University Students' Experiences and Perceptions of Community Engagement and Service-Learning in Criminal Justice Education

• In Event: Examining High Impact Engagements and Service Learning

Abstract

This research aims to understand how criminal justice (CJ) students experienced and perceived community engagement and service-learning activities in CJ classes. A team of researchers and educators conducted a mixed-methods study with three groups of undergraduate CJ students enrolled in a four-year public university in the United States. While Group 1 received no intervention, Group 2 consisted of CJ students who voluntarily participated in a community engagement program in the judicial system and Group 3 consisted of CJ students who participated in the same program through a university-designated service-learning class. Before and after the interventions, student participants were asked to fill out surveys with Likert-scale questions and open-ended questions examining their interest in CJ research, familiarity with the judicial system, and career aspirations. Community engagement participants were also asked to write reflections on their experiences and perceptions. While quantitative data yielded mixed findings about the impact of community engagement and service-learning on students’ learning experiences and career aspirations, qualitative results showed strong support and appreciation for community engagement and service-learning activities from CJ students. This study helps CJ educators better understand and utilize innovative pedagogical strategies to teach CJ research and the CJ system.

Authors

• Fei Yang, University of Houston-Downtown

• Katherine Shoemaker, University of Houston-Downtown

• Clete Snell, University of Houston-Downtown

• Karina Rodriguez, University of Houston-Downtown