BAdEd(HRD), MAdEd, GradDipPA(Policing), PhD
Brett has a broad background in the criminal justice field, having been a member of the NSW Police for 15 years and a Corrections Education Officer for two years. His experience as an adult educator is spread over the past 30 years, including the past 16 years as a lecturer with Charles Sturt University. He has recently attained a position at the Centre of Law and Justice, after being a lecturer at the School of Policing Studies since 2006. His interest in adult education has led him to specialise in the applications of pedagogies in police academy learning, with a specific focus on problem-based learning and the role of facilitators in scaffolding effective learning. Brett also furthered his expertise in learning and teaching via a secondment to the Division of Learning and Teaching, where he was involved in developing approaches to teaching peer review and specialised teaching development subjects for police educators.
Brett is involved with delivery of subjects in the Bachelor of Criminal Justice.
His current teaching responsibilities include:
Brett’s doctoral research focused on the teaching and teaching development experiences of police educators. This research was motivated by the need to inform teaching development in police education and improve the application of learner-centred practice. He is currently looking forward to working collaboratively with other academic staff from the Centre for Law and Justice and the Australian Graduate School of Policing and Security to further police related research.
Brett is a member of the Higher Education Research and Development Society of Australasia (HERDSA) and the Police Society for Problem-Based Learning (PSPBL).
Journal articles – Peer reviewed;
*Shipton. B. (2022) Maximising PBL in police education: why understanding the facilitator role is a key factor in developing learning for police problem-solving, Australian Journal of Adult Learning, Vol. 62, No. 1, pp. 56-75.
*Shipton, B. (2020) Moving outside the comfort zone: Teacher’s experiences of development in a police academy context, Studies in Continuing Education, https://doi.org/10.1080/0158037X.2020.1759524
*Shipton, B. (2019) Police Educators Experiences of Teaching: Detailing Differences between Teacher- and Learner-Centred Approaches. Journal of Criminal Justice Education. https://doi.org/10.1080/10511253.2019.1698755
*Shipton, B. (2019) Police educators’ experiences of teaching and teaching development: Implications for developing police academy staff, Journal of Criminological Research, Policy and Practice, Vol. 5, No. 2, pp. 95-107.
*Shipton, B. (2014) Sage on the stage or guide by the side? A proposed developmental pathway for police educators, Salus Journal, Issue 2, No. 1.
*Shipton, B. (2011) Expanding policed educators' understanding of teaching, are they as learner - centred as they think? Journal of Learning Design, 4(2) 1- 19. http://www.jld.qut.edu.au.
*Shipton, B. (2009) Problem Based Learning: Does it provide appropriate levels of guidance and flexibility for use in police recruit education? Journal of Learning Design, 3(1), 57-67. http://www.jld.qut.edu.au
Book Chapter – Peer reviewed;
*Shipton, B. (2011) Professional development and education for the police, in Birch P. & Herrington V. (eds) Policing in Practice, Palgrave Macmillan, South Yarra.
Journal Articles – Non peer reviewed;
*Shipton, B. (2008) Exploding Some Myths in Police Education: Reflections on the Police Problem Based Learning Course, Australian Police Journal, Vol. 62, No. 4.
Full Conference Papers – Non peer reviewed
*Shipton, B. (2019) Maximising problem-based learning in police academy training, paper for the proceedings of the Forum of Teaching and Learning in the Educational Security and Police Institutions, Cairo, 17-19 September 2019.