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Schedule

Note: All due dates reflect North American eastern time (ET).

Lesson 1

Readings:
  • Lesson 1 commentary
  • Sennewald, C. A., & Tsukayama, J. (2015). The process of investigation: Concepts and strategies for investigators in the private sector. Elsevier Science & Technology.
    • Chapter 1

Activities:
  • Lesson 1 discussion
    • initial post due Saturday by 3:00 p.m. (ET)
    • two replies due Monday by 11:59 a.m. (ET)
Lesson 2

Readings:

 
  • Lesson 2 commentary
  • Loftus, E. (2019). Eyewitness testimony. Applied Cognitive Psychology, 33(4), 498–503.
  • Glomb, K. (2022). How to improve eyewitness testimony research: Theoretical and methodological concerns about experiments on the impact of emotions on memory performance. Psychological Research, 86, 1–11.
  • Davies, G., Hine, S. (2007). Change Blindness and Eyewitness Testimony, 14(4), 423-434.

Activities:
  • Lesson 2 quiz
  • Lesson 2 individual essay
Lesson 3

Readings:
  • Lesson 3 commentary
  • Granhag, P. A., Memon, A., & Roos af Hjelmsater, E. (2013). Social influence on eyewitness memory. In P. A. Granhag (Ed.), Forensic psychology in context: Nordic and international approaches (pp. 139–153). Routledge.
  • MacLean, C. L., & Read, J. D. (2019). An illusion of objectivity in workplace investigation: The cause analysis chart and consistency, accuracy, and bias in judgments. Journal of Safety Research, 68, 139–148.

Activities:
  • Lesson 3 Law and Order Analysis
Lesson 4

Readings:
  • Lesson 4 commentary
  • Birkeli, G. H., Jacobsen, H. K., & Ballangrud, R. (2022). Nurses’ experience of incident reporting culture before and after implementing the Green Cross method: A quality improvement project. Intensive & Critical Care Nursing, 69, 1–8.
  • Noort, M. C., Reader, T. W., Shorrock, S., & Kirwan, B. (2016). The relationship between national culture and safety culture: Implications for international safety culture assessments. Journal of Occupational and Organizational Psychology, 89, 515–538.
  • Vermeulen, J. A., Kleefstra, S. M., & Zijp, E. M. (2017). Understanding the impact of supervision on reducing medication risks: An interview study in long-term elderly care. BMC Health Services Research, 17, 464.

Activities:
  • Lesson 4 quiz
  • Lesson 4 discussion
Lesson 5

Readings:
  • Lesson 5 commentary
  • Brandl, S. G. (2022). Criminal investigation (5th ed.). Sage Publications.
    • pp. 79–92

Activities:
  • Lesson 5 individual essay (Police Station Visit)
Lesson 6

Readings:
  • Lesson 6 commentary
  • Sennewald, C. A., & Tsukayama, J. (2015). The process of investigation (4th ed). Butterworth-Heinemann.
    • Chapter 9
  • Abbe, A., & Brandon, S. E. (2014). Building and maintaining rapport in investigative interviews. Police Practice and Research, 15(3), 207–220.

Activities:
  • Lesson 6 quiz
  • Lesson 6 discussion
Lesson 7

Readings:
  • Lesson 7 commentary
  • Geiselman, R. E., Fisher, R. P., MacKinnon, D. P., & Holland, H. L. (1985). Eyewitness memory enhancement in the police interview: Cognitive retrieval mnemonics versus hypnosis. Journal of Applied Psychology, 70(2), 401–412.
  • Fisher, R. P., Ross, S. J., & Cahill, B. S. (2013). Interviewing witnesses and victims. In P. A. Granhag (Ed.), Forensic psychology in context: Nordic and international approaches (pp. 139–153). Routledge.
  • Minhas, R., Elphick, C., & Shaw, J. (2021). Protecting victim and witness statements: Examining the effectiveness of a chatbot that uses artificial intelligence and a cognitive interview. AI & Society, 37, 265–281.​

Activities:
  • Lesson 7 individual essay (Scholarly Research)
Lesson 8

Readings:
  • Lesson 8 commentary

Activities:
  • Lesson 8 Slicing the Bologna Test
Lesson 9

Readings:
  • Lesson 9 commentary

Activities:
  • one of two options:
    • assess quality of interview using the Assessment Form
    • case study and live interview during Zoom with the instructor
Lesson 10

Readings:
  • Lesson 10 commentary
  • Sennewald, C. A., & Tsukayama, J. K. (2015). The process of investigation: Concepts and strategies for investigators in the private sector. Elsevier Science & Technology.
    • Chapter 12
  • Milne, R., Nunan, J., Hope, L., Hodgkins, J., & Clarke, C. (2022). From verbal account to written evidence: Do written statements generated by officers accurately represent what witnesses say? Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.774322

Activities:
  • Lesson 10 discussion
Lesson 11

Readings:
  • Lesson 11 commentary
  • Gatowski, S. I., Dobbin, S. A., Richardson, J. T., Ginsburg, G. P., Merlino, M. L., & Dahir, V. (2001). Asking the gatekeepers: A national survey of judges on judging expert evidence in a post-Daubert world. Law and Human Behavior, 25(5), 433–458.
  • Faigman, D. L., Monahan, J., & Slobogin, C. (2014). Group to individual (G2i) inference in scientific expert testimony. University of Chicago Law Review, 81(2), 419–440.
    • Sections I and II

Activities:
  • Lesson 11 quiz
Lesson 12

Readings:
  • Lesson 12 commentary
  • Sennewald, C. A., & Tsukayama, J. K. (2015). The process of investigation: Concepts and strategies for investigators in the private sector. Elsevier Science & Technology.
    • Chapter 10
  • Kassin, S. M. (2017). False confessions. WIREs Cognitive Science, 8 (November/December 2017), 1–11.
  • Marshall, J. E. (1991). The at-will employee and coerced confessions of theft: Extending Fifth Amendment protection to private security guard abuse. Dickinson Law Review, 96(1), 37–58.

Activities:
  • Lesson 12 discussion
Lesson 13

Readings:
  • Lesson 13 commentary
  • Chabris, C., & Simons, D. (2009). The invisible gorilla. Random House.
    • Chapter 1
  • Culbertson, S. S., Weyhrauch, W. S., & Waples, C. J. (2016). Behavioral cues as indicators of deception in structured employment interviews. International Journal of Selection and Assessment, 24(2), 119–131.
  • Wiseman, R., Watt, C., ten Brinke, L., Porter, S., Couper, S.-L., & Rankin, C. (2012). The eyes don’t have it: Lie detection and neurolinguistic programming. PLOS ONE, 7(7). https://doi.org/10.1371/journal.pone.0040259

Activities:
  • Complete a Final Report (Section IV) 
Lesson 14

Readings:
  • Lesson 14 commentary
  • Cheung, K.-F. M. (1997). Developing the interview protocol for video-recorded child sexual abuse investigations: A training experience with police officers, social workers, and clinical psychologists in Hong Kong. Child Abuse & Neglect, 21(3), 273–284.
  • Melinder, A., & Korkman, J. (2013). Children’s memory and testimony. In P. A. Granhag (Ed.), Forensic psychology in context: Nordic and international approaches (pp. 56–74). Routledge.
  • Ridgely, S. B. (2019). Centering the children in the Catholic sex abuse crisis. American Catholic Studies, 130(2), 8–11.
  • Volpini, L., Melis, M., Petralia, S., & Rosenberg, M. D. (2016). Measuring children’s suggestibility in forensic interviews. Journal of Forensic Sciences, 61(1), 104–108.
Activities:
  • Lesson 14 individual essay
Lesson 15

Readings:
  • Lesson 15 commentary
  • Branigan, Kirsten Scheruer, et. al. (2019). “Conducting Effective Independent Workplace Investigations in a Post-#MeToo Era.” Dispute Resolution Journal, Vol. 74, No. 1, pp. 85-110.
  • Sennewald, Charles A. and Tsukayama, John K. (2015). “Discrimination Investigations.” Butterworth-Heinemann Publishers, Chapter 24.
Activities:
  • Lesson 15 Compare and Contrast Essay

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