“Peeragogy” in Criminal Justice Education: Utilizing Applied Research in a Graduate Statistics Classroom

• In Event: Innovations in Teaching - 2

Abstract

Although some research has investigated the attitudes of students regarding statistics, very little research we are aware of has focused on criminal justice students enrolled in graduate statistics courses. Using peer pedagogy (or peeragogy), which assumes that peer-to-peer collaboration is the center of the educational experience, our study examines criminal justice graduate students attitudes toward statistics both before and after a 16 week graduate criminal justice statistics course, as well as the results of a sexual safety assessment conducted with male inmates at a local jail. The results of our study include the findings of the sexual safety assessment, and how that research helped further our knowledge of statistics in a positive manner. The results of a previously conducted graduate statistics course that utilized peeragogy is also discussed for comparative purposes.

Authors

• Josh Yeager, Eastern Kentucky University

• John Bell, Eastern Kentucky University

• Maria Bordt, Eastern Kentucky University

• Emily Hayden, Eastern Kentucky University

• Ethan Henny, Eastern Kentucky University

• Danielle MacInnes, Eastern Kentucky University

• William McClanahan, Eastern Kentucky University

• Brenna Owen, Eastern Kentucky University

• Hannah Robbins, Eastern Kentucky University

• Jennifer Tilley, American University

• James Bevard Wells, Eastern Kentucky University