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

2.1: Identify and discuss the philosophical underpinnings associated with correctional processes.

1. Role-play:  In a group of 3-5, create a scenario in a violent offender is about to face sentencing. The defense lawyer argues for opportunities for rehabilitation and restorative justice, while the prosecution argues for retribution and incapacitation. All parties should argue why their proposal is best suited for the offender, and the judge should explain why his sentence is appropriate.
2. Writing:  Imagine that you have spent the last seven years in prison. As you are preparing for your release next month, what issues are most pressing as you start to consider your reintegration? What parts of your sentence have helped or hurt your pending reintegration? Reflect in 800-1000 words.
    

2.2:  Identify and discuss different types of sanctions used in correctional operations.

1. Documentation:  In groups of 2-4, outline a continuum of sanctions. Include offenses for which various punishments on the continuum might apply.
2. Writing:  Imagine that you are a probation officer supervising an individuals recently convicted of selling drugs. What are your primary concerns about supervision in order to ensure this individual abides by the law? Discuss in 800-1000 words.
    

2.3:  Evaluate the outcomes of different sentencing schemes.

1. Debate:  In groups of 4-6, create a 2-sided debate regarding sentencing models. One side outline reasons why indeterminate sentences are beneficial, the other side refute this and argue for determinate sentences.
2. Writing:  Economic concerns appear to be the primary motive for sentencing practices in the U.S. justice system. What are the consequences of prioritizing fiscal concerns over penal philosophy? Consider instances of where incarceration might be too costly to state budgets but also where incarceration might be economically beneficial for some. Reflect in 500-800 words.
    

2.4:  Apply criminological theories to different correctional processes.

1. Practicum:  In groups of 3-4, outline three ways in which corrections in the US increases strain, and three ways it decreases strain. Present to the class.
2. Writing:  Imagine you are currently on probation after serving 3 years for selling drugs when you were eighteen. How might labeling affect your life after release from prison? Consider probation. Discuss in 500-800 words.
    

2.5:  Integrate philosophical underpinnings, types of sanctions, sentencing schemes, and criminological theories to develop a multifaceted understanding of corrections.

1. Practicum:  In groups of 3-5, outline 3-5 suggestions for sentencing reform in the US justice system. Consider philosophical underpinnings, sentencing disparities, and corrections budgets. Present to the class.
2. Writing:  In 800-1000 words, write on the current state of corrections in your home state, its strengths and challenges, and realistic ways to improve its effectiveness. Consider the corrections population, disparities, costs, crime rates, and continuum of sanctions. Write as if this is either an Op-Ed to a local newspaper or a letter to a policymaker.