SAGE

SAGE CJ LINK 3 Active learning allows students to gain more than surface-level knowledge of concepts in the classroom. Rather than focusing on mere memorization of material (which may quickly exit the brain after an exam), active learning promotes critical thinking and retention of key concepts. In addition, classrooms that integrate activity, debate, and critical analysis increase motivation. Students look forward to considering the course material in interactive ways, rather than traditional lecture style courses that depend on exams and essays to relay knowledge. Every semester, I teach a sophomore- level Corrections class. Despite all the information that is given to the students over the semester, I have found it is difficult to fully impress upon them the barriers and challenges of the reentry process at the end of the term. I created an active learning exercise involving a reentry simulation. Each student is given an individual identity, complete with criminal history, required sanctions, and financial challenges. Students must then participate in a few weeks in the life of a reentering offender, including visiting a probation officer, mental health visits, and paying for food and services. This experience resonates with the students, providing a much better understanding and empathy to the reentry process, compared to a traditional lecture. Gauging the success of active learning exercises is often trial and error, but I have found some guidelines that have assisted the application of these activities in my own classroom. First, interaction is the key, not only with the instructor but also with peers. Simply giving students a writing assignment is not active learning. Students should be required to present findings to the class, go on a scavenger hunt for information in pairs, debate a controversial topic, or do a small group activity. Secondly, using a variety of different active learning exercises can foster creative thinking, especially as students differ in the way they retain information best. Lastly, try to use contemporary examples, case studies and pop culture references throughout the class. Students respond best to topics that peak their interest or are challenging to them. How to Teach with an Active Learning Approach Criminal Justice expert, author, and professor Catherine D. Marcum shares effective active-learning strategies that boost student comprehension and retention. Catherine D. Marcum Appalachian State University Juvenile Justice An Active-Learning Approach Frank Schmalleger and Catherine D. Marcum See page 7 for details.

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