首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.

This article examines the issues that confront one-person criminal justice programs. These programs, operated by only one full-time faculty member, have both advantages and disadvantages. Identification, categorization, and analysis of the many relevant issues are the focus of this exploratory study. Nationwide more than one-third of the community college criminal justice programs are staffed by only one educator, as are some four-year college programs. It is important to ensure that the negative points inherent in one-person programs do not impair the quality of criminal justice education.  相似文献   

2.
While definitions for, and assessments of, the quality of degree programs in higher education are varied, in criminal justice the field has determined a quality program is one that meets certain standards involving such areas as program mission, curriculum, faculty credentials, and resources determined through “academic certification” by the Academy of Criminal Justice Sciences (ACJS).The problem is few programs have pursued certification and almost no research has otherwise assessed degree program quality. Using data collected from the population of bachelor’s degree programs in criminal justice (BCJ) operating during 2015–2016 (N = 670), this study assessed program curriculum using ACJS standards, and examined institutional, departmental, and programmatic influences on the number of standards met. Results indicated BCJ programs met few curriculum standards, and that departmental factors were especially significant influences on the number of standards met. These results warrant revisiting accreditation as the mechanism for insuring the quality of criminal justice academic programs.  相似文献   

3.

While both criminal justice programs and Jesuit institutions claim commitment to the realization of justice, their conceptions of justice differ. This exploratory survey of 31 criminal justice majors and 51 non-majors compares criminal justice majors' concept of justice with that of non-criminal justice majors. We find that criminal justice majors and non-majors generally do not differ in their views of justice or their rank of goals for specific criminal justice professionals, regardless of the number of theology/philosophy or criminal justice courses taken or other demographic factors.  相似文献   

4.

Most criminal justice programs began as extensions of vocational technical training courses, but within the last decade they have begun to parallel the liberal arts programs originally proposed. As a result of this reorientation, criminal justice instructors lack many of the instructional methods used by colleagues in other fields. In addition, the dual nature of criminal justice instruction, requiring both experience and theory, places demands on criminal justice instructors that their colleagues may not experience. The field needs an instructional approach that blends the best of the vocational aspects and the theoretical underpinnings. This paper reviews cognitive learning theory, specifically Kolb's experiential learning model. Recommendations are offered for the application of this model to instruction in criminal justice courses.  相似文献   

5.

Historically, much of the teaching-learning transactions in criminal justice classrooms have been teacher-centered. Teacher-centered approaches are rooted in the behavioral and cognitive theories of education. Andragogy, a philosophical orientation for adult education, receives little attention in the criminal justice literature. Yet the tenets of andragogy form an organizing framework that is consistent with many contemporary and evolving criminal justice practices. This paper defines andragogy and presents an “andragogical guide,” which may be useful for criminal justice educators who desire to experiment with innovative approaches to foster a more effective teaching-learning transaction.  相似文献   

6.

This article assesses the quality of 299 faculty in 20 American doctoral programs in criminology and criminal justice by counting the number of citations of their work in six major American criminology and criminal justice journals published between 1991 and 1995. The University of Maryland, the University of Cincinnati, Rutgers University, and SUNY-Albany were the institutions with most citations. The individual faculty members most often cited were Francis T. Cullen (University of Cincinnati), Raymond Paternoster, Lawrence W. Sherman and Douglas A. Smith (all University of Maryland). The majority of the most-cited scholars in these six journals, however, were not members of criminology or criminal justice departments.  相似文献   

7.

Freshman group programs have been promoted by many institutions of higher learning. However, few empirical evaluations of such programs have been reported in the scholarly literature, and none have focused on programs in criminal justice education. Subjects in this study included 130 students enrolled in an introductory criminal justice course at one institution, a portion of which (32 students) were also enrolled in sections of a group program called Freshman Interest Groups. Results showed that students enrolled in this program did better in the course than their freshmen peers and upper-class students, which analyses showed was largely due to higher attendance.  相似文献   

8.

For two disciplines interested in similar issues, law schools and criminal justice programs may as well be on different sides of the moon when it comes to pedagogy. Undoubtedly, criminal justice has lessons to share with law, but legal instruction also offers innovations for justice education. The following essay presents my experience from both law school and criminal justice programs, offering recommendations to improve criminal justice teaching. I offer the suggestions not under any brazen notion that I have discovered the secrets to ideal pedagogy, but rather to suggest that many of law's methods would benefit criminal justice as well.  相似文献   

9.

Research methods are perhaps the most difficult subject matter to teach in the graduate criminal justice curricula. This is in part due to the mix of practitioners and aspiring researchers in most criminal justice graduate departments, leading many instructors to question whether their own coverage is in line with the needs of their graduate students as well as the coverage of other instructors. Also complicating matters is that research methods textbooks are not geared specifically for the graduate level, and thus may neglect topics that are necessary for today's criminal justice graduate students. The present study addresses these concerns by providing an analysis of 11 current criminal justice research methods textbooks, as well as a survey of 36 instructors of graduate criminal justice and criminology research methods classes. Both the texts and instructors are found to place a strong focus on quantitative methods, while the textbooks tend to place a greater emphasis on qualitative methods than the instructors. Moreover, both the texts and instructors neglect topics crucial to today's criminal justice graduate student, including grant writing, article writing and critiquing, and standards for collaborative research efforts.  相似文献   

10.

Traditionally, internships have provided a unique way for criminal justice students to gain work experience while earning academic credit. Questions remain, however, as to whether a student's educational experiences adequately reflect the realities of internship (and other work-related) experiences. As part of a larger study, we sought to explore student views and attitudes regarding their undergraduate curriculum and its relevance to their experiences at the criminal justice agencies. Through the use of self-report surveys, findings were two-fold, indicating tremendous support for internship programs. Moreover, (1) students felt their undergraduate curricula adequately reflected the practical realities of criminal justice operations, and (2) internships were regarded as invaluable in preparing students for criminal justice careers.  相似文献   

11.

An approach to teaching criminal justice statistics is advanced that focuses on broad similarities between all inferential tests. Tests of inference include all processes in which a hypothesis is generated and, ultimately, rejected or not. The process of a criminal trial, which is an inferential test, is employed as an extended analogy, through which specific statistical concepts are introduced. The advantages to criminal justice students of learning statistical concepts through a justice-specific framework are discussed.  相似文献   

12.

This article advocates the use of case studies to illustrate the importance of victimology in the criminal justice curriculum. The case study of a particular victimization introduces emerging issues in criminal justice, and illuminates the responsibility of the criminal justice system to prevent and react to crime. Academic programs are challenged to develop and maintain students' interest in this theoretical framework. Case studies in victimology promote interdisciplinary knowledge, critical thinking and precise writing skills. They also provide students with experience in research, investigation and integration of information.  相似文献   

13.

This paper discusses the findings from a survey of admissions officers at law schools in the United States. Deans of Admission (N=119) were asked a variety of questions pertaining to how the undergraduate criminal justice major is perceived in relation to the adequacy of the academic preparation it provides for individuals applying and/or currently attending law school. The findings suggest that the criminal justice major is not perceived as adequate preparation for law school education by the Deans of Admission. Results are discussed within the context of the criminal justice curricula standards recommended by the academic review committee of the Academy of Criminal Justice Sciences.  相似文献   

14.

Characteristics of 13 doctoral programs in criminal justice and criminology are examined. Features described include the age and size of the programs, representation of women and minorities among faculty and graduate students, admissions requirements and admissions activity, financial support available to graduate students, and characteristics of the curricula. Criminal justice doctoral programs vary widely on each of these characteristics.  相似文献   

15.

Thirty years ago Justice Robert Jackson persuaded the American Bar Foundation to conduct and the Ford Foundation to finance a major empirical study of criminal justice administration. That research demonstrated the importance and complexity of criminal justice and the inadequacy of then current university programs. This new field of criminal justice has demonstrated both strengths and significant weakness. The challenge for the future is to maintain the strengths and eliminate the weaknesses.  相似文献   

16.

This study analyzes survey data collected from African-Americans with PhDs who teach criminology or criminal justice. This research is particularly concerned with the experience of African-Americans in institutions of higher education. In addition to demographic data, the survey collected information on school of graduation, scholarly productivity, and collegial relations. The results indicate that African-Americans are graduating from, and being hired at, some of the top-ranked PhD programs in criminology/criminal justice. African-Americans are generally entering the academic profession as assistant professors with limited publication experience. Finally, African-Americans, in most cases, feel included and a part of their departmental activities.  相似文献   

17.

While criminal justice undergraduate enrollments continue to burgeon, rarely do criminal justice departments conduct comprehensive surveys of their majors as part of the baccalaureate curriculum review process. This paper describes one such survey completed by 238 criminal justice majors at Wayne State University in Detroit. Major survey findings are presented along with their implications for student and faculty diversity, curriculum design, teaching and grading methods, student advising, and department administration.  相似文献   

18.

In recent years there has been growing interest in comparative/international criminal justice issues. Consequently, a number of scholars and professional organizations have encouraged course offerings in these areas. In this article, results are reported from a national survey carried out to determine the prevalence of courses addressing comparative criminal justice and the course content, structure and the characteristics of faculty who teach them. A questionnaire was mailed to 381 heads of four-year criminal justice programs in the United States; 169 (44%) usable returns were received from four-year institutions. The results indicated that 58 (34%) of the criminal justice programs provide some comparative/international courses. Faculty who are actively involved in these are usually at the upper ranks and have primary interests in England and Japan. Analysis of course content revealed that most emphasize writing skills and critical thinking about comparative issues, and that there appears to be a developing consensus on certain core concepts involved in the teaching of such topics.  相似文献   

19.
Recently there has been a vigorous dialogue over the Academy of Criminal Justice Sciences (ACJS) academic standards pertaining to the role of JDs within criminal justice academic programs. It is a next logical step to open a discussion on a related aspect of the ACJS standards: “doctorates in a closely related field.” This discussion should center on how “closely” the “closely related fields” should be. This article examines the relationship between an education in sociology and criminology/criminal justice programs respectively by comparing the general curricular requirements, undergraduate and graduate, in a selection of sociology and criminology and criminal justice programs. This analysis indicates that there is a great deal of similarity within the sociology curricula, which contain sociologically oriented classes and criminology/criminal justice curricula, which contain criminologically oriented courses, but there is little overlap in course offerings across these two academic areas. Specifically, sociology graduates are not exposed to a meaningful number of criminology/criminal justice classes.  相似文献   

20.

Without the explanatory power of general theoretical principles, criminal justice educators are limited to subjectively describing the structure and function of our systems of criminal justice rather than explaining why these systems behave the way they do. Because of this, criminal justice lacks integrity as a legitimate academic discipline that seeks to meet the objectives of a liberal arts education. This paper explores the establishment of ideology as a first principle of criminal justice, derived from political philosophy and sociological theory. We examine ways to build upon this principle as a means of teaching criminal justice within the guise of the liberal arts tradition by guiding students toward a deeper understanding of the nature of our criminal justice systems and their place in larger society.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号