One-person criminal justice programs: An exploratory study

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.     

Web-based criminology/criminal justice programs in Texas colleges and universities

As part of distance learning education, web-based programs have become very popular and have been adopted nationwide by a number of higher education institutions. The adoption of web-based programs in criminology/criminal justice has grown slower than in some disciplines (e.g., business, medicine, computer science, and engineering). This study examines the state of web-based programs in 80 Texas public colleges and universities. The author concludes that although the web-based pedagogical approach is rather new and few courses have been offered, these web-based options for education are becoming increasingly available. The main reasons for the absence of a web-based program are lack of hardware in the departments, concerns for its value and integrity, lack of preparation time, and faculty's lack of familiarity with technology. Several recommendations are provided to make the web-based programs better and more available.     

Student satisfaction with distance education in a criminal justice graduate course

As distance education becomes more widespread and sophisticated, a key concern should be how well programming meets the needs of its student clientele. The present study examines student satisfaction across learning environments (studio versus remote) and over time. Survey questionnaires were administered in a distance education course, and scales were constructed for (1) evaluation of the instructor and (2) specific aspects of distance education. Attitudes were generally favorable, although most students would still prefer a “traditional” classroom and satisfaction ratings significantly declined over time. Implications for improving services are explored regarding technological aspects of the classroom that pose difficulties for some students.     

Restorative justice in the criminal justice curriculum

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.     

The international criminal court: A guide for criminal justice educators

The International Criminal Court formalizes a legal system which transcends national boundaries. This paper provides instructors desiring to incorporate discussions of the court into their classes with a summary of key topics. Among the topics covered are a brief history of the establishment of the court, its structure, operation, and jurisdiction, U.S. opposition to the court, and the limited role the court can play in combating terrorism. Appendices provide a timeline of the development of international criminal law, information on other sources of law regarding terrorism, and a list of selected sources for further information on the court.     

Student centered teaching in engineering design

This paper reviews experience with teaching procedures introduced into an engineering design course to promote professionalism in undergraduates. One procedure used is a prize award for performance in project work and the other procedure is a Socratic style of teaching in the classroom. Both procedures intend to shift responsibility for learning away from the teacher towards the student. Student performance is measured by project results, examination results and by design studies. It is found that the use of design studies, a type of student centered examination procedure, has the most profound effect on performance in this complex subject.     

Examining paradigmatic development in criminology and criminal justice: A content analysis of research methods syllabi in doctoral programs

Kuhn (1996) describes a paradigm as a model for a field of scientific inquiry. He notes the importance of shared scientific research methods in the paradigm. This study examines the teaching of research methods in doctoral programs to identify elements of a paradigm. Research methods syllabi were obtained from schools that have a doctoral program in criminology and criminal justice. Content analysis was conducted to identify themes in courses and readings. There was little evidence of consensus in doctoral-level research methods teaching at these institutions. This is indicative of a discipline that does not have an established paradigm.     

Using active learning in criminal justice: Twenty-five examples

Active learning strategies may overcome the weaknesses of the traditional lecture approach. This paper outlines some of the main strengths and weaknesses of the lecture approach and reports research which illustrates why active learning strategies should be used in the classroom. The paper concludes with a presentation of twenty-five active learning strategies to be used in the criminal justice classroom, along with a discussion of how these strategies meet the goals of higher education.     

Journal publications of Ph.D. graduates from American criminology and criminal justice programs

This article assesses the quality of 12 American doctoral programs by counting the number of publications of their Ph.D. graduates in a large number of criminology and criminal justice journals, and in 20 more “academic” journals. While half of the Ph.D. graduates had no publications, the 4 percent who were the most productive (the “stars”) accounted for one third of all journal articles. Publication rates up to graduation predicted publication rates after graduation. The University of Maryland, Michigan State University, the University of California at Irvine, Florida State University, and Sam Houston State University had the most productive Ph.D. graduates in academic journals. There was a significant correlation between the productivity of a program's Ph.D. graduates and the productivity of its faculty members. The academic publication rate was influenced most by prevalence (the percentage of Ph.D.s with at least one publication), rather than by the percentage of “stars” or the frequency of publications.     

White-collar crime in the criminal justice curriculum

Recognition of the significance of white-collar crime has grown substantially in recent years, but this growth has not been reflected adequately in the field of criminal justice or in the criminal justice curriculum. Through a content analysis of criminal justice and criminology textbooks and program course offerings the authors demonstrate the relative neglect of white-collar crime, and especially its marginal position in the criminal justice curriculum. Some hypothetical reasons for this relative neglect are explored. An argument is made on both theoretical and pragmatic grounds for more sustained and more systematic integration of white-collar crime into the criminal justice curriculum.     

Teaching literature in the criminal justice curriculum

This article presents an argument for the integration of literature, especially novels, into the criminal justice curriculum. Included is a discussion of novels and short stories that work well in criminal justice courses. Approaches for integrating literature with traditional empirical and theoretical material are also discussed. Reading and discussing excellent literature can be an effective means to develop a student's sense of empathy and skills of critical thinking. This argument is set in the context of the broader debate of the relationship of criminal justice to the rest of the liberal arts.     

教学改革的原则--以学生为中心

作者试图对当代教育存在的弊端极其出现的根源进行剖析,并以此作为视角力图系统地阐述以学生为中心这一教育理念:一切教学活动都应该围绕学生的全面发展--人格、体格、文化修养、审美情趣等--这一中心任务来设计和开展.     

Assessing jail coverage in introductory criminal justice textbooks

Despite their integral and multi-functional role within the criminal justice system, jails receive limited societal and research attention. The present study assesses the extent to which jail-related information is presented in fourteen leading introductory criminal justice texts. In general, it was found that there are 4.8 pages of prison-related information for every one page of jail coverage, and that roughly 72% of all jail-related information is found within the corrections sections of introductory criminal justice texts. Suggestions regarding future directions for authors of these texts are offered.     

A model for teaching criminal justice ethics

Questionnaire data from 137 panel chairs at the 2003 Academy of Criminal Justice Sciences meeting in Boston reveal respondent perceptions of the conference site, overall impressions of the conference, as well as panelist attendance, and the quality of information presented by panelists. The findings reveal high marks for the conference space, hotel rooms, and the city of Boston itself, resulting in an overall positive conference experience, but responses also highlight several areas of concern, including panelist attendance problems and presentation etiquette. Recommendations are provided, which may foster positive, incremental change at future ACJS annual meetings.