The use of simulated crime scenes in teaching undergraduate forensic sciences: Implementing an active learning approach to forensics

Incorporating a simulated crime scene into one’s pedagogy in forensic science undergraduate courses allows students the opportunity to experience a realistic scenario while demonstrating their knowledge and enhancing their critical thinking skills. The purpose of this paper is to examine an active learning approach to using simulated crime scenes to provide an impactful learning experience for students. While potentially challenging for the instructor, constructing a crime scene scenario can provide students with hands-on practical experience while helping to dispel forensic science misconceptions. Through many years of creating crime scenes, best practices for using such high impact activities in forensic science courses are described in detail, including preparatory exercises that culminate in the final crime scene scenario, considerations in preparing and constructing a crime scene activity, and supervising and assessing students once the activity begins. Three major challenges to implementing active learning exercises such as simulated crime scenes in undergraduate forensic science programs include high workload for instructors, limited supplies, and lack of suitable facilities. Workload solutions include instructors and departments considering the cost and benefit of course releases to improve curriculum and student enrollment. Supplies and facilities solutions involve innovation in reuse and repurposing of supplies, and instructor flexibility in using classroom and outdoor spaces.     

My Professor is Hot! Correlates of RateMyProfessors.com Ratings for Criminal Justice and Criminology Faculty Members

“RateMyProfessors.com” ratings of the easiness, helpfulness, clarity, overall quality, and “hotness” of 407 criminal justice and criminology faculty members from across the United States were collected. Data were analyzed to determine what faculty characteristics determined these ratings. Experience working in the criminal justice field predicted higher ratings, while years of teaching experience was predictive of lower ratings. After controlling for instructors easiness and “hotness” ratings, the instructors’ ascribed characteristics (such as race and sex) explained the greatest proportion of variance in clarity, helpfulness, and overall quality scores. Professional characteristics, such as years of experience, publication rate, and possession of a doctorate were less influential on Ratemyprofessors.com scores.     

Interprofessional and interagency training for working with young people with harmful sexual behaviours: An evaluation of outcomes

Abstract

This study evaluates the outcomes of short interagency training courses provided by six Local Safeguarding Children Boards in England. The aim was to develop practical skills in recognising and responding to the needs of children with harmful sexual behaviour in an interagency context. The courses all employed interactive learning and teaching methods as well as presentations of case studies, research findings and statutory guidance. Professionals (n=147) from a range of agencies participated in the evaluation. Their attitudes, knowledge and self-confidence were assessed using a specially designed 20-item self-report scale. Scores at registration 6 weeks in advance and at the start and end of the course were compared in a double-baseline, time–series design. There was strong evidence of overall improvements in scores on most of the scale items, which are attributable to the course. However, concerns are also raised about the small numbers of criminal justice professionals participating compared to child welfare professionals.     

Exonerees in Black and White: the influence of race on perceptions of those who falsely confessed to a crime

ABSTRACT

Black Americans account for 61% of those who have been released from prison through DNA exoneration. In the present study, we explored the influence of race on perceptions of wrongfully convicted individuals who have been exonerated. Participants (N?=?121) were randomly assigned to read a fictional newspaper article about a Black or White individual who was wrongfully convicted due to a false confession and then report their perceptions of the exoneree’s guilt, warmth, competence and aggression, how deserving the exoneree was of government assistance and the likelihood that once released, the exoneree would commit a crime resulting in his reimprisonment. Results indicated that a Black exoneree was perceived as more aggressive (but not less competent or warm), less deserving of assistance, and more likely to commit a crime post exoneration resulting in his reimprisonment than a White exoneree. We also explored whether there were differences in terms of race on perceptions of mental illness for those wrongfully convicted due to falsely confessing to a crime and found that participants perceived a White exoneree as more mentally ill than a Black exoneree. The implications for the post-incarceration experiences and challenges faced by Black exonerees relative to White exonerees are discussed.     

The current state of medical school education in bioethics, health law, and health economics.

Current challenges in medical practice, research, and administration demand physicians who are familiar with bioethics, health law, and health economics. Curriculum directors at American Association of Medical Colleges-affiliated medical schools were sent confidential surveys requesting the number of required hours of the above subjects and the years in which they were taught, as well as instructor names. The number of relevant publications since 1990 for each named instructor was assessed by a PubMed search. In sum, teaching in all three subjects combined comprises less than two percent of the total hours in the American medical curriculum, and most instructors have not recently published articles in the fields they teach. This suggests that medical schools should reevaluate their curricula and instructors in bioethics, health law, and health economics.     

实践型法律人才的培养探索

培养既懂理论、更擅实务的实践型法律人才是我国大多数院校法学教育的努力方向。为此,我院通过培养具有丰富法律实务经验的"双师型"教师,出版法学核心课程系列特色教材与法学实践课程系列特色教材,开设庭审实务等实践性课程,在法学核心课程讲授中坚持以法条为中心、以案例为素材、以品牌教材为辅助的原则,建设校外实践基地,并辅以有效的教学质量监控体系,最终形成了富有特色的实践型法律人才的培养机制。     

Interpreting “Percent Black”

Abstract

Time series analysis is employed to assess the relationship between “percent Black” and violent crime in Washington D.C. over a 40-year period. Race-disaggregated violent crime arrest data are also examined. It is concluded that while there is some indication of a positive relationship between violent crime and “percent Black” over time, that relationship is not robust when disaggregated by race and crime type and may be limited to Black robbery offending. Further, it appears that “percent Black” may be serving as a proxy for other social problems. An exploration of possible correlates of racial disparity in violent arrests suggests that they are associated with a variety of factors, including social problems and their disparities.     

It Is Not Paranoia if People Really Are Out to Get You

Abstract

The incidence of hate crime victimization in the states has received scant attention by researchers. Nor is it always clear who feels most vulnerable to hate crime victimization and why. In this research we included hate crime victimization questions in two years (2000, 2001) of a statewide survey. Idaho is a state with a predominately White population. It has been bedeviled with an Aryan Nation's compound and its attendant racist propaganda. We found that many citizens had been the victim of hate crimes in the last year and over the course of their lifetime. Minority group members were disproportionately represented as victims of hate crime and were almost three times as likely to feel vulnerable to it, as White respondents.     

Citizens’ perceptions of the courts: The impact of race, gender, and recent experience

This study examined the influences of race, gender, and recent court experience on citizens’ perceptions of the courts in their communities. Using national survey data collected in 2000, this research assessed variation in perceptions of the courts along four dimensions: differential treatment, fair procedure and outcome, concern and respect, and overall evaluation. The results showed that racial minorities, including Blacks and Latinos, were more likely than Whites to have negative attitudes toward the courts. While race is generally a better predictor than gender, the interaction between gender and race is important in understanding citizen’s perceptions of the courts. Citizens who have recent personal contact with the courts tend to rate the courts less favorable than those who have no recent contact. Citizens’ opinions of the police and equal opportunity are also significantly related to their perceptions of the courts. Implications for policy and future research are discussed.     

Teaching Criminological Theory: The Power of Film and Music

Interest in utilizing pop culture as a means of teaching and enhancing students’ understanding of complex or abstract ideas in the classroom has increased over the course of the past decade. This includes the use of film, television, fiction books, the internet, and music. The fields of criminology and criminal justice have also increasingly noted the value of using such means to teach about atrocities such as state crime, transnational crime and corporate crimes as well as issues of inequality, racism, and classism. Film, music and television can also be great tools to enhance the understanding of and ability to apply criminological theory. Most articles that have focused on incorporating the use of a ‘popular criminology’ within the classroom, however, have concentrated on one form or another of ‘pop culture’ (i.e., film). This article seeks to add to the existing literature by providing an example of how the use of film combined with music can not only enhance undergraduate criminology and criminal justice students’ ability to grasp criminological theory and apply it in their everyday lives, but also can be utilized as tools for exams.     

The impact of race, police experience, and feeling of safety on attitude toward the police

This study surveyed 393 citizens who were either crime victims or complainants in the jurisdiction of the Marietta, GA Police Department in 2004. In addition to examining their local attitudes toward police demeanor and police performance, the study also evaluated the impact of race, police experience, and perceived neighborhood safety. Important findings included that overall (1) the majority of respondents felt safe in their neighborhood and were satisfied with the police who handled their case; (2) the same amount of blacks and whites reported negative experiences with the police; and (3) although all three factors greatly affected attitudes, contact experience with the police was the most influential.     

Teaching forensic psychiatry to medical students

Are separate courses on forensic psychiatry available for medical students? During the 1985 to 1986 academic year, the authors surveyed all U.S. medical schools to identify courses on forensic/legal psychiatry. A minority of schools included separate courses or practicums on forensic psychiatry or mental health law. In a follow-up telephone survey, instructors of each of these courses were interviewed. Information was obtained on format of course, duration, discipline of instructor or instructors, topics covered, reading materials, institutional settings, and the number of students who took the course. The results are discussed and compared with earlier surveys.     

Swedish crime scene technicians: facilitations,epistemic frictions and professionalization from the outside

ABSTRACT

This article investigates the role of crime scene technicians in the Swedish criminal justice system, and particularly how Swedish crime scene technicians not only examine crime scenes but also facilitate the criminal justice system’s joint production of forensic evidence. It proposes thinking about the criminal justice system as a conglomeration of epistemic cultures, that is, of communities with different ways of producing and understanding forensic evidence. Such a perspective makes it possible to understand interprofessional frictions as epistemic frictions as well as to draw attention to the facilitations, mediations and translations that crime scene technicians perform. This perspective also makes it possible to illuminate how the crime scene technicians’ professionalization – a professionalization from the outside – affects both their future crime scene work and their facilitations.     

Using soft skills courses to inspire law teachers: a new methodology for a more humanistic legal education

ABSTRACT

Law schools have in recent years been engaged in a process of revising their curricula, in large part adapting to rapid changes in technology, but also in a more generalised effort to improve “teaching the law”. Yet thus far, legal pedagogy seems to focus disproportionately on the traditional model of the “thinking lawyer”, when it should equally promote the model of the “feeling lawyer”, helping students to sharpen soft skills such as empathy, integrity and problem-solving. The main claim of this paper is that law professors could begin to pay more attention to the growing importance of soft skills in legal education and preparedness for legal practice. In this direction, we propose a set of pedagogical principles revolving around four axes: compassionate, attentive, reason-based and empathetic teaching (CARE). This methodology could help law professors become more effective pedagogues. Soft skills courses constitute a well-suited vehicle for introducing these principles to law school curricula in different legal systems. By systematically incorporating them, law schools can encourage law teachers to provide a more inclusive learning environment for their students. At the same time, law teachers who implement the particular methodology can hopefully rediscover fulfilment in their teaching. Overall, teaching soft skills can significantly improve students’ and teachers’ experience in legal education.     

Patterns of offending in urban and rural areas

Although the level of crime varies dramatically across the urban-rural dimension, little research has been directed at the issue of the patterns of offending across this dimension. Using National Crime Survey (NCS) victimization data, this paper examines to what extent the patterns of offending by particular age, race, and sex subgroups are similar in urban and rural areas. It was found that the patterns of age, race, and sex offending are essentially the same in both urban and rural areas. Particularly impressive is the consistency in the rankings (from high to low) of the propensity of offending in urban and rural areas when age, race, and sex were examined simultaneously. Also, these NCS data generally parallel Uniform Crime Reports arrest data with respect to the offender characteristics of age, race, and sex. This suggests that existing criminological theories can be applied to rural, as well as urban, crime patterns regarding the issue of offender characteristics.     

Teaching company law to business students: an effective framework

Business students learning company law face a number of unique challenges. Therefore, instructors who teach company law to business students must carefully consider how their courses will meet these unique needs. This article will reflect on the challenges faced by business students studying company law before going on to consider how these challenges can be overcome. This work emphasises the importance of focusing on the learning outcomes of business students undertaking company law and the need for the module to be structured in order to meet the learning outcomes that provide business students with an understanding of the key principles relating to company law and its role and influence on business decision-making. Recommendations in relation to engaging business students with company law will also be provided.     

Decision Making in Delinquency Cases: The Role of Race and Juveniles' Admission/Denial of the Crime

Investigated how accused delinquents' admission/denial of their crimes affected adjudication and disposition decisions. An archival analysis of 2,043 adjudication decisions in 16 Georgia counties found that juveniles who admitted committing their crimes were treated more severely than juveniles who denied committing their crimes. Whites were more likely than Blacks to admit committing the crime, and, after controlling for this and other legal factors, race did not have a significant effect. In the second study, 67 judges, 53 probation officers, and 126 court service workers made adjudication and disposition decisions about three juveniles in an experimental simulation in which race of juvenile, length of prior record, and the juvenile's reaction to the crime (admitting or denying it) were systematically manipulated. Consistent with the archival study, juveniles who admitted committing their offense were treated more severely than juveniles who denied committing their offense. Possible reasons are discussed for why admitting a crime leads to more punishment.     

(Dis)order in the Court: Examining Neighborhood Disorder Prosecutions in Miami-Dade County

Abstract

This study examines race, space, perceptions of disorder, and nuisance crime prosecution in Miami-Dade County, Florida. Research has examined nuisance policing, yet little attention has been devoted to nuisance crime prosecutions, especially at the neighborhood level. Aggregating data on defendants arrested for nuisance offenses from 2012 to 2015 up to the neighborhood level, we estimate count models for pretrial detention, case acceptance, conviction, and sentencing outcomes in neighborhoods. We find two patterns of nuisance crime prosecution. Drug disorder prosecutions are concentrated in economically disadvantaged neighborhoods with large Black defendant populations, suggesting a more suppressive treatment of these “marginalized” spaces. In contrast, greater enforcement of homelessness and alcohol nuisance crimes in White non-Hispanic neighborhoods suggests disorder prosecutions are also used to impose order and containment in more economically “prime” spaces. These countervailing patterns highlight the spatial contingency of nuisance enforcement, whereby prosecutors differentially enforce nuisance crimes in prime and marginalized spaces.