There are multiple strategies that are implemented by individuals, communities, institutions, and agencies that are designed to target the individual, social, and environmental causes of crime. The prevention of crime is multifaceted and involves theory, scientific evidence, the application of an appropriate framework, intervention, and evaluation. Developing a holistic understanding of crime prevention approaches, including theoretical underpinnings and rationale, is vital in determining the most appropriate and effective prevention strategies. This course will give students an in-depth understanding of crime prevention strategies. This course will investigate six key crime prevention theories; enforcement, situational crime prevention, developmental crime prevention, individual crime prevention, community crime prevention, and economic disruption. Students will be expected to demonstrate critical knowledge of the process of crime prevention, the theoretical frameworks, the application of interventions, and the evaluation of interventions.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. demonstrate an understanding of the principles and theories of crime prevention;
2. explain the key issues in determining the most appropriate and effective crime prevention strategies;
3. use theory and the scientific method to critically evaluate crime prevention approaches; and
4. analyse the complex role of crime prevention initiatives both within and outside the criminal justice system.

Required Resources

Lawrence W. Sheman; David P. Farrington; Brandon C. Welsh; Doris L. MacKenzie. (2006). Evidence-Based Crime Prevention (Revised Ed.). Taylor & Francis.

Adam Sutton; Adrian Cherney; Rob White; Garner Clancey. (2021). Crime Prevention: Principles, Perspectives and Practices (3rd Ed.). Cambridge.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

Please note, that when indicated, written assessments which are 10% over/under the word count are penalised by 10% of the possible marks available.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction	Chapter 1 – Preventing Crime (Sherman et al., 2006) Chapter 1 – Crime Prevention and Community Safety in Australia (Sutton et al., 2021)
2	The Scientific Method	Chapter 2 – The Maryland Scientific Methods Scale (Sherman et al., 2006) Chapter 2 – Key Approaches and Frameworks (Sutton et al., 2021) Chapter 5 – Implementation and Evaluation (Sutton et al., 2021)
3	Enforcement	Chapter 8 – Policing for Crime Prevention (Sherman et al., 2006)
4	Enforcement Strategies	Readings TBA on Wattle
5	Situational Crime Prevention	Chapter 7 – Preventing Crime at Places (Sherman et al., 2006) Chapter 4 – Environmental Prevention (Sutton et al., 2021)
6	Developmental Crime Prevention	Chapter 4 – School-based Crime Prevention (Sherman et al., 2006)
7	Individual Treatments	Chapter 3 – Family-based Crime Prevention (Sherman et al., 2006) Chapter 9 – Reducing the Criminal Activities of Known Offenders and Delinquents: Crime Prevention in the Courts and Corrections (Sherman et al., 2006)
8	Community Crime Prevention	Chapter 5 – Communities and Crime Prevention (Sherman et al., 2006) Chapter 3 – Social Prevention (Sutton et al., 2021)
9	Economic Disruption	Chapter 6 – Labor Markets and Crime risk Factors (Sherman et al., 2006)
10	What Works in Crime Prevention	Chapter 10 – Conclusion: What Works, What Doesn’t, What’s Promising, and Future Directions (Sherman et al., 2006) Chapter 6 – From Research to Policy (Sutton et al., 2021)
11	The Ethics of Crime Prevention	Readings TBA on Wattle
12	Conclusion and Course Review	No Reading is set this week

Tutorial Registration

Please register for tutorials using Wattle

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Online Contribution	20 %	*	06/02/2023	2,3,4
Written Assessment	40 %	17/02/2023	*	1,2,3,4
Final Exam	40 %	24/02/2023	*	1,2

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Examination(s)

The final examination comprises an unseen examination paper lasting 2 hours and 15 minutes (inclusive of reading time). 

The exam will be held on the 24th February, 2023.

Assessment Task 1

Online Contribution

Students are required to submit contributions to the submission area on Wattle.

The contributions will assess students’ knowledge of subjects presented across the course.

Students will be required to present a successful or unsuccessful prevention initiative, using relevant publications and theory (10% of total course grade). 

Contributions will open on 3rd February, 2022.

Contributions are to be composed of a real-world prevention initiative that relate to material taught in lectures 7, 8, and 9. Cases can be drawn from lecture-based materials, as well as online/physical sources.

Discussions are to be 500 words long (no upper 10% leeway) and present an overview of the prevention initiative under scrutiny.

Contributions are to be submitted by 11:59 pm on the 4th February, 2022.

Students are also required to critically assess one other student's contribution (10% of total course grade). Students will be randomly allocated a peer’s contribution to assess.

Critical Assessments will open on 5th February, 2022.

Critical assessments are to be 500 words long (no upper 10% leeway). These assessments are to use the content from lectures 10 and 11 to evaluate the effectiveness of the prevention initiative presented by your allocated peer, not critique the allocated peer’s analysis of the initiative. Critical assessments which critique their allocated peer’s analysis will receive 0%.

Critical assessments are to be structured as below:

-  A descriptive overview of the allocated peer’s prevention initiative.

-  A critical evaluation of the effectiveness of the prevention initiative.

-  A suggestion of two alternative prevention initiatives (and a brief description of the initiatives, their applicability to the case, and an explanation as to why their scientific value is stronger).

Critical assessments are to be submitted by 11:59pm on the 8th February, 2022.

Rubric available on Wattle.

Assessment Task 2

Written Assessment

The written assessment will require students to critically analyse four crime prevention approaches (as covered in the course) in relation to a case study of a specific crime event (3000 words). 

Case studies of crime events are to be sourced independently by students.

Students are to research their case study to present a holistic overview of the study (500 words). Following this case presentation, students are to present a critical assessment of the applicability of crime prevention approaches covered in the course (2500 words).

Students are to choose four prevention approaches from content covered in Lectures 2-8 (The Scientific Method, Enforcement and Strategies, Situational Crime Prevention, Developmental Crime Prevention, Individual Treatments, Community Crime Prevention).

This assignment requires students to demonstrate their knowledge of theories proposed across the course, critically analyse approaches to implementation of effective prevention techniques, and evaluate the ethical implications for these techniques (as covered in Lectures 2-8).

Please note, that written assessments which are 10% over/under the word count are penalised by 10% of the possible marks available (i.e. submissions which are below 2700 and above 3300 words will incur a 10% penalty).

Rubric available on Wattle.

Assessment Task 3

Final Exam

The final examination comprises an unseen examination paper lasting 2 hours and 15 minutes (inclusive of reading time). 

The exam is comprised of a mix of question types.

The exam is designed to incorporate the learning outcomes focused on assessing students understanding of understanding and knowledge of crime prevention theories and strategies.

The following includes a list of examination rules:

1.     No electronic aids (e.g. laptops, smartphones, Internet-enabled devices, etc.) are permitted in the exam.

2.     No materials (e.g. books, notes, etc.) are permitted.

3.     Use of an unannotated paper-based dictionary is permitted for candidates with prior written approval from the Convenor. 

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Assignments will be returned on dates indicated. Delays may occur in exceptional circumstances.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Not Applicable

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students