Probation Simulation: A High-Impact Practice

Abstract

High-impact practices (HIPs) implemented in criminal justice have traditionally been designed as stand-alone courses. However, HIPs can also be integrated into existing criminal justice courses to deepen student empathetic understanding of key roles and concepts. As such, the purpose of the present study is threefold. First, we provide a discussion of a HIP probation simulation project created as a key part of an undergraduate community corrections elective course utilizing the D.E.A.L. Model for Critical Reflection for all assessments. Second, we examine student experiences at the conclusion of the HIP by performing a content analysis of the summary experience papers for themes related to their overall experience, and individual empathetic experiences as a probationer and probation officer. Third, we discuss suggested modifications for future iterations of this and similar HIPs implemented within existing criminal justice courses.

Notes

¹ We submitted project proposals for funding opportunities offered through both the University and college. The University was offering funding to projects that focused on developing, improving, and assessing students’ written and oral communication skills. Similarly, the college had annual funding available for faculty interested in developing a HIP for students. Both proposals highlighted our eight-week project that would be integrated into a regularly offered elective for criminal justice majors.

² There was a 15-min restriction placed on when students could meet due to course scheduling at the university where the current study took place. Approximately 75% of the students enrolled in the community corrections course had a class 15-min before and/or after the community corrections course. As such, this time restriction required students to not meet in between class breaks. Therefore, students were forced to schedule their meetings outside of their predetermined school schedule, thus tapping into the component of empathetic understanding which was the overall goal of this HIP.

³ In accordance with the terms of service of Google Voice, students were notified by both faculty members that their calls would be recorded and documented for the purposes of this project. All students agreed to these terms before the probation simulation began.