This short series of workshops was aimed at school and college students in years 12 and 13.
The innovative investigation simulation ‘Operation Tandem’ introduced students to the investigative processes including forensic issues and police interview techniques designed to build more generic critical thinking and analysis capability.
The scenario was designed to unfold over five weeks with a time lock on each of the sections preventing students from 'jumping ahead'. Participants were encouraged to work in pairs in order to conduct their own investigations rather than as a class. Each section was designed to take approximately one hour to complete.
Along with the concluding session Part 5 when the sequence of events that took place in this scenario was fully revealed, participating teachers and students were invited to attend a Zoom session to discuss the results of their investigation with project developer Rob Giles along with criminologists Brendan Brookshaw and Magdalini Pipini.
Over 300 individual participants provided valuable feedback using online questionnaires and qualified for a University of Plymouth certificate of completion at the end on the process.
Alice Edwards, Faculty Outreach Officer, Faculty of Arts, Humanities and Business said:
"Outreach and events across the HE sector are currently seeing lower numbers across the board. We have offered events and the feedback we have had from schools is that schools don’t currently have as much capacity to partake in events and activities like they would normally as they are playing catch up from time out of school earlier in the year.
The Virtual Crime Scene Investigation workshop series has proven popular as I believe schools like the links to the curriculum, it’s an interesting concept and the flexibility to complete the workshops without having to sit through lots of Zoom sessions has made the workshops appealing compared to other events. I also think that as students who take part will receive a certificate for completing the workshops, it’s provided an incentive as students have something to show on CVs/UCAS personal statements."
Some feedback from email correspondence
- ‘I have finished Part 1 of the course and I am already invested into it. I love how it’s interactive and makes you feel like it’s real by enabling us to choose the kind of evidence and etc. I love working on it and I cannot wait to start Part 2!’
- ‘The workshop is really good.’
- ‘My students are really excited.’
- ‘I really enjoyed Part 1 and can’t wait for the next part next Monday.’