Community Based Corrections – CJUS 322

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course introduces the student to the new philosophies within corrections to establish successful rehabilitation programs in the community and outside of traditional prison settings. Students will analyze different programs that are being implemented nationally to include electronic monitoring, boot camps, and restorative justice programs.

Prerequisites

CJUS 200 and 230

Rationale

Community Based Corrections enables the student to understand the legitimate, oftentimes superior, alternatives to traditional forms of incarceration. In lieu of the exorbitant financial burden, exceedingly high recidivism rate, and flawed philosophical theories driving various contemporary correctional practices, it is essential that future practitioners and policy makers understand that successful alternatives to incarceration exist. A Criminal Justice major who completes the degree program possessing an understanding of legitimate Community Based Corrections programs will be more professionally effectual and philosophically transformational within the criminal justice profession.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Describe community corrections concepts.
  2. Understand the policy implications of community corrections practice.
  3. Explain community corrections practice in a national context.
  4. Describe the strengths and weaknesses of community corrections as an alternative to imprisonment.
  5. Critically evaluate community corrections issues.
  6. Compare biblical scriptures and perspectives with real-world situations.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (5)

There will be 5 opportunities for discussion participation on topics provided in Blackboard. Student participation is expected, and will be graded. The student must use proper etiquette in discussion as both quality and quantity count. Posts cannot be edited or removed, and file attachments are discouraged since they may slow up reading. For the thread, each student will present his or her own informed opinion on the assigned topic forums in at least a 300 word or more original essay (with citations to support their assertions for full credit to be possible). Later in the same module/week, the student will post 150 word or more responses to at least 2 other students’ posts (don’t let the minimums be your maximum: minimal participation means a minimally passing grade).

Case Studies (3)

Case Studies are an opportunity for the student to apply his/her reading and what he/she has learned in the course to real life situations. The student will propose a course of action appropriate to the context of the case/facts. The student must demonstrate critical thinking skills in analyzing, synthesizing, integrating, and drawing conclusions. The student must support his/her evaluation and recommendations with evidence. The student will need a minimum of 3–5 references for each case study. Each case study must be 5–7 pages. The student must integrate a biblical worldview in his/her proposed course of action for each case study. The paper must have a substantive conclusion that summarizes the student’s key points. The paper must also have a cover paper and a reference page in current APA format.

Exams (2)

There are 2 exams in this course. The student must think, reflect upon, and choose the best answer based on the readings. Each exam consists of 50 multiple-choice and true/false questions and has a 2-hour and 30-minute time limit. Exams are open-book/open-notes, but are not to be collaborated on with anyone.

Video Cases (12)

Each week students will watch a brief video and answer a few multiple choice questions related to the video.