Corrections Today - Corrections in
the Classroom - A Recruiting Tool
Carter F. Smith
Corrections Today, October, 2010
• Today’s college graduates are likely to look to
corrections as they explore opportunities in
criminal justice after grad...
Teaching Corrections
• Highlighting experiences
• Discussing variety of situations
• Showing video documentaries
NOT
• fie...
Alternative
Using social networks to establish
contact with students increases the
value of the faculty-student
relationsh...
Social Networking
• Corrections recruiters who want to develop
relationships should use communication methods
used by stud...
Method
• Results of surveys to a 2000-level Corrections course
offered in spring and fall of 2009.
• Spring 2009 class had...
Nondemographic questions:
• Why did you take this course?
• Describe your knowledge at the
beginning of this course regard...
Likert-scale statements:
• My knowledge of corrections has
increased because of this course.
• My respect for the correcti...
Results
• Most students (91 percent) stated that they took the
course because it was required for their major.
• Few of th...
Discussion
• One key to getting students interested in
corrections is getting them enrolled in a related
course.
– At the ...
Discussion
• Academics should invite corrections professionals to the
classroom, either in a face-to-face or virtual setti...
CARTER F. SMITH, JD, PHD (ABD)
CARTERFSMITH@GMAIL.COM
615-656-3505
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Corrections today corrections in the classroom - a recruiting tool

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  • The Corrections Today Article is available at http://www.aca.org/fileupload/177/ahaidar/Smith.pdf

    Carter F. Smith, JD, PhD (ABD) carterfsmith@gmail.com 615-656-3505
  • Carter F. Smith, JD, PhD (ABD) carterfsmith@gmail.com 615-656-3505
  • Corrections today corrections in the classroom - a recruiting tool

    1. 1. Corrections Today - Corrections in the Classroom - A Recruiting Tool Carter F. Smith Corrections Today, October, 2010
    2. 2. • Today’s college graduates are likely to look to corrections as they explore opportunities in criminal justice after graduation. • So how should the field recruit them?
    3. 3. Teaching Corrections • Highlighting experiences • Discussing variety of situations • Showing video documentaries NOT • field trips to correctional facilities • guest speakers with correctional experience – (changing)
    4. 4. Alternative Using social networks to establish contact with students increases the value of the faculty-student relationship, and provides networking opportunities beyond graduation
    5. 5. Social Networking • Corrections recruiters who want to develop relationships should use communication methods used by students. • While e-mail is still the most widely used means of correspondence in the world, many students prefer messaging on sites like Facebook over campus e-mail. • Though many recruiters will likely find Facebook a great place to look for prospective employees, only a few recruiters appear to have made such an effort.
    6. 6. Method • Results of surveys to a 2000-level Corrections course offered in spring and fall of 2009. • Spring 2009 class had 47 students, offered at 8 a.m. on Monday, Wednesday and Friday. – The average grade for the class was 76 percent (C), with a median of 76 percent and a standard deviation of 14.52 percent. • Fall 2009 class had 88 students, offered at 11:30 a.m. on Monday, Wednesday and Friday. – The average grade for the class was 84 percent (B), with a median of 85.85 percent and a standard deviation of 10.52 percent. • Fifty percent (67) of the students completed surveys.
    7. 7. Nondemographic questions: • Why did you take this course? • Describe your knowledge at the beginning of this course regarding the corrections field. • What is your career objective? • Have you ever considered working in the corrections field?
    8. 8. Likert-scale statements: • My knowledge of corrections has increased because of this course. • My respect for the corrections field has increased because of this course. • This course was more interesting than other criminal justice courses I have taken.
    9. 9. Results • Most students (91 percent) stated that they took the course because it was required for their major. • Few of the students reported that they were familiar with corrections prior to the course (5 percent), with the majority indicating they were not too familiar with the field (49 percent). • None of the students indicated that his or her career objective was to work in corrections. – when asked if they ever considered working in corrections, more than half (57 percent) stated they had.
    10. 10. Discussion • One key to getting students interested in corrections is getting them enrolled in a related course. – At the most basic level, this can be facilitated by ensuring that it is offered at a desirable time slot. • Criminal justice faculty and administrators must be educated to the vastness of the field, as well as the opportunities for students. • Social networking sites for professionals are a likely extension into the professional world for use by faculty and alumni to maintain contact.
    11. 11. Discussion • Academics should invite corrections professionals to the classroom, either in a face-to-face or virtual setting. • Exposing students to corrections courses has a potential additional benefit - their respect for corrections increased dramatically after taking the course. • Recruiters who want to develop relationships with students might find it easier (and more likely) if they do so with communication methods used by students. • Implementing the use of social networks while students attend college would allow recruiters to maintain contact with those students as they go out into the work force following graduation.
    12. 12. CARTER F. SMITH, JD, PHD (ABD) CARTERFSMITH@GMAIL.COM 615-656-3505

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