Unit rationale, description and aim
LCRM304 Community Engagement enables Criminology students to apply theoretical learning in professional workplace settings. The unit provides intensive preparation in workplace practices and expectations, including occupational roles, professional boundaries, work health and safety, anti-discrimination, bullying, codes of conduct, and performance evaluation. Through guided reflective practice, students are encouraged to develop as autonomous professionals capable of ongoing professional growth.
Students complete an 80-hour placement within the criminal justice sector or in organisations that provide services to, or conduct research with, individuals who have encountered the criminal justice system.
This unit forms part of the ACU Core Curriculum, which comprises three units: UNCC100 Self and Community, UNCC300 Justice and Change in a Global World, and a program-specific Community Engagement unit. While UNCC100 and UNCC300 are common across undergraduate programs, the Community Engagement unit integrates Core Curriculum learning with lived experience. It brings together the ACU Mission and the Catholic intellectual tradition, offering a distinctive perspective on criminology and professional practice.
The unit provides students with opportunities to critically reflect on how the criminal justice system responds to marginalised and disadvantaged communities, emphasising values of collaboration, equality, mutual respect, and a commitment to justice.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Recognise workplace customs
Learning Outcome 01
Solve problems in the workplace
Learning Outcome 02
Reflect upon and evaluate self-performance in the ...
Learning Outcome 03
Content
Topics will include:
- Workplaces in the criminal justice sector
- Occupational roles and boundaries in the criminal justice sector
- Service-learning and clinical education: understanding the purpose of a placement
- Regulation in the workplace: work, health and safety laws
- Regulation in the workplace: anti-discrimination and understanding cultural safety
- Regulation in the workplace: code of conduct
- Performance evaluation in the workplace
- What is a reflective practitioner and how do I become one?
- How to keep an effective reflective journal
- Evaluating your placement
Assessment strategy and rationale
The assessment tasks have been explicitly created to address the identified Learning Outcomes for this unit (assessment of learning) and designed to allow students to learn about and apply the skills required by professionals working in the field of criminology (assessment for learning).
Students will be required to complete three assessment tasks in this unit. The first is a short answer task, in which students will be expected to identify a placement workplace (or if one has already been identified for them, that workplace), and then define its work, its service and any issues or ethical challenges faced by workers in the workplace. The aim is that the student understands the workplace before entering it.
The hurdle exam will be a 30-question multiple-choice exam worth 30% of the total unit mark, in which students are required to achieve 20 marks or above out of 30 in order to pass this hurdle
Finally, students complete a reflective journal that helps to ensure students connect their in-class learning and degree knowledge to their workplace learning in a meaningful way.
Overview of assessments
Short answer task: Requires students to demonstra...
Short answer task: Requires students to demonstrate their ability to prepare a brief description of their workplace and its work, and demonstrate understanding of the services that workplace provides, the people to which those services are provided, and the issues they might face.
30%
Graded hurdle exam: Requires students to demonstr...
Graded hurdle exam: Requires students to demonstrate critical thinking skills and understanding materials. Students must achieve at least 20 marks out of 30 in order to pass this hurdle assessment
30%
Reflective journal: Requires students to demonstr...
Reflective journal: Requires students to demonstrate understanding of the purpose of critical reflection
40%
Learning and teaching strategy and rationale
The learning and teaching strategy in this unit is unlike others in the course. Here, the strategy is in three phases: intensive preparation for a workplace placement, the placement itself, and a workplace-based reflective exercise used as a tool for ‘de-briefing’ through which students gain increased self-awareness of their ability to apply their course-work learnings to the workplace.
Thus, the unit begins with four weeks of intensive online training on topics 1-8 (above) incorporating a short answer assessment task. This training coincides with sourcing of and provisional allocation of the placement to be undertaken.
Next, students are required to pass a “graded hurdle” exam. This is scheduled in week 5. The reason for this hurdle is that it tests students’ ability to be safely placed in the workplace with (at least) a minimum level of competence. Here, “safety” takes account of the prevalence of confidential and ethical matters in criminal justice organisations. Failure to pass the hurdle will result in failure of the unit, and the student will not be able to proceed to placement. There is no opportunity possible to repeat the hurdle assessment because it is temporally linked to the placement itself. Because of the critical nature of this assessment, it should be noted that it is structured and designed in a way that renders it unlikely to be failed – particularly given the intensive two-week training that precedes it.
When the hurdle exam is passed, students proceed to a placement of 80 hours.
Students then round out their experience with a workplace-based reflective exercise.
Representative texts and references
Cleak and Wilson, Making the Most of a Field Placement, 2018.
Dal Pont, GE, Wolski, B., Macdonald, R. and Clark-Dickson, D., Lawyers: Roles, Skills and Responsibilities (Thomson Reuters, 3rd Edition, 2016)
Schwabel, D., How to Make the Most out of Internships (2011) https://business.time.com/2011/12/07/how-to-make-the-most-out-of-an-unpaid-internship/