community college criminal justice program L a w

community college criminal justice program L a w


Mark is a student in a community college criminal justice program. Mark chooses nights out with friends over studying most of the time. Although he knows he should try harder, he is content to sit quietly in class, narrowly pass his exams, and put in the minimal time and effort required to earn his degree.

Keisha is also a student in same community college criminal justice program. She is a single mom who works two jobs to support her 4-year-old daughter while trying to earn a degree. She knows that having a marketable degree will eventually pay off, but is often too busy to study as much as she needs to.

Post a description of at least two instructional strategies that you might apply to engage the learners in the scenario you chose, and an explanation for how you would implement these strategies. Include specific references to the resources and at least one additional scholarly, peer- or jury-reviewed article.


  • Identify a standard, indicator, or benchmark applicable to your particular setting or select one from the standards websites included in this week’s resources.
  • Consider applications and multimedia that might help learners meet the individual standard, indicator or benchmark

Part 2: Consider how you might incorporate applications and multimedia resources into your professional practice to support your learners in meeting adult educational standards. Standards identify what learners should know and be able to do. Standards are also commonly referred to as indicators or benchmarks. Some standards may not apply to your particular setting of interest, but they all should represent best practices for adult learning.


  • The standard, indicator, or benchmark you chose and the set of standards from which it was selected
  • Two strategies for using applications and multimedia to meet the standard, indicator, or benchmark either as an instructor or learner

Be specific and provide concrete examples. Cite from the resources, your own investigation online and in the Walden Library, and call on your personal and professional experiences to support your ideas.

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin Press

  • Chapter 1, “The Read/Write Web” (pp. 1–16)
  • Chapter 7, “Fun with Flickr: Creating, Publishing, and Using Images Online” (pp. 101–110)
  • Chapter 8, “Podcasting, Video and Screencasting, Live Streaming: Multimedia Publishing for the Masses” (pp. 111–129)

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