Comparing “Pracademic” Teaching Techniques and Career Outcomes in Online and Traditional Criminal Justice Educational Environments (original) (raw)

The Pracademic and Academic in Criminal Justice Education: A Qualitative Analysis

Over the past several years, a few hundred colleagues involved in criminal justice education have participated in panel discussions and roundtables to discuss the trials and issues that have been observed by practitioners turned academics, or " pracademics. " Some complained of having difficulty breaking into academia. A debate has occurred in a number of colleges and universities over the benefit of having faculty with traditional academic credentials versus hiring non-traditional scholars with a blend of educational and practical experience. Similarly, there have been lively discussions over the appropriateness of a J.D. or professional doctorate as opposed to a Ph.D. in criminal justice. This debate started in an article in ACJS Today (2002) and continued in subsequent publications. It is believed that there is importance, benefit and relevance to incorporating practical experience on college and university campuses. In academic program after program, internships, externships, observation, and practicums have become essential in preparing students for the real world.

The Pracademic in Criminal Justice Education

This article focuses on the clash and difference that sometimes occur in hiring criminal justice faculty or amongst and between faculty members in criminal justice. The pracademic is described as someone who is both an academic and is or has been an active practitioner in their subject area. This article is intended to spark a collegial discussion into the basis for this debate, possible reasons for the feelings and to explore the potential for a clearer understanding and improved communication. The article also offers prescriptives for improving communication.

Making it real - from the street to the online classroom in police education: what is the impact on student learning?

2010

The design and delivery of effective learning experiences in foundational police practice studies for distance education students is complex and challenging. The many and varied capabilities of computer technologies, in particular the online environment is providing a conduit to connect distance education students with authentic, situated learning experiences and providing a nexus between face to face and distance education police subject delivery. This paper describes the design and implementation of an online module in police investigation studies by Charles Sturt University School of Policing for NSW Police recruit students and the student evaluation of the learning experience. Key findings from the evaluation suggests that online learning delivery which utilises real-time policing scenarios connected the student to the reality of their chosen profession and was preferable to traditional print based curriculum delivery. Further findings from the evaluation informs on future desig...

The State of Criminal Justice Educational Programs in the United States: Bachelors’ Degrees, Curriculum Standards, and the Ongoing Quest for Quality

Journal of Criminal Justice Education, 2019

While definitions for, and assessments of, the quality of degree programs in higher education are varied, in criminal justice the field has determined a quality program is one that meets certain standards involving such areas as program mission, curriculum, faculty credentials, and resources determined through “academic certification” by the Academy of Criminal Justice Sciences (ACJS).The problem is few programs have pursued certification and almost no research has otherwise assessed degree program quality. Using data collected from the population of bachelor’s degree programs in criminal justice (BCJ) operating during 2015–2016 (N = 670), this study assessed program curriculum using ACJS standards, and examined institutional, departmental, and programmatic influences on the number of standards met. Results indicated BCJ programs met few curriculum standards, and that departmental factors were especially significant influences on the number of standards met. These results warrant revisiting accreditation as the mechanism for insuring the quality of criminal justice academic programs.

Criminal justice education in the United States: A profile

Journal of Criminal Justice, 1979

Various commissions from the Wickersham (1931) to the National Advisory Commission on Higher Education for Police (1978) have calledfor the upgrading of police educational levels. Junior colleges, colleges and universities have responded by creating a plethora of educational programs. However, currently, little is known about the nature, form, or practice of criminal justice education in the United States. In attempting to fill this void, data from the Law Enforcement Education Program (LEEP) are presented concerning the number of students, criminal justice majors, and degrees awarded as well as institutional control, location, and type. These previously unpublished data are presented in a primary form Cfrequency distributions and cross-tabulations) to allow the reader to draw conclusions about the nature and scope of criminal justice education. Brief interpretations, however, are provided.

Simulated learning: Assessing student perceptions of skill development and employability in a criminology course

2019

Internationally, there is an increasing focus on enhancing student employability as an outcome of successful university study (Pavlin and Svetlik 2014). While definitions of employability remain contested, the marketisation of universities in the UK and globally, (Wilton, 2014) has proliferated managerial approaches and metrics to assess student outcomes. The emergent Teaching Excellence Framework in the UK (Office for Students, 2018) intends to include graduate 'employment' within their metrics to assess teaching excellence. Thus, universities have implemented a range of approaches to developing the employability of their students, whether curricular, extra-curricular, or co-curricular. This paper will outline a rationale for developing a simulation module for criminology undergraduate students, along with a description of how the module was operationalised adopting experiential learning approaches and utilising models of reflection (Schon, 1983, Gibbs, 1988). The module wa...

Navigating Hybrid Education: Criminology Professors' Experiences with 90-Minute Face-to-Face and Modular Online Learning

International Journal of Research Publication, 2024

The study "Navigating Hybrid Education: Criminology Professors' Experiences with 90-Minute Face-to-Face and Modular Online Learning" explores the implementation and experiences of a hybrid learning model at Samar College. This qualitative research, utilizing a phenomenological approach, examines how criminology professors balance 90-minute face-to-face classes with modular online learning to address the challenges of increasing student populations and limited classroom resources. Through in-depth interviews and thematic analysis, the study identifies key themes such as interaction and engagement, overcoming challenges, technological and logistical considerations, professional development and support, and satisfaction with the hybrid model. The findings highlight the importance of effective communication, continuous professional development, robust technological infrastructure, and student support mechanisms. Recommendations for enhancing the hybrid learning model focus on improving technological resources, providing ongoing training for professors, developing strategies for student engagement, and creating a conducive learning environment. These insights aim to optimize hybrid learning, ensuring effective education and improved outcomes for both professors and students at Samar College.

Criminal Justice Education: Are We Missing One-third of the Crime Triangle?

Journal of Criminal Justice Education, 2014

Theoretical explanations, systemic response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the United States. However, a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula, despite voluminous research on victims of crime. In this exploratory study, the authors conducted a content analysis of 679 programs from the Academy of Criminal Justice (ACJS) website directory. Departmental and course-level variables were included in the analysis. Results indicate that while more than half of the programs have faculty with expressed interests in victimization, only 11% of programs studied required coursework on crime victims and/or victimization. Implications of the results are discussed.