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Professor Wallace Sherwood joined Northeastern University in the College of Criminal Justice full time in 1978. He is a graduate of The National Law Center of George Washington University and Harvard Law School. He has had extensive practice in Criminal Law serving both as trial and appellate attorney and the Executive Founding Director of the Roxbury Defenders Committee, Staff Attorney in the Community Legal Assistance Office, Executive Director of the Boston Office of the Lawyers Committee for Civil Rights Under Law, Legal Counsel to the New England Region of the U. S. Office of Economic Opportunity, and Commissioner of the Massachusetts Commission Against Discrimination.

Prof. Sherwood's research interests are Fourth Amendment search and seizures issues, especially the scope of the reasonable expectation of privacy, remedies for Fourth Amendment and other Constitutional violations, the exercise of governmental power consistent with the rights of the people, and eye witness’s identifications. His practice oriented education interests are to develop in his students a profound understanding of these areas and their pivotal roles in a free and democratic society by connecting their in class conceptual and theoretical foundations with the brick, mortar and steel of the criminal justice world outside academe. His extensive practical experience and his ongoing connection to the world of the criminal justice practitioner will provide the initial framework necessary to accomplish this.

The goal of my project is to utilize the experience and other resources of the Faculty Learning Community to enhance the integrated learning model of the College of Criminal Justice. I will use this experience to help our college refine, implement and improve our college's proposed integrated learning model.

This model has three large components that coincide with students' progress through their five-year academic experience: the first two years are focused on setting the foundation for linking experiential learning and preparing for cooperative experiences; the third year is seen as a time for initial reflection, review and refinement; [Here it is anticipated that students will have an opportunity to review their initial placements, reflect on the learning aspects of those placements, and put their academic and coop experiences in context.] the final two years are devoted to refining placements, broadening reflection, and measuring student success; [Year five also incorporates a "capstone" course required of seniors, that includes a reflective component involving cooperative education.] I will produce a blue print, or a number of blue prints, for implementing our integrated learning model. As part of this project and also as an illustration, I will also develop a proposal to place our students in criminal justice agencies to observe operations and in some cases to contribute to the operations of the agencies and then to reflect on the experiences and relate them to the theoretical foundations of the criminal law and the constitutional requirements in the administration of criminal justice set out in our Introduction to Criminal Law, and Criminal Due Process courses.

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