All Outputs (9)

Engaging students in curriculum enhancement. (2009)
Presentation / Conference Contribution
Webster, B., Tee, S., & Szarvus, M. (2009, December). Engaging students in curriculum enhancement. Presented at NET2009: 20th Annual International Conference

No abstract available.

Using enquiry-based learning to support research informed teaching in the first-year experience (2009)
Book
Sambell, K. (2009). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University

This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspectives of the links between discipline-based research, teaching and studentsh... Read More about Using enquiry-based learning to support research informed teaching in the first-year experience.

Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework (2009)
Book
Sambell, K. (2009). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University

The work reported in this guide was undertaken as part of a
Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researchers across the disciplines.’ The project supported the transfer of the pion... Read More about Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework.

Rethinking feedback : an assessment for learning perspective (2009)
Journal Article
Sambell, K., & Graham, L. (2009). Rethinking feedback : an assessment for learning perspective. HE Focus Quarterly Journal, 1(1), 2

The provision of feedback to learners has long been recognised as a crucial aspect of effective learning in university education and is often regarded as the main means by which student learning will be improved. In the UK the issue of feedback has a... Read More about Rethinking feedback : an assessment for learning perspective.

Assessment for learning : a brief history and review of terminology (2009)
Presentation / Conference Contribution
McDowell, L., Sambell, K., & Davison, G. (2008, September). Assessment for learning : a brief history and review of terminology. Presented at 16th Improving Student Learning Symposium

This paper examines terms which are currently used to describe what has come to be known as assessment for learning. Relevant terms include formative assessment, assessment for learning, assessment as learning, learning orientated assessment and sust... Read More about Assessment for learning : a brief history and review of terminology.

'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment (2009)
Book Chapter
Sambell, K., & Beven, P. (2009). 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment. In J. Potter, & D. Hampton (Eds.), Students supporting students (15-18). Staff and Educational Development Association (SEDA)

This paper presents case study research into the student experience of becoming a mentor on an undergraduate Joint Honours programme at Northumbria University. The teaching team who devised the scheme primarily sought to offer peer mentors a realisti... Read More about 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment.

The medium became the message: the MEDAL project as learning space (2009)
Book Chapter
Sambell, K., & Gibson, M. (2009). The medium became the message: the MEDAL project as learning space. In L. Hodsdon, & R. Segal (Eds.), FDTL voices : drawing from learning and teaching projects (100-107). Higher Education Academy

Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a three-year initiative that created a pedagogic network for childhood studies (C... Read More about The medium became the message: the MEDAL project as learning space.

Rep provides a second motor at the replisome to promote duplication of protein-bound DNA (2009)
Journal Article
Guy, C., Atkinson, J., Gupta, M., Mahdi, A., Gwynn, E., Rudolph, C., Moon, P., van Knippenberg, I., Cadman, C., Dillingham, M., Lloyd, R., & McGlynn, P. (2009). Rep provides a second motor at the replisome to promote duplication of protein-bound DNA. Molecular Cell, 36(4), 654-666. https://doi.org/10.1016/j.molcel.2009.11.009

Nucleoprotein complexes present challenges to genome stability by acting as potent blocks to replication. One attractive model of how such conflicts are resolved is direct targeting of blocked forks by helicases with the ability to displace the block... Read More about Rep provides a second motor at the replisome to promote duplication of protein-bound DNA.

Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation (2009)
Journal Article
Blakqori, G., van Knippenberg, I., & Elliott, R. (2009). Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation. Journal of Virology, 83(8), https://doi.org/10.1128/jvi.02201-08

The mRNAs of Bunyamwera virus (BUNV), the prototype of the Bunyaviridae family, possess a 5′ cap structure but lack a 3′ poly(A) tail, a common feature of eukaryotic mRNAs that greatly enhances translation efficiency. Viral mRNAs also contain untrans... Read More about Bunyamwera orthobunyavirus S-segment untranslated regions mediate poly(A) tail-independent translation.