Dr Dom Henri

Dr Dom Henri

Senior Lecturer, Director of Studies

Faculty and Department

  • Faculty of Science and Engineering
  • Department of Biological and Marine Sciences

Summary

Dr Henri is a behavioural ecologist and entomologist, specialising in population dynamics.

His ecological research focuses on the impact of environmental change, such as urbanisation and intensive agriculture, on animal behaviour, community-composition and ecosystem-stability.

Dr Henri is also a published pedagogical researcher, studying the development of student autonomy and self-esteem in preparation for employment.

Undergraduate

I have won local and national awards for my teaching and science communication in a range of areas in conservation and ecology. 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 further contribute to teaching on ecology, animal behaviour, and conservation at all levels of study (from Foundation to MSc).

In addition to my teaching responsibilities, I am the Director of Studies for the Department of Biological and Marine Sciences. In this role, I have overarching responsibility for student attainment, satisfaction, retention, and graduate outcomes across all of our departmental programmes.

Recent outputs

View more outputs

Book Chapter

Addressing the hidden curriculum during transition to HE: the importance of empathy

Hubbard, K., Gawthorpe, P., Fallin, L., & Henri, D. (2020). Addressing the hidden curriculum during transition to HE: the importance of empathy. In T. Hinchcliffe (Ed.), The Hidden Curriculum of Higher Education (59-76). Heslington, York: Advance HE

Journal Article

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

The influence of fieldwork design on student perceptions of skills development during field courses

Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (2019). The influence of fieldwork design on student perceptions of skills development during field courses. International journal of science education, 41(17), 2369-2388. https://doi.org/10.1080/09500693.2019.1679906

Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Scott, G. W., Humphries, S., & Henri, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 43(3), 280-298. https://doi.org/10.1080/03098265.2019.1608516

Student perceptions of their autonomy at University

Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507-516. https://doi.org/10.1007/s10734-017-0152-y

Awards and prizes

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

Senior Fellow of the HEA (now Advance HE)

2019