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Research Article

Creating Meaningful Learning Experiences Through Evidence-Based Student-Involved Applied Criminal Justice Capstone Research

Madison K. Doylea School of Criminal Justice and Criminology, Texas State University, San Marcos, TX, USA
&
B. Byersb Department of Criminal Justice and Criminology, Ball State University, Muncie, IN, USA
Received 25 Jan 2024, Accepted 10 Mar 2024, Published online: 11 Apr 2024

References

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  • DuBois, S., & Byers, B. D. (2017). Teaching about cold cases experientially: Creating meaningful learning experiences and products. Journal of Criminal Justice Education, 28(3), 368–392. https://doi.org/10.1080/10511253.2016.1255344
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  • Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
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  • Paul, E. L. (2003). Undergraduate research for the public good: Engaging undergraduates in community-based research. Council on Undergraduate Research Quarterly, 23, 180–185.
  • Peterson, S. M., Phillips, A., Bacon, S. I., & Machunda, Z. (2011). Teaching evidence-based practice at the BSW level: An effective capstone project. Journal of Social Work Education, 47(3), 509–524. https://doi.org/10.5175/JSWE.2011.200900129
  • Rudes, R., Portillo, S., Sloas, L. B., & Hutzell, K. (2014). Students as scholars & writers: Teaching & assessing undergraduate writing in a capstone course. Journal of Criminal Justice Education, 25(1), 54–68. https://doi.org/10.1080/10511253.2013.849353
  • Wagers, S. M., Pate, M., Turmel, S., & Burke, J. (2018). What motivates today’s criminal justice student to become an engaged learner? Journal of Criminal Justice Education, 29(1), 18–38. https://doi.org/10.1080/10511253.2017.1336247

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