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Ethical questions of longitudinal research with students: Using duoethnography to critically reflect on the interview process (2023)
Presentation / Conference Contribution
Ratz, S., & Janssen, L. (2023, June). Ethical questions of longitudinal research with students: Using duoethnography to critically reflect on the interview process. Paper presented at The Gathering, 2023: Learning & Teaching Conference, Edinburgh

From 2016-2020 Sibylle conducted a longitudinal study on the trajectory of undergraduate language students at ENU. In their current project, Sibylle and Lisa (a participant of the original study) revisited this research by reflecting on six interview... Read More about Ethical questions of longitudinal research with students: Using duoethnography to critically reflect on the interview process.

Understanding international students' experiences with assessments through rich pictures (2023)
Presentation / Conference Contribution
Victoria, M., & Ratz, S. (2023, June). Understanding international students' experiences with assessments through rich pictures. Paper presented at The Gathering 2023: Learning & Teaching conference, Edinburgh

Higher education institutions continue to see an increasing number of international students who bring with them diverse forms of assessment ‘literacies’ acquired from previous sociocultural and educational contexts. This presentation explores the ex... Read More about Understanding international students' experiences with assessments through rich pictures.

Citizen Science in Australian Higher Education: Emerging Learning and Research Communities (2023)
Journal Article
Quinnell, R., Motion, A., Illingworth, S., Calyx, C., Bray, H., & Borda, A. (2023). Citizen Science in Australian Higher Education: Emerging Learning and Research Communities. International Journal of Innovation in Science and Mathematics Education, 31(1), https://doi.org/10.30722/ijisme.31.01.001

Citizen science, though well established in Australia has not yet found wide use in tertiary science education. We offer case studies to illustrate that Citizen Science approaches are slowly being adopted and we highlight the spectrum of experiences... Read More about Citizen Science in Australian Higher Education: Emerging Learning and Research Communities.

Towards ‘Authentic Belonging’: Exploring the Concept and Enhancing Practice (2023)
Presentation / Conference Contribution
Haddow, C., & Brodie, J. (2023, June). Towards ‘Authentic Belonging’: Exploring the Concept and Enhancing Practice. Paper presented at QAA Scotland’s 5th International Enhancement Conference 'Shaping the Student Experience Together: 20 Years of Enhancement', Glasgow

Decolonisation, Inclusion and the Biological Sciences: Getting Started (2023)
Presentation / Conference Contribution
Bossoni, A., Kenny, S., O'Brien, R., Calabrese, P., Veitch, N., & Malone, E. (2023, June). Decolonisation, Inclusion and the Biological Sciences: Getting Started. Presented at QAA Scotland's 5th International Enhancement Conference, Glasgow

Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university? (2023)
Journal Article
Vaul-Grimwood, M. L., Naik, V., Graham, C., Moir, Z., & Smart, F. (2023). Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university?. Learning and Teaching, 16(2), 32-54. https://doi.org/10.3167/latiss.2023.160203

This article explores Meyerson and Scully's concept of ‘tempered radicalism’ (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: ‘What does the concep... Read More about Tempered radicalism: A model for navigating academic practice and identity in the twenty-first-century neoliberal university?.

How poetry can be used to better understand undergraduate students’ course experiences (2023)
Presentation / Conference Contribution
Illingworth, S., & Radhakrishnan, M. (2023, May). How poetry can be used to better understand undergraduate students’ course experiences. Paper presented at SEDA Spring Conference 2023, Online

This session will present a study that investigates the use of poetry as a reflective tool for first-year undergraduate students in introductory STEM courses. Using poetic content analysis (Illingworth, 2022), the study analyses students’ responses t... Read More about How poetry can be used to better understand undergraduate students’ course experiences.

Learned Words: how poetry can be used to reflect on staff belonging in Higher Education (2023)
Presentation / Conference Contribution
Illingworth, S., & Grimwood, M. (2023, May). Learned Words: how poetry can be used to reflect on staff belonging in Higher Education. Presented at Change Agents’ Network Conference 2023, Hertfordshire

This research uses poetry as a form of data to explore a sense of 'belonging' for staff working in higher education. Poetic content analysis was explored as a research method and using poetry in this way has allowed for a nuanced exploration of quest... Read More about Learned Words: how poetry can be used to reflect on staff belonging in Higher Education.

Enthusiasm, frustration and exhaustion: staff perceptions of student engagement through the pandemic (2023)
Journal Article
Cunningham, T., & Cunningham, C. (2023). Enthusiasm, frustration and exhaustion: staff perceptions of student engagement through the pandemic. Student Engagement in Higher Education Journal, 4(3), 122-135

The move to online and blended learning caused by the Covid-19 pandemic brought about sudden, rapid, and ongoing change to learning and teaching practices in Higher Education. The paper discusses the findings of a research project, led by academic de... Read More about Enthusiasm, frustration and exhaustion: staff perceptions of student engagement through the pandemic.

Poetry as a device to distil science (2023)
Book Chapter
Illingworth, S. (2023). Poetry as a device to distil science. In S. Rowland, & L. Kuchel (Eds.), Teaching Science Students to Communicate: A Practical Guide (193-197). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-030-91628-2_23

Poetry is a powerful way of communicating scientific information and opening up debate about scientific research. By writing poetry about specific scientific topics, students can learn how to communicate their work in an engaging and accessible manne... Read More about Poetry as a device to distil science.

From Dissemination to Participation: A Creative Approach to Geoscience Communication (2023)
Presentation / Conference Contribution
Illingworth, S. (2023, April). From Dissemination to Participation: A Creative Approach to Geoscience Communication. Presented at EGU 2023, Vienna

Science communication exists on a spectrum: from dissemination to dialogue. While participation is likely to be the most effective way of helping to truly diversify science, there is still a need for geoscience communication initiatives that exist ac... Read More about From Dissemination to Participation: A Creative Approach to Geoscience Communication.

The shadowlands of science communication in academia — definitions, problems, and possible solutions (2023)
Presentation / Conference Contribution
Gani, S., Arnal, L., Beattie, L., Hillier, J., Illingworth, S., Lanza, T., …Zihms, S. (2023, April). The shadowlands of science communication in academia — definitions, problems, and possible solutions. Presented at EGU 2023, Vienna

Science communication is important for researchers, including those working in the geosciences. However, much of this work takes place in “shadowlands” that are neither fully seen nor understood. With the increasing expectation in academia that all r... Read More about The shadowlands of science communication in academia — definitions, problems, and possible solutions.

‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19 (2023)
Journal Article
Illingworth, S., & Zike, J. (2024). ‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19. Perspectives: Policy and Practice in Higher Education, 28(3), 121-131. https://doi.org/10.1080/13603108.2023.2192531

The impact of individual identities on university staff’s experiences during the COVID-19 pandemic has been profound. We conducted a survey of 118 staff members at one Scottish university to explore how their identities were impacting on their experi... Read More about ‘I have struggled’: how individual identities impacted staff working experiences in higher education during COVID-19.

Teaching medical writing (2023)
Journal Article
Verran, J., Illingworth, S., Pritchett, J., & Redfern, J. (2023). Teaching medical writing. Medical Writing, 32(1), 92-98. https://doi.org/10.56012/lbsg8046

Few universities offer courses in medical writing, and students from the biomedical sciences who wish to become medical writers typically need to learn written communication skills on the job. In this article, Joanna Verran and colleagues offer insig... Read More about Teaching medical writing.

“I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences (2023)
Journal Article
Illingworth, S., & Radhakrishnan, M. L. (2023). “I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences. Chemistry Education Research and Practice, 24(3), 868-881. https://doi.org/10.1039/d2rp00276k

In this study we investigate how first-year chemistry/biology undergraduate students’ original poetry can be used as a reflective tool for others to understand their course experiences. By inviting students from an integrated first-year chemistry/bio... Read More about “I am here because I wanted to shine”: how poetry can be used to better understand undergraduate students’ first-year chemistry or related course experiences.

How AI could undermine diversity in the curriculum (2023)
Newspaper / Magazine
Illingworth, S. (2023). How AI could undermine diversity in the curriculum. [Blog]

The biases inherent in artificial intelligence are well known – and could be coming to a classroom near you. Sam Illingworth tackles the dark side of ChatGPT

Using Poetry to Actively Target the Incubation Period (2023)
Book Chapter
Illingworth, S. (2023). Using Poetry to Actively Target the Incubation Period. In O. Varsou (Ed.), Teaching, Research, Innovation and Public Engagement (109-119). Cham: Springer. https://doi.org/10.1007/978-3-031-22452-2_9

The incubation period is a stage in the problem-solving process where attention is distracted from the problem in question and is instead focused on something else. Engaging with this incubation period has been shown to foster creativity in problem s... Read More about Using Poetry to Actively Target the Incubation Period.