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Session: 2022/23
Last modified: 30/03/2022 13:57:26
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Title of Module: Crime Investigation |
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Code: CRIM09024 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | R
Deuchar |
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| Summary of Module |
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Crime Investigation forms the cornerstrone of the police's ability to detect crime and a critical asepct of their day to day role whether front-line officers dealing with volume crime or anti-social behaviour or serious and homocide invetigations to dealing with transnational criminalty that cuts across borders. This module will provide an overview of some core developments, debates and processes invovled in the practice of crime investigations. These discussion will be underpinned by theoretical and academic debate surrounding crime investigation and will use case studies as a way to understand some of the broader social and political context in which crime investigations operate.
- Introduction to Crime Investigation
- History and Development of Crime Investigation
- Models of Crime Investigation
- Investigative practices with vulnerable victims
- Oversight of Criminal Investigation
- Professionalisation of Investigation
- Forensic Investigations/Techniques
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Demonstrate a Critical Understanding of criminal investigative processes
L2.
Demonstrate a critical understanding of competing crime investigation models and how they are applied
L3.
Apply knowledge and understanding of the broader context in which crime investigation occurs
L4.
Critically and Independently appraise crime investigation processes and techniques using a range of sources and means |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrate a detailed knowledge and understanding of at least one specialist area of policing. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate understanding in police related issues through practical application for example through exploring case studies |
| Generic Cognitive skills |
SCQF Level 9.
Be able to describe and critically interpret research literature with a focus on policing
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Show the ability to communicate policing knowledge through oral and written expression.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Have the capacity, within a supportive system, to undertake self-directed study and show awareness of time-management.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will deploy an intensive and blended delivery model, this will include a limited number of concentrated teaching sessions and on-line material and assessment and on-line discussions and forums.
This module is capped at 30 students as it is only on offer to those students taking the Policing Specialism on the BA Criminal Justice Programme. The need for small classes is to ensure that the students are provided with a unique and intimate opportunity to better understand Policing for those who are intending entering the Police post-graduation. The classes are small in order to allow for an interactive and discursive type of input from the Police and their partner agencies in crime investigations The module design is to support students in gaining knowledge and understanding on the practice and nature of policing - 'taking policing off the page and talking practice' - in order to enhance the students' knowledge and understanding beyond that which is available in academic texts and in the public arena. The design and structure of the module is to provide the opportunity for close discussions which are interactive. For example, the policing input has small group work embedded within it and the police interacted with each of these groups while the students were involved in problem solving exercises. Therefore the teaching format on this module cannot be effectively delivered to large class sizes. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cook, T et al (2013) Blackstone's Crime Investigator's Handbook, Oxford University Press, Oxford
Mockton-Smith, J et al (2013) An Introduction to Forensic and Crime Investigation, Sage, London
Newburn, et al (2008) Handbook of Criminal Investigation, Routledge, Oxon
Stelfox et al (2013) Criminal Investigation, policies, process and practice, Routledge, Oxon
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
Outline attendance requirements in addition to Regulations
Students are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Criminal Justice |
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| Moderator | L Frondigoun |
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| External Examiner | W Graham |
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| Accreditation Details | |
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| Version Number | 2.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Case Study 40%- Students presented with a case study and ask a specific set of question which they give short answers to |
| Case Study 60%- Students focus on a case study of their choice and critically appraise the criminal investigative techniques, process and any issues arising (2,500 words) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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UWS Equality and Diversity Policy
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content. The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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