What Motivates Today’s Criminal Justice Student to Become an Engaged Learner?

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

“…Limited scholarship has provided pedagogical models and investigations of student outcomes in service-learning courses that partner with court systems to teach academic content and professional skills in criminology (Amtmann, 2004;Davis & White, 2012;Penn, 2003;Vigorita, 2002;Wiltse, 2010), including service-learning projects in juvenile justice or juvenile diversion settings in particular (Davidson et al, 2010a;Hirschinger-Blank et al, 2013;Inderbitzin, 2014;Nurse & Krain, 2006). Studies in criminal justice pedagogy specifically have investigated the effectiveness of service-learning for teaching about diversity (Davis, 2015;Hirschinger-Blank et al;Inderbitzin) and social justice (Davis & White;DePaola, 2014), as well as for increasing criminal justice students' satisfaction with their major (Burke & Bush, 2013) and motivation to learn (Wagers et al, 2018). Far fewer studies have focused on the outcomes for court-involved youth, such as George-Paschal and Bowen's (2019) examination of drug court youth's outcomes within an occupational therapy service-learning partnership, effects on recidivism rates (Davidson et al, 2010b), or the perspectives of court partners (Cronley et al 2015;Hartmus et al, 2006).…”