Using Groups in Criminal Justice Courses: Some New Twists on a Traditional Pedagogical Tool

Abstract

Abstract This article describes and discusses the utilization of small‐group techniques within higher education criminal justice courses. The literature on collaborative and peer learning is reviewed and the author’s own experience with the integration of group‐focused techniques into the classroom is discussed. It is argued that the use of small‐group methods using peer assessment of individual student contributions avoids many of the traditional problems of assessment in group projects. It is also argued that small‐group projects, if conducted correctly, can extend learning beyond the classroom and create intellectually stimulating environments in which students and teachers contribute to the learning experience.