Citation

Taylor RB, Anderson T, McConnell P. J. Crim. Justice Educ. 2003; 14(1): 133.

Copyright

(Copyright © 2003, Academy of Criminal Justice Sciences (U.S.A.), Publisher Informa - Taylor and Francis Group)

DOI

10.1080/10511250300085701

PMID

unavailable

Abstract

his study reports on two efforts, in a problem-centered undergraduate criminal justice research methods course, to gauge students' skills in understanding graphical data display and quasi-experimental designs. The problems addressed were drunk driving and handguns. Results show a moderate level of skill by students at course conclusion, but the weak quasi-experimental design precludes confirming the skills were acquired because of the course itself. Students did, however, report increased interest in the two problems because of course coverage. The approach described here may help bridge the gap between skill vs. content vs. process centered views on criminal justice as a liberal arts major.

1 The views expressed here are solely those of the authors and do not necessarily reflect the views of Temple University, the College of Liberal Arts, or the Department of Criminal Justice. Ruth Karras, Associate Dean, College of Liberal Arts, provided support to the Department of Criminal Justice during spring semester 2000 for a competencies assessment focused on Introduction to Criminal Justice. That support, and the resulting activities, contributed substantively to this effort. Associate Dean Sherri Grasmuck's subssequent support and encouragement also helped fuel the current process. The editor three helpful reviewers, Pat Jenkins and Ron Davis provided extremely useful comments on earlier drafts.