Using GIS to Apply Learning across the Undergraduate Criminal Justice Curriculum

Abstract

Geographical information systems (GIS) utilization has exploded in criminal justice over the last decade, but there is scant mention of pedagogical models published in the Journal of Criminal Justice Education, with a content analysis revealing just one GIS-based article published since 2001. This work proposes a GIS-based pedagogical model to move the discussion beyond crime mapping to applying, integrating, and enhancing learning across the criminal justice curriculum. Four pertinent data sources from New York City are integrated to provide an example framework for studying NYPD stop and frisk policy in upper level undergraduate-level criminal justice courses. Using ArcGIS specifically, the model incorporates sociology, criminological theory, corrections, diversity/multiculturalism, research methods, statistics, policing, and policy knowledge to coalesce prior student learning, while enhancing spatial thinking and analytical skills relative to an important social policy. Example maps, assignments, and approaches are included, as are the limitations of such a pedagogical model.

Notes

¹ GIS is a generic term for any software that is utilized in a geospatial capacity. The software used in this article to create the maps and analyze data is ESRI ARCGIS^® Version 10.1. The generic term GIS is used throughout the paper as referencing any GIS software that can be utilized pedagogically as the author is not endorsing a product but rather an application that can be accomplished through other platforms as well. Where applicable, ArcGIS is cited specifically as the GIS software being discussed as the work was performed in that software.

² There are two more advanced papers that discuss spatial analysis methods, but not within the context of GIS-based pedagogical models. Vilalta (2013) does touch on the teaching of spatial statistics in undergraduate education, while Fornango (2010) presents a more technical view of spatial methods.