My teaching philosophy centres on twin aims: to ignite a passion for science and crime in my students, and to maximise success in their future careers through the authentic knowledge and skills I help them to develop. In pursuit of these aims, I infuse my teaching with anecdotes on crime and policing by directly drawing from my research and engagement with practitioners. As a keen advocate for evidence-based practice, I continually strive to use the most effective and engaging methods in my teaching. Examples of this include:
Contributing as a member of the planning team for UCL DSCS’s first undergraduate degree (BSc Security & Crime Science). In particular, I helped to quality assure the design of the programme by harvesting best practice from within and external to UCL. I also assumed leadership roles (e.g. UG Departmental Tutor) for the first year of this running and undertook pastoral responsibilities (e.g. Safeguarding contact).
Being an early adopter in the Department of e-learning strategies in my role as convenor of the MSc. module ‘Crime mapping and spatial analysis’ (2008/09 - 2009/10), which was part of the newly launched distanced learning certificate.
Incorporating into the three undergraduate modules that I developed and convened in 2016/17 a range of methods to maintain engagement with and enthusiasm for the taught material (e.g. field trips to places such as the ‘Old Bailey’, in-class live polls). For example, for the new foundational BSc. module ‘Crime and Society’ I set up an debating forum in tutorials, where the students had to use the taught theory to compose short arguments in support or critique of a position. This deepened students’ engagement with the theoretical content of the module and also provided an inclusive environment to try out different forms of arguing. In the BSc. ‘Crime Mapping’ module I used a flipped lecture model so that students had to prepare by engaging with teaching materials before turning up to the computer-based session. Moodle quizzes then tested that students’ had fully engaged with the range of information they had been exposed to.
Leading on pedagogical innovations in my Department, such as piloting delivering student feedback in Moodle within my BSc. Crime Mapping module.
I constantly strive to make my teaching accessible, interactive and inclusive. In my new role at the University of Waikato I am developing a podcast series to complement the reading my students will be set. I also integrate a variety of exercises throughout my teaching, to enable students to link the new knowledge they are exposed to to their existing knowledge. I also use non-traditional forms of assessment to keep students engaged and learning from each other (e.g., peer review). I favour active blended learning and this is the thread that runs throughout my teaching.
I am interested in supervising student projects on crime analysis, crime prevention, emerging crimes and crimes to the environment.
UG, Understanding & Preventing Crime
The module was well organised and Lisa was a great lecturer, always very supportive and clear in her explanations.
UG, Preventing Crimes
Lisa went above and beyond, listening to and advising students, as well as ensuring the availability of all necessary, and additional resources. Her efforts have afforded us the best chance of successfully completing this module. Thank you!
UG, Crime Mapping
I loved this module and really appreciated the volume of constant guidance provided. Positive experience overall! Lisa Tompson is excellent at what she does..