Teaching an Innocence Case Review Course to Undergraduate Students

Abstract

After two years of experience in overseeing groups of undergraduate and graduate criminal justice students in an Innocence Case Review course at the University of Central Missouri (UCM), the authors reviewed the structure of the course and the attitudes of the participating students. An examination of Innocence Case Review current procedures in undergraduate institutions and law schools provides background for course design. This article summarizes the findings of the students’ experiences, reactions, and attitudes of their yearlong case screening efforts, and to the criminal justice system in general. The first part of this article examines the literature on innocence case review classes at both undergraduate institutions and law schools exploring different learning styles and strategies inherent in this type of class. It also explores the skills necessary for case review, and the skills students can take to other classes and professions. The second part reviews the structure of our courses as initially created and implemented for the last two academic years at UCM and the modifications the instructors felt necessary for the future. The third part examines the survey conducted by the UCM’s Innocence Case Review class, including student suggestions for class improvements and advice to students selected for the new academic year. The benefits and abilities gained by the students through this course become apparent. The fourth part discusses and evaluates the current class structure and reforms suggested by the UCM students, the professors’ experience, and as indicated by other universities. The conclusion reviews findings gathered from the current course as well as examining other universities’ courses, and the value students experience from participating in this experiential or engaged learning.