An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but...

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Bibliographic Details
Published inThe Journal of experiential education Vol. 32; no. 1; pp. 61 - 78
Main Authors Hirschinger-Blank, Nancy Beth, Simons, Lori, Kenyon, Alexandra
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.08.2009
Association for Experiential Education
Subjects
Content Analysis
Correctional Rehabilitation
Criminal justice
Criminals
Educational Games
Individual Development
Intellectual Development
Interpersonal Relationship
Justice
Law Enforcement
Learning Activities
Nontraditional Education
Outcomes of Education
Politics
Problem Solving
Program Descriptions
Questionnaires
Service Learning
Skill Development
Student Attitudes
Student Participation
Teaching Methods
Undergraduate Students
Service Learning
Criminal Justice Education
Personal and Interpersonal Development
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Summary:A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but experience a decrease in problem-solving skills and preference for short-term and long-term participation in service projects over the course of the semester. Results further indicate that service-learning impacts the majority of students' attitudes regarding diversity, as well as their interpersonal, personal, and intellectual development.
ISSN:1053-8259
2169-009X
DOI:10.1177/105382590903200106