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 9, 2004
Office: 362 MOLN
Office Hours: MWF 8:45-9:45am & by appointment
Phone: (262) 595-2116
FAX: (262) 595-2471
Class meets MWF 10-10:50 a.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.(2004) Life Without Parole: Living in Prison Today.
- Sachar. (1998) Holes.
- (optional) Reichel. (2002) Corrections: Philosophies, Practices and Procedures. (notebook ed.)
other readings and texts to be assigned. should read the newspaper and/or watch the news regularly. Dear Habermas Website [refer to handout]
Materials/Resources:You must have:
- a three-ring binder
- an e-mail address (available through the university)
- 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. Outcomes: 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 correctional theories, policies, and practice. Outcomes: Students will choose between the types of knowledge and to balance them.
- To review and evaluate materials on correctional systems, institutions, and processes. Outcomes: Students will participate in class discussions on the historical and contemporary issues focusing on corrections. Students may choose measures of learning from these discussions.
- To apply theoretical discussions to examples within their own institutions and lifeworlds. Focus on conceptually linking correctional theory to current events and personal narratives shared in face-to-face and Internet discussions. Outcomes: 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 discourse. 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 learning comes when we stretch the corners of each other's mind 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.
Ideally, four progress checks (meeting with the professor every four weeks) throughout the semester is recommended. A minimum of two progress checks with the professor is required (at midterm and at the end of the semester).
The minimum requirement for a course grade of "C" is: 1) the completion of all the weekly discussion questions, 2) participatory class attendance (not only attending but participating in class discussions), and 3) at least a "C" pop quiz grade (to note "do not count" on a majority of pop quizzes is below average).
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 Notes
Students 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 Friday, December 3rd at 10 a.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 and Class Preparation Minimal Requirement for Textual Readings Week 1 Introduction H, foreword, preface, ch.1-2 Week 2 Academic Assessment of Learning
** M, Sept. 6th - No Class- Labor Day
** W, Sept. 8th 12 noon to 1 p.m.-- Optional Dear Habermas Workshop in the library microcomputing classroom
H, ch. 3-9
Week 3 Who Goes to Prison? H&A, ch. 4-6
H, ch. 10-18
Week 4 Hassine Interviews & Prison Violence H&A, ch. 7-9
H, ch. 19-25
Week 5 Prison Guards H&A, ch. 10-12
H, afterword, appendices
Week 6 Courts and Corrections H&A, ch. 14-16 Week 7 The Rehabilitation Debate H&A, ch. 20-23 Week 8 Jails & Short-Term Detention
**Friday, 10/22 - Last Day to Drop Course
H&A, ch. 24-26 Week 9 Community Corrections H&A, ch. 27-28
S, ch. 1-10
Week 10 Community Corrections & Sachar's Holes - The Middle H&A, ch. 31-32
S, ch. 11-26
Week 11 Special Populations H&A, ch. 8, 34-36 & 38
S, ch. 27-36
Week 12 Special Populations/Juvenile Corrections H&A, ch. 36-37
S, ch. 37-43
Week 13 Juvenile Corrections
** Friday, November 26th - Thanksgiving Break - No Class
H&A, ch. 33 + 39-42
S, ch. 44-50
Week 14 The Future of Corrections
** Friday, December 3rd at 10 a.m. central time - Final Absolute Deadline
--- Week 15 Corrections: Theory, Policy, Practice --- Week 16 Corrections: Theory, Policy, Practice
** Wednesday, December 15th- Last Day of Class
--- Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, August 2003.
"Fair use" encouraged.