Welcome to CJA330: CONTEMPORARY CORRECTIONAL ADMINISTRATION

This course will likely be one of the most difficult and demanding courses you will have in college. But if you are ready to work hard and engage it correctly, it should also be one of the most rewarding. But be prepared: it is not for the light hearted or the light headed.

This course embraces the teaching/learning theory that one learns more by "doing," by becoming a part of what is being "studied," by immersing oneself in the world under investigation, than by simply hearing and reading about it. It is also my philosophy that one learns best when students teach themselves and each other. Accordingly, thorough and uncompromised participation in all aspects of the course is essential and required.

You will discover that much of what we do in corrections is fundamentally flawed. Our thinking about what we ought to do, why we do it, how we do it, to whom we do it, and the resources we employ to do it is often misguided, inappropriate, and/or inadequate. In a word, our approach to corrections is often a formula for failure. Recently, the state of California has undertaken a bold experiment to change all this, under the banner of the newly re-organized California Department of Corrections and Rehabilitation. In July of 2005, the words "and Rehabilitation" were added to the department title, suggesting a new approach to the age-old challenge of what to do with those convicted of serious crimes and sentenced to time in one of 33 state prisons that currently house more than 160,000 men and women across California.

In this class, we will critically examine the prospects for this grand experiment. Is it genuine or is it merely political? Does it have the requisite resources to succeed? Is it well thought out? Does it have the necessary support of rank and file correctional personnel? What does it need in order to work? And, ultimately, can--and will--it work?

As we traverse this new territory, you will be introduced to a host of critical problems and compelling issues relating to the American correctional system, as well as to California's own--the largest in the country and probably in the world. We will focus specifically on the structures, functions, and philosophies of historical and contemporary approaches to punishment, as we examine the spectrum of responses which society has employed to deal with the problems of crime and criminal offenders over the years. Doubtless, few human enterprises are as controversial or as contradictory.

Most students enter this class with strongly held opinions about—and emotionally charged answers to—the question of what we should do with criminal offenders. As we explore the rainbow of correctional realities, your emotional reactions will likely cover the gamut—from amusement to bewilderment, from depression to despair, from impatience to outrage. Whatever your reaction, I will insist that you maintain two postures—an open mind and a thoughtful, balanced perspective on what you see, hear, and say.

The correctional issues we face are momentous: they relate to life, liberty, and property--those values extolled by our forefathers in the Declaration of Independence and the U.S. Constitution. Beyond this, however, the debate about correctional policy engages fundamental philosophical questions about the nature of man; the causes of behavior; the existence (or absence) of free will; the rights, responsibilities, and obligations of the individual; and the appropriate limits on the power and authority of the state.

As we address these issues, the course will focus on three complementary ideas that drive correctional policies and practices. The first relates to human behavior. Why do people act as they do? What drives them to commit crimes and/or to harm others? Can we modify, control, or prevent certain types of behavior?

The second relates to societal judgements about behavior. What does society regard as "good" and "bad" behavior? On what basis are these judgements made? Are they appropriate? Do they change over time? If they change, what does this tell us about the appropriateness of these judgements and the consequences they bring?

The third relates to how we, as a society, react to specific behaviors that have been deemed socially harmful or undesirable. What should we do? What can we do? Are there any limits on possible reactions? Irrespective of whether or not we are able to change behavior, do we have the moral right to do so? Conversely, does a person have an inalienable right to remain as he or she is (e.g., "bad"), even though society might prefer that he or she be otherwise? In other words, does society have the right to change an individual's nature, against his or her will? Or is "incapacitation" the most we should be able to accomplish in the name of public safety? By what authority is society entitled to react at all?

We will invoke a variety of resources to address these and other critical questions. We will rely on guest experts, documentary programs, news events, and internet projects to supplement lectures, group presentations, and class discussion.

As we engage the compelling questions associated with punishment and corrections, we will discover much about humanity, inhumanity, and the relativity of notions like "good" and "evil." Undoubtedly, it is an excercise that can teach us much about society and ourselves. I welcome you to explore this fascinating world with me.

[Some of the following provisions may change, depending on the total enrollment for the course; a smaller enrollment will enable activities that a larger enrollment will not. As the components listed below are modified, you are responsible for complying with all changes.]

ATTENDANCE (SDSU University Policy)

Instructor-initiated drops: If a student who is enrolled in a class does not attend the first class meeting of the semester or session and is not present at the start of the second meeting, the instructor may give the student’s place to another student, and the absent student shall officially withdraw from the course. [Note: Ultimately, it shall be the student's responsibility to withdraw from the class, not the instructor's resonsibility to drop him/her.]
A student who is absent from class due to official university functions for which student is an official representative of the university will be subject to the same academic, attendance, examination, and assignment requirements as all other students in the class. Students whose participation in such events occasions any absence from class will receive the same accommodation for "make-ups" of tests or other assignments as all other students.
All students must obtain and bring to EVERY class an eInstruction CPS "clicker." See section in reading assignments, below. The clickers will be used to do attendance, to compile student reactions and feedback to class material, as well as for examination sessions.
Students are expected to attend all classes.

Course grades will be assessed on the basis of examinations, notebooks, class contributions, and a term paper. The relative weights of each is outlined below. Note two critical features of the assessment process:

The notebook must be completed and submitted in order for one to receive a grade in this course. Note that missing items will receive negative values, not just zeros.
One cannot receive an "A" in the course unless one does "A" quality work in the assignments AND one submits an A-quality paper, as described below.

EXAMS (50% total) (best 2 of 3 exam scores; 100 pts per exam) 200 total points possible for semester
Your course grade will be based on your best two scores from 3 exams offered, regardless of how many exams you take. If you take all three exams, then your grade will be calculated on the basis of your highest 2 scores. If you miss a unit exam (for any reason), then the comprehensive will substitute for the missed exam. No other "makeups" will be given.

2 unit exams (25% total) (100 pts each)
Each unit exam will be a non-cumulative objective exam (multiple choice, short answer, true/false, matching) and will be based on all materials from readings which were assigned--and from class activities which occurred--from the date of the previous exam up to the date of the new unit exam. Exam questions are created as follows--2/3 from text, 1/3 from lecture/class material. There will be some overlap in material from these sources.
1 comprehensive exam (25%) (100 pts)
The comprehensive will be a cumulative objective exam (multiple choice, short answer, true/false, matching) based on all materials–readings and class activities–covered during the entire semester.
EXAM PROTOCOL: CRITICAL! READ CAREFULLY BEFORE EXAM!

NOTEBOOK (40%) (100 pts)
Each student must prepare and maintain a 1/2" hardbound 3-ring binder with separate, clearly marked sections for each of the following, and in the order below. Each entry is roughly equivalent in value. Missing entries will be scored as a negative, in the magnitude of the value of the item. In other words, if an item is worth 5 pts, it will be assigned a -5, not just a "0," if it is omitted.

section 1: READINGS--a 200-word critique of the relevance and significance of each assigned book chapter, or magazine or journal article; due the week the reading is assigned to be completed. This does not pertain to the news articles you are required to find on your own, only those specific articles/chapters that you are specifically assigned to find and/or read.

section 2: NEWS plus CRITIQUE--

you must print (and highlight the important passages within) one newspaper article about an American correctional policy or practice each week. The article must be published during the seven days prior to the due date. Articles should be cut and pasted or printed from the internet.

Articles must include all appropriate citations, date of publication, author, and URL.

Following each article must be a 100-word discussion of the significance of the story to correctional policy or practice.

HINT: An excellent way to locate important news about California corrections is to set your computer browser to GOOGLE "prisons" on an on-going basis. You can also check http://www.corrections.com (known as the Corrections Connection) for continuing updates on correctional news and developments.

section 3: WEBSITE plus CRITIQUE--

you must print (and highlight the important passages within) one internet webpage having to do with the topic assigned in the syllabus for each week.

Articles must include all appropriate citations, including URL (i.e., official website address).

Following each webpage must be a 100-word discussion of the significance of the website to the week's topic that it pertains to.

HINT: The best way to find such websites is to use a search engine/browser like GOOGLE. How interesting your sites are will depend on how imaginative your search clues are.
There are some INCREDIBLE websites having to do with all aspects of corrections. They run the gamut from informative to outrageous!

section 4: VIDEOS--a 200-word critique of each video screened in class; due the class meeting after the video is screened.

section 5: CLASS--a single, end-of-semester, 500-word reflective evaluation of the contributions of this class to the student's understanding of correctional realities and issues and to student's acquisition of useful knowledge and skills; due on the date assigned for the COMPREHENSIVE examination.

NOTEBOOKS must be formatted as follows:

Each section must be clearly labeled and separated by section dividers.

Entries in each section must be in chronological order, with the oldest in the front and the newest in the back.

All written entries must be typed in Times-12 font, with 1" margins on all edges.

Each entry must have a standard heading, located in the upper-right corner, indicating:

student's name

due date

title of the entry

source of the entry (if it is a submission from a newspaper or publication that was not assigned by the instructor)

The notebook is NOT a group project. Evidence of collaboration will result in a failing grade for all those involved.

Critiques must be well written; i.e, they must be clear, thoughtful, reasoned, balanced, and specific. A "critique" that says little more than "It was an article about ..." or that simply summarizes the points made in an article or presentation will NOT be adequate. That would be a "review," not a "critique." You must put your own thinking and reasoned analysis into each essay. Further, a "critique" does not mean that you must dislike the program or article. Rather, it means that you think must critically about what was said and whether the argument or position made in the article or video was properly documented, reasoned, thorough, and balanced.

CLASS CONTRIBUTION (10%) (100 pts) note: You cannot contribute if you are not in class.

CLASS PAPER (required for an "A" grade; otherwise optional)

Anyone who wishes to receive an A grade in this course must submit an A-quality paper on the topic: "What is wrong with corrections in California and what must be done to correct it." The paper must be a well-documented, well-researched, well-reasoned, and well-written examination of what you believe to be the single, most important problem, shortcoming, or liability of the California correctional system; 2) why you believe this to be so; 3) what must be done to correct this problem; 4) how it can be done; and 5) why it will make any difference.

Write the paper is sections that clearly demark your arguments, per the dimensions outlined above.

Your paper must be at least 15 typewritten pages in length (12-pt. Times font, 1 inch margins, footnotes at the end of the paper (not included in the 12 pages), and complete bibliography listing all sources used.

A key to a well-written paper is the use of footnotes to document all claims or statements that are not your own opinion or are not a matter of general knowledge. In other words, if you have to "look it up," or it is not personally known to you as a result of your own reflection or insight, then it must be footnoted.

NOTE: Submission of the paper is no guarantee of an A. The balance of the student's work must be A quality AND the paper must be A quality, as well.

MAKE-UP work
No individual make-up exams will be given for any missed unit or comprehensive exams, nor for any late or missed assignments. Nor will there will be any "extra credit" opportunities.

COMPUTATION OF COURSE GRADE: FINAL GRADES ARE FINAL.
Your course grade is based on your total exam and workout scores. The curve for all work will be as follows:

GRADE	single exam curve	total possible points = 250
A	93.34 % and above PLUS paper
A-	90-93.33
B+	86.67 -9.99	To find your standing at any time during the semester, simply divide your total points earned up to that time by the total points possible at that time. The "curve" on the left will apply to your cumulative score all through the semester. THIS SCALE IS FINAL!
B	83.34 - 86.66
B-	80 - 83.33
C+	76.67 - 79.99
C	73.34 - 76.66
C-	70 - 73.33
D+	66.67 - 69.99
D	63.34 - 66.66
D-	60 - 63.33
F	below 60 %

READING ASSIGNMENTS, WORKOUTS, & EXAM SCHEDULE
written media:		Most readings will be assigned from books. PR- Pollock, Joycelyn M., ed. *Prisons: Today and Tomorrow, 2d. 2006, Sudbury, Mass: Jones and Bartlett Publishers. ISBN-0-7637-2904-3. Assigned chapters will be denoted as PR-1, Pr-2, etc.) You can get this book from Aztec Shops; on line directly from the publisher (list price plus shipping); or from Amazon.com (new or used at a savings of from 15% - 40% (Amazon often has free UPS shipping for orders of more than $25.) Some readings will be assigned from newspapers or magazine articles and designated as "NEWS." They will be noted by paper name and date* or there will be a link to the article. Internet items will be designated by "WEB." Either they will have a direct link to the article or you will have to locate and print the item on your own.
visual media:		Video material will be assigned and reviewed periodically.
website:		http://www-rohan.sdsu.edu/~psutton (for supplemental materials, workouts, handouts, and news)
SDSU black-board		Consult your email and/or the SDSU Blackboard for information about class assignments, activities, and/or exam results.
DATE	WEEK	TOPICS	READINGS	other--note in class
1/23	1	Intro. to course. SDSU Blackboard and website; syllabus; course requirements & policies; introduction to the "clicker." Sutton background. Politics of contemporary corrections		*Calif. building binge;*
1/30	2	What is "corrections?" current looks & goals. Probation, Prison (& jail), Parole. Symbolic & instrumental goals of corrections. Incarceration as a formula for failure.	WEB-find following on your own: "Governor faces uphill battle reforming prisons," by Steve Schmidt. *San Diego Union-Tribune, April 18, 2005 LINK-"The Starthrower" LINK-"Civil Disobedience" PR-1 (rationale for impris)*
2/6	3	Punishment as a social process: relation between thought & practice in history.		Sutton: Full Focus; Punishment: Cruel & Unusual: The Guillotine;
2/13	4	Invention & evolution of 18th C. American Penitentiary-- competing Phila vs.. Auburn models of prison. Evolution of American prisons in 20th C.--big house to reform house to warehouse.	PR-2 (Amer prison in history)	Modern Marvels; OR Eastern State Pen.;
2/21	5	Criminal sentencing--structures & options.	PR-3 (sent trends & incar)
2/27	6	Prison process: intake, classification, placement, release.	PR-6 (classif & rehab)
3/6	7	Prison operations--custody vs. treatment.	PR-5 (industry, agric & educ)	CGA
3/13	8	EXAM #1
3/20	9	Jails	PR-9 (jails)	Lockup: LA Jails
3/26-30	10	Spring Vacation: PrisonTour #2
4/3	11	Realities of incarceration--prison politics & inmate culture. Who's doing time: inmate profiles	PR-4 (social world of prisoner)	Rondeau: From Death Row to the Street; NGS-Inside San Quentin;
4/10	12	Prison gangs--drugs, sex, & violence.		gangs (60 min) Lockdown: Gangland (PBSP);
4/17	13	Prison Staff--structure, function, & culture.	PR-7 (corr staff & mang)	Human Behavior Experiments; OR Quiet Rage; OR Keepers; OR Prison Squad;
4/24	14	Women's prisons & women in prison--a whole new ball game.		Return to VSP
5/1	15	Release & re-entry--achieving & measuring rehabilitation.	PR-10 (the future)	Parole (NYT)
5/8	16	(4:00 - 5:10 PM) EXAM #2 (5:20 - 6:30 PM) COMPREHENSIVE EXAM	* final notebooks due *
Mon-Fri		PRISONTOUR #2: SPRING VACATION	Mar 26 - 30
Mon-Fri		PRISONTOUR #3: SUMMER VACATION	May 21 - 25
Mon-Fri		PRISONTOUR #4: SUMMER VACATION	Jun 4 - 8
NOTE: This syllabus is subject to change. You are responsible for complying with all changes.

FYI: CALIFORNIA PRISONTOUR!
(click for more details)

Make plans for the most important professional/academic experience of your life!
Experience the real world of criminal justice like few others can!
Walk the line in maximum security! Walk the yard! Tour the cellblocks!
Walk and talk face-to-face with inmates serving life terms for murder!
Talk with guards, wardens, administrators!
See inmate-made weapons, drug & gang paraphernalia.
Experience the underbelly of prison life!
Join this incredible 5-day, 1,500-mile excursion through 8 California prisons (eg, San Quentin, Folsom, Soledad, & CCWF--largest women’s prison in the world & home of California women's death row!)
Carries 3 units "PRACTICUM" credit for all CJA majors! (like internship)
Space limited; deposit required; see link above for more details; to sign up, contact Dr. Sutton.

DON'T MISS IT!

* 5-day trip--winter, spring, summer.

* Cost $950--tuition, travel, room, most meals

*Meets practicum requirement for CJ majors

CJA330: Contemporary Correctional Administration
*CLASS SYLLABUS - spring 2007*
Dr. L. Paul Sutton
phone:	619-594-4449	Office:	PSFA 149
email:	psutton@mail.sdsu.edu	Office Hours:	Tuesday 10:00 - 11:15 am
website:	http://www-rohan.sdsu.edu/~psutton