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28 J. Crim. Just. Educ. 1 (2017)

handle is hein.journals/jcrimjed28 and id is 1 raw text is: Journal of Criminal Justice Education, 2017 Vol. 28, No. 1, 1-24, http://dx.doi.org/10.1080/10511253.2016.1151906 Enhancing Student Learning By Using Mock Trials in Criminal Justice Courses Sanja Kutnjak Ivkovie and Philip Reichel Lecture-oriented teaching is the principal pedagogical technique in college and university classrooms but instructors will sometimes turn to non-lecture techniques in an attempt to provide a more active learning experience. This article describes a mock trial exercise that has been used over several semesters to provide criminal justice students with an active learning experience and increase their understanding of the inquisitorial process in comparison with adversarial proceedings. We provide sufficient detail to allow interested instructors to conduct a similar exercise in their own course. Results of a multi-semester evaluation to assess student perceptions of the exercise show that students expected and found the exercise to be an enjoyable and informative classroom experience that advanced their learning. Active Learning Techniques Lecture-oriented teaching retains its dominance as the principal teaching technique in college courses. Since the 1970s, there have been periodic bursts of enthusiasm as instructors discovered alternate methods, often called active learning techniques, such as simulation gaming, role-playing, in-class debates, writing-across-the-curriculum, experiential learning, and even field trips, which downplay the role of lecture. Greek defines active learning as a philosophy of education based on the premise that students best internalize information when they are directly involved in their own learning (1995, p. 153). That direct involvement can have many manifestations that include internships, field trips, simulation games, and a variety of in-class activities. Active learning may be especially appropriate in criminal justice courses because many of them have an applied component that may not be communi- cated most effectively in traditional lecture formats (Greek, 1995). Of particu- lar interest for this article is the use of a mock trial to help students understand and appreciate court procedures. This article describes a mock trial exercise that has been used over several semesters as a way to provide students with an active learning experience and Routledge Taylor&FrandsGmup D 2016 Academy of Criminal Justice Sciences

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