The multiple purposes of criminal justice/criminology practica: contradictions in practice

Across undergraduate criminal justice and criminology (CJC) programs at Canadian colleges and universities, the practicum provides eligible students an opportunity to apply academic knowledge to a real-world setting. The practicum setting might include anything from policing and corrections to social justice non-profits and Indigenous organizations. The university CJC practicum coordinator plays a key role in bridging relationships among students, professionals, and teaching faculty. The existing scholarship in the discipline of CJC identifies risks and benefits of practica, typically from the perspective of students. In fields, such as education and social work, scholars have clearly articulated several challenges that practicum coordinators must understand and manage, suggesting that this might also be the case for CJC practicum coordinators. While the current research on CJC practica does illuminate problems with practicum supervision, it does not tend to focus on the perspectives of practicum coordinators themselves. Despite the vital role of CJC coordinators in bridging academic and professional learning, little is known how real-world learning is achieved or if problems impede student success. To understand the nature and extent of problems that prevent learning during a CJC practicum, I conducted qualitative interviews with 11 practicum coordinators drawn from the 21-university undergraduate CJC programs across Canada. Coordinators from six provinces participated; seven had over five years of experience in the role, and four had over 15 years. Findings indicate coordinators' role was integral to CJC student professional development and success. Coordinators introduced CJC students to criminal justice professions and prepared students to step into a practicum ethically and professionally. They also artfully co-created learning goals students wanted to achieve. Further, CJC practicum coordinators dispelled unrealistic beliefs about criminal justice professions and reframed ethical and professional missteps as learning opportunities that helped students develop into willing, capable, and ethical agents of change. This research reveals knowledge gaps in the academic education and the professional development of CJC students. Evidence from coordinators I interviewed indicates the CJC practicum coordinator role is also under threat. I conclude by suggesting ways to ensure CJC practica continue to exist for students interested in pursuing careers that serve the public good.