Crime Ink Publishing

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United States - Colorado - Denver
Mark
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Police Oral Interview panel members determine within minutes if a candidate is the right fit for law enforcement. This book guides the candidate through every aspect of the Oral Interview process. Example Interview Questions and Answers even
$19.95
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Understanding the Police Hiring Process will provide the candidate with the edge, necessary to successfully become a law enforcement officer. All areas of testing including Physical, Psychological, Medical and Peace Officer Standards and
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Proficient Police Report Writing is an integral part of becoming an effective law enforcement officer, and can often determine if a criminal is successfully prosecuted. Proper grammar usage relating to policing, jargon and acronyms Samples
$89.99
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This book provides a single-source practical guide to basic crime scene processing and investigation, and also discusses forensic science theories and concepts to include: •Officer safety and emergency care to the injured •Securing and
$79.95
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A Practical Guide to the Medicolegal Investigation of Death, is a guidebook written by a veteran death investigator specifically for field investigators and students alike. Historical foundations, legal issues, identification methods of human
$79.95
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About Our Company

Mark Songer is currently CEO/Founder of Songer & Associates and the Songer Institute of Forensic Science (www.songerinstitute.org), in partnership with Sorenson Genomics and academic institutions world-wide. In addition, Mark has established Forensic Science Investigations and Criminal Justice programs at the University of California, La Sierra University, Marymount College, Palos Verdes, California, and served as Professor of Forensic Science/Criminal Justice at National University, San Diego for seven years. Mark served in the FBI as a Special Agent and Forensic Examiner in both Washington D.C. and Los Angeles. He is a past member of the FBI Evidence Response Team as well as the FBI Rapid Deployment Team. Mark served in the United States Marine Corps and U.S. Army and is a member of the Veteran of Foreign Wars (VFW), and American Legion. Mark is a recognized forensic expert in both Federal and State courts.

TEACHING EXPERIENCE

Mark Songer is currently CEO/Founder of Songer & Associates and the Songer Institute of Forensic Science (www.songerinstitute.org), in partnership with Sorenson Genomics and academic institutions world-wide. In addition, Mark has established Forensic Science Investigations and Criminal Justice programs at the University of California, La Sierra University, Marymount College, Palos Verdes, California, and served as Professor of Forensic Science/Criminal Justice at National University, San Diego for seven years. Mark served in the FBI as a Special Agent and Forensic Examiner in both Washington D.C. and Los Angeles. He is a past member of the FBI Evidence Response Team as well as the FBI Rapid Deployment Team. Mark served in the United States Marine Corps and U.S. Army and is a member of the Veteran of Foreign Wars (VFW), and American Legion. Mark is a recognized forensic expert in both Federal and State courts.

MY TEACHING STYLE

My teaching philosophy is simple—to attract and maintain student interest through enthusiasm, encouragement, and problem solving strategies. I approach teaching as an art that requires keen development of skills. Teaching and learning are co-dependent processes that have overwhelming transformative potential. Who I am today is greatly due to the teachers and mentors I have been privileged to know throughout my life. For me, to learn is to teach, and I approach my role as an educator very seriously. Beyond basic comprehension of course materials, it is most important for me that students come to understand the value of ideas---ideas are neither passive nor benign, but have a history and context that makes them possible. In this perspective, ideas have powerful material consequences on people’s lived experiences, and thus are of great importance in our daily human interactions. To understand the value of ideas, I place great importance on the development of critical thinking skills through written and oral evaluation. Learning is an active process, and I believe it is essential that multiple strategies of engagement are involved which stimulate curiosity and the will to know. Thus, I use several media (web-based and visual media) sources, class discussion, group projects, and oral presentations, allowing students the opportunity to engage through diverse communication media. I like to begin class with an anecdote of interest that illustrates the topic for the day, asking students to think about and suggest possible explanations. Following this exercise, I present multiple scholarly interpretations so that students are able to see alternative approaches, gradually problematizing and deconstructing them through class discussion. I value a multidisciplinary approach in critical thinking, relying on my many years of experience across multiple disciplines. In developing any curriculum, my priority is to create a space that promotes the expression and exchange of multiple voices and perspectives. It is important that students develop an investment in their own education by direct participation in the dynamics of the classroom. I implement this by setting aside classroom time where students are afforded the opportunity to engage with one another and present their understanding of course material, along with questions, and critiques that promote an inclusive discussion. In this manner, I want students to understand that their thinking and participation are essential aspects in learning and classroom performance. Teaching and learning is a conversation that I have with my students and colleagues within the university setting. This is the kind of experience I strive to create for my students. Collaborative learning activities offer an ideal vehicle for achieving critical analysis. I employ collaborative in-class group activities, presentations, and discussion, where students are encouraged to be more proactive and responsible for their own learning. They also acquire negotiation, cooperation, mentoring and interpersonal skills that are valuable in the work force. This permits a more student-centered approach to learning that is conducive to improved problem solving and cognitive development. Throughout my academic career, I have strived to maintain linkages with the “real world” of law enforcement. As such, I incorporate case studies to demonstrate the complex issues operating at multiple scales, shaping local and global relations. In addition, I recommend students read international newspapers to maintain a perspective on relevant current events, which I draw into the class room and encourage students to incorporate such events in written assignments. I believe my practical field experience has proven to be an invaluable asset in the classroom, in particular, helping to stimulate more creative approaches to thinking and analysis in students. I believe one must strive to bridge the gap that often exists between academia and practice, permitting the ideas and experiences to integrate with one another. I hold strongly that maintenance of such exchanges between theory and practice is essential to my continued ability to serve students effectively as both teacher and mentor. In conclusion, I believe teachers have a responsibility to open dialogue with students, allowing for the expression of diverse perspectives, while challenging them to ask questions of not only me as their mentor, but of themselves. This also means that I must ask the difficult questions of myself as I remain open to self-reflection on my approach and teaching style.

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MY OWN EDUCATIONAL HISTORY

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