Senior Lecturer in Psychology – temporary post (until April 14)
Julie Baldwin currently leads the level four module Understanding Human Cognition and Development and the level five module Measuring and Understanding the World. She teaches on undergraduate programmes in Psychology, Early Childhood Studies and all strands of the Foundation degree. Julie has current interests in student satisfaction and academic performance although remains keenly interested in cognition and child development. She is also interested in the measurement of well- being in society and mental well- being in infancy. Julie joined the staff of Bishop Grosseteste University in 2012 as a visiting tutor following twelve years as a senior lecturer at Lincoln University.
Julie contributes to the teaching of the undergraduate subjects of Psychology, where she co-ordinates the level four Understanding Human Cognition and Development and at level five Measuring and Interpreting the World. She also coordinated the Dissertation module for Early Childhood Studies 2012 – 12014 and at present supervisors approx. one third of level six students on the Early Childhood Studies programme. Since arriving at Bishop Grosseteste University she has taught across a range of programmes including on the Early Childhood Studies: Tools For Learning, Communication and Language, Healthy Childhood, Individual in Society and Measuring and Interpreting the World. Her teachings on the Applied Studies Degree (foundation degree and top up) cover all three strands: Learning Support, Early Childhood Studies and Children and Youth Work. She covers all levels of the Applied Studies Programme and this includes the following modules: Dissertations, Contemporary Issues and Inclusion.
Julie’s research background is in the cognitive processes underlying successful application of attention in human performance. Her doctorate was concerned with the application of inhibitory mechanisms to effectively shape successful selective attention in human behaviour. Current research includes the relationship between performance, satisfaction and performance in undergraduate students and seeks to explore this in greater detail. She is keenly interested in equipping students to become effective researchers capable of effective data collection and interpretation.
Julie is keen to explore mental well-being in the early years and the role that digital technology may play on children’s cyberbullying, particularly from a gender perspective in terms of relational bullying.