Transforming Digital Forensic Science Education with Service Learning

Picture of students in the Dorensic Science Institute department

Photo of Dr. Mark McCoyWritten by Mark R. McCoy, Ed.D., Professor, Forensic Science Institute –

The National Service-Learning Clearinghouse (2011) defines service learning as a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities. Service learning represents a potentially powerful form of pedagogy because it provides a means of linking the academic with the practical. There is growing evidence that having students apply theoretical material learned in the traditional classroom in a “real world” setting has a positive effect on student learning and interest in the subject matter (Astin et. al., 2000). Service learning projects also benefit the community by providing new perspectives into the work of universities and strengthening community relationships with faculty and students. . . .  read more

Student Engagement, Critical Reflection, Transformative Learning: What’s the Key?

Photograph of reflection in a sphere

Student engagement is a good thing. We’ve heard that for decades. Alexander Astin asked the question, “What matters in college?” then answered by saying a big percentage of what matters is student engagement (Astin, 1997). Pike & Kuh (2005, p. 186) agree in a summary statement about this issue, saying, “. . . students learn from what they do in college.” . . .  read more