Cognitive and affective minds: A necessary marriage in criminal justice education

This paper examines the role race and course content may play in the teaching evaluation scores of a black criminologist currently teaching at a predominantly white institution. Making use of a case study design, the author compared his teaching evaluation scores from similar courses taught at both a predominantly white institution and an historically black institution. The data revealed that while race may play a role in the evaluation process, the nature of the course may offer a stronger explanation as to why he received lower evaluation scores on a race-related criminal justice course than a series of other criminal justice courses.     

Integrating Gay,Lesbian, Bisexual,and Transgender Issues into the Undergraduate Criminal Justice Curriculum

Although criminal justice has made strides to incorporate issues of race, ethnicity, class, and gender into both research and teaching, the same cannot be said about issues of homosexuality. Prior research indicates criminal justice students are more homophobic than their peers in other majors and that bias against gay, lesbian, bisexual, and transgender (GLBT) persons continues in the criminal justice system. As a result, this article argues that criminal justice educators should integrate issues of sexuality into criminal justice curricula as part of diversity education within the discipline. Few programs currently do so. This article outlines four methods for infusing justice‐related GLBT content into criminal justice classes, including: The teachable moment; incorporating GLBT‐relevant material in required courses; incorporating GLBT‐relevant material into diversity courses; and the development of new electives. These strategies can help combat heterosexism and homophobia.     

Critical Thinking in Criminal Justice Ethics: Using the Affective Domain to Discover Gray Matters

This paper proposes that an effective way to teach critical thinking would be through a criminal justice ethics class that prioritizes learning in the affective domain to prevent persistence of a polarizing perspective. The premise is twofold: first, that us versus them dichotomies hinder higher order thinking and moral decision-making; and, secondly, that it is much more difficult to overcome dichotomous thinking exclusively through cognitive domain teaching because the tendency is for students to sift through new information and focus only on facts which support preexisting positions and, also, because students may anticipate an intellectual attack on their opinions and become defensive or resistant. For those reasons, the suggestion is to use carefully selected, empathy-evoking films as a stealthier, softer introduction to controversial issues.     

Assessing computer technology in the criminal justice classroom: A case study

Previous research examining computer-assisted teaching is inconclusive. Some studies find enhanced student performance while others find no difference from traditional-approach pedagogy. This case study compares student performance and course evaluations for computer-assisted and traditional-approach sections in three criminal justice courses: crime theory, criminal courts, and inequality in the justice system. Overall results indicate a significant difference between student performance in computer-assisted and traditional classes. Yet differences are not the same for each course. The theory course shows the least difference while the courts course had the greatest difference. Student evaluation data indicate computer-assisted activities are enjoyed, yet differences from traditional-approach sections are not significant. Questions for future research on the use of technology in teaching are raised.     

Mathematics in and through social justice: another misunderstood marriage?

The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.     

A national survey of comparative criminal justice courses in universities in the United States

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.     

“钢琴艺术史”课程教学研究

＂钢琴艺术史＂课程由于起步较晚,因此相关的教学理论研究与实践探索还较薄弱。阐述了＂钢琴艺术史＂课程的教学意义;强调了其应遵循的教学原则;总结了几种可行的教学方法。研究认为：在高等音乐院校开设＂钢琴艺术史＂课程对于推进音乐教育、教学改革,提高钢琴专业学生的综合素质具有不可替代的作用。     

“Darker than any prison,hotter than any human flame”: Punishment,choice, and culpability in A Clockwork Orange

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.     

Teaching the ultimate crime: Genocide and international law in the criminal justice curriculum

The rapid expansion of international law and the establishment of an international criminal court have resulted in new justice institutions that should not be ignored in criminal justice curricula. Genocide, as the focal point of an entire course or a unit within other courses, provides instructors with an organizational framework for addressing a wide variety of topics related to international law. This paper discusses how the crime of genocide can be integrated into criminal justice curricula and the opportunities it provides for examining international law, history, current events, and the interdependence of criminal justice system components. A course on genocide taught to advanced undergraduate and beginning graduate students is described and evaluated.     

A task force to reduce prison overcrowding: Implications for criminal justice policy,planning and research methods courses

This article describes an undergraduate criminal justice research methods course that uses interactive teaching methods to explore the dynamics of policy analysis and program evaluation. The issue of prison overcrowding is introduced after a solid base of research methods concepts has been mastered. Prison overcrowding is presented in a detailed scenario that includes changes in state and local policy. Student workgroups explore issues involved in prison overcrowding using multiple sources of information, including the World Wide Web.     

高职历史文化类公选课娱乐化教学改革

历史文化类课程对高职教育培养高素质、全面发展的人具有重要作用,但现实是学生不重视、不愿学这门课程,授课效果不佳,未能达到预定的教学目标。为改变现状,高职历史文化类公选课可尝试将娱乐化教学引入课堂,在坚守教学的教育性标准的前提下,坚持职业能力导向,挖掘历史题材影视信息作为课程资源,以趣味性任务引导学生开展自主活动为主体的教学活动,并让学生进行角色模拟和体验。     

Service-Learning: Implications for the Academic,Personal, and Professional Development of Criminal Justice Majors

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.     

The Quantitative/Qualitative Divide Revisited: A Study of Published Research,Doctoral Program Curricula,and Journal Editor Perceptions

This article explores the quantitative/qualitative divide in the fields of criminology and criminal justice. The article reports findings from a study of: (1) quantitative and qualitative methods used in a sample of journal articles published in top‐tier and lower‐tier academic journals; (2) doctoral methods and statistics curricula; and (3) journal editor perceptions about the quantitative/qualitative divide. The study found a large gap between the use of quantitative and qualitative methods in published research that reported empirical findings. The content analysis of Ph.D. curricula suggests that the qualitative/quantitative divide in published research is a logical extension of a similar divide in the teaching of methods in doctoral programs. The interviews with journal editors suggest that they are generally receptive to qualitatively oriented research; however, these journal editors also identified several important barriers that contribute to the ongoing divide in published criminology and criminal justice research. Implications are discussed.     

Ideology and criminal justice: Suggestions for a pedagogical model

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.     

Moral Dilemmas and Worst-Case Scenarios: Using Post-Apocalyptic Fiction to Teach Criminal Justice Ethics

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.     

Promoting the Study of Wrongful Convictions in Criminal Justice Curricula

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.     

Prediction,policy, and quantitative inquiry: A reply to Worrall

In his critique of my 1997 JCJE article, John Worrall attempts a partial defense of the current emphasis on quantitative methods in criminal justice education and research. Despite some hesitation, especially near the end of his critique, he suggests that it is reasonable for quantitative methods to receive more attention than qualitative methods. His argument centers on the ability of quantitative methodology to facilitate correct predictions in the field of criminal justice, the contributions of quantitative research to criminal justice policy, and a distinction between theoretical and methodological problems. In this reply, I argue that Worrall's examination of these issues is insufficient and reflects several misinterpretations. I conclude there remains no clear logical basis for the privileging of quantitative methods over qualitative methods in criminal justice education.     

浅议乡土历史在初中历史教学中的运用

在中学历史教学中,乡土历史对于增强学生对历史的感知、加强对教材知识理解以及培养学生树立正确的价值观等方面,起着积极的作用。笔者试从近年来运用乡土历史进行初中历史教学的几点体会入手,浅析目前乡土历史在初中历史教学中运用不足的原因,并就如何利用乡土历史丰富历史教学提出几点看法。     

Conceptualizing Justice: Revising the Introductory Criminal Justice Course*

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.     

Building Legal Competency: Foundations for a More Effective Criminology and Criminal Justice Discipline

This article argues for the need to build legal competency in the discipline of criminal justice and criminology through incorporating law courses in its PhD program curriculum, whether as black letter law (i.e. criminal law, criminal procedure, courts), sociology of law, or socio-legal studies (i.e. law and society courses). Through requiring law courses as a necessary and integral part of the curriculum, and recognizing the mainstream impact of these courses, the discipline stands to enrich the field of legal studies in criminology and criminal justice. The discipline’s need and demand for law trained tenure track faculty with PhD credentials can only be met through consistent law course offerings.