Justice and Human Services

Welcome from the Dean

Jeanine Webber

It is my pleasure to welcome you to the Centre for Justice and Human Services’ (CJHS) webpage. Whether you are a prospective student, current student, alumni or one of our valued partners, this page is designed to connect you to our centre.

The CJHS is dedicated to preparing students to be change-makers within their community. Many of our students contribute towards enhancing the quality of life for members of their community while studying in our programs. For example, students involved in our Lethbridge College LEO Club contribute hundreds of hours of community service each year.

Whether our students are studying at our campus or in their home as a distance learner, our centre provides a vibrant learning community for them. Our robust menu of online courses provides learners with maximum flexibility as they strive to meet their learning goals. Our exceptional faculty team bring a wealth of experience and knowledge to our learning spaces. Students have the opportunity to participate in many work-integrated and competency-based learning activities throughout their academic journey with us. Additionally, students have the opportunity to pursue international learning experiences.

Each member of the CJHS team is dedicated to student success and providing a rich, nurturing and stimulating learning experience to each of our students.

I hope that you will return often to our webpage, Twitter and Facebook pages to keep updated on the on-going activities within our vibrant centre.

Jeanine Webber, Ph.D., RSW
Dean

Centre Spotlight

Role-Playing Gamification Technologies with Adult Learners

Role-Playing Gamification Technologies with Adult Learners

Faculty Research

School of Justice instructor, Kirsten Fantazir, and retired instructor, Murray Bartley, have published their research findings, Role-Playing Gamification Technologies with Adult Learners, in the inaugural March 2021 issue of Imagining SoTL, an open access publication stemming from the annual Symposium for Scholarship of Teaching and Learning (SoTL) in Banff, AB. Their research focused on the promotion of student engagement, motivation, and success using game-based learning technology in post-secondary classrooms. 

Gary Barron

Global University Rankings and the Politics of Knowledge

Faculty Published Work

Barron, G. R.S. (2021). University Rankings As Global Surveillance Assemblage. In M. Stack, C. P. Chou, A. Mazawi, & M. Ishikawa (Eds.), Global University Rankings and the Politics of Knowledge. University of Toronto Press. http://hdl.handle.net/2429/78483

Conceptually unique in its scope, Global University Rankings and the Politics of Knowledge addresses the lack of empirical research behind university and journal ranking systems. Chapters from internationally recognized scholars in decolonial studies provide readers with robust frameworks to understand the intersections of coloniality and Indigeneity and how they play out in higher education.

In this chapter I articulate a problem for those of us who regard university rankings, metrics, and their politics to be undesirable, or perhaps even destructive to our freedoms to choose what research we conduct, where we publish, how our universities are governed, and to have valid information to make personal and governmental policy decisions. Yet, rankings are as much a part of academic history and culture as they are governmental or business tools for oversight and profit generation. The problem is this: the material and cultural relations in which rankings are entwined make them all at once seductive, coercive, and profane to academics that are not only subject to them, but whose very work feeds their production. That is, they are not only embedded within long standing academic practices and interests, they are increasingly integrated into routine ways of knowing, thinking about, and recognizing legitimate universities and academic work. The university’s entanglement with rankings makes a world without them seem unimaginable. In this chapter I articulate rankings within actor-network theory and explain the implications of this perspective for articulating junctures between rankings, metrics, and university life that require personal and collective reflection to instigate thought as to what alternative values, ethics, and means of recognition might be possible. Rather than presume to know what alternative values and interests are best, I simply outline the current state of affairs and, in so doing, intimate points of departure.

Immersive Learning Environments in Justice - Artificial Intelligence and Virtual Reality to Enhance Student Learning 

Faculty Research

Dave Maze, B.A.I.S, M.A.I.S., Stephen Graham M.Sc., ITCP, L.S.P. and George Gallant, M.A.

In a virtual learning environment, using artificial intelligence and interactive scenarios, participants are introduced to real-world crisis situations that are complex and challenging to solve. Focusing on the mechanics involved in a crisis situation, taught in the Crisis Intervention course in the final semester of the Criminal Justice diploma program, scenario-based learning enhances the overall learning experience. Implementation of outcome-specific scenarios in virtual reality results in the development of new mental modules by integrating new visual experiences with existing schemas in participants' long-term memory.
 While the second year of research was interrupted by COVID, the researchers were able to successfully complete testing and also run a full class of students through the VR experience. Students, through surveys and interviews, commented that they felt the VR experience prepared them for their live-action role play and they felt confident in engaging with the role play. A review of summative assessments from the students who experienced the formative VR Scenario experience was compared to the marks of two groups of students who did not participate in the formative experience and a marked difference was noted with formative VR participants generally scoring hirer as a result. 

Dean’s Student Advisory Council

Dean’s Student Advisory Council

On-campus and online student representatives from all programs across the centre are dedicated to providing feedback about their experiences at Lethbridge College. We offer our sincerest appreciation for the thoughtful feedback and suggestions provided by this group. Any student interested in participating on this Council may contact Trudi Mason, Dean by email.

CJHS Logo

2021 Centre for Justice and Human Services Awards

In September 2021, Trudi Mason, Dean of the Centre for Justice and Human Services, presented the Centre Awards to recognize faculty, staff, and external and internal partners whose daily actions and interactions exemplify excellence in teaching and learning, innovation, creativity, as well as representation of the Centre’s values of respect, integrity and accountability. CJHS congratulates this year’s award recipients: 

We would like to send our heartfelt congratulations to all of the recipients and thank them for the contributions they have made to the Centre for Justice and Human Services.

Travis Bissett

External Partner Award

Travis Bissett, Stringam Law

Since 2008, Travis has been giving lectures on a variety of legal topics through the partnership between the Lethbridge College and the Alberta Law Foundation. Travis has been volunteering his time to bring a collaborative experience to both criminal justice and nursing students for the past three years. He enables students to experience first-hand the rules of the courtroom, the rules of evidence, and the rules of testifying, and spends many voluntary hours reviewing material in preparation for the court room sessions. His work has helped build bridges between the Justice and Nursing programs and has helped students understand the importance of the work done in each other’s profession and how they are connected. Travis’ hard work and diligence is appreciated by faculty and students alike.

Sifton Family and Youth Services

External Partner Award

Sifton Family and Youth Services

Sifton is a significant supporter of CYC graduates through their commitment to the provision of practicum, and mentorship of practicum, and through committed representation on our Program Advisory Committee. The entire staff at Sifton contributes to mentorship of our students and the time and effort they put into matching students to staff teams at Sifton allows for positive mentorship relationships and excellent learning opportunities. Sifton also participates as a member of an employer panel as part of second-year CYC course work, and students report back on the great benefit of talking to a panel of employers and engaging in mock interviews with those panel members. 

Briana Fleckenstein

Internal Partner Award

Briana Fleckenstein, Career and Academic Advisor

Briana is recognized for her outstanding commitment to providing students with accurate, compassionate and timely advice. She has developed key partnerships with Chairs in our centre and works collaboratively with them to provide guidance to students. She is always willing to go the extra mile. She responds quickly and asks questions to understand. When help was needed in reaching out to all students in the Corrections diploma to ensure they knew about upcoming changes and the need to complete courses that are part of the old curriculum within a specified time frame, she went above and beyond to make sure students had the required information and assistance in planning out their final courses in the program

Dave Maze

Colleague Award

Dave Maze, Chair, Criminal Justice–Policing diploma and Correctional Studies diploma (on campus)

Dave’s virtual door is always open in response to students, faculty and industry. He is an excellent resource within our Centre, continually sharing his resources with colleagues and passionately sharing his experience in the field, not only with students but his peers, too. He uses humour to create a learning and work environment that is supportive, challenging, and engaging. He tries an array of teaching strategies to appeal to a variety of learners, and mentors instructors to follow suit. He continually is looking to improve his craft and works with his peers and other college opportunities to stimulate his curiosity. His enthusiasm and work ethic are contagious and his student-centred approach, passion for our program, and genuine concern for his colleagues benefits our Centre greatly.

Brenda Bryson

Innovation Award

Brenda Bryson, Instructor, Educational Assistant Program

Brenda is a thoughtful leader who has demonstrated her ability to innovate for her students. Brenda is constantly looking for creative ways to engage many of her learners who are mainly online. She has provided synchronous sessions for distance learning students who don’t typically connect with instructors or their peers synchronously. She has created and maintains an interactive resource, EA Community, which is immensely helpful in creating a community not only for students but also for instructors. Brenda’s student-centered approach to the enhancement of their learning experiences within her program create cross campus opportunities for implementation in other programs.  Brenda has an array of assessment tools and techniques that she willingly shares with her peers and is constantly challenging others to innovate, create, and improve, for the benefit of students.

Schools & Programs

School of Human Services

School of Human Services

Our students in the Early Childhood Education, Education Assistant, and Child and Youth Care programs bring their love of helping children and youth to gain three critical tools they’ll use in their working lives. By working from the heart to highly skilled practice, they’ll develop essential skills, acquire critical knowledge, and put their skills in action in a variety of work integrated opportunities.

Cheryl Hatten
Chair, Instructor and Practicum Coordinator, Early Childhood Education program
Cheryl Hatten, ECE Dip., BA, MEd.
Lance Semak
Interim Chair, Child and Youth Care program & Educational Assistant program
Lance Semak. B.A, M.A.
Heather Ober
Program Assistant
Heather Ober
School of Justice Studies

School of Justice Studies

Our three School of Justice Studies programs prepare students for rewarding and demanding careers within the public safety field. Students develop essential skills and knowledge in the classroom that they put into action in various scenario-based learning activities. Learn how to enhance the quality of life within your community.

We have two certificate programs – Police Cadet Certificate and Commercial Vehicle certificate. These programs use a competency-based model and where developed in close collaboration with our Policing and Commercial Vehicle Enforcement partners.

Dave Maze
Chair Criminal Justice – Policing diploma and Correctional Studies diploma (on campus)
David Maze, B.A.I.S. in Criminal Justice, M.A.I.S
Gary Barron
Chair Justice Studies - Bachelor of Applied Arts (on campus)
Gary Barron. Ph.D.
Kirsten Fantazir
Chair DL sections Criminal Justice–Policing, Correctional Studies, Justice Studies-Bach Applied Arts
Kirsten Fantazir, Ph.D.
Corinne Knop
Program Assistant
Corinne Knop
Inclusive Post-Secondary Education

Inclusive Post-Secondary Education

Inclusive Post-Secondary Education offers students with developmental disabilities the opportunity to have an authentic college experience and participate fully in campus life. Students are supported in taking college level courses, participating in campus activities and groups, gaining volunteer work experience in their community and, ultimately, obtaining meaningful employment.

Coordinator, Inclusive Post-Secondary Education
Shannon Mertz

Activities & Events

Conversation with a Cop

Conversation with a Cop

On Oct. 22,, 2019, representatives from the RCMP, Lethbridge Police Service, Medicine Hat Police Service, Canadian Armed Forces, Commercial Vehicle Enforcement and Canadian Border Services met with students to answer their questions about their roles within our community. We appreciate our partners’ generosity in making such a positive learning opportunity possible.

SLICK

Simulated Learning Incident for Collaboration and Knowledge (SLICK).

We strive to provide students access to hands-on learning opportunities that create a learning experience that moves beyond the classroom. Through our interdisciplinary, collaborative relationship with the Nursing, Paramedic/PCP, and Digital Communications and Media programs, our Criminal Justice Policing students participate in a “close to real life as possible” SLICK Major Crimes scenario twice each year.

National Child Day

National Child Day

Our Early Childhood Education program successfully hosted a National Child Day event. Our outdoor play area was particularly well-received by children and their families alike. It was our pleasure to be an integral part of the event where families and community partners came together to celebrate and honour the rights of the child. 

Key Contacts

Trudi Mason
Dean, Centre for Justice and Human Services
Trudi Mason, M. Mus
Brad Taylor
Associate Dean, Centre for Justice and Human Services
Brad Taylor
Michelle Taylor
Senior Administrative Assistant
Michelle Taylor, B. Comm.

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