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While problem-based learning (PBL) has been successfully used inmany disciplines for over 30 years, it has not yet been widely adopted by criminaljustice instructors. It is a student-centered curriculum that empowers undergraduatestudents to decide what they learn and to apply their knowledge and skills while solvingreal-world problems in relevant and authentic contexts. The present study provides anoverview of PBL and empirical evidence for the effectiveness of problem-basedinstruction in many disciplines. This article offers theoretical foundations foradopting PBL in the study of crime and criminal justice. Finally, for scaffoldinginstructors striving to implement PBL, this article describes possible formats ofimplementation and also identifies the challenges new PBL instructors may encounterduring application and provides specific recommendations

Adopting Problem-Based Learning in Criminology and Criminal Justice Education