Home » Knowledge
Category Archives: Knowledge
I want to study Criminology
This is the time of the year we meet a lot of prospective students who come to one of our discovery/open days telling us why they wish to join us! I have taken some of their ideas and put them into content reflecting on our curriculum and the programme(s) we offer at the UON
I have read something in my sociology textbook, it was talking about deviant behaviour, and I thought to myself; that is interesting! I was reading in a psychology textbook something about a doll that adults are hitting and the kids watching them emulate their behaviour and I thought, if that explains the behaviour in my school when the kids used to fight. I was going over my notes in religious education talking about ethics and morality and I wondered if we are born with an innate moral compass that tell us right from wrong. The starting point in all three examples is curiosity. We explore some ideas at school, we hear stories in the news, and we are intrigued. The name sounds interesting because at the end of deviance lies crime, in the explanation of doll hitting the behaviour is violence and at the end of the questions about morality, rests criminality. For some others the curiosity comes from a true crime book that describes how a monstrous killer was able to kill two schoolgirls whilst joining the town in their search: or after watching a documentary of this female serial killer who worked as a sex worker and occasionally killed her punters. Maybe it was that crime series about this seemingly nice, terminally ill schoolteacher who started making drugs and selling them to gangs.
Any of the above sound exciting, interesting to enroll in at a university of your choice. In fact, every year hundreds of UK students will choose to study criminology in one of the different available ways to study it across the country. The curiosity and interest materialise and in recent years criminology has overtaken several cognate disciplines in terms of student numbers. Universities have invested in teams delivering renditions of criminology across the country. Our version of criminology is focused on multidisciplinary perspectives exploring different theoretical conventions and helping our students to grow in confidence in an area that is both fascinating and complex. Firstly we dispel the mythology on criminology from the reality and the scientific explorations of the discipline. We provide the relevant examples to see the evolution of thought and the development of perspectives. Then we work with our students to acquire the skills to seek out the information that will become their knowledge base. We encourage the development of independence, creativity and critical analysis.
In a recent session with finalists, one student commented that she found criminology challenging. It is a discipline that looks at crime and its aftermath but also considers that as a phenomenon crime is a social construct. In other words, of course its complex; we are talking about harm and the effects/causes it has on individuals and the wider society; but understanding how crime is generated, the impact it has and the ways we can address the “problem of crime” is an insightful educational experience. Like going up a mountain, you may feel the strain and pain of doing it whilst at the base camp or halfway but once you reach the peak, you get views of something else. For those who wish to join us; be open to new perspectives and be prepared to have your mind blown!
To find out more, please visit:
BA (Hons) Criminology with Psychology
Share this:
By whose standards?
This blog post takes inspiration from the recent work of Jason Warr, titled ‘Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation,’ published in September 2023. In this article, Warr sheds light on the experiences of young Black men incarcerated in prisons and their navigation through the criminal justice system’s agencies. He makes a compelling argument that the evaluation and judgment of these young Black individuals are filtered through a lens of “Whiteness,” and an unfair system that perceives Black ideations as somewhat negative.
In his careful analysis, Warr contends that Black men in prisons are expected to conform to rules and norms that he characterises as representing a ‘White space.’ This expectation of adherence to predominantly White cultural standards not only impacts the effectiveness of rehabilitation programmes but also fails to consider the distinct cultural nuances of Blackness. With eloquence, Warr (2023, p. 1094) reminds us that ‘there is an inherent ‘whiteness’ in behavioural expectations interwoven with conceptions of rehabilitation built into ‘treatment programmes’ delivered in prisons in the West’.
Of course, the expectation of adhering to predominantly White cultural norms transcends the prison system and permeates numerous other societal institutions. I recall a former colleague who conducted doctoral research in social care, asserting that Black parents are often expected to raise and discipline their children through a ‘White’ lens that fails to resonate with their lived experiences. Similarly, in the realm of music, prior to the mainstream acceptance of hip-hop, Black rappers frequently voiced their struggles for recognition and validation within the industry due similar reasons. This phenomenon extends to award ceremonies for Black actors and entertainers as well. In fact, the enduring attainment gap among Black students is a manifestation of this issue, where some students find themselves unfairly judged for not innately meeting standards set by a select few individuals. Consequently, the significant contributions of Black communities across various domains – including fashion, science and technology, workplaces, education, arts, etc – are sometimes dismissed as substandard or lacking in quality.
The standards I’m questioning in this blog are not solely those shaped by a ‘White’ cultural lens but also those determined by small groups within society. Across various spheres of life, whether in broader society or professional settings, we frequently encounter phrases like “industry best practices,” “societal norms,” or “professional standards” used to dictate how things should be done.
However, it’s crucial to pause and ask:
By whose standards are these determined?
And are they truly representative of the most inclusive and equitable practices?
This is not to say we should discard all concepts of cultural traditions or ‘best practices’. But we need to critically examine the forces that establish standards that we are sometimes forced to follow. Not only do we need to examine them, we must also be willing to evolve them when necessary to be more equitable and inclusive of our full societal diversity.
Minority groups (by minority groups here, I include minorities in race, class, and gender) face unreasonably high barriers to success and recognition – where standards are determined only by a small group – inevitably representing their own identity, beliefs and values.
So in my opinion, rather than defaulting to de facto norms and standards set by a privileged few, we should proactively construct standards that blend the best wisdom from all groups and uplift underrepresented voices – and I mean standards that truly work for everyone.
References
Warr, J. (2023). Whitening Black Men: Narrative Labour and the Scriptural Economics of Risk and Rehabilitation, The British Journal of Criminology, Volume 63, Issue 5, Pages 1091–1107, https://doi.org/10.1093/bjc/azac066
Share this:
Welcome to class. What’s your name?
Often when I ask my newest students to introduce themselves in class – to say and hear their names called out loud – I am reminded that this part of the classroom experience is a fresh opening-up of the classroom as a learning space. I share my full name and invite students to address me as they please. First-year university students often arrive with the weight of their own names – and identities – from their school days. There are often unseen wounds, perhaps unknown. They often arrive in “our” classrooms primed to refashion their own professional personae. A great introduction is their most important networking tool.
On the first day of second grade at my new school, our teacher said my name was so complicated that she nicknamed me by my initials, D.K., which I was called until I decided otherwise. That happened precisely, and abruptly, in the summer between middle and high school, culminating in September 1989. I remember begging my aunt to take me to the music store so I could buy the new Rhythm Nation 1814 cassette.
By then, most of us had attended this same, small school the whole time, so we all knew one another well. I decided to return as a high schooler, and asked folks to call me Diepiriye, no longer D.K. All did, seamlessly.
What’s more, when we’d have a substitute teacher, several of my classmates would yell out my name when they stumbled in taking the roster. They’d always stumble. I’d memorised the roster early on in elementary school; I knew I came between J. King and M. Love. I’d wait.
Caldwell, Cannon, Cummings, Dunbar, Eubanks, Friedman, Gage, Howard (getting closer). While waiting for my name, I’d even write sentences in my mind’s eye using the last names of the kids sandwiching mine – King, Kuku, Love. I could see our names lined-up on the printed page, put together in this order – for years – by the hands of fate. I’d manoeuvre the words around in space, hear how they fit together differently, or in phrases. Stevie Wonder would have a field day with these three words.
I wouldn’t understand this until decades later, but this is one of the typical sorts of imagination that comes along with dyslexia. It’s not just that we mix-up letters and words, rather, our imaginations are less fixed to any simple meaning like in neurotypical people’s minds. Love, King Kuku could have many deeper endings than last names, depending on how you see it. I’m depending on you to use your imagination, here, too. Depending on how you see it, the ship is free, or it is sinking.
McConnell, McGimsey, Montgomery, O’Neil, Palma, Palmer…Todd, Trimmer… Watkins, Welsch, Williams.
It seemed like all but I and one of my classmates’ last names were not English (or Anglicised). Not only that, both our two dads were actually from Nigeria, and our were mothers were best friends from college. Not only that, both our parents grew up on the east and west sides of their respective communities/countries. While I have a funny African name – according to kids – my friend had a Christian first name, and his last name is recognisably Yoruba.
Of course, there was never any civil war between the east and west ends of Louisville, Kentucky – both had black ghettos. Also, both our mothers had ‘desegregated’ every classroom they’d ever entered since elementary in that era’s culture wars. Kids were placed on the frontlines of that war, as author Toni Morrison was quick to remind us.
Both our dads had ended up in America on government scholarships at the University of Louisville, in the aftermath of the chaos of the Nigerian Civil War, albeit through radically differing paths. My dad was a Biafran child soldier. His mother rescued him from a camp, and whisked him out of the country. She named me.
Now, as an educator, I hold the roster. Today, in the UK, roster power is even tied to enforcing national borders. Also of critical value, students’ names will be called many times in class: Called upon to read or respond to text; comment on images; offer perspective or analysis; share lived experience; and crucially, pose critical questions to instructors and peers. The classroom is a busy place.
Call me by my Name.
Too often, in the business of running the classroom, we may overlook simply honouring one another by name, to make the effort to call, recall, and call upon one another in the learning space. As educators, we are called upon to continually demonstrate good practice, shows of good faith.
Everyone uses nicknames in the American South, and uniquely at my school, we called our teachers by their first names. This was one of many ways our ‘liberal’ school broke away from traditional power hierarchies. My second-grade teacher gave me a nickname as a way to shield myself, so I could enter and participate in the learning community untethered. I used this shield until I was strong enough to fly in my own right/light.
University students are in the unique position of fashioning their authentic professional selves. Our students need space to practice calling their names as they wish to be called, professionally. We can share our own curiosity with the stories of all our names, yes, even when we have to be reminded a million times. Yes, even when they have funny African names like Doctor Kuku. Yes, it’s also the proverbial ‘you’re a name not a number’. Sharing is the ethos of community… and crucially, learning. Call me by my Name.
It’s not just my ‘magination, but, we’ve all seen someone respond to an unfamiliar name with the ugly, squished-up face. No one should have their name responded to with what looks like disgust, let alone a child…let alone any student, at any level, in any learning community.
Calling students by name is an important first step in building trust. “Trust,” bell hooks reminds us in Conflict, the 15th the 32 short chapters of her Engaged Pedagogy guide, Teaching Critical Thinking, “must be cultivated in the classroom if there is to be open dialectical exchange and positive dissent.” Trust provides space for students to allow themselves to be known.
Trust also reifies mutual respect. In turn, mutual respect forms the needed basis for the rigorous inquiry, discussion, and crucially, dissent and debate which enlivens and enriches each collective learning experience.
As Badu says: I think y’ betta call Tyrone. Call him! And tell him c’mon … let his voice be heard in class. Call Keisha, Tasha, Joanne, Sian, and Jo, Joey, Joachim, Jane, Paul, Precious, Jean-Paul, Ali, Aliyah, Amadou, Kalliah and Khalil … all of “they and them,” too. And, teachers, let students know stories of your name, too. For example, I wasn’t born Dr. Kuku, but now you can certainly call me by my name!
Pictured here during my first year at college. A high school classmate & I honouring Lyman T. Johnson, a civil rights leader/educator we’d interviewed for our 12th grade oral history project.
Share this:
The True Crime Genre and Me
I have always enjoyed the true crime genre, I enjoyed the who dunnit aspect that the genre feeds into, I also enjoyed “learning” about these crimes, and why people committed them. I grew up with an avid interest in homicide, and the genre as a result. So, studying criminology felt like it was the best path for me. Throughout the three years, this interest has stayed with me, resulting in me writing my dissertation on how the true crime genre presents homicide cases, and how this presentation influences people’s engagement with the genre and homicides in general.
With this being my main interest within the field of criminology, it was natural that True Crime and Other Fictions (CRI1006) module in first year caught my attention. This module showed me that my interest can be applied to the wider study of criminology, and that the genre does extend into different areas of media and has been around for many years. Although this module only lasted the year, and not many other modules- at least of the ones that I took- allowed me to continue exploring this area, the other modules taught me the skills I would need to explore the true crime genre by myself. Something- in hindsight- I much prefer.
I continued to engage with the wider true crime genre in a different way than I did before studying criminology- using the new skills I had learnt. Watching inaccurate and insensitive true crime dramas on Netflix, watching YouTubers doing their makeup whilst talking about the torture of a young girl, podcasts about a tragic loss a family suffered intercut with cheery adverts. This acts as a small snapshot of what the genre is really like, whereas when I originally engaged with it, it was simple retellings of a range of cases, each portrayed in slightly different ways- but each as entertaining as the next. To me, I think this is where the genre begins to fall apart, when the creators see what they are producing as entertainment, with characters, rather than retellings of real-life events, that affects real people.
Having spent so much time engaging with the genre and having the skills and outlook that comes with studying criminology, you can’t help but to be critical of the genre, and what you are watching. You begin to look at the reasoning behind why the creators of this content choose to present it in such ways, why they skip out on key pieces of information. It all makes a bit more sense. Its just entertainment. A sensationalist retelling of tragic events.
Although studying criminology may have ruined how I enjoy my favourite genre of media, it also taught me so many skills, and allowed me to develop my understating in an area I’ve always been interested in. These skills can be applied in any area, and I think that is the biggest take away from my degree. Considering I now work as the Vice President of Welfare at the Students Union– and getting some odd looks when I say what my degree was- I have no regrets. Even if I walk away from my time at university and never use the knowledge I gained from my studies, I can walk away and know that my time was not wasted, as the skills I have learnt can be applied to whatever I do moving forward.
Share this:
Navigating Clearing: What’s next?
Today marks the second day of clearing at our prestigious University of Northampton. Firstly, I’d like to congratulate those who have secured a place in the university to study their dream course, and to other applicants that are currently navigating their way through clearing, I wish you the best of luck.
Clearing may seem quite overwhelming – many of us have been there – but as you may know, it provides an alternative route for first-time applicants, those who may have missed out on offers, and those that may have missed their required grades or other reasons. For those at this stage, this blog is to provide some tips on how you can make the most of clearing:
- First, try not to panic if you have not met the grade threshold. Panic will only cause more anxiety – so relax. Remember, clearing offers plenty of opportunities – so when you make that call – ask as many questions as possible. Remember the saying, closed mouths don’t get fed. Ask for your options, think it through before you decide, and ensure a plan B.
- Make sure to have done your research about the course you are applying for. Demonstrate enthusiasm, passion, and motivation for the course during your interview (if any). Look at the university websites and academic staff profiles to see what they offer and where graduate testimonies are.
- I’m sure this is no news to you – but remember that popular courses like Criminology, Psychology, Law and others fill up fast through clearing. Wake up early, get on the call queue and maximise your choices. The admissions team at the University of Northampton is one of the quickest when it comes to processing applicants’ offers. These emails are sent within an hour after you have made your call – so ensure to set up email alerts so you don’t miss communications.
- You may find it beneficial to keep an open mind about other courses. This is so because you don’t get disappointed if you don’t get a place on your desired course or if what you are looking for is not for you after speaking to an academic. Again, ask questions.
- As I pointed out earlier, the university website should be your first call, where you will find all the necessary information regarding clearing. On the website, there is lots of support available – so make the most out of it.
- Generally, clearing often turns into a great university experience. Focus on the opportunity ahead; your effort will pay off with time, and don’t give up if your first plans don’t work out. Remain optimistic, be thorough, and embrace this next step towards your future.
Remember that the transition into higher education takes time and adjustment. Overcoming obstacles will build resilience. Progress may feel slow, but your growth is constant. Embrace uncertainty, connect with others, and take chances. By doing so, you will gain skills, knowledge, memories, and relationships to last a lifetime. Your adventure begins now – enjoy it!
Share this:
Don’t I know you from somewhere? Online trolls and other fairytales
Recently there has been a discussion if the owner of one of the social media platforms will be changing its logo. The “iconic” image is to be replaced with something new; undoubtedly this will also change in due course for as long as the medium is still relevant. Whilst people feel strong about brand representation that is something peripheral to what social media represent in recent years. Social media for a long time have been accused of harboring the worst of human interaction, tolerating intolerable actions from hate speech to incitement to violence. Is this however a fair representation of social media?
We build/cultivate and imagine in social media. They are the key to our online identity and in some ways will explain our conduct with others. Some link different media together, so that you can check Facebook to get an idea of who they are, can check their LinkedIn on education and work experience, you can read their tweets/retweets, you can follow their conversations on yammer, you can get updates of their lives on Snapchat, check their Instagram to see their photos and for the more active ones TikTok where communication is encapsulated within small video fragments. If you were to combine these social media together you can get a very good idea about a person without ever knowing them in person. Social media have ushered the era of virtual representation and people becoming clearer of how this representation works. Clearly there are those who thrive in these and others who struggle.
The ones who manage to use social media effectively can develop a personal brand and even become “social influencers”. A person that has influence over others to promote goods and services…to do so they have to build a reputation and social media works towards establishing just that. Connecting different parts of social media works to their advantage as their profile works towards their credibility of being a “real” person. The people who make it become the protagonists assuming the role of a hero, a modern-day prince/princess with a back story that is endearing. Whilst they drip feed their story of adversity with personal details of some private aspects of their lives, they also provide their followers with the commodities that they promote. I lost someone important to me, had a terrible experience at school, faced health problems but look at my stylish hat. These are the cargo trousers I left an abusive relationship in, and my cropped t-shirt is a strong statement to being environmentally
sensitive. Obviously, I deliberately exaggerate the statements here and in fairness no one will be (at least I hope) so deliberate in their product placement. What is very clear is that our social media influencers spend a significant amount of time building content and by devoting more time to that they need the necessary financial support. The top influencers have millions of people following them, a reach that
very few people have ever had before. Never before, a young person offering make-up tips, a reality star or a dancer had so many people interested in their lives. The very top of them have more than 500 million followers and we are close to the point that some of them will be reaching over a billion! What started as a personal (cottage) industry of one topic issue, has evolved into an all-consuming enterprise. The more the followers, the greater the demand for additional information. The more information, the more exposed the influencer becomes. Then marketing follows as the reward. The heroes of social media have to find ways to make an income and endorsing products seems to be the main way to do so.
The kingdom of social media doesn’t only contain heroes; there are also villains in the story. The people whose profile is not personal, doesn’t include any private details and who seem to have as their main focus to attack others. The term troll appeared in the early 90s when online identities seemed to be separate from our social ones. It was expected in a new domain that people will assume roles and whilst some went for the hero of the community others took a different turn. The early trolls under the protection of cyber identities hid their frustrations and brought to the community something we have in the real world, bullying. The evolution of social media that requires a different presence and the rules the internet community tried to deal with them meant that some of the original forms of trolling started disappearing, but were never extinguished. In fact, they became an equally useful commodity, almost equal to the influencers. Our heroes play the part of the product promoter; they look good and provide us with goodwill stories; on occasion when the appeal of the hero wanes, and people try to use social media to mobilise on social issues or promote alternative stories that’s when the trolls come in!
Out of their caves they come, trying to shut down conversations, mislead people and even intimidate people into silencing them.
This brings me to the main point of this blog; originally the internet seemed to be a worldwide phenomenon that was all inclusive and slightly anarchical. People found on the internet a companion, an ally, an adversary. It became a foundation for a virtual ecumenical community. Well, that was until big business moved in and brought in their usual tactics. The cyber world became more like our physical world and the cyber identities were quickly replaced by professional ones. At this point the internet is much more regulated and monitored than ever before. Which begs the question; how come there are so many accusations of misinformation, and intimidation now? How come such a regulated medium allows bullying and intimidation to continue? I am astounded even now to see on social media reactions on social medial about stories that do not simply lack social sensitivity they are intentionally inflammatory to coax reactions and offend people. I am still astounded to see the political alliances of the troll army and their reactions to open conversations. Therefore, it is not surprising that several minority groups have accused social media of doing very little to protect them from attacks and the use of pejorative language that has its place in a history of shame. Maybe because social media provides a fairytale with princesses and trolls, they do not have the space for those who do not promote a marketed lifestyle. Life is surprisingly diverse, and marketing is only one side of it. Ignoring some of the bigger social issues, using
trolls to shut down the conversations our global community needs, will not do. In academia the sign of a good debate lies in the ability to bring in evidence and support all claims with accurate and relevant information. Some of our colleagues are trying to take some of their knowledge outside the classroom into social media; I salute them, as we have been trying to engage as much as we can, but I also worry that the actual model that social media is built upon also at fault. Maybe it needs some rethink; there is no question that we are all equal, but we do not all have the same knowledge.
Share this:
Violence on the Frontline: Guest speakers and CRI3003
Before starting the CRI3003 module, if you asked me what violence was, I was pretty confident that I could answer. Violence, of course, is a “behaviour involving physical force intended to hurt, damage, or kill someone or something” (Oxford Dictionary). Alike to the Oxford Dictionary, this was also my understanding. It wasn’t until I started the module that I was bombarded by a whole different understanding: violence as institutional.
At first, this concept confused me. I think anybody who believes they fully understand the complexities of violence is not yet finished in their journey to understanding. This module, unlike other modules on the course, allowed students to listen to guest speakers from the frontline of the many institutions in which we learnt about. This, for me, proved invaluable. It helped me understand institutional violence, and why it is so complex. The speakers, albeit brilliant and informing, sometimes themselves didn’t completely understand the concept of institutional violence, and for me this highlighted the exact reason why it flourishes: lack of understanding within the institution. As violence is not understood as institutional, its insidious nature will never be understood, and neither will its impact. Instead, institutions desperately want to point the finger, and struggle to understand violence which has no actor.
In my opinion, not only did I learn as a student from the guest speakers, I believe the guest speakers also learnt from us. The interaction and questioning as a result of these sessions is where the crucial learning took place, as it allowed me as a student to understand an institutionalised perspective, and it allowed the guest speaker to understand an outsider perspective; a view they may not be encouraged to adopt within the institution in which they operate. This cross examination of ideas allowed for a more informed, deeper understanding. I think it is very easy to think you understand a concept, but applying it in your evaluation of the guest speaker’s experiences accelerates your understanding.
It is fair to say I learnt a lot from all the guest speakers on the module, and I believe it is a great opportunity and privilege to have had as an undergraduate student. Just when you think you understand a case in class, the guest speaker will make you re-evaluate everything you had learnt previously. This is a skill which is not only useful for a criminology degree, but also for everyday life when you enter the social world in which is made up by such institutions.
It is for the reasons stated above that I believe CRI3003: Violence from Domestic to Institutional is a brilliant module. Personally, it was my favourite. It consolidated my learning perfectly and allowed me to demonstrate all of the knowledge I had previously learnt. As I said before, the guest speakers allowed students to question their own understanding, and perhaps view a case in an alternative lens. This multifaceted understanding of such complex concepts is crucial in criminology, and life as a whole.
From my experience, the guest speaker sessions are only as good as the questions asked, so come prepared! In asking the right questions, invisible violence becomes visible, and all of the content learnt before finally falls into place.
Share this:
Meet the Team: Paul Famosaya, Lecturer in Criminology
Hi all! My name is Dr Paul Famosaya and I have just joined UoN as a Lecturer in criminology. Prior to joining UoN, I have taught as a Lecturer in criminology and policing at the University of Cumbria – where I contributed to the development and running of modules at both Undergraduate and Masters level. In addition, I have taught criminology at Middlesex University, London as an HP Lecturer (during my PhD days). So, over the years really, I have developed and taught a variety of modules around the theories of crime, the crimes of the powerful, global dimensions of crime, policing, new ideas in criminology, crimes & deviance, social exclusion, criminological frameworks etc. I also serve as a reviewer of a few international reputable journals.
In terms of my academic background, I completed my undergraduate degree in Nigeria, 2010 and then went straight on to complete my Masters in Criminology at Middlesex University, London. I then dived straight in to my PhD, which I completed also at Middlesex in 2019 – with my thesis focusing on police experiences, actions and practices.
I came into the world of Criminology simply for my interest in understanding the logic of corruption and the network of greed. I realised that these two components are largely the foundational problems of my home country Nigeria, and many other countries. So, the plight to unravel these dynamics from both institutional and personal level triggered my interest in the discipline. To a large extent, this interest has continued to strengthen my area of specialisation which concentrates largely on the areas of Critical and Theoretical criminology, Police culture, Social harms and Injustice. Criminology is something I’ve really enjoyed doing and while I have taught it for many years, I still consider myself to be a student of Criminology really.
I am currently completing another article on pandemics and criminology – so it’ll be cool to chat with colleagues looking at similar area(s). Looking forward to meeting everyone soon!
Share this:
Meet the Team: Stephanie Richards, Associate Lecturer in Criminology
A Warm Welcome
Hello all! I would like to introduce myself. My name is Stephanie Richards and I am your Student Success Mentor (SSM). Some of the criminology and criminal justice students would have already had the opportunity to meet me, as I was their Student Success Mentor previously. So, it will be great to touch base with you all and it would also be great for the new cohorts to say hi when you see me on campus.
It is that time of the year when we see new students and our existing students getting ready to tackle the trials of higher education. Being a SSM I am fully aware of the challenges that you will face, and I am here to support you throughout your time at UON. As a previous student I can testify that studying at university is incredibly challenging. The leap from school/ college can be daunting at first. A new building that seems like a maze or the idea of being surrounded by strangers that you probably think you have nothing in common with can be enough to encourage you to run for the hills….stepping into a workshop for the first time can give you a stomach flip, but once you take that first seat in class you will come to realise it does get easier.
Upon reflection of my experience as a new undergraduate student I would have to be honest and express the difficulties that I suffered adjusting to my new way of life. I could not keep my head above the masses of reading, and when I did manage to get some of the seminar prep completed, most of the time I struggled with the new questions and concepts that were posed to me. This will be the experience of most, if not all the new students starting out on their university education. This is part of the complex journey of academia. My advice would be to pace yourself, time management is key, if you struggle to understand the work that has been set, ask for clarity and develop positive relationships with your peers and the staff at UON…………..being part of a strong community will get you through a lot!
My role is not just about assisting the new students that have started their university journey, I am also here to help UONs existing students. Getting back into the swing of studying can be daunting after the summer break. Adjusting to face-to-face education can be an overwhelming process but one that should be embraced. We will all miss our pyjama bottoms and slippers but being back on campus and getting some normality back in your day is worth the sacrifice.
The team of SSM’s are here to support you throughout your journey so please get in touch if you require our assistance. We never want you to feel alone in this journey and we want to assist you the best ways we can. We want you to progress and meet your full learning potential, and to get the most out of your university experience.
Share this:
Meet the Team: Francine Bitalo, Associate Lecturer in Criminology
Hi everyone! My name is Francine Bitalo and I will be your new Student Success Mentor for this year. I am looking forward to meeting and assisting you all in your academic journey. Feel free to contact me for any support.
Being a graduate from the University of Northampton I can relate to you all, I know how challenging student life can be especially when dealing with other external factors. You may go through stages where you doubt your creativity, abilities and maybe even doubt whether the student life is for you. When I look back at when I was a student, I definitely regret not contacting the Student Success Mentors that were available to me or simply utilising more of the university’s support system. It is important for you seek support people like myself are here to help and recommend you to the right people.
Besides everything, Criminology is such an interesting course to study if you are anything like me by the end of it all you won’t view the world the same. Many of you have probably already formed your views on life especially when it comes to understanding crime. Well by the end of it all your ways of viewing the world will enhance and become more complex, theoretical and constructive. The advice I give you all is to enjoy the journey, be open minded and most importantly prepare for exciting debates and conversations.
Look forward to meeting you all.
Thoughts from the criminology team 