Abstract
White-collar crime (WCC) courses extend beyond the boundaries of one title and often involve expansive content coverage. Many scholars believe these areas are fundamental to criminology and criminal justice curricula. This research seeks to advance knowledge by exploring professors’ perspectives and examining syllabi to assist in identifying commonalities in academics’ views and underscoring pedagogical practices in WCC courses. The research compiled 32 undergraduate syllabi from members of the American Society of Criminology’s White-Collar and Corporate Crime Division who have taught the course to ascertain which textbooks are used, what prominent cases are reviewed, and how they engage students. Additionally, interviews with 23 professors were conducted to explore their teaching experiences. The findings highlight that while some standard practices are associated with WCC courses, each course is unique. Professors integrate a variety of assessments, reading materials, topics, and interactive activities in their courses. Four major themes emerged, including the frequency of course offerings, student investment, course content, and types of assignments.
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