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Active learning in criminal justice

The benefits of student investigation of wrongful convictions in a higher education setting

Jill Dealey

Advocates of active learning in higher education applaud the use of approaches that encourage student involvement in research and inquiry and state that it is the most effective means of enabling a move away from more traditional (and now less

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Part 1: Active learning and intercultural competence

Action research reform of a US study abroad programme in Seville, Spain

Eva Infante Mora and Davydd J. Greenwood

CASA-Sevilla is a study abroad programme for US university students with an advanced level of Spanish. In recent years, new patterns of social behaviour among students (mainly the use of technology and low-cost flights) aggravated their difficulties in establishing contacts with the local society, which often resulted in the perpetuation of stereotypes. The programme goals of cultural immersion and language improvement were therefore at risk. Through an action research and a participatory organisational development process, CASA-Sevilla stakeholders carried out a profound reform of the programme, based on the principles of active pedagogy, mentoring and community-engaged learning. This section illustrates this reform process, with its highlights and shadows.

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Sam Pryke

(2014: 1803) examines its use as an alternative to hand-held clickers. In both instances, the comparisons were positive: Socrative is better; it constitutes progress. Dervan also says that the device is an aspect of active learning, defined broadly as

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Alienating students

Marxist theory in action

Megan Thiele, Yung-Yi Diana Pan, and Devin Molina

Experiential, situated and active learning are umbrella terms for exercises and activities that require students to engage emotionally and physically with classroom material ( Harris, Harris and Fondren 2015 ; Wills, Brewster and Fulkerson 2005 ). Experiential

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Penny Welch and Susan Wright

videos in political science, peer dialogue in education studies, polarisation anxiety among social science students and active learning in criminology. In the first article, Regnar Kristensen explores serendipity in research and teaching. He describes

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Daring spaces

Creating multi-sensory learning environments

Sabine Krajewski and Matthew Khoury

recent research on active learning and spatial design at universities ( Gourlay and Oliver 2016 ; Ravelli 2018 ; Todhunter 2015 ), this article argues for a multi-functional and ideally also multi-sensory approach to designing learning spaces. Our

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Eva Infante Mora, Davydd J. Greenwood, and Melina Ivanchikova

This special issue is devoted to a study of an action research-based reform of a US university study abroad programme to make it a genuine intercultural immersion experience. The four-year collaborative reform process combined participatory organisational redesign, the development of a comprehensive active learning approach and the teaching of intercultural competence through ethnographic immersion and community engagement in Seville, Spain. The case is an example of the development of intercultural competencies through guided behavioural change, of action research to reform higher education programmes and of active learning combined with formative and summative evaluation. The reader will learn about the experiences of the staff, faculty and mentors in the Consortium for Advanced Studies Abroad (CASA)-Sevilla study abroad programme and those of the sponsoring US universities as they together achieved a fundamental reform of a decades-old study abroad immersion programme. This special issue has many authors because this was a collaborative action-research project with continuous group work and brainstorming. The authors’ names are placed in the sections where the authorship is clear, but, as befits a collaboration, many of the ideas are the result of the combined thinking of all the authors. Authorship of the various sections has been allocated mainly to clarify for readers the most relevant author to contact to learn more about particular dimensions of the process. The guest editors took on the editorial duties on behalf of this larger group.

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Eva Infante Mora, Luisa Álvarez-Ossorio Piñero, and Bartolomé Miranda Díaz

This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme’s previous design (homestays, cultural visits), but they needed to be structured into the curriculum, with clear learning goals and evaluation criteria. In addition, to palliate the obstacles students experienced when trying to establish connections with the local society, service-learning in community organisations was introduced into the core ‘Beyond Stereotypes’ course. This section describes the strategies that were designed to encourage active learning in the homestays, the cultural visits and the participation in community organisations, and the role these elements play in the new programme.

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Penny Welch and Susan Wright

plans for their careers or personal lives. Resistance to casualisation will be strengthened if those with more secure jobs recognise casualisation as an affront to human dignity. In the third article, Jane Booth advocates community-centred active

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Penny Welch and Susan Wright

's understanding of and personal response to the topic and the others take active learning beyond the classroom. In the fifth article, Matias Thuen Jørgensen and Lena Brogaard show how differentiated teaching can benefit classes comprising students from a range