Social Science & the American Crime Problem: An Open Online Course. Jacques, S. Technical Report January, 2023. Publication Title: CrimRxiv Type: article![Social Science & the American Crime Problem: An Open Online Course [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex This document is a broad overview of Social Science & the American Crime Problem \textlesshttp://catalogs.gsu.edu/preview_course_nopop.php?catoid=13&coid=25478&\textgreater , as taught by Scott Jacques \textlesshttps://scottjacques.us\textgreater , at Georgia State University \textlesshttps://www.gsu.edu/\textgreater . The course is themed as a book club. Students read, annotate, discuss, and reflect on six books. Each book illuminates the development, persistence, and change of social, historical, political, economic, and/or spatial patterns in the American crime problem, including control of it. Each book is open access \textlesshttps://en.wikipedia.org/wiki/Open_access\textgreater , so free for everyone. This document is open access, too. The course work is done on Perusall \textlesshttps://www.perusall.com/\textgreater , a teaching software program that is free to everyone (but not open access per se). The course emphasizes no-cost learning and open educational resources \textlesshttps://en.wikipedia.org/wiki/Open_educational_resources\textgreater (OER) for two reasons: to increase student success by eliminating the cost of textbooks; and, to increase the course’s impact by enabling other instructors to use or adapt it. The first outcome will boost students’ “return-on-investment” (ROI), the second will boost that of instructors. In addition, the course emphasizes Transparency in Learning and Teaching (TILT \textlesshttps://tilthighered.com/\textgreater ed \textlesshttps://tilthighered.com/\textgreater ), especially clear and fair evaluation. After an introduction to the course, the rest of this document presents information on each book, the six of which we use to structure the course, prior to a conclusion module. The course syllabus is at the end of this document. In the future (i.e., after initially publishing this document), the plan is to improve the course in two ways: undergo a Quality Matters assessment \textlesshttps://www.qualitymatters.org/\textgreater (or equivalent) to identify areas for improvement; and, add an appendix with information for instructors who want to use or adapt this course. These updates will be published in this document. If you would like to suggest improvements, you are encouraged to share them as you see fit. I thank students for their formal evaluations and informal feedback, which I use to improve the course.
@techreport{jacques_social_2023,
title = {Social {Science} \& the {American} {Crime} {Problem}: {An} {Open} {Online} {Course}},
shorttitle = {Social {Science} \& the {American} {Crime} {Problem}},
url = {https://www.crimrxiv.com/pub/crju2200gsu/release/2},
abstract = {This document is a broad overview of Social Science \& the American Crime Problem {\textless}http://catalogs.gsu.edu/preview\_course\_nopop.php?catoid=13\&coid=25478\&{\textgreater} , as taught by Scott Jacques {\textless}https://scottjacques.us{\textgreater} , at Georgia State University {\textless}https://www.gsu.edu/{\textgreater} . The course is themed as a book club. Students read, annotate, discuss, and reflect on six books. Each book illuminates the development, persistence, and change of social, historical, political, economic, and/or spatial patterns in the American crime problem, including control of it. Each book is open access {\textless}https://en.wikipedia.org/wiki/Open\_access{\textgreater} , so free for everyone. This document is open access, too. The course work is done on Perusall {\textless}https://www.perusall.com/{\textgreater} , a teaching software program that is free to everyone (but not open access per se). The course emphasizes no-cost learning and open educational resources {\textless}https://en.wikipedia.org/wiki/Open\_educational\_resources{\textgreater} (OER) for two reasons: to increase student success by eliminating the cost of textbooks; and, to increase the course’s impact by enabling other instructors to use or adapt it. The first outcome will boost students’ “return-on-investment” (ROI), the second will boost that of instructors. In addition, the course emphasizes Transparency in Learning and Teaching (TILT {\textless}https://tilthighered.com/{\textgreater} ed {\textless}https://tilthighered.com/{\textgreater} ), especially clear and fair evaluation. After an introduction to the course, the rest of this document presents information on each book, the six of which we use to structure the course, prior to a conclusion module. The course syllabus is at the end of this document. In the future (i.e., after initially publishing this document), the plan is to improve the course in two ways: undergo a Quality Matters assessment {\textless}https://www.qualitymatters.org/{\textgreater} (or equivalent) to identify areas for improvement; and, add an appendix with information for instructors who want to use or adapt this course. These updates will be published in this document. If you would like to suggest improvements, you are encouraged to share them as you see fit. I thank students for their formal evaluations and informal feedback, which I use to improve the course.},
language = {en},
urldate = {2023-01-12},
author = {Jacques, Scott},
month = jan,
year = {2023},
doi = {10.21428/cb6ab371.76363e84},
note = {Publication Title: CrimRxiv
Type: article},
}
Downloads: 0
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Each book illuminates the development, persistence, and change of social, historical, political, economic, and/or spatial patterns in the American crime problem, including control of it. Each book is open access \\textlesshttps://en.wikipedia.org/wiki/Open_access\\textgreater , so free for everyone. This document is open access, too. The course work is done on Perusall \\textlesshttps://www.perusall.com/\\textgreater , a teaching software program that is free to everyone (but not open access per se). The course emphasizes no-cost learning and open educational resources \\textlesshttps://en.wikipedia.org/wiki/Open_educational_resources\\textgreater (OER) for two reasons: to increase student success by eliminating the cost of textbooks; and, to increase the course’s impact by enabling other instructors to use or adapt it. The first outcome will boost students’ “return-on-investment” (ROI), the second will boost that of instructors. 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