Task: A Critical Evaluation of a Specific ‘ Lecture ’ in Criminology

1. Task: A Critical Evaluation of a Specific ‘Lecture’ in Criminology by Joel Chijioke Nwalozie

2. Description and Context of the Activity • Subject area: Criminology • Topic: “The impact of social stratification on crime in the urban and rural environments” • Aspect of teaching: Lecture (activity supported) • Category of students: HE 3rd Year Undergraduates • Number of Students in class: 80 • Gender: Male 21; Female, 59 • Ethnicity: White, 75; Asian, 4; African, 1 • Age: 18 and above • Degree expected: BSc Criminology

3. Learning Aims & Outcomes Graduate attributes developed Taught, practised & assessed (T.P.A.) On completion of this lecture students will be able to • Analyse the impact of social stratification on crime in the urban and rural environments • Identify different classes of people • Develop and present online specific crimes committed by different classes of people • Apply global perspectives to understanding of social class • Suggest policy implications Academic literacy T, P, A. Critical self awareness Researchliteracy T, P, A. Academic literacy Research literacy Digital & information literacy T, P., A. Globalcitizenship T, P, A. Criticalself awareness Research literacy Academicliteracy T, P, A.

4. Formative Assessment • 15 minutes multiple choice questions on the lecture topic • Answers provided at the end by the lecturer • Peer markings observed and inspected by lecturer • Prizes given to those who got between 90% and 100%

5. Feedback from learners • Majority interested on the subject matter (see Cashin, 2010) • Able to discuss in pairs and fours so as to understand topic • Good lecturer-student interaction (see Carlton, 2006) • Good eye contact with students (see Charlton, 2006) • Lecturer able to clarify and answer questions • Majority say lecturer treats us equally • More time needed for activity (discussion) • Need to watch some video on the subject matter • Few say he threatens us with informal warning • Few complain about his accent • Every student was happy about the formative assessment

6. Feedback From Peers • A formal, well spoken, social event (see Charlton, 2006) • Sound knowledge of subject • Good use of criminal justice experience • Learning outcomes referred to and covered • Questioning • Good use of ICT (see Cashin, 2010) • Majority of students involved in discussion (see Cashin, 2010) • Respect, equality and diversity (see Equality Act, 2010; UK Professional Standards Framework, [UKPSF] (2011) • Few students were inactive and noisy (see Cashin, 2010) • Class management and control required • Use of Wikipaedia not approved by the University

7. Personal Reflection • Interesting lecture and discussion combined (see Cashin, 2010) • Constant reference to lesson outcomes • Recapping major points and Questioning were helpful (see de Winstanley, and Bjork 2002; Cashin, 2010) • Effective way of information unavailable from other sources (Bligh, 2000; Cashin, 2010) • Emphasis on important materials (see de Winstanley, and Bjork 2002) • Lecture does not explain everything in details (see Bligh, 2000) • Observed learners (Cashin, 2010) • Respect, equality and diversity of learners (see Equality Act, 2010; UKPSF, 2011) • Could not control every learner • Few students were passive and did not join in discussion (see Loftin et al, 2010)

8. Key Issues For Wider Audience • Few learners felt bored and sleepy (see Cashin, 2010) • Few learners did not discuss or write much for lack of understanding (see Cashin, 2010) and speaking publicly (see McCroskey and Beatty, 1986) • Two learners did not want to say something so as not to get answers wrong • Racially-motivated utterances from few learners

9. Recommendations • Maintain lecture and discussion mix (see Cashin, 2010) • Ensure active participation of all by more activities • Check student management and control of communication (see Charlton, 2006) • Informal warning for students who do not participate actively in class • Address differentiation and make learning easier for everyone (see Charlton, 2006) • Try to be heard and understood by everybody • Avoid using Wikipaedia • Report any unjust discrimination to designated person • Continuous professional development

10. References • Bligh, D. (2000) What is the Use of Lectures?, San Francisco, CA., Jossey Bass. • Brown, S. and Race, P. (2002) Lecturing: A Practical Guide, Routledge, London. • Cashin, W.E. (2010) Effective Lecturing, Idea Paper 46, The Idea Centre. • Charlton, B.G. (2006). Lectures are an Effective Teaching Method Because they Exploit Human Evolved ‘Human Nature' to Improve Learning - Editorial. Medical Hypotheses 2006; 67: 1261-5. • de Winstanley, P.A., and Bjork, R.A. (2002). Successful Lecturing: Presenting Information in Ways that Engage Effective Processing. In D.F. Halpern, and M.D. Hakel (Eds).), Applying the Science of Learning to University Teaching and Beyond: New Directions for Teaching and Learning, No. 89 (pp. 19-31). San Francisco: Jossey- Bass.

11. References contd.. • Harrison, J., Simpson, M., Harrison, O. and Martin, E. (2006) Study Skills for Criminology, London, Sage. • Loftin, C., Davis, L.A., and Hartin, V. (2010). Classroom Participation: A Student Perspective. Teaching and Learning in Nursing, 5, 119 – 124. • McCroskey, J. C., and Beatty, M. J. (1986). Oral Communication Apprehension. In W. H. Jones, J. M. Cheek, & S. R. Briggs (Eds.), Shyness: Perspectives on Research and Treatment (pp. 279-293). New York, Plenum Press. • UK Professional Standards Framework, (2011).

12. Website • Equality Act (2010) http://www.legislation.gov.uk/ukpga/2010/15/contents accessed 25/02/14.