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Although therapeutic jurisprudence ("TJ") is increasingly well-established internationally, particularly within the United States of America ("US"), to date it remains relatively unacknowledged within the United Kingdom ("UK"). This article will explore the opportunities presented within contemporary UK society for the greater promotion, and eventual mainstreaming, of TJ. It will also consider the challenges faced during this process and how best to overcome these. Its first key area of focus will be upon the potential role of legal education in the UK in educating law students (and academics) about TJ, considering which approaches are likely to be most effective in incorporating TJ perspectives, at what stage this should occur and to what extent TJ is likely to impact on the existing curricula at a time when proposed changes relating to entry into the legal profession are heavily influencing the work of Law Schools. The article will then move on to consider the receptiveness of the UK legal profession to the TJ paradigm in light of recent attempts to move to a competency-based approach to practice and to reconceptualise professionalism to meet the challenges of increasing fragmentation and corporatisation. The third key area it will explore is the UK's recent plans to reintroduce problem-solving courts ("PSCs") into its criminal justice system. The authors will discuss the downfall of the six UK Drug Court ("DC") pilots originally established in 2005 theorising upon their failures and reflecting upon whether the current UK criminal justice system is truly able to support a fresh round of PSC initiatives. The article will end with recommendations for ways in which the international TJ community should begin the process of mainstreaming TJ within the UK. It will conclude that there are currently significant opportunities to be utilised, but that this requires significant commitment and mobilisation amongst existing TJ scholars and practitioners., (Copyright © 2018 Elsevier Ltd. All rights reserved.)

This Note analyzes the learning objectives, casebook readings, and supplemental sources that thirteen criminal law professors assigned over fifteen years and argues that the current approach to teaching criminal law is complicit in perpetuating the injustices of the American criminal legal system because it fails to adequately interrogate the carceral state and does not prepare students to become ethical practitioners or policymakers of criminal law. This paper calls for a fundamental rethinking of the purpose of teaching criminal law and recommends a reform orientation, which could be implemented through a variety of course structures. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the perception of higher education among police officers, to determine whether these perceptions vary among county and municipal police officers, and to explore the types of suggestions that officers might have for improving the college curriculum. A survey was administered to police officers from five departments. Data analysis revealed a mixed view of the perceived value of higher education. Officers employed by municipal departments had a more positive general perceived value of higher education compared to officers employed by county sheriff's offices. This study also found several common suggestions for improvement to the higher education curriculum, including more hands-on experience, instructors with experience as law enforcement officers, and improved writing and interpersonal communication skills. [ABSTRACT FROM AUTHOR]

Criminal justice education promotes interdisciplinary learning, critical thinking skills, and ethical decision making. A course on wrongful convictions falls squarely within that paradigm, as it draws upon criminology, criminal justice, law, psychology, and forensic science to examine basic assumptions about the criminal justice system and the actors within it. In a wrongful convictions course, students learn to think critically about the criminal justice system, and what happens when it fails to function as it should. Students identify practice and policy reforms that improve the accuracy and reliability of the system. This article first considers the broad objectives of criminal justice education. It next situates the subject of wrongful convictions squarely within criminal justice education curricula. Finally, this article provides a comprehensive overview of an effective undergraduate course in wrongful convictions. It sets out clear goals, learning units, and potential resources for members of the academy who might be interested in developing such a course. [ABSTRACT FROM AUTHOR]

Law and literature has become a staple in the course offerings of American law schools, but it remains a rarity in undergraduate curricula. This article advocates the inclusion of law and literature in English, humanities, freshman composition, and other liberal arts courses. Students enthusiastically engage in discussion of questions that matter related to social justice, the death penalty, and criminal law. Stories that describe the experience of minorities with courts and legal codes provide a valuable vicarious opportunity to learn about the effect of legal institutions on less visible members of society. The author provides examples of how she weaves themes of law and justice into the teaching of canonical literary texts, and offers practical suggestions for professors who lack formal legal training to facilitate their preparation of a syllabus and lesson plans. [ABSTRACT FROM AUTHOR]

This paper discusses the findings from a survey of admissions officers at law schools in the United States. Deans of Admission (N = 119) were asked a variety, of questions pertaining to how the undergraduate criminal justice major is perceived in relation to the adequacy of the academic preparation it provides for individuals applying and/or currently attending law school. The findings suggest that the criminal justice major is not perceived as adequate preparation for law school education by the Deans of Admission. Results are discussed within the context of the criminal justice curricula standards recommended by the academic review committee of the Academy of Criminal Justice Sciences. [ABSTRACT FROM AUTHOR]

This article examines the value of requiring prerequisites beyond the standard introduction to criminal justice course in a criminal justice program. Using ordinary least squares (OLS) regression of eight sections of a criminal procedure, course over a period of four years, this study found a significant difference in final grades in an upper-level Criminal Procedure class between students who enrolled in a recommended prerequisite (Criminal Courts) and students who did not take the prerequisite. As administrators become increasingly concerned with student success, it is argued that additional prerequisites may be beneficial in improving student learning. [ABSTRACT FROM AUTHOR]

Discusses how the crime of genocide can be integrated into criminal justice curricula. Brief history of the crime of genocide; Genocide and criminological theory; Case studies of genocide.

Presents information on a study that compared student performance and course evaluations for computer-assisted and traditional approach sections in three criminal justice courses. Previous research on computer-assisted classroom teaching; Methodology of study; Results and discussion.

Forecasts suggest the possibility of declining college student enrollment during the next 5-7 years. In order to ensure program survival, a proactive student recruitment program is recommended. This paper outlines the elements of a marketing approach to student recruitment. Moreover, it is suggested that criminal justice departments become more involved in the recruiting process by adopting the marketing elements that fit within budget and personnel allocations. It is further recommended that the time to implement a recruiting program is not after a department's survival is threatened, but before, in order to avert future difficulties. [ABSTRACT FROM AUTHOR]

Our aim in this work is to: (1) determine how distinct the program structure and curriculum content for graduate education in Criminology was compared to Criminal Justice; and (2) evaluate whether the diversity or consistency of the curriculum in either field varied depending of what type of department was offering the degree. Differences in department titles, hours required for the M.A. degree, program descriptions, curriculum content and curriculum content by department type between M.A. programs in Criminology and Criminal Justice were examined. The results suggested there is both consistency and difference in program structure and in curriculum content across the two fields of study. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide an outline for teaching the criminal law in a sport studies (or related) course. While the discussion of crimes in sport usually begins with illegitimate physical force or confrontation during the sports contest, criminal misconduct may also involve non-violent behavior. For example, the recent allegations of point-shaving at the University of Toledo demonstrate how non-violent (white-collar) crimes might occur in the legal environment of sport (Gilbert & Silka, 2009). Crimes can be committed in all environments and at all levels: youth sport, recreational activities and leagues, amateur competition and in the professional ranks. Crimes can be committed by coaches, fans, parents, agents, referees, and others. The study of the criminal law and its relationship to sport is quite broad, so establishing a solid outline prior to teaching this section of any sport studies course is vital. [ABSTRACT FROM AUTHOR]