Undergraduate Student Participation in an Evaluation of a Police Program
A High-Impact Practice
Bibliographic Data
| ID | 15316528 |
|---|---|
| Authors | Michael Cavanaugh (corresponding author), Michael R Cavanaugh, Rebecca Pfeffer (0000-0001-7765-4721), Janice Ahmad |
| Year | 2016 |
| Volume | 27 |
| Issue | 3 |
| Pages | 324-339 |
| Publication date | 2016-01-22 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511253.2015.1131311 |
| OpenAlex | W2314252032 |
| Language | EN |
| Citations received | 4 |
| References cited | 10 |
High-impact educational practices are increasingly being recognized as powerful teaching strategies that can positively impact both student and faculty experiences in the classroom. Student persistence in college is correlated to campus integration, and one way this can be successfully facilitated is through student–faculty research partnerships. This paper documents the process of one faculty research team integrating four undergraduate students into an ongoing research project, for which students received course credit. There were many benefits of this collaboration to both student and faculty participants, but there were also many opportunities to better streamline the project and to potentially create an institutional template for replication of this process so that other faculty members can learn from this experience and more easily successfully integrate students into their own research
Criminal justice · Mathematics education · Medical education · Pedagogy · Process (computing · Undergraduate research · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Higher Education Research Studies · Medicine · Psychology
| Citations per year | 0.5 |
|---|---|
| Citation span | 2018 - 2023 (6) |
| Highly cited | No |