Dr Dom Henri

Dr Dom Henri

Senior Lecturer (School Natural Sciences)

Faculty and Department

  • Faculty of Science and Engineering
  • School of Natural Sciences

Summary

I am a National Teaching Fellow (2021), Principal Fellow of the HEA (2025), and a previous winner of the Royal Society of Biology’s Higher Education Teacher of the Year award (2018). As Director of Studies and Deputy Head of the Department of Biological and Marine Sciences between 2018-2022, I led the transformation of our biosciences provision to be more marketable, efficient and inclusive. This work is tied to my pedagogic research enhancing teaching and assessment in higher education, with a particular focus on building student confidence and maximising graduate employability. The Quality Assurance Agency currently funds our Competence-Based Assessment project, which attempts to collaboratively build a framework of effective university assessment in the 21st Century with universities across the UK.

https://www.qaa.ac.uk//en/membership/collaborative-enhancement-projects/assessment/a-competence-based-assessment-framework

Since starting at Hull, I have taught topics across animal behaviour, ecology, entomology, conservation, and sustainability, which align with my broad academic background. Originally, I completed a BSc in Ecology, Evolution, and Behaviour and an MSc in lichen physiology at Durham University, before completing a PhD in insect population ecology and sustainable agriculture at the University of Exeter.

I have won local and national awards for my teaching and science communication in a range of areas in conservation and ecology; including the Royal Society of Biology's Teacher of the Year, as well as being a National Teaching Fellow.

I currently lead the final year module titled Practical Conservation, a specialist module that uses our extensive network of conservation contacts to prepare students for a career in the UK conservation and/or ecology sectors. I also lead the second year Conservation module, which covers the science, politics, socioeconomics, and reality that underpins humanity's attempts to avert the ongoing biodiversity crisis. I further contribute to teaching on ecology, animal behaviour, and conservation at all levels of study (from Foundation to MSc).

I support the University's Teaching Excellence Academy, developing educational practice across the entirety of university provision through contributions to our PCAP, DARTE, and curriculum development programmes.

More broadly, I have been responsible for the most recent transformation of the Biosciences degrees as the Director of Studies for the Department of Biological and Marine Sciences. This post led to a position as a Senior Research Fellow for the Teaching Excellence Academy, where I help apply the principles of our transformed programmes to with degrees within the University and across the country.

Recent outputs

View more outputs

Journal Article

Communicating information about the psychology of a wild carnivore, the red fox, influences perceived attitudinal changes but not overall tolerance in people

Morton, F. B., Henri, D., Adaway, K., Adaway, K. A., Soulsbury, C., Soulsbury, C. D., & Hopkins, C. R. (2024). Communicating information about the psychology of a wild carnivore, the red fox, influences perceived attitudinal changes but not overall tolerance in people. Biological Conservation, 296, Article 110653. https://doi.org/10.1016/j.biocon.2024.110653

Developing undergraduate practical skills and independence with 'at home practical kits'

Hubbard, K., Henri, D., Scott, G., Snelling, H., & Roediger, E. (2024). Developing undergraduate practical skills and independence with ‘at home practical kits’. International journal of science education, https://doi.org/10.1080/09500693.2024.2311087

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?

Peasland, E. L., Scott, G. W., Morrell, L. J., & Henri, D. C. (in press). Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?. Journal of geography in higher education, https://doi.org/10.1080/03098265.2023.2267459

I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures

Henri, D. C., Coates, K., & Hubbard, K. (2023). I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. PLoS ONE, 18(7), Article e0271010. https://doi.org/10.1371/journal.pone.0271010

Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants

Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (in press). Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants. International journal of science education, 1-24. https://doi.org/10.1080/09500693.2021.1923080

Co-investigator

Project

Funder

Grant

Started

Status

Project

Experiencing human-wildlife conflict management through playful learning

Funder

British Ecological Society

Grant

£3,460.00

Started

1 December 2024

Status

Ongoing

Awards and prizes

National Teaching Fellow

2021

FameLab UK National Finalist

2019

https://www.britishcouncil.org/education/he-science/famelab

2018 Royal Society of Biology Higher Education Teacher of the Year

2018 - 2018

National competition looking for inspiring lecturers in the Biosciences. https://www.rsb.org.uk/get-involved/rsb-awards/he-teacher-of-the-year/previous-finalists

University of Hull Teaching Excellence Award Winner

2017

Membership/Fellowship of professional body

Principal Fellow of AdvanceHE

2025

Senior Fellow of the HEA (now Advance HE)

2019

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