Service-learning Use in Criminal Justice Education

Abstract

Using an exploratory, cross-sectional, survey design (N = 142), the current study explored the use of service learning in criminal justice education by examining how faculty members perceive the pedagogy, how often they implement it, and when they do so, how they implement it. The majority of respondents reported using service learning occasionally or regularly. The perception that service learning has a positive impact on student outcomes was generally supported, even among faculty who report never using service learning. Instructor unfamiliarity with the community and service learning being unfeasible were cited as the most common barriers, especially by those that never use service learning. The results suggest that universities and administrative leadership may foster greater use of service learning by reducing these barriers rather than extolling the already well-established benefits of service learning.