POL5082 - EBP & Problem Solving

Objectives:

On successful completion of the module, students will be able to:

Explain the evidence-based approach

Understand potential constraints, and applications associated with an evidence based policing approach and identify best practice

Know how to systematically review and critically evaluate available evidence

Identify potential sources of evidence that can be used as part of an evidence-based policing approach and can be applied in practice

Explain the principles of problem-solving techniques

Carry out research to identify and understand an emerging issue or problem in a specific policing area and formulate an ethically sound research question

Present research on the identified issue/problem and proposals for tackling it

Content:

This module will introduce students to problem-solving techniques, sources of evidence which can be used to support policing practice, and the models used to differentiate between types of evidence, to identify best practice. Students will explore different models used in problem solving and crime prevention, such as: problem-oriented policing (POP), ‘hot spot’ policing, intelligence-led policing, predictive policing, the Problem Analysis Triangle (PAT), rational choice theory (criminological), and situational crime prevention, amongst others. Students will engage in effective problem solving of policing issues in role plays, scenarios, and tabletop exercises.

Students will explore the professional concept of evidence-based policing and the impact of evidence-based policing in practice. Students will consider the importance of partnership working and co-production in problem-solving; and the challenges of using multiple sources of data and different timescales to help define and understand problems in practice. Policing-related activities with an evidence-based policing approach will be considered, ranging from public engagement to offender management. Students will learn how to develop a range of options, evaluate them, develop the most appropriate solutions to policing problems and the potential consequences. Students will be required to identify and understand an emerging issue or problem in a specific policing area and plan an intervention to tackle the identified issue/problem.

Learning and Teaching Information:

Students will take part in a 4-hour session each week, and teaching will be based on the gradual responsibility model (Fischer & Frey, 2021).

Each session will begin with class discussion and debate, based on material given in the previous week, to develop thinking, engagement and participation in ideas and evidence-based opinions.

There will be a ‘main teach’ which is intended as concept construction, followed by practical tasks and activities to consolidate learning, and initiate formative discussion for feedback, addressing misconceptions and learning, where students may be broken down into smaller groups.

Each session will end with a plenary reflection, and a feed forward into the next session.

Formative assessment in the forms of interactive polls, surveys, information padlets and knowledge checks will be utilised in every session to check the levels of understanding and engagement from students. This will add to the formative discussion and feedback from the practical tasks and activities.

Students will be provided with resources and instructions for their self-directed learning, to scaffold them through the module and build knowledge and ideas for their assignments.

In addition, students will have an extra session each week specifically oriented to the development of their academic skills in aspects of writing, presentation, and communication for assessment.

Lectures
Hours: 40
Intended group size: 25-40

Small group teaching
Hours: 10
Intended group size: 20 (approx.)

Guided independent study
Hours: 150

Further details relating to assessment
Group Presentation: Students will complete a 20-minute presentation in small groups reflecting their understanding of EBP by discussing and analysing their design of a community problem solving project, using a well-planned research base. This will build upon the knowledge base from module 3, research methods and academic skills for policing. Pairs or groups for presentation will be chosen according to the research areas identified during the module. This module will be co-creative, and working in partnership with Citizens, the students will have access to ‘real life’ social mobilisation projects, working with members of the community to explore how to hold power to account for social change in a community problem solving project.

Q&A: after their presentation, students will take part in a Q&A session with the assessor, which will allow them to explore the finer details, and expand on the ideas in their presentation.

Re-sit requirements: for students who do not pass the module at their 1st attempt, the resit will normally be by individual presentation

Other information
The module must be passed (minimum 40) as a requirement of the College of Policing and cannot be condoned for marginal failure

Assessment:

001 Group presentation; 20 minutes; end semester 1 70%
002 Q & A; 20 minutes; end semester 1 30%

Fact File

Module Coordinator - Thomas Naden
Level -
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 5S1

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