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1.
One of the most common complaints among criminal justice educators is that students have very poor writing and research skills. In particular, educators cite that students’ papers are poorly organized, are replete with grammar and spelling errors, are missing key elements in their discussions, and are often plagiarized. Despite the need for research and writing classes, very few social science faculty members teach writing‐intensive courses because of the amount of time such a course requires. Accordingly, this paper presents a model criminal justice writing class that outlines specific teaching methods to overcome the most common problems found in criminal justice writing and research. 相似文献
2.
Criminal justice faculty members often express disappointment that their students are not meeting the writing expectations of the discipline. This study was a collaborative project between criminal justice and English faculty members to institute a writing pedagogy intervention to examine if criminal justice students’ writing would improve over the course of a semester. Quantitative and qualitative methods were used to examine student attitudes toward writing, documentation style, grammatical correctness, academic diction, and paraphrasing/plagiarism. The results revealed statistically significant improvements in student writing when writing assignments were scaffolded and frequent feedback was provided. Additionally, this study used independent raters to compare student performance on papers from a previous semester, when minimal writing instruction was provided, to the papers from the current study. The results suggest the intervention may improve criminal justice student writing. 相似文献
3.
Brion Sever 《Journal of Criminal Justice Education》2013,24(2):337-353
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
4.
M.A. Dupont-Morales 《Journal of Criminal Justice Education》2013,24(2):293-302
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
5.
Criminal justice courses offer ideal opportunities to present students with contemporary issues that ideally will encourage reflection on moral dilemmas. In a criminal justice ethics course, students encounter complex aspects of the topic, such as the application of theories of ethical reasoning beyond merely an understanding of the malfeasance, nonfeasance, and misfeasance of practitioners in the system. A supplemental book, whether fiction or nonfiction, assigned in addition to a criminal justice ethics textbook may facilitate deeper understanding of theories of ethics. The ideal supplemental reading should reflect the range of ethical theories detailed in the main text. In the present article, the authors discuss and evaluate the use of post-apocalyptic fiction, a popular contemporary genre, as supplemental reading in criminal justice ethics courses. A sample criminal justice ethics course writing assignment, a grading rubric, and a discussion of the multiple assessment measures are provided. Assessment results suggest that the supplemental reading helps students meet the course learning objective, which requires students to identify and apply theoretical models of ethics to specific ethical and moral situations. 相似文献
6.
Annmarie Cordner Harry Dammer Frank Horvath 《Journal of Criminal Justice Education》2013,24(2):211-223
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
7.
Criminal justice programs are seeing an increase in the number of online classes both at the graduate and undergraduate levels. At the graduate level, criminal justice online education requires students to achieve mastery of higher ordered thinking and advanced analytic skills. Some students may believe that online education is simply a matter of reading postings and writing simple responses to queries. In order to counter the view that modern online courses, particularly those at the graduate level, are not academic enough, online graduate faculty must find ways to engage students through useful course design and meaningful assessments that promote deep learning. Such engagement requires faculty and students to show reflection in design as well as the integration and application of course materials in a consistent and significant way. This paper will discuss our attempts to reframe graduate criminal justice online classes in order to enhance student engagement and, ultimately, their deeper learning. 相似文献
8.
Marianne Cotugno 《Journal of Criminal Justice Education》2013,24(4):597-622
This article argues for a case study approach to teaching critical thinking skills to criminal justice students. The article looks at a high-profile case during President Obama’s presidency, the disorderly conduct arrest of Dr. Henry Louis Gates, Jr. by Sgt. James Crowley of the Cambridge police department, to demonstrate how to facilitate guided discussion in the classroom as a way to reveal the complex processes that produce workplace documents and to encourage criminal justice students, as future professionals, to be more thoughtful producers and users of workplace writing. The article draws on multiple primary and secondary documents as well as archival research. Although the article focuses on an event that received national attention, this approach can be applied to the discussion of any workplace document. 相似文献
9.
Maisha N. Cooper Alexander H. Updegrove Jeff A. Bouffard 《Journal of Criminal Justice Education》2019,30(1):46-70
This study relies on data from 388 junior and senior criminal justice majors to examine predictors of intentions to pursue graduate education in criminology, criminal justice, or a closely related field. Logistic regression results demonstrate that women, students who receive greater encouragement to attend graduate school, students with a lower aversion to reading, writing, and statistics, and students who perceive greater diversity intolerance are more likely to report graduate school intentions. Although students’ race was not found to be significant in the overall model, split-sample models revealed that the significance of predictors varied by race and ethnicity. In discussing the findings, special attention is given to the need for primarily White institutions (PWIs) to partner with historically Black college and universities (HBCUs). We conclude by calling for departments to redouble their efforts to diversify their faculty and student bodies. 相似文献
10.
Olga Tsoudis 《Journal of Criminal Justice Education》2013,24(2):225-236
Research continues to show that the public holds misperceptions about crime and criminal justice. The media influences the public in many of these misperceptions, often shaping beliefs and ideologies. Higher education gives criminal justice majors the opportunity to gain much more accurate knowledge than the general public. Nonetheless, it is the public that heavily influences the development of the criminal justice system. It is important, therefore, to examine the influence of criminal justice education. Criminal justice majors and non-majors in a Midwestern university were surveyed with regard to demographics and perceptions of crime and criminal justice. Results indicate that criminal justice majors have significantly different perceptions about criminal justice issues than non-majors. Implications for educating the public are discussed. 相似文献
11.
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
12.
Margaret Farnworth Dennis R. Longmire Vincent M. West 《Journal of Criminal Justice Education》2013,24(1):39-57
We surveyed 683 college students to examine their attitudes toward the death penalty, other criminal sanctions, and the war on drugs. College seniors were consistently less likely than freshmen to hold punitive views; this suggests a “liberalizing” effect of the college experience. This liberalizing college effect on attitudes toward criminal justice was not apparent for criminal justice majors, however, particularly when criminal justice seniors' attitudes toward the death penalty were compared with those of freshmen in criminal justice. The views of criminal justice majors overall did not differ appreciably from other students' views. We found no support for the expectation that criminal justice majors with experience in criminal justice would express more conservative, more punitive views than would criminal justice majors in general. 相似文献
13.
To examine attitudes towards gays and lesbians in an undergraduate criminal justice sample and to test previous research suggesting that law enforcement students hold higher levels of homophobia, we surveyed 453 undergraduates. Results indicated higher levels of anti-gay attitudes in criminal justice majors compared to a small sample of non-criminal justice majors and similar levels of anti-gay attitudes between law enforcement and other criminal justice students. Gender, race, religion, gay/lesbian friends, patriarchal attitudes, and completing a social science minor outside of criminal justice were found to be significant predictors of attitudes toward gays and lesbians; while the number of courses in which homosexuality issues were included in discussion was not. These findings are discussed and we offer suggestions for criminal justice curriculum that may assist our students in maintaining and upholding a fair and just criminal justice system. 相似文献
14.
This study explores factors influencing research interest (RI) among criminal justice students. The participants were 328 students at a mid‐western university. Results of a path analysis indicated that quantitative and computer skills and writing skills were significant predictors of RI. Statistics anxiety was a significant negative predictor of research design skills, practical research skills, and quantitative and computer skills. It also indirectly predicted RI via quantitative and computer skills. Statistics self‐efficacy was a significant predictor of research design skills, practical research skills, quantitative and computer skills, and writing skills, and also indirectly predicted RI via quantitative and computer skills as well as writing skills. 相似文献
15.
Responses to breaches in cybersecurity are increasingly reliant on criminal justice practitioners. However, while the demand for criminal justice participation in cybersecurity increases daily, most universities are lagging in their educational and training opportunities for students entering criminal justice agencies. This paper discusses the need for cybersecurity programs in criminal justice, and examines how the evolution of this “new crime” has become an issue for criminal justice professionals in addition to computer science experts. A review of existing cybersecurity programs in Texas suggests that most four-year universities have yet to develop courses/programs in criminal justice. Course recommendations, sample syllabi for cybersecurity courses in criminal justice, and recommendations for development of these programs are included. 相似文献
16.
Over the past 30 years, there has been much attention placed on the content within introductory textbooks in fields, such as education, sociology, economics, psychology, and criminal justice. Within the field of criminal justice, a surplus of information has been gathered through analysis of the text found within introductory textbooks. There has been much less emphasis, however, on the potential for stereotypical images found within the pictures of criminal justice textbooks. This study builds on the diminutive literature on the images in criminal justice textbooks. We examined the pictures in 22 introductory criminal justice textbooks over a 17-year period to determine the percentages of men, women, minorities, and other groups that comprise these pictures. We find that white males dominate the images of criminal justice personnel in these textbooks, and that minorities are more likely to be portrayed as criminals than as criminal justice employees. 相似文献
17.
Peter F. Parilla 《Journal of Criminal Justice Education》2013,24(2):385-403
A perennial challenge for criminal justice educators is deciding which reform movements in criminal justice are worthy of coverage. Restorative justice is one such new movement that has made significant inroads in both criminal justice policy and practice. In this article, we argue that there are numerous benefits to including coverage of restorative justice in a criminal justice curriculum. We also offer a number of concrete suggestions for helping students learn about this radically different approach to dealing with crime. 相似文献
18.
金俊峰 《潍坊教育学院学报》2007,20(2):47-49
《水浒传》实为一部创作者感时伤世的“发愤之作”。“替天行道”是作者为水浒英雄们的行动设定的纲领,作者揭露了贪官污吏贪污腐败诸事,并力图通过好汉们以暴治暴“痛快的杀伐”消解胸中块垒。 相似文献
19.
Authoritarianism has been an influential concept in social science research. Furthermore, researchers have long been concerned about the potential dangers of authoritarianism within the criminal justice system. The current study uses Altemeyer’s RWA Scale to measure and compare levels of authoritarianism between criminal justice majors and non‐criminal justice majors in a sample of undergraduate students. Results indicate that criminal justice majors, males, and lower‐division students have higher mean RWA scores than non‐criminal justice majors, females, and upper‐division students. However, it is male criminal justice majors who demonstrate the highest levels of authoritarianism. Theoretical and practical implications are discussed. 相似文献
20.
Competing models of criminal justice education have been conceptualized to exist for many years. Relevant empirical data to support this notion can be identified in the literature, especially data derived from early surveys of criminal justice educators and content analyses of criminal justice curricula as found across institutions of higher education. Using contemporary survey data from criminal justice faculty members in the state of Illinois, the authors attempt to assess whether the evolution of criminal justice education has resulted in contemporary demarcations and models of criminal justice education that differ from those identified in the earlier literature. The survey data suggest strong patterns, some of which differ from those identified previously. Four models of criminal justice education emerging from the data are discussed, and their implications for criminal justice education are highlighted. 相似文献