Dr Kevin Crawford
SENIOR LECTURER IN GEOGRAPHY
Geography and Environmental Science
0151 291 3865
I have a varied academic background that broadly covers the environmental earth sciences. I graduated from the University of Edinburgh in 1990 with a BSc in Geology, the University of Newcastle-upon-Tyne in 1992 with a MSc in Organic Geochemistry, Organic Petrology and Petroleum Geochemistry and Liverpool John Moores University in 1997 with a PhD entitled 'The late Cenozoic Sedimentary Record of the Antarctic Continental Shelf'. Due to an interest in environmental legislation, I undertook another academic qualification and in 2008 I gained a PGDip (with Distinction) in Environmental Law from the University of Central Lancashire. From a learning and teaching perspective, I am a Senior Fellow of the Higher Education Academy (SFHEA).
Whilst writing up my PhD, I was employed as a graduate research assistant at Liverpool John Moores University where I had the opportunity to undertake research in Svalbard, Arctic Norway. On completion of my PhD, I became a lecturer at Liverpool Hope University and have since September 1997 spent my whole academic career at Hope.
My initial research interests were focused on glacial environments such as research undertaken in Svalbard on understanding glacial processes and products (landforms, sediments and sediment associations) and research into the Quaternary glacial sedimentary sequences at Thurstaston, Wirral.
Current research interests are in the fields of geoheritage, geoconservation and geotourism. This involves the recognition, conservation and management of geological features, sites and landscapes (geosites) and raising awareness of their significance and value (including their tourism appeal as attractions/destinations). Recent research publications have focused on the geoheritage and geotourism dimensions of the Giantâ€™s Causeway, Northern Ireland and of the Maltese Islands. Other research interests include: natural hazard awareness and vulnerability of small islands particularly those that are significant tourism destinations; and the pedagogical value of residential fieldwork.