- Class Number 3497
- Term Code 3340
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Ben Edwards
- AsPr Ben Edwards
- Class Dates
- Class Start Date 03/04/2023
- Class End Date 30/06/2023
- Census Date 02/06/2023
- Last Date to Enrol 21/04/2023
Around the world, the vast majority of crime and antisocial behaviour is committed by young people. This course will introduce students to developmental criminology as a foundation for understanding the causes and correlates of youth offending and antisocial behaviour across the life-course. In doing so, the course will review leading theories and etiological causes of youth offending and antisocial behaviour, with an eye towards how this research may inform crime reduction policies and prevention strategies (i.e., evidenced-based policies and practices). A major component of this course will be understanding how theories and policies covered in this course apply to the significant and ongoing debate in Australia regarding how to best respond to youth offending through policy and the juvenile justice system.
Upon successful completion, students will have the knowledge and skills to:
- source and evaluate information and data about youth crime in Australia and the world;
- display a critically-informed understanding of the theories and potential etiological causes of juvenile delinquency;
- critically discuss how research may inform current youth crime reduction policies and prevention strategies in Australia; and
- discuss research and present findings, both orally and in written form.
Examination Material or equipment
Students are required to have access to a computer with internet access and Adobe Acrobat software. All required readings can be downloaded from the Wattle course site. Further, it is expected that students will read more widely to support their learning for the course.
Students are actively encouraged to share relevant, outside materials in class and in online discussions.
All required readings will be made available via Wattle
Students will be given feedback in the following forms in this course:
- Written feedback for all assessment tasks
- Verbal feedback on online presentations
- General (verbal) feedback following the return of marked assessments about overall performance and common issues.
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
Assessments should be formatted as per below:
- Use the in-text American Psychological Association (APA) citation format (see for example http://guides.is.uwa.edu.au/apa).
- Use at least 8 references from 2022 onwards.
- Where applicable, number pages and use 1.5 spaced typing.
- Always proofread your written work prior to submission.
Students must appropriately cite and reference all sources used in assessment. Failure to do so will result in formal consideration of poor academic performance and/or academic misconduct by the Course Convener. The Course Convener, when deemed necessary, will refer cases to the Academic Standards & Quality Office.
|Week/Session||Summary of Activities||Assessment|
|1||Lecture 1 Introduction Lecture 2 Life course theory Lecture 3 Introduction to methods of longitudinal studies Exercise 1: Introduction to longitudinal studies https://learning.closer.ac.uk/introduction/ Exercise 2: Longitudinal study design https://learning.closer.ac.uk/study-design/||Day 1 -5 June|
|2||Lecture 4 Introduction to life course criminology Lecture 5 Age – Crime relationship Lecture 6 Age-Crime relationship (continued) Set reading: Elder, G. H. (1998). The life course as developmental theory. Child development, 69(1): 1–12.||Day 2 -6 June|
|3||Typologies of offending Reading: Moffitt, T. E. (2018). Male antisocial behaviour in adolescence and beyond. Nature Human Behaviour,||Day 3 - 7 June|
|4||Day 4: Aggression before adolescence Set readings: Blokland, A. A., & Nieuwbeerta, P. (2010). Life course criminology. In S. Shoham, P. Knepper, & M. Kett, International handbook of criminology (pp. 51-94). Moffitt, T. E. (2018). Male antisocial behaviour in adolescence and beyond. Nature Human Behaviour,||Day 4 - 8 June|
|5||Day 5: Age-graded social control and turning points Presentation - discussion Major Essay – discussion Readings: Sampson R. J. and Laub J. H. (2003) ‘Life-course desisters? Trajectories of crime among delinquent boys followed to age 70’, Criminology, 41(3), 555–592. Sampson, R. J., & Laub, J. H. (2005). A life-course view of the development of crime. The Annals of the American Academy of Political and Social Science, 602(1), 12-45.||Day 5 - 13 June|
|6||Reading meta-analysis papers exercise Lecture 10 : Policy and interventions Readings: Denning, R., & Homel, R. (2007). The challenges of turning developmental theory into meaningful policy and practice. In France, A. & Homel, R. (Eds.), Pathways and Crime Prevention: Theory, Policy and Practice (pp. 298-318). Piquero, A. R., Jennings, W. G., Diamond, B., Farrington, D. P. , Tremblay, R. E., Welsh, B. C., & Gonzalez, J . M. (2016). A meta-analysis update on the effects of early family/parent training programs on antisocial behavior and delinquency. Journal of Experimental Criminology, 229-248.||Day 6 -14 June|
|7||Lectures: Families and genetics Readings: Wertz, J., Caspi, A., Belsky, D. W…..& Moffitt, T. E. (2018). Genetics and crime: Integrating new genomic discoveries into psychological research about antisocial behavior. Psychological Science, 1-13. Besemer, S., Ahmad, S. I., Hinshaw, S. P, & Farrington, D. P. (2017). A systematic review and meta-analysis of the intergenerational transmission of criminal behavior. Aggression and Violent Behavior, 37, 161-178. Beaver, K.M. & Connolly, E. (2013). Genetic & environmental influences on the development of childhood antisocial behavior: Current evidence and directions for future research.. In C. Gibson & Marvin Krohn (Eds.), Handbook of Life-Course Criminology (pp. 43-56).||Day 7 -15 June|
|8||Lectures: Peers and romantic partners Revision and discussion Readings: Sampson, R. J., Laub, J.H., & Wimer, C. (2006). Does marriage reduce crime? A counterfactual approach to within-individual causal effects. Criminology, 44, 465-508||Day 8 - 16 June|
|9||Assessment||26 - 30 June Online presentations|
|10||Assessment||5 July Take home exam|
|11||Assessment||24 July Major essay|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Major essay – 2,300 words||40 %||24/07/2023||16/08/2023||1,2,3,4|
|Online presentation (using PowerPoint)||20 %||26/06/2023||05/07/2023||1,2,4|
|Take-home examination||40 %||05/07/2023||06/07/2023||1,2,3,4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1,2,3,4
Major essay – 2,300 words
The major essay is 2300 words in length and provides students with the opportunity to examine and critique a developmental criminological issue/topic with originality and depth. For this assessment, students will analyse and discuss one of the following two topics:
- Using a life-course framework, examine, in detail, two or more causes of offending in adolescent and young adult Australians.
- Discuss different types of youth offenders in Australia, and government responses for addressing delinquency among these groups.
In order to complete this assignment, students must incorporate existing research and source material on the subject, along with relevant policy issues on the subject.
This assessment is due on:
Word limit (where applicable): 2,300 words (excluding references)
(Work within ±10% word count will be accepted without penalty. A 10% penalty will apply to work exceeding this margin, on top of the assessment rubric.)
The essay will follow the format of a standard research or discussion paper. A standard research paper includes an introduction, body outlining your arguments with reference to life-course theory and research, and then a conclusion summarising the key points of contention.
Students must use and cite eight or more references in APA format.
The use of tables and/or figures is permitted, but such material must be cited and the source and/or data referenced appropriately.
The major essay will be assessed as follows:
- Structure (introduction, body, conclusion) and tone (10%)
- Presentation of facts, synthesis of material, and discussion (30%)
- Application of theories of developmental criminology (20%)
- Australian public policy relevance and implications (20%)
- Referencing –complying with APA format and having at least 8 references (20%)
Estimated return date: 24 July
Assessment Task 2
Learning Outcomes: 1,2,4
Online presentation (using PowerPoint)
Students prepare and present a group (2-3 person) 20-minute presentation on a longitudinal study of delinquency based on documents provided in the second week of lectures. Each student will be expected to present for at least 5 minutes.
To build online skills in a networked world, presentations will be given online.
Groups will be assessed on:
- Structure (introduction, body, conclusion) and tone (10%)
- Presentation of facts, synthesis of material, and discussion (30%)
- Application of life course or developmental criminological theory and policy relevance and implications (20%)
- Innovation (20%)
- Referencing (5%)
Students will be assessed on:
- Individual presentation style and clarity (15%)
Students must present their work using PowerPoint (using the template provided on Wattle). Students are required to send their PowerPoint presentation (via email) to me one hour prior to their presentation.
Additionally, students submit their presentation for grading via Turnitin (in PDF format) by 11:59 pm prior to the day of their presentation.
The assessment will not be considered complete until the presentation and supporting presentation notes are submitted to Wattle, and subject to the standard penalty for
turning in late assignments.
Appropriate (in-text) referencing applies and a reference list should appear at the end of the presentation slides.
Estimated return date: One week after submission
Assessment Task 3
Learning Outcomes: 1,2,3,4
The take-home exam is designed to provide students with an opportunity to review topics and knowledge gained during the course. This assessment is comprised of multiple choice questions.
The multiple choice exam is to be completed via Wattle by 11:59pm on:
Please note that university policy states that late submission of the take-home exam is not permitted.
The exam is ‘open book’, but must be completed individually without direct help or discussion from others (i.e., no collusion). Any evidence of collusion will be considered a case of potential Academic Misconduct.
The exam is 40% of the final grade.
The multiple choice exam will be assessed for correct responses.
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Marked assessments and grades (including written feedback, where applicable) will be returned via the course Wattle site.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Resubmission of Assignments
No resubmission of assignments are accepted. Students are encouraged to consult with the course lecturer about an assignment prior to the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students