NCJ Number
220251
Journal
Journal of Police Crisis Negotiations Volume: 7 Issue: 2 Dated: 2007 Pages: 85-106
Date Published
2007
Length
22 pages
Annotation
This paper discusses the advantages of applying critical-thinking strategies and active-learning scenarios in public-safety-administration curricula designed to address global social change and associated threats to public safety.
Abstract
World events have increased public-safety and homeland-security priorities. These priorities should be reflected in the content and instructional methods of college/university curricula and courses on public-safety administration. Active-learning strategies involve the application of learning objectives and assessment to develop in the classroom rather than only in class examinations. Active learning requires that students learn not only from the instructor but also from each other while participating in the problem solving process. The active-learning process is driven by group participation and the use of a variety of teaching methods. Active learning can involve student role playing and the interaction and cooperation of students with one another in applying facts and concepts learned from curriculum material. Building a bridge from theory to practical application stimulates student involvement in and retention of curriculum objectives. Active-learning fosters critical thinking, in that students learn to assess the impact/outcomes of various concepts and responses in various contexts. Critical thinking occurs, for example, in the context of using problem-oriented policing, data-based team assessments of performance, the planning of emergency operations, incident action planning, and evaluation. This article describes active learning and critical thinking in the context of case studies, the application of first-responder disaster procedures, accident reconstruction, and hostage negotiation scenarios. The article concludes with an example of a public-safety curriculum evaluation (University of Scranton). 25 references