This document provides an overview of criminology and criminal justice studies for undergraduate students. It discusses different types of learning in criminology, including strategic, deep, and surface learning. It also notes that violent crime in the US has fallen 51% and property crime 43% since 1991, though accurate measurements are debated. The document outlines various career paths in the public, private and third sectors related to criminology and criminal justice. It provides examples of criminology coursework and introduces some prominent criminology academics and their areas of expertise.
1. “Planning your undergraduate
journey into criminology and
criminal justice: what does
crime look like to you?”
Dr Phil Johnson SFHEA
Academic Subject Leader Criminology UCBC
3. Since 1991 violent crime has ___
by 51% and property crime by 43%.
(Brennan Center for Justice, 2015)
fallen
“violent”? “crime”? “property”?
Accurate measurements?
8. Module Streams on the FdA Criminology
& Criminal Justice and BA (Hons)
Criminology & Criminal Justice:
• Police
Criminal Law & Procedure
Forensic Evidence & Crime Scene Investigation
• Probation
Offender Management
Risk Assessment & Interventions
• Prisons
Criminal Psychology
Prison Regimes
9. PUBLIC SECTOR?
e.g. traditional police, probation, prison services
PRIVATE SECTOR?
e.g. companies such as Sodexo Justice Services,
Serco Custodial Services or G4S Justice Services
THIRD SECTOR?
e.g. charities such as NACRO and Crime Prevention
Organisations
10. Examples of student work
Challenging Behaviour module
Criminology Today
Criminal Justice Today
Contemporary Issues in the Criminal Process
module
11. According to Skills for Justice, in 2013 the
justice sector covered:
fire and rescue services (FRS);
armed forces;
local and central government;
the voluntary and community sector;
legal and financial services
and the accountancy sector.
police forces and law enforcement agencies;
courts, tribunal & prosecution services;
forensic science services;
custodial care;
3.5 million working people, the equivalent of 13% of the overall UK
workforce, employed in:
12. Which yellow line is longer?
This one (obviously).
What is ‘obvious’ is
often not true.
13. • analysis and interpretation of
theories & concepts in the practice of
criminology and criminal justice
The Defining Features of a Criminology
graduate?
• critically evaluating research and a
variety of types of information &
evidence
14. Professor
Stephen
Case
Loughborough
University
EXPERTISE:
Theory
Youth justice
Professor
Roger Smith
Durham
University
EXPERTISE:
Penology
Punishment
Dr David
Manlow
University of
Westminster
EXPERTISE:
Critical Crim
Crime &
media
Dr Kate
Williams
Aberystwyth
University
EXPERTISE:
Positivism
Classicism
Dr Phil Johnson
University Centre
at Blackburn
College
EXPERTISE:
Criminal justice
Employability
Stages in an UG learning journey
(Case et al., 2017)
14
• Part One: Journeying into criminology
• Part Two: Exploring crime
• Part Three: Explaining crime
• Part Four: Responding to crime
• Part Five: Becoming a researcher of criminology
“Positioning the study of criminology as a pathway to
becoming an effective, engaged and employable
student makes this book stand out from the rest. A
one stop shop for any first year undergraduate
student of criminology and the related disciplines of
sociology, social policy, and social work.”
Professor Matthew Williams, Cardiff University
15. True or False?
•“This statement is false.”
• If this is true, then what it is saying (that it is
false) must be true, which means it is false!
• If this is false, then what it is saying (that it is
false) must be true, which means it is false!
16. Paralipsis
• “Hey ref – will I get booked if I say you are a
****?”
• “Of course.”
• “What about if I think you are a ****?”
• “Of course not.”
• “Well in that case I think you are a ****.”
17. NASA on The Commons
https://www.flickr.com
Is it really rocket science?
18. #UCBC2018
References
Brennan Center for Justice (2015) America's Faulty Perception of
Crime Rates. URL (last accessed 21/11/2017)
https://www.brennancenter.org/blog/americas-faulty-perception-
crime-rates
Case, S., Johnson, P., Manlow, D., Smith, R. and Williams, K. (2017)
Criminology. Oxford: Oxford University Press.
Marton, F. and Säljö, R. (1976), “On Qualitative Differences in
Learning: 1—Outcome and Process”, British Journal of Educational
Psychology, 46: 4–11.
Pantazis, C. and Pemberton, S. (2012) “Harm audit: the collateral
damage of economic crisis and the Coalition’s austerity
programme”, Criminal Justice Matters, 89, 42–45.
Editor's Notes
We have five – plus two contribs. All have written on their particular areas of expertise. BUT – this book is team effort from a group of authors, not an edited collection – crucial distinction.
Talked through expertise in Oct, so wont do in detail now. But will mention again that Steve and David have both led depts that won the BSC teaching and learning award, and both sit on the BSC learning and teaching steering group – so also at the forefront of researching and improving teaching practice in criminology.
A really key advantage that we have – our book is the only one written by a group who are not only expert criminologists but experts in the teaching of criminology.
Also 2 contribs – Pamela Ugwidike, Swamsea
Neena Samota, St Mary’s Twickenahm
