Service-Learning and Experiential Learning in Criminal Justice Education: An Exploratory Examination of Faculty Perspectives

Abstract

Scholarship on service-learning and experiential learning consistently demonstrates benefits for students, but little evidence has emerged examining the perspectives of faculty. The current study examines the conflicting perspectives from faculty affiliated with a university undergraduate criminology major that utilizes both experiential learning and service-learning. Focus groups of departmental faculty revealed fears over curriculum rigor, concerns over forming partnerships and investing resources into service-learning and experiential learning activities without university incentives, and recognition of student and department benefits derived from service-learning and experiential learning activities.

Keywords:

• Experiential learning
• faculty perspectives
• service-learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Sherry Lynn Skaggs

Sherry Lynn Skaggs is an Assistant Professor in the Department of Sociology, Criminology, & Anthropology at the University of Central Arkansas. Her research interests include police behavior in rural communities and service-learning and experiential learning in criminal justice. Her most recent publications have appeared in Policing & Society, Policing: An International Journal of Police Strategies & Management, and the Journal of Criminal Justice Education.

Lesley Graybeal

Lesley Graybeal is the Director of Service-Learning at the University of Central Arkansas. Her research interests include service-learning, experiential learning, and community partnerships in higher education. Her most recent publications have appeared in the Community Literacy Journal and the Journal of Criminal Justice Education.