Enhancing Student Learning By Using Mock Trials in Criminal Justice Courses

Abstract

Lecture-oriented teaching is the principal pedagogical technique in college and university classrooms but instructors will sometimes turn to non-lecture techniques in an attempt to provide a more active learning experience. This article describes a mock trial exercise that has been used over several semesters to provide criminal justice students with an active learning experience and increase their understanding of the inquisitorial process in comparison with adversarial proceedings. We provide sufficient detail to allow interested instructors to conduct a similar exercise in their own course. Results of a multi-semester evaluation to assess student perceptions of the exercise show that students expected and found the exercise to be an enjoyable and informative classroom experience that advanced their learning.