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Outputs (43)

Designing out Barriers - Student Partnership for Student Voice Research (2024)
Presentation / Conference
Garden, C., Skelton, F., & Calabrese, P. (2024, September). Designing out Barriers - Student Partnership for Student Voice Research. Presented at RAISE Annual Conference 2024, Leicester

We are committed to creating a culture of inclusion at Edinburgh Napier University. Listening to and respecting the student voice are part of the culture – to be an inclusive university we must have ways to hear every student and work to remove any b... Read More about Designing out Barriers - Student Partnership for Student Voice Research.

The RAISE Belonging Guide – an Example of Inter-Professional and Inter-Institutional Collaboration on Belonging (2024)
Presentation / Conference
Garden, C. (2024, March). The RAISE Belonging Guide – an Example of Inter-Professional and Inter-Institutional Collaboration on Belonging. Presented at Council of Validating Universities Webinar: Student Belonging - Successful Interventions in THE and UK Partnerships, Online

Three post-92 institutions of Edinburgh Napier, Teesside and Nottingham Trent University have come together as part of a RAISE Network-funded project to produce a student belonging good practice guide. This Guide offers a toolkit and a conversation s... Read More about The RAISE Belonging Guide – an Example of Inter-Professional and Inter-Institutional Collaboration on Belonging.

Student Belonging Good Practice Guide (2024)
Report
Garden, C., Watchman Smith, N., Naughton, C., Skelton, F., Calabrese, P., Hunter, L., …Azam, F. (2024). Student Belonging Good Practice Guide. RAISE Network (Researching, Advancing & Inspiring Student Engagement)

This Good Practice Guide offers a toolkit and a conversation starter for anyone working in higher education (HE) who is thinking about embarking on a student belonging project. As well as sharing hints and tips, it draws upon student belonging insigh... Read More about Student Belonging Good Practice Guide.

Scottish Life And Chemical Science Skills Summit (2023)
Report
Maguire, H., & Garden, C. (2023). Scottish Life And Chemical Science Skills Summit. Edinburgh, UK: Scottish Universities Life Sciences Alliance (SULSA)

The Scottish Life and Chemical Skills Summit was led and hosted by Edinburgh Napier University (ENU) with support from Skills Development Scotland (SDS) and the Scottish Universities Life Sciences Alliance (SULSA). We would like to thank members of... Read More about Scottish Life And Chemical Science Skills Summit.

Building a European University Consortium: The Case of the U!REKA-Network (2023)
Working Paper
Rosenbusch, C., Tarazona, M., Lammlein, B., Garden, C., Berekbulova, A., & Stevens, R. (2023). Building a European University Consortium: The Case of the U!REKA-Network

European policy makers encourage close interorganizational collaboration of universities across national systems. The study at hand analyzes this development from the organizational level of specific Higher Education Institutions (HEIs) and their int... Read More about Building a European University Consortium: The Case of the U!REKA-Network.

Beyond the Advanced Therapies Skills Training Network: An Instrumental Case Study of Life Sciences Skills Development for Biomedical Science Graduates in Scotland (2023)
Journal Article
Garden, C. L. P. (2023). Beyond the Advanced Therapies Skills Training Network: An Instrumental Case Study of Life Sciences Skills Development for Biomedical Science Graduates in Scotland. British Journal of Biomedical Science, 80, Article 11654. https://doi.org/10.3389/bjbs.2023.11654

Biomedical sciences graduates are employed in a variety of different settings and form a significant part of the Life Sciences sector workforce in Scotland. Their degrees should equip them with the skills and knowledge to not only enter the workplace... Read More about Beyond the Advanced Therapies Skills Training Network: An Instrumental Case Study of Life Sciences Skills Development for Biomedical Science Graduates in Scotland.

Exploring what Student Engagement means for Biology Educators: What can Gamification Research tell us? (2023)
Presentation / Conference
Garden, C. L. P. (2023, July). Exploring what Student Engagement means for Biology Educators: What can Gamification Research tell us?. Presented at Society for Experimental Biology Centenary Conference, Edinburgh

The way we teach experimental biology continues to change as we recover, and learn lessons, from the COVID-19 pandemic. We often discuss student engagement as part of this process, but what does this mean in practice? How can we tell if students are... Read More about Exploring what Student Engagement means for Biology Educators: What can Gamification Research tell us?.

Meaningfully Embedding Industry-Relevant Life Science Skills in the Undergraduate Biosciences Curriculum (2023)
Presentation / Conference
Garden, C., Campbell Casey, S., & MacCallum, J. (2023, June). Meaningfully Embedding Industry-Relevant Life Science Skills in the Undergraduate Biosciences Curriculum. Presented at QAA Scotland's 5th International Enhancement Conference, Glasgow

For more than a decade I and colleagues have been working in partnership with the Scottish Lifesciences industry and other stakeholders to develop relevant, industry informed biosciences curricula at Edinburgh Napier University. This work has also be... Read More about Meaningfully Embedding Industry-Relevant Life Science Skills in the Undergraduate Biosciences Curriculum.

Sharing International Student Stories: Building Resilient Post-Covid Learning Communities (2022)
Book Chapter
Garden, C., & Brodie, J. (2022). Sharing International Student Stories: Building Resilient Post-Covid Learning Communities. In C. Nerantzi, & A. James (Eds.), LEGO® for university learning: Online, offline and elsewhere (117-119). Zenodo. https://doi.org/10.5281/zenodo.7421754

This Quality Assurance Agency Scotland–funded mini project focused on the Resilient Learning Communities Enhancement Theme. We sought to identify enhancement to support building of resilient learning communities for International Postgraduate Taught... Read More about Sharing International Student Stories: Building Resilient Post-Covid Learning Communities.

Gamified Learning in Higher Education: An Instructional Design Method to Improve Engagement (2022)
Book Chapter
Garden, C., & Rivera, E. (2022). Gamified Learning in Higher Education: An Instructional Design Method to Improve Engagement. In O. Bernardes, V. Amorim, & A. Carrizo Moreira (Eds.), Handbook of Research on the Influence and Effectiveness of Gamification in Education (497-520). IGI Global. https://doi.org/10.4018/978-1-6684-4287-6

Gamification and Design Thinking can be thought of as part of Instructional Design (ID) in the Higher Education (HE) context. Each of these fields has much to learn from the others. For example, although there is a lack of agreed method to gamify lea... Read More about Gamified Learning in Higher Education: An Instructional Design Method to Improve Engagement.

Lego Serious Play: Building Engagement with Cell Biology (2022)
Journal Article
Garden, C. (2022). Lego Serious Play: Building Engagement with Cell Biology. Biochemistry and Molecular Biology Education, 50(2), 216-228. https://doi.org/10.1002/bmb.21608

A Lego Serious Play (LSP) - based exercise was developed to support student engagement with learning consolidation at the end of a first-year undergraduate cell biology course. The exercise was offered in addition to a regular revision session in pre... Read More about Lego Serious Play: Building Engagement with Cell Biology.

Immediate effect of a spinal mobilisation intervention on muscle stiffness, tone and elasticity in subjects with lower back pain – A randomised cross-over trial (2021)
Journal Article
Hamilton, R., Garden, C. L., & Brown, S. J. (2022). Immediate effect of a spinal mobilisation intervention on muscle stiffness, tone and elasticity in subjects with lower back pain – A randomised cross-over trial. Journal of Bodywork and Movement Therapies, 29, 60-67

Background: Despite the lack of objective evidence, spinal manual therapies have been common practice for many years, particularly for treatment of lower back pain (LBP). This exploratory study measured and analysed the effect of a spinal mobilisatio... Read More about Immediate effect of a spinal mobilisation intervention on muscle stiffness, tone and elasticity in subjects with lower back pain – A randomised cross-over trial.

Structured honours projects for sustainability, resilience and student confidence in the pandemic era and beyond (2021)
Presentation / Conference
Garden, C. (2021, May). Structured honours projects for sustainability, resilience and student confidence in the pandemic era and beyond. Presented at Evolving Molecular Biosciences Education, Online

A coordinated approach to embedding skills in undergraduate bioscience degree curricula has been underway at Edinburgh Napier University for over a decade, with positive impacts measured through Graduate Outcomes and the National Student Survey. For... Read More about Structured honours projects for sustainability, resilience and student confidence in the pandemic era and beyond.

Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic? (2021)
Presentation / Conference
Garden, C. (2021, May). Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic?. Poster presented at Horizons in STEM Higher Education, Online

For the past four years, undergraduate students studying on the Royal Society of Biology accredited Biomedical Sciences honours degree at Edinburgh Napier University have been undertaking structured, timetabled honours projects co-supervised by a gro... Read More about Structured Biomedical Sciences Honours Projects: A Protocol for Resilience and Preparedness for the World of Work During the Pandemic?.

Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how' (2021)
Other
Garden, C. (2021). Why do you do what you do to me? How the pandemic is changing the focus from 'what' we teach and assess to 'how'. https://edinburghnapieruniversity.newsweaver.com/rg15q74uj5/1aj5ut6ivy31byryw4zao8?lang=en&a=1&p=3082871&t=319963

Claire reflects on the past year and shares her thoughts on how the focus of teaching and assessment has changed, and how it might develop for the good going forward.

Gamification for student engagement: a framework (2021)
Journal Article
Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. Journal of Further and Higher Education, 45(7), 999-1012. https://doi.org/10.1080/0309877x.2021.1875201

Gamification, the application of game elements to non-game situations, has gained traction in education as a mechanism for improving motivation and/or learning outcomes. Although it is widely accepted that gamification enhances these aspects of engag... Read More about Gamification for student engagement: a framework.

Gamifying Formative Assessments for Student Engagement: The First Real How-To (2019)
Presentation / Conference
Rivera, E., & Garden, C. (2019, November). Gamifying Formative Assessments for Student Engagement: The First Real How-To. Presented at SEDA Autumn Conference 2019, Leeds, UK

Over the past three years, Edinburgh Napier University has invested significant resources in supporting a programme-focused approach to learning. Vital to this is the effectiveness of highquality formative assessments in its modules. However, forma... Read More about Gamifying Formative Assessments for Student Engagement: The First Real How-To.

A biomechanical investigation of a spinal mobilisation intervention with Multiple Sclerosis patients (2019)
Presentation / Conference
Hamilton, R., Brown, S., & Garden, C. (2019, October). A biomechanical investigation of a spinal mobilisation intervention with Multiple Sclerosis patients. Poster presented at Rehabilitation in Multiple Sclerosis, Special Interest Group on Mobility, Glasgow, UK

Final PhD results with comparisons over 3 studies investigating a biomechanical analysis of a spinal mobilisation therapy analysing muscle tissue quality, functional balance and movement measures, self-reported pain and self-reported fatigue.

Using Lego to Construct Active Learning Experiences (2019)
Presentation / Conference
Ennis, L., & Garden, C. (2019, July). Using Lego to Construct Active Learning Experiences. Presented at Enhancing Student Learning Through Innovative Scholarship, Edinburgh

This workshop will explore some of the different ways to use Lego construction toys as a mechanism for encouraging Active Learning. As a learning tool Lego has many uses and offers a low barrier for understanding. From building literal models to cons... Read More about Using Lego to Construct Active Learning Experiences.

No Alarms and No Surprises (2019)
Presentation / Conference
Garden, C. (2019, June). No Alarms and No Surprises. Presented at Learning and Teaching Conference, Edinburgh

In this presentation I will outline a number of case studies where I have learned from working with students from different learning backgrounds to develop my teaching ethos of ‘no alarms and no surprises’. I address the accessibility of ‘surprise’ t... Read More about No Alarms and No Surprises.

Gamification for Engagement: A Framework to Study and Apply Gamification (2019)
Presentation / Conference
Garden, C., & Rivera, E. (2019, June). Gamification for Engagement: A Framework to Study and Apply Gamification. Presented at ENU Research Conference 2019, Edinburgh

We will showcase research currently underway through a PhD studentship entitled ‘Does Gamification improve engagement with, and effectiveness of formative assessment?’. We first define gamification and explain the theoretical basis of the new Gamific... Read More about Gamification for Engagement: A Framework to Study and Apply Gamification.

Theory and Games: Developing a method for gamifying Higher Education (2018)
Conference Proceeding
Rivera, E. S., & Garden, C. L. P. (2018). Theory and Games: Developing a method for gamifying Higher Education. In EDULEARN18 Proceedings

Gamification, the use of game attributes in non-game context, is used in the private sector as well as education[1]. Research into Gamified Learning (GL) often focuses on case studies of impact or value [2], and can suffer from a lack of parsimony. T... Read More about Theory and Games: Developing a method for gamifying Higher Education.

Putting theory into practice: gamification for student engagement (2018)
Conference Proceeding
Garden, C., & Rivera, E. (2018). Putting theory into practice: gamification for student engagement. In EDULEARN18 Proceedings (4563-4570). https://doi.org/10.21125/edulearn.2018.1138

Gamification is the use of game design elements in a non-game contexts [1]. It is an intervention that has been used in a business setting for a number of years and is now becoming more and more applied in higher education [2]. We present the practic... Read More about Putting theory into practice: gamification for student engagement.

The investigation of a spinal mobilisation intervention in people with Multiple Sclerosis (2018)
Presentation / Conference
Hamilton, R., Brown, S., & Garden, C. (2018, September). The investigation of a spinal mobilisation intervention in people with Multiple Sclerosis. Poster presented at Rehabilitation in Multiple Sclerosis, Special Interest Group on Mobility

Preliminary results of a spinal mobilisation intervention in people with multiple sclerosis, a randomised cross-over trial.

Constructing Active Learning Experiences (2018)
Presentation / Conference
Garden, C., & Ennis, L. (2018, January). Constructing Active Learning Experiences. Presented at ALIEN (Active Learning In Edinburgh Napier) Staff Conference

There are many methods for stimulating Active Learning in the Higher Education classroom. Active Learning occurs when higher-order thinking is invoked during learning events, prompting spontaneous analysis, synthesis, and evaluation in participants (... Read More about Constructing Active Learning Experiences.

Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome. (2013)
Journal Article
Szemes, M., Davies, R. L., Garden, C. L. P., & Usowicz, M. M. (2013). Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome. Molecular Brain, 6, 33

BACKGROUND Down's syndrome (DS) is caused by triplication of all or part of human chromosome 21 and is characterized by a decrease in the overall size of the brain. One of the brain regions most affected is the cerebellum, in which the number of g... Read More about Weaker control of the electrical properties of cerebellar granule cells by tonically active GABAA receptors in the Ts65Dn mouse model of Down's syndrome..

Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome (2012)
Journal Article
Usowicz, M. M., & Garden, C. L. P. (2012). Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome. Brain Research, 1465, 10-17. https://doi.org/10.1016/j.brainres.2012.05.027

Down syndrome (DS) is characterized by intellectual disability and impaired motor control. Lack of coordinated movement, poor balance, and unclear speech imply dysfunction of the cerebellum, which is known to be reduced in volume in DS. The principal... Read More about Increased excitability and altered action potential waveform in cerebellar granule neurons of the Ts65Dn mouse model of Down syndrome.

What Does My Turnitin Report Mean? (2012)
Digital Artefact
Garden, C., & McLatchie, J. (2012). What Does My Turnitin Report Mean?

In this podcast Dr Claire Garden and Joan McLatchie discuss their use of Turnitin, an online text matching service. There are still many misconceptions about plagiarism detection tools and Claire discusses her use of a checklist to help students unde... Read More about What Does My Turnitin Report Mean?.

Alternative Assessment for a Visually Impaired Student (2010)
Digital Artefact
Garden, C., Chalmers, C., Orwat, M., & Booth, S. (2010). Alternative Assessment for a Visually Impaired Student. [http://staff.napier.ac.uk/services/dlte/LTA/resources/Pages/Details.aspx?ItemID=48&Section=CS]

Essay writing in a scientific style is considered to be a key skill for students studying Biological Sciences and Sport and Exercise science. An assessment in the core first year module “Introductory Physiology” therefore includes an essay on one of... Read More about Alternative Assessment for a Visually Impaired Student.

Hippocalcin functions as a calcium sensor in hippocampal LTD (2005)
Journal Article
Palmer, C., Lim, W., Hastie, P. G. R., Toward, M., Korolchuk, V. I., Burbidge, S. A., …Henley, J. M. (2005). Hippocalcin functions as a calcium sensor in hippocampal LTD. Neuron, 47(4), 487-494. https://doi.org/10.1016/j.neuron.2005.06.014

It is not fully understood how NMDAR-dependent LTD causes Ca2+-dependent endocytosis of AMPARs. Here we show that the neuronal Ca2+ sensor hippocalcin binds the β2-adaptin subunit of the AP2 adaptor complex and that along with GluR2 these coimmunopre... Read More about Hippocalcin functions as a calcium sensor in hippocampal LTD.

The molecular pharmacology and cell biology of alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptors. (2005)
Journal Article
Palmer, C., Cotton, L., & Henley, J. M. (2005). The molecular pharmacology and cell biology of alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptors. Pharmacological Reviews, 57, 253-277. https://doi.org/10.1124/pr.57.2.7

-Amino-3-hydroxy-5-methyl-4-isoxazolepropionate receptors (AMPARs) are of fundamental importance in the brain. They are responsible for the majority of fast excitatory synaptic transmission, and their overactivation is potently excitotoxic. Recent fi... Read More about The molecular pharmacology and cell biology of alpha-amino-3-hydroxy-5-methyl-4-isoxazolepropionic acid receptors..

Neuronal expression of the rat M1 muscarinic acetylcholine receptor gene is regulated by elements in the first exon (1999)
Journal Article
Wood, I. C., Garriga Canut, M., Palmer, C. L., Pepitoni, S., & Buckley, N. J. (1999). Neuronal expression of the rat M1 muscarinic acetylcholine receptor gene is regulated by elements in the first exon. Biochemical Journal, 340(2), 475-483. https://doi.org/10.1042/bj3400475

Muscarinic acetylcholine receptor genes are members of the G-protein coupled receptor superfamily. Each member of this family studied to date appears to have a distinct expression profile, however the mechanisms determining these expression patterns... Read More about Neuronal expression of the rat M1 muscarinic acetylcholine receptor gene is regulated by elements in the first exon.