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Dr Lilah Glazer

Lilah

Lecturer in Biomedical Sciences (T&S), Nanchang Joint programme

Email: l.glazer@qmul.ac.uk
Room Number: 6.02, G.O Jones Building

Profile

I joined Queen Mary University of London in 2017 as a Marie Curie Postdoctoral Fellow, before transitioning through several fixed-term teaching positions, and finally joining the Nanchang Joint Programme (JP) as Lecturer in Biomedical Sciences in 2020.

My scientific research background is in the neurodevelopmental and behavioural effects of exposure to environmental toxins in zebrafish (2013-2020), and before that in the involvement of proteins in biomineralisation of the crustacean exoskeleton (2007-2013).

I am a Fellow of the Higher Education Academy since 2021.

I am also the Exam Board Chair for the Nanchang JP, and a member of the SBBS EDI Committee.

Teaching

Year 1:

SNU101 – Human Cell

Year 3:

SNU310 – Precision Medicine

SNU301 – Biomedical Sciences Research Project (student supervisor)

SNU309 – Investigative Skills for the Biomedical Sciences (student supervisor)

Research

Publications

Scholarly Contributions

I am interested in developing new approaches for promoting student’s critical thinking skills, and in identifying barriers that students face on their way to both acquiring those skills and demonstrating them.

Critical thinking (CT) skills, including inference, recognition of assumptions, deduction, interpretation and evaluation of arguments, are essential for anyone working in the fields of science and medicine. University educators are tasked with supporting students’ development and demonstration of these skills and spend much of their time and effort in building lessons and exercises for this purpose.

I have long term teaching experience with undergraduate students from a variety of cultures, backgrounds, and native languages, and most recently Chinese transnational education students. Through my experiences I observed that students face a range of barriers on their way to developing their CT skills and/or demonstrating them in the context of academic assessments. These barriers may be related to students’ English level, educational background, cultural background, academic levels and other factors.

In my scholarship research I aim to better understand what barriers students face, how to identify them in any cohort of students, and how to design teaching and learning practices that will provide the right kind of support for student to overcome their barriers and be able to improve and demonstrate their CT skills.

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