dc.contributor.author	Kerner, Patrice A.
dc.date.accessioned	2023-05-15T20:07:29Z
dc.date.available	2023-05-15T20:07:29Z
dc.date.issued	2023-04-12
dc.identifier.other	2c381e94-9815-413f-b6df-3c85351a8f73	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6676
dc.description.abstract	Crime and the fear of crime are severe problems on college campuses. The perception of campus safety has changed, especially after several large-scale attacks have killed and injured numerous students, such as the Virginia Tech and Grambling University shootings. Improving the current perception of a safe campus is crucial for colleges. The purpose of crime prevention programs in colleges is to help students avoid becoming victims of crime. Currently, the emphasis is not on preventing the crime from occurring, it is only on ensuring an individual is not a victim of crime. Students may learn how to stay safe on campus, but we should be changing the campus environment to reduce crime. Many approaches have been introduced to reduce and prevent crime. One approach is based on reducing criminal opportunity by changing aspects of the environment so that crimes, such as theft, violence, vandalism, and arson as well as the fear of crime can be reduced. Through the Crime Prevention Through Environmental Design (CPTED) model, crime prevention has been successful within communities, businesses, and primary schools in reducing crime. In this convergent mixed-methods case study, we explore whether implementing aspects of CPTED can improve perceptions in the college setting. We test the hypothesis that the fewer aspects of CPTED identified within a specific location on a college campus, the more stakeholders perceive that area to be unsafe. This test is accomplished by integrating the quantitative findings from several physical CPTED Safety and Security Assessments with qualitative stakeholders' perspectives and using heatmapping software to explore if the reasons for the perceptions of unsafe areas can be rectified by implementing aspects of CPTED in those areas.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Contribution 3 -- Problem Statement 4 -- Research Questions and Hypothesis 7 -- Overview of Chapters 9 -- Chapter II: LITERATURE REVIEW 11 -- Theoretical Framework 11 -- Structural Criminological Theories 13 -- Cultural Criminological Theories 15 -- Crime on College Campuses 18 -- Traditional Approaches to Campus Security 22 -- Crime Prevention Through Environmental Design 25 -- History of CPTED 26 -- Principles of CPTED 28 -- Territorial Control. 29 -- Maintenance. 30 -- Natural Surveillance. 30 -- Access Control. 31 -- Image & Milieu. 31 -- Using CPTED to Promote a Safe Learning Environment 32 -- CPTED and Crime on College Campuses 33 -- Conclusion 36 -- Chapter III: METHODOLOGY 37 -- Research Design 37 -- Phase One – Quantitative Analysis 40 -- Population and Sample 40 -- Instrumentation 42 -- Procedure 44 -- Data Analysis 46 -- Phase Two – Qualitative Analysis 48 -- Population Sample 48 -- Instrumentation 50 -- Procedure 53 -- Data Analysis 54 -- Phase Three – Merge Results for Comparison 55 -- Analysis 55 -- Assumptions 56 -- Limitations 57 -- Delimitations 58 -- Ethical Procedures 59 -- Contributions to Knowledge 60 -- Conclusion 61 -- Chapter IV: RESULTS 62 -- Overview 62 -- Phase 1 – Primary Data, Quantitative Analysis 62 -- Campus CPTED Surveys 62 -- Large Campus. 64 -- Buildings 66 -- Parking Areas. 73 -- Recreational Areas. 75 -- Medium Campus 77 -- Buildings 78 -- Parking Areas and Recreational Areas. 81 -- Small Campus. 82 -- Building. 83 -- Grounds. 84 -- Dispatch Log Data 85 -- Large Campus. 86 -- Medium Campus 87 -- Small Campus. 88 -- Summary 88 -- Large Campus. 88 -- Medium Campus 90 -- Small Campus. 92 -- Phase Two – Supporting Data, Qualitative Analysis 93 -- Large Campus. 94 -- Overall Perceptions. 94 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 96 -- Questions Related to the Four Elements of CPTED 101 -- Medium Campus 103 -- Overall Perceptions. 103 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 105 -- Questions Related to the Four Elements of CPTED 108 -- Small Campus 110 -- Overall Perceptions. 110 -- Questions Related to Pictures of Campus Depicting Elements of CPTED. 111 -- Phase Three – Testing Case Hypothesis 111 -- Large Campus 112 -- Medium Campus 114 -- Small Campus 115 -- Case Comparison 115 -- Chapter V: DISCUSSION 117 -- Findings 117 -- Recommendations 120 -- Conclusion 123 -- Chapter VI: CONCLUSION 125 -- Key Research Findings 127 -- Main Contributions 127 -- Limitations and Recommendations for Future Research 127 -- Conclusion 129 -- References 131	en_US
dc.format.extent	1 electronic document (PDF/A), 232 pages	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Crime prevention	en_US
dc.subject	Crime	en_US
dc.subject	Campus police	en_US
dc.subject	Public administration	en_US
dc.subject	Academic dissertations	en_US
dc.subject	Criminology	en_US
dc.subject	Public policy	en_US
dc.title	Use of Crime Prevention Through Environmental Design on College Campuses: A Case Study on Improving the Perception of Fear	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Political Science of the College of Humanities and Social Sciences	en_US
dc.description.advisor	Haas, Glen
dc.description.committee	Robinson, Deborah
dc.description.committee	Curtis, Christopher
dc.description.degree	D.P.A.	en_US
dc.description.major	Public Administration	en_US