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All Outputs (26)

Informal feedback : feedback via participation (2015)
Report
Sambell, K. (2014). Informal feedback : feedback via participation. Hong Kong: Centre for the enhancement of teaching and learning (CELT)

This Briefing has been written by Professor Kay Sambell at the invitation of the HKU Wise Assessment Project. Its theme, capitalising on opportunities for informal feedback to enhance learning, has been explored by Professor Sambell in a number of pu... Read More about Informal feedback : feedback via participation.

Third sector internships Scotland: final report (2015)
Report
Caddell, M., Boyle, F., Jones, H., & Mcilwhan, R. (2015). Third sector internships Scotland: final report. Scotland: Scottish Funding Council

Third Sector Internships Scotland helped students gain paid work experience in the Third Sector. This five-year programme, part of the Scottish Funding Council’s Learning to Work 2 initiative, was open to students from all Scottish universities.

"Rethinking regulation - do we need to". (2015)
Presentation / Conference Contribution
Webster, B., & Jelfs, E. (2015, November). "Rethinking regulation - do we need to". Presented at 8th Annual Regulation Conference - Professional Regulation: Improving Quality and Safety in Health and Social Care

No abstract available.

Political influence in policy and education. (2015)
Presentation / Conference Contribution
Webster, B., & Holloway, A. (2015, October). Political influence in policy and education. Presented at Florence Nightingale Foundation Conference

No abstract available.

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?.

The Role of SoTL in Classroom Innovation (2015)
Presentation / Conference Contribution
Tierney, A. (2015, July). The Role of SoTL in Classroom Innovation. Paper presented at Improving University Teaching, Ljubljana, Slovenia

The Scholarship of Teaching and Learning (SoTL) is being promoted as an activity for teaching-focused academics in the UK. However, support for SoTL is not a priority for most institutions, and formal provision for such support may not extend beyond... Read More about The Role of SoTL in Classroom Innovation.

TESTA - lessons learned. (2015)
Presentation / Conference Contribution
Webster, B., & Adamson, E. (2015, June). TESTA - lessons learned. Presented at Learning, Teaching and Assessment Conference

No abstract available.

Transition to Research: Experiencing new paradigms (2015)
Presentation / Conference Contribution
Barkess, G., & Tierney, A. (2015, June). Transition to Research: Experiencing new paradigms. Paper presented at International Conference Enhancement and Innovation in Higher Education, Glasgow

The transition from undergraduate study to postgraduate research is a difficult one for students to negotiate. Similarly, the transition from disciplinary researcher to pedagogic researcher is a difficult transition for staff to undertake. There are... Read More about Transition to Research: Experiencing new paradigms.

Transition to Research: experiencing new paradigms. (2015)
Presentation / Conference Contribution
Tierney, A., & Barkess, G. (2015). Transition to Research: experiencing new paradigms.

The transition from undergraduate study to postgraduate research is a difficult one for students to negotiate. Similarly, the transition from disciplinary researcher to pedagogic researcher is a difficult transition for staff to undertake. There are... Read More about Transition to Research: experiencing new paradigms..

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.

Plenary presentation and panel (2015)
Presentation / Conference Contribution
Fotheringham, J. (2015, May). Plenary presentation and panel. Paper presented at Policy and Practice Summit for senior managers and student representatives (QAA Scotland, Scotland

No abstract available.

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?.