Task-Based Paradigms and the Structure of Baccalaureate Crime Study Curricula

Abstract

Over the past few years, the multi-disciplinary field of crime-study has attempted to address various aspects of its higher educational curricular structure. However, there has been apaucity of research concerning the confirmation of academic credit for experiential learning and the structure of baccalaureate programs that are the gatekeepers for transfer creditor advance study. This article is adescriptive study involving archival research examining 1) existing task-based paradigms in higher education, 2) the titles, statuses, structures and type of degrees offered by crime-study curricula, and 3) the credit conferring experiential options employed in criminal justice. The information involved coding, transcribing and tabulating same as nominal data from 380 institutional publications (catalogues) of criminal justice curricula throughout the United States (and one from Canada). The variables were independent with a composite measurement used for scaling purposes. The findings revealed the multi-disciplinary character of the field with its diverse structures, titles and statuses as well as the evolution of task-based paradigms and the field's changing clientele.