Students will be introduced to the international sub-field of crime prevention (or crime reduction) which differs significantly from crime control even though the terms are often used interchangeably. Students will be able to discern that prevention comprises opportunity reducing measures that (1) are directed at highly specific forms of crime, (2) involve the management, design or manipulation of the immediate environment in as systematic and permanent way as possible, (3) make crime more difficult and risky, or less rewarding and excusable as judged by a wide range of offenders (Clarke 1997, 4). Students will be able to differentiate between the four main approaches to crime prevention that have developed on the global stage, especially from the UK, USA, The Netherlands and Australia. They comprise: situational, developmental, community/social and CPTED. Students will discover the analytical approach, sets of techniques and practical applications of these forms of crime prevention. They will engage in analysis of discrete situations, environments or crime types such as graffiti on public transport, car theft in shopping centres, or assaults near nightclubs. Students are to examine a range of international empirical evaluations of crime prevention measures through the use of research studies and will have the opportunity to engage in practical crime prevention exercises.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Crime Prevention|
Delivery & attendance
|Prescribed resources:|| |
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Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Students will be able to identify the key differences between crime prevention and crime control.
- Students will be able to critically appraise the various 'schools' or approaches within the field of crime prevention and to delineate the specific techniques adopted within each one.
- Students will be able to evaluate the empirical research on crime prevention initiatives both in Australia and internationally.
- Students will demonstrate their knowledge of the theory and practice of crime prevention to specific crime scenarios.
|*In-Class Quiz - Individual||A series of three multiple-choice and short answer examination will be held in-class in Weeks 5, 8 and 11 and will test the material discussed in lectures and tutorials and from the textbook readings. They are worth 10%, 10%, and then 20% for the final test.||50%||Week 5||1, 2, 3, 4.|
|*Seminar Presentation||This is an individual 30 minute presentation about a crime problem and the crime prevention strategy you would propose to address it. Powerpoint presentations can be used but a key element is to be able to describe the problem and your solution within the short time-frame, and to engage your audience.||50%||Week 9||3, 4.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Subject overview and assessment material
Theoretical approaches (Chapter 1)
Problem-solving, classifications (Chapter 2)
Social approaches (Chapter 3*)
SCP approach (Chapter 4*)
CPTED approach (Chapter 4*)
DCP approach (Chapter 3*)
Types of evaluations (Chapter 5 & 6)
International comparisons (Chapter 7 & 8)
Participation and planning (Chapter 9 & 10)
Graffiti and gangs
Emerging issues and critical appraisal