PG CERT GROUP PRESENTATIONTOM BASSINDALE // FRANCIS CLEGG

MARK NORMAN // DAVID STRAFFORD

Hair Analysis in Forensic Toxicology Drug incorporated into hair through blood

Hair shows historic use of drug

Remains in hair until cut off

Hair Analysis in Forensic Toxicology Drug incorporated into hair through blood Hair shows historic use of drug Remains in hair until cut off

Case study: Children from meth labs 38/52 (73 %) +’ve for methamphetamine

Lecturer Credibility

Credibility – a definition The HEA framework Other relevant theory Our research results Top tips Discussion and questions

CREDIBILITY – A DEFINITION

The q ua lity o f be ing trus te d a nd be lie ve d in

(O x fo rd Dic tio na ry 2 0 1 4)

SYNONYMS: trustworthiness, reliability, dependability,

integrity, character; reputation, standing, status, cachet, kudos, eminence, credit, acceptability

The HEA UK Professional Standards Framework

1. Supports the initial and continuing professional development of staff engaged in teaching and supporting learning2. Fosters dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional settings3. Demonstrates to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning4. Acknowledges the variety and quality of teaching, learning and assessment practices that support and underpin student learning5. Facilitates individuals and institutions in gaining formal recognition for quality enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities

Dimensions of Practice

Areas of Activity undertaken by teachers and supporters of learning within HE

Core Knowledge that is needed to carry out those activities at the appropriate level

Professional Values that someone performing these activities should embrace and exemplify

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices.

K1The subject material

K1The subject material

V3Use evidence-informed approachesand the outcomes from research,scholarship and continuing professional development

V3Use evidence-informed approachesand the outcomes from research,scholarship and continuing professional development

Theory - Using Research in Teaching 1810 - Credited to Humboldt when

founding the University of Berlin. 2003 – UK government white paper

proposed teaching-only universities. 2006 – Sustained opposition, which

was heeded (He a le y e t a l.) Current – Governments are

concentrating research funding in fewer educational institutions.

Let’s have a show of hands.

Are you for or against….

…..Using your own research andexperience in teaching?

Theory - Using Research in Teaching

Theory – Are you for or against? Marsh and Hattie (2002) – ‘teaching

effectiveness and research productivity are independent constructs’.

Marsh and Hattie (1996) – need to increase the skills of the researcher to teach (and vice versa).

Jenkins (2004) – departmental structures are an issue.

Boyer (1990) – not to focus on the differences, but to conceptulise and seek potential synergies.

Theory – Healey Teaching Modes

Students as participants

Students as audience

Emphasis on research processes and problems

Emphasis on research content

Researchtutored

Researchbased

Researchoriented

Researchled

Inquiry-based learning

Processes of knowledge construction

Structured around teaching content

Discussing papers or essays

"META-RESEARCH"

We’re presenting to you today on the subject of research in teaching & the credibility of the lecturer

We wouldn’t be very credible teachers if we didn’t bring some of our own research and experience in would we?

So we thought we had to do some research into how much research and experience should be brought into the classroom

We’re calling this “Me ta -re s e a rch”

METHODOLOGY Quantitative approach taken We asked 81 students face to face with

paper questionnaires We also set up an online survey, with

99 responses Total of 180 current students & recent

graduates 3 closed questions; plus 1 open

question Students mainly from Forensic Science

and Events Management (two different courses)

Clearly this is not 100% robust research, but a good mix of students and for the purposes of this study, a decent sized pool

QUESTION 1

Does your lecturer’s personal, industry and/or research experience (or anecdotes) enhance your learning? (Please tick one)

Yes No Don't Know

Q1. Does your lecturer’s personal, industry and/or research experience (or anecdotes) enhance your learning? (Please tick one)

QUESTION 2 Do you expect your lecturer to bring their

personal, industry and/or research experience into the classroom? (Please tick one)

Yes, as much as possible Yes, where relevant I don't have an opinion No, facts and theory only please I hate it when lecturers talk about themselves

Q2. Do you expect your lecturer to bring their personal, industry and/or research experience into the classroom? (Please tick one)

QUESTION 3

Would you consider a lecturer without any relevant personal, industry and/or research experience, to be a credible teacher? (Please tick one)

Yes No Don't Know

Q3. Would you consider a lecturer without any relevant personal, industry and/or research experience, to be a credible teacher? (Please tick one)

QUESTION 4

Do you have any further comments about how important lecturer credibility is to you?

QUESTION 4 Ta lking a bo ut re le va nt re s e a rch/e x p e rie nc e s

m a ke s le c ture s m o re inte re s ting . Exp e rie nc e is a g o o d thing but a ls o ne wly

re s e a rche d te a che rs c a n be jus t a s c re d ible Exp e rie nc e is e s s e ntia l, why wo uld we p a y to

le a rn fro m s o m e o ne who ha s n't d o ne it the m s e lve s ? The y wo uldn't be c re d ible

Full list of Question 4 responses can be found on our blog...

TOP TIPS

1. Keep it relevant & use sparingly2. Use it to illustrate points3. Academic theory still crucial4. Keep it up to date

TOP TIPS - OVER TO YOU!

1. Keep it relevant & use sparingly2. Use it to illustrate points3. Academic theory still crucial4. Keep it up to date

Do y o u ha ve a ny to p tip s o f ho w y o u us e p e rs o na l / indus try e x p e rie nc e , o r re s e a rch in the c la s s ro o m ?

THANK YOU