This course provides a topic-specific understanding of responses to crime and deviance by a range of government and non-government agencies - for example: criminal justice, academia and business and industry. Our aim is to focus on crimes of contemporary national interest and the list of topics will vary each year depending on current political and criminal justice priorities. Students will be exposed to some of the factors that influence responses to crime such as official statistics and a discussion regarding the use, abuse and misuse of data. Finally, students are expected to engage critically with a range of contemporary techniques employed to respond to serious crime, including police practices and current techniques to control crime.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. explain the main approaches to understanding and responding to serious crimes of national interest;
2. identify the main theoretical approaches to the study of crime and deviance;
3. demonstrate the ability to investigate the literature and apply a problem-solving approach to a highly publicized crime event;
4. compare the main assumptions about offenders in serious and repeated crimes;
5. respond to and critique peer work.

Required Resources

All readings for the course will be provided via Canvas.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals etc.

Student Feedback

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction and overview of 'professional perspectives'
2	Using criminal justice data: The uses and misuses of official data sources
3	Police and surveillance
4	Victims, offenders and lived experience	In class article analysis assessment
5	Indigenous justice: Part 1
6	Indigenous justice: Part 2
7	Working with government: perspectives from academia
8	Practitioner and government perspectives	In class reflection assessment
9	Technology and justice
10	International dimensions
11	Crimes of the powerful
12	Where to next?	In class quiz

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Learning Outcomes
Class participation	10 %	LO2
Quiz	20 %	LO 1 2 3 4
Article analysis	10 %	LO 1 2 3 5
In-class reflection	15 %	LO 1 2 3 4
Critical perspective analysis	45 %	LO 1 2 3 4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

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 Academic Skills 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.

Participation

Participation is assessed in this course.

Assessment Task 1

Class participation

Students are expected to demonstrate that they have read/watched/listened to and understood the required materials for each class. Students are also expected to work collaboratively in both small groups and whole-class discussion to analyse and discuss issues raised in the course. Students are required to engage in discussion and argument with respect to relevant issues. Students are expected to come prepared and participate within this collaborative environment, identifying issues for analysis, presenting ideas, facilitating discussion, and resolving problems. Students are also expected to listen attentively to guest lecturers and ask relevant and thoughtful questions of them. 

Students are encouraged to discuss how their participation is progressing with the course convenor.

Assessment Task 2

Quiz

There will be one quiz available via Canvas to test your understanding of the content covered in the course. This quiz will take place in-class on Tuesday 21 October.

Assessment Task 3

Article analysis

Due date: This assessment will take place in-class on 12 August.

Please note: late submission is not permitted for this assessment task.

Objectives

The aim of this task is to develop your critical reading, analytical thinking, and academic writing skills by engaging with a peer-reviewed criminology article. You will be asked to identify and critically assess the argument, methods, and strengths/weaknesses of the article.

Instructions

1.    Read the Article:

Carefully read the assigned peer-reviewed article. Ensure that you understand the central argument, the methods used, and the key conclusions.

2.    Annotate the Article:

As you read, make annotations directly in the article. You can do this by:

• Using a highlighter to mark key sections.
• Writing brief notes or questions in the margins that capture your thoughts, critiques, or observations.

3.    Key Areas to Focus On:

• Argument: Identify the main argument of the article. What is the author trying to prove or argue? How is the argument structured?
• Methods: Identify the research methods did the author use (e.g., qualitative interviews, surveys, case studies, statistical analysis)?
• Strengths: What are the strengths of the article? Consider aspects like the clarity of argument, the robustness of evidence, or the relevance of the topic to criminology.
• Weaknesses: What are the weaknesses or limitations of the article? This could relate to the methodology, gaps in the literature review, bias, or limitations in the analysis or conclusions.

4.    Final Notes:

After completing your reading and annotations, summarise your thoughts in brief dot points on the final page of the article. Your notes should clearly address the following:

• A summary of the central argument.
• A description of the methods used;
• and any strengths or weaknesses you have identified.

5.    Formatting:

• Provide your annotated article (with highlights, margin notes and final notes).

6.    Submission:

• Submit your annotated article in person in class to Helen.

Assessment Criteria:

• Clarity of understanding: Demonstrating a clear understanding of the article’s argument and methods. (25%)
• Critical thinking: Providing a balanced critique, noting both strengths and weaknesses. (40%)
• Engagement with the material: How well you engage with the content of the article, including depth of insight in your annotations and final notes. (35%)

Assessment Task 4

In-class reflection

Word limit: 500 words

Due date: The in-class reflection exercise will be held on 23 September.

The reflection can be submitted via Turnitin at the end of the class.  

Objectives

Reflecting on learning helps us to reinforce newly gained knowledge and place it in the context of contemporary phenomena and experience. Reflective practice is a habit of lifelong learning and development that helps anyone engaged in a professional endeavour, where relationships are paramount, to remain focused on relevant issues in a wide range of circumstances.

This task is not a research task, but an opportunity to reflect on what you saw/heard and how that links to the relevant materials. It requires you to think about and express your own ideas and insights on the topic, including any new understandings, changes in your ideas and the directions of any new thinking. 

Instructions

Choose a topic that you have learnt about so far in the course and write a 500-word reflection on this based on the objectives above.

The reflection will be marked on the basis of:

1.    Depth of thought (i.e. you should express your reflections in more than merely a descriptive manner, and volunteer insights into the development of your own thinking and understanding of the topic) (70%)

2.    Ability to link your reflections back to other material covered in class (and providing relevant citations) (30%)

 

 

Assessment Task 5

Critical perspective analysis

Word Limit: 1,500 words (+/- 10%)

Due Date: Thursday, 23 October 2025 11:59pm

Objectives

This task invites you to critically explore how crime is represented through different perspectives—such as media, policy, lived experience, or academic discourse—and reflect on how these representations shape public understanding and criminological knowledge.

You will create a Critical Perspective Analysis that brings together personal reflection, theory, and real-world representations of crime. You will analyse how one crime-related issue is portrayed differently depending on the perspective or lens applied and reflect on how this influences what is ‘known’ about crime.

Instructions

Your Critical Perspective Analysis must include the following components:

1. Personal Lens (300 words)

Reflect on your own perspective in relation to crime. Consider:

• How your background, identity, and experiences shape your assumptions about crime and justice.
• What sources have influenced your thinking (e.g., media, family, schooling)?
• What biases or blind spots might this produce?

(Please note—the personal lens does not need to include citations).

2. Analysis (1200 words)

Choose one crime-related issue (e.g., youth crime, domestic violence, violent extremism, police corruption, illegal logging, etc.) and critically analyse three different representations of it. These must include:

• One mainstream media source (e.g., news article, documentary clip, podcast).
• One government/policy source (e.g., policy paper, government report, public campaign).
• One source of lived experience (e.g., a podcast by people with lived experience, a community-led blog, community run organisation representing people with lived experience, or interview).

Your analysis should:

• Identify the assumptions, values, and perspectives embedded in each representation.
• Use at least two theories (e.g., labelling theory, feminist criminology, Indigenous standpoint theory, penal populism, moral panic, etc.) to unpack these representations.
• Reflect on which voices are amplified or silenced, and what the implications are for justice and public understanding of crime.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

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.

Hardcopy Submission

No hard copy submission for CRIM3001.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students