Monday/ Wednesday 9:30am-10:45am
This course is an overview and analysis of the United States correctional system: history, evolution, and philosophy of punishment and treatment; operation and administration in institutional and non-institutional settings; and issues in constitutional law.
Course Alignment
Introduction
A multidisciplinary study of corrections from the early 1800's to the present. Significant studies relating to the role of corrections and the methods of community treatment, and analysis of current model and practices. Three units.
This course focuses on the roles of corrections of offenders and society. It starts with an historical and philosophical view of the development of corrections (post-adjudication processing of criminal offenders) focusing on adult offenders. Later topics include administrative and operational components of corrections, criminals in confinement, post-adjudication procedures and problems, and community corrections.
Objectives
There are six objectives of this course, representing what students can reasonable expect to achieve, assuming active study and participation.
1. Comprehend the relationship between society and the offender.
2. Understand the philosophical bases by which offenders are treated.
3. Comprehend the broader forces at work in institutional and community corrections.
4. Differentiate between corrections of misdemeanants and felons.
5. Understand the current correctional systems in the nation.
6. Understand the historical development of corrections in America.
Faculty Contact Information
Monday-Thursday 12:30pm-4:00pm
Dr. Melvina Calvin-Edwards
Course Information
At the end of this course, students will be able to:
- Discuss early response to crime prior to the development of prisons.
- Outline the history of probation and the characteristics of probationers.
- Identify successful approaches underlying contemporary probation practices.
- Explain how division is used to keep offenders out of the corrections system.
- Explain the goals of intermediate sanctions, restitution programs, and community corrections.
- Discuss the organizational structure of prisons and the jobs and functions of prison staff.
- Explain prison culture for staff members to include unique challenges for female and minority correctional officers.
- Discuss prison unit management and methods for controlling inmate behavior.
- Explain the threat of prison gangs and the role of intelligence in coping with them.
- Discuss the various treatment programs within a prison, including prison labor.
- Explain classification for security versus classification for treatment.
- Describe prison development from the reformatory era to the modern era.
- Explain how inmate needs are identified
- Explain how prison programs can lessen recidivism.
- Describe the characteristics of jail inmates.
- Discuss the organization and basic functions of state prisons and the impact budgets have on correctional policy.
- Describe the development and operation of the federal prison system.
- Describe the history of private-sector involvement in corrections.
- Identify the advantages and disadvantages to privates-sector prisons.
- Discuss the history of the death penalty and the many ways the correctional system is impacted by the death penalty as a form of punishment.
- Explain the history and the current status of parole in the United States.
- Discuss how parole is supervised, the effectiveness of parole, and how it is terminated.
- Compare and contrast the Pennsylvania and Auburn systems.
- Discuss the characteristics of male, female, and juvenile offenders and the facilities they are detained in.
- Discuss the housing of offenders identified as mentally ill, with infectious diseases, or aging.
- Discuss sentencing goals and primary punishment philosophies.
- Discuss how public opinion about crime affects crime control policy.
- Explain the role of prosecutorial plea bargaining.
- Discuss different types of sentences and how sentencing decisions are made.
- Describe alternatives to criminal courts and criminal trial process.
- Discuss the appeal process.
Allen, Latessa and Ponder. CORRECTIONS IN AMERICA: An Introduction, (16th Edition, 2025). ISBN-10: 0-13-791222-6. Pearson.
Attendance Questions 10pts per week 160pts total
Class notes 160pts total
World's dumbest criminal presentation 100pts total
Courthouse Observation 100pts
Quiz (4) multiple choice 25 pts each 100pts total
Midterm Exam (essay)50pts
Final Exam (multiple choice/essay) 100pts
Jerome Combs Detention Center visit and paper 30pts
Total points 800 points
100% – 90%=A
89% - 80%=B
79% - 70%=C
69% - 60%=D
59% and below=F
Assignments
Courtroom Observation
For this assignment, students will enter into the Kankakee County Courthouse (400 E. Court Street) and observe at least 4 court proceedings inside of:
Courtroom #109 Judge Claudio (misdemeanor cases) Cases start at 9am
Courtroom #300 Judge Dickenson (felony cases) Cases start at 9:30am
Courtroom #309 Judge Elliot (felony cases) Cases start at 9:30am
THE KANKAKEE COURTHOUSE IS OPEN FROM 9AM-4PM MONDAY-FRIDAY
You can pick either courtroom or bounce between the three. Observe 4 total cases. If you would like to stay longer and watch more, feel free. That will be more for you to write about. While inside of the courtroom, visually pay attention to the roles within the courtroom (bailiff, States Attorney, Defense Attorney, Public Defender, Judge, Probation, court reporter, police, etc.). What are their attitudes and demeanor? Does it look like they have a heavy caseload? Also, as an offender approaches for their case, are they aware of what is occurring or do they look confused or scared? Are they asking questions? What is their demeanor (callous, unemotional, upset, confident, worried, unconcerned, etc.)? Is there someone there to explain everything to them during the proceedings? Are there any current inmates being presented from the county jail (whether in court or on screen)? What are their concerns during their trial or proceeding? What kind of case or charges are they being accused of? Do you notice any mental health concerns?
Please write a 2-3 page response to what you have observed and submit through Canvas. We will be discussing your observations in class.
***YOU ARE ALLOWED TO BRING CELL PHONES IN THE COURTHOUSE BUT THEY MUST BE LOCKED UP BY THE FRONT DOORS***
***DO NOT BRING ANY KNIVES, GUNS, PEPPERSPRAY, AMMUNION, ETC. INTO THE COURTHOUSE***
World's Dumbest Criminal presentation
PowerPoint Presentation of the "World's Most Interesting and Dumbest Criminals"
Objective:
Explore and analyze some of the most bizarre and unintelligent criminal activities from around the world. This assignment will enhance your research, writing, and presentation skills while offering a look into the sometimes-absurd side of criminal behavior.
Assignment Overview:
You will research and present on both the most interesting and the dumbest criminals ever documented. Your task is to create a compelling PowerPoint presentation that highlights these criminals, offering insights into their cases and explaining why they are considered noteworthy or foolish.
Deliverables:
- PowerPoint Presentation: (Approximately 5-8 minutes total)
- Describe 2-3 criminals whose cases are intriguing due to unusual motives, high-profile heists, extraordinary circumstances and are infamous for their remarkably foolish actions or blunders.
- Provide detailed accounts of their crimes, the impact they had, and. how their mistakes led to their capture or failure.
- Analyze what makes these cases interesting beyond their criminal acts and what makes their actions stand out as particularly inept.
- Introduction: Brief overview of what makes a criminal's actions interesting or dumb.
- Part 1: The Most Interesting and Dumbest Criminals:
- Conclusion: Summarize the key insights gained from studying these cases. Reflect on what these examples reveal about human behavior and criminal activity.
- PowerPoint Presentation:
- Title of the presentation
- Your name
- Date
- Brief introduction to the topic and what will be covered.
- One slide per criminal with key details, images (if applicable), and an explanation of why they are considered interesting or dumb. (Choose 2-3)
- Summary of key points
- Final thoughts or reflections
- List of sources used in your research.
- Slide 1: Title Slide:
- Slide 2: Introduction:
- Slide 3-6: Most Interesting and Dumbest Criminals:
- Slide 7: Conclusion:
- Slide 8: References:
Guidelines:
- Research: Use reliable sources such as news articles, academic journals, and reputable websites. Ensure your information is accurate and well-cited.
- Presentation: Make your slides visually engaging but not cluttered. Use bullet points, images, and concise text to convey your information effectively. You may also use video. Speak approximately 5-10 minutes
- Creativity: Feel free to use creative elements in your presentation to make your work stand out. This might include interesting visuals, engaging narratives, or unique comparisons.
Submission:
- PowerPoint Presentation: Submit as a .pptx file or PDF through Canvas.
Evaluation Criteria:
Rubric: PowerPoint Presentation – World’s Most Interesting and Dumbest Criminals (100 Points)
Content & Research (30 points)
- 26–30 points: Information is accurate, detailed, and well-researched; includes 2–3 criminals with clear explanations of why they are “interesting” or “dumb.” Uses reliable, well-cited sources.
- 21–25 points: Information is mostly accurate and complete; some details missing or fewer than 2–3 criminals covered in depth; sources provided but could be stronger.
- 16–20 points: Limited research; vague or incomplete descriptions; unreliable or poorly cited sources.
- 0–15 points: Inaccurate, minimal, or missing content; no credible sources cited.
Organization & Structure (20 points)
- 18–20 points: Presentation follows the required structure (Title, Intro, Criminals, Conclusion, References). Logical flow; smooth transitions between slides.
- 15–17 points: Structure mostly clear; some slides lack clarity or flow; minor missing elements.
- 10–14 points: Poor organization; multiple required slides missing; difficult to follow.
- 0–9 points: No clear structure; missing most required sections.
Analysis & Insight (20 points)
- 18–20 points: Strong analysis of what makes the criminals both “interesting” and “dumb”; insightful reflections on human behavior and criminal activity.
- 15–17 points: Adequate analysis; explanations present but lack depth or originality.
- 10–14 points: Limited or shallow analysis; mostly descriptive with little reflection.
- 0–9 points: No analysis; simple retelling of cases without insights.
Presentation & Delivery (15 points)
- 13–15 points: Clear, confident delivery; speaks within 5–8 minutes; engages audience; little reliance on notes.
- 10–12 points: Adequate delivery; somewhat engaging; slightly over/under time.
- 7–9 points: Weak delivery; unclear or monotone; significantly off time limit.
- 0–6 points: Presentation not delivered, unclear, or missing.
Creativity & Visual Design (15 points)
- 13–15 points: Slides are visually appealing, creative, and enhance understanding; appropriate use of images/videos; uncluttered and engaging.
- 10–12 points: Slides are neat and understandable; minor design flaws; limited creativity.
- 7–9 points: Slides are cluttered, too text-heavy, or lack visual appeal.
- 0–6 points: Slides missing, incomplete, or poorly designed.
Total: 100 Points
Assignment Title: Detention Center Tour & Reflection Paper
Course: Criminal Justice
Points: 30 Points
Site Visit Location
Students are required to participate in a scheduled tour of:
- Jerome Combs Detention Center
3050 S Justice Way
Kankakee, IL 60901
Operated by the Kankakee County Sheriff’s Department
Assignment Purpose
The purpose of this assignment is to give students firsthand exposure to a correctional facility environment. This experience will help students connect classroom concepts related to corrections, inmate management, safety procedures, and the realities of detention operations.
Dress Code Requirement (MANDATORY)
Students must dress professionally and appropriately to participate in the tour.
NOT allowed:
- Tight or revealing clothing
- Shorts, skirts above the knee, or short dresses
- Clothing exposing the stomach or back
- Tank tops, sleeveless shirts, or low-cut tops
- Sagging pants
- Clothing with offensive language or images
- Open-toe shoes
Recommended attire:
- Business casual clothing
- Closed-toe shoes
- Comfortable but professional appearance
⚠️ Students who do not follow the dress code may be denied entry and will not receive credit.
Written Paper Requirements
After completing the tour, students must submit a 2–3 page typed paper (double-spaced, 12-point font, Times New Roman).
Questions to Address in Your Paper
Students must respond thoughtfully to the following:
Observation & Environment
- Describe your overall impressions of the facility. What stood out to you most?
- How did the physical layout support security and inmate management?
- What safety measures did you observe?
Operations & Procedures
- What intake or booking procedures did you learn about?
- How does the facility maintain order and discipline among inmates?
- What role does classification play in housing inmates?
Staff Roles & Challenges
- What responsibilities do correctional officers perform daily?
- What challenges did staff mention about working in a detention center?
- How do staff balance security with inmate rights?
Connections to Course Concepts
- How did this visit connect to topics discussed in class?
- What surprised you about real-world correctional operations compared to what you expected?
Personal Reflection
- How did this experience impact your views about corrections careers?
- Would you consider working in a detention facility? Why or why not?
Grading Rubric (30 Points)
| Criteria | Points |
|---|---|
| Completion of Tour & Professional Conduct | 5 pts |
| Thorough Responses to Questions | 10 pts |
| Connection to Course Concepts | 5 pts |
| Reflection & Critical Thinking | 5 pts |
| Writing Quality (grammar, clarity, organization) | 5 pts |
Submission Instructions
- Submit via LMS by the assigned deadline
- Late submissions may receive point deductions
Business, Technology & Human Services
Dean, Paul Carlson; 815-802-8858; V105; pcarlson@kcc.edu; Division Office – W102; 815-802-8650
Course Policies
Covid-19: KCC continues to comply with the recommendations of the Centers for Disease Control and the Illinois Department of Public Health as we teach and learn in the COVID-19 era. Masks are optional. Time Commitment Expectation: At a minimum, the average person can expect to spend one to two additional hours outside of class. This time will be dedicated to reading the textbook chapter(s), answering study questions, studying for quizzes and tests. Class Attendance: Regular attendance at all scheduled class sessions is expected. There are NO excused absences. To receive full class attendance points, you must not be late or leave early. Reading assignments are indicated on the schedule and should be finished before the topic is covered in class. Some important information provided during the lecture does not appear in your textbook, but you will find it useful for completing your labs, quizzes or tests. It is the student’s responsibility to obtain handouts and information presented for any class for which he/she is absent. If a student misses four or more classes in one semester, he/she will receive an automatic “F”. FATS Simulator Lab, Apartment and CJ patrol vehicle Safety: Students will be allowed to learn through simulations in the simulated apartment and FATS simulator. Students will not be allowed to work in the simulated apartment Lab and FATS simulator outside of enrolled class times without prior approval or consent of instructor or program coordinator and direct supervision of tutor, instructor or program coordinator. Students must sign the college safety contract to participate in this course. There is also a safety contract students must sign in order to participate with the Criminal Justice FATS simulator and drive the Criminal Justice patrol vehicle for students with a valid driver’s license. Quiz/test Policy: Quizzes and test can be made up. Any student arriving late for the quiz will not be given extra time to complete the quiz. Quizzes/tests may not be taken online outside of class. It is the responsibility of the student to request to make up the quiz or test within a week. After a week and the student fails to take a quiz or test, the student will receive a zero. Extra Credit Policy: Students may earn extra credit by participating in approved activities outside of regular class time. Opportunities include, but are not limited to, attending Teen Court sessions, volunteering at police agency events, or other community-based criminal justice activities as announced by the instructor.
Extra credit will be awarded in the form of points added to course assignments or overall grade at the instructor’s discretion.
Students must provide verification of attendance or participation (e.g., signed documentation, supervisor confirmation, or a brief reflection paper) within one week of the event to receive credit.
Extra credit is intended to enhance learning and cannot replace required coursework. Points earned through extra credit are limited to a maximum of 5% of the final grade.
Extra credit points are added on top of the required course points. However, they are capped, depending on the instructor’s chosen limit. Extra credit cannot replace required assignments.
All extra credit opportunities must be pre-approved by the instructor to ensure fairness and relevance to course objectives.
Classroom Code of Conduct: Use of cell phones during class is not permitted. Use of tablets or laptops during class is not permitted. No texting, Twitter, Facebook, Internet surfing not related to Law Enforcement, No playing or watching video games. No sleeping. Please turn off or set cell phones to vibrate. If a call must be answered, please leave the classroom quietly. No disruptive side conversations while the instructor is teaching. If you violate any of these policies, you will lose that day’s attendance points and be asked to leave the class. Students need to adhere to the Code of Conduct located in the college catalog.
In addition to the assignments below, please review the PowerPoints that accompany each Chapter
Course Schedule Chart
| WEEKS | CHAPTERS / TOPICS / QUIZZES / NOTES | LEARNING OBJECTIVE AND ACTIVITY |
|---|---|---|
| Week 1 | Read Chapter 1 • Early History (2000 B.C. to A.D. 1800) | LO #1-Understand the historical development of corrections; discuss how early punishment shaped modern systems. |
| Week 2 | Read Chapters 2 & 3 • Prisons (1800–Present) • Correctional Ideologies: The Pendulum Swings | LO #1 & 2-Analyze evolution of prisons and compare changing correctional philosophies. |
| Week 3 | Read Chapter 4 • Sentencing and Appeals Process QUIZ #1 NOTE: Covers Chapters 1–4 (Date TBA) | LO #2-Explain sentencing structures and appellate procedures; quiz review activity. |
| Week 4 | Read Chapter 5 • Probation | LO #1, 2 & 3-Identify goals, functions, and effectiveness of probation systems. |
| Week 5 | Read Chapter 6 • Diversion and Intermediate Sanctions | LO #3-Compare alternatives to incarceration and evaluate their effectiveness. |
| Week 6 | Read Chapters 7 & 8 • Custody Function • Security Threat Groups & Prison Gangs MIDTERM EXAM: Essay format covering Chapters 1–6 (TBA) | LO #2-Understand institutional security operations and analyze gang influence in corrections. |
| Week 7 | Read Chapters 9 & 10 • Management & Treatment Functions • Jails and Detention Facilities Activity: Jerome Combs Detention Center Visit | LO #4-Evaluate correctional management practices and treatment programs; experiential learning through facility visit. |
| Week 8 | Read Chapters 11 & 12 • Prison Systems • Private-Sector Systems QUIZ #2 NOTE: Covers Chapters 7–10 (Date TBA) | LO #2 & 4-Compare public vs. private correctional systems and assess their advantages/disadvantages. |
| Week 9 | Read Chapter 13 • Death Penalty Activity: Class discussion on pros & cons | LO #3-Critically evaluate ethical, legal, and social issues surrounding capital punishment. |
| Week 10 | Read Chapter 14 • Parole and Reentry | LO #3 & 4-Explain parole processes and identify reentry challenges. |
| Week 11 | QUIZ #3 NOTE: Covers Chapters 11–14 (Date TBA) Classroom presentations | LO #1 & 3-Reinforce comprehension through assessment and review activities. |
| Week 12 | Read Chapter 15 • Appeals and Offender Rights | LO #1 & 2-Understand legal protections and rights of incarcerated individuals. |
| Week 13 | Read Chapter 16 • Male Offenders | LO #2, 3 & 4-Analyze characteristics, risks, and programming needs of male offender populations. |
| Week 14 | Read Chapter 17 • Female Offenders • Term Paper Due | LO #2, 3 & 4-Compare gender-responsive correctional strategies. |
| Week 15 | Read Chapters 18 & 19 • Juvenile Offenders & Facilities • Special-Category Offenders QUIZ #4 NOTE: Covers Chapters 15–19 (Week 16, TBA) | LO #2, 3 & 4-Evaluate unique needs and management strategies for specialized offender groups. |
| Week 16 | FINAL EXAM: Covers Chapters 1–19 (Multiple Choice, TBA) | LO #1, 2, 3 & 4-Demonstrate comprehensive understanding of correctional systems through final assessment. |
College Policies, Resources and Supports
For information related to the Student Code of Conduct Policy, Withdrawal Policy, Email Policy, and Non- Attendance/Non-Participation Policy, please review the college’s Code of Campus Affairs and Regulations webpage, which can be found at catalog.kcc.edu under the Academic Regulations & Conduct Guide.
KCC offers various academic and personal resources for all students. Many services are offered virtually, as well as in person. Please visit Student Resources - Kankakee Community College to access student resources services such as:
- Clubs and organizations
- Counseling and referral services
- Office of disability services
- Student complaint policy
- Transfer services
- Tutoring services, etc.
The materials on this course are only for the use of students enrolled in this course for purposes associated with this course. Further information regarding KCC's copyright policy is available at https://kcc.libguides.com/copyright.
|Course syllabus/calendar is subject to change.