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1.
Victimization and the costs of crime sometimes can be an afterthought in courses on crime and criminal justice, which often are focused on offenders. However, shifting attention to victims of crime potentially motivates students to better understand the causes and consequences of criminal victimization, thereby improving the learning of course concepts and producing better-prepared criminal justice practitioners. A new curriculum kit on understanding crime victims was implemented in two of three sections of a criminological theory course, with the third section acting as a control group having a unit on “offenders” instead of “victims.” In short, the kit did improve student knowledge of crime victimization, but so did a lecture on offenders. Interestingly, students exposed to the kit coupled with a service learning component continued to improve knowledge of crime victimization throughout the course, while the control group did not. Implications are discussed.  相似文献   

2.
This article highlights the efforts of colleagues in a criminal justice department to offer experiential learning opportunities (ELOs) to undergraduate students. Operating within the framework of a liberal arts curriculum, we provide criminal justice majors with a range of opportunities that fall under the general rubric of “experiential learning”, including the following: internships, field trips, service-learning, and research projects. Our goal was to combine the academic rigors of traditional, classroom-based learning with exposure to hands-on, real-world, subject-based knowledge. We explain the multistage framework that is used to tie all of our ELOs together across the curriculum. Results from a senior and alumni survey indicate that experiential learning offers significant academic and professional benefits for students.  相似文献   

3.
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   

4.
Metacognitive learning techniques encourage students to engage course material in such a way that facilitates learning, retention, and application of information gained from a course. While metacognition has begun to be widely used in higher education, little is known about its applicability to criminal justice education. Using a sample of undergraduate students from core criminal justice major courses, this study assesses the impact of metacognitive exercises on learning for criminal justice majors. Specifically, we compared the effect of implementing metacognitive activities on objective and subjective measures of student learning. The results of our evaluation revealed that metacognitive learning techniques were found to have varied objective effectiveness while simultaneously having consistent subjective effectiveness.  相似文献   

5.
Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how students’ critical thinking developed in a discrete core unit of criminology. Second and third year students were invited to participate in the research. Participants wrote critical reflections on how their thinking about crime and criminal justice had developed throughout the unit. Analysis of responses indicated that certain topics were salient to students, offering a way to engage them in deeper thinking. Students’ critical reflections showed evidence of personally relevant meaning-making, including the development of more nuanced thinking about crime and justice, and more compassionate rationales for aspiring to careers within the field. Implications for learning and teaching critical thinking in criminology are discussed.  相似文献   

6.

New perspectives on the impact of college on students, on linking general education, the major, electives and extra-classroom experiences toward the goal of “integrated learning,” and renewed emphasis on the importance of producing liberally educated college graduates, present opportunities for criminal justice educators to make their field a keystone in the architecture of a liberal education. In this essay, I argue that the multidisciplinary perspectives that characterize the field of criminal justice, as well as its core intellectual concerns, make criminal justice well-suited to serve as the infrastructure for a high-quality undergraduate liberal education program.  相似文献   

7.
This paper details the use of the professional interview as an active learning assignment for students enrolled in criminal justice and social science classes. Numerous ways in which the professional interview enhances the advising and career selection process are identified. The authors present the results of a content analysis of the “summary and reflections” section of assignments from more than 100 professional interviews completed by students enrolled in several criminal justice classes. The results are used to illustrate students’ perceptions of the utility of the assignment. Lastly, the text includes a version of the interview instrument the authors have utilized with great success for a number of years.  相似文献   

8.
The increasing popularity of service learning has led to the implementation of the pedagogy across educational levels and disciplines. Evidence of its utilization in criminal justice education spans two decades, most of which include case studies of service-learning courses or projects. These examples of service-learning implementation seem to serve as a best practices guide for other faculty and researchers interested in adopting the pedagogy. By examining responses to offender populations and policy areas by students (n = 37) involved in a service-learning course, the current research adds to this “best practices” approach and is intended to instigate further examination of the benefits of service learning for criminal justice students and the discipline.  相似文献   

9.
Criminal justice education promotes interdisciplinary learning, critical thinking skills, and ethical decision making. A course on wrongful convictions falls squarely within that paradigm, as it draws upon criminology, criminal justice, law, psychology, and forensic science to examine basic assumptions about the criminal justice system and the actors within it. In a wrongful convictions course, students learn to think critically about the criminal justice system, and what happens when it fails to function as it should. Students identify practice and policy reforms that improve the accuracy and reliability of the system. This article first considers the broad objectives of criminal justice education. It next situates the subject of wrongful convictions squarely within criminal justice education curricula. Finally, this article provides a comprehensive overview of an effective undergraduate course in wrongful convictions. It sets out clear goals, learning units, and potential resources for members of the academy who might be interested in developing such a course.  相似文献   

10.
When students are confronted with primary sources to be critically evaluated, a path toward independent inquiry and, ultimately, self‐awareness, is forged. Primary sources challenge intellectual passivity in that they force the mind to take charge of its own thinking, and such independent thinking is the means by which intellectual freedom and strength are achieved. In incorporating primary sources into the criminal justice classroom, one place to start is with the Classical world. This paper shares some practical teaching tips, tricks, and tools for teaching Classical primary texts about “justice” to students of criminal justice. Sample materials used in undergraduate classes from five lessons centering on the question of justice are also discussed.  相似文献   

11.

This paper discusses the application of the mock trial, regularly used in legal education, to students of criminal or civil justice. The mock trial can be taught as a independent course or as a part of any course which deals with the criminal or civil justice system. The paper identifies the goals and benefits of the mock trial for justice students. These include providing an understanding of the justice system and whether it needs change, learning about litigation and legal issues in the justice context, using critical thinking skills, working as a group, and shaping the course of their careers.  相似文献   

12.
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13.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

14.
“对质”一词来源于法学学科,但巧妙地回答了教育科学中对学生“要我学”至“我要学”转变后关于“我该如何学”的持续追问。“学习对质”是深化学生思考的重要方法,能够达成学生以思考为核心目的之学习,可回应新时代育智问题,助力新时代学生学习。通过系统阐述“学习对质”的概念、内容、形式和结果,可进一步厘清“学习对质”的独特内涵。而梳理当前学习理论和实践变革发展需要,可肯定“学习对质”作为学习方法存在的意义。此外,要实现“学习对质”,应发挥教师“学习对质”的引导作用和发展学生的“学习对质”精神、能力,使学生在教师的引导下更好地掌握学习方法,有效开展“学习对质”,“解构”并“重构”广义知识,积极扩展思维界限,不断提升终身学习能力,不断实现自我发展、自我成就、自我超越。  相似文献   

15.

More criminal justice students are interested in a career in physical evidence collection. Oftentimes faculty have limited knowledge of the subject, which undermines their efforts to advise students on how to secure such a position. Additionally, because crime scene technicians have traditionally learned the position through “on-the-job” training, few academic programs exist designed to provide this education and training. This paper provides an overview of the development of a college-level degree program that will prepare individuals for careers as crime scene technicians and gives faculty a basis for advising students about this career option.  相似文献   

16.
Although they use the term “justice” for purposes of self-definition, undergraduate criminal justice courses rarely examine the concept of justice in a systematic way. This paper documents justice’s status as a curricular afterthought in criminal justice course offerings. It also proposes ways to remedy the deficiency it identifies.  相似文献   

17.
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   

18.
An exploratory senior and alumni survey was administered to better assess the experiential learning opportunities, including Service-Learning, offered to students in a criminal justice department. This article highlights the academic, personal and professional development of students, based on the perception of criminal justice majors in the department who completed a Service-Learning course. Educators continue to assess the academic outcomes for students and the benefits to the community. What may be less appreciated is how Service-Learning can also benefit students in their professional skills development. This article illustrates these potential benefits, and also discusses why Service-Learning courses are a critical part of development for criminal justice majors.  相似文献   

19.
This article explores the process of teaching undergraduate students to conduct social justice research. We were interested in understanding how to develop a social justice perspective among students while training them in conventional research methods. The following questions guided our research activities. How can the principles of social justice inform undergraduate research projects? What pedagogical strategies prepare students to conduct social justice-based research? What are the challenges and opportunities in teaching social justice research? We documented the lessons and activities during the field school and collected students’ comments in journals, extensive observations, focus groups, and interviews to understand the influence of social justice on the students’ approach to research. We identify three lessons in teaching social justice. First, teaching social justice requires that students develop meaningful relationships with the community understudy. Second, gender dynamics can prohibit or promote meaningful student engagement and learning. Third, it is important to consider how to integrate, rather than “add on,” social justice activities and discussions into research lessons.  相似文献   

20.
The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student’s systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students’ individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: “from the structure to the process level”, “from macro to micro level”, “from the cellular level to the organism level,” and “development in complexity of homeostasis mechanisms”. Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student’s systems thinking.  相似文献   

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