A Justice Site
CSUDH - Habermas - UWP - Archives
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 24, 2003
Latest update: December 11, 2003
Office: 370 MOLN
Office Hours: MWF 8:45-9:45am & by appointment
Phone: (262) 595-2116
FAX: (262) 595-2471
Class meets MW2-3:15 p.m.
CRMJ/SOCA 363 will examine correctional contexts, practices, and trends. This course will take an issues approach rather than an overview of corrections. From the early history of punishment to future visions in correctional practices, we will take a sociological look at American corrections. In addition, we will examine corrections and the interrelationship between theory, policy, practice.
- Haas & Alpert.(1999) The Dilemmas of Corrections: Contemporary Readings.
- Hassine.(1999) Life Without Parole: Living in Prison Today.
- Sachar. (1998). Holes.
- Dear Habermas Website [refer to handout]
- (optional) Reichel. (2002) Corrections: Philosophies, Practices and Procedures. (notebook ed.)
Materials/Resources:You must have:
- A bound notebook/journal
- An e-mail address (available through school)
- Internet access (access to PCs in microcomputing labs on campus)
- To master the concept of aesthetic process of answerability and its role in creating an atmosphere of morality and ethics in our institutions and world systems, particularly the educational system. Outcome: Students will participate in class discussions on answerability and the aesthetic process of collaborative creation. Students will choose from these discussion topics for written discussion that will enhance their skills at translating oral thinking into written documents and serve as one measure of learning for this class.
- To recognize differences between theory, factual knowledge, and the application and synthesis of that knowledge in praxis. Become familiar with the interrelationship between criminological theories, policies, and practice. Outcome: Students will choose between the types of knowledge and to balance them.
- To review and evaluate materials on correctional systems, institutions, and processes. Outcome: Students will participate in class discussions on the theoretical founcations for present re-interpretations of criminological theory. Students may choose measure so learning from these discussions.
- To apply theoretical discussions to examples within their own institutions and lifeworlds. Focus on conceptually linking criminological theory to current events and personal narratives shared in face-to-face and Internet discussions. Outcome: Class discussions, summaries of which will appear on the Internet, will provide myriad examples for applications. Students will choose an application of specific personal interest and prepare an approach to the application, either for understanding, or in some cases, making it better, using the theoretical tools on which we have focused. Students may choose measures of learning from these applications.
- Towards the end of the semester, students will look back on their own class interactions as an example of the creative production of a forum through application of the tools of the aesthetic process of answerability and the understanding of illocutionary force. This evaluation of the class will be initiated in class and Internet discussions. Outcomes: Students may choose this evaluative process as a measure of learning in this class.
Grades and Grading
Grades can be important feedback when they are collaborative and used as feedback to guide further learning. They are harmful when they become a reified end in their own right. Because we are required by the institution to give grades, there must be a means of your letting us know what you hae learned. We expect each of you to communicate with us, so that we come to know you and your learning. Meaningful learnings come when we stretch the corners of each others' minds by looking at these concepts from multiple perspectives that come from our myriad unique experiences. You are invited to choose the measures of learning that best fits your learning style best. More details will be provided in class.
The 5Cs - communication, consistency, competency, creativity, and cooperation continue to represent our standards for evaluation. Refer to Grades on the Dear Habermas web site. Your coursework must show scholarly discipline in conceptually linking your learning to theory, policy, practice, and to course readings and discussions.
Statement on Plagiarism
DON'T DO IT!! Give credit to those whose ideas and words you use. Cooperation and sharing in this class will earn you a better grade. Adversarialism is not a part of our teaching. We believe that learning flowers in an environment that permits mutuality to flourish.
Other Important NotesStudents with Disabilities - Any student with a disability requiring accommodations in this course is encouraged to contact me after class or during office hours. Additionally, students should contact Disability Services Office in WYLL D175. Staff can be reached at 595-2610 or 595-2372.
Deadlines/Due Dates - All due dates and deadlines are firm. Late assignments will not be accepted. A "no show" will result in an "F" for that particular task. The absolute final deadline for all course work is Monday, December 1, 2003 at 2 p.m. central time.
Communicating - It is your responsibility to communicate an emergency and other situations in a timely manner to the professor. Communicating your whereabouts is important. Don't be a field mouse.
Groupwork: You may work in groups on any or all exercises or assignments. Cooperative learning groups are strongly encouraged. You can work with more than one group, and with different groups. All names of active group members should be recorded as indicated on the exercise material. (Refer to Cooperative Learning on the Dear Habermas site ).
!!WARNING: THIS IS NOT YOUR TRADITIONAL COURSE WHERE THE PROFESSOR LECTURES WHILE STUDENTS QUIETLY TAKE NOTES. THIS PROFESSOR USES A COOPERATIVE LEARNING APPROACH AS WELL AS SEVERAL EXPERIMENTAL AND INNOVATIVE TEACHING/LEARNING TECHNIQUES. GROUPWORK IS AN ESSENTIAL ELEMENT IN THIS COURSE!
Week Topic & Class Preparation Minimal Requirement for Textual Readings Week 1 Answerability and Academic Assessment H, foreword, preface,ch.1-2 Week 2 Criminal Justice and Corrections
**optional Wed 9/10 from 12 noon to 1pm Computer Workshop in library
H&A, ch.1-3; H,ch.3-8 Week 3 History of Corrections
Theory, Policy, Practice
H&A, ch.4-6; H, 9-15 Week 4 Who Goes to Prison? and Hassine, part 1 H&A, ch.7-9; H, ch. 16-20 Week 5 The Hassine Interviews and Prison Violence H&A, ch. 10-12; H, afterword, appendices Week 6 Prison Guards and the Prison Experience H&A, ch. 14-16 Week 7 Courts and Corrections H&A, ch. 20-23 Week 8 Supermax Prison and the Rehabilitation Debate
**Fri 10/24 - Last to Drop Course
H&A, ch. 24-26 Week 9 Jails H&A, ch. 27-28; S, ch. 1-10 Week 10 Community Corrections H&A, ch. 31-32; S, ch. 11-26 Week 11 Holes - Middle H&A, ch. 35-36;S, ch. 27-36 Week 12 Special Populations H&A, ch.8, 36-38; S, ch. 37-43 Week 13 Juvenile Corrections and Holes
*** Fri, 11/28 No Class- Thanksgiving Break
H&A, ch. 33 + 39-42; , S, ch. 44-50 Week 14 The Future of Corrections
**Mon, 12/1 at 2 p.m. central time - The Absolute Final Deadline
Week 15 Corrections: Theory, Policy, Practice Revisited   Week 16 Corrections: Teaching/Learning Revisited
**Mon, Dec 15th, The Last Day of Class
Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, August 2003.
"Fair use" encouraged.