Exam 45%
Final Exam 45%
Exams
Midterm Exam
Final Exam
Participation
Class participation points: 1 to 3 points added to or deducted from final exam score.
Class attendance and class participation are very important to your comprehension of
the course material, as well as to your grade. Broadly speaking, there are two types of
participation good and unsatisfactory. I will add 1 to 3 points to your final grade for
good participation; I reserve the right to subtract 1 to 3 points from your final grade
for unsatisfactory participation.
Good participation means coming to class on a regular basis; doing the assigned
reading carefully; being ready to answer questions if I call on you; and occasionally
volunteering questions or comments. To be a good participant, you do not always need
to have the right answer, but you do need to give in-class problem-solving your best
25

shot and to demonstrate that youve read and thought about the assignment. Its the
quality, not the quantity of your participation that counts!
Unsatisfactory participation means being unprepared when I call on you; routinely
coming to class late; carrying on conversations or surfing the Web when others
(including myself) are speaking; and/or missing more than 2 class meetings without an
excuse.
Modified Socratic Method: I will call on students randomly to present case facts and
holdings and answer questions. If youre unprepared, just tell me and I wont call on
you. You dont need to explain why youre unprepared. I also encourage you to
volunteer. The use of a modified Socratic method in my class is not designed to
intimidate or humiliate you, but rather to teach you to be good thinkers, and for those
who are going on to law school to one day be good lawyers. If youre shy about public
speaking, you need to overcome that inhibition now. I want to help you become better
oral communicators, and my modified Socratic method is designed to facilitate that
goal.
Attendance Policy
I will take attendance every class period. Please be certain to sign the roll sheet. Except
in extraordinary circumstances (hospitalization, for example), there are no excused
absences. You are allowed to take two absences. Subsequent absences will negatively
affect your grade.
Disclaimer
Readings, assignments and due dates may be subject to change over the course of the
semester. Your professor will advise you of any changes and present them to you in
writing. Class Schedule
Class Readings and Assignments
First Class. Course overview and discussion
Second Class.
Chapter I Crime & Punishment
1. Punishment
2. Purposes of Punishment: a)Reformation; b) Restraint; c) Retribution; d)
Deterrence
3. Equality (an unexpressed theory of punishment)
4. Compensation
5. Disproportionally
6. Capital Punishment
Chapter II Homicide

1. Premeditation
2. Intent to Cause Serious Bodily Injury
26

3. Provocation
4. Depraved Heart Murder
5. Criminal Negligence
6. Reckless Homicide (Negligent Homicide, Vehicular Homicide)
7. Felony Murder
8. Misdemeanor Manslaughter
Chapter III Causation

1. Intro to Causation
2. Intentional Killings
3. Unintentional Killings

Third Class
Chapter IV Crimes Against the Person
1. Forcible Rape
2. Non-forcible Rape and related Offenses
3. Statutory Rape

Chapter V Crimes Against the Person
1. Battery
2. Assault
3. Aggravated Assault and Battery
4. Mayhem
5. Kidnapping and Related Offenses

Chapter VI Self-Defense and Related Defenses
1. Self-Defense
2. Imperfect Self-Defense
3. Retreat Rule
4. Defense of Others
5. Resisting Unlawful Arrest
6. Apprehension of Criminals
7. Protection of Property

27

Fourth Class
Chapter VII Crimes Against Property
1. Introduction
2. The Elements of Larceny
3. Types of Larceny
a. Larceny by Stealth
b. Larceny by an Employee
c. Larceny by a Finder
d. Larceny by a Bailee
e. Larceny by Trick
4. Embezzlement
5. False Pretenses
6. Forgery and Related Offenses
7. Receiving Stolen Goods
8. Robbery
9. Extortion Burglary
10. Arson

Fifth Class
Chapter XI Other Defenses

1. Infancy
2. Intoxication (Voluntary/Involuntary)
3. Duress
4. Necessity
5. Cruel & Unusual Punishment
6. Entrapment
Chapter XV Accountability for the Acts of Others

1. Parties to Crime
2. Actus Reus of the Parties
3. Mens Rea (Intentional Crimes
4. Relationship to Principals Liability
1. Special Defenses
2. Abandonment of the Crime
Chapter XVI Conspiracy
1. Introduction
28

2. Punishment
3. Basis for Complicity
4. Agreement (Actus Reus of Conspiracy)
5. Scope of the Agreement
6. Mens Rea
7. Procedural Peculiarities
8. Racketeer Influenced and Corrupt Organizations Statute (RICO)
Chapter XVII Limitations of the Criminal Law
1. Vagueness
2. Ex Post Facto Laws
3. Common Law Crimes
4. Non-Constitutional Limitations
5. Constitutional Limitation

MIDTERM EXAM


CRIMINAL PROCEDURE
The second section of the course will cover Criminal Procedure. I will
teach a broad overview of the criminal justice process. Afterwards I will teach
the nature and scope of the fourteenth amendment and due process. The final
portion of the Criminal Procedure section will deal with police powers (eg. arrest,
search and seizure). Students will study case law that covers each of the
substantive areas of criminal procedure law.
Sixth Class
A. Overview of Criminal Procedure and Constitutional Law
B. Nature and Scope of the Fourth, Fifth, Sixth, Eight and Fourteenth Amendments.
C. Nature of the Bill of Rights
D. Applicability of Bill of Rights to the States
E. Due Process
E. Police Practices

Seventh Class
Fourth Amendment
Arrest Search and Seizure
a. Areas Protected by Fourth Amendment
b. Plain view
c. Probable cause
d. Search Warrants Issuance and Execution
29

e. Arrest Warrants
Eighth Class
Warrantless Arrests and Searches
a. Warrantless Arrest
b. Statutory Requirements
c. Search Incident to Arrest
d. Exigent Circumstances
e. Plain view Doctrine
f. Automobile Searches
g. Consent Searches
h. Stop-and-Frisk and other Brief Detentions
Confessions and Police Interrogation
a. Historical Development
b. Right to counsel
c. Miranda warnings and the impact
d. Custodial Interrogation
e. Required warnings
Lineups and Other Pre-Trial Identification Procedures
a. Identification Procedures
b. Privilege against self-incrimination
c. Right to Counsel
d. Due process limitations
Exclusionary Rule
a. Function
b. Remedies
c. Rationale for the Rule
d. Basis of the Rule
e. Standing to assert the Rule
f. Derivative Evidence
g. Independent Source
h. Poisonous tree doctrine
Ninth Class
Right to Counsel
a. Introduction
b. Indigents Right to Counsel
30

c. Equal Protection
d. Applying the Right to Counsel under the 6
th
Amendment
Review Seminar
Review for final exam
FINAL EXAM

TWC Course Policies
For a detailed list of all TWC policies, please refer to your student handbook.
Professionalism
We strongly encourage students to be professional at all times.
Equal Opportunity/Affirmative Action
The Washington Center actively subscribes to a policy of equal opportunity in education.
Class Cancellation
Students are expected to attend every class period as scheduled unless there is an
unavoidable circumstance or illness. Classes do not meet on federal holidays; however,
your professor may elect to reschedule the class for another evening to make-up time
and work.
Verbal, Sexual, Ethnic/Racial Harassment
The Washington Center does not tolerate harassment of any nature. Verbal, sexual,
ethnic and or racial harassment in any way of its students, staff, and faculty are
prohibited. The Washington Center advises students to notify their Program Advisor if
they believe they may have been exposed to sexual or verbal harassment.
Disability Services
If you are a student who is defined under the American with Disabilities Act and requires
assistance or support services, please inform The Washington Center's disability
coordinator, by emailing disabilityservices@twc.edu. The coordinator will organize such
services as note takers, readers, sign language interpreters, etc. If you need course
adaptations or accommodations because of a disability, if you have emergency medical
information to share, or if you need special arrangements in case the building must be
evacuated, please make an appointment to speak with disability services upon arrival.
Disability services information is available on online at
ww.twc.edu/disability_services.shtml.
Academic Misconduct
Academic misconduct includes, but is not limited to the acts listed here. For a full
statement of the policy of TWC on academic misconduct, please refer to the TWC
Academic Course Handbook. The Washington Center reserves the right to impose
31

penalties and sanctions for any incident of academic misconduct up to and including
failure for the course and expulsion from the program.
1. Plagiarism. Plagiarism is a form of academic misconduct and is considered academic
fraud. It is an attempt to receive a grade or other credit that would not be granted if
the instructor or others knew the full truth. Plagiarism occurs when someone copies
or takes the intellectual work of another as ones own, and fails to properly reference
or provide proper and fully adequate attribution to the original author of the work.
Plagiarism may be either intentional or unintentional. Plagiarism may also take the
form of self-plagiarism in the event of trying to submit work done for another course
or program for credit without the express permission of instructor.
2. Cheating. The use of notes or books when prohibited, and the assistance of another
student while completing a quiz or an exam, or the providing of information to
another individual for this purpose, unless such collaboration is approved by the
course instructor.
3. Falsification. The improper alteration of any record, document or evaluation.
4. Obstruction. Behaving in a disruptive manner or participating in activities that
interfere with the educational mission of The Washington Center at lectures, courses,
meetings or other sponsored events.
5. Absenteeism. The chronic failure to attend program components (including
internship, internship courses, or other scheduled activities) without a valid reason or
prior notification. Missing two or more classes might result in a lower grade
evaluation for the course. Also, in such cases your instructor will notify the courses
coordinator, who will notify your program advisor and possibly your campus liaison.
6. Disruptive Behavior. Any behavior, whether active or passive, that interferes with
the environment of teaching and learning or tone of professionalism as established
by the instructor.
7. Complicity in any act of academic misconduct by another person.
Student Grievances
If students have a problem with their instructor, the course material, class format, or
other aspects of the course, they should speak to the instructor first. If that is not
possible or they choose otherwise, students should speak with the course coordinator
who will arrange a conference in consultation with the managing director for academic
affairs. If students wish to make a formal complaint, they must submit it in writing to the
course coordinator at courses@twc.edu. The course coordinator will relay it to the
director of academic affairs, who will investigate the situation and will consult the
relevant parties and inform the student of the progress of the investigation in order to
come to a resolution of the situation.