Modesto Junior College
ADJU 235 Course Outline
Effective Date: 05/01/2007
Printed On: 11/8/2006 4:39:40 PM
I. COURSE OVERVIEW
The following information is what will appear in the MJC 2007-2008 Catalog.
ADJU 235 - Introduction to Corrections
3 Unit(s)
Introduction to the Correctional field. Covers historical development of correctional
processes, current trends, and future directions of correctional field. Examines local,
state and federal systems.
Field trips may be required. A-F Only. Approved for online instruction. Applicable
to the Associate Degree. Transfer to CSU and UC. MJC-GE - B; CSU-GE - D0;
IGETC - 4J.
II. LEARNING CONTEXT
Given the following learning context, the student who satisfactorily completes
this course should be able to achieve the goals specified in section III: Desired
Learning.
1. COURSE CONTENT
A. REQUIRED
1. The development of corrections
2. The correctional process
3. The correctional client
4. Misdemeanants which are offenses that do not call for state prison
time.
They must be served in local facilities.
5. Probation
6. Prisons and correctional institutions
7. Institutional procedures—custody
8. Institutional procedures—treatment
9. The effects of institutionalization
10. Community-based corrections
11. Special areas in corrections
12. Parole and other release procedures
13. Treatment approaches in corrections
14. Juvenile corrections
15. Private corrections
16. Correctional administration
17. The future of corrections
2. ENROLLMENT RESTRICTIONS
None
3. HOURS OF INSTRUCTION PER TERM
Prorated Hours and Units
TYPE of HOURS TERM HOURS UNITS EARNED
Lecture/Discussion
52.5
Total Units Earned:
3
3
4. TYPICAL METHODS OF INSTRUCTION
Instructors of this course might conduct the course using the following
methods:
Face-to-face education -
1.
2.
3.
4.
5.
6.
Lecture, discussion, reading, and writing.
Audio visual aids
Guest speakers
Group methods
Field trips to varioius correctional facilities
Textbook reading assignments
Online Education Students will have access to instructor through email, live chat, and threaded
discussions. They also have private as well as group interaction with each
other in both synchronous and asynchronous models. They will also be placed
as interactive "interns" via simulation, authorsware software to place them in
situations to solve realistic administration of justice problems and to discover
skills along the way. They do so through videos, animation, interactive
graphics guided works in live applications in a wealth of resources on line.
For this distance-education modality, effective instructor-student contact will
be established and/or maintaned as follows:
Frequent email and live chat sessions.
5. TYPICAL ASSIGNMENTS
A. Quality: Assignments require the appropriate level of critical thinking
Example written response prompts include:
1. Explain the development of corrections from Europe to current
standards and practices in the U.S.
2. Assess potential areas of career service in the field of corrections.
3. Explain various career programs at all levels of the correctional
clientele system.
4. Evaluate the differences between treatment-based programs and
punitive-oriented systems.
B. Quantity: Hours spent on assignments in addition to hours of instruction
(lecture hours)
1. Reading of text and other assigned readings, reading extra source
material both primary and secondary as provided in class.
2. Weekly reading of not less than one chapter per week (Approx. 2-3
hours)
3. Encouragement of independent research in areas of interest that may
be discussed in class.
4. In addition, preparation for exams using lecture notes, review textbook
reading assignments, and other assigned reading.
6. TEXTS AND OTHER READINGS
A.Required Texts: Introduction to Corrections, 7th Edition, Reisig, Cole,
Clear, 2006
Comments: Thompson Wadsworth Publisher
B. Other reading material:
III. DESIRED LEARNING
A. COURSE GOAL
As a result of satisfactory completion of this course, the student should be
prepared to:
A.
The development of corrections
B.
The correctional process
C.
The correctional client
D.
Misdemeanants which are offenses that do not call for state prison time. They must
be served in local facilities.
E.
Probation
F.
Prisons and correctional institutions
G.
Institutional procedures-custody
H.
Institutional procedures-treatment
I.
The effects of institutionalization
J.
Community-based corrections
K.
Special areas in corrections
L.
Parole and other release procedures
M. Treatment approaches in corrections
N.
Juvenile corrections
O.
Private corrections
P.
Correctional administration
Q.
The future of corrections
B. STUDENT LEARNING GOALS
Mastery of the following learning goals will enable the student to achieve
the overall course goal.
REQUIRED LEARNING GOALS
Upon satisfactory completion of this course, the student will be able to:
A.
B.
Trace the development of corrections from Europe to current standards and practices in
the US.
Describe the basic correctional systems at the local, state and federal level.
C.
Describe how local, state and federal systems have evolved, what each is currently
doing, and where the future trends are leading.
D.
Describe potential areas of career service in the field of corrections.
E.
Describe various career programs at all levels of the correctional clientele system.
F.
Distinguish between treatment-based programs and punitive-oriented systems.
G.
Define the role of various correctional workers.
RECOMMENDED LEARNING GOALS
Upon satisfactory completion of this course (when the related
recommended content is covered), the student will be able to:identify the
difference between local state and federal correction systems.
IV. METHODS OF MEASURING STUDENT PROGRESS
A. FORMATIVE ASSESSMENT:
1. Writing assignments, which require evaluation of differing correctional
programs and their relationship to developing trends.
2. Evaluation of career opportunities via class discussion.
3. Quizzes.
B. SUMMATIVE ASSESSMENT:
1. Term paper.
2. Final Exam