Underpinned by an explicit focus on the application of theory beyond the classroom, this assessment sees students complete a semester-long community-based research project . In groups, students are allocated a specific community and conduct primary and secondary research into an aspect of its operation of disciplinary interest. For example, Criminology students may focus on vulnerability to crime; Anthropology students may focus on issues relating to ethnicity and migration, etc. This assessment is divided into three separate scaffolded tasks: Task 1 requires students to draw on secondary quantitative datasets (e.g. Census data) to create a community profile. Task 2 sees students travel to their specific community to collect primary qualitative data (observations, interviews, focus groups). In CRIM3039, students draw on statistical census data to describe the structural and social characteristics of their community (Task 1) and qualitative observations of the characteristics and behaviours of its residents (Task 2) to predict crime in their community, highlight vulnerability for formal and informal social control, and identify problems the community is grappling with. Finally, Task 3 sees each group present their findings to the class. In CRIM3039 students were also required to complete a peer assessment form which was introduced to ensure equitable contribution.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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