TEACHING APPROACH

Since 2017, I've taught courses related to corrections, research methods, and gender both in-person and online. I consistently seek out the most effective teaching approaches backed by pedagogical research and the science of learning. I challenge the status quo in teaching and aim to use engaging active learning teaching methods. The foundations of my teaching include 1) an interactive classroom, 2) an inclusive learning community, 3) developmental learning, 4) experiential learning, and 5) project-based finals. These immersive and transformative techniques aim to cultivate empathy, critical thinking, and long-term engagement. 

​In all of my courses, students apply core concepts to issues facing the community. My reflective and project-based assignments build students’ social consciousness and career goals. My courses challenge students' preconceptions about controversial issues by exposing them to the latest research and perspectives of those directly impacted. Students leave my courses prepared to interact within an increasingly diverse workforce and clientele. 

Flipped classroom formatting has gained popularity in higher education particularly for skill-based courses in science and engineering (Talbert, 2017). I do not completely flip my in-person classes, but I use elements of flipped formatting to support an activity-based learning environment in the classroom.

Interactive Classroom

1

The activity-based format allows for more active learning appraisals during class (e.g., case studies, problem-solving, and discussion) than traditional lecture-style teaching (Eng, 2017). The activity-based format has been especially effective in teaching my undergraduate research methods class to make an often “boring” and difficult subject more approachable. I assign Learning Logs with a series of content and reflective questions about the readings, which ensures students retain the material in preparation for in-class activities. During class, students work together and obtain immediate instructor feedback. The activity-based format increases mastery of core concepts, participation, and engagement during class.

Although we do not have a formal "classroom" online, I facilitate an interactive self-paced learning experience. I create weekly modules with short mini-lectures on specific topics to support student learning (Costa, 2020). I also assign "interactivities" in which students must complete tasks (e.g., watching documentaries or other videos, complete Kahoot activities) and reflect on how the activities expanded upon the content. Such methods are aimed to help make online learning engaging. 

2

Inclusive Learning Community

My methods are highly student-centered, accessible, and relational-based. I start every semester by having students reflect on what they enjoyed most about prior classes and what they liked least. We then discuss their preferences as a group to set norms for the rest of the semester. I build social presence and relationships with students through humor, chatting and listening to music before class, and sharing my own experiences with the correctional system.

Even in online settings, I facilitate opportunities to build informal connections through discussion boards and external social sites, like group Spotify playlists. Building supportive professional relationships in the classroom has been shown to increase students' success and connections to others (Gehlbach, Brinkworth, King, Hsu, McIntyre, & Rogers, 2016).

To engage in reflective pedagogy (Neuhaus, 2019), I continuously check-in with students through anonymous feedback surveys to ensure I am effectively facilitating their learning throughout the semester. Every class dynamic is unique and shapes class discussion and activities. Students are experts in their own learning experiences and I take their feedback seriously to improve the class.

 

As a former first-generation college student myself, I am mindful of underserved students' needs. I purposefully seek out professional development opportunities to increase my awareness of diverse student needs. I develop my classes to be accessible from the ground up, from the syllabus and course policies to exam format. I strive for an inclusive learning environment with the structure to support all students' success (Sathy & Hogan, 2019). I use the transparency teaching model to identify the 1) purpose, 2) required assignment tasks, and 3) criteria for success. Such approaches have been shown to improve students' sense of belonging and academic success (Winkelmes et al., 2016). 

3

Developmental Learning

I emphasize developmental learning approaches to support mastery of the material (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Barkley, 2009; Nilson, 2010). I utilize low-stakes formative assessment in class to gauge students learning. I use interactive and somewhat competitive approaches to motivate students, such as Kahoot, Quizizz, or Factile. The individual scores are not recorded, but the top scorers earn extra credit. These techniques relate to gamification, in which students are motivated intrinsically through game-like activities and point structures (Sheldon, 2012). Other positive behaviors, such as perfect attendance also earn extra credit. These approaches are more inclusive and strengths-based than deficit-based approaches (i.e., penalizing or deducting points). 

4

Experiential Learning

I use experiential learning in my courses to help students generate and apply knowledge through hands-on activities. Such approaches encourage students' long-term engagement with the material (Belisle, Boppre, Keen, & Salisbury, in press). In my undergraduate Corrections course, students attend a tour of a local correctional facility and interact with formerly incarcerated guest speakers. In my other courses, I facilitate service-learning to support community engagement. For example, students in my Women, Crime, and Criminal Justice course volunteer at a local shelter for domestic violence and human trafficking survivors.

 

After each experiential learning activity, students complete a reflection assignment in which they apply course concepts to their experiences and reflect on how the activities facilitated their learning. These reflections help students review how the activities made them feel or react. When students have an emotional and personal connection to the material, they are more likely to remember it beyond the semester (Bain, 2004; Kavanaugh, 2016). Students often mention that experiential learning enhances the class by bringing course material to life and it humanizes those directly impacted (Belisle et al., in press). The reflection assignments allow me to clearly identify how the activities achieve learning objectives and the impacts on students' perceptions. 

I recently completed a study with my co-authors using reflection paper responses from y undergraduate corrections students to assess the impacts of a jail tour, formerly incarcerated guest speaker, and a documentary on their learning and engagement. Here is one representative quote by Student #27: 

“Having [the guest speaker] come into the class is a refreshing take on understanding criminal justice from a prisoner's perspective, especially listening and watching how he reacts to the given questions. It feels more authentic compared to reading articles or interviews with prisoners.”

Publications:

Belisle, L., Boppre, B., Keen, J., & Salisbury, E. J. (In press). Bringing Course Material to Life Through Experiential Learning: Impacts on Students’ Learning and Perceptions in a Corrections Course. Journal of Criminal Justice Education.

FACILITY TOURS AND GUEST SPEAKERS

Each semester, my students attend a tour of El Dorado Correctional Facility and Lieutenant Hermreck comes to class to talk about working in the field.  

5

Project-Based Finales

I recently began assigning project-based finals to end my courses as a “finale” rather than a traditional final (Crider, 2015; Gannon, 2018). Students in my content-based courses create their own infographics on controversial topics (e.g., the death penalty, juvenile transfer laws) to provide recommendations for local policymakers. Similarly, students in my undergraduate Research Methods course develop proposed studies in teams to examine a local criminal justice issue. They pitch their proposals in a "Smart Tank" judging format with two community stakeholder judges. Presentations are judged based upon teams' ability to convey the importance of their topic, the appropriateness of their chosen methodology, feasibility, and overall presentation style. I support students throughout the semester by facilitating incremental activities along with on-going formative feedback.

 

The project-based finals create a sense of community and promote personal interests through the focus on local issues. On the last day, I hold a communal exhibit to share students’ final projects with fellow classmates. The exhibit makes the course feel like a cumulative and celebratory finale to the 15-week semester, which supports lasting connections to the material (Crider, 2015). 

INFOGRAPHIC EXHIBIT

CJ 391 Corrections

"SMART TANK" 

Intro to Research Methods

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

Courses Taught: Wichita State University

Corrections (CJ 391)​
Institutional Evaluation Average: 4.6/5
Liquid Syllabus

Introduction to Research Methods (CJ 407)

Institutional Evaluation Average: 4.5/5

Women, Crime, and Criminal Justice (CJ 581A) New Course! 

STUDENT FEEDBACK

CJ 391: Corrections

"I really enjoyed Dr. B's teaching style. I learned more about corrections and evidence-based practices than I ever thought I could."

"I liked the relaxed environment and the teaching style. I loved all the activities, videos, guest speakers and tours."

 

"I enjoyed coming to each class. I never walked out of here without learning something new. It was always interesting and Dr. B. always kept us engaged in class."

CJ 407: Intro to Research Methods

"I was afraid I was going to struggle in this class. Dr. B. made it easy to understand. The hands-on activities kept us engaged."

"I liked that the class focused on the real world and the CJ system."

 

"Dr. B. cared about us and if we learned the material. She was willing to go above and beyond to help us understand." 

© 2019 by Breanna Boppre. Proudly created with Wix.com

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