Course Description

Correctional Continuum is an upper division (junior/senior) class that provides students with a general overview of the United States correctional system. Corrections includes sentencing (and factors that influence sentencing), and the agencies and individuals charged with carrying out the sentence. The continuum of correctional sanctions in the United States is anchored on one end by community-based corrections (e.g., probation/parole), and on the other end by institutional corrections (prisons/jails). A host of intermediate sanctions (halfway houses, boot camps, intensive probation) fill the gap between these ends.

Objectives--students who complete this class should be able to:

• Explain the historical development of all components of the corrections system
• Describe the current social context of all components of the corrections system
• Discuss the central issues and concepts within corrections such as
  • The effectiveness (e.g., cost savings, recidivism reductions) of correctional programs
  • Institutional crowding, violence, and inmate adaptation
  • The role of gender and race in corrections

Philip L. Reichel (Author) › Visit Amazon's Philip L. Reichel Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central Stohr, M.K., and A. Walsh (2012). Corrections: The Essentials (Los Angeles, Sage).

Additional Readings (Links to the .pdf files are in the syllabus calendar):
1. MacKenzie, D.L., Wilson, D., and Kider, S. (2001). "Effects of Correctional Boot Camps on Offending," Annals of the American Academy of Political and Social Sciences, 578: 126-143.
2. Joan Petersilia (1998). "Probation in the United States, Part II." Perspectives, 42-49.
3. Joan Petersilia (2000). "Parole and Prisoner Re-Entry in the United Sates." Perspectives, 32-46.
4. Useem, B. (1985). "Disorganization and the New Mexico Prison Riot of 1980." American Sociological Review, 50: 677-688.
5. Useem, B. and A.M. Piehl (2006). "Prison Buildup and Disorder," Punishment and Society, 8: 87-115.
6. Lowenkamp, C.T., A.W. Flores, A.M. Holsinger, M.D. Makarios, and E.J. Latessa (2010). Intensive supervision programs: Does program philosophy and the principles of effective intervention matter? Journal of Criminal Justice 38: 368-375.
7. Rothman, D.J. (1998). "Perfecting the Prison," In The Oxford Hi so try of the Prison (New York: Oxford University Press).
8. Pew Center (2011). "State of Recidivism: The Revolving Door of America's Prisons."
9. Pew Center (2008). "Putting Public Safety First: 13 Strategies for Successful Supervision and Reentry."
10. Engen, R. (2009). "Assessing determinate and presumptive sentencing—Making research relevant." Criminology and Public Policy 8: 323-336.
11. Mark S. Fleisher, M.S., and S.H. Decker (2001). "An Overview of the Challenge of Prison Gangs." Corrections Quarterly 5: 1-9.
12. Davis, K., J. Fallon, S. Vogel, and A. Teachout (2008). "Integrating into the Mental Health System from the Criminal Justice System: Jail Aftercare Services for Persons with a Severe Mental Illness." Probation and Parole: Current Issues: 217-231.

13. Latessa, E.J., and A.M. Holsinger (2012). Correctional Contexts: Contemporary and Classical Readings.

• The Spectacle of Suffering (Spierenburg)
• A-Block (Conover)
• Prisons in Turmoil (Irwin)
• Job Stress and Burnout Among Correctional Officers: A Literature Review (Schaufeli and Peeters)
• What Works? Questions and Answers about Prison Reform (Martinson)
  

Special arrangements/Facilities

It is the policy and practice of the University of Minnesota Duluth to create inclusive learning environments for all students, including students with disabilities.  If there are aspects of this course that result in barriers to your inclusion or your ability to meet course requirements – such as time limited exams, inaccessible web content, or the use of non-captioned videos – please notify the instructor as soon as possible.  You are also encouraged to contact the Office of Disability Resources to discuss and arrange reasonable accommodations.   Please call 218-726-6130 or visit the DR web site at www.d.umn.edu/access for more information. 

Cheating on exams or assignments will be dealt with in accordance with University policies. Anyone caught cheating on an exam will receive a zero for that exam. Plagiarism refers to presenting another's words or ideas as if they were your own. It is cheating and thus an academic offense. The penalty for plagiarism is failure for that particular assignment. I encourage you to work together, but you must turn in your own work.

I do not take attendance and there is no formal penalty for missing class (no points will be deducted from your score based solely on attendance). However, past experience with teaching this class suggests that a student's attendance is strongly related to his or her exam performance. Further, most of the exam questions stem directly from class discussions. Since attendance is not required, I expect those who attend to pay attention, act respectfully to myself and other students, and avoid high school-type antics like passing notes or holding conversations unrelated to class. Please turn off your cell phone and stop surfing/texting prior to the start of lectures.

All students are expected to take the exams on the scheduled date. If you have a legitimate excuse, you must notify me before the exam. Anyone missing an exam without prior notification will receive a zero for that exam.

Course Requirements

Exams: There will be two examinations. The exams will be essay-based. Part or all of the exam may be take-home rather than in-class.

Assignments: To encourage critical thinking about the articles prior to class, you will be required to complete assignments based on the readings. Each assignment consists of 1 or 2 essay-type questions. The assignments are linked to this syllabus (see schedule below) and are due before class begins. Since the point of assignments is to prepare you for class, assignments that are turned in after we have discussed that particular reading will receive only partial credit. As noted below, the assignments make up 1/4 of your grade. Please see the assignment guidelines for proper format and expectations.

Group Presentation: Towards the end of the semester, you will be responsible for a presentation (and an accompanying document) based on a issue related to corrections. We will form groups (3 students per group) at the beginning of the semester. Information on the presentation requirements will be forthcoming. Your topic must be approved by the instructor prior to Spring Break.

Grading Scale: (Instructor reserves right to curve final grades upward)

Course Schedule: The schedule is tentative and subject to change based on the pace of the class or other variables. The online versions will be the most up to date.