programme title: fdsc forensic science (pathways in … · web view2018-02-13 · some parts of...

Plymouth University

Academic Partnerships

CORNWALL COLLEGE (Camborne)

Programme Quality HandbookFdSc Forensic Science

(Pathways in Psychology or Incident Investigation)

Academic Year 2017-2018

1 | P a g eFdSc Forensic Science Handbook (2017-18) V2 January 2018

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: FdSc Forensic Science (pathways in Psychology or Incident Investigation)

Internal Partner Code: FT 4145 PT 5106

Partner Delivering Institution: Cornwall College, Camborne

State Date: 2017-2018

First Award Date: 2019-20

Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.........................................................................................................................5

PS2. Brief Description of the Programme..............................................................................................5

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)...................................6

PS4. Exceptions to Plymouth University Regulations.............................................................................6

PS5. Programme Aims...........................................................................................................................6

PS6. Programme Intended Learning Outcomes (ILO)............................................................................6

PS7. Distinctive Features.......................................................................................................................7

PS8. Student Numbers...........................................................................................................................8

PS9. Progression Route(s)......................................................................................................................8

1 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS10. Admissions Criteria....................................................................................................................10

PS11. Academic Standards and Quality Enhancement........................................................................10

PS12. Programme Structure................................................................................................................12

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......14

PS14. Work Based/ Related Learning..................................................................................................18

Appendix.............................................................................................................................................19


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Camborne College, CamborneAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full timeFinal Award: FdScIntermediate Award: Delete and replace with: “CertHE”, “DipHE”,

“Ordinary degree” etcProgramme Title: Forensic Science (pathways in Psychology or

Incident Investigation)UCAS Code: F410JACS Code: Delete and enter JACS CodeBenchmarks: Delete and replace with reference to the

benchmarks employed. Generically these are likely to be the Framework for Higher Education Qualifications (FHEQ), and for Foundation Degrees the Foundation Degree Qualification Benchmark (FDQB). Specifically, most subject areas have a Bachelor or Masters level QAA Subject Benchmark. For sub-level-6 these should still be employed for guidance, and referenced here, and for level-6 or above these should be more closely followed.

Date of Programme Approval: Delete and enter month and year

PS2. Brief Description of the ProgrammeThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

Up for a challenge? Do you have the kind of mind that wants to solve a mystery, to understand why people do what they do? If the answers is 'yes', then this course may be for you. The course allows you to understand the modern forensic techniques used in solving crime and understand criminal behaviour. Using a combination of hands on experience and classroom based learning you will be introduced to the fascinating field of forensic investigation.


PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1: develop knowledge and understanding

A2: develop cognitive and intellectual skills

A3: develop key transferable skills

A4: develop employability and CPD/lifelong learning

A5: develop practical skills

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1: Graduate Attributes and Skills

To demonstrate knowledge and critical understanding of the well-established principles in this field of study and the way in which those principles have developed.

To engage with the essential facts, major concepts, principles and theories associated with the chosen discipline.

To become familiar with the terminology, nomenclature and classification systems as appropriate and demonstrate knowledge of the diversity of learners and the complexities of the education process.

To show an awareness of the different contexts in which learning can take place and the range of different roles of participants in the learning process.

ILO2: Cognitive / Intellectual Skills (generic)

To present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

To analyse, synthesise and summarise information critically, including published research or reports;

To obtain and integrate several lines of subject-specific evidence to formulate and test hypotheses;

To apply subject knowledge and understanding to address familiar and unfamiliar problems; To gather, organise and deploy ideas and information in order to formulate arguments cogently,

and express them effectively in written, oral or in other forms; Abstract analysis and synthesis To engage critically with major thinkers, debates and intellectual paradigms within the field and

put them to productive use.

ILO3: Key / Transferable Skills (generic)

To evaluate the appropriateness of different approaches to solving problems related to the area(s) of study and/or work.

To communicate the results of study/work accurately and reliably, and with structured and coherent argument.

To have the ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

To be able to access and evaluate bioscience information from a variety of sources and to communicate the principles both orally and in writing (e.g. essays, laboratory reports) in a way that is well-organised, topical and recognises the limits of current hypotheses;

To apply relevant advanced numerical skills (including statistical analysis where appropriate) to biological data; Have a well-developed ability to interpret graphical and tabular presentation of data, and collect, use and interpret numerical data as appropriate

To use knowledge and understanding critically to locate and justify a personal position in relation to the subject

ILO4: Employment-related skills

To undertake further training and develop new skills within a structured and managed environment

To develop qualities and transferable skills necessary for employment requiring the exercise of personal responsibility

To develop the skills necessary for self-managed and lifelong learning (eg working independently, time management and organisation skills);

To identify and work towards targets for personal, academic and career development

ILO5: Practical Skills (subject specific)

To be competent users of ICT in study and other appropriate situations To undertake field and laboratory investigations in a responsible and safe manner, paying due

attention to risk assessment, rights of access, relevant health and safety regulations, and sensitivity to the impact of investigations on the environment

To reference work in an appropriate manner.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:


The opportunity to study a number of fast moving areas of science and psychology in a modern progressive environment.

The opportunity to experience accurate simulations of the problems and issues found in the working environment, the designed with the assistance of the employers involved with the programme.

To Progress to Honours programme in Psychology and Forensic Science. The opportunities to work individually and on collaborative and cross-disciplinary projects. The opportunity to develop personal skills in:- team work, interpersonal skills(including

communication and questioning), assessing the total situation, problem solving.

The programme offered is inspirational, innovative and memorable, and will encourage creative thinking and the development of new ideas.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = Delete and replace

Target student numbers per stage = Delete and replace

Maximum student numbers per stage = Delete and replace

PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Completing this course enables progression onto the following related course and programmes with Plymouth University at level 6, as specifically defined by this programme’s progression agreement.


BSc (Hons) Environmental Resource Management, Cornwall College, Level 6.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2:

GCSEs at grade C or above in English language, mathematics and a science: alternatives at Level 2 may be considered.

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:- AS/A Levels

120 UCAS points from AS and A-Levels (at least 80 points must be at A2-level, preferably in a science subject) or relevant level 3 qualification i.e. BTEC National Diploma/BTEC Extended Diploma - PPP Grades required, specific unit grades may be required. Access to HE Diplomas - 45 credits at level 3.

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Work Experience: N/A

Other HE qualifications / non-standard awards or experiences: N/A

APEL / APCL4 possibilities: N/A

Interview / Portfolio requirements: Interviews offered on processing of successful applications

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

No

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

All programme modules are covered by a single EE.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure5

The following structure diagram(s) provides the current structure for this programme:

FHEQ level: LEVEL 4 For: Full Time

F/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

2017-18 All Year Core 20 CORC1013C Personal and Employability Skills Development2017-18 All Year Core 20 CORC1214 Forensic Biology2017-18 All Year Core 20 CORC1134 Quantitative Methods2017-18 Autumn Core 20 FSCP101 Forensic Science2017-18 Spring Core 20 FSCP104 Crime Scene Investigation and Management

2017-18 All Year Incident Investigation Pathway 20 CORC1135 Forensic Data Capture and Recovery

2017-18 All Year Psychology Pathway 20 FSCP107 Introduction to Forensic Psychology: Theory and Practice 1

FHEQ level: LEVEL 5 For: Full Time

2017-18 All Year Core 20 CORC2111 Analytical Chemistry and Instrumentation for Forensic Science

2017-18 All Year Core 20 FSCP201 Psychology in the Courtroom2017-18 All Year Core 20 FSCP205 Law for Forensic Scientists2017-18 All Year Core 20 FSCP206 Research Design and Methods

2017-18 All Year Incident Investigation Pathway 20 CORC2112 Crime Investigation Protocols and Procedures

2017-18 All Year Incident Investigation Pathway 20 FSCP210 Forensic Fire Investigation

5 The provided table includes only a single line. This should be multiplied by copying and pasting to produce the correct number of modules for the level of the programme. For ease of consideration and clarity, please include a separate table for each level by again copying and pasting this table. Colour coding/ shading may be used to differentiate between new modules and existing approved modules shared with other programmes.


2017-18 All Year Psychology Pathway 20 FSCP202 Introduction to Forensic Psychology: Theory and Practice 2

2017-18 All Year Psychology Pathway 20 FSCP207 Criminal Psychology

FHEQ level: LEVEL 4 For: Part Time

P/T Route YearWhen in Year? (i.e.

Autumn, Spring etc)

Core or Option Module Credits Module

2017-2021 Year 1 Core 20 CORC1013C Personal and Employability Skills Development2017-2021 Year 1 Core 20 CORC1214 Forensic Biology2017-2021 Year 1 Core 20 FSCP101 Forensic Science2017-2021 Year 2 Core 20 CORC1134 Quantitative Methods2017-2021 Year 2 Core 20 FSCP104 Crime Scene Investigation and Management2017-2021 Year 2 Incident Investigation

Pathway 20 CORC1135 Forensic Data Capture and Recovery

2017-2021 Year 2 Psychology Pathway 20 FSCP107 Introduction to Forensic Psychology: Theory and Practice 1

FHEQ level: LEVEL 5 For: Part Time2017-2021 Year 3 Core 20 CORC2111 Analytical Chemistry and Instrumentation for

Forensic Science2017-2021 Year 3 Core 20 FSCP201 Psychology in the Courtroom

2017-2021 Year 3 Core 20 FSCP205 Law for Forensic Scientists2017-2021 Year 4 Core 20 FSCP206 Research Design and Methods2017-2021 Year 4 Incident Investigation

Pathway20 CORC2112 Crime Investigation Protocols and Procedures

2017-2021 Year 4 Incident Investigation Pathway

20 FSCP210 Forensic Fire Investigation

2017-2021 Year 4 Psychology Pathway 20 FSCP202 Introduction to Forensic Psychology: Theory and Practice 2

2017-2021 Year 4 Psychology Pathway 20 FSCP207 Criminal Psychology


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: Delete and replace with level of study (i.e. 4, 5, 6, 7)

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

Delete and replace with a citation for the benchmarks referred to when writing the following (QAA Subject Benchmark and/or Framework for HE Quals (FHEQ) and/or Foundation Degree Qualifications Benchmark (FDQB) as appropriate)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of knowledge and understanding at this level of the programme.

Primary:Delete and replace with a list of the primary teaching and learning methods appropriate to knowledge and understandingSecondary/Supplementary:Delete and replace, if appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be

Delete and replace with the relevant numbered programme level aims.

Delete and replace with the relevant numbered programme level intended learning outcomes.

Delete and replace with a list of the assessments considered most relevant to test knowledge and skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to knowledge and understanding.


considered appropriate to knowledge and understanding.

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically knowledge and understanding in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Cognitive and Intellectual Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of cognitive skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to cognitive and intellectual skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to cognitive and intellectual skills.



Delete and replace with a list of the assessments considered most relevant to test cognitive and intellectual skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to cognitive and intellectual skills.

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically cognitive and intellectual skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Key Transferable Skills:



By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of key transferable skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to key transferable skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to key transferable skills.



Delete and replace with a list of the assessments considered most relevant to test key transferable skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to key transferable skills.

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically key transferable skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Employment Related Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of employment related skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to employment related skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to employment related skills.



Delete and replace with a list of the assessments considered most relevant to test employment related skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to employment related skills.

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:


Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically employment related skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.Practical Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:Delete and enter descriptive text relating to broad yet comprehensive expectations for a threshold pass in terms of practical skills at this level of the programme.

Primary: Delete and replace with a list of the primary teaching and learning methods appropriate to practical skills.Secondary/Supplementary:Delete and replace, If appropriate (or enter “None”), with a list of supplementary teaching and learning methods that may be considered appropriate to practical skills.



Delete and replace with a list of the assessments considered most relevant to test practical skills in the context of this programme.

Delete and replace with a list of the core modules that have learning outcomes related to practical skills.

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically practical skills in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: Delete and replace with the level of study (n.b. a separate table should be provided for each level)WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)Delete and replace with a title for the specific WBL / WRL activity (i.e. particular placement / visits / guest talks / use of trade shows as assessments etc)

Delete and replace with the ‘where, when, how’ parameters for this activity.

Delete and replace with the numbered programme level aim appropriate to this activity.

Delete and replace with the numbered programme level intended learning outcome appropriate to this activity.

Delete and replace with a list of the assessments considered most relevant to test this activity.

Delete and replace with a list of the core modules that have learning outcomes related to this activity.

An explanation of this map:Delete and replace with an explanation that describes and discusses, how teaching, learning and assessment are aligned to embed specifically WBL and/or WRL (ass appropriate) in the programme. This should be done in a relatively broad, but comprehensive in that respect, way to enable this to be concise.


1 Appendix

9.1 Module Records


SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1013 MODULE TITLE: Personal and Employability Skills Development

CREDITS: 20 FHEQ Level: 4 JACS CODE: X900

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination) % C1 (Coursework) 100% P1 (Practical)

E2 (Clinical Examination)

% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:• Develop conceptual and practical skills in personal development planning for study at degree

level and readiness for employability.• Equip learners with baseline personal resources for study and employment such as integrity,

personal responsibility, reliability and self-motivation.• Develop learners’ skills in team working, decision-making, problem solving and

communication.• Stimulate learners’ creativity and encourage a focus on enterprising and challenging tasks

and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.2. Demonstrate understanding of concepts relating to personal, employability skills and work

related skills.3. Reflect upon how these concepts relate to personal and professional practice.4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL: 09 Feb 2010 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-18 NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT• Personal development planning - personal audit, professional development, career

management skills.• Intra and interpersonal skills - influencing, negotiating, conflict resolution, risk taking,

problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

• Successful communication - interview skills, CVs and letters of application, self-presentation, presentation of information.

• Understanding the business context - organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

• Project management - project planning, monitoring, evaluation, reporting.• Work related learning – work placements, visits to alternative work place/s, guest speakers.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 20 Core material

Group Seminars 20Workshop sessions where students are given group activities to apply learning to develop graduate employability and interview skills.

Work Based Learning 30 As part of this module, students will undertake 30 hours of work based learning.

Guided Independent Study 130Students are expected to put in time outside of taught sessions and their own personal development and career planning.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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Coursework C1 2500 Word Reflection with appropriate academic references)

100%

Overall total 100%

Reflection using concepts of personal, employability and work related skills (AL01, ALO2 ,ALO3 and AL04)Present your strengths & skills with clear actions to overcome any weaknesses. (AL01, AL03, AL04)


Updated by: Brender Willmott/Heidi Channell

Date:19/05/17

Approved by: HE Operations Date:19/05/17


MODULE CODE: CORC1214 MODULE TITLE: Forensic Biology

CREDITS: 20 FHEQ Level: 4 JACS CODE: C190

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module introduces students to cell biology, basic genetic principles and the anatomy and physiology of some body systems. It will also give an overview of the role of forensic pathology in assisting criminal investigations.


E1 (Examination) 40% C1 (Coursework) 60% P1 (Practical) % or Pass/Fail



%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne

Professional body minimum pass mark requirement: N/a

MODULE AIMS:To provide knowledge and understanding of biological concepts and principles that support forensic investigation and an appreciation of the way in which forensic pathology can assist in criminal investigations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Distinguish between prokaryotic and eukaryotic cells and describe their structure and the

function of component parts2. Relate DNA structure to function and understand basic genetic principles including sources of

genetic variation in humans.3. Identify the main tissues of the body and describe the anatomy and physiology of organ systems

in the human body using basic medical terminology4. Describe the ways in which the dead or the remains of the dead can be identified and use given

information to estimate time of death.5. Review causes of death and injury6. Analyse case study reports and draw reliable conclusions

DATE OF APPROVAL: 05 Jan 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/14 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year


Additional notes (for office use only):SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 112

MODULE LEADER: Lesley-Anne Vessey OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTEukaryotic and prokaryotic cell structure and the function of component parts. DNA replication, protein synthesis, gene expression. Chromosomes, genes and Mendelian inheritance. Sources of genetic variation. Histology of main categories of tissues. Anatomy and physiology of human organ systems: cardiovascular, respiratory, nervous, gastro-intestinal, urinary, skeleto-muscular, endocrine, reproductive. The concept of homeostasis. Identification of the dead and of remains. Timing of death from post-mortem changes. Specific causes of death and injury.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 34 Core material deliveryPractical Classes and Workshops 23 Practical sessions

Guided Independent Study 143Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning


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Written exam E1 Formal Examination 100%

Total = 100%To cover ALOs 1,2 & 4.

Coursework C1 Written Assignment 100%Total = 100%

To cover ALOs 3, 5 & 6.

Updated by:HE Operations

Date:05/01/16

Approved by:HE Operations

Date:05/01/16

Recommended Texts and Sources:1. Ansford, A. A., D.S. Priday, A. Forrest and D.J. Williams. (1996) Forensic pathology (Colour Guide).

Churchill Livingstone. ISBN: 044305388X2. Campbell, N. and J. Reece (2005) Biology. Longman. ISBN: 140581800X3. Dean, J,, R. Reed, D. Holmes, J. Weyers, A. Jones and A. Langford (2005) Practical Skills in

Forensic Science. Prentice Hall. ISBN: 01311440064. Gall, J., S. Boos, J. Payne- James and E. Culliford (2002) Forensic medicine (colour Guide).

Churchill Livingstone. ISBN: 04430649975. Jackson, A.R.W. and J. Jackson (2004) Forensic Science. Prentice Hall. ISBN: 01304325126. Knight, B. (1997) Simpson’s Forensic Medicine. Hodder Arnold. ISBN: 034061370X


7. Shepherd, R. (2003) Simpson’s Forensic Medicine. Hodder Arnold H S. ISBN: 0340810599


MODULE CODE: CORC1134 MODULE TITLE: Quantitative Methods

CREDITS: 20 FHEQ Level: 4 JACS CODE: G390


SHORT MODULE DESCRIPTOR: (max 425 characters) This module will develop the mathematical and statistical skills, and allow students to apply these techniques in a relevant practical context.


E1 (Examination) % C1 (Coursework) 50% P1 (Practical) %



%

T1 (Test) 50%


Professional body minimum pass mark requirement:

MODULE AIMS:To introduce students to mathematical and statistical techniques: to enable them to apply these techniques in practical situations and to develop an understanding of the part these skills play in applying maths/stats to describing real world problems. To introduce students to the use of software packages such as Mathcad, Excel, Derive, Autograph and Minitab.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Demonstrate knowledge and understanding of basic mathematics and the process of mathematical modelling, including establishing a model, the presentation of and interpretation of solutions;Use appropriate software;Demonstrate skills in applying statistical techniques;

DATE OF APPROVAL: 01 May 2006 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION:

01 September 2006 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 111

MODULE LEADER: Chris Rayne OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTErrors and approximations, Equation solving techniques – including use of Mathcad, Trigonometry, Exponential Functions, Indices and logs, Introduction to the Calculus using Mathcad, Descriptive statistics – basic techniques, Probability – including discrete distributions , Introduction to the Normal distribution, Significance tests – constructing an hypothesis, Regression , Correlation – Pearsons and Spearmans

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 60Guided Independent study 140


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E1 %Total = 100%

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Practical P_ %Total = 100%

Updated by: Date: Approved by: Date:

Recommended Texts and Sources:Agresti, A and Franklin, C (2006) Statistics – The Art and Science of Learning from Data.Pearson Prentice Hall, New Jersey;Croft, A and Davison, R (2003) Foundation Maths. (3rd Ed) Pearson Education, HarlowDavies, H G and Hicks, G A (1998) Mathematics for Scientific and Technical Students. (2nd Ed)Addison Wesley Longman, HarlowDavies, H G and Hicks, G A (2000) Application of Number. Longman, HarlowFleming, M C and Nellis, J G (2000) Principles of applied statistics: an integrated approach usingMINITAB and Excel. Thomson



MODULE CODE: FSCP101 MODULE TITLE: Forensic Science

CREDITS: 20 FHEQ Level: 4 JACS CODE: F410


SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides the student with the fundamental knowledge to understand modern forensic science techniques and their application to criminal investigations.


E1 (Examination) 50% C1 (Coursework) 50 % P1 (Practical) %



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MODULE AIMS:To provide the knowledge and understanding of the underlying concepts and principles associated with modern forensic science investigations.

ASSESSED LEARNING OUTCOMES: (additional guidance below)Explain facts and/or concepts associated with the nature of forensic science using appropriate terminology;Carry out laboratory analysis and produce conclusions based on the results in a logical manner and fit for use in a court of law;Explain the ethical issues involved in Forensic Science.Demonstrate an ability to communicate effectively concepts, ideas and experimental results to a wide audience.Develop in students a range of transferable skills, of value in employmentDemonstrate the ability to recognise any risks or safety aspects that may be involved in crime scene and laboratory contexts.



DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year




MODULE LEADER: Marie Jewell OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThe Students should be able to demonstrate, by means of written reports and a portfolio and the application of theoretic and practical skill (individually and in small groups) to laboratory and field work in the identification, collection and testing of forensic evidence from crime scenes.Demonstrate the application of theory and practical experiments in solving simulated work related forensic science and crime scene related problems.Demonstrate by individual and group presentations the ability to clearly communicate the nature and value of evidence relating to forensic materials at a crime scene.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 33.5Guided Independent study 155Practical Classes and Workshops 11.5


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T_ %Total = 100%

CourseworkC1C2

PresentationPortfolio

40%60%

Total = 100%



Recommended Texts and Sources:S. Bell (2006) Forensic Chemistry. Prentice Hall. ISBN 0131478354B. Caddy (Editor) (2001). Forensic Examination of Glass and Paint. Taylor and Francis. ISBN 0748405798R. W. and J.M. Jackson (2004). Forensic Science. Prentice Hall. ISBN 0130432512Langford et al (2005). Practical Skills in Forensic Science. Prentice Hall. ISBN 0-13-114400-6


N. Petraco and T Kubic (2004) Microscopy for Criminalists, Chemists, and Conservators. CRC Press. ISBN 0849312450K. Pye and D. J. Croft (2004) Forensic Geoscience. The Geological Society. London. ISBN 1862391610White P.C. (Editor) (2004). Crime Scene to Court. 2nd Edition Royal Society of Chemistry ISBN 0854046569J. Robertson and M. Grieve (Editors) (1999). Forensic Examination of Fibres. 2nd Edition. Taylor and Francis. ISBN 0748408169A.Y. Wonder (2001). Blood Dynamics. Academic Press. ISBN 0127624570Journal of the Forensic Science Society Science and Justice



MODULE CODE: FSCP104 MODULE TITLE: Crime Scene Investigation and Management

CREDITS: 20 FHEQ Level: 4 JACS CODE: M211


SHORT MODULE DESCRIPTOR: (max 425 characters) This


E1 (Examination) 50% C1 (Coursework) 50% P1 (Practical) %



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MODULE AIMS:To provide the knowledge and understanding of the underlying concepts and principles associated with the investigation of crime and how these relate to the presentation of evidence for examination to a laboratory and/or a court of law.

ASSESSED LEARNING OUTCOMES: (additional guidance below) By the end of the module the learner will be expected to be able to:Explain facts, theories and/or concepts that underpin the techniques and procedures in the investigation of crime, using appropriate terminology;Explain the ethical issues involved in criminal investigation:Undertake a simulated criminal investigation, using appropriate equipment and techniques:Describe findings in a manner suitable for the rigors of scientific discipline and the legal system and report these findings to a variety of audiences.Demonstrate the ability to recognise any risks or safety aspects that may be involved in crime scene and investigative contexts.








SUMMARY of MODULE CONTENTHow the laws of evidence and ethics dictate the progress of an enquiry and the collection of evidence at a crime scene; Actions of first attenders; The gathering of physical and testimonial evidence; Dealing with victims of crime; Organisations that support the criminal justice system; Technical aids to the investigation of crime; How miscarriages of justice inform criminal investigations; Major incident management; The use of computers in criminal investigation

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 22.5Guided Independent study 151Practical Classes and Workshops 26.5


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E1 100 %Total = 100%

T_ %Total = 100%

CourseworkC1C2

Written ReportPractical

20%80%

Total = 100%



Recommended Texts and Sources:Pepper (2004) Crime Scene Investigation: Methods & Procedures, OU Press, ISBN 0335214908F Sampson (2004), Blackstones Police Manuals. Oxford University Press. ISBN 0-19-927874-1


MODULE CODE: FSCP107 MODULE TITLE: Introduction to Forensic Psychology:


Theory and Practice 1


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module introduces the theory and practice of the

Forensic psychologist and will provide an insight into their role in the legal process.


E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate)



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MODULE AIMS:To provide an overview of psychological theories related to offending andconsider theories of childhood and adolescence development.

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Apply different models of psychology to offending behaviour2. Demonstrate knowledge of theories of childhood and adolescence3. Describe aspects of motivation and emotion in determining behaviour

DATE OF APPROVAL: 01 May 2006 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01

September 2006.

SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE:

01 September 2013. TERM/SEMESTER: All Year




MODULE LEADER: Natasha Buist OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTEmotions and motivation; Humanist approach; Psychodynamic approach; Criminogenic factors and studies; Childhood development – attachment theory; Adolescence.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecturesSeminarPresentationVisits


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Coursework C1

Assignment 50%Seminar 25%Presentation 25%

%Total = 100%

Demonstrate by means of assignment, seminars and presentations the application of different models of psychology to offending behaviourDescribe aspects of motivation and emotion and theories of childhood and adolescence as explanations for offending behaviour.


Updated by:Natasha Buist

Date:10/01/18


Date:10/01/18

Recommended Texts and Sources:• Haralambos, M & Rice, D. [2002]. Psychology in Focus. Bath. Causeway Press Ltd.• Howitt, D. [1998]. Crime, the Media and the law. Chichester. Wiley.


• Jones, S. [2000]. Understanding Violent Crime. Milton Keynes. Open University• Kalat, J.W. (2004) Biological Psychology (8th Ed) Belmont; Wadsorth• Loeber, R. and Farrington, D.P. [1998]. Serious and Violent Juvenile Offenders: Risk Factors and Successful Interventions. London. Sage.• Muncie, J. [1998]. Youth and Crime. London. Sage.• Oatley & Jenkins (1996) Understanding Emotions. Oxford. Blackwell• Slater, A & Muir, D. [1999]. The Blackwell Reader in Developmental PsychologyLondon. Blackwell.

Ainsworth, P.B. [2000]. Psychology and Crime; Myths and Reality. Harlow. Longman. Harrower, J. [1998]. Applying Psychology to Crime. London. Hodder and Stoughton. Howitt, D. [2002]. Forensic and Criminal Psychology. London. Pearson



MODULE CODE: CORC2111 MODULE TITLE: Analytical Chemistry and Instrumentation for Forensic Science

CREDITS: 20 FHEQ Level: 5 JACS CODE: F180


SHORT MODULE DESCRIPTOR: (max 425 characters) An introduction to the principles and practice of chemical analysis based around the development of laboratory skills and accurate factual reporting.





%

T1 (Test) 30%



MODULE AIMS:To develop an understanding of chemical principles behind analysis and theoretical concepts related to instrumental detection. To develop a responsible attitude to safe and efficient working practice in the laboratory.

ASSESSED LEARNING OUTCOMES: (additional guidance below)By the end of the module the learner will be expected to be able to:Demonstrate the ability to use various scientific techniques in modern analytical chemistry;Demonstrate the ability to interpret and evaluate data from experimental analysis;Demonstrate the ability to design analytical solutions to practical (simulated) problems.



DATE(S) OF APPROVED CHANGE: 01/09/13 TERM/SEMESTER: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016- 2017 NATIONAL COST CENTRE: 113

MODULE LEADER: OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTVolumetric analytical techniques; UV-visible spectroscopy theory and instrumental use; IR spectroscopy theory and instrumental use; GLC and HPLC theory and instrumental use; NMR theory and spectrum interpretation; Mass spectrometry theory and spectrum interpretation; Chemical identification tests; Electrophoresis and electrochemical methods.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 30Demonstration 4Practical Classes and Workshops 11Guided Independent study 155


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T_ 100%Total = 100%

CourseworkC1 100%

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Updated by: Date: Approved by:HE Operations

Date:23/09/16

Recommended Texts and Sources:Langford A., Dean J., Reed R., Holmes D., Weyers J. and Jones A. (2005) Practical Skills in Forensic Science Pub. Pearson ISBN 0-13-114400-6



MODULE CODE: FSCP201 MODULE TITLE: Psychology in the Courtroom

CREDITS: 20 FHEQ Level: 5 JACS CODE: C800







%

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MODULE AIMS:To introduce psychological applications of forensic practice in the courtroom within a legal context.

ASSESSED LEARNING OUTCOMES: (additional guidance below)By the end of the module the learner will be expected to be able to:Identify key issues of forensic practice in the court room;Demonstrate knowledge of the role of the expert witness;Describe and evaluate the explanations of psychopathology;Consider sentencing issues





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016- 2017 NATIONAL COST CENTRE: 104



SUMMARY of MODULE CONTENTWitness evidence; Children as witnesses; Mental illness and crime; Custodial and non-custodial sentences; The expert witness.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 45Guided Independent study 143Practical Classes and Workshops 12


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T_ %Total = 100%

CourseworkC1C2

AssignmentSeminarPresentation

50%25%25%

Total = 100%



Recommended Texts and Sources:Bull, R. & Carson, D. [Eds]. Handbook of Psychology in Legal Contexts. Chichester. Wiley.Hollin, C. [Ed] [2001]. Handbook of Offender Assessment and treatment. Chichester. Wiley.McGuire, J. Mason, T. & O’Kane, A. [Eds] [2000] Behaviour, Crime and Legal Processes: A guide for Forensic Practitioners.Prins, H. [1995]. Offenders, Deviants or Patients? London. Routledge.Wrightsman, L.S. [1999]. Judicial Decision making. New York. PlenumGudjonsson, G.H. & Haward, L.R.C. [1998]. Forensic Psychology: A Guide to Practice. London. RouledgeWrightsman, L.S. [2001]. Forensic Psychology. Stamford, CT. Wadsworth



MODULE CODE: FSCP205 MODULE TITLE: Law for Forensic Scientists

CREDITS: 20 FHEQ Level: 4 JACS CODE:




E1 (Examination) % C1 (Coursework) % P1 (Practical) %



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SUBJECT ASSESSMENT PANEL Group to which module should be linked:


MODULE AIMS:

ASSESSED LEARNING OUTCOMES: (additional guidance below)

DATE OF APPROVAL: FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: SCHOOL/PARTNER:

DATE(S) OF APPROVED CHANGE: TERM/SEMESTER:


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016- 2017 NATIONAL COST CENTRE:


SUMMARY of MODULE CONTENT

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Scheduled Activities Hours Comments/Additional InformationLectureGuided Independent study


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MODULE CODE: FSCP206 MODULE TITLE: Research Design and Methods




This module develops students’ knowledge, understanding and skills in research methodology, experimental design and statistical analysis. It introduces further methods of statistical inference including an introduction to multivariate methods.






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MODULE AIMS:To develop critical thinking and practical skills in research design and analysis.

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Distinguish between a range of research approaches and assess their suitability for tackling

particular research problems.2. Explain the purpose and limitations of specific statistical techniques.3. Employ statistical software to conduct statistical analysis of data from a range of designs.4. Design a research study incorporating appropriate research design and methods of data

collection and analysis.



September 2006.






MODULE LEADER: Chris Rayne OTHER MODULE STAFF:


Research Methods: Observational, experimental, quasi-experimental, survey, interview. Experimental Designs: Factorial, hierarchical, repeated measures, mixed.

Statistical Analysis of categorical and univariate data (using suitable software): chi-squared, ANOVA, ANCOVA, a priori & post-hoc comparisons, Kruskal-Wallis

Introduction to Multivariate Methods: Multiple linear regression, logistic regression, MANOVA, cluster analysis, discriminant analysis, principal components and factor analysis.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Scheduled Activities Hours Comments/Additional InformationA1 Lecture 60A2 Guided Independent Study 140


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Coursework C1 ASSIGNMENT %Total = 100%



Date:10/01/18


Date:10/01/18

Recommended Texts and Sources:1Coolican, H (2004) Research Methods and Statistics in Psychology. (4th Ed) Hodder Arnold, London2 Everitt, B S & Dunn, G (2001) Applied Multivariate Data Analysis. Arnold, London3 Hair, J F, Anderson, R E, Tatham, R L, & Black, W C (1998) Multivariate Data Analysis. 5th Ed. Prentice Hall, NewJersey.4 Maxfield, M G, Babbie, E R (2004) Research Methods for Criminal Justice and Criminology Wadsworth,5 Manly, B F J (1994) Multivariate Statistical Methods. 2nd Ed. Chapman & Hall / CRC, Boca Raton, Florida6 Miller, J C, & Miller, J N (1993) Statistics for Analytical Chemistry. (3rd Ed) Ellis Horwood / PTR Prentice Hall,Chichester7 Quinn, G P & Keough, M J (2002) Experimental Design and Data Analysis for Biologists. Cambridge UniversityPress.8 Tabachnick, B G & Fidell, L S (2001) Using Multivariate Statistics. 4th Ed. Allyn & Bacon, Needham Heights,Massachusetts.



MODULE CODE: CORC2112 MODULE TITLE: Crime Investigation Protocols and Procedures

CREDITS: 20 FHEQ Level: 5 JACS CODE: M211



This module will provide the student with an understanding of the fundamentals of criminal investigation and the moral and legal issues involve.





%

T1 (Test) 20%



MODULE AIMS:To provide the knowledge and understanding of the underlying concepts and principles associated with the investigation of crime and how these relate wider moral and legal issues in society

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Explain facts, theories and/or concepts that underpin the techniques and procedures in the

investigation of crime, using appropriate terminology2. Explain and discuss the ethical issues involved in criminal investigation3. Explain the desired character traits of a criminal investigator and be able to discuss their

own character traits4. Undertake a simulated criminal investigation, using appropriate techniques on both a team

and individual basis5. Describe findings in a manner suitable for the rigors of scientific discipline and the legal

system and report these findings to a variety of audiences



September 2006.









The desired character traits of a criminal investigator; Basics of criminal investigation; How crime is recorded and why; The politics of crime; Laws of evidence; The use of intelligence; Psychological and geographical crime profiling; Models of memory and how they relate to the interview process; Obtaining information by interview, witness and offender interviewing; Interview models; The introduction of evidence in interview; Obtaining evidence post conviction, uses and abuses; The question of identity.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 55External Visits 5


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E_

T1 Test 20%Total = 100%

Coursework C1 Coursework 80%Total = 100%

Practical P_


Date:10/1/18


Date:12/01/18

Recommended Texts and Sources:1 F. Sampson (2004), Blackstones Police Manuals. Oxford University Press. ISBN 0-19-927874-12 K. Pepper (2005), Crime Scene Investigation. Open University Press. ISBN 0-335-21490-8
