Evidence-Based Policing
| Module title | Evidence-Based Policing |
|---|---|
| Module code | SOCM031 |
| Academic year | 2020/1 |
| Credits | 15 |
| Module staff | Professor Katharine Boyd (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 5 |
|---|
Module description
Evidence-Based Policing is the use of research evidence to inform practice in law enforcement. This module will introduce you to the purpose and history of the evidence-based practice movement, and the developments in policing research. In this module you will discuss data collected by the police and you will be given police data and work in groups to develop research questions and carry out the projects to help inform police practice.
Module aims - intentions of the module
This module aims to provide you with introductory knowledge of evidence-based policing. It aims to teach you how to use police data to create research projects and answer relevant questions for the police.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate detailed knowledge of evidence-based policing;
- 2. Critically assess the application of research in practice;
- 3. Show a comprehensive ability to apply research methods and data analysis skills to answer research questions;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Independently conduct analysis of quantitative data;
- 5. Demonstrate a critical and in-depth understanding of policing research and the implications for relevant policy;
- 6. Critically and systematically assess strengths and weaknesses of quantitative research designs in social sciences;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Present an argument orally in a clear, organized and effective manner;
- 8. Effectively communicate results of research in written form to the deadline;
- 9. Work in a group within a limited time frame to complete a specified task.
Syllabus plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following themes over one or more weeks:
Evidence-Based Policing –the history of evidence-based practice and the evolution of EBP from medicine
Implementing EBP –complications with implementation and organizational change
EBP in specific policing topics –look at how research has informed practice in specific areas (e.g. hotspot policing)
Use of Police Data –how do the police collect data, how can data be used for research purposes
Developing EBP research questions –how do you make question into a research question
Group projects using police data –students will be put in groups to create research questions and analyze police data to create research projects
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 22 | 11 x 2-hour seminars (lecturers explanations, student participation and discussion) |
| Guided Independent Study | 24 | Reading assignments and preparing for the seminars |
| Guided Independent Study | 30 | Preparing seminar presentation |
| Guided independent study | 20 | Additional reading/research |
| Guided independent study | 54 | Preparation for and completion of essay |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| ELE test | Practice ELE test (20 minutes) | 1, 2, 3, 5 | ELE feedback |
| Participation in seminars | Active participation based on readings | 1-7, 9 | Verbal |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 75 | 0 | 25 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Group presentations | 25 | 20 minute presentations | 1, 2, 3, 5, 6, 7, 9 | Verbal class feedback |
| Essay | 75 | 3,000 words | 1- 8 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Group Presentations | Individual Presentation (10 minute individual presentations to the lecturer) | 1, 2, 3, 5, 6, 7, 9 | TBA with students |
| Essay | Essay (3,000 words) | 1-8 | August/September reassessment period |
Indicative learning resources - Basic reading
Basic reading:
Ferguson, A.G. (2017). The Rise of Big Data Policing: Surveillance, Race, and the Future of Law Enforcement
Knutsson, J., and Tompson, L. (2017). Advances in Evidence-Based Policing
Lum, C., and Koper, C.S. (2017). Evidence-Based Policing: Translating Research into Practice.
Sherman, L.W. (2013). The Rise of Evidence-Based Policing: Targeting, Testing, and Tracking. Crime and Justice 42(1): 377-451.
Weisburd, D., Farrington, D.P., and Gill, C. (2016). What Works in Crime Prevention and Rehabilitation: Lessons from Systematic Reviews
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 23/01/2018 |
