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All Outputs (166)

Threshold Concepts in Academic Practice: Engagement with the Scholarship of Teaching and Learning (2017)
Journal Article
Tierney, A. (2017). Threshold Concepts in Academic Practice: Engagement with the Scholarship of Teaching and Learning. Practice and evidence of the scholarship of teaching and learning in higher education, 12(2), 165-184

This paper investigates the existence and nature of threshold concepts as experienced by a group of twenty-one teaching-focused academics, from life science departments in UK universities. Individuals were invited to take part in the study and asked... Read More about Threshold Concepts in Academic Practice: Engagement with the Scholarship of Teaching and Learning.

Beyond aspirations: deploying the capability approach to tackle the under-representation in higher education of young people from deprived communities (2017)
Journal Article
Campbell, L. A., & McKendrick, J. H. (2017). Beyond aspirations: deploying the capability approach to tackle the under-representation in higher education of young people from deprived communities. Studies in Continuing Education, 39(2), 120-137. https://doi.org/10.1080/0158037x.2017.1293630

This paper re-examines the low participation of young people from deprived communities through the lens of the capability approach. A fundamental problem for tackling widening participation is that much of the thinking of policymakers is grounded on... Read More about Beyond aspirations: deploying the capability approach to tackle the under-representation in higher education of young people from deprived communities.

International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters (2017)
Journal Article
Ecochard, S., & Fotheringham, J. (2017). International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters. Journal of Perspectives in Applied Academic Practice, 5(2), 100-108. https://doi.org/10.14297/jpaap.v5i2.261

International students represent a large and increasing share of the diversity encountered on British campuses, with 19% of the student body coming from another country to study in the United Kingdom. While the concept of transition in the context of... Read More about International Students’ Unique Challenges – Why Understanding International Transitions to Higher Education Matters.

Measurements of δ 13 C in CH 4 and using particle dispersion modeling to characterize sources of Arctic methane within an air mass (2016)
Journal Article
and using particle dispersion modeling to characterize sources of Arctic methane within an air mass. Journal of Geophysical Research: Atmospheres, 121(23), https://doi.org/10.1002/2016jd026006

A stratified air mass enriched in methane (CH4) was sampled at ~600 m to ~2000 m altitude, between the north coast of Norway and Svalbard as part of the Methane in the Arctic: Measurements and Modelling campaign on board the UK's BAe‐146‐301 Atmosphe... Read More about Measurements of δ 13 C in CH 4 and using particle dispersion modeling to characterize sources of Arctic methane within an air mass.

Aiming for long-term, objective-driven science communication in the UK [Version 2] (2016)
Journal Article
Prokop, A., & Illingworth, S. (2016). Aiming for long-term, objective-driven science communication in the UK [Version 2]. F1000Research, 5, Article 1540. https://doi.org/10.12688/f1000research.9079.2

Communicating science to wider lay audiences is an increasingly important part of a scientist's remit, and is something that many scientists are keen to embrace. However, based on surveys carried out amongst the UK public, as well as our own experien... Read More about Aiming for long-term, objective-driven science communication in the UK [Version 2].

Poetic transcription with a twist: An approach to reflective practice through connection, collaboration and community (2016)
Journal Article
Smart, F. (2017). Poetic transcription with a twist: An approach to reflective practice through connection, collaboration and community. Innovations in Education and Teaching International, 54(2), 152-161. https://doi.org/10.1080/14703297.2016.1258323

Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from exper... Read More about Poetic transcription with a twist: An approach to reflective practice through connection, collaboration and community.

Are scientific abstracts written in poetic verse an effective representation of the underlying research? [Version 3] (2016)
Journal Article
Illingworth, S. (2016). Are scientific abstracts written in poetic verse an effective representation of the underlying research? [Version 3]. F1000Research, 5, Article 91. https://doi.org/10.12688/f1000research.7783.3

The central purpose of science is to explain (Purtill, 1970). However, who is that explanation for, and how is this explanation communicated once it has been deduced? Scientific research is typically communicated via papers in journals, with an abst... Read More about Are scientific abstracts written in poetic verse an effective representation of the underlying research? [Version 3].

A Case Study of Interdisciplinary Live Projects in Art and Chemistry (2016)
Journal Article
Illingworth, S., McLean, M., & Patel, D. (2016). A Case Study of Interdisciplinary Live Projects in Art and Chemistry. Brookes eJournal of Learning and Teaching, 8(1-2),

This article describes a set of interdisciplinary live projects that were carried out at Manchester Metropolitan University over the summer of 2014, between arts and chemistry undergraduate students. It was found that by working as part of an interdi... Read More about A Case Study of Interdisciplinary Live Projects in Art and Chemistry.

Poetic transcription with a twist: supporting early career academics through liminal spaces (2016)
Journal Article
Smart, F., & Loads, D. (2016). Poetic transcription with a twist: supporting early career academics through liminal spaces. International Journal for Academic Development, 22(2), 134-143. https://doi.org/10.1080/1360144x.2016.1210519

As pressures on new academic staff members increase and change, academic developers need to find different ways of working with them. This paper offers for discussion a new way of supporting early career academics in their negotiation of liminality,... Read More about Poetic transcription with a twist: supporting early career academics through liminal spaces.

Twittering about research: A case study of the world’s first twitter poster competition [Version 3] (2016)
Journal Article
Randviir, E. P., Illingworth, S. M., Baker, M. J., Cude, M., & Banks, C. E. (2016). Twittering about research: A case study of the world’s first twitter poster competition [Version 3]. F1000Research, 4, Article 798. https://doi.org/10.12688/f1000research.6992.3

The Royal Society of Chemistry held, to our knowledge, the world’s first Twitter conference at 9am on February 5 th, 2015. The conference was a Twitter-only conference, allowing researchers to upload academic posters as tweets, replacing a physical m... Read More about Twittering about research: A case study of the world’s first twitter poster competition [Version 3].

What does the UK public want from academic science communication? [Version 1] (2016)
Journal Article
Redfern, J., Illingworth, S., & Verran, J. (2016). What does the UK public want from academic science communication? [Version 1]. F1000Research, 5, Article 1261. https://doi.org/10.12688/f1000research.8815.1

The overall aim of public academic science communication is to engage a non-scientist with a particular field of science and/or research topic, often driven by the expertise of the academic. An e-survey was designed to provide insight into respondent... Read More about What does the UK public want from academic science communication? [Version 1].

Workplaces and policy spaces: insights from third sector internships Scotland (2016)
Journal Article
Pegg, A., & Caddell, M. (2016). Workplaces and policy spaces: insights from third sector internships Scotland. Higher Education, Skills and Work-based Learning, 6(2), 162-177. https://doi.org/10.1108/heswbl-07-2015-0039

Purpose – Understanding the relationship between learning and work is a key concern for educational researchers and policy makers at the local, national and international level. The way that learning and the economic environment are framed impacts u... Read More about Workplaces and policy spaces: insights from third sector internships Scotland.

Communities of practice in Life Sciences and the need for brokering. (2016)
Journal Article
Tierney, A. (2016). Communities of practice in Life Sciences and the need for brokering. F1000Research, 5, 280. https://doi.org/10.12688/f1000research.7695.1

Etienne Wenger’s work on communities of practice is influential in teaching and learning in higher education. A core work of many postgraduate certificate in teaching and learning (PGCert) courses for new lecturers, it is studied, in the main, as a m... Read More about Communities of practice in Life Sciences and the need for brokering..

What’s in a Name? Exploring the Nomenclature of Science Communication in the UK [version 2] (2015)
Journal Article
Illingworth, S., Redfern, J., Millington, S., & Gray, S. (2015). What’s in a Name? Exploring the Nomenclature of Science Communication in the UK [version 2]. F1000Research, 4, Article 409. https://doi.org/10.12688/f1000research.6858.2

This study, via a consideration of the literature, and a limited survey of active science communicators, presents concise and workable definitions for science outreach, public engagement, widening participation, and knowledge exchange, in a UK contex... Read More about What’s in a Name? Exploring the Nomenclature of Science Communication in the UK [version 2].

Fresh thinking about academic development: authentic, transformative, disruptive? (2015)
Journal Article
Loads, D., & Campbell, F. (2015). Fresh thinking about academic development: authentic, transformative, disruptive?. International Journal for Academic Development, 20(4), 355-369. https://doi.org/10.1080/1360144X.2015.1083866

We highlight three ways of conceptualising and enacting academic development: firstly as authentic, practice-based activity, secondly in terms of a new transformative paradigm for academic development units (ADUs), and thirdly as a space for disrupti... Read More about Fresh thinking about academic development: authentic, transformative, disruptive?.

Flexibility of bunyavirus genomes: creation of an orthobunyavirus with an ambisense S segment (2015)
Journal Article
van Knippenberg, I., & Elliott, R. (2015). Flexibility of bunyavirus genomes: creation of an orthobunyavirus with an ambisense S segment. Journal of Virology, 89(10), https://doi.org/10.1128/jvi.03595-14

The Bunyamwera (BUNV) orthobunyavirus NSs protein has proven a challenge to study in the context of viral infection. NSs is encoded in a reading frame that overlaps that of the viral nucleocapsid (N) protein thus limiting options for mutagenesis. In... Read More about Flexibility of bunyavirus genomes: creation of an orthobunyavirus with an ambisense S segment.

Does attending a large science event enthuse young people about science careers? (2015)
Journal Article
Illingworth, S., Lewis, E., & Percival, C. (2015). Does attending a large science event enthuse young people about science careers?. Journal of Science Communication, 14(2), https://doi.org/10.22323/2.14020206

A survey was conducted during the University of Manchester’s 2014 ‘Science Extravaganza’, which saw the participation of over 900 Key Stage 3 (ages 11–14) students in a range of interactive demonstrations, all run by active University researchers. Th... Read More about Does attending a large science event enthuse young people about science careers?.