The increasing diversity of student populations in colleges and universities makes it imperative that teachers in all disciplines develop classroom strategies to address the needs of a broad range of students. This section offers links to sites that provide insight into diverse student populations and suggest inclusive teaching methods designed to improve teaching and learning across the curriculum.
General Advice from FOD. Note section 20 focuses on the Social Sciences. If you click on Social Sciences, you can also see what resources are mentioned for Criminal Justice.
Journal of Criminal Justice Education (Academy of Criminal Justice Sciences).
Articles cover post-secondary education in criminal justice, criminology, and related areas. The MSU community may access articles online. Earlier issues are also available in print.
“Teaching Criminal Justice in Liberal Arts Education: A Sociologist’s Confessions” Mathieu Deflem. ACJS Today, Newsletter of the Academy of Criminal Justice Sciences, 22 (2): 1, 3-5, 2002.
"The case for a multicultural approach to teaching criminal justice" William Calathes. Journal of Criminal Justice Education, Volume 5, Issue 1, 1994. Pages 1-14. This paper provides a framework for discussing the multicultural approach to teaching criminal justice: how it is useful, why it is important, what it can and cannot do, and how to address the legitimate criticisms to which it is subject. Suggestions about the shape of multiculturalism in criminal justice curriculum are also made. It is hoped that this paper provides a framework for ongoing discussion and, in doing so, fosters continued and constructive discourse.
"Multiculturalism in the classroom: Discovering difference from within". Nielsen, Marianne O.;Phoebe M. Stambaugh. Journal of Criminal Justice Education, 9(2), 281-291. Critics and proponents alike have voiced concerns about the difficulties of practicing multiculturalism in today's criminal justice classrooms. In this essay we present strategies for using the lived experiences of students as a tool for discovering diversity inside the classroom, as well as for finding value in it. We then use our students' discourse to talk about the impact these strategies can have. Our experiences, as well as those of our students, suggest that principles of multiculturalism can be achieved without having to sacrifice the core curricula; and that one of the more valuable resources for teaching multiculturally is the lived experiences that students, teachers and guests bring into the classroom.
"Using active learning in criminal justice: Twenty-five examples". Matthew Robinson. Journal of Criminal Justice Education, Volume 11, Issue 1, 2000. Active learning strategies may overcome the weaknesses of the traditional lecture approach. This paper outlines some of the main strengths and weaknesses of the lecture approach and reports research which illustrates why active learning strategies should be used in the classroom. The paper concludes with a presentation of twenty-five active learning strategies to be used in the criminal justice classroom, along with a discussion of how these strategies meet the goals of higher education.
"Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum". Henry F. Fradella, Stephen S. Owen & Tod W. Burke. Journal of Criminal Justice Education, Volume 20, Issue 2, 2009. Although criminal justice has made strides to incorporate issues of race, ethnicity, class, and gender into both research and teaching, the same cannot be said about issues of homosexuality. Prior research indicates criminal justice students are more homophobic than their peers in other majors and that bias against gay, lesbian, bisexual, and transgender (GLBT) persons continues in the criminal justice system. As a result, this article argues that criminal justice educators should integrate issues of sexuality into criminal justice curricula as part of diversity education within the discipline. Few programs currently do so. This article outlines four methods for infusing justice‐related GLBT content into criminal justice classes, including: The teachable moment; incorporating GLBT‐relevant material in required courses; incorporating GLBT‐relevant material into diversity courses; and the development of new electives. These strategies can help combat heterosexism and homophobia.
"Gender balancing the criminal justice curriculum and classroom". Carole Gozansky Garrison, Averil Mcclelland, Faye Dambrot & Karen A. Casey. Journal of Criminal Justice Education, Volume 3, Issue 2, 1992. This article sets forth some of the major areas involved in transforming the criminal justice curriculum and classroom to make them more inclusive of issues and concerns related to women and minorities. These areas include a comparison of feminist and traditional pedagogy, classroom climate and teachers' behaviors, sexist language, criminal justice textbooks, and course content. A curriculum transformation project in one university is described and analyzed. Appendices include an outline and evaluation of a faculty development project. A list of library and audiovisual resources to help transform the criminal justice curriculum is available.
"Pedagogical reconstruction: Incorporating African-American perspectives into the curriculum" Young, Vernetta D; Helen Taylor Greene (1995). Journal of Criminal Justice Education, 6(1), 85-104. : The purpose of this article is twofold:
1) to analyze historical and contemporary works by African-Americans on race and crime, and
2) to begin integrating these works into the criminology/criminal justice curriculum. We view this paper as part of an ongoing process of pedagogical reconstruction that we deem necessary for creating a multicultural curriculum.. First we discuss African-American perspectives in the context of the ongoing cultural literacy/multiculturalism debate. Then we review selected African-American scholarly works published between 1899 and 1989. Finally, we recommend strategies for incorporating these materials into existing undergraduate and graduate courses.
Integrating Gay, Lesbian, Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curriculum Fradella, H. F., Owen, S. S., & Burke, T. W. (2009). Integrating gay, lesbian, bisexual, and transgender issues into the undergraduate criminal justice curriculum. Journal of Criminal Justice Education, 20 (2), 127-156.
“Model Prison: Simulation in a Corrections Class,” Janice Rienerth, Appalachian State University. Sociation Today, Vol.3, No.1, Spring 2005.
This article discusses the theoretical basis for using a simulation project to enhance learning, and then provides a full description of using a model prison simulation project in a corrections class, including student presentations, evaluation, and results. Includes a PowerPoint slide presentation as an example of this simulation in use.
See also General Social Science Resources for additional discipline-specific materials.