Report on Curricular Alignment with Sustainable Development Goals

This report outlines a selection of academic courses and their direct contributions to the United Nations Sustainable Development Goals (SDGs). The curriculum is analyzed across several disciplines, demonstrating a comprehensive approach to fostering principles of sustainability, justice, and global citizenship.

Criminal Justice and Global Governance

Courses in this domain directly address the establishment of peaceful, just, and inclusive societies, with a primary focus on SDG 16 (Peace, Justice and Strong Institutions) and SDG 10 (Reduced Inequalities).

1. CJBS 101: Intro to the American Criminal Justice System

   This course provides a foundational analysis of the U.S. criminal justice system, evaluating its effectiveness in upholding SDG 16. It scrutinizes the balance between crime control and due process, and investigates systemic inequalities related to gender, class, and ethnicity, thereby engaging with SDG 10 and SDG 5 (Gender Equality).

2. AFR 125: Race and Ethnicity in America

   By examining racial and ethnic issues through the lens of justice, this course directly confronts the objectives of SDG 10. It utilizes demographic data to assess disparities in income, education, and human rights, providing critical insights for building more equitable institutions as outlined in SDG 16.

3. ECO 231: Global Economic Development and Crime

   This course links sustainable economic development with crime prevention. It explores topics central to SDG 8 (Decent Work and Economic Growth) and SDG 1 (No Poverty), such as inequality, labor conditions, and environmental crime. The curriculum analyzes how illicit activities like corruption and smuggling undermine progress toward creating strong, accountable institutions (SDG 16).

4. LAW/POL 259: Comparative Criminal Justice Systems

   Through a comparative study of global law enforcement and adjudication patterns, this course enhances understanding of diverse approaches to achieving SDG 16. It analyzes how different political systems address corruption and political crimes, offering a global perspective on building effective and transparent institutions.

5. LLS 325: Latinx Experience of Criminal Justice

   Focusing on the impact of the justice system on Latinx communities, this course highlights critical issues of inequality and human rights, aligning with SDG 10 and SDG 16. It examines racial profiling, immigration policies, and the school-to-prison pipeline as barriers to inclusive and just societies.

6. ECO/SOC 360: Corporate and White-Collar Crime

   This course investigates economic and institutional crimes, such as environmental law violations and corrupt business-government relationships. It directly relates to targets within SDG 12 (Responsible Consumption and Production) and SDG 16 by examining crimes that threaten economic stability and institutional integrity.

7. SEC 107: Intro to Cybercrime: Theories and Applications

   By exploring the complexities of cybercrime, this course addresses modern threats to security and justice. It contributes to SDG 16 by examining the laws and policies required to combat digital crime and protect individuals and institutions in an increasingly connected world, supporting SDG 9 (Industry, Innovation and Infrastructure).

Urban Development and Sustainable Communities

This section details courses that focus on the challenges and opportunities of urbanization, aligning with SDG 11 (Sustainable Cities and Communities) and related goals concerning infrastructure, inequality, and resilience.

• SOC 201: Urban Sociology: The Study of City Life

  This course directly supports SDG 11 by exploring the evolution of cities and their persistent challenges, including mass transit, housing, pollution, and crime. It encourages students to envision and plan for the inclusive, safe, and resilient cities of the future.

• ESA 101: Introduction to Emergency Management

  Focusing on hazard mitigation, disaster response, and recovery, this course provides essential knowledge for building resilient communities, a key target of SDG 11. It also addresses the need for adaptive strategies in the face of climate-related disasters, connecting to SDG 13 (Climate Action).

• ANT 208: Urban Anthropology

  By examining the diverse subcultures competing for urban resources, this course provides an anthropological perspective on creating inclusive cities (SDG 11). It investigates social dynamics and cooperation, contributing to strategies that reduce urban inequalities (SDG 10).

• AFR 227: Community-Based Approaches to Justice

  This course explores strategies for community development and restorative justice, which are fundamental to creating safe and inclusive human settlements (SDG 11). It emphasizes asset mapping and community economics to build social capital and strengthen local institutions, in line with SDG 16.

Arts, Culture, and Social Commentary

The arts and humanities offer a powerful medium for exploring themes of justice, sustainability, and cultural heritage, contributing to SDG 4 (Quality Education), SDG 11.4 (Protect Cultural Heritage), and SDG 16.

• ART 122: Eco Art and Design

  This studio course directly engages with environmental challenges through artistic expression. Students create projects that remediate the environment and promote sustainability, aligning with SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 15 (Life on Land).

• LIT 140: Crime Stories

  Through literary analysis, this course examines societal ideas about justice, power, and privilege. It serves as a vehicle for critical discussion on issues of inequality and institutional fairness, thereby supporting the educational and social justice aims of SDG 4 and SDG 16.

• MUS 104: Music in World Culture

  By exploring the traditional and modern music of diverse world cultures, this course promotes intercultural understanding and appreciation. This work is essential for reducing inequalities (SDG 10) and fostering peaceful, inclusive societies by celebrating cultural heritage as called for in SDG 11.4.

• SPA 335: Themes of Justice in Latin American Literature and Film

  This course uses literature and film to explore how societies address legacies of violence and human rights abuses. It provides a critical cultural perspective on the challenges of achieving transitional justice and building strong, accountable institutions (SDG 16).

Science and Sustainable Innovation

The science curriculum provides the technical and analytical foundation for addressing global challenges, from environmental protection to public health and technological innovation.

1. SCI 112: Environmental Science: A Focus on Sustainability

   This course is explicitly centered on sustainability, providing a comprehensive overview of environmental challenges and solutions. It directly addresses a wide range of goals, including SDG 6 (Clean Water and Sanitation), SDG 7 (Affordable and Clean Energy), SDG 13 (Climate Action), SDG 14 (Life Below Water), and SDG 15 (Life on Land).

2. PHY 203/204: General Physics I & II

   Physics is fundamental to developing sustainable technologies. This sequence provides the principles necessary for innovation in renewable energy (SDG 7), building resilient infrastructure (SDG 9), and modeling climate change (SDG 13).

3. CHE 201/202: Organic Chemistry I & II

   This sequence is critical for advancements in medicine (SDG 3: Good Health and Well-being), the development of sustainable materials (SDG 12), and innovations in clean energy solutions (SDG 7), forming the chemical basis for a sustainable future.

4. SCI 114: Scientific Principles of Forensic Science

   By applying scientific methods to the legal process, forensic science plays a crucial role in supporting the rule of law. This course directly contributes to building effective, accountable, and inclusive institutions at all levels, a core target of SDG 16.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article, which outlines various university course descriptions, addresses and connects to several Sustainable Development Goals (SDGs). The primary focus is on justice, equality, and societal structures, but themes of economic development, environmental sustainability, and urban life are also present. The following SDGs are identified:

• SDG 4: Quality Education: The entire article is a list of courses, inherently promoting education. Specifically, courses like “Latinx Experience of Criminal Justice” discuss “access to education,” directly linking to this goal.
• SDG 5: Gender Equality: Several courses explicitly address gender-related issues. For example, “Women and Crime” explores women as offenders, victims, and agents of social control, while other courses like “Youth, Crime and Justice” and “Culture and Crime” mention gender as a key factor in the justice system.
• SDG 8: Decent Work and Economic Growth: The course “Global Economic Development and Crime” directly discusses “sustainable economic development,” “labor conditions,” “child labor,” and “sweatshop labor,” which are central themes of SDG 8.
• SDG 10: Reduced Inequalities: This is a major theme throughout the article. Courses such as “Race and Ethnicity in America,” “African American Journeys,” and “Latinx Experience of Criminal Justice” examine inequalities based on race, ethnicity, and class within the justice system and society at large.
• SDG 11: Sustainable Cities and Communities: The “City of Tomorrow” section focuses on urban life. “Urban Sociology” discusses urban problems like “inadequate mass transit, congestion, housing decay, pollution,” and “Introduction to Emergency Management” covers disaster response and recovery, all of which are key components of SDG 11.
• SDG 13: Climate Action: Environmental issues are mentioned in the context of crime and sustainability. “Corporate and White-Collar Crime” includes “environmental laws,” “Eco Art and Design” engages with “environmental challenges,” and “Environmental Science: A Focus on Sustainability” directly addresses the topic.
• SDG 16: Peace, Justice and Strong Institutions: This is the most prominent SDG in the article. The majority of courses in the “Criminal Justice” section, such as “Intro to the American Criminal Justice System,” “Comparative Criminal Justice Systems,” and “Sociology of Law,” focus on the rule of law, access to justice, corruption, and the development of effective and accountable institutions.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the course descriptions, several specific SDG targets can be identified:

1. Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres.
   • The course “Women and Crime” directly addresses this by exploring “women as victims of crime, including abused women, rape victims.”
2. Target 8.7: Take immediate and effective measures to eradicate forced labour, end modern slavery and human trafficking and secure the prohibition and elimination of the worst forms of child labour.
   • The course “Global Economic Development and Crime” explicitly mentions “child labor” and “sweatshop labor” as crime topics related to economic development.
3. Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices.
   • Courses like “Latinx Experience of Criminal Justice” and “African American Journeys” analyze the “racial implications of US laws and policies” and issues like “racial profiling” and “stop and frisk policies,” which are directly related to eliminating discriminatory practices.
4. Target 11.5: Significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters.
   • “Introduction to Emergency Management” focuses on “hazard mitigation and preparedness, and disaster response and recovery,” which are essential for achieving this target.
5. Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
   • “The Sociology of Violence” examines “individual and collective violence in the streets, in schools, at home,” which aligns with the goal of reducing violence in all its forms.
6. Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.
   • This target is central to the entire article. Courses like “Intro to the American Criminal Justice System” address the conflict between “crime control and due process,” while “Practicing Community-Based Justice in the Africana World” explores strategies to establish “meaningful justice… for groups who experience discrimination.”
7. Target 16.5: Substantially reduce corruption and bribery in all their forms.
   • “Corporate and White-Collar Crime” discusses “corrupt relationships between business and government,” and “Comparative Criminal Justice Systems” studies “variations in patterns of corruption.”

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article implies several indicators that could be used to measure progress towards the identified targets, primarily through the analytical focus of the courses described.

• Demographic and Socioeconomic Data Disaggregated by Race/Ethnicity: The course “Race and Ethnicity in America” explicitly states its method: “Using demographic information, the course investigates how well various ethnic and racial groups are doing in areas such as income, human rights, education, and employment.” This implies the use of indicators such as income levels, employment rates, and educational attainment, broken down by race and ethnicity, which are used to measure progress on SDG 10.
• Proportion of Population Subjected to Violence: The course “Women and Crime” focuses on “women as victims of crime, including abused women, rape victims.” This implies tracking rates of physical, sexual, or psychological violence, which is a key indicator for SDG 5.2 (Indicator 5.2.1). Similarly, “The Sociology of Violence” implies measuring rates of violence in various settings, aligning with indicators for SDG 16.1.
• Proportion of Population in Detention without Sentencing: The focus on “due process” in “Intro to the American Criminal Justice System” and the analysis of the justice system’s impact in courses like “Latinx Experience of Criminal Justice” imply the importance of tracking how the system functions. The proportion of the unsentenced detainee population (Indicator 16.3.2) is a relevant measure of access to justice and the rule of law.
• Prevalence of Corruption: The study of “corrupt relationships between business and government” in “Corporate and White-Collar Crime” suggests an indicator related to the prevalence of bribery and corruption. This aligns with SDG Indicator 16.5.1, which measures the percentage of people who have had at least one contact with a public official and who paid a bribe.
• Over-representation in the Criminal Justice System: The course “Latinx Experience of Criminal Justice” highlights the “over-representation of Latinx people and racial minorities in the criminal justice system.” This points to an implied indicator: the proportion of the prison population disaggregated by race and ethnicity, which can be used to measure inequality and access to justice under SDG 10 and SDG 16.

4. SDGs, Targets, and Indicators Summary

Source: jjay.cuny.edu