Instructor’s Manual
Correctional Administration: Integrating Theory and Practice 3rd Edition
by Richard Seiter
ST
U
D
YL
AB
, Table of content
Chapter 1 – Correctional Administration: Past to Present
Chapter 2 – Theories of Leadership and Management
Chapter 3 – Leadership and Management of Corrections
Chapter 4 – Setting the Tone: Vision, Mission, and Strategic Planning
Chapter 5 – The Role of Staff in Corrections
Chapter 6 – Human Resource Management for Corrections
Chapter 7 – Staff Organization and Functions
Chapter 8 – Supervising and Empowering Employees
ST
Chapter 9 – Fiscal Management and the Challenge of Cost Containment
Chapter 10 – Managing Risk through Offender Classification
Chapter 11 – Managing the External Environment
Chapter 12 – Managing Security in Prisons
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Chapter 13 – Managing Programs in Prisons
Chapter 14 – Managing Basic Services in Prisons
D
Chapter 15 – Critical Issues for Correctional Administrators
Chapter 16 – The Future of Correctional Administration
YL
AB
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SAMPLE SYLLBUS: 10 WEEKS
University
Course:
Instructor Info:
CREDITS: 3 CLASS HOURS PER WEEK: 3 PREREQUISITES: N/A
DESCRIPTION OF COURSE
This course will cover the various phases of administration as they relate to corrections.
Three basic stages are covered: executive, mid management, and like operations. Each of
these levels will be discussed as they relate to institutions, community based institutions,
ST
and the operation of probation and parole. Problems and their possible solutions will be
covered for each division of corrections.
STUDENT LEARNING OUTCOMES
• Student will identify the background, history, and functions of correctional
U
administration.
• Students will evaluate and demonstrate hiring techniques and practices including
training.
D
• Students will analyze methods of recidivism reduction efforts in corrections. This
includes the analysis for correctional classification techniques.
• The student will evaluate correctional programming methods and basic services
YL
provided to inmates.
• The student will compare and contrast differing stages for inmate management.
This includes the public fear of crime, the management of specialized offenders,
as well as sentencing practices.
AB
GENERAL EDUCATION OUTCOMES
General education outcomes are an integral part of the curriculum and central to the
mission of the college. The faculty at Columbus State has determined that these
outcomes include the following competencies:
• Critical Thinking
• Effective Communication
• Community and Civic Responsibility
• Quantitative Literacy
• Scientific and Technological Effectiveness
• Information Literacy
COURSE MATERIALS REQUIRED
iii
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Note taking material
TEXTBOOK, MANUALS, REFERENCES, AND OTHER READINGS
Correctional Administration: Integrating Theory & Practice 3/E
Seiter
GENERAL INSTRUCTIONAL METHODS
Lecture, Class Discussion, Group Projects
ST
ASSESSMENT
University is committed to assessment (measurement) of student
achievement of academic outcomes. This process addresses the issues of what you need
to learn in your program of study and if you are learning what you need to learn. The
U
assessment program has four purposes: (1) to improve student academic achievements;
(2) to improve teaching strategies; (3) to document successes and identify opportunities
for program improvement; (4) to provide evidence for institutional effectiveness. In
D
class you are assessed and graded on your achievement of the outcomes for this course.
You may also be required to participate in broader assessment activities.
YL
STANDARDS AND METHODS FOR EVALUATION
Item Number in Quarter Percentage of Grade
Tests (2) 25 %
Assignments (3) 25 %
Group Assignment (1) 25%
AB
Final Exam (1)* 25 %
100 %
*The final exam will be cumulative.
Assignments
The assignments that are assigned must be turned in on time. They are designed to gauge
your understanding and learning of a particular learning outcome for the course. You
should spend some time with the essays such that they are free from excessive
grammatical and spelling errors. They require a minimum of 250 words and must be
submitted in MS Word format.
Tests
iv
Correctional Administration: Integrating Theory and Practice 3rd Edition
by Richard Seiter
ST
U
D
YL
AB
, Table of content
Chapter 1 – Correctional Administration: Past to Present
Chapter 2 – Theories of Leadership and Management
Chapter 3 – Leadership and Management of Corrections
Chapter 4 – Setting the Tone: Vision, Mission, and Strategic Planning
Chapter 5 – The Role of Staff in Corrections
Chapter 6 – Human Resource Management for Corrections
Chapter 7 – Staff Organization and Functions
Chapter 8 – Supervising and Empowering Employees
ST
Chapter 9 – Fiscal Management and the Challenge of Cost Containment
Chapter 10 – Managing Risk through Offender Classification
Chapter 11 – Managing the External Environment
Chapter 12 – Managing Security in Prisons
U
Chapter 13 – Managing Programs in Prisons
Chapter 14 – Managing Basic Services in Prisons
D
Chapter 15 – Critical Issues for Correctional Administrators
Chapter 16 – The Future of Correctional Administration
YL
AB
, lkjhgfds
SAMPLE SYLLBUS: 10 WEEKS
University
Course:
Instructor Info:
CREDITS: 3 CLASS HOURS PER WEEK: 3 PREREQUISITES: N/A
DESCRIPTION OF COURSE
This course will cover the various phases of administration as they relate to corrections.
Three basic stages are covered: executive, mid management, and like operations. Each of
these levels will be discussed as they relate to institutions, community based institutions,
ST
and the operation of probation and parole. Problems and their possible solutions will be
covered for each division of corrections.
STUDENT LEARNING OUTCOMES
• Student will identify the background, history, and functions of correctional
U
administration.
• Students will evaluate and demonstrate hiring techniques and practices including
training.
D
• Students will analyze methods of recidivism reduction efforts in corrections. This
includes the analysis for correctional classification techniques.
• The student will evaluate correctional programming methods and basic services
YL
provided to inmates.
• The student will compare and contrast differing stages for inmate management.
This includes the public fear of crime, the management of specialized offenders,
as well as sentencing practices.
AB
GENERAL EDUCATION OUTCOMES
General education outcomes are an integral part of the curriculum and central to the
mission of the college. The faculty at Columbus State has determined that these
outcomes include the following competencies:
• Critical Thinking
• Effective Communication
• Community and Civic Responsibility
• Quantitative Literacy
• Scientific and Technological Effectiveness
• Information Literacy
COURSE MATERIALS REQUIRED
iii
, lkjhgfds
Note taking material
TEXTBOOK, MANUALS, REFERENCES, AND OTHER READINGS
Correctional Administration: Integrating Theory & Practice 3/E
Seiter
GENERAL INSTRUCTIONAL METHODS
Lecture, Class Discussion, Group Projects
ST
ASSESSMENT
University is committed to assessment (measurement) of student
achievement of academic outcomes. This process addresses the issues of what you need
to learn in your program of study and if you are learning what you need to learn. The
U
assessment program has four purposes: (1) to improve student academic achievements;
(2) to improve teaching strategies; (3) to document successes and identify opportunities
for program improvement; (4) to provide evidence for institutional effectiveness. In
D
class you are assessed and graded on your achievement of the outcomes for this course.
You may also be required to participate in broader assessment activities.
YL
STANDARDS AND METHODS FOR EVALUATION
Item Number in Quarter Percentage of Grade
Tests (2) 25 %
Assignments (3) 25 %
Group Assignment (1) 25%
AB
Final Exam (1)* 25 %
100 %
*The final exam will be cumulative.
Assignments
The assignments that are assigned must be turned in on time. They are designed to gauge
your understanding and learning of a particular learning outcome for the course. You
should spend some time with the essays such that they are free from excessive
grammatical and spelling errors. They require a minimum of 250 words and must be
submitted in MS Word format.
Tests
iv
