Two models and three uses for mock trials in justice education

Bibliographic Data

ID15316675
AuthorsDean J Spader (University of South Dakota, corresponding author)
Year2002
Volume13
Issue1
Pages57-86
Publication date2002-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511250200085331
OpenAlexW2042989554
LanguageEN
Citations received4
References cited13

This article distinguishes two models that incorporate three uses for mocks trials in criminal justice education. The first model, which I refer to as the Law School Model (LSM), adapts for undergraduate education the method that is commonly used in legal education (Kravetz 2001). It uses a single case and one mock trial during an entire semester, and pursues a deeper understanding of all pretrial and trials stages. However, few mock trial “kits” exist for educators pursuing this model. The second model, which I refer to as the Liberal Education Model (LEM), focuses on the trial itself and pursues understanding of the judicial system and substantial development of communication skills fostered by traditional liberal education. This article suggests that the LEM offers criminal justice educators greater flexibility because (1) it offers many complete mock trial “kits” for instant use, (2) it incorporates all three uses discussed in this article (whereas the LSM is limited to the first use), and (3) many disciplines in over 200 colleges and universities use it in courses and intercollegiate competitions

Criminal justice · Economic Justice · Economics · Flexibility (engineering · Legal Education · Management · Mathematics education · Political science · Sociology · Innovative Teaching Methodologies in Social Sciences · Law · Legal Education and Practice Innovations · Legal Issues in Education · Psychology

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