Acker, R. J. (2003). Class acts: Outstanding college teachers and the difference they make. Criminal Justice Review, 28(2), 215-231. doi:10.1177/073401680302800202
This article relies on research results and the reflections of professors who have been recognized for their outstanding teaching in order to identify attributes commonly associated with exemplary college and university teaching. The article presents recollections solicited informally from several criminal justice professors about their own best teachers and uses the responses to illustrate the previously identified attributes.
Artello, K. (2014). What they learned: Using multimedia to engage undergraduates in research. Innovative Higher Education, 39(2), 169-179. doi:10.1007/s10755-013-9266-z
This article I explainS the assignment of producing a public service announcement that integrates research, collaborative learning, and creativity into an introductory survey course; and discusses the support necessary for students' success. Their products demonstrate increased levels of media literacy, creativity, and critical thinking skills.
Braswell, M., & Whitehead, T. J. (2002). In the beginning was the student: Teaching peacemaking and justice issues. Crime & Delinquency, 48(2), 333-349. doi: 10.1177/0011128702048002009
This article is written in the spirit of Richard Quinney's contributions to teaching as an exploration into the contradictions, ironies, and connections (both obvious and hidden) that allow learning to unfold and show itself to teachers and students. The value of feelings and intuition, thinking and knowledge, and imagination and creativity are examined as a way to bring teacher and student together in the process of learning into wisdom.
Brown, E. S. (1982). Research methods and criminal justice curricula: Surmounting the obstacles. Criminal Justice Review, 7(1), 11-16.
This article discusses the problems of teaching research methods to undergraduate criminal justice students and recommends an applied instructional strategy as a means of compensating for the resulting deficiencies. Several forms of such an instructional approach are delineated, but it is emphasized that this technique is supplemental to traditional teaching strategies.
Henry, J. S. (2014). Promoting the study of wrongful convictions in criminal justice curricula. Journal of Criminal Justice Education, 25(2), 236-251. doi:10.1080/10511253.2014.885070
This article first considers the broad objectives of criminal justice education, situates the subject of wrongful convictions squarely within criminal justice education curricula, and provides a comprehensive overview of an effective undergraduate course in wrongful convictions.
Kunselman, C. J., & Johnson, A. K. (2004). Using the case method to facilitate learning. College Teaching, 52(3), 87-92.
Case studies were applied in six courses to help students (1) understand complex and complicated issues and describe interrelated processes; (2) discuss policy- and decision-making ideologies that either are politically or socially charged; and (3) engage in informative and focused classroom discussion.
Payne, K. B., & Monk-Turner, E. (2005). Collaborating with undergraduates: Obstacles and tips. Journal of Criminal Justice Education, 16(2), 292. doi: 10.1080/10511250500082153
This paper addresses obstacles that likely keep faculty from working with undergraduate students in collaborative projects and suggests strategies to facilitate these student/faculty projects.
Shepelak, J. N. (1996). Employing a mock trial in a criminology course: An applied learning experience. Teaching Sociology, 24(4), 395-400.
This paper discusses the benefits to critical thinking and active learning through the implementation of a "mock trial" in the classroom setting for criminology students.
Sims, B. (2006). Creating a teaching and learning environment in criminal justice courses that promotes higher order thinking. Journal of Criminal Justice Education, 17(2), 336. doi: 10.1080/10511250500336161
This paper explores several issues associated with active Learning techniques in the general sense and then uses examples to demonstrate how such techniques can and are being used on the criminal justice classroom. The pros and cons of using active [earning techniques are also discussed.
Sundt, J. (2010). Overcoming student resistance to learning methods: An approach based on decoding disciplinary thinking. Journal of Criminal Justice Education, 21(3), 266. doi: 10.1080/10511253.2010.487835
This paper describes efforts to overcome students' resistance to learning research methods using a model of teaching and learning referred to as "Decoding the Disciplines." The paper concludes by reflecting on the insights gained into the process of student learning and motivation and offers suggestions for overcoming student resistance.
Wolfer, L., & Baker, E. T. (2000). Teaching organized crime patterns: An active learning approach. Journal of Criminal Justice Education, 11(1), 79-96. doi: 10.1080/10511250000084771
In this paper the authors suggest how instructors can use small groups to facilitate critical thinking and an active approach to learning. This pedagogical method attempts to initiate problem-solving and decision-making strategies by emphasizing a cooperative classroom climate where students learn from each other.
Wheeldon, J. (2013). To guide or provoke? maps, pedagogy, and the value(s) of teaching criminal justice ethics. Journal of Criminal Justice Education, 24(1), 97-121. doi:10.1080/10511253.2011.604338
This paper examines the role of coursework by exploring how students represented their values and responded to different approaches to ethical instruction. Using multiple methods, this paper argues that ethics coursework can influence how students understand their values.