Suchergebnisse

The purpose of this paper is to evaluate Student as Producer, as a form of curriculum development in higher education based on the practice and principles of research-engaged teaching. The paper provides an account of my experiences embedding and adopting Student as Producer within my own research and teaching at the University of Lincoln, an institution which is recognised as being a pioneer in research-engaged teaching. My work includes, the role as guest editor for a special 'Student as Producer' edition of the journal Enhancing Learning in Social Sciences (ELiSS), teaching Criminology in the Professions, and working on funded research projects at Lincoln around aspects of the undergraduate student experience, e.g. student as partners and student engagement. As well as this focus on my own teaching practice the paper sets out the theory and concepts which underpin Student as Producer and the way in which it has responded to current government policy, in particular the notion of student as consumer.

This book addresses the challenges within teaching Criminology and Criminal Justice, for students studying and academics involved in designing and delivering courses at an undergraduate and postgraduate level. The book highlights a number of contemporary issues through a wide context of themes and reflections of practice. The chapters are arranged in thematic parts: firstly the challenges of diversity and inclusion secondly challenges of creating authentic learning environments', and lastly the challenge of creating transformative conversation. These themes discuss different teaching approaches and present materials which address questions relevant for meeting the challenges. The book focuses on the role and impact of teaching Criminology and Criminal Justice in the real world and explores debates which have autonomy in their questioning and overlapping themes. The narratives reflect upon others experiences and explore transformative learning and innovation in Criminology and Criminal Justice. Suzanne Young is Associate Professor of Criminal Justice in the School of Law at the University of Leeds, UK. She is a Senior Fellow of the Higher Education Academy, Chair of the British Society of Criminologys Learning and Teaching Network, and Co-Director of the Centre for Innovation and Research in Legal Education at the University of Leeds. Suzannes scholarship interests are in the areas of student engagement, active learning, and technology enhanced learning. Katie Strudwick is Associate Professor of Criminology and Dean of Lincoln Academy of Learning and Teaching (LALT) at the University of Lincoln, UK. As a long-standing member of the British Society of Criminologys Learning and Teaching Network and Senior Fellow of the HEA. Her research focuses upon student engagement, employability and partnerships with Policing, with a specific interest on co-creation and co-development of teaching and learning through Student as Producer.

AbstractCommunity or reassurance policing in the UK has developed concurrently with diversification and expansion of the policing family, including the broadening of volunteer opportunities beyond the traditional Special Constable and Police Support Volunteer roles. To increase capacity and capability in community-based policing, one Force introduced Volunteer Police Community Support Officers (VPCSOs) to complement that of employed PCSOs. This paper presents an exploratory discussion on a small-scale study of a previously un-researched and evolutionary area of police volunteering; evaluating the effectiveness of the VPCSO role reviewing its impact as a means of increasing community connectivity and meeting public demands for visibility policing. The introduction of VPCSOs was seen as successful by the Force involved which continues to develop the role as a useful 'policing resource'. However, challenges to success were identified, not least the uncertainty surrounding the delegation of powers to volunteers that required a change in primary legislation.

Community or reassurance policing in the UK has developed concurrently with diversification and expansion of the policing family, including the broadening of volunteer opportunities beyond the traditional Special Constable and Police Support Volunteer roles. To increase capacity and capability in community-based policing, one Force introduced Volunteer Police Community Support Officers (VPCSOs) to complement that of employed PCSOs. This paper presents an exploratory discussion on a small-scale study of a previously un-researched and evolutionary area of police volunteering; evaluating the effectiveness of the VPCSO role reviewing its impact as a means of increasing community connectivity and meeting public demands for visibility policing. The introduction of VPCSOs was seen as successful by the Force involved which continues to develop the role as a useful 'policing resource'. However, challenges to success were identified, not least the uncertainty surrounding the delegation of powers to volunteers that required a change in primary legislation.

This case study discusses the student engagement project, taking place over a 6 month period between January and July 2016, within the School of Social and Political Sciences, at the University of Lincoln. This school covers five disciplines within the Social Sciences, including Criminology, Social Policy, International Relations, Politics and Sociology. The project gained internal funding from SEED (Student Engagement in Educational Development). The project worked with four students as facilitators, and three academics, as part of a collective research team, to evaluate student and staff perceptions of student engagement opportunities from the wider student cohort within the School. This Student as Producer (SAP) project enabled a co-producing role for both students and staff (Neary, Saunders, Hagyard, Derricott, 2014). The engagement of students was integral to the project with them being both researchers and participants. Student facilitators were involved in project dissemination, through a joint presentation at the 2016 Raise Conference and a number of internal university events.