Link to What's New This Week Corrections: CRMJ/SOCA 363, Fall 2015, UWP

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Syllabus for CRMJ/SOCA 363. Fall 2015

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 24, 2003
Latest update: December 3, 2015

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Index of Topics on Site Syllabus for Corrections

Susan Takata, Ph.D.
Office: 370 MOLN
Office Hours: MWF 8:45-9:45am & by appointment
Phone: (262) 595-2116
FAX: (262) 595-2471
Class meets MWF 10-10:53 a.m.

Brief Description:

CRMJ/SOCA 363 will examine correctional contexts, programs, and new developments. This course will be an overview of corrections, both inside and beyond the institution. From the early history of punishment to future correctional trends, we will examine the American correctional system and processes. In addition, we will critically assess the interrelationship between correctional "theory, policy, and practice."


  • Haas & Alpert.(2006) The Dilemmas of Corrections: Multidisciplinary Perspectives.
  • Hassine.(2011) Life Without Parole: Living in Prison Today. (4th or an earlier edition preferred).
  • Dawley. (1992) A Nation of Lords.
  • (optional) Clear et al. (2015) American Corrections in Brief
  • other readings/handouts to be assigned.
  • should read the newspaper and/or watch the news regularly.


    You must have:
    • a three-ring binder
    • an e-mail address
    • Internet access

    Course Objectives

    • Answerability Objective: To teach the skills of answerability and the process of collaborative creation. Outcomes: You are expected to demonstrate active and involved learning by participating in class discussions You will select from these discussion topics for written discussion that will enhance your skills at translating oral thinking into written documents and serve as one measure of learning for this class. Written expression is as important as dialog participation and other means of expression such as art . Silence will not be acceptable, though I am willing to consider a preference for interpassivity.

    • Theoretical Objective: To come away from this course with a deep understanding of the role that theory plays in our lives, particularly as it relates to corrections in the United States. To use a vocabulary which permit discussion of theory: correctional ideologies, difference, the Other, structural violence, privileging subjectivity, unstated assumptions, relativism, tolerance of ambiguity, inequality, diversity and so forth. Outcomes: Measured by the inclusion of references in written and oral contributions to discourse.

    • Substantive Objective: To review and evaluate materials on correctional systems, institutions, and processes. Towards the end of the semester, you will look back on your own class interactions as an example of the creative production of a forum through application of the aesthetic process of answerability and the understanding of illocutionary discourse. This evaluation will be initiated in class discussions. Outcomes: You will participate in class discussions on the historical and contemporary issues focusing on corrections. You may choose measures of learning from these discussions.

    • Praxis Objective: 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 practices. Outcomes: You will choose between the types of knowledge and to balance them.

    • Visual Criminological Objective: To review and evaluate materials on corrections by creating a visual presentation of your learning in this course. Outcomes: Toward the end of the semester, you will present one visual project to the class, which must reflect your competence and creativity in this course.

    • Current Events Objective: To apply theoretical discussions to examples within your own institutions and lifeworlds as they relate to corrections. Focus on conceptually linking correctional theories to current events and personal narratives shared in face-to-face discussions. Outcomes: Class discussions will provide myriad examples for applications. You 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. You may choose measures of learning from these applications.

    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 I am required by the institution to give grades, there must be a means of your letting me know what you have learned. I expect each of you to communicate with us, so that I 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. More details will be provided in class.

    The 6Cs - communication, cooperation, courtesy, consistency, competency, and creativity 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 the course readings and class discussions.

    Ideally, four meetings with the professor (every four weeks) throughout the semester is recommended. A minimum of two meetings is required (one at midterm and the other toward the end of the semester).

    Measures of Learning

  • First Meeting (includes first half discussion questions, pop quizzes, journal, attendance) --- 10%
  • Second Meeting (includes second half discussion questions, pop quizzes, journal, attendance) --- 20%
  • Visual Project -- Annotated Bibliography --- 20%
  • Visual Project -- Visual Component --- 25%
  • Visual Project -- Overall Learning Self-Assessment -- 20%
  • Class Participation since Second Meeting (discussion questions, pop quizzes, journal, attendance) -- 5%

    Grade Scale

    95-100 = A
    90-94 = A-
    88-89 = B+
    85-87 = B
    80-84 = B-
    78-79 = C+
    75-77 = C
    70-74 = C-
    68-69 = D+
    65-67 = D
    60-64 = D-
    59 and below = F

  • Statement on Plagiarism -- DON'T DO IT!! Give credit to those whose ideas and words you use.

    Students with Disabilities - Accommodations must be authorized through the Disability Services Office, WYLL D175. Dr. Renee' Sartin-Kirby - Coordinator can be reached at (262) 595-2610. Students with disabilities are encouraged to meet with me as soon as possible to discuss accommodations.

    Concealed Carry Law -- As provided in the 2011 Wisconsin Act 35 - Concealed Carry Law, you are notified that firearms are not permitted in the classroom or during class activities. Anyone found in violation will be subject to immediate removal in addition to academic and/or legal sanctions.

    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.

    Communication - 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.

    Group Work: Cooperation and sharing in this class will earn you a better grade. Adversarialism is not a part of my teaching. I believe that learning flowers in an environment that permits mutuality to flourish. 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 on all groupwork. (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. Group work is an essential element in this course!!!


    WeekTopicTextual Readings
    Week 1
    Introduction H, foreword, preface & ch.1-2
    Week 2
    On Punishment and Imprisonment
    **Monday, 9/7 - Labor Day (holiday) - No Class
    H&A, ch.1-5; H, ch. 3-8
    Week 3
    Who Goes to Prison and Why? H&A, ch. 6-10; H, ch. 9-18
    Week 4
    The Realities of Prison Life
    First Meetings begin
    H&A, ch. 11-15
    Week 5
    Prisoners and Prison Guards
    First Meetings continue
    H, ch. 19-27 & afterword; appendices
    Week 6
    Courts, Constitution & Corrections H&A, ch. 16-21
    Week 7
    Jails & Short Term Detention
    **Monday, 10/12 - Annotated Bibliography due
    **Friday, 10/16 - Last Day to Drop Course
    H & A, ch. 1-21
    H entirety
    Week 8
    Rehabilitation/ Community CorrectionsH&A, ch. 22-28
    Week 9
    Special Populations H&A, ch. 13, 29-30
    Week 10
    Special Populations
    **Monday, 11/2 - Visual Component due
    Second Meetings begin
    H&A, ch. 13, 29-30
    D, pp. xi-96
    Week 11
    Juvenile Corrections
    Second Meetings continue
    D, pp. xi-96
    Week 12
    Juvenile Corrections
    Future of Corrections
    D, pp. 97-208
    H & A, ch. 31-34
    Week 13
    The Future of Corrections
    ** Fri, 11/27 Thanksgiving Break (No Class)
    H&A, ch.31-34
    Week 14
    Corrections in "Theory, Policy, Practice"
    **due Monday, 11/30 - Learning Self-Assessment due
    Week 15
    Summary & Conclusion
    ** Monday, 12/7 - Last Day of Class

    Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, August 2003.
    "Fair use" encouraged.