Teaching-Related Presentations at the ASC Meeting
In light of the upcoming conference, we have compiled a list of teaching-related panels, roundtables, and sessions that you may wish to consider attending. Thursday’s schedule is especially full, but there are pedagogical offerings each day of the conference. Information about these presentations, in order of the days and times presented, are below. One panel that may be of particular interest to the division is, “‘Isn’t the Revolution Over?’ The Demise or Persistence of Feminism in CJ and the Lives of Students,” which is Thursday evening at 5:00.
– Sarah Koon-Magnin, Tara Opsal, and Elaine Arnull
WEDNESDAY
Learning by Doing: Experiential Learning in Criminal Justice
Wed, Nov 19, 9:30 to 10:50am, Marriott, Pacific J, 4th Floor, Roundtable Session
This paper highlights the efforts of colleagues in a criminal justice department to offer experiential learning experiences to undergraduate students. Operating within the framework of a liberal arts curriculum, we provide criminal justice majors with a range of opportunities that fall under the general rubric of “experiential learning,” including: service learning, field trips, research projects, and internships. Our goal is to combine the academic rigors of traditional, class-room based learning with exposure to hands-on, real-world, subject-based knowledge. Each type of experiential learning is discussed in terms of their pedagogical benefits and long-term, post-graduate advantages for students.
The International Inside-Out Prison Exchange Program
Wed, Nov 19, 2:00 to 3:20pm, Marriott, Sierra E, 5th Floor, Thematic Panel
This session will provide an overview of the Inside-Out Prison Exchange Program and Papers will discuss benefits and challenges of starting and teaching Inside-Out courses.
The International Inside-Out Prison Exchange Program II
Wed, Nov 19, 3:30 to 4:50pm, Marriott, Sierra E, 5th Floor, Thematic Panel
This session will provide an overview of the Inside-Out Prison Exchange Program and Papers will discuss benefits and challenges of starting and teaching Inside-Out courses.
Bridging Work in the Community with Work in Academia
Wed, Nov 19, 5:00 to 6:20pm, Marriott, Foothill G2, 2nd Floor
Presentations in this Session:
Teaching and Learning Behind Bars: Dance Class at Sing Sing Correctional Facility, NY by Jacqui Young
Domestic Violence Community Service and Field Research: Marrying Practice and Academic Learning for Criminal Justice Students by Vickie Jensen
THURSDAY
Using Personal Research to Teach/Using the Classroom for Research
Thu, Nov 20, 8:00 to 9:20am, Marriott, Pacific G, 4th Floor, Roundtable Session
Teaching at a liberal arts institution rarely leaves an excess of time to conduct personal research. Time constraints due to teaching and service duties push professors to be ingenuitive when it comes to satisfying the research criteria of this academic trifecta. This roundtable will discuss ideas on using personal research to exemplify concepts in classes as well as techniques on using existing classes to collect data and research literature. We will discuss ways for the classroom to become reciprocal as it pertains to criminological concepts, qualitative and quantitative methodological techniques, and source collection.
Teaching Abolition: Imagining a World without Prisons as a Means of Resisting the Carceral State
Thu, Nov 20, 9:30 to 10:50am, Marriott, Pacific G, 4th Floor, Roundtable Session
In California and across the U.S., mass incarceration has reflected the inequities embedded within criminalization/punishment. While there are pressure points for reform, it is challenging to discuss the abolition of prisons as a possibility. Yet, whether teaching on the inside or the outside of the criminal legal processing system, until we can begin to shift our addiction to policing and punishment, we cannot begin building possibilities for community accountability and a world without prisons. Among the participants on this roundtable are researchers and activists who have worked for many years to expose the fault line in our dependence on incarceration and doubt that we can really make it better for the people who are so inscribed within it. Can educators who act both within the polity and as activists within prison construct opportunities for co-constructing with students and others a justice that builds upon our whole selves as both accountable and redeemable? Can we re-imagine fundamental justice that incorporates both a theoretical and authentic emancipation? We will broaden the anti-oppression discussion for improving society that requires rethinking how prisons function. We will share curricula, exercises, and experiences in the classroom and in the prison for consideration of these ideas.
Swimming Up the Mainstream: Developing Teaching Tips on Critical Issues for The Criminologist
Thu, Nov 20, 9:30 to 10:50am, Marriott, Sierra G, 5th Floor, Roundtable Session
There are many exciting criminological subjects and issues which are primarily addressed by criminologists who take a more critical perspective to their science. Yet, it is sometimes hard to translate them into teachable subject matter, especially at the undergraduate level. This roundtable will discuss the potential of critical criminology to be more visible in the teaching tips section of The Criminologist.
Innovations in Teaching – 1
Thu, Nov 20, 11:00am to 12:20pm, Marriott, Foothill G1, 2nd Floor
Presentations in this Session:
Adapting Team-Based POGIL Techniques to Justice Classes: Is the Lecture Dead? by Allan Barnes
Creating Cross-Course Collaborative Research Projects by Robert A. Brooks
Dueling Methods: Two Approaches to Learner-Centered Teaching by Denise L. Mowder and Jennifer Bradford
Promoting Peacemaking Circles and Building Connections in the Classroom – Examining the Utilization of Restorative Justice Techniques in Academia by Jennifer Trombley
Teaching about Intimate Partner Abuse
Thu, Nov 20, 11:00am to 12:20pm, Marriott, Pacific G, 4th Floor, Roundtable Session
The purpose of this roundtable is to discuss a variety of effective methods for addressing intimate partner abuse, both in courses and degree programs that are specifically devoted to them, and in other courses where students may bring up these topics. Topics of discussion, although not limited to, may center on challenges and strategies related to: designing syllabi, course activities, and assessments; preparing lectures; talking with students; fostering a safe learning environment; and moderating classroom discussions.
Engaged and Active Learning in the Criminal Justice Classroom
Thu, Nov 20, 11:00am to 12:20pm, Marriott, Sierra D, 5th Floor
Presentations in this Session:
From The Courtroom To The Classroom: The Value Of Service Learning To Encourage A Voice Of Care In Criminal Justice Students by Doris Lewis Edmonds
Making Learning Fun! Actively Engaging Today’s Criminal Justice Students by Susan R. Takata
Utilizing Learning Communities as a Tool for CJ Transfer Students by Charisse T. M. Colston
Teaching Critical Criminology: Directly Engaging Students with Critical Themes
Thu, Nov 20, 12:30 to 1:50pm, Marriott, Pacific G, 4th Floor, Roundtable Session
This roundtable brings together three professors to share their experiences directly engaging students in critical themes related to terrorism, race and social change. Through a discussion of these unique pedagogical approaches (from classroom exercises to service learning projects), this roundtable endeavors to spark a discussion of the various ways we might better actively engage students in doing critical criminological analysis both inside and outside the classroom.
Integrating Service Learning in Criminology Courses
Thu, Nov 20, 12:30 to 1:50pm, Marriott, Sierra D, 5th Floor, Roundtable Session
The Division on Women and Crime’s Committee on Teaching and Pedagogy has organized this roundtable to discuss a variety of techniques for integrating service learning into criminology and related courses. Broadly, service learning is a teaching method that incorporates community engagement with academic instruction. Service learning allows students to apply skills and knowledge learned in the classroom to make a difference in the community. Discussants will share their experiences and offer suggestions to help increase the benefits and mitigate the challenges associated with using academic community engagement. This roundtable is relevant for instructors both learning how to initiate and improve ongoing service learning projects.
Innovations in Teaching – 2
Thu, Nov 20, 12:30 to 1:50pm, Marriott, Foothill G1, 2nd Floor
Presentations in this Session:
Pedagogy and Abolition by Vicki Chartrand and Justin Piche
Teaching Catastrophic Criminology: Theory and Methods by Clairissa D. Breen
Teaching Theoretical Application through Real-Life Criminal Cases by Julia Mack and Jerry Clark
“Peeragogy” in Criminal Justice Education: Utilizing Applied Research in a Graduate Statistics Classroom by Josh Yeager, John Bell, Maria Bordt, Emily Hayden, Ethan Henny, Danielle MacInnes, William McClanahan, Brenna Owen, Hannah Robbins, Jennifer Tilley, James Bevard Wells
Teaching Critical Criminology: Helping Students Critique and Challenge Data
Thu, Nov 20, 2:00 to 3:20pm, Marriott, Pacific G, 4th Floor, Roundtable Session
This roundtable will focus on creative ways instructors can help students critically examine the “data” that often passes for fact or truth in criminal justice. Presenters will share their experiences with exercises and approaches that help students develop critical analysis skills and methods for interrogating common criminal justice “facts.”
Mentoring, Service Programming, and Experiential Learning with Juveniles
Thu, Nov 20, 3:30 to 4:50pm, Marriott, Pacific F, 4th Floor
Presentations in this Session:
“I am Not a Bad Person”: How Mentoring Programs Help Justice-involved and High-Risk Youth Develop New Identities by Kenly Elizabeth Kelly Brown
Male Mentors – Where are You? Mentor Recruitment Obstacles and Opportunities by Stephanie Hawkins Anderson, James Trudeau, Jason Williams, Karen Morgan
Understanding Juvenile Delinquency: The Impact of Service Learning Courses on Students and Youth Detainees by Brooke M. Wagner
University Role Models: Experiential Learning about Delinquency, Risk Factors, and Youth Empowerment by Silvina Ituarte
Teaching Criminology at the Intersection
Thu, Nov 20, 3:30 to 4:50pm, Marriott, Pacific G, 4th Floor, Roundtable Session
Teaching about gender, race, social class and sexuality in criminal justice and criminology classrooms can be challenging. Professors may face resistance when they ask students to examine how gender impacts victimization, how race affects interactions with the police, how socioeconomic status shapes experiences in court or how sexuality influences treatment in the criminal justice system. Teaching Criminology at the Intersection is an instructional guide that was recently released as a how-to guide and this roundtable will discuss this book.
Innovations in Teaching Developmental and Life Course Criminology
Thu, Nov 20, 3:30 to 4:50pm, Marriott, Sierra D, 5th Floor, Roundtable Session
This Roundtable Discussion will focus on teaching developmental and life-course criminology. Participants will share how they have organized graduate or undergraduate courses in this area, including the literature they consider essential course reading. This discussion will provide space to exchange ideas about assignments and expectations. Participants will also discuss how they address central debates, and expose students to the policy implications of research in this area.
Tackling False Impressions and Bias: Teaching the Tough Stuff in Criminal Justice
Thu, Nov 20, 5:00 to 6:20pm, Marriott, Pacific H, 4th Floor, Roundtable Session
So often in a criminal justice curriculum, we are charged with handling courses and concepts which are both critical to society and yet highly controversial. Students from within and without the major bring to our classes many misperceptions and biases of which we must be aware. Their beliefs and understandings come from their family, school, and life experiences, their absorption of media coverage, and even pedagogy in prior courses. In our field, we must tackle these concepts with sensitivity, and yet challenge our students to open their minds before they enter professions where they will hold great discretion. This panel seeks to discuss approaches to teaching our students, in order to fully, fairly, and ethically educate them.
“Isn’t the Revolution Over?” The Demise or Persistence of Feminism in CJ and the Lives of Students
Thu, Nov 20, 5:00 to 6:20pm, Marriott, Foothill H, 2nd Floor, Thematic Panel
This panel addresses a perception that many faculty have noted in recent years: that young people, including young women, seem to believe the feminist movement is over, that gender equality in society has been accomplished, and that the revolution is no longer needed. These papers explore various aspects of this phenomenon, from defining the fourth wave of feminism in the construction of women offenders, to assessing the actual attitudes of college students, to reconciling criminal justice careers for feminist students and, finally, to assessing the status of women in the workplace of policing internationally. The demise or persistence of feminism in the field of criminology and criminal justice and in the lives of students will be explored.
Presentations in this Session:
Fourth Wave Feminism and the Construction of Women as Criminals by Sharon Redhawk Love
The last wave? A pilot study of undergraduate views towards the women’s movement by Rita Shah
Feminists for Hire: The Role of College Advising in Criminal Justice Employment by Kyl C. Myers, Chelsea Kilpack
Women in the Workforce, Women in Policing by Vanessa Garcia
Service Learning & Community Engagement in Criminology Courses
Presentations in this Session:
A Community Needs Assessment of Juvenile Delinquency and Victim Services: An Academic Community Engagement Experience by William Cawley, Sara Simmons, Kelly Knight
A Second Look at the LoDo Project: An Experiment to Increase Student Engagement by Integrating Community Needs into the Classroom by Denise L. Mowder, Li Ying Li
Academic Service-Learning, Civic Responsibility, and the Professional Development of Criminal Justice Majors by Helen Ahn Lim
Rate your students: The criminal justice major, how do they compare with other majors? by Lorraine Samuels, Nelseta Walters Jones
FRIDAY
Literature in the Criminology Class
Fri, Nov 21, 8:00 to 9:20am, Marriott, Pacific D, 4th Floor, Roundtable Session
A discussion on the integration of literature into the criminology/criminal justice curriculum.
Integrating Teaching with the Real World
Fri, Nov 21, 11:00am to 12:20pm, Marriott, Sierra D, 5th Floor, Roundtable Session
Panelists will discuss teaching modalities and techniques related to service learning, integrated learning techniques, the best uses of technology in the classroom, distance learning, and activities for large classes.
The Pedagogy of Social Justice: Broadening the Views of Criminal Justice Students
Fri, Nov 21, 3:30 to 4:50pm, Marriott, Sierra D, 5th Floor, Roundtable Session
This roundtable will discuss pedagogical methods for establishing a sense of social justice in a criminal justice classroom. Areas include teaching restorative justice, reproductive justice, Travon Martin as a case study, and land use policies, crime and poverty.
SATURDAY
Online Teaching
Sat, Nov 22, 9:30 to 10:50am, Marriott, Pacific C, 4th Floor
Presentations in this Session:
Assessment of Writing Software in Online and Traditional Undergraduate Classes in Criminology by Yoshiko Takahashi, Jennifer Leahy
From Brick to Click: Examining the Effects of Online Courses on Retention, Promotion, and Graduation by Christopher W. Bounds, Elizabeth K. Stupi, Vanessa H. Woodward
Instructional Technology in the Criminal Justice Classroom by Wayne Gillespie
Online versus On-Campus Instruction in Criminal Justice: A Preliminary Examination by Angela Taylor, Lori Guevara, Robert Brown
Pedagogy at the Intersections of Oppression
Sat, Nov 22, 9:30 to 10:50am, Marriott, Sierra G, 5th Floor, Roundtable Session
This Roundtable discussion will focus on teaching strategies and tips for those academics that teach race and crime or race, class, gender and crime courses to undergraduate and graduate students. With more focused attention moving teaching academics to the realm of a student learning approach to teaching, leading students into the realities of the impact of race (and intersections of oppression) in the classroom has become a challenging task. Being a person who represents one or more of these intersections while also attempting to lead students into knowledge about these intersections can be even more challenging. Issues surrounding student evaluations, classroom discussion techniques, and providing context for students who are uncomfortable discussing issues of race, are some issues this last category faces. This session will cover teaching tips, strategies, and best practices from scholars in the field who regularly teach courses on race and crime or race, class, gender and crime at both Traditionally White Colleges (TWIs) and Historically Black Colleges & Universities (HBCUs).