Starting summer 2019, I began assigning infographics as finals instead if traditional papers or exams. Students chose their own topics related to the course. They were instructed to imagine they were tasked with informing community members with little-to-no background knowledge on their topic. They needed to convey why their topic was important and develop a proposed solution or recommendation specific to their home state. Below are examples from CRJ 106: Introduction to Corrections, CJ 391: Corrections, and CJ 407: Introduction to Research Methods. 
My colleague and I are conducting a study to assess students' feedback on the infographic format. The results will be disseminated in early 2020. 

CJ 407: Introduction to Research Methods Fall 2019 

Linda, Gina, Jovanni, Robyn, and Bailey

CJ 391 Corrections
Fall 2019
Emily King
CRJ 106: Introduction to Corrections
Summer 2019
Shuqiao Chen


 In CJ 407: Introduction to Research Methods (WSU) Spring 2019, students worked together in teams towards a final project instead of a traditional final. They developed a research proposal by drafting their recommended methodology to study an important social issue. The last class is then devoted towards the team's presentations of their proposed studies in a format similar to the show Shark Tank. Through their Smart Tank presentations, the teams persuaded the judges, which consisted of Dr. Boppre and two community experts, that their project is worth funding/pursuing. Presentations were judged based upon teams' ability to convey the importance of their topic, the appropriateness of their chosen methodology, feasibility, and overall presentation style. 

Smart Tank Winners: Team Harambe

Topic: Understanding the increase in methamphetamine-related crime in Wichita

Smart Tank Community Judges


Connie Nichols and Monica Harris,

Sedgwick County Division of Corrections

© 2019 by Breanna Boppre. Proudly created with

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