From Cinderella to Consumer: How Crime Victims Can Go to the Ball

Erez, Edna; Jiang, Jize; Laster, Kathy

doi:10.1007/978-3-030-42288-2_13

Cited by 3 publications

(1 citation statement)

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“…Design thinking aims to help embed these skills through accessible processes that encourage deep stakeholder engagement to understand and define challenges, and support creativity in identifying how best to tackle problems (Vaugh et al, 2020). Again, like with restorative practices, there is now a growing recognition of the role of design thinking in meeting service users' needs in both educational (Vaugh et al, 2020) and victimological (Erez, Jiang, & Laster, 2020) settings. Although it does not seem that restorative practices and design thinking have previously been combined in a project, the current project was underpinned by the recognition that both seek to encourage greater stakeholder participation in decisions around service design and delivery, and that they offered potentially complimentary methods to do so.…”

Section: Why Enable Student Participation In Course Design?mentioning

confidence: 99%

Enabling Student Participation in Course Review and Redesign: Piloting Restorative Practices and Design Thinking in an Undergraduate Criminology Programme

Marder

Vaugh

Kenny

et al. 2021

Journal of Criminal Justice Education

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Questions remain as to the utility of the data obtained through student feedback, and the extent to which students experience feedback processes as meaningful, and academics revise their teaching accordingly. This project piloted restorative practices and design thinking to enable active student participation (n ¼ 25) in reviewing and redesigning a victimology course within an undergraduate criminology programme. It utilized restorative and design workshops to gather data and facilitate student-lecturer dialogue, and collaborative reflection and ideation. Aligning with the research on dialogue-based student feedback processes, students valued this process, articulated their learning experiences and the course's strengths and weaknesses in sophisticated ways, and co-created many practical, transferrable ideas to meet future students' needs. The project humanized participants, and aided the course leader's efforts to empathize with students, develop their courses, and reflect on their broader teaching and student support practices. This project is easily replicable in criminal justice and criminology programmes globally.

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Section: Why Enable Student Participation In Course Design?mentioning

confidence: 99%