pg cert presentation ds, mn, tb, fc 090414
TRANSCRIPT
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 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 ?