Using an Enquiry-Based Learning Project to Develop Criminological Understanding Paul Almond, School of Law 23 January 2009

Overview A teaching innovation involving ‘enquiry-based learning’ (a.k.a. ‘problem-based learning’) within a legal theory setting; A ‘client-focused’ Assessed Work project used to foster student skills in understanding theory-practice relationship; Applied in final-year Criminology module; A method of enhancing student performance on key learning outcomes.

A teaching innovation involving ‘enquiry-based learning’ (a.k.a. ‘problem-based learning’) within a legal theory setting;

A ‘client-focused’ Assessed Work project used to foster student skills in understanding theory-practice relationship;

Applied in final-year Criminology module;

A method of enhancing student performance on key learning outcomes.

The problem: applying theory to practice Final-year module LW3CRY Criminology looks at criminological theory and CJS policy; Learning outcome requires that students: ‘Apply theoretical criminological concepts to practical issues within the field of crime, law and social control’ (MDF) Students struggle to make these links effectively: Overly simplistic outlook Unable to identify links that are not explicitly demonstrated Assessment tends to deal with elements in isolation – can this be changed?

Final-year module LW3CRY Criminology looks at criminological theory and CJS policy;

Learning outcome requires that students: ‘Apply theoretical criminological concepts to practical issues within the field of crime, law and social control’ (MDF)

Students struggle to make these links effectively:

Overly simplistic outlook

Unable to identify links that are not explicitly demonstrated

Assessment tends to deal with elements in isolation – can this be changed?

The solution: problem-based learning PBL: where knowledge is generated as a consequence of trying to solve a problem: “ The principal idea behind problem-based learning is…that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve ” (Boud 1985: 13) Key features (Boud and Feletti 1997: 2): Use of stimuli materials to present a problem; Presented as simulation of ‘real life’ or professional practice; Limited resources so students learn by defining problem; Elements of co-operative/group work; No simple solution – must apply knowledge via analysis of resources, costs etc.

PBL: where knowledge is generated as a consequence of trying to solve a problem:

“ The principal idea behind problem-based learning is…that the starting point for learning should be a problem, a query or a puzzle that the learner wishes to solve ” (Boud 1985: 13)

Key features (Boud and Feletti 1997: 2):

Use of stimuli materials to present a problem;

Presented as simulation of ‘real life’ or professional practice;

Limited resources so students learn by defining problem;

Elements of co-operative/group work;

No simple solution – must apply knowledge via analysis of resources, costs etc.

The idea: using PBL to bridge the gap How can students best understand the way that theory transfers into policy and practice? By working for CJS professionals who make policy! By engaging students in advising on the policymaking process, working for a ‘real world’ client, they can uncover theory-practice links for themselves as an outcome of delivering reasoned policy proposals to the client. Problem – a shortage of ‘real world’ clients to work with in the criminal justice sphere! So make your own…

How can students best understand the way that theory transfers into policy and practice?

By working for CJS professionals who make policy!

By engaging students in advising on the policymaking process, working for a ‘real world’ client, they can uncover theory-practice links for themselves as an outcome of delivering reasoned policy proposals to the client.

Problem – a shortage of ‘real world’ clients to work with in the criminal justice sphere!

So make your own…

The problem: Project Panacea Students to be engaged on a project for the ‘Minister for Justice’, Sir Geoffrey Hagan; Aim: students required to allocate a £100m budget to selected policy options (from a list of 20); Students to allocate this budget and justify their allocation via reference to criminological theory and principles.

Students to be engaged on a project for the ‘Minister for Justice’, Sir Geoffrey Hagan;

Aim: students required to allocate a £100m budget to selected policy options (from a list of 20);

Students to allocate this budget and justify their allocation via reference to criminological theory and principles.

Project Panacea: Choosing Items Students to spend their money on items selected from a list of 20 options, such as: Item 16: Inside Recruitment ‘ This item involves a scheme which gives some convicted offenders employment opportunities on release from prison. Working in partnership with SuperElec, a national energy supplier, vocational training will be offered within prison so that prisoners can take up jobs as electrical engineers upon their release. This is intended to ensure that prisoners can contribute to society and avoid the problems associated with unemployment. This would be available to 10% of prisoners.’ Cost: £35m

Students to spend their money on items selected from a list of 20 options, such as:

Item 16: Inside Recruitment

‘ This item involves a scheme which gives some convicted offenders employment opportunities on release from prison. Working in partnership with SuperElec, a national energy supplier, vocational training will be offered within prison so that prisoners can take up jobs as electrical engineers upon their release. This is intended to ensure that prisoners can contribute to society and avoid the problems associated with unemployment. This would be available to 10% of prisoners.’

Cost: £35m

Project Panacea Two main stages to the Project: A small group presentation during a scheduled tutorial class (directed to focus on one substantive area of the course in particular); An independent piece of written work (7 pages, accounting for 30% of the module mark) in the form of a written report for the Minister for Justice. Students were asked to: “ deliver policy choices which are fully justified and reflect a coherent set of underlying theoretical principles, which reflect criminological research and evidence, and are fully assessed for their likely effectiveness and limitations.” The key point – there is no expected/correct solution to the problem

Two main stages to the Project:

A small group presentation during a scheduled tutorial class (directed to focus on one substantive area of the course in particular);

An independent piece of written work (7 pages, accounting for 30% of the module mark) in the form of a written report for the Minister for Justice.

Students were asked to:

“ deliver policy choices which are fully justified and reflect a coherent set of underlying theoretical principles, which reflect criminological research and evidence, and are fully assessed for their likely effectiveness and limitations.”

The key point – there is no expected/correct solution to the problem

Project presentation The use of stimuli material to present and simulate real life client-focused practice: A ‘publicity release’ document ahead of the project A video ‘project launch’ and official briefing documents Video and MP3 podcasts via Blackboard Regular updates and communications from the client The creation of a ‘realistic’ client: The character of Sir Geoffrey An independent email account Use of memos and press releases A designated Blackboard page

The use of stimuli material to present and simulate real life client-focused practice:

A ‘publicity release’ document ahead of the project

A video ‘project launch’ and official briefing documents

Video and MP3 podcasts via Blackboard

Regular updates and communications from the client

The creation of a ‘realistic’ client:

The character of Sir Geoffrey

An independent email account

Use of memos and press releases

A designated Blackboard page

Project Panacea podcast 1: the launch

Problematizing PBL As Boud and Feletti (1997) suggested, PBL should seek to simulate ‘real life’ or professional practice: In the CJS this does mean haphazardness and changing priorities In ANY professional setting, projects evolve as they develop So project had to be reflexive, and incorporated a number of changes as it progressed: Re-costing of policy items as ‘hidden’ costs uncovered; Introduction of new items in response to media pressures; These changes were timetabled early in the project so as to avoid detrimentally affecting student work

As Boud and Feletti (1997) suggested, PBL should seek to simulate ‘real life’ or professional practice:

In the CJS this does mean haphazardness and changing priorities

In ANY professional setting, projects evolve as they develop

So project had to be reflexive, and incorporated a number of changes as it progressed:

Re-costing of policy items as ‘hidden’ costs uncovered;

Introduction of new items in response to media pressures;

These changes were timetabled early in the project so as to avoid detrimentally affecting student work

Performance and Outcomes The realism of the problem clearly intrigued and engaged the students taking part in the project Student feedback on the project was good: “ I have to express my gratitude for this Project Panacea idea. Never before I had so much fun while learning and expressing my knowledge in a project wonderfully designed to stimulate a student's mind.” (student feedback, via email)

The realism of the problem clearly intrigued and engaged the students taking part in the project

Student feedback on the project was good:

“ I have to express my gratitude for this Project Panacea idea. Never before I had so much fun while learning and expressing my knowledge in a project wonderfully designed to stimulate a student's mind.” (student feedback, via email)

Performance and Outcomes The standard of the projects was high, with the average mark increasing on the previous year (62.8% from 60.9%) This improvement carried across to performance in the subsequent exam (average mark up from 60.1 to 61.2%)

The standard of the projects was high, with the average mark increasing on the previous year (62.8% from 60.9%)

This improvement carried across to performance in the subsequent exam (average mark up from 60.1 to 61.2%)

Feedback and Reflection Some suggested tweaks: Increase item costs to reduce volume of material covered in AW reports Provide more guidance on expectations relating to a ‘report’ Project endorsed by teaching team and external examiner as worthwhile and productive A successful application of EBL within the structure of an orthodox, assessment regime

Some suggested tweaks:

Increase item costs to reduce volume of material covered in AW reports

Provide more guidance on expectations relating to a ‘report’

Project endorsed by teaching team and external examiner as worthwhile and productive

A successful application of EBL within the structure of an orthodox, assessment regime

A final word… “ I have received your written reports. I must say I was very impressed. You have managed to give me exactly the kind of exciting, original, fresh insights that I needed. Well done! Good luck with your examinations, and remember – Vote Hagan for a Happy Britain! ”

“ I have received your written reports. I must say I was very impressed. You have managed to give me exactly the kind of exciting, original, fresh insights that I needed. Well done! Good luck with your examinations, and remember – Vote Hagan for a Happy Britain! ”