The mock trial course in justice education

Enhancing Student Learning By Using Mock Trials in Criminal Justice Courses

“…The mock trial experience has been identified as supporting higher order learning by moving beyond rote memorization to comprehension and application (Shepelak, 1996). Analytical and critical thinking skills are sharpened by asking students to critically examine both sides of an issue and to make a thoughtful, supported attempt to resolve a multifaceted problem (Kravetz, 2001). In addition to providing opportunities to employ critical learning skills in an active learning environment, mock trials can increase student involvement in the classroom and encourage group engagement and cooperative learning (Ambrosio, 2006;Kravetz, 2001).…”

United States Supreme Court Confirmation Simulation: Learning through the Process of Experience

“…In the legal context, students who study constitutional law often participate in a simulated mock trial with students taking on roles of the prosecutor, defense counsel, judge, witnesses, and jurors. Likewise, students studying the law may be asked to role play in a moot court scenario with students again taking on legal roles but in an appellate context (see Kravetz 2001). Interactive simulations have also involved having students participate as United States Supreme Court justices and conduct in-depth research on a particular justice.…”

Two models and three uses for mock trials in justice education

“…In the following, I give an example to illustrate how I have adopted each of the three uses in three different classes. Mock trials may be used: (1) once in a class to help students understand the entire process (Kravetz, 2001) or to focus on a core issue or concept (For example, I use one mock trial in my Constitutional Law class to illustrate the conflicts between the right to privacy and the right of free press. ); (2) multiple times, perhaps as many as 20-30 mock trials, in a course devoted to developing the eight public speaking skills listed above for mock trial competitions (For example, in my Mock Trial class, students are divided into teams and every class period involves a competition between the teams, thus requiring students to "pertbrm" their roles, and receive immediate feedback over 30 times in class practices and tournament competitions.…”

“…The first is detailed by Kravetz (2001); its goal is to provide understanding of every stage in the entire process. This adapted LSM should more accurately be entitled a "mock ease approach" because little time is spent on the trial itself.…”

“…Numerous universities now offer mock trial classes and several recent publications help students develop these skills. Unlike Kravetz (2001) who cited mostly legal journals, I have cited mostly nonlegal sources for educators who wish to pursue development of traditional liberal skills. (See "Assigned Readings" section later in the article.…”