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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]

This article highlights the need for practical aspects to be included in modern criminal law education programs. The current traditional model of education focuses solely on theoretical knowledge, which fails to meet the needs of students and the field of jurisprudence. The article identifies various issues with current practical sessions, such as a lack of real case analysis and a disconnect from legal practice. It emphasizes the importance of practical sessions in enhancing students' ability to apply knowledge, think critically, and understand the rule of law. The document also discusses effective strategies for implementing practical sessions, including situational simulation teaching, the flipped classroom model, and group cooperation. These methods aim to deepen students' understanding of criminal law practice, develop their legal awareness and practical skills, and provide them with comprehensive knowledge and experience in criminal law education. The document emphasizes the importance of adhering to legal provisions and ethical norms in these activities. [Extracted from the article]

Scholars show how community cultural wealth exists for students of color in educational institutions where some knowledge is devalued yet serve as a tool to thrive. Although critical pedagogy scholars and criminal justice education independently offer a rich body of work, there has been little connection between criminal justice and pedagogical practices of love, care, and compassion. This article introduces the concept of barrio pedagogy through a trauma stewardship framework which provides a compass of five sacred directions to engage with radical teaching in times of social injustice. The compass guides how to teach within a context of punishment through 1. visualization with intentional love, 2. plans/solutions for the context struggle, 3. change through service and loving carework, 4. bodymindspirit rest, and 5. daily practices for balance. By utilizing this compass, scholars, educators, students, organizers, and practitioners can be informed when facilitating knowledge for the purposes of humanizing and enacting social change in contemporary criminalized spaces. [ABSTRACT FROM AUTHOR]

The medical-legal partnership (MLP) model, which brings attorneys and healthcare partners together to remove legal barriers to health, is a growing approach to addressing unmet civil legal needs. But M LPs are less prevalent in criminal defense settings, where they also have the potential to advance both health and legal justice. In fact, grave racial health inequities are deeply intertwined with both civil and criminal injustice. In both spheres, health justice is racial justice. Building on the experiences of the authors in their respective civil and criminal law school clinics at Georgetown University in Washington, D.C., this Article argues that academic medical-legal partnerships provide a unique vehicle for advancing racial justice by training future leaders in law and healthcare to understand, address, and dismantle intertwined health inequities and injustice across both civil and criminal legal systems. [ABSTRACT FROM AUTHOR]

In this paper we introduce DIGICRIMJUS, an EU supported higher education strategic partnership on Digitalisation and Criminal Law formed by three renowned European universities (University of Szeged - Hungary, University of Konstanz - Germany, University of Istanbul - Turkey) focusing on the New challenges for teaching, researching and practicing criminal law in the digital age. Digicrimjus is designed around four cornerstones: digitalization - criminal law & justice - legal comparison - teaching & learning. In this framework members of the cohort are not only focusing on traditional questions of criminal law (e.g., criminal responsibility in cases where AI has been applied), but also on other issues in the criminal justice system (such as investigating cybercrime or online visiting hours in prisons). The results of the three years research project (2020/21-2023/24) will be made widely available in the form of comprehensive study and training materials designed for future lawyers and experienced professionals. Furthermore, as a good practice example closely linked to Digicrimjus and teaching criminal law remotely and digitally during the current pandemic situation, CLaER, an online „Criminal Law Escape Room" is also introduced. It was recently developed at the University of Szeged specifically for advanced law students majoring in criminal law and future legal professionals in the field of criminal justice. This digital learning material is designed to mimic in-person simulations and moots in the digital space using gamification methods. Apart from the teachers' perspective, we also reflect on the students' experiences based on their feedback and share some of our future project plans. [ABSTRACT FROM AUTHOR]

Borrowing from intersectionality theory, this study aims to understand how experiences of arrest – alone or in combination with victimization and criminal justice ties – inform students' attitudes towards systems of justice, the major, and career motivations. Using a survey of 80 questions on a sample of students from urban colleges with large minority representation, the authors rely on ordered logit regressions to find: students with experiences of arrest hold more negative attitudes towards systems of justice; find the CJ major a more relevant subject matter; and are more motivated to make a community difference than students with no experiences of arrest. Differences are enhanced for students with experiences of arrest and victimization but reduced for students who know someone working in CJ fields. Experiences of arrest remain largely unvaried by demographic indicators. Results suggest student experiences of trauma are important dimensions of students' decisions about the major and profession. [ABSTRACT FROM AUTHOR]

Criminal justice educators must create a learning environment that explores issues of justice from diverse perspectives. While textbooks offer students a foundation of knowledge regarding the events and social outcomes that characterize our justice system, many textbooks exclude the experiences of formerly incarcerated individuals. To address this gap, we designed a panel activity that featured formerly incarcerated individuals to facilitate students' learning on the factors that contribute to incarceration. The purpose of this classroom engagement panel was to improve student's understanding of the social factors that increase the risk of criminogenic activity, explore the lived experiences of individuals who have navigated carceral settings, and provide insight into the challenges formerly incarcerated individuals experience with reintegration. We created a survey using a five-point Likert scale and qualitative questions to evaluate students' perceptions of the panel engagement. The results show the panel activity was highly informative and could be utilized as a valuable teaching tool. [ABSTRACT FROM AUTHOR]

Criminology produces policy-relevant research and criminologists often seek to influence practice, but most criminological research is confined to expensive subscription journals. This disadvantages researchers in the global south, policy makers and practitioners who have the skills to use research findings but do not have journal subscriptions. Open access seeks to increase availability of research, but take-up among criminologists has been low. This study used a sample of 12,541 articles published in criminology journals between 2017 and 2019 to estimate the proportion of articles available via different types of open access. Overall 22% of research was available to non-subscribers, about half that found in other disciplines, even though authors had the right to make articles open without payment in at least 95% of cases. Open access was even less common in many leading journals and among researchers in the United States. Open access has the potential to increase access to research for those outside academia, but few scholars exercise their existing rights to distribute freely the submitted or accepted versions of their articles online. Policies to incentivise authors to make research open access where possible are needed unlock the benefits of greater access to criminological research. [ABSTRACT FROM AUTHOR]

An undergraduate Research Methods in Criminal Justice class was taught in two different modalities, traditional and hybrid, over 8 semesters. The hybrid course sought to increase student engagement through student-driven active learning modules delivered online while maintaining mastery of course content. Using a mixed-methods research design, engagement with course material was evaluated by assessing a mid-semester student survey in the hybrid offerings and comparing the two modalities using qualitative and quantitative data from end of semester student ratings of teaching effectiveness. Mastery of course content was assessed by comparing exam scores between the two modalities. Qualitative data suggest greater course engagement among students enrolled in the hybrid sections. A quantitative analysis revealed significantly higher average mean test scores among students in the hybrid group across all three exams. The paper concludes with suggestions for future research and extensions of the hybrid modality to other criminal justice courses. [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]

Researchers have argued that media exposure involving criminal justice can influence perceptions of police, but empirical research is decidedly mixed. Additionally, some scholars argue that media effects depend on audience characteristics. However, the moderating role of academic major remains unexplored. Using a laboratory-style randomized experiment (N = 270), the current study examines the impact of media exposure that contains conflicting images of the police on perceptions of police and if this effect varies depending on academic majors by performing a series of paired t-tests, independent-samples t-tests, and a mixed between-within subjects analysis of variance. Findings show that exposure to mixed images of the police dampens confidence in the police, but this effect is pronounced among non-CJ majors compared to CJ majors. Expanding our knowledge base in differential media effects between CJ majors and non-CJ majors can offer useful insights into future CJ curricula. [ABSTRACT FROM AUTHOR]

The current study examines the impact of the Ferguson Effect and related public scrutiny on college students' motivation to become police officers. Using data from 654 students located at two US universities with over 20,000 students, the results indicate that students' who perceived that officer motivation and dangerousness has been affected by negative media scrutiny had significantly higher log-odds of strongly agreeing that such scrutiny has negatively impacted their trajectory to work in the police profession and had higher log-odds of strongly agreeing that it has made them apprehensive about applying for police positions in comparison to the reference category. The current study highlights how the negative attention directed towards law enforcement is adversely influencing college students' motivation to enter the police profession. Police departments must make a concerted effort to mitigate such negative scrutiny in order to ensure a strong candidate pool for prospective police officers. [ABSTRACT FROM AUTHOR]

The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar's emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group. [ABSTRACT FROM AUTHOR]

The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses. [ABSTRACT FROM AUTHOR]

The Faculty of Law, National University of Singapore has been deeply involved in the teaching, research and practice of criminal law in Singapore since its early days. Pioneer members of the faculty developed teaching and resource materials which subsequent generations of scholars have built on. This paper charts the evolution of teaching at the law school and highlights the centrality of criminal law to the teaching and practice of law as well as our conceptions of justice. Criminal law has a profound impact on law students, and at NUS Law, it is a matter of pride that its students have an equally profound impact on criminal law in Singapore--as students, practitioners and leaders. [ABSTRACT FROM AUTHOR]

This article explores the practical implication of adopting critical pedagogy, and more specifically critical legal pedagogy, in the teaching of non-traditional students in higher education context. It is based on the teaching of criminal law at Birkbeck School of Law, addressing learning tasks which have been designed to enhance students' learning experience. The proposition put forward in this article suggests that exactly because many of the non-traditional, mature students do not intend to pursue an ad hoc legal profession, the teaching approach should be geared towards widening the social context of learning and the acquisition of transferable skills, but mainly towards fostering students' social 'transformation'. [ABSTRACT FROM AUTHOR]

The article focuses on the effectiveness of using films as a pedagogic tool in teaching criminal law for incoming law students. Topics include the use of crime-in-film in teaching the different types of crimes, the mission and goals of community outreach programs in promoting good thoughout the community, and the use of animated films in teaching criminal law.

This article argues for the need to build legal competency in the discipline of criminal justice and criminology through incorporating law courses in its PhD program curriculum, whether as black letter law (i.e. criminal law, criminal procedure, courts), sociology of law, or socio-legal studies (i.e. law and society courses). Through requiring law courses as a necessary and integral part of the curriculum, and recognizing the mainstream impact of these courses, the discipline stands to enrich the field of legal studies in criminology and criminal justice. The discipline’s need and demand for law trained tenure track faculty with PhD credentials can only be met through consistent law course offerings. [ABSTRACT FROM PUBLISHER]

Paper presents some results from a research study aimed to analyze theoretical aspects of competence education, identify problematic areas of police officers' competence education, and present the possibilities of development of police officers' competence education. Theoretical and methodological basis of the scientific research consists of the used empirical methods - a questionnaire of police officers and officers who are taking managing positions in subdivisions of territorial police office. Data obtained during the questioning were analyzed and presented using graphic methods of data presentation. To present the research results, scientific literature, law, statistical data and questioning analysis was used. The research performed in the police institution revealed the problematic aspects of officers' competence education inside it: competence education process regulated by the means of legal regulation is more efficient and smooth in the level of managers. With respect to the fact that legal regulation of competence groups and their education in Lithuanian police system is a novelty, a striving of this research was to reveal if current order of competence education ensures proper identification of the need for police officers' training and qualification refreshment, and if it motivates police officers to acquire or refresh competencies lacking in professional activity by using horizontal and vertical career. [ABSTRACT FROM AUTHOR]

The article discusses Dean Michelle Simon's tenure as the leader of Pace University School of Law in New York as of 2015, and it mentions the impacts that Simon has had on the authors' personal and professional lives as law professors. Simon's academic career, which began with a legal research and writing instructor position in 1985, is addressed. Simon's collaboration with former Dean Steve Goldberg on a doctrinal law and skills pilot project is examined, along with criminal law classes.

Overcoming pedagogical concepts based on behavioral models and implementing other methodological styles can lead to natural critical learning. This is an environment conducive to generating new ways of building knowledge, by considering the participants in educational action as subjects of pedagogical interaction. Academic writing and literacy can be identified in this context as epistemological processes for the construction and transformation of knowledge on criminal law. This is because it confronts the need to acknowledge writing as a process that is constructed permanently by academic communities and not by isolated individuals. This process is characterized as being one that makes it possible to build new, thoughtful and analytical knowledge on teaching/learning. It should be recognized as an element in the educational process and as part of thinking on educational action, so as to transform the way criminal law is taught. [ABSTRACT FROM AUTHOR]

The article focuses on the teaching of rape law at U.S. law schools in 2014. Topics include the crime of rape as part of criminal law curriculum, the pedagogy of rape law in the U.S., and the controversy surrounding rape in the U.S. Topics include the political aspects of law, crimes against women, and race in criminal law.

The article examines the relevance of U.S. academic criminal law curriculum in 2014. Topics include the gaps in criminal law teaching in U.S. law schools, capital punishment, and the growth of the incarcerated population in the U.S. between the 1970s and 2014. Information is provided on the number of criminal law courses law students are required to take to complete a law degree.

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]

An essay is presented on difficulties involved in teaching federal criminal law to law students in a law school. The author suggests covering the subject in a three-credit course of 2100 minutes and keeping the teaching interesting. Other topics discussed include international terrorism as U.S. President top enforcement priority, and adjusting syllabus structure to correspond with the enforcement priorities of the jurisdiction.

The article discusses topics on teaching methods adopted by Professor of Law Susan R. Klein for Problem Solving Exercises on Federal Criminal Law in U.S. The topics include three-unit course comprising several issues including white-collar offenses and public corruption, each student to take up one project, mock oral argument, and grading students.

The author discusses teaching methods in the U.S. federal criminal law curriculum. The topics include engagement of law students, writing short papers by the students on an assigned question which are reviewed by other students and shortcomings are highlighted by Professor, and improving the students' writing skills.

An introduction to a series of articles about criminal law pedagogy in the U.S. is presented.

The article discusses the importance of honing the questioning skills of criminal law students in the first year of law education. According to the author, asking questions helps students improve their cognitive skills. The author recommends criminal law teachers to provide students with questioning templates. The author explains the use of questioning exercises and offers an example which is called the Trial of Baker for the Unlawful Possession of Cocaine.

Teaching restorative justice in an academic setting is different from teaching almost any other academic course. Courses taught in the context of academic criminal justice programs tend to reinforce the structural inequalities in society, replicated and reinforced by instructor driven classroom experiences. In contrast, effective teaching of restorative justice should emulate the values of principles of restorative justice in the organization and management of the course. Teachers of restorative justice must ‘walk the talk’ and apply restorative principles and values to the design and delivery of the course itself. A conceptual framework for ‘restorative andragogy’ is developed that blends principles and values of adult learning with those of restorative justice. Four principles of this approach are identified and applied across three instructional modalities – face-to-face, online only, and hybrid courses. This approach provides a theoretically grounded model for effective teaching of restorative justice courses. [ABSTRACT FROM AUTHOR]

The article presents a sample examination question for law students concerning aspects of criminal law, including armed robbery, aggravated assault, and resisting arrest. The author discusses the distinction between robbery, aggravated robbery, and armed robbery according to the German Strafgesetzbuch (Criminal Code, StGB). He also addresses legal criteria for such crimes as attempted vehicular homicide, aggravated assault, and murder. A suspect's right to silence in cases of possible self-incrimination is also considered.

Copyright of Varstvoslovje: Journal of Criminal Justice & Security is the property of University of Maribor, Faculty of Criminal Justice & Security and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The crime of human trafficking has received increased international attention as a social problem and area of scholarly study over the past decade. This study seeks to explore the extent to which human trafficking is a subject of study in current undergraduate criminal justice and criminology curricula in the United States. Examined were web-based documents for 100 criminology and criminal justice bachelor degree programs in colleges and universities throughout the country. The programs were sampled from the U.S. News and World Report 2011 list of "Best Colleges." The investigation revealed only eight courses from seven programs that covered human trafficking issues. Suggestions for developing and adding courses on human trafficking in criminology and criminal justice curricula are made, as well as suggestions for future research. [ABSTRACT FROM AUTHOR]

This study explores factors influencing research interest (RI) among criminal justice students. The participants were 328 students at a mid‐western university. Results of a path analysis indicated that quantitative and computer skills and writing skills were significant predictors of RI. Statistics anxiety was a significant negative predictor of research design skills, practical research skills, and quantitative and computer skills. It also indirectly predicted RI via quantitative and computer skills. Statistics self‐efficacy was a significant predictor of research design skills, practical research skills, quantitative and computer skills, and writing skills, and also indirectly predicted RI via quantitative and computer skills as well as writing skills. [ABSTRACT FROM AUTHOR]

In this article, the author who teaches family law and criminal law at the University of California in Berkeley, California, discusses how she considers gender as one of the factor while teaching the law subjects to her students. She mentions that most of the individuals in the law enforcement are males and this makes it an important factor. Further, most of the defendants, lawyers or officials acting on behalf of the state are male, while women mostly are presented as victims.

The following article describes the evolution of three generations of Chilean criminal law professors, from 1925 to1970. The sources and influences of each generation, and how they influence subsequent generations, are explained. Then, the conditions that influenced the emergence of a large number of new criminal law scholars of the 1955-1970 generation, known as the New Chilean Dogmatic, and their participation in the dispute between the "neoclassical system" and the "theory of final action”, are established. The article concludes by examining the current relevance of the New Chilean Dogmatic’s contributions and the effects of the 1973 coup on its further development. [ABSTRACT FROM AUTHOR]

Criminal justice education is a relatively new program in higher education in many countries, and its curriculum and parameters remain unsettled. An exploratory study investigated whether threshold concepts theory provided a useful lens by which to explore student understandings of this multidisciplinary field. Eight high-performing final-year students in a Bachelor of Criminology and Criminal Justice degree were invited to identify and reflect on one powerful concept that helped them make sense of the field. Analysis indicated three subgroups with different conceptual encounters. There was evidence that multidisciplinary professional fields are characterised by bounded and unbounded generic thresholds. While the article comments on current criminal justice education, it raises concerns for multidisciplinarity and threshold concepts research more broadly. [ABSTRACT FROM AUTHOR]

La finalidad del estudio es la construcción de un software educativo para el aprendizaje de la teoría del delito, en el campo del derecho penal. Es una investigación aplicada, dividida en dos etapas: la primera consiste en la elaboración de los modelos para el diseño del software y la segunda, en la construcción de este último. Es una investigación interdisciplinaria en la que intervienen conocimientos de derecho penal, computación y, dentro de ésta, de educación asistida por computadora e ingeniería de software. En el presente artículo se expone la conclusión de la primera parte de la investigación. [ABSTRACT FROM AUTHOR]

An essay is presented on teaching criminal law in first year law students. It offers argument on the importance of four credits to be awarded to students in the completion of the course because of the nature of criminal law as evolving and socially relevant. The author relates his experience of teaching the course for first year students of University of Arkansas-Fayetteville.

The article discusses how professors should teach and think about criminal law in a different way. It advocates a state-centered method where students are familiarized with the law as it exists and prepared for the real world of lawyering. It suggests adding state-specific cases to gauge students' reactions and see how abstractions in the Model Penal Code become real in the criminal code of an individual state. It recommends teaching the criminal law of one state which has the benefit of being more pedagogically fruitful as well as more practical.

This article focuses on a “scientific” controversy that took place at the end of the nineteenth century between the Italian positivist school of Lombroso and his followers and a group of French intellectuals centered around the professional journal Les Archieves de l'anthropologie criminelle. The exploration of this controversy is rarely included in criminology/criminal justice curriculum. It demonstrates the conflicting approaches to biological evolution and to the role of social factors in criminal behavior. It also shows the interplay of these theoretical positions with the socio-political developments of that time. [ABSTRACT FROM AUTHOR]

The article presents the author's views on the teaching of criminal law and procedure in the law school curriculum in the U.S. He believes that the aim of teaching civil rights issues in required courses is to offer students a broader and more complete picture of the legal landscape related to the subject matter. He notes that students' interest in the subject increases when law professors use innovative and provocative course materials and presentations that integrate civil rights issues.

The article discusses the application of causation principles in teaching criminal law of law students to identify and apply unarticulated policy reasons in Australia. It demonstrates on how the doctrine of causation principles can be used to effectively teach reasoning skills to students. Thus, it suggests on how curricula could incorporate methods by which students can improve identification and use of policy-based arguments. Also mentioned is the teaching enhanced case analysis skills to enable the student to apply within a problem-based learning method.

The author offers his response to an article by Anders Walker about the teaching of criminal law in the U.S., published in the "Ohio State Journal of Criminal Law" in 2009. He cites that Walker argues that many law students who have graduated are not prepared to practice criminal law. He examines the views of Walker about textbooks on criminal law. He affirms the argument of Walker that law professors failed to provide law students with adequate training and notes that his dream of using criminal law in human betterment is still unfulfilled.

The authors offer reflections on teaching criminal law in the U.S. with reference to an article by Professor Anders Walker, published in the "Ohio State Journal of Criminal Law" in 2009. They mention the argument of Walker about the importance of the casebook "Criminal Law and Its Administration: Cases, Statutes and Commentaries," by Herbert Wechsler and Jerome Michael. They say Walker suggests that law students are not receiving adequate training to practice criminal law. They explain Walker's view on the difference between theory and practice.