OTL301 Post 3 Designing Aligned Learning Experiences

OTL301 POST 3 – Designing Aligned Learning Experiences

The following Learning Outcomes and Learning Activities are from my face-to-face course CRIM 241 – Introduction to Corrections.

LEARNING OUTCOMES #1

  1. Develop critical thinking and research skills for writing effective research papers.
  2. Develop speaking and writing skills to clearly communicate correctional concepts, research and theory. This includes using the conventions of the American Psychological Association (APA) for academic writing.

LEARNING ACTIVITY #1

BOOK REVIEW – Worth 25%

Write a critical book review of one the assigned books. An integral stage in the study of criminal justice policy from a criminological perspective is developing skills necessary for critical analysis. In the last two weeks of class we will discuss your book review findings during class time in a round table session in which I will ask you to a) report on your findings and b) make policy recommendations based on the knowledge acquired in this course.

The book review will be an intensive and exhaustive review of the book. If you have any questions or concerns about your book review, you need to see me at least two weeks before it is due. Late book reviews will be penalised (5 percent per day late). This assignment requires considerable time and effort so I would strongly suggest that you begin immediately. Please use the outline in this syllabus to guide your review.

LEARNING OUTCOMES #2

  1. Develop speaking and writing skills to clearly communicate correctional concepts, research and theory. This includes using the conventions of the American Psychological Association (APA) for academic writing.
  2. Engage in collaborative problem-solving exercises and critical reflections with colleagues.

LEARNING OUTCOMES #2

GROUP PRESENTATION: WORTH 10%

Present material from one of the chapters in the Cullen and Jonson textbook in class. The presentation must be presented using powerpoint presentation and emailed to me on the day of the presentation. Presentations are intended to focus the class on specific issues raised in the assigned reading from Cullen and Jonson and to expand on these issues by providing complementary or contradictory evidence or argument from other sources. Each team member is to independently contribute unique information. However, team members are to jointly plan their presentations and jointly construct a “handout” which lists sources, summarizes arguments, and poses questions. The presentation evaluation is based on peers’ (5%) and instructors’ (5%) assessment of presenters’ combined skill in presenting the material and coordinating an argument, and especially the team’s skill in eliciting and facilitating discussion in which factual claims and theoretical assertions are skeptically and critically challenged and analyzed.

Ellen Faulkner

October 8, 2018