Task: A Critical Evaluation of ‘Lecturing’ in Criminology By Chijioke Nwalozie.

Task: A Critical Evaluation

of ‘Lecturing’ in Criminology

By Chijioke Nwalozie

Description and Context of the Activity

• Subject area: Criminology

• Topic: "The impact of social stratification on crime in the urban and rural environment”

• 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

Poor boys 'turned into criminals' at school (Telegraph 27 Nov, 2009)

Lecture “… is probably the oldest teaching method and still the method

most widely used in universities throughout the world” [italics

added] (McKeachie and Svinicki, 2006, p. 57)

is still the most widely used way of delivering “content” in

criminology as a social science

promotes student enthusiasm, interaction and participation in the

subject (see Brown and Race, 2002)

presents a certain amount of information within a limited time

(Harrison et al, 2006)

Learning Aims & Outcomes: On completion of this lecture

students will be able to

Analyse the impact of social stratification on crime in urban and rural environments

Recognise specific crimes committed by different classes of people

Suggest policy implications

Graduate attributes

Understand key theoretical perspectives

Critical evaluation of literature on social class

Coherent arguments

Effective listening

Critical and conceptual thinking

Excellent communication skills

Academic literacy (High)

Graduate Attributes cont. …

Use a wide range of learning strategies

Independent learning

Collaborative learning

Strengths and weaknesses

Interpersonal skills

Critical Self-Awareness (High)

Graduate Attributes cont. …

ICT skills

Library skills

Presentation skills

Practice information retrieval

Digital literacy (Medium)

Graduate Attributes cont. …

Analyse theories and evidence

Determine the appropriateness of different research

methods for specific questions on criminological

theories explaining social strata

Research literacy (Medium)

Graduate Attributes cont. …

Understand the ethical implications of research

Negotiate within a framework of respect for others

Understand the influence of wider contexts such as

political & cultural settings

Global citizenship (High)

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

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

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)

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 that may offend lecturer

• Racially-motivated utterances from few learners

Recommendations• Maintain lecture and discussion mix (see Cashin, 2010)

• Ensure active participation of all

• 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

• Continuous professional development

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.

• 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).

WebsiteEquality Act (2010)

http://www.legislation.gov.uk/ukpga/2010/15/contents accessed 25/02/14.

http://www.telegraph.co.uk/education/6661807/Poor-boys-turned-into-criminals-at-school.html accessed 13/03/13.