These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

17-1:  Identify the process of evaluative research and distinguish between process and outcome measures.

1. Practicum:  In groups of 4-6, devise plans for an implementation evaluation, process evaluation, and outcome evaluation. Outline 7-10 action steps for each plan considering timeline, methods, and tools for review and analysis.
2. Writing:  Imagine you are a correctional administrator aiming to create a culture of learning within your organization. What are the benefits of learning organizations and how can you lead your facility in incorporating evaluative findings into your policies and practices? Discuss in 800-1000 words.

17-2:  Identify and discuss the use of evidence-based practices in corrections.

1. Practicum:  In groups of 4-6, create 3 potential research plans that are investigating the same correctional question, but vary in their levels of rigor. What are features will the gold-level plan have that the silver and bronze, and iron plans do not? Present to the class.
2. Writing:  Why are rigorous evidence-based practices important? Provide specific examples of how they can be used in correctional settings. Discuss in 500-800 words.

17-3:  Be aware of likely future trends in correctional agencies.

1. Practicum:  In groups of 4-6, design 3 training programs for staff relevant to prepare them for future trends in corrections. Enact scenarios related to these training.
2. Writing:  Given the increasing use of community supervision and reentry programs, consider how correctional agencies can best prepare inmates for release and support their transition into the community. Consider likely obstacles inmates will face, potential partnerships with other agencies, and the challenges and opportunities that come with reentry for inmates, agencies, and society. Reflect in 1000-1200 words.