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Outputs (18)

Using storyboards to explore the impact of staff development on student retention in higher education (2024)
Presentation / Conference Contribution
Illingworth, S., Cowan, J., Graham, C., Shan, S., & Swanton, K. (2024, December). Using storyboards to explore the impact of staff development on student retention in higher education. Presented at 2024 SRHE International Research Conference, Online

This paper explores how staff engagement and Continuing Professional Development (CPD) can influence student retention outcomes in higher education. Drawing on a detailed research project at Edinburgh Napier University, it highlights the role of acad... Read More about Using storyboards to explore the impact of staff development on student retention in higher education.

Introduction to Special Issue: Expanding Landscapes of Academic Writing in Academia (2024)
Journal Article
Woloshyn, V. E., Illingworth, S., & Obradović-Ratković, S. (2024). Introduction to Special Issue: Expanding Landscapes of Academic Writing in Academia. Brock Education, 33(1), 3-9. https://doi.org/10.26522/BROCKED.V33I1.1118

Academic writing is essential for disciplinary learning, academic success, knowledge creation, social status, and career advancement within academia (Fang, 2021). Academic research, writing, and publishing form the foundations of the majority of acad... Read More about Introduction to Special Issue: Expanding Landscapes of Academic Writing in Academia.

Learned Words: A Poetic Content Analysis of 'Belonging' in Higher Education (2023)
Presentation / Conference Contribution
Illingworth, S., & Grimwood, M. (2023, December). Learned Words: A Poetic Content Analysis of 'Belonging' in Higher Education. Paper presented at SRHE Conference 2023 Higher Education Research, Practice, and Policy: Connections & Complexities, Online & Conference Aston, Birmingham, UK

A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world (2023)
Journal Article
Kelly, O., White, P., Butera, F., Illingworth, S., Martens, P., Huynen, M., Bailey, S., Schuitema, G., & Cowman, S. (2023). A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world. Sustainability Science, 18(6), 2707-2722. https://doi.org/10.1007/s11625-023-01407-z

Transdisciplinary sustainability science integrates multiple perspectives, promotes internal reflexivity and situated learning, and engages with multiple stakeholders to solve real-world sustainability challenges. Therefore, transdisciplinary approac... Read More about A transdisciplinary model for teaching and learning for sustainability science in a rapidly warming world.

'ChatGPT & Me' Student Padlet Data With Reactions (2023)
Data
Drumm, L., Illingworth, S., Graham, C., Calabrese, P., Taylor, S., Dencer-Brown, I., & van Knippenberg, I. (2023). 'ChatGPT & Me' Student Padlet Data With Reactions. [Data]. https://doi.org/10.17869/enu.2023.3200728

These data are from a project which aimed to collect and analyse student attitudes to artificial intelligence (AI) and their own learning and assessment while they are studying with Edinburgh Napier University. AI tools such as ChatGPT make it easier... Read More about 'ChatGPT & Me' Student Padlet Data With Reactions.

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.

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). 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.

“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.

GC Insights: Diversifying the geosciences in higher education: a manifesto for change (2022)
Journal Article
Hall, C. A., Illingworth, S., Mohadjer, S., Roxy, M. K., Poku, C., Otu-Larbi, F., Reano, D., Freilich, M., Veisaga, M.-L., Valencia, M., & Morales, J. (2022). GC Insights: Diversifying the geosciences in higher education: a manifesto for change. Geoscience Communication, 5(3), 275-280. https://doi.org/10.5194/gc-5-275-2022

There is still a significant lack of diversity and equity in geoscience education, even after decades of work and widespread calls for improvement and action. We join fellow community voices in calls for improved diversity, equity, inclusion, and jus... Read More about GC Insights: Diversifying the geosciences in higher education: a manifesto for change.

Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities (2022)
Journal Article
Loroño-Leturiondo, M., & Illingworth, S. (2023). Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities. Journal of Place Management and Development, 16(1), 91-104. https://doi.org/10.1108/jpmd-04-2021-0035

Purpose
This purpose of this study is to explore the voices of women in conceptualizing a city with clean air, and how this relates to urban structural changes being made more environmentally and socially sustainable.

Design/methodology/approach... Read More about Gender and placemaking: talking to women about clean air and sustainable urban environments in changing cities.

Tertiary Education in a Warming World (2022)
Report
Kelly, O., Illingworth, S., Butera, F., Steinberger, J., Blaise, M., Dawson, V., Huynen, M., Martens, P., Bailey, S., Savage, G., White, P., Schuitema, G., & Cowman, S. (2022). Tertiary Education in a Warming World. Worldwide Universities Network

Higher education institutes have a critical role to play in driving the scientific, political, technological, and cultural change needed to avoid the worst-case climate change scenarios, and in advancing the societal adaptive capacities needed to mee... Read More about Tertiary Education in a Warming World.

Evidence that digital game players neglect age classification systems when deciding which games to play (2022)
Journal Article
Hollett, R., Tomkinson, S., Illingworth, S., Power, B., & Harper, T. (2022). Evidence that digital game players neglect age classification systems when deciding which games to play. PLOS ONE, 17(2), Article e0263560. https://doi.org/10.1371/journal.pone.0263560

This article considers players’ experiences seeking out new games to play, and their use of the Australian National Classification Scheme in doing so. The global video game industry is booming, with hundreds of games being released each month across... Read More about Evidence that digital game players neglect age classification systems when deciding which games to play.