Jonathan Cervas

Introduction to US Constitutional Law - 84-120

Professor Jonathan Cervas
Assistant Teaching Professor
Carnegie Mellon University
Spring 2026

Course Information

This course provides an introduction to the United States Constitution and the principles of constitutional law. The course material provides a comprehensive examination of the powers of the federal government and the allocation of decision-making authority among government institutions. It delves into the nuances of judicial review, scrutinizing the scope and limits of judicial power in resolving constitutional issues. Students will engage with the intricate relationship among branches within the federal government, analyzing the balance of powers, including the extent of presidential power vis-à-vis congressional authority to legislate. Through a combination of lectures, case studies, and mostly discussions, students will gain a deep understanding of the U.S. Constitution’s role in shaping American legal and political landscapes.

This course introduces students to constitutional law as a way of understanding how the U.S. Constitution shapes political conflict, government power, and individual rights. The emphasis is on ideas, institutions, and landmark cases, not technical mastery of legal doctrine.

  1. Materials: See below. We will use several books, and supplement these with Supreme Court opinions and other readings.
  2. Meetings: We will meet on Tuesdays and Thursdays from 3:30pm to 4:50pm. Baker Hall (BH) A53
  3. Electronics: In this course, the use of laptops and other electronic devices is permitted with the understanding that they are powerful tools for learning when used appropriately. However, it is crucial to recognize that any usage outside of regular course-related activities can be a significant distraction to both the user and surrounding peers. You may not use laptops, iPads, etc., in class except to the extent that it furthers your learning for our class. Please put away your phones before class begins. Failure to abide by this clause can result in a reduction in your grade.

  4. Evaluation: Final Grades will be assigned based on the following weights:

    Case Briefs = 10% of Final Grade.
    Book Club = 10% of Final Grade.
    Discussion Board = 20% of Final Grade.
    Exams (4) = 60% of Final Grade.

    • Exam 1 (10%)
    • Exam 2 (cumulative, 20%)
    • Exam 3 (10%)

    • Exam 4 (cumulative, 20%)

      • Penalties for unpreparedness in class discussions

Grade cut points shall be:

 A: 90%+   
 B: 80%+   
 C: 70%+   
 D: 60%+   
 R: 59%-
  1. Communication: My office hours are Thursdays from 10:00 AM–12:00 PM in my office, 374 Posner Hall. If you would like to meet outside of these hours, please email me at cervas@cmu.edu and we can arrange a time to meet, either in my office or on Zoom. In addition to course-related questions, I am happy to talk about broader issues related to your college experience, including whether law school or graduate school might be a good fit for you.

The Teaching Assistant for this class is Elijah Dourado. Elijah’s email is elijahd@andrew.cmu.edu.

Course Objectives

Course Components and Grading

Course Expectations and Class Format

To succeed in this course, students are expected to attend every class and arrive prepared, having completed all assigned readings and homework, including case briefs.

Class sessions will combine lecture and discussion, with regular use of the Socratic Method—a traditional law school pedagogy designed to probe students’ understanding of cases and the relationships among legal doctrines. The purpose of this method is to develop analytical reasoning, verbal clarity, and confidence in engaging legal arguments, not to intimidate or embarrass students. Under this method, the instructor may call on students at random, without prior notice, to engage in a sustained dialogue about a case, concept, or reading.

Students who have not completed the assigned reading will not be successful in these exchanges. Lack of preparation will be noted, and unprepared students will incur a penalty of –5% on the exam for the corresponding unit.

Students are expected to participate in online discussion boards for each class. You must include three interactions on the discussion board. This participation includes either (a) posting a discussion question or (b) answering other questions posted by your colleagues. You should have three separate entries in the discussion board, and one post with three questions will be counted as a single interaction. These entries must be posted before midnight on the day before class and start on January 20th. When posting, please avoid duplicate questions, and responses should show critical engagement with the questions beyond “I agree” or “Nice question.” You can skip the posts for four classes of your choosing and do not have to complete an entry for the midterm or final exam classes. If you register late for the class – you have one week following your course registration to complete any missed posts.

The Book Club is not a presentation or writing assignment. It is a discussion-based component of the course. Your responsibility is to read carefully, show up prepared, and engage seriously with your peers.

Missing and Late Assignments

This course proceeds according to a strict progression from topic to topic, which ensures fairness, consistency, and a shared baseline of preparation for all students. Failing to complete the readings and assigned case briefs will derail your progress and undermine our ability to build on prior material. For that reason, late work is not accepted, and any materials not submitted by the assigned deadline will be marked incomplete.

I am taking this opportunity to make my expectations for CMU students explicit. Course assignments are designed to reflect these expectations, and students will be graded accordingly. If you feel you need to strengthen any of the skills described below, please visit during office hours or schedule an appointment outside of the posted times.

Student Preparedness

Course Material

(i) Mark Tushnet (ed.), Mark A. Graber (ed.), Sanford Levinson (ed.).
The Oxford Handbook of the U.S. Constitution. Oxford University Press, 2015.;

(ii) Richard H. Fallon Jr., The Changing Constitution (“Fallon”); or

(iii) Additional readings available either at the websites noted below or on Canvas.

Please be aware that completing several of the assignments will take more than a single class meeting. The schedule is set up as Units instead of specific dates. At the conclusion of each class session, I will outline what you should prepare for the following class. Keep in mind that the schedule and assignments may be adjusted based on how quickly we progress.

About the Instructor

Jonathan Cervas is an Assistant Teaching Professor in political science at Carnegie Mellon University, where he teaches courses on American politics, constitutional law, elections, and quantitative methods. His research focuses on political institutions, elections, redistricting, and voting rights, and has been published in leading journals across political science, law, economics, and geography. He has served as a court-appointed special master and expert in major redistricting and voting rights cases across multiple states, and is a Research Associate with the Electoral Innovation Lab and the Princeton Gerrymandering Project. Dr. Cervas earned his PhD from the University of California, Irvine.

Course Outline

Listed under “Modules” in Canvas. Readings for the next session will be assigned at the of each session.

Prospective outline can be found online at: https://github.com/jcervas/teaching/blob/main/2025-2026/class-cmu-2026-84-120/course-outline.md

AI Use Policy for Student Work

As artificial intelligence (AI) tools become increasingly accessible, it is important to clarify expectations for their use in this course. You are welcome to use AI technologies (such as ChatGPT, Grammarly, or similar tools) to support your independent work—such as brainstorming ideas, checking grammar, or improving the clarity of your writing. However, you may not use AI to generate substantive content that you submit as your own original work. All assignments, essays, and projects must reflect your own analysis, critical thinking, and voice.

Permitted Uses of AI:

Prohibited Uses of AI:

If you use AI tools in your process, you must disclose how you used them in a brief note at the end of your assignment (e.g., “I used ChatGPT to help brainstorm ideas for my outline.”).

Violations:
Submitting AI-generated content as your own is considered academic dishonesty and will be treated as a violation of the university’s academic integrity policy.

If you have questions about what is or is not allowed, please ask before submitting your work.

Representation Statement

I am committed to including a broad range of perspectives in the readings and materials for this course. If you believe a critical voice is missing, please let me know so I can improve the syllabus now and in future offerings.

We must treat every individual with respect. We come from many different backgrounds, and this variety of viewpoints is fundamental to building and maintaining an equitable and inclusive campus community. “Representation” can refer to the ways we identify ourselves—race, color, national origin, language, sex, disability, age, sexual orientation, gender identity, religion, creed, ancestry, belief, veteran status, or genetic information, among others. Each of these identities shapes the perspectives our students, faculty, and staff bring to campus. Promoting these varied viewpoints not only fuels excellence and innovation but also advances the pursuit of justice. We acknowledge our imperfections while fully committing to the work—inside and outside our classrooms—of building and sustaining a campus community that embraces these core values.

Each of us is responsible for creating a safer, more inclusive environment.

Unfortunately, incidents of bias or discrimination do occur, whether intentional or unintentional. They contribute to an unwelcoming atmosphere for individuals and groups at the university. Therefore, the university encourages anyone who experiences or observes unfair or hostile treatment on the basis of identity to speak out for justice and seek support—either in the moment or afterward. You can share your experiences using the following resources:

Accommodations for Students with Disabilities

If you have a documented disability and an accommodations letter from the Office of Disability Resources, please discuss your needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate. If you suspect you may have a disability and are not yet registered with the Office of Disability Resources, you can contact them at access@andrew.cmu.edu.

Student Well-Being

The past few years have been challenging. We are all under significant stress and uncertainty. I encourage you to find ways to move regularly, eat well, and reach out to your support system—or to me at cervas@cmu.edu—if you need help. We can all benefit from support during stressful times, and this semester is no exception.

As a student, you may experience a range of challenges that interfere with learning, such as strained relationships, increased anxiety, substance use, feeling down, difficulty concentrating, or lack of motivation. These mental health concerns or stressful events can diminish your academic performance and reduce your ability to participate in daily activities. CMU offers services that can help, and treatment does work. Learn more about confidential mental health services available on campus at:

Please remember that support is always available—don’t hesitate to reach out.