Assessing the Relevance of Statistics and Crime Analysis Courses for Working Crime Analysts
Bibliographic Data
| ID | 15317170 |
|---|---|
| Authors | Jonathan Allen Kringen (University of New Haven, corresponding author), Christopher M Sedelmaier (0000-0003-2163-4072, Creative Commons), Kristin D Elink-Schuurman-Laura (University of New Haven) |
| Year | 2016 |
| Volume | 28 |
| Issue | 2 |
| Pages | 155-173 |
| Publication date | 2016-06-18 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511253.2016.1192211 |
| OpenAlex | W2436182942 |
| Language | EN |
| Citations received | 3 |
| References cited | 27 |
Crime analysts study criminal activity and police function to improve performance. Analysts inform operations, aid resource allocation, and evaluate programs. These tasks require high levels of statistical literacy. Given that most analysts are college-educated civilians, college coursework in statistics and/or crime analysis may represent the foundational knowledgebase within the profession. However, little research has attempted to determine if coursework teaches the skills needed by analysts. Underlying this issue is a limited understanding about what technical skills crime analysts regularly use. Analyzing parallel surveys of 98 criminal justice educators and 146 crime analysts, this study compares the skills taught in undergraduate-level statistics and crime analysis courses to those used by analysts. Comparisons are made between perceptions of the value of coursework. Results indicate discrepancies between the orientation of coursework and the needs of analysts which underscore differences in the perceived relevance of statistics education. Recommendations are discussed
Coursework · Crime statistics · Criminal justice · Criminology · Mathematics education · Political science · Relevance (law · Statistics · Value (mathematics · Crime Patterns and Interventions · Data Analysis with R · Law · Mathematics · Psychology · Statistics Education and Methodologies
Municipal police departments’ attention to crime analysis
The failure of police ‘fusion’ centers and the concept of a national intelligence sharing plan
How Exactly Does Place Matter in Crime Analysis? Place, Space, and Spatial Heterogeneity
Using GIS to Apply Learning across the Undergraduate Criminal Justice Curriculum
The merging of criminology and geography into a course on spatial crime analysis
Bridging the Academic–Public Divide in GIS and Cartography
Motivated sensitivity to preference-inconsistent information
Motivated skepticism
Making Sense of COMPSTAT
| Citations per year | 0.6 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |