Paul Almond –
University of Reading
Paul runs a
final year module that looks at theoretical criminological concepts and applies
them to a practical setting. It appeared
that students couldn’t always make the link between theory and how
policy/practice should be formed. The
key question posed by Paul is ‘how can assessment tackle both elements and link
them together’?
Paul was
inspired by a Reading seminar on problem-based learning (PBL) which described a
real-estate module using real world clients and student groups would work on
their issues or policies. The problem
with the criminal justice system is the lack of, or lack of access to CJ ‘clients’
and government policy departments! So,
Paul created his own set – Project
Panacea. It sounds rather like Yes Minister! meets Fantasy Football as students receive a budget (£100m) and will be
working for the ‘Minister for Justice’, Sir Geoffrey Hagan, and must justify
their policy and allocation of funds. A
list of 20 options allows the student to select policies and then discuss their
choices in a non-assessed group presentation.
An assessed written report ‘for the Minister’ is then required that
should identify a coherent set of theoretical principles and show how they
would work in practice.
The ‘client’
was created to be as realistic as possible –Paul highlighted that using stimuli
such memos and press releases, email account (i.e. do not email your
lecturer/tutor) and a blackboard site with videos, podcasts, and regular
official-looking documentations all contribute towards making the project look
realistic and plausible for the student groups.
Using some
great videos (apparently the Rt Hon Minister is Paul’s father-in-law), the
project does simulate the real world and professional practice. As the project continues, government policy
sways, the minister looks increasing more tired and dishevelled with a little haphazardness introduced
along with a few changes in priorities!
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