Fall 2005
Section 1: MWF 4:00-5:00
Section 2: T/Th 9:30-10:45
Dr. Kimberly Greer
113 Armstrong Hall
Department of Sociology and Corrections - 389-1561
Office Phone: 389-5612 - email: kimberly.greer@mnsu.edu
Office Hours:
Monday and Wednesday: 12:00 – 2:00
Tuesday and Thursday: 11:00-1:00 (or by appointment)
No Office Hours on Friday (except by appointment)
TEXTBOOKS
Michael Santos. 2003. About Prison. Wadsworth.
Cristina Rathbone. 2005. A World Apart: Women, Prison, and Life Behind Bars. New York:
Random House.
Sister Helen Prejean. 2005. The Death of Innocents: An Eyewitness Account of Wrongful
Executions. New York: Random House.
I may also bring articles for your review or ask you to read something located on the internet.
COURSE DESCRIPTION
This course focuses on issues related to our system of punishment for criminal offenders. We begin with
a historical review of the origins of prisons and then proceed to an examination of the current thinking
regarding modern forms of punishment. Additionally, we will discuss current trends in prison programs
and will examine issues relevant to prisons and prisoners.
PURPOSE OF THE COURSE
This course, along with Correctional Law, is the only course that focuses primarily on prison and the
individuals incarcerated therein. Even if students are not planning a career inside a correctional
institution, it is likely they will work with individuals who have been incarcerated or their family members.
As our prison populations approach 2 million imprisoned individuals, it is important for majors and nonmajors alike to consider the possible goals and consequences of incarceration as well as possible
alternatives.
COURSE LEARNING OBJECTIVES
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Students will gain a historical perspective regarding the origins of prison as well as the various “eras” of
prison philosophy.
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Students will learn about current issues relevant to correctional institutions (i.e., special needs inmates,
death penalty, treatment programs, violence and suggestions for reform).
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Students will engage in critical and creative thinking as well as an analysis of current issues relevant to
correctional institutions.
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Student will participate in “problem-based learning” exercises.
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Students will examine the similarities and differences between the experiences of male and
female prisoners.
CLASS PARTICIPATION
This semester, I am going to try a different teaching strategy that emphasizes students’ involvement in
the learning process through a focus on developing critical, creative, and practical thinking. The class, as
a whole, will be working on a realistic problem currently faced by correctional institutions. Students will be
expected to work in small groups and participate actively in class discussions. Learning encompasses
absorbing information through reading and listening, as well as communicating ideas through writing and
speaking. Discussion will add diversity to the class, help you think out your ideas, learn to express them
clearly to others, and enable you to better comprehend the topic. You should ask questions when you do
not understand a point, as well as make comments and level criticisms at ideas that seem inconsistent or
contradictory.
In addition to meeting this specific corrections program goal, this course also provides opportunities for
you to think critically about correctional institutions, and take part in experiential learning opportunities
through participation in prison tours and interaction with guest speakers.
EVALUATION/GRADES
Grades will be based on cumulative points.
2 - Examinations (100 points each)
2 – Book Review (50 points each)
1 – Problem-Based Exercise (MN/Overcrowding)
2 - Summary Papers (20 points each)
Total points
200
100
100
40
440
A (90%) 396 - 440
B (80%) 352 - 395
C (70%) 308 - 351
D (60%) 264 – 307
F (59%) 263 and below
EXAMINATIONS (200 points)
There will be two examinations on the following dates:
First Exam: October 21
Final Exam: As scheduled during finals week (this means I do not have the date right in
front of me)
OPTION REGARDING FINAL EXAM
Students who are happy with their grade prior to the final exam can opt out of taking the final and can take the
letter grade they have without that final score; however, there are three requirements: (1) you need to discuss
your plans with me prior to the final, (2) your attendance between the second exam and the final has to be
perfect and, (3) all of your papers and summary papers have to be submitted on time.
For testing purposes, students are responsible for all materials in the course, including assigned
readings, lectures, videos, handouts, and guest speakers. The exams will consist of a combination of
true-false, multiple choice, matching, short answer questions, and essays. No make-up exams will be
given except in cases of emergencies; the instructor must be contacted before the scheduled exam.
Make up exams for the fall semester will occur on Monday October 31st. I reserve the option to prepare
make-up exams that consist only of essay questions.
WRITTEN PROJECTS (100 points total)
In this class, as in all corrections classes, you will have a portfolio assignment to be completed and
included in your portfolio. The portfolio process provides direction for, and documentation of, the
attainment of corrections program learning goals. This project will involve two of your assigned texts –
(The Death of Innocents and A World Apart).
As one of the stated goals of our corrections program is as follows:
“students will understand and articulate central concepts in the discipline of corrections including:
justice systems, social deviance, crime and delinquency, victimology, intervention strategies,
societal reaction to crime and delinquency, social justice and human rights,”
it seems appropriate to examine the use of capital punishment and its relationship with the notions of
social justice and human rights. Similarly, we (corrections program faculty) want our majors to
understand diversity issues. While women continue to make up a smaller proportion of the corrections
population, the issues they face have significant ramifications for the field of corrections, and more
importantly, the larger society.
For this project I ask you to read both books and then prepare two (2) 5 – 7 page summaries of your
reflections on the topic of capital punishment and women in prison. You are free to be creative with both
book reviews; I am particularly interested in your thoughts on these subjects. For the first book review
(capital punishment), I would like for you to reflect on how you think capital punishment as a correctional
policy influences the pursuit of social justice and the protection of human rights (therefore, you
need to specifically address these points in your paper). You can examine and analyze this text from
a number of perspectives; you might want to integrate your analysis of these texts with the documentary
(Deadline) which will be shown in class. Some topics you might consider include (these are just ideas to
help you get started), but are not limited to, the following:
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How did Sister Prejean wind up involved with inmates on death row?
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What are the primary arguments for and against capital punishment?
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What is Sister Prejean’s perception of capital punishment? In what ways are they different?
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What ideas/beliefs/assumptions are her beliefs based on?
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Based on your viewing of the documentary, how would you describe the victims’ families’ reaction to capital punishment?
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What is the perspective of the correctional staff to executions?
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How does capital punishment fit with the philosophy of social justice?
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How does a policy that supports capital punishment promote the protection of human rights?
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What factors influence people’s perspectives about capital punishment?
You can also integrate another book of your choosing on the topic of capital punishment if you would like to compare or contrast
perspectives.
For the book by Cristina Rathbone, I would like you to consider women’s pathways to prison (what
influences their involvement in crime and what contributes to their imprisonment. Other topics you might
consider include:
o
What is life behind bars like for women? Is it different from men’s experiences?
o
What kinds of treatment should be provided to women in prison if we hope to reduce recidivism rates?
o
Is prison the appropriate correctional response for the women described in the Rathbone book? What other alternatives
might be more effective than imprisonment?
o
What role do children play in the lives of mothers in prison?
Both book reviews should be no less than 5 pages and no longer than 7 pages in length. Points
will be assigned based on:
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articulation of the primary themes of the (what does the author want you to take away with you
after reading these books? Incorporating the above list) - 50%

reflection/analysis of the topic (your thoughts on the subject/how does this fit with other
readings and discussions in class) - 25%
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ability to write with clarity and precision (25% of the grade)
The Women in Prison paper is due: October 14 (section 1) and October 13 (section 2)
The Capital Punishment paper is due: November 18 (section 1) and November 17 (section 2)
RESEARCH PAPER (Graduate Students Only – 100 points)
In addition to the comparison of two of the course texts required of everyone, you will be asked to
complete a 20 page research paper focusing on what you believe to be a significant issue facing
correctional institutions in the next decade. I would suggest you select a topic in which you have
some interest or one that you believe will be useful to your thesis. Before beginning work on this
paper, you should discuss your choice of topic with me (so that we can assure that it is
appropriate for this class and I may also be able to suggest references). A list of specific
expectations for this project, as well as the grading criteria, is attached with this syllabus. You will
present your paper to the class on a mutually agreed upon date. This project is worth an
additional 100 points for a total of 540 points for graduate students.
PROBLEM-BASED LEARNING ASSIGNMENT (100 points)
Prisons across the United States are experiencing serious problems with overcrowding; Minnesota is no
exception. Minnesota’s prisons are full and many offenders and corrections personnel are now coping
with overcrowded living conditions. For example, MCF-Stillwater began double bunking offenders about
a year ago and Minnesota recently started placing offenders in the private prison located at Appleton,
Minnesota. This problem (of overcrowded correctional institutions) is complicated by a number of factors
and is not likely to be solved in the near future. This will be the problem this class grapples with during
the spring semester. If Commissioner Joan Fabian gave our class the assignment of studying the
growing prison population in Minnesota, exploring various alternatives/options, and preparing a report to
her with suggestions for reform at the end of the semester, what would the results of those activities look
like?
All students begin this project with 100 points; you can only lose points during the course of this
exercise. For example, if you miss class on a day when we are working in groups, 10 points will be
deducted from your score; if you do not receive an “acceptable grade” from peers in your group at the end
of the semester, you will lose 10-20 points; if you fail to complete an assignment related to this project
(e.g., locating a research article, submit a written reflection on an assigned topic, or fail to obtain the
desired information, 5-10 points will be deducted; or, if you do not participate in discussions related to this
problem, points may be lost. On the other hand, if you attend class regularly, complete all assignments,
participate actively in solving the problem throughout the semester, you will retain your points. For those
students who really get engaged in this project and “go above and beyond expectations,” extra credit
points are available. You will find specific grading criteria for this project attached with this syllabus to
give you a better understanding of the expectations. I realize this is a different grading strategy, so
please let me know if you have any questions.
SUMMARY PAPERS (40 points)
We have a combination of prison visits, and guest speakers scheduled for this course; you may select
two of those experiences about which to write a three page summary paper. Summary papers are worth
20 points each (10 points will be based on content and the remaining points will be based on
writing skills). Specifically, I am interested in having you articulate your thoughts about this
experience as well as integrate what you have learned in the classroom with what you observe
during the field trips or learn from the professionals in the field (i.e., what did you learn, what were
your observations, how does this relate with what has been discussed in class or was communicated
through the texts, was it a worthwhile learning experience, etc.). Ideally, you should attempt to
incorporate information covered during the course. For example, did one of the guest speakers
provide new insight that had not been presented in the text or lecture, or vice versa, did some observation
you made during a prison tour support something you have read. Summary papers are due within two
weeks after the guest speaker or the prison trip.
Responsive Learning Environment
“Every attempt will be made to accommodate qualified students with disabilities. If you are a student with
a documented disability, please see me as early in the semester as possible to discuss the necessary
accommodations, and/or contact the Disability Services Office at (507) 389-2825 (v) or 1-800-627-3529
(MRS/TTY).”
LETTER TO STUDENTS
In closing, I want to welcome you to Penology (CORR 443), a required course for corrections
majors. This is one of my favorite courses to teach; I am fascinated by the subject of prisons, the
subcultures which develop inside a “total institution,” the strategies offenders employ to cope with
the “pains of imprisonment,” policies related to special needs offenders, and issues surrounding
capital punishment (to name just a few). I hope you share my enthusiasm for learning about
correctional institutions; if you do not, I hope my enthusiasm is contagious.
I believe a better learning environment is created when students attend class regularly, are
prepared for class, and are willing to engage in an on-going dialogue in the classroom. It is our
responsibility, together, to create a comfortable, stimulating environment in which to learn. I give
you my word that I will do my best to contribute to such an environment. In addition, I hope you
will be willing to take responsibility for developing this learning opportunity as well. If you ever
have any questions or concerns about the course, I hope you will feel free to discuss them with
me.
Kim
OUTLINE OF TOPICS TO BE COVERED
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Topics
Origins of Imprisonment
Discovery of the Penitentiary
and Emergence of Social Control
Prison Eras
Prisons Today
War on Drugs
Jails and Jail Overcrowding
The Corrections Industry
Inmate Experiences and
Modern Prisons
Correctional Officers
Prison Violence/Managing Chaos
Gang Management in Corrections
Use of Force in Prison
Race, Social Class, and Punishment
Prisons for Women
Riots
Special Needs Offenders
Death Penalty
Boot Camps
Institutional Programming
Suggestions for Reform
Toxic Shame
Readings
Lecture Notes
Michael Santos book and website
Lecture Notes and Santos book
Lecture Notes
Lecture Notes/CCA Website
Michael Santos book and website
Lecture Notes
Lecture Notes
Lecture Notes
Lecture Notes
Cristina Rathbone
Video – Doing Time
Lecture Notes
Prejean Book/Deadline Documentary
Lecture Notes/Handouts/DOC Website
Lecture Notes
Lecture Notes/ Santos Book and Website
Lecture Notes
Prison trips will be scheduled after the beginning of the semester. I strongly encourage you to attend at least one prison
tour; students comment that this represents a learning experience that is impossible to replicate in the classroom.
While I hope you will feel comfortable contacting me with any questions you might have, I will ask you to refrain from
sending your papers via email. Papers will only be accepted in class, or if you’ve made prior arrangements with me, in my
office mailbox. Please let me know if you have any questions about this request.