Student and Police Partnerships
Cultivating Student Success and Community Development
Bibliographic Data
| ID | 15316623 |
|---|---|
| Authors | Sherry Lynn Skaggs (0000-0002-9784-7499, corresponding author), Lesley Graybeal (0000-0002-9823-2787) |
| Year | 2017 |
| Volume | 29 |
| Issue | 4 |
| Pages | 487-506 |
| Publication date | 2017-12-27 |
| Peer Reviewed | Yes |
| 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 | 10.1080/10511253.2017.1419271 |
| OpenAlex | W2780347709 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
Scholarship on service-learning and experiential learning increasingly demonstrates benefits for student access and success, but evidence is still needed of the impact of these strategies on sustainable development of communities and their infrastructure. This case study examines a university Police and Society course that partners with four police departments to use both experiential learning and service-learning in the form of ride-alongs, simulation trainings, and written and physical examinations, as well as hosting a police–community relations event. Focus groups of students and officers reveal how service-learning and experiential learning build capacity for police–community relations. Orienting students toward officer procedures, requirements, and culture creates a learning opportunity for both students and departments, while police–community relations activities humanize officers and build public understanding and trust
Business · Experiential learning · Officer · Pedagogy · Political science · Public relations · Scholarship · Service (business · Service-learning · Sociology · Athletic Training and Education · Higher Education Practises and Engagement · Psychology · Service-Learning and Community Engagement · Marketing
The Discovery of Grounded Theory
A Meta-Analysis of the Impact of Service-Learning on Students
The link between high-impact practices and student learning
Research design
The Discovery of Grounded Theory
Engaging Criminal Justice Students through Service Learning
Service-learning
Enriching Student Understanding of Trial Courts through Service Learning
Bringing the field into the criminal justice classroom
What Motivates Today’s Criminal Justice Student to Become an Engaged Learner
Service-learning Use in Criminal Justice Education
Planning and implementing a criminal justice course with university students and youthful offenders
How Porous are the Walls that Separate Us
Mask Making
Engaging with Difference Matters
The Impact of Philosophy and Theology Service-Learning Experiences upon the Public Service Motivation of Participating College Students
Experience and Education
Service-Learning's Impact on College Students' Commitment to Future Civic Engagement, Self-Efficacy, and Social Empowerment
Making Service-Learning Partnerships Work
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |