Chaminade University of Honolulu
CJA612/Correctional Management (Online)           
April 7th – June 16th, 2008
Instructor:  Kevin S. Rentner, MSCJA
Ph: 360-957-6706 (cell)
kevin.rentner@adjunct.chaminade.edu 

It’s time for a new photo!

krentner@hotmail.com

Welcome to CJ 612.  You are my very first college students and I am very excited for us to learn together.  Breathe life into our on-line learning: share a little about yourself with your classmates.  Here is a brief bit about me.  I am a Community Corrections Supervisor with the Washington Department of Corrections, leading 10 community corrections officers (essentially probation and parole officers) in the supervision of 800 convicted felons.  I also previously supervised a state work release facility with 60 inmates and a staff of 16 contractors and three state employees.  Prior to joining DOC, I was an Army officer, serving 24 years in Military Intelligence.  Almost half of my career was spent in counterintelligence positions, investigating and countering espionage and terrorism.  I received a B.A. in Political Science from the University of Washington and an MSCJA from Chaminade.  My professional memberships include the American Correctional Association and the American Probation & Parole Association.  

Course Description:
Examines some of the basic elements of correctional administration, management, and treatment of corrections and proceeds to an in-depth examination of correctional management, its many components and the day-to-day operations. Budget constraints, personnel, inmate health, the effect of the Disability Act on prison design, jails as satellite prisons, rehabilitation, and corrections in the community are but a few of the issues to be addressed.

Student Learning Outcomes: 
Upon course completion, students will demonstrate an understanding of:
1) The correctional components of the CJ system (jails, prisons and community corrections).
2) Significant contemporary issues in correctional management.
3) The important historical correctional management issues. 	
4) The future of American correctional management.  
      
Assessment: 
Students will demonstrate mastery of learning outcomes by:
1) Listing the correctional components of the CJ system.
2) Listing the most important contemporary issues in correctional management.
3) Discuss the most important historical correctional management issues.
4) Discuss how the American correctional system can be changed for the better.
5) Discuss how you see the future of American correctional management. 

You will be graded as follows:
	Midterm Exam:  25 percent.
	Research Paper: 25 percent
	Final Exam: 25 percent
	Class Participation: 25 percent

The research paper can be on a correctional topic of your choice, such as a program or institution.  I encourage you to choose a topic related to your career goals or academic area of concentration.  For example, a student planning a career in law enforcement might select a topic relating to police interaction with the local jail or partnerships with probation/parole agencies.  Paper requirements:
a.	The APA style must be used.
b.	A minimum of five references must be used.  At least one of these must be an interview (in-person, telephonic, or electronic).  The interview can be with correctional line or managements staff, a program manager, correctional treatment provider, e.g., drug counselor, former inmate, etc. The intent of the interview is to balance the theoretical aspects of the paper with the practical, “real world,” aspects of the topic.
c.	There is no minimum or maximum paper length.  The paper should explore the subject in detail.  It is unlikely any subject could be adequately covered in two pages.  But if all key points can be made in seven or eight pages, you won’t score extra credit by submitting a verbose, 30-page treatise.  Sometimes, “less is more.”
d.	I encourage effective writing, i.e., writing with a purpose and in a manner that is clearly understood.  Have one controlling idea and put the “Bottom Line Up Front (BLUF).  Then organize the body of the paper to coherently support your controlling idea.  Use relatively short paragraphs; each should normally have one main supporting idea related to the controlling idea.  Use a summary to tie it all together.  In other words, tell me what you are going to say, then say it, then tell me what you said.  Use active voice and avoid very long sentences with numerous clauses.  “Packaging” with bullets, subparagraphs, etc. appeals to the eye and helps convey ideas.  Excessive spelling, grammatical or typographical errors decrease writing effectiveness and will be considered in grading the paper. 

Attendance:
“Attendance” for an on-line class seems an oxymoron, but is essential for learning.  You attend in three ways.

1.	Wednesdays, beginning April 9th, from 5:00 to 7:00 P.M.. Hawaiian Standard Time (8:00 to 10:00 here on the West Coast), will be the basic time for “class discussions” with me – my office hours so to speak. I will primarily use the WebCT Chat function for this.  These sessions will attempt to simulate a traditional classroom setting.  I realize (thanks to Shannon) this may not be convenient for all of you. If you have work or other time conflicts, please notify me immediately.  I may attempt to set-up a different time or a second date/time so as many students as possible can participate.  If you regularly must arrive a little late to class, that is OK (just enter the room quietly and take a seat in the back – just kidding).  If a time conflict prevents you from participating, you will not be penalized as long as I am aware of the conflict and you participate via #2 and #3 below.  [Note: I found the latest version of Internet Explorer incompatible with the Chat function in WebCT.  Downloading the free Mozilla Firefox browser solved the problem.]
2.	Students can use the Discussion function in WebCT at any time.  I will attempt to post both my own questions to students as well as reiterate some of the good questions and comments from the Wednesday classroom sessions.  I will frequently review discussion threads and emails. 
3.	Students are expected to communicate with each other using Chat, Discussion and/or Email.  I will probably break you down into small discussion groups for some projects and will consider organizing groups by time zone if most convenient. 

Textbooks:
Required:
Haas, K.C., and Alpert, G.P. (Eds.) (2006), Dilemmas of Corrections (5th ed), Long Grove, IL: Waveland Press.
Cornelius, G.F. (2001), The Correctional Officer: A Practical Guide, Durham, NC: Carolina Academic Press.
McCampbell, S.W., Hall, M.E., and Layman, E.P. (for National Institute of Corrections) (2002), Resource Guide for Newly Appointed Wardens, retrieved February 17, 2008 from http://www.cipp.org/survival/Resource.pdf.
Additionally, there are a few other articles and legal cases that are required, all of which are available on-line, at no cost.  See attached course outline. 
Recommended:
Ross, J.I. and Richards, S.C. (2002), Behind Bars: Surviving Prison, Indianapolis, IN: Alpha.

Notes on textbooks:  I sought to balance theoretical and practical works on correctional issues, as well as management and leadership topics. Dilemmas of Corrections provides the theoretical aspects; it is a collection of works exploring correctional issues from diverse and multidisciplined perspectives. Cornelius’s book is, as the name suggests, a practical text for guards (correctional officers), as well as for first-line leaders and lower-level managers of correctional institutions (jails and prisons).  The Resource Guide provides tips and philosophies for correctional managers at all levels.  It is valuable for both institutional and community corrections leaders.  The “recommended” book, Behind Bars, presents a unique perspective on corrections from an ex-Federal prison inmate, turned college professor.  

Course Outline
CJA 612 CORRECTIONAL MANAGEMENT & ADMINISTRATION 
	
Week 1 - April 7-11, 2008:  History of Corrections: Theory and Philosophy – Goals of Corrections; Early History; Modern Era; Components of Corrections

	Readings:
	Required:  Cornelius, pp. 3-9, 41-75
	Recommended:  Haas & Alpert:	
3. Throwing Away the Key: Imprisonment (Lewis Lyons)
4. Philadelphia, and Its Solitary Prison (Charles Dickens)

Week 2  - April 14-18th,2008:  Who Gets Locked-Up and Why?: Jail Populations; 	Prison Populations; Comparative Perspectives; Race & Gender Issues
	
	Readings:
	Required:  
Cornelius, pp. 79-83
Bureau of Justice Statistics,  Prisoners in 2006,  retrieved 03/22/08 from:      http://www.ojp.usdoj.gov/bjs/pub/pdf/p06.pdf
Austin, J. et.al (JFA Institute) (November 2007), Unlocking America: Why and How to Reduce America’s Prison Population, retrieved 03/22/08 from:
http://www.jfa-associates.com/publications/srs/UnlockingAmerica.pdf
The Pew Center, One in 100: Behind Bars in America 2008, retrieved 03/22/08 from: http://www.pewcenteronthestates.org/uploadedFiles/One%20in%20100.pdf
Haas & Alpert: 
8. Racial Disparity and the Criminal Justice System: An Assessment of Causes and Responses (Marc Mauer)
9. The War on Drugs and the Incarceration of Mothers (Stephanie Bush-Baskette)
	Recommended:  
 Ross & Richards, Introduction, and pp. 47-56.
Haas & Alpert: 
 6. Comparative International Rates of Incarceration: An Examination of Causes and Trends (Marc Mauer)
7. The Criminal Type (Jessica Mitford)
10. The Politics of Punishment: Evaluating Political Explanations of Incarceration Rates (Kevin B. Smith)

Week 3 -  April 21-25, 2008 The Modern Inmate: Classification & Types of Institutions; Daily Life in Confinement; The Inmate Subculture & The Inmate Code; Violence and Security Threat Groups; The Criminal Mind; Offender Manipulation

Readings:
	Required:  
Cornelius, pp. 83-106, 127-133, 175-191
Haas & Alpert: 
11.Target Violence (Daniel Lockwood)
12. Prowling the Yard: The Public Culture of the Prison (Robert Johnson)

Recommended:   Ross & Richards:  pp. 29-46,  65-102, 115-143 

Week 4 - April 28 – May 2, 2008:  The Correctional Staff: Institutional Physical Plant & Organization; Institution Staff – Duties & Responsibilities;	Hacks & Cops – The Guard Subculture; The Professional CO

Mid-Term Exam Issued 04/28/08

Readings:
	Required:  
Cornelius, pp. 127-171, 192-198, 277-280
Recommended:   Ross & Richards:  pp. 56-61

Week 5 - May 5-9, 2008:  Programming & Rehabilitation: From Nothing Works to What Works; Substance Abuse Treatment;	Reentry into the Community 

Readings:
	Required: 
	Public Safety Canada, Risk-Need-Responsivity Model for Offender Assessment 
	and Rehabilitation, retrieved 04/19/08 from 
http://www.ps-sp.gc.ca/res/cor/rep/risk_need_200706-eng.aspx#tphp
	National Institute of Corrections, The Principles of Effective Interventions, 
retrieved 04/19/08 from: http://www.nicic.org/ThePrinciplesofEffectiveInterventions
Aos, S. et.al. (Washington Institute for Public Policy), Evidence-Based Adult Corrections Programs: What Works and What Does Not, retrieved 04/19/08 from:
http://www.wsipp.wa.gov/pub.asp?docid=06-01-1201
Latessa, E.J., Improving the Effectiveness of Correctional Programs Through Research, (Presentation, Olympia, WA, Feb. 2008), PDF 
Haas & Alpert:
23. From Nothing Works to What Works: Changing Professional Ideology in the 21st Century (Francis T. Cullen and Paul Gendreau)
25. The Effectiveness of Prison-Based Therapeutic Communities for the Treatment of Drug Involved Offenders (James A. Inciardi)
27. Prisoner Reentry: Public Safety and Reintegration Challenges (Joan Petersilia)

Recommended:   
Haas & Alpert:
24. Correctional Boot Camps: Lessons from a Decade of Research (Dale G. Parent)
26. Probation and Cognitive Skills (Frederick R. Chavaria)
Ross & Richards:  pp. 103-113
Week 6 - May 12-16, 2008:  Special Populations and Special Needs: The Female Inmate; Medical & Physical Disabilities; Mental Disorders; Elderly Inmates; Sex Offenders

Mid-Term Exams are due 05/16/08.

Readings:
	Required:  
Cornelius, pp. 107-123.
Haas & Alpert:
13. Women’s Accounts of Their Prison Experiences: A Retrospective View of Their Subjective Realities (Mark R. Pogrebin and Mary Dodge)
29. The Disturbed Disruptive Inmate: Where Does the Bus Stop? (Hans Toch)
30. Older Inmates: Special Programming Concerns (Peter C. Kratcoski)

Recommended:   Ross & Richards:  pp.  145-151.

Week 7 - May 19-23, 2008:  Community Corrections: Pretrial Release & Supervision; Probation; Parole & Other Forms of Post-Release Supervision; Bridging Programs (Work Release; Half-way Houses); Community Partnerships

Readings:
	Required:  
Bureau of Justice Statistics, Probation and Parole in the United States, 2006, retrieved 05/04/08 from http://www.ojp.usdoj.gov/bjs/abstract/ppus06.htm
Petersilia, J. (2000, Summer), Parole and Prison Reentry in the United States, Perspectives, 24, 30-41 and (2000, Fall), 24, 42-49, retrieved 05/04/08 from:
Part 1: http://www.appa-net.org/resource_kit/2008/docs/su00appa32.pdf
Part 2: http://www.appa-net.org/resource_kit/2008/docs/fa00appa40.pdf
Petersilia, J. (1998, Spring), Probation in the United States, Perspectives, 22, 32-46 and (1998, Summer), 22, 40-47, retrieved 05/04/08 from:
Part 1: http://www.appa-net.org/resource_kit/2008/docs/sp98pers30.pdf
Part 2: http://www.appa-net.org/resource_kit/2008/docs/su98pers42.pdf
Byrne, J.M. and Hummer, D. (2004, September), Examining the Role of Police in Reentry Partnership Initiatives, Federal Probation, 68, retrieved 02/18/08 from:
http://www.uscourts.gov/fedprob/September_2004/initiatives.html
Solomon, A. L. (2006, Spring), Does Parole Supervision Work?  Research Findings and Policy Opportunities, Perspectives, 30, 26-37, retrieved 05/04/08 from: http://www.urban.org/UploadedPDF/1000908_parole_supervision.pdf

Recommended:   Ross & Richards:  pp.  155-171
Massarand, M.G. (2004),  Work Release Program Research Project (for Multnomah Co, OR), retrieved 05/03/08 from: http://www.lpscc.org/docs/WorkReleaseProgramResearchReportJune2004.pdf
Thornton, R.L. et. al. (2008), Guns, Safety and Proactive Supervision: Involving Probation and Parole in Project Safe Neighborhoods (for the American Probation & Parole Association), retrieved 05/04/08 from: 
 http://www.appa-net.org/PSN/pdfs/PSN_monograph.pdf
Week 8 - May 26 – 30, 2009:  Legal Issues: Inmate Rights; Liability – Torts and Civil Rights Actions; Use of Force; Prison Rape Elimination Act

Readings:
	Required:  
Cornelius, pp. 225-244
Haas & Alpert, pp. 273-302

Each student will be assigned to read one of the following court decisions and, as a team member with one or more other students, prepare a 1-2 page case brief on the case.  All other cases will be recommended readings.

Turner v. Safley, 482 U. S. 78 (1987), retrieved 02/17/08 from: http://supreme.justia.com/us/482/78/case.html
Wolff v. McDonnell, 418 U.S. 539 (1974), retrieved 02/17/08 from: http://supreme.justia.com/us/418/539/case.html
Haas & Alpert:
17. Hudson v. McMillian et al. (1992)
18. Bounds, Correction Commissioner, et al. v. Smith et al. (1979)
19. Thornburgh, Attorney General of the United States, et al. v. Abbott et al.  (1989) 
20.  Superintendent, Massachusetts Correctional Institution at Walpole v. Hill et al. (1985).
Wilson v. Seiter, 501 U.S. 294 (1991), retrieved 02/17/08 from:
http://supreme.justia.com/us/501/294/
Morrissey v. Brewer, 408 U.S. 471 (1972), retrieved 02/17/08 from:
http://supreme.justia.com/us/408/471/

Week 9 – June 2-6, 2008:  Institutional Management: The Warden’s Roles; Assessing Culture in the Institution, Agency & Community; Shaping the Internal Environment; Standards & Accreditation; Influencing the External Environment.

Research Papers are due 06/02/08.  Each student must give a brief summary of his paper to his/her classmates during the week.

Final exam will be issued 06/06/08.  Final exams are due on or before 06/16/08.
Readings:
		Required:  Thigpen, et. al. , pp. 1-51, 75-103.

Week 10 – June 9-13, 2008:  Human Resources Management: Hiring & Training the Workforce; Performance Feedback & Evaluation; Corrective Action, Discipline & Termination; Sexual Harassment & Discrimination; Disabled Employees; Management & Labor Relations

	Readings:
		Required:  Thigpen, et. al. , pp.53-72, 105-132