Uw huidige browser heeft updates nodig. Zolang u niet update zullen bepaalde functionaliteiten op de website niet beschikbaar zijn.
Let op: het geselecteerde rooster heeft overlappende bijeenkomsten.
Volgens onze gegevens heb je nog geen vakken behaald.
Je planning is nog niet opgeslagen
Let op! Uw planning heeft vakken in dezelfde periode met overlappend timeslot
Life Course Criminology (2026/2027: Semester 1 – Fall)
Cursusdoel
Upon completion of this course, the student are able to:
- Identify and describe the central issues, theories and findings concerning criminal behaviour over the life course.
- Critically evaluate and discuss the evidence regarding the causes and consequences of criminal behaviour over the life course.
- Apply knowledge about criminal behaviour to real-world problems of crime, law enforcement, and incarceration.
- Critically evaluate the strengths and limitations of different criminal justice interventions across the life course.
Relationship between tests/assignment/papers and course goals
| Description of assignment | Which learning goals does this assess? (see previous item) |
| Midterm exam Reflection paper Final research paper Participation Film reflections (pass/fail) |
1,2 3,4 2,3 1,2,3,4 3 |
Vakinhoudelijk
This course examines the theories, research findings, and policies concerning criminal behavior over the life course. A life course perspective views criminal behavior not as an isolated act, but as part of a developmental trajectory and series of turning points that affect the onset, frequency, and termination of criminal behavior. Criminal behavior is seen as the product of a complex interaction between changing characteristics of the individual and their social environment over their life course.
This course begins with an examination of the characteristics of criminal behavior more generally. Students will learn and critically engage with popular criminological theories and empirical research related to patterns of criminal behavior. We examine who commits crime, when they start, and how/when they persist.
We then examine the stages and trajectories of the life course in detail, ranging from childhood to adulthood. For example, in adulthood we examine key turning points in the life course - marriage, employment, parenting, and incarceration – to understand desistence from (or persistence of) criminal behaviors in adulthood. This course also digs deeper into a key factors that influence criminal behavior throughout the life course such as race/ethnicity and gender.
In the second part of the course, we will discuss criminal justice and policy responses to crime over the life course. Questions include: How do police, prisons, and re-entry policies and practices influence crime over the life course? Can we adequately predict who will commit crime and who will not? Are current policies to prevent and reduce crime effective? What policies should we consider for different stages of the life course?
Organization and preparation:
This course begins with an examination of the characteristics of criminal behavior more generally. Students will learn and critically engage with popular criminological theories and empirical research related to patterns of criminal behavior. We examine who commits crime, when they start, and how/when they persist.
We then examine the stages and trajectories of the life course in detail, ranging from childhood to adulthood. For example, in adulthood we examine key turning points in the life course - marriage, employment, parenting, and incarceration – to understand desistence from (or persistence of) criminal behaviors in adulthood. This course also digs deeper into a key factors that influence criminal behavior throughout the life course such as race/ethnicity and gender.
In the second part of the course, we will discuss criminal justice and policy responses to crime over the life course. Questions include: How do police, prisons, and re-entry policies and practices influence crime over the life course? Can we adequately predict who will commit crime and who will not? Are current policies to prevent and reduce crime effective? What policies should we consider for different stages of the life course?
Organization and preparation:
- Readings: Students will be assigned to read 1-2 empirical articles to read each week. Students are expected to read the literature in advance in preparation for the lectures and seminars. The readings will be discussed in more depth during the seminars, so students are expected to take notes on the readings, make your own summary, and prepare notes and questions for discussion during the seminars.
- Lectures: Each week’s topic will be introduced with a lecture giving an overview on background, key issues, theories, research findings and policies relevant to that week’s topic.
- Seminars: The main purpose of the seminars is to bring together the themes of the week’s lecture and readings through in-depth student-led discussions. The structure of the seminars may vary each week, but will generally be structured so students lead the discussion or application of the literature and topic. In some weeks, more instruction and feedback are provided for the final paper.
- Films: In this course, we will watch two films related to life course criminology. During these meetings, we will watch the film together, followed by student-led discussion. Students will hand in short reflective papers based on these discussions at the end of the meeting (pass/fail).
- Midterm exam: Students will take an exam covering information from the lectures and readings from the previous weeks. The exam is a closed-book, in-class exam, consisting of multiple-choice and short answer essay questions.
- Reflection paper: In the second part of the course, students will learn about criminal justice and other responses to crime over the life course. Based on one of these topics, students will write a final reflection paper discussing the evidence (for and against) certain approaches and how to address issues that arise in these areas. The reflection paper will be discussed in a final roundtable session at the end of the course.
- Final research paper (Life History Calendar): Throughout the course, students will work on a research paper (in pairs) in which they will interview an individual about their life course. Students will be provided with instructions and feedback during the seminars throughout the course.
- Participation: Students are expected to be active participants in classroom discussions. This includes attending all classes, being prepared by having read and analyzed assignments ahead of class time, and being ready to offer analyses and insights during class discussions. Students should be prepared to discuss the required readings and apply concepts during class. Student participation will be evaluated based on a rubric (use template).
Werkvormen
UCU course
Toetsing
Participation
Verplicht | Weging 10% | ECTS 0,75
Final research paper
Verplicht | Weging 35% | ECTS 2,63
Reflection paper
Verplicht | Weging 20% | ECTS 1,5
*midterm FEEDBACK*
Niet verplicht
Midterm exam
Verplicht | Weging 35% | ECTS 2,63
Ingangseisen en voorkennis
Ingangseisen
Er moet voldaan zijn aan de cursus:
Voorkennis
Recommended: UCACCMET12 to be completed before or during this course
Voertalen
- Engels
Competenties
-
Onderzoeksvaardigheden
-
Samenwerken
Cursusmomenten
Gerelateerde studies
Tentamens
Er is geen tentamenrooster beschikbaar voor deze cursus
Verplicht materiaal
-
DIVERSEPossible film rental only if seminar is missed
Aanbevolen materiaal
Er is geen informatie over de aanbevolen literatuur bekend
Coördinator
| dr. A.E. Nivette | A.E.Nivette@uu.nl |
Docenten
| dr. A.E. Nivette | A.E.Nivette@uu.nl |
Inschrijving
Let op: deze cursus is niet toegankelijk voor studenten van andere faculteiten, bijvakkers mogen zich dus niet inschrijven.
Naar OSIRIS-inschrijvingen
Permanente link naar de cursuspagina
Laat in de Cursus-Catalogus zien
Laat in MyTimetable zien
klikt, stop je een vak in je rugzak, zodat je dit vak door de rest van de CursusPlanner mee kunt nemen.