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Session: 2022/23
Last modified: 30/03/2022 13:56:35
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Title of Module: Policing Communities |
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Code: CRIM09023 |
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: | L
Frondigoun |
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| Summary of Module |
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Policing by its very nature involves the need to interact and gauge support from the public and local communities where police operate. This module will examine the relationship and development of community forms of policing. It will outline some of the key theoretical models and concepts related to community policing. It will look at the ways in which police organisations interact with various types of communities both historically and in the contemporary world. It will examine the strategies and initiatives that have been framed under the concept of community policing and examine the ways that different communities define their relationships with police. It will examine the complexities of new forms of criminality/social issues and the impact this has on the policing of Communities.
This module will map on to the 'I am UWS' graduate attributes strategy and enhance students’ transferrable skills in critical thinking and analysis, and encourage an inquiring, ethical and cultural awareness to work in social settings including partnership working with other organisations closely linked to Policing and Criminal Justice. It will also support the development of problem-solving skills and in being an autonomous learner.
- History and Origins of community Policing
- Concepts and Models of community Policing
- Community Participation and Democratic Policing
- Policing vulnerable Communities
- Policing and Conflict Communities
- Policing and Partnerships Approaches
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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.
Evaluate key concepts and theories in community policing
L2.
Examine the ways in which police have responded to diverse communities both historically and currently
L3.
Evaluate the ways in which communities can hold the police to account
L4.
Using a range of sources demonstrate knowledge on the complexities of policing vulnerable and diverse communities |
| 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.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate understanding in Police Related Issues through practical application
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| 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 Pathway 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 policing communities. 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:
Bartkowiak-Théron, I. & N. L. Asquith N.L (Eds.)(2012) Policing Vulnerability, Federation Press, New South Wales
Mason, G et al (2017) Policing Hate Crime-Understanding Communities and Prejudices, Routledge, Oxon
Reisig, M. and Kane, R.J (2014) The Oxford Handbook of Police and Policing, Oxford University Press, Oxford
Rowe, M (2013) Introduction to Policing, Sage, London
Wisler D and Ihekwoaba D (2009) Community Policing: International patterns and comparative perspectives, Taylor & Francis
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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:
Students will be expected to evaluate a Community Police Strategy/Initiative of their choosing. They will be expected to outline the community initiative practice, examine the concepts and theories attach to this initiative and how it might impact upon the particular vulnerable group under consideration. There are two components. A case study plan worth 20% of the overall mark and a case study worth 80% of the overall mark.
(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor 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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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 | R Deuchar |
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| External Examiner | W Graham |
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| Accreditation Details | |
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| Version Number | 3.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will be expected to evaluate a Community Police Strategy/Initiative of their choosing. They will be expected to outline the community initiative practice, examine the concepts and theories attach to this initiative and how it might impact upon the particular vulnerable group under consideration. There are two components. The first component is a case study plan worth 20% of the overall mark. |
| The second assessment is a critical case study to evaluate a Community Police Initiative of their choosing. It is worth 80% of the overall mark. |
(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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