CRIM 403—Community Corrections (Fall 2014)
Instructor: Danielle S. Rudes
Office:
4087 University Dr., Ste. 4100, Fairfax, VA (Commerce Bldg.)
E-mail:
drudes@gmu.edu (best method of communicating with me)
Phone:
703.993.9897
Class Time: Tuesdays, 1:30 to 4:10 p.m. Bull Run Hall, #258
Office Hrs: By appointment
Course Blackboard: https://mymason.gmu.edu
COURSE PURPOSE/GOALS
With over 6 million individuals under community supervision in the United States, community
corrections (including probation and parole, problem solving courts, treatment providers) plays a
major role in the criminal justice system. This course introduces students to the history and
development of modern community corrections systems. It identifies evidence-based practices in
treatment and supervision, and explores special considerations that influence criminal justice
system responses to offenders in the community.
Students are expected to demonstrate their knowledge of these topics and to be able to apply that
knowledge. Students should develop their ability to comprehend and use challenging material,
figuring out the most important points covered and applying that knowledge important and
timely criminal justice issues. Memorization of course material is not a sufficient strategy for
success in this course. Instead, thinking analytically and critically is essential.
CLASS FORMAT
Classes include a combination of classroom lecture, discussion, guest speaker(s) and films.
Students are expected to come to class prepared to discuss the readings assigned for that day. Dr.
Rudes will frequently ask students to explain, analyze, apply, and evaluate the assigned readings
and relate what students read to the lecture topic/materials. Through effective participation, each
student contributes to the education of others in the class, as well as to his or her own education.
There are a number of readings assigned for each session. Students are NOT expected to
memorize this material, nor are they expected to comprehend the complex statistical procedures
that may be described in some of the readings. Rather, students should focus on understanding
the following for each reading: (1) the author’s purpose, (2) key concepts used, (3) the line of
argument made, (4) major findings and conclusions. Students are encouraged to take typed
notes that summarize the readings into their own words, so that in class they can refer to them to
refresh their memory. These notes also make good study notes and will assist the student in
evaluating class readings and applying important concepts/contributions.
COURSE READINGS
The readings were selected to complement and supplement the lecture material and to serve as the
basis for your papers and classroom discussions. Therefore, you should complete the readings
before the class session for which they are assigned to gain maximum benefit from the lectures.
1/6
Books (available at GMU bookstore and elsewhere)
Caputo, G.A. (2014). A Halfway House for Women: Oppression & Resistance. Northwestern
University Press.
Mullane, N. (2012). Life After Murder: 5 Men in Search of Redemption. Public Affairs.
WEEKLY SCHEDULE
WEEK/
DATE
Week One,
8/26
Week 2,
9/2
Week 3,
9/9
Week 4,
9/16
Week 5,
9/23
TOPIC AREA
Into to Community
Corrections &
Syllabus/Expectatio
ns
History &
Development of
Community
Corrections in the
U.S.
Key Theories for
Community
Corrections
Discretionary
Parole &
Mandatory Release
Classification &
Referral (with
Risk/Needs)
ASSIGNED READINGS
ASSIGNMENT
1. Mullane: Author’s Note and Chapters
1 through 5
None
1. Maruschak & Bonczar (2013)
Probation & Parole in the U.S., 2012
(Report)
2. Petersilia (1999) “Parole and Prisoner
Reentry in the U.S.”
3. Martinson (1974) “What works?
Questions and Answers about Prison
Reform”
1. Mullane: Chapters 6 through 10
None
1. Hannah-Moffat & Yule (2011)
“Gaining insight, changing attitudes
and managing ‘risk’: Parole Release
Decisions for Women Convicted of
Violent Crimes”
2. Mullane:Chapters 11 through 21 and
Epilogue
1. Gottfredson (1987) “Prediction and
Classification in Criminal Justice
Decision Making”
2. Bonta & Andrews (2007) “RiskNeeds-Responsivity Model for
Offender Assessment and
Rehabilitation”
3. Rosecrance (1988) “Maintaining the
Myth of Individualized Justice:
Probation Presentencing Reports”
4. Wooditch et al. (2013) “Which
Criminogenic Needs are most
Important in Promoting Desistance
From Crime and Substance Abuse?”
Critical Thinking
Response (inclass)
Build a Supported,
Analytic
Argument (due to
BB by 9/16 at 10
a.m.)
Critical Thinking
Response (inclass)
2/6
Week 6,
9/30
Week 7,
10/7
Week 8,
10/21
Week 9,
10/28
Week 10,
11/4
Week 11,
11/11
Week
12,11/25
1. Seiter & West (2008) “Supervision
Build a Supported,
Styles in Probation and Parole”
Analytic
2. Clear & Latessa (1993) “POs’ Roles in Argument (due to
Intensive Supervision: Surveillance
BB by 9/30 at 10
versus Treatment”
a.m.)
3. Caputo: Preface, Intro, and Residents
Intermediate
1. Berman & Feinblatt (2001) “Problem- Critical Thinking
Sanctions
Solving Courts: A Brief Primer”
Response (in2. Hamilton & Campbell (2013) “A Dark class)
Figure in Corrections: Failure By Way
of Participation”
3. Caputo: Blackout, Zero, and C Level
Programming,
1. Cullen et al. (2005) The Rise and Fall
Build a Supported,
Treatment &
of Boot Camps: A Case Study in
Analytic
Implementation
Common Sense Corrections”
Argument (due to
(Part 1)
2. NIC Report (2008) Principles of
BB by 10/21 at 10
Effective Interventions
a.m.)
3. NIDA Report (1999…2008) Principles
of Drug Abuse Treatment for Criminal
Justice Populations
No Class, Monday/Tuesday switch for Columbus Day (10/14)
Programming,
1. Taxman (2012) “Crime Control in the
Critical Thinking
st
Treatment &
21 Century: Science-Based
Response (inImplementation
Supervision (SBS)”
class)
(Part 2)
2. Burrell & Rhine (2013) “Implementing
EBPs in Community Corrections: A
Review Essay”
Programming,
1. Rudes (2012) Framing Organizational
Build a Supported,
Treatment &
Reform: Misalignment and Disputes
Analytic
Implementation
Among Parole and Union Middle
Argument (due to
(Part 3)
Managers”
BB by 11/4 at 10
2. Steiner et al. (2011) “Understanding
a.m.)
POs’ Responses to Sanctioning
Reform”
3. Caputo: B & A Levels and Epilogue
Prisoner Reentry in
1. Arditti & Few (2011) “Mothers’
Critical Thinking
America
Reentry into Family Life Following
Response (inIncarceration”
class)
2. Bahr et al. (2010) “Successful Reentry:
What differentiates Successful and
Non-successful Parolees”
3. Miller & Spillane (2012) “Civil Death:
An Examination of Ex-Felon
Disenfranchisement and
Reintegration”
No Class, Dr. Rudes at American Society of Criminology Conference (11/18)
Collateral
1. Foster & Hagan (2009) “The Mass
Build a Supported,
Consequences
Incarceration of Parents in America:
Analytic
Issues of Race/Ethnicity, Collateral
Argument (due to
Damage to Children and Prisoner
BB by 11/25 at 10
Reentry”
a.m.)
2. Lavigne et al. (2005) “Examining the
Effect of Incarceration and In-Prison
Parole & Probation
Officers and Case
Supervision
3/6
Week
13,12/2
Course Wrap Up
Family Contact on Prisoners Family
Relations”
3. Wheelock (2005) “Collateral
Consequences and Racial Inequality:
Felony Status Restrictions as a System
of Disadvantage”
None Assigned
Cumulative
Critical Thinking
Response (in
class)
GRADING
Your final grade will be calculated as follows (total 100%): 1000 Total Points Possible
4 of 5 in-class, critical writing responses
(lowest dropped)
5 Supported, Analytic Argument Papers
(lowest dropped)
1 Cumulative, in-class, critical writing response
Grading Scale
970-1000 = A+
930-959 = A
900-929 A-
865-899 = B+
835-864 = B
800-834 = B-
765-799 = C+
735-764 = C
700-734 = C-
699-600
<599--
400
400
200
D
F
There is no midterm exam and no final exam for this course!
Critical Response Papers (In-Class Writing Assignment)
During 5 classes, you will spend roughly 15 minutes writing a critical response to a question related
to the weekly readings. The purpose of this assignment is to give you a chance to think critically
about the course, and particularly the assigned readings. These papers will be hand-written, so you
will need to bring a paper and a piece of lined notebook paper to class. The question will ask you to
respond to an important concept or theoretical idea in the weekly readings. Each student will create
their response independently and without using the readings. Students, may however, use notes they
have taken on the articles as long as they are typed and placed on the desktop independent of all
other materials. Students may use articles/concepts/theories from prior weeks to answer the weekly
question, but the question prompt will direct you to focus your answer on the readings assigned that
week.
To do well on these writing responses you must think critically. That means, you must go beyond
the findings or arguments of the author(s) and think independently about why/how each reading
matters in the broader picture of community corrections and/or society. Your analysis and argument
should be analytically sound, supported, thoughtful and well-written. Please be sure that you define,
explain, analyze to make your points. Please do not worry about proper citation in these pieces.
Time is of the essence, and Dr. Rudes knows which readings you are referring to. Just reference the
authors’ by last name or article title if need be.
4/6
The writing prompt will be posted at the start of class. Once it is posted, students will have 15
minutes to complete their response. If you come in late, you will have however many minutes (of
the 15) remain to complete your response. If you miss class for a documented reason (i.e.,
hospitalization, death in family) you can come to Dr. Rudes’ office to make up the assignment
(using a different question than the one posed to the class). Dr. Rudes is unable to stay after class,
but may be able to come before class on limited occasions. Excuses such as doctor’s appointments,
trips to see family, or other such reasons do not count as “excused” because they are within your
control and thus the absence is likely avoidable. Each student should complete 5 of these (as
scheduled) over the course of the semester. Dr. Rudes will drop your lowest score and only count 4
of the scores toward your final course grade. If you miss one (unexcused) your score for the missed
writing will be a zero and will likely be the lowest/dropped score.
The final critical writing response will be similar to those in prior weeks except the question prompt
will be cumulative. That is, rather than focusing exclusively on one set of weekly readings, it may
contain elements/ideas from many of them throughout the course. Students will have 30 minutes to
complete this in-class writing response (instead of 15 minutes).
BUILD A SUPPORTED, ANALYTIC ARGUMENT
On select weeks (designated on syllabus), students will prepare a written paper of no more than 1
typed, double-spaced page (with 1 inch margins, 11-12 point standard font). These papers allow
you a bit more time think through major ideas/concepts/theories from a group of weekly readings
and apply what you are learning to make an argument. However, because of the one page limitation
(no exceptions) you MUST be succinct and careful in how you present your ideas. You will
complete 5 of these papers throughout the semester, and Dr. Rudes will drop your lowest score prior
to final grade calculation.
Each argument paper must contain the following parts:
 Claim: A statement (thesis) that provides the reader with your argument
 Define/Describe Terms/Concepts (cite): descriptions of any terms/concepts you are using
in the paper
 Evidence (cite): the “data” you are using to support your argument
 Example/Commentary: an example or idea from your head or from lecture or another
reading that relates to the reading and helps you make your argument
 Conclusion (of claim): generally this is a restating of the claim, but it can also provide the
reader with a sense of what is needed or comes next
The assignment must be written in your own words to the fullest extent possible. If you must quote
from the case or article(s), make sure you provide the appropriate citation. Points will be deducted
for grammatical, spelling or general editing mistakes.
Paper Logistics: Please include a reference list of works you actually cited in the text. You can use
any style of citation you like, but you must use it correctly. The reference list does not count as your
one page of text. All papers must be turned in via blackboard by 10 a.m. on the day we will discuss
that topic/those readings in class. Do not email me your paper or turn it in in-person. Late papers
may be accepted on a case-by-case basis, but will suffer significant grade reduction penalties.
5/6
Argument Paper Grading Scale
A
Well-organized, clear, and precise. Contains insights that go beyond the basic facts.
Analyzes and provides a synthesis of information in new, original ways. Judgments are
critical and reflect an awareness of alternatives, social relations and historical perspective.
Follows the Claim, Define, Evidence, Example and Conclusion style.
B
Well-organized, coherent, technically sound, but provides little insight beyond basic data.
C
To the point, content is perhaps relevant, but loosely organized. Not much detail. Imprecise.
May have factual errors. Meets some, but not all, requirements.
D
Provides some relevant material, but is generally weak in organization and understanding of
ideas. Does not meet all requirements.
F
May have some relevant material, but is weak in organization and understanding of ideas.
Many errors, omissions and coherence problems. Does not meet requirements.
ACADEMIC INTEGRITY
I believe in and am required to uphold and enforce the rules against cheating, dishonest conduct,
plagiarism, and collusion. Information regarding GMU’s policy on academic honesty can be found
within GMU’s Honor Code. It is available online at
http://mason.gmu.edu/~montecin/plagiarism.htm. Please note that plagiarism includes directly
quoting or taking someone else’s idea and using it as if it were your own…EVEN IF YOU DID
NOT MEAN TO.
DISABILITY, DIVERSITY & PRIVACY
Disability: If you are a student with a disability and you need academic accommodations, please
see me and contact the Office of Disability Services (ODS) at 993-2474, http://ods.gmu.edu. All
academic accommodations must be arranged through the ODS.
Diversity: Please remember that diversity is one of the university’s core values. We must all
keep this concept in mind throughout the semester. See Mason’s diversity statement which is
available at: http://ctfe.gmu.edu/professional-development/mason-diversity-statement/.
Privacy: Student privacy is governed by the Family Educational Rights and Privacy Act
(FERPA) and is an essential aspect of any course. Please use your MasonLive email account to
receive important University information, including messages related to this class. See
http://masonlive.gmu.edu for more information.
Other relevant university services:
• Writing Center: A114 Robinson Hall; (703) 993-1200; http://writingcenter.gmu.edu
• University Libraries “Ask a Librarian” http://library.gmu.edu/mudge/IM/IMRef.html
• Counseling and Psychological Services (CAPS): (703) 993-2380; http://caps.gmu.edu
• The University Catalog, http://catalog.gmu.edu, is the central resource for university policies
affecting student, faculty, and staff conduct in university affairs.
6/6