Enhancing Information Retention of Forensic Science Students: Incorporating a Simulated Crime Scene Practicum in the College Classroom
The purpose of this research was to investigate whether crime scene simulations benefit the learning process in terms of retention of knowledge. By providing a real-word experience via the Applied Learning pedagogy, the comprehension of the basic foundations of forensic science were indeed retained and reinforced through the incorporation of a mock crime scene in the classroom. A total of 50 undergraduate students majoring in criminal justice participated and were evaluated using three different assessment measures employed throughout the practicum: feedback, reflection, and debriefings. This qualitative research uncovered that students’ retention of the theories and concepts continued past the midterm examination while the instructor benefited from a multi-assessment approach to gauging student performance. Additionally, this research also found that learners benefited in ways beyond the scope of this study; they also came away with practical realizations relating to the benefits of collaboration and an understanding of how this course prepares them for careers in law enforcement.
Shaw, C. M. (2010). Designing and using simulations and role-playing exercises. In R. A. Denemark (ed.) The International Studies Encyclopedia. DOI: 10.1111/b.9781444336597.2010.x Retrieved from http://webs.wichita.edu/depttools/depttoolsmemberfiles/carolynshaw/Shaw%20in%20Compendium.pdf
Damewood, A. M. (2016). Current trends in higher education technology: Simulation. TechTrends, 60, 268-271. DOI: 10.1007/s11528-016-0048-1
Reese, H. W. (2011). The learning-by-doing principle. Behavioral Development Bulletin, 1-19.
Capsambelis, C.R. (2002, Spring). So, your student wants to be a crime scene technician? Journal of Criminal Justice Education 13(1), 113-127.Retrieved from ProQuest Database.
Lynch, M.D. (2005, October). Developing a scenario-based training program. FBI Law Enforcement Bulletin 74(10), 1-8. Retrieved from Ebscohost Database.
Bulen, D.W. (2010, Spring). Seeing theory in practice: An analysis of criminal justice students’ participation in a police training scenario. Association for University Regional Campuses of Ohio, AURCO Journal 16, 39-50. Retrieved from Ebscohost Database.
Moats, J.B., Chermack, T.J. & Dooley, L.M. (2008). Using scenarios to develop crisis managers: Applications of scenario planning and scenario-based training. Advances in Developing Human Resources, 10(3), 397-424.
Daly, Y., & Higgins, N. (2010, November). Simulating the law: Experiential ‘teachniques’ in the modern law curricula. Research in Education 84, 79-81. Retrieved from Ebscohost Database.
Sherrin, D. (2017, April). A day in court: How mock trials bring learning to life. Education Digest 82(8), 28-37. Retrieved from Gale, Academic OneFile Database.
Bengtson, T.J. & Sifferd, K.L. (2010). The unique challenges posed by mock trial: Evaluation and assessment of a simulation course. Journal of Political Science Education 6, 70-86. DOI: 10:1080/15512160903467638
Shepelak, N. J. (1996, October). Employing a mock trial in a criminology course: An applied learning experience. Teaching Sociology 24(4), 395-400. Retrieved from http://www.jstor.org/stable/1318878
Bray, B.S., Schwartz, C. R., Odegard, P. S., Hammer, D.P. & Seybert, A. L. (2011). Patient simulation: Assessment of human patient simulation-based learning. American Journal of Pharmaceutical Education 75(10), 1-10. Retrieved from ProQuest Database.
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of Emergencies, Trauma and Shock 3(4), 348-352.
Gaba, D.M., Howard, S.K., Flanagan, B., Smith, B.E., Fish, K.J. & Botney, R. (1998). Assessment of clinical performance during simulated crises using both technical and behavioral ratings. Anesthesiology 89, 8-18.
Gupta, A., Peckler, B. & Schoken D. (2008). Introduction of hi-fidelity simulation techniques as an ideal teaching tool for upcoming emergency medicine and trauma residency programs in India. Journal of Emergencies, Trauma & Shock 1, 15-18. DOI: 10.4103/0974-2700.41787
Kolb, A. Y. & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education 4(2), 193- 212. http://dx.doi.org/10.5465/AMLE.2005.17268566
Boud, D., & Feletti, G. (1991). The Challenge of Problem-Based Learning. London, Kogan Page.
Bethell, S. & Morgan, K. (2011). Problem-based and experiential learning: Engaging students in and undergraduate physical education module. Journal of Hospitality, Leisure, Sport & Tourism Education 10(1), 128-134. http://dx.doi.org/10.3794/johlste.101.365
Sternberg, R.J. & Zhang, L.F. (2001). Perspectives on Thinking, Learning and Cognitive Styles. Mahwah, NJ: Lawrence Erlbaum.
Kumar, K. (2011). A learner-centered mock conference model for undergraduate teaching. Collected Essays on Learning and Teaching, 4, 20-24. Retrieved from https://www.learntechlib.org/p/160056/
Samuel, J.C. & Hinson, J.M. (2014). From mundane to mobile: Best practices for changing static content into interactive learning. Journal of Applied Learning Technology 4(3), 25-27.
Fiorenza, P. (2015, May 28). A case study analysis: Student perceptions of the SUNY applied learning program. Hezel Associates, LLC, 1-20. Retrieved from https://www.suny.edu/media/suny/content-assets/documents/applied-learning/CaseStudy-Student-Perceptions-of-SUNY-AppliedLearningProgram.pdf
Wolff, M. K., & Tinney, S. M. (2006). Service learning and college student success. The Academic Exchange Quarterly 10(1), 57-61. Retrieved from https://uncw.edu/eteal/resources/documents/BestpracticeModel.pdf
Connect with SUNY's 64 Campuses (n.d.). Retrieved from http://www.suny.edu/applied -learning/partners/
Strong, R., Silver, H.F. & Robinson, A. (1995). Strengthening student engagement: What do students want (and what really motivates them)? Educational Leadership 53(10), 8-12. Retrieved from http://www.ascd.org/publications/educational-leadership/sept95/vol53/num01/Strengthening-Student-Engagement@-What-Do-Students-Want.aspx
Ross, L., & Elechi, O.O. (2002, Fall). Student attitudes towards internship experiences: From theory to practice. Journal of Criminal Justice Education 13(2), 297-312. Retrieved from ProQuest Database.
Sgroi, C & Ryniker, M. (2002). Preparing for the real thing: A prelude to a fieldwork experience. Journal of Criminal Justice Education 13, 187. Retrieved from Proquest Database.
Garner, B.A. (2004). Black’s Law Dictionary, 8th Ed. St. Paul, MN: West Group.
Babbie, E. (2004). The Practice of Social Research, 10th Ed., Belmont, CA: Wadsworth/Thomson Learning, Inc.
Denzin, N. K.& Lincoln, Y.S. Editors. (2005). The Sage Handbook of Qualitative Research 3rd Edition. Thousand Oaks: Sage Publications, Inc.
Frey, B. B. & Schmitt, V.L. (2007, Spring). Coming to terms with classroom assessment. Journal of Advanced Academics 18(3), 402-423. Retrieved from ProQuest Database.
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges & Universities(excerpt). Retrieved from https://www.aacu.org/leap/hips
Lean, J., Moizer, J. & Newberry, R. (2013). Enhancing the impact of online simulations through blended learning: A critical incident approach. Education + Training, 56(23), 208-218. Retrieved from Emerald Insight Database.
Dennehy, R. F, Sims, R.R. & Collins, H. E. (1998). Debriefing experiential learning exercises: A theoretical and practical guide for success. Journal of Management Education, 22(1), 9-25. Retrieved from ProQuest Database.
Fanning, R.M. & Gaba, D. M. (2007, Summer). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(2)115-125.
Gardner, A. K., Kosemund, M., Hogg, D., Heymann, A. & Martinez, J. (2017). Setting goals, not just roles: Improving teamwork through goal-focused debriefing. The American Journal of Surgery, 213, 249-252.
Petranek, C. F. (2000) Written debriefing: The next vital step in learning in simulations. Simulation & Gaming, 31(1), 108-118.
Pearson, M. & Smith D. (1986). Debriefing in experience-based learning. Simulation/Games for Learning, 16(4), 155-172.
Applied Learning Criteria. (n.d.) Retrieved from https://www.farmingdale.edu/nexus/applied-learning/criteria.shtml
Kruse, C. (2010). Producing absolute truth: CSI science as truthful thinking. American Anthropologist 112(1), 79-91.
Copyright (c) 2018 JOURNAL OF SOCIAL SCIENCE RESEARCH
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.