Professorial Lecture Series

Celebrating Fresh Thinking: Professorial Lecture Series

Join me in celebrating the very substantive contribution to academia made by Professor Mark Jermy and Professor Jane Maidment as part of the Professorial Lecture Series in 2018.

From jet fuel to blood: mechanical engineering helping forensic scientists

and

Fostering research literacy through community engagement

(further descriptions below)

Date:               Thursday, 7 June 2018, from 4.30 – 6.00 p.m.  

Location:        F3 Forestry Lecture Theatre

I encourage all staff and postgraduate students to attend this lecture, to actively support our new Professors, and take the opportunity to appreciate the fantastic research being undertaken in parts of the university we may be less familiar with.

Professor Ian Wright
Deputy Vice-Chancellor | Tumu Tuarua

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From jet fuel to blood: mechanical engineering helping forensic scientists

Presented by:   Professor Mark Jermy, Department of Mechanical Engineering

Fluid mechanics, the behaviour of liquids and gases, is my speciality, and covers a multitude of sins. Working on fuel injectors before I came to UC taught me a lot about the mechanics of droplets, and how to measure their properties while they are in flight. This led in an unexpected direction after I came to UC, when a forensic scientist from ESR asked me if I could measure the properties of blood droplets.  Many fascinating projects on the fluid mechanics of bloodstain pattern analysis followed, as well as a course taught to forensic scientists around the world. Other work has included haemodynamics (the science of blood while it’s where it is supposed to be, inside the body), breathing therapies, cycling aerodynamics and geothermal power. PGR (moderate violence and graphic content).

Fostering research literacy through community engagement

Presented by:   Professor Jane Maidment, School of Language, Social and Political Science

Social work has a long history dating back to the early 1900’s of practicum education, now more commonly referred to as working integrated learning (WIL) or internship.

Early proponents of social work such as Mary Richmond and Jane Addams established the dual roles of social work as providing direct client intervention while promoting a social justice agenda. Since those early days the practicum component of social work education has traditionally provided students with opportunity for ‘hands on’ work with service users.

More recently the need to demonstrate evidence based intervention effectiveness has placed greater emphasis on the need for practitioner research literacy. Studies both here in New Zealand and internationally report low levels of social work graduate confidence in conducting research.

This presentation reports on two initiatives used to foster social work student research literacy while strengthening community engagement through authentic workplace learning. The nature of the teaching-research nexus is examined providing examples of resources developed to scaffold learning for both students and social work practitioners.

 

 

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