Service-Learning and Experiential Learning in Criminal Justice Education: An Exploratory Examination of Faculty Perspectives

Skaggs, Sherry Lynn; Graybeal, Lesley

doi:10.1080/10511253.2018.1488983

Cited by 6 publications

(1 citation statement)

References 24 publications

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“…In a recent study examining a national sample of faculty’ perceptions of experiential learning, less than 25% of faculty surveyed used experiential learning approaches and the majority (91%) used traditional lectures (Wurdinger & Allison, 2017). Although 97% of faculty indicated they felt experiential learning enhances students’ life skills (e.g., critical thinking, problem-solving), more than half indicated barriers to implementation, including lack of time and resources (Wurdinger & Allison, 2017; see also Skaggs & Graybeal, 2019). Such constraints may be particularly salient among BIPOC, women, and other marginalized educators who too often bear the brunt of service work and mentorship (Guarino & Borden, 2017).…”

Section: Discussionmentioning

confidence: 99%

“Real Students Helping Others”: Student Reflections on a Research-Based Service-Learning Project in a Gender and Victimization Course

Boppre

Reed

Belisle

2022

Journal of Experiential Education

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Background: Service-learning is a high-impact teaching technique that aligns with feminist pedagogy to engage students in influencing social change. Nonetheless, barriers exist to implementing direct service-learning, particularly from a trauma-informed lens as volunteer work could be triggering for students who experienced victimization first-hand. Purpose: This article examines a research-based service-learning project that utilized feminist and trauma-informed pedagogy. Methodology/Approach: Students participated in a student-led survey of their college campus which assessed student experiences of victimization, perceptions of safety, and university service availability. This study analyzed student reflections’ on the research-based service-learning project. Findings/Conclusions: A thematic analysis of students’ reflection responses to the service-learning project revealed four major themes: Enjoyment and Ease in the Process, Research Skills for Advocacy, Validation of Students’ Concerns, and Need for Social Change. Implications: The findings support research-based service-learning projects as an alternative to direct volunteer work. Research-based service-learning still provides students with high-impact learning that can increase students’ collaboration, skills, empowerment, and engagement.

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Section: Discussionmentioning

confidence: 99%