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This book is the first dedicated collection aimed at examining teaching and learning issues within criminology. This collection of essays identifies how criminological practices are being shaped by larger developments and changes within the field of scholarship on teaching and learning. Changes include an increased university focus on ‘good teaching’ rankings and the associated emphasis on the professional development of teaching staff in order to shape them. In the past decade government funding for teaching and learning awards, and the move to sector funding on the basis of ‘good teaching’ outcomes (student satisfaction, completion rates, etc.), have further fostered developments in teaching and learning practices and the associated scholarship. However, criminology lags behind in responding to these changes. Scholarship of Teaching and Learning in Criminology aims to fill this gap by examining teaching practices in the hope of fostering a new generation of publications dedicated to scholarship on teaching and learning within the field.
This book addresses the challenges within teaching Criminology and Criminal Justice, for students studying and academics involved in designing and delivering courses at an undergraduate and postgraduate level. The book highlights a number of contemporary issues through a wide context of themes and reflections of practice. The chapters are arranged in thematic parts: firstly ‘the challenges of diversity and inclusion’ secondly ‘challenges of creating authentic learning environments', and lastly ‘the challenge of creating transformative conversation’. These themes discuss different teaching approaches and present materials which address questions relevant for meeting the challenges. The book focuses on the role and impact of teaching Criminology and Criminal Justice in the real world and explores debates which have autonomy in their questioning and overlapping themes. The narratives reflect upon others’ experiences and explore transformative learning and innovation in Criminology and Criminal Justice.
When the Scholarship of Teaching and Learning (SoTL) emerged, it often concentrated on individual faculty practice in one classroom; it is now, however, increasingly common to find work in SoTL focused more broadly. SoTL studies may engage with a cluster of courses, a program, a particular population of students, a pedagogical approach, or a field—all of which are represented in the essays collected here by authors from a diverse array of institutions and nations. This volume features examples of SoTL research conducted in, and applied to, a variety of contexts and disciplines, offering a theoretical framework for an expanded vision of SoTL—one that moves beyond the individual classroom.
This book is the third in a four volume series that focuses on research-based teaching and learning practices that promote social justice and equity in higher education. In this volume, we focus on the application of the scholarship of teaching and learning in higher education outside of the classroom to maximize the effectiveness of student affairs programming. Specifically, authors focus on the application of SoTL in higher education outside of the classroom (e.g., faculty development, leadership, student involvement, student affairs) in ways that promote greater equity and inclusion in higher education. Each chapter includes a description of how higher education may traditionally marginalize students from underrepresented groups, outlines a research-based plan to improve student experiences, and provides a program or activity plan to implement the recommendations from each chapter.
"Most textbooks are written for students, but Braswell and Whitehead have written this book for instructors and teaching assistants. It is a well written plea to think about teaching, especially teaching criminal justice, as more than a simple transmission of facts from teacher to student. The discipline of criminal justice is especially rich in complexity and personal meaning. As the authors point out: Our sense of justice-what we think about right and wrong-informs the decisions we make in our social relationships and communities. In turn, the laws of the land and the justice process that enacts and enforces those laws are, to some extent, a reflection of our personal and collective experiences and values. Helping students become aware of the moral as well as legal and scientific issues in the discipline is no small task. Some professors claim they are not experts and punt moral and philosophical questions to other disciplines. This text, in a wide-ranging discussion, goes well beyond the issues of teaching criminal justice and delves into the art of teaching itself. The authors have not only taught for decades, they have been learning how to teach throughout those decades. They are introspective about the teaching experience and, in this book, they share their acquired wisdom. They comment on the challenges of the social media age, the tension between research/publishing and teaching, the true meaning of scholar, the importance of listening as a teacher, and many other things"--
Provides a state-of-the-field review of recent SoTL scholarship
The scholarship of teaching and learning (SoTL) began primarily as a discipline-based movement, committed to exploring the signature pedagogical and learning styles of each discipline within higher education, with little exchange across disciplines. As the field has developed, new questions have arisen concerning cross-disciplinary comparison and learning in multidisciplinary settings This volume by a stellar group of experts provides a state-of-the-field review of recent SoTL scholarship within a range of disciplines and offers a stimulating discussion of critical issues related to interdisciplinarity in teaching, learning, and SoTL research.
Understanding Criminal Networks is a short methodological primer for those interested in studying illicit, deviant, covert, or criminal networks using social network analysis (SNA). Accessibly written by Gisela Bichler, a leading expert in SNA for dark networks, the book is chock-full of graphics, checklists, software tips, step-by-step guidance, and straightforward advice. Covering all the essentials, each chapter highlights three themes: the theoretical basis of networked criminology, methodological issues and useful analytic tools, and producing professional analysis. Unlike any other book on the market, the book combines conceptual and empirical work with advice on designing networking studies, collecting data, and analysis. Relevant, practical, theoretical, and methodologically innovative, Understanding Criminal Networks promises to jumpstart readers’ understanding of how to cross over from conventional investigations of crime to the study of criminal networks.
The Teaching of Criminal Law provides the first considered discussion of the pedagogy that should inform the teaching of criminal law. It originates from a survey of criminal law courses in different parts of the English-speaking world which showed significant similarity across countries and over time. It also showed that many aspects of substantive law are neglected. This prompted the question of whether any real consideration had been given to criminal law course design. This book seeks to provide a critical mass of thought on how to secure an understanding of substantive criminal law, by examining the course content that best illustrates the thought process of a criminal lawyer, by presenting innovative approaches for securing active learning by students, and by demonstrating how criminal law can secure other worthwhile graduate attributes by introducing wider contexts. This edited collection brings together contributions from academic teachers of criminal law from Australia, New Zealand, the United Kingdom, and Ireland who have considered issues of course design and often implemented them. Together, they examine several innovative approaches to the teaching of criminal law that have been adopted in a number of law schools around the world, both in teaching methodology and substantive content. The authors offer numerous suggestions for the design of a criminal law course that will ensure students gain useful insights into criminal law and its role in society. This book helps fill the gap in research into criminal law pedagogy and demonstrates that there are alternative ways of delivering this core part of the law degree. As such, this book will be of key interest to researchers, academics and lecturers in the fields of criminal law, pedagogy and teaching methods.
This book explores theory and best practices to improve teaching and learning to promote equity in the classroom in specific disciplinary areas including STEM, healthcare, and the humanities. Each chapter includes actionable pedagogical or curricular recommendations such as course assignments and lesson plans. This is the second of four edited volumes focusing on applications of the Scholarship of Teaching and Learning (SoTL) for more equitable learning opportunities.