Thoughts from the criminology team

Home » Engagement

Category Archives: Engagement

How to prepare for a year in University

In our society consumerism seems to rain supreme.  We can buy stuff to make us feel better and we can buy more stuff to express our feeling to others and mark almost most events around us.  Retail and especially all the shops have long been aware of this and so they have developed their seasonal material.  These seasonal promotions may have become consumer events now although they do signify something incredibly important to culture and our collective consciousness.  There is time for Christmas decorations and festive foods, Easter time and chocolate eggs, mother’s day and nauseating cards father’s day for equally grinchworthy cards.  There is valentine’s day to say I love you in full fat chocolates, Halloween to give little kids rotten teeth and a red poppy to remember some of our dead.  To those add the summer season with the disposable BBQs and of course the back to school season! 

The back to school is one of the interesting ones.  Geared to prepare pupils and parents for going back to school and plan ahead.  From ordering the uniforms to getting all the stationery and books required.  I remember this time of the year with some rather mixed emotions.  It was the end of my summer holidays, but it was also the time to get back to school.  Until one day I finished school and I went to university.  Education is seen as part of a continuous process that we are actively involved from the first day at school to the last day in high school and more recently for more people also involve the first day of going to university.  Every year is more challenging than the next, but we move up and continue.  For those of us who enjoy education we continue the journey further to further or high education. 

There is something to said about the preparation process coming to University; it is interesting seeing advertisements on education this time of the year on the tv and social media promoting stuff for this transition; from the got to have smartphone to the best laptop, the fastest printer scanner all in one thingy to the greatest sound system and many more stuff that would get you ready for the year ahead.  Do they really help us out and if not, what do we got to do to prepare for coming to university?

Unfortunately, there is no standard formula here but there is a reason for that.  Higher education is adult education.  This is the first time in our educational journey that we are sitting firmly on the driving seat.  We choose to study (or ought to) what we wish to study.  It is an incredibly liberating process to have choice.  This however is only the beginning.  We make plans of our time.  In higher education the bulk of the time required is independent study, and as such we got to negotiate how we will plan our time.  We got to decide which reading we are going to do first which notes to read what seminar we shall prepare and what assignment we will make a draft of. 

There will be days spent in the library looking for a book, days in a coffee shop talking to fellow students about the seminar reading, days in the learning hub working on an assignment.  There are highs, lows and everything in between.  But regardless of the emotion at every stage thee will be a sense of ownership of knowledge.   

In the first couple of sessions, the bulk of the students keep quiet expecting the correct answer to be given.  One interpretation or one truth that describes all.  It takes a few times before the realisation emerges that the way we analyse, and project knowledge can be different provided we go through the same processes of scrutiny and analysis.  Then conversation emerges and the more reading the better the quality of the ideas that shall emerge. 

The first year at University is definitely a declaration of independence and the realisation that we all have a voice.  Getting on to the road on empowerment.  This is a long journey, and on occasions arduous but incredibly rewarding because it leads to an insight greater than before that removes ignorance and lifts the veil of the unfamiliar. 

To our newest students – Welcome to the University and to our returning 2 and 3 years – Welcome back!

Thinking “outside the box”

@alisonhodson3

Having recently done a session on criminal records with @paulaabowles to a group of voluntary, 3rd sector and other practitioners I started thinking of the wider implications of taking knowledge out of the traditional classroom and introducing it to an audience, that is not necessarily academic.  When we prepare for class the usual concern is the levelness of the material used and the way we pitch the information.  In anything we do as part of consultancy or outside of the standard educational framework we have a different challenge.  That of presenting information that corresponds to expertise in a language and tone that is neither exclusive nor condescending to the participants. 

In the designing stages we considered the information we had to include, and the session started by introducing criminology.  Audience participation was encouraged, and group discussion became a tool to promote the flow of information.  Once that process started and people became more able to exchange information then we started moving from information to knowledge exchange.  This is a more profound interaction that allows the audience to engage with information that they may not be familiar with and it is designed to achieve one of the prime quests of any social science, to challenge established views. 

The process itself indicates the level of skill involved in academic reasoning and the complexity associated with presenting people with new knowledge in an understandable form.  It is that apparent simplicity that allows participants to scaffold their understanding, taking different elements from the same content.  It is easy to say to any audience for example that “every person has an opinion on crime” however to be able to accept this statement indicates a level of proficiency on receiving views of the other and then accommodating it to your own understanding.  This is the basis of the philosophy of knowledge, and it happens to all engaged in academia whatever level, albeit consciously or unconsciously.

As per usual the session overran, testament that people do have opinions on crime and how society should respond to them. The intriguing part of this session was the ability of participants to negotiate different roles and identities, whilst offering an explanation or interpretation of a situation.  When this was pointed out they were surprised by the level of knowledge they possessed and its complexity.  The role of the academic is not simply to advance knowledge, which is clearly expected, but also to take subjects and contextualise them.  In recent weeks, colleagues from our University, were able to discuss issues relating to health, psychology, work, human rights and consumer rights to national and local media, informing the public on the issues concerned. 

This is what got me thinking about our role in society more generally.  We are not merely providing education for adults who wish to acquire knowledge and become part of the professional classes, but we are also engaging in a continuous dialogue with our local community, sharing knowledge beyond the classroom and expanding education beyond the campus.  These are reasons which make a University, as an institution, an invaluable link to society that governments need to nurture and support.  The success of the University is not in the students within but also on the reach it has to the people around.

At the end of the session we talked about a number of campaigns to help ex-offenders to get forward with work and education by “banning the box”.  This was a fitting end to a session where we all thought “outside the box”. 

The Unbreakable Bond of Criminology

Every student has a different experience in their studies, be it through what they have studied, who they studied with or even where they studied. “Team Cops and Robbers” studied the same degree, the same modules at UON, yet we had different experiences. However what we share (and are all very fond of) is how positive the experience was, tackling the stresses (and joys) of the degree as a trio. We each offer a brief overview of our experience as a member of “Team Cops and Robbers”, who graduated in 2015 and still remain very involved in each other’s lives…

Jes: I was a late comer to Team Cops and Robbers, as Emma and Leona had already bonded without me (rude I know!). We were thrown together in Drew’s 2nd year History module, where there were only a few Crim students – so they didn’t get much of a choice with regards to me joining, the then, duo. And the rest as they say is history! What stemmed from there is quite remarkable; we all had own our strengths when it came to Crim. My recollection is Emma knew everything about everything, Leona kept us all motivated and on top of our seminar preparation and I kept us glued to the library and bossed us around -especially with group work (my car Geoffrey was an unofficial member of the gang taking us to and from Park campus). Although we took the same modules, due to our differing interests, we all did different assignment questions and had very different ways of writing and tackling assessments. In my third year, I distinctly remember Emma and Leona reminding me to take time to myself and to not live 24/7 in the library; and had they not been there to encourage me to breathe, it is likely I would have burned out! They were not afraid to question my views, or understanding, or challenge my bossy attitude when it came to group work, for which I am very grateful! And still today, even though we are no longer studying together, they keep me motivated with the MSc, sending me motivational gifts as a reminder that even though they are not studying with me, I am not alone! My academic journey would have been very different had it not been for our trio, and likely would not have been as successful.

Leona: Sometimes being in class with friends can be detrimental as you end up spending so much time having fun, you end up forgetting the work side of uni. However when you meet friends who are so determined to do well and hard-working, it can really motivate you to push yourself. Myself, Jes and Emma became a power trio; encouraging each other, motivating each other and always making sure we were working together for group projects. We are all completely different when it comes to learning but I think these differences really helped us. Learning from them really helped me to improve my own standard of work, and having the girls’ input and guidance throughout, really encouraged me and helped me gain confidence in my own voice. Plus it made doing all the studying we did much more bearable. I’m sure sometimes it took us longer to get through everything as we would be half working, half chatting, but as a trio it meant we could help each other if we got stuck or go for coffee breaks if we were bored or unmotivated. Having Jes and Emma there with me meant there was always someone there to go through notes with, always someone to explain something in a different way if I didn’t fully understand something, always someone to motivate me when I was exhausted and didn’t feel like working any more. It meant that my viewpoint expanded as I learned from their experiences and that once we had all finished writing our essays we could share them with each other to check, critique and make suggestions for improvement. But more than all that, it meant there was always someone there to help you balance the workload, someone to tell you when to take a break, and to “day drink” in the SU, explore winter wonderland, or have a Disney film day. During my time at uni these girls inspired me to work harder, and to really challenge myself to improve on everything I was doing. Without them there to encourage me and spur me on, I don’t think I would have come out with the grade I did, and I am certain that my uni experience wouldn’t have been half as memorable.

Emma: Meeting Jes and Leona was one of the best things about university. Not just because they are now two very dear friends of mine, but because we were vital to each other’s sanity at uni. I met Leona first in welcome week with a very interesting exchange asking if I was at the right seminar and proceeding to tell her my name, that I was from the south west and that I liked reading about serial killers. Leona reciprocated with the main difference being that she was from the north and from there our friendship blossomed.  Jes was some girl who sat with another group of people. It wasn’t until 2nd year that Jes really came into our friendship group and “Cops and Robbers” was formed. We all had strengths and weaknesses that helped us when it came to group work. Jes was always super, super organised, having her essays completed with weeks to go. Leona was always bubbly and would follow Jes with completing her essay with time to spare. Me… I would research and collect quotes and references and then write my essays with 48-24hrs to go, as I liked the time pressure. This changed in my 3rd year though as being around Leona and Jes, they moulded me and proof read my concepts and challenged me back on things. Any time we had group work, I knew we would do well because as a trio we kicked ass! We did not always have the same views in our seminars and would often debate but we would always leave as friends. Best advice for getting through university sane, is to find people who are fun, you get on with and drive you to be the best.

Hopefully what is clear from each of our perspectives is how important we were to keeping each other (relatively) sane! Your friendship groups during your studies are essential to keeping you happy, but also keeping you motivated! Whilst it is independent studies, and at the end of the day is YOUR degree; the input from friends and family will shape your own ability and attitude. If you find the right group, hopefully you will find that they push you, support you and challenge you!

Findings on the ‘traditional lecture’ format – perfect timing!

hal_9000_remade_by_iamspiderone-d5pfize

I seem to be reading more and more reports on the need to retain lectures as a form of teaching, as it is claimed to ensure students are more engaged and committed to their studies when this method is used. Well, these findings have come to my attention just as I am testing online technologies to replace the ‘traditional’ lecture, via Collaborate on the new Waterside campus. Collaborate is a tool in Blackboard which opens an online classroom for students to join, listen to the lecture and see slides or other media, while also being able to pose questions via a chat function.

 

On the face of it, not so different, just the physical world replicated in the real world, right? Well, I will reserve judgement as I am still coming to grips with what this technology can do, I am aware younger generations of students may embrace this, and the reality is, it is the only forum I have to offer teaching to large numbers of students. I suspect student experiences are mixed, I know some really like it, some are not so keen, so again, not so different to lectures? The article in the times suggests that students are less likely to drop out if they are taught via lectures and have perceptions of good one-to-one contact with staff. Some more interesting issues were raised from replies in the tweet about the story, raising questions about the need to focus on quality, not method, that many universities are playing catch up with new teaching technologies and that this needs to be better understood from social and cultural perspectives. I think it is also worth picking up on perceptions of students, along with their expectations of higher education and remember, they must develop as independent learners. The setting in this respect would not seem to matter, it is the delivery, the level of effort put in to engage students and reinforcing the message that their learning is as much their responsibility as ours.

 

There is certainly a lot to grapple with, and for me, just starting out with this new technology, I myself feel there is much to learn and I am keeping an open mind. I do feel there are aspects of traditional teaching which must be retained and this can be done via group seminars, with smaller numbers and an opportunity for discussion, debate and student-led learning. If we see the lecture as the foundation for learning, then perhaps its method of delivery is less important. Given the online provision I must use for lectures, during seminars, I step away from the powerpoint and use the time I have with students in a more interactive way. For those modules where I don’t use online lectures, not much has changed on the new campus, but I am always keen to see how online teaching methods could be adopted – and I am prepared to use them if I genuinely can see their value.

 

It would be easy to offer only critique of this technology, and I think it is also important not to see it as an answer to the perennial problems with lack of engagement and focus many lecturers experience from mid term onwards. Perhaps online provision can at least overcome barriers to attendance for commuting students, those who feel intimidated in large lecture halls, and those who simply find they don’t engage with the material in this setting. At a time when some courses attract high numbers of students, and the reality of having lectures with 150+ students in a room means potential for noise disruption, lack of focus and interaction then maybe online provision can offer a meaningful alternative. There is provision for some interaction, time can be set aside for this, students can join in without worrying about disruption or not being able to hear the lecturer and it removes the need for lecturers to discipline disruptive behaviour. It does require some level of ‘policing’ and monitoring, but the settings can enable this. Having done lectures with 100 plus students, it is not something I miss – I’ve always preferred smaller seminar group teaching and so I can see how online provision can be a better support for this.

 

Currently, I use the online session as a form of recap and review, with some additional content for students. This is in part due the timing of the session and I am sure it can work equally as well as preparation for seminars. Students can then use the time to clarify anything they don’t understand and it reinforces themes and issues covered in seminars as well as introducing news ways to examine various topics.  As with any innovation, this needs more research from across the board of disciplines and research approaches. In order to move such innovation on from ‘trial and error’ and simply hoping for the best, as with any policy we need to know what works, when it works and why. Therefore, along with my colleagues, I will persist and keep a watchful eye on the work of pedagogic experts out there who are examining this. There have been the inevitable issues with wifi not supporting connectivity – I can’t believe I just used this sentence about my teaching, but there it is. I am optimistic these issues will be overcome, and in the meantime, I always have a plan B – relying on technology is never a good plan (hence the featured image for this blog), but this is perhaps something to reflect on for another day.

What are Universities for?

Dm-BykSW4AENKkY

As we go through another welcome week it becomes quite apparent in conversations with new students that their motivation for coming to University and joining a course is not singular.  Of course there are some very clear objectives that are shared across like the interest for the subject and the employability afterwards for underlying those there are so many different personal motivations and aspirations attached.  

In the eyes of our new cohort, I can see a variety of responses, the eagerness to learn the joy of studying, the expectation of belonging and the anticipation of ordering their lives across the University life, just to name but a few.  

In conversation, I see these attributes in a different light.  “I want to belong but I am shy”, “I wish to learn but I am worried about learning” “I want to engage but I am concern with my writing”. This is the soft underbelly of becoming a student; because in education our own insecurities are playing up.  These little devils, who rest on the back of the head of many people who doubt themselves and worry them.

One of the greatest fears I hear and see been rehearsed before me is that of intellectual ability.  This is one of those issues that becomes a significant barrier to many people’s fear when joining a University course.  Of course the intellectual level of study is high. There are expectations of the degree of knowledge a student will build on and the way they will be able to utilise that level of knowledge.  After all a University is an institution of High Learning. The place where disciplines are explored in totality and subjects are taught holistically. Nevertheless the University is not the end of one’s education but rather the door to a new dimension of learning.  

For myself and many of my colleagues what makes this process incredibly exciting is to see those eyes of the new students across the years brighten up, as they “get it” as the penny drops and they connect different parts of knowledge together.  Once people reach that part of their educational journey realise that coming to University was not simply an means to an end but something beyond that; the joy of lifelong learning.

As this is a early session, I shall address the intellectual fear.  The greatest skills that any student need to bring with them in class is patience and passion.  Passion for the subject; this is so important because it will sustain during the long cold winter days when not feeling 100%.  Patience is equally important; to complete the course, needs plenty of hours out of class and a level of concentration that allows the mind to focus.  Any successful student can testify to the long hours required to be in the library or at home going over the material and making sense of some challenging material.  This ultimately unravels the last of the requirements, that of perseverance. It is through trial and error, rising up to a challenge that each student thrives.

So for those who joined us this year, welcome.  The door to an exciting new world is here, to those returning, we shall pick up from where we left off and those who completed, hopefully University has now opened your eyes to a new world.  

A mature student’s reflections on the first year

mature1

At the age of 51, when I first applied to study Criminology at the University of Northampton, I was a VERY mature student. I had previously been a Registered Nurse for 12 years, then after having a family, re-joined the workforce in various jobs from bar work to office work. I even worked at the local Crematorium for a few years, followed by a short stint at a Funeral Directors! But now my children are grown up and I wanted to do something for me for a change. I happened to see an article in my local newspaper about a 55 year old gentleman who had just graduated from university and that got me thinking….then my daughter told me that there was a man in his 70s at her uni, whose wife made him go so he’d be out from under her feet! That settled it….if they could do it then so could I.

To be honest I was actually amazed to be accepted after writing a 500 word essay on why Criminology is important today. Now that I actually know how to write an essay, the thought of what I wrote then makes me cringe, but onwards and upwards!

Then came the fear. What the hell was I doing? I must be mad! I’d never fit in. These youngsters would never accept me. I’d be useless cos it’s so long since I studied. Even the lecturers would be younger than me. I’d be a joke!
But, what the hell, I thought, ….you only live once! So I swallowed my panic, girded my loins and set forth……I could always run away if I didn’t like it and I’d never have to see any of these people again!

Then out of the blue, on the first day of welcome week, someone started talking to me! She was a mature student too, though much younger than me! The next day I met someone else and the three of us stuck together like glue (and still do now)! As each day went by I started talking to more and more people and before I knew it, I was part of a large group of students ranging from 18 years old right up to me (yes I’m still the oldest person I know!) with every decade in between! I’m just amazed that these people have accepted me and I wish I’d done it years ago! We’ve even had a few drunken nights out (but we won’t go into too much detail about that!).

I have totally surprised myself by how quickly I’ve got back into study mode. The Associate Lecturers have been a lifeline and I can’t praise them enough for all the help and support they’ve given me. Not sure if I’m allowed to mention names, but @jesjames50 and @bethanyrdavies….you know who I mean!!!

All in all, I have absolutely loved my first year. I’ve really enjoyed the studying and it has opened my eyes to so many things. I feel I have a totally different perspective on life now and I’m really excited for Year 2.  I have met some amazing people and I feel so thankful and proud to be part of the community of the University of Northampton.

My advice to anyone, especially older people thinking of embarking on a degree is, to coin a phrase from Nike, “just do it!” Education is the greatest gift and you are never too old to learn.

Painting by numbers: The problem with HE.

I read a report the other week about concern over the number of 1st degrees that are being achieved within higher education in the UK (Richmond, 2018) and the fact that the volume of such achievements is devaluing university degrees.  I juxtapose this with another report that states that 32% of students do not think they get value for money (Neves and Hillman, 2018) and the result is some soul searching about what it is I’m trying to achieve as a lecturer, aside from survival, and what higher education (HE) is about.  A conversation with a friend who works in Information Technology muddies the water even more.  He’s a high flyer, jetting backwards and forwards to the USA, solving problems, advising on, and implementing major change projects within large corporations and generally making a lot of money along the way.  For him a degree is not as important as the ability to ‘think outside the box’, find solutions to problems and show leadership that enables change or fixes.  If you have a degree then you ought to be able to do all these things to some extent, experience will then build on it. He lets on that his company will not touch graduates from certain universities, simply because they do not have the requisite skills or abilities, their degrees are effectively meaningless.  A sad generalisation but one that is becoming increasingly prominent amongst employers. One other thing that he was quick to point out is that the ‘real world’ is highly competitive and his company are looking for the best potential.

So, what is higher education all about, higher than what?  What is the benchmark and what is the end goal? I have always believed that higher education is about taking students beyond what can be read in books or can be followed in manuals. It is about enhancing the understanding of the world in which we operate, either professionally or socially and being able to redesign or reimagine that world.  It is about leadership in its many guises, problem solving and the ability to use initiative and autonomy. It is about moving a student from being able to paint by numbers under supervision to a student that can paint free hand, understanding light and colours, understanding how to capture moods or how to be evocative, a student who uses materials that they want to use, and they are not frightened to do so.  It stands to reason that not every student can achieve excellence.  If the starting point is the ability to paint by numbers, then some will move only slightly beyond this and some will excel, but only a few will warrant a 1st degree. What is clear though is that the students really ought to be able to paint by numbers before they enter HE otherwise they will need to be taught that skill before they can move on.  That then is no longer higher education but further education (FE) and more importantly, it sets students up to fail, if they are being measured against HE standards.  An alternative to avoid this potential failure requires HE standards to be lowered to those of FE.  In which case what is the point of HE?

So why would I be confused about HE?  Well, when students are seen as cash cows, each being worth £9250 a year to an institution, being able to paint by numbers becomes a barrier to recruitment in a highly competitive market.  Institutions can help students that do not have the requisite skills, but this requires either extra time before joining the HE course, this has funding implications, or a lot of extra work by the student during the HE course, and this means that students with limited academic ability struggle. A need to retain students over the three-year period of a degree, to ensure institutional financial stability or even viability, becomes problematic.  Struggling students have a double whammy, they have to catch up to the starting point for each year, whilst also progressing through the year.  The choices are stark for HE institutions, progress students by lowering standards or lose them.

HE institutions are measured on the number of good degrees and it makes for good advertising. There is enough literature around to suggest that such unsophisticated quantitative measures are never a good thing.  The complexity of higher education, where there is a heavy reliance on students engaging in their studies (there is something to be said about reading for a degree), puts much of the achievement of grades beyond the control of lecturers or even institutions.  The resultant solution appears to be the lowering of assessment standards and teaching to assessments.  In effect, HE is falling in line with FE and teaching students to paint by numbers.  It is easy to see why there is disquiet then about an increase in 1st degrees and more importantly, in a competitive world, why employers are becoming increasingly concerned about the value of a degree.  As for value for money for students, for many, it’s a bit like being charged a fortune to race a Maserati round a track for a day but not being able to drive.

Neves, J. and Hillman, N. (2018) Student Academic Experience Survey report 2018 [online] available at https://www.heacademy.ac.uk/knowledge-hub/student-academic-experience-survey-report-2018 [accessed 20 June 2018]

Richmond, T. (2018) A degree of uncertainty: An investigation into grade inflation in universities. [online] available at, http://www.reform.uk/publication/a-degree-of-uncertainty-an-investigation-into-grade-inflation-in-universities/ [accessed 20 June 2018].

The Power of Education

pastedImage

 

“Education is the most powerful weapon which we can use to change the world” (Nelson Mandela)

My name is Stephanie, and I was a Criminology (with Education Studies) student at Northampton from 2012-2015. After graduating, I proceeded with my masters in International Criminal Law and Security at Northampton still. I graduated with my Masters in February 2018. This blog post is a dedication to how one lecture and one seminar, from 2 different modules at different points in my university ignited a fire in me, which is still in me today.

Education opens our minds to new things; we see things differently and can use it as a force to make the world a better place and we can better understand the world around us. It can empower us to make change, teach and impart our knowledge to others.

During the 1st year of my undergrad, in a lecture in Crime and Society focussing on sexual crime, my heart sank. I thought back to when I was 13 years old, I was sexually assaulted at school. I didn’t realise it at that time, until that session on sexual crime.

I reminisced of the horrible occasion, telling the boy who assaulted me to stop and pushed his hands away. Despite any efforts to stop him, he still invaded my personal space and touched me without my consent, leaving deep emotional scars, my body feeling utterly violated, physically sick and was uncomfortable in my own skin (of which hung with me for a number of years after).

In the session on sexual crime, anger and distress bubbled in my stomach, as I tried to ignore the memories that were resurfacing. It was not until my final year in a Crime and Punishment seminar, where a role play of a rape victim reporting to the police demonstrated in class was done that  a fire of inspiration was ignited. A fierce passion burned inside me, and I deeply felt that I had to do something.

This was inspiration behind my petition on making it compulsory to teach consent in schools: https://www.change.org/p/rt-hon-justine-greening-mp-to-make-it-compulsory-to-teach-consent-within-secondary-school-pshe-sex-education-classes

That seminar left me feeling a mixture of things; firstly, I was (and still am) appalled by the rape myths that are riddled in our society and justice system, and the lack of compassion shown to rape victims. I felt angry and somewhat distressed, because of my own experience of sexual assault.

It most importantly, started a fire of wanting to make change to better inform people in society of these rape myths, and to understand consent. To all who have read this, please sign, share and encourage others to do the same for this petition.

On another note, you are also more than welcome to follow my personal blog here at: https://wordpress.com/stats/day/flowervioletblog.wordpress.com

 

 

 

Remembering Stephen Hawking: A legacy for us all

hawkingsecondearth-600x300

On March 14th 2018, Professor Stephen Hawking died at the age of 76. For many people, his life was as much about his long battle with motor neurone disease as it was about his achievements as a theoretical physicist. The first thing I saw when clicking on news sites was this quote:

‘Remember to look up at the stars and not down at your feet. Try to make sense of what you see and about what makes the universe exist. Be curious. And however difficult life may seem, there is always something you can do, and succeed at. It matters that you don’t just give up’.

To me, this reflects the value he placed on the pursuit of knowledge, to see this as an opportunity, not a burden and to strive to make sense of it all. For him, it was the universe, the vast expanse of stars and galaxies to be understood in ways I could not even being to fathom. For those studying social sciences, our world is not out there beyond the Earth’s atmosphere, but it is a world we must also seek to understand and, as lecturers and students to communicate this understanding to others. There is a lot of concern in HE as to how to engage students, to consider what we can do to keep them attending and studying their chosen subject outside the classroom. I am beginning to think this is not just to do with our efforts in lectures and seminars, but also perhaps we don’t emphasise enough the opportunity students have, and the value of being in HE is so much more than the qualification itself.

One thing is clear – we should not be in the business of spoon feeding information, to be repeated in assessments, in order for students to be awarded a degree based on their strategy to work towards assessments, and little else. It may sometimes feel like this, so we do have to consider whether this is to do with the way we teach, or the way students respond to this. I think the latter needs as much attention, in that it needs to be clear that students must take responsibility for their learning, and one obvious way to do this is to make the most of opportunities provided by their university. There are students I have taught in my 14 years in HEIs who have clearly appreciated the opportunity they have been given – they make it all worthwhile. There are those who never seem to engage on any level, not even to pass assessments, and who realise HE is not for them. I have more respect for someone coming to that conclusion and seeking a different type of opportunity than those who muddle through and hope it just gets easier.

By the way, if the tone of this seems judgemental, it is not meant that way. My reflections are based on my experiences as a lecturer, but crucially, also as a student. Here is where I have to confess something. In my BSc I was one of those students who muddled through. Then half way through year 2, I realised I was wasting the opportunity I had been given, got a grip and graduated with a 2:2. I know I could have done so much better. The next stage of my academic journey was a combination of being in the right place at the right time and working in a university as a course administrator where one of the staff benefits was to subsidise the cost of degree programmes. The university was the London School of Economics and Political Science, the degree was an MSc in Criminal Justice Policy, and it was very heavily subsidised. My attitude to this opportunity was so different. I was amazed to be accepted onto the programme and found myself being taught by Professor Janet Foster, Professor Robert Reiner, Professor Andrew Ashworth, Professor Maurice Punch, and Professor Ben Bowling. Sorry for the name dropping, but this was the last thing I expected to happen to me. I came away with a Merit award and it set me on this path to be a criminologist. I engaged with the degree by attending everything, working during evenings and weekends, following advice and making the most of it. Then to find myself undertaking a PhD, well it has been a long and arduous journey at times, but I knew my experiences before had set me up well to take on the challenge. It can feel isolating and lonely sometimes, and it can take over your life, but once again, I value the opportunity not just as the pursuit of knowledge, but also the way it has made me overcome challenges and not give up.

The experience of studying for a degree when I was engaged, interested and committed was so much better, with less anxiety, a sense of achievement and I knew I had done my best. As I said earlier, as academics we can do our bit, and many of us do – we consider how best to communicate theories, concepts, policies, debates, and to empower students to have their say. We offer opportunities for interaction, discussion, challenging ideas and enabling students to think more critically. We do this so that students enjoy their studies, make the most of the opportunity and value this as a pursuit of knowledge, as well as the qualification. However, we can only do this successfully when students engage with this process and understand and then accept their role. My role as a lecturer in criminology is about to change significantly, as the move to a new campus changes teaching methods and provision. I have my anxieties about adapting my modules over summer to fit with this model, IT fails, and the usual issues about going through big changes. I know our students share the same anxieties, it’s natural. But, the one thing we can do is ensure that we, as staff and students alike recognise the important role we have, to embrace this change and make the best of it.

So, my plea to students is this. If we don’t keep seeking to expand our understanding and valuing this process of learning, if we stop being curious, then we don’t advance. That is the legacy of Professor Hawking, to remember to keep asking questions, to value learning and to strive to better understand the world around us. Sometimes it will feel like there are barriers put in your way and you cannot overcome them. At this point, it is worth remembering what Professor Hawking had to deal with on a daily basis and ask yourself what you can do to solve these problems. Not only will you do better in your studies, you will learn important skills for the future and will look back knowing you have done your best and overcame whatever life threw at you. That is a legacy to be proud of.

 

Susie Atherton, Humanoid, Planet Earth.

Anxious about being anxious

16270228508_e2fa06e4c8_z

The fact that the digital readout on my car tells me that it is a due a service and that it needs to be looked at because something is very wrong does not provide comfort, just a nagging concern that it might break down soon, but how soon? On my way to work I left a message on my wife’s mobile phone, ‘it’s only me, just calling to say on my way to work’.  She didn’t answer the phone, she’s out riding the horse, has something happened? Mid conversation with a work colleague, my phone’s just pinged, I must check it, it’s only my mate asking me out for a drink… ‘Nice one, next Thursday?’… What was that you were saying Susie?  It’s not that the conversation is unimportant it’s just that I might miss something important on the phone.  Checking emails, that email I sent an hour ago still hasn’t been responded to… back to Susie.

An hour later… must check my emails.  What’s on Facebook, another notification has come through… must respond … ‘like’, there done.  Better check I haven’t missed anything.  Ebay… I’m still the highest bidder… should I increase my bid… just in case, Ebay says it would be a good idea.  Google the item… what’s it worth… back to Ebay… Increase bid.  Must check it again soon.  Text from wife, all is good.  Check emails… check phone … check Ebay… Check Facebook… all quiet, are they working..? Is it a network problem?  Thank goodness I haven’t got a Twitter account to worry about. Now I have to write a blog entry… what to write about, will anyone read it let alone like it? Off to my seminar, I wonder if the laptop will work, will it connect to that new screen and stay connected, last week it kept disconnecting… will the technology work… busy, worry…

Before the days of connectivity and the great digital advancement, I didn’t worry about such things.  But then I wouldn’t have phoned my wife on the way to work, in fact I wouldn’t have spoken to or heard from her for the whole day until I got home.  I wouldn’t be worrying about the car because it would either be working or have broken down.  Any correspondence I received would be in my in tray on a desk and would be dealt with and put into an out tray, the pending tray, or the bin.  The pending tray was usually just waiting for the bin. Nothing to ping and rudely distract me from my conversation with a colleague. No need to worry about whether I was the highest bidder, I would be at the auction bidding, it would be happening there and then.  I wouldn’t have been connected to a world of ‘friends’ producing meaningless drivel about where they were having their cup of coffee or the fact they liked some article in a paper about mass rape or murder.  As for the laptop and the screen, paper never let me down.

We live in a digital age and everything is at your fingertips and it’s available right now.  But what does that do?  It may give you an edge in some respects but it also makes you edgy.  I look around and see and hear about so many people suffering from anxiety, old and young alike. Perhaps the cause is not technology alone but it certainly doesn’t help.  Maybe I worry too much, maybe I’m just becoming anxious about being anxious.

%d bloggers like this: