The module introduces students to the consideration of the role of space, place and the environment in influencing the location of offences and offenders. The module also introduces the concept of offender management with a view to commercial awareness contextualised to the Criminal Justice services sector and working within the contemporary offender management environment. Indicative content includes:

The nature of offender management organisation and structures
Changing orientations in the spatial study of crime and offending
An evaluation of different sources of crime and offender data
Defensible space
Crime prevention though design
Spatial aspects of crime and analysis
Delinquency areas and partnership approach
Spatial/community aspects of policing
Practical application of theory

The content material is constantly focused toward anti-discriminatory, inclusive pedagogy. For example, within the third week a specific case study focuses on the pro-active engagement of the Pashtun community in Alum Rock and the benefits of neighbourhood engagement. – Throughout the semester and within the assessment, students are continually informed of the importance of neighbourhood engagement and consultation. Marks are awarded for such recognition. Although the module focus is on the special theories, this cannot be achieved without recognition of social elements such as structural issues of access to education, employment, addiction services and decent housing. Focus is given the restorative, rather than judicial outcome opportunities.

1. Identify and explain core theories relating to urban design, crime reduction and community safety and apply these to case study scenarios.

Knowledge and Understanding
Application

2. Present and evaluate theoretically informed solutions to problems in case study scenarios.

Analysis
Problem solving

3. Communicate effectively in writing in a style appropriate to audience and purpose.

Communication

Module Study Guide

Access to appropriate and secondary legal resources via Blackboard and also the University library including e-books and journals. – OUP lawtrove

Computing facilities to access material available via Blackboard, and the Web.

Journal articles will be posted to Blackboard.

Wortley, R., & Mazerolle, L. Environmental Criminology and Crime Analysis (2nd edn. William Publishing, 2016)

Andresen, Martin, A. Environmental criminology: evolution, theory, and practice (2014) – both e-books in the University library

A number of texts are given each week, including Oscar Newman’s 1996 Defensible Space report, for example.

Halfway through the semester, a week will be set aside for an electronic, short answer/MCT assessment to reinforce the learning of the first phase of environmental theories – The first assessment will be weighted at 25% of the overall mark. There will be 25 questions to be completed in 1 hour.

Toward the end of the semester, students are given a description of an estate which has a myriad of issues of a crime and social decay nature. They will be able to choose which areas to focus on and will then be asked to identify the relevant information, explain their practical solution and in doing so relate and explain the urban theory which relates to their solutions. This essay style assessment will take place around week 14 – it will be weighted at 75% of the overall mark

Contact will include a mixture of small and larger group activities, much of it based on the principles of practice and problem-based learning. Learning will be organised into a series of sessions where students will be required to participate. Each session will be based around a problem or issue, and students will work towards a range of solutions by specifying objectives, identifying constraints, obtaining background information, applying related theory and knowledge based around the subject matter.

Large group sessions seek to establish an overview framework within which selected theories and rules of the subject matter can be more effectively developed. They will verify and consolidate knowledge and understanding. The guided learning will incorporate a mixture of activities, some of which will require group work and electronic interaction. The learning will be facilitated by use of the VLE platform and discussions/interactions between students and the tutor.

Through required independent reading, students will be expected to be familiar with contemporary discussions in this area of theory, and to bring a range of ideas to bear on the discussions. Thus, although there will be a framework of knowledge and understanding, students will be actively, rather than passively, engaged in the process of both learning about, and increasing understanding of, the subject matter. The assessment scenarios will be used as a constant reference to problem solving and application of theory.

The module will use a blend of teaching methods to enable different styles of learning to be facilitated. The differing methods will also be a platform for the development of essential skills such as knowledge and problem solving, as well as research, teamwork, communication and referencing.

Working towards the assessments will be a key element of the learning, and the tutor will be available to guide students through the process, and to improve their ability to meet the learning outcomes to a high standard. The assessments will be an integral part of the module. There will be two assessment points and workshops specifically focused on assessment activities will be scheduled into the timetable. A marked electronic MCT/short element is embedded into the learning schedule which will add to student confidence going into the final assessment.

There is recognition that the module is offered to law students and is benchmarked against broader outcomes such as the intellectual independence to choose problems the assessment aims for. Students are encouraged to ask and answer questions about rules of theory as well as wider social implication and gaps in their own knowledge.