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Outputs (16)

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education (2024)
Journal Article
da Silva, S.-M., & Hubbard, K. (2024). Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education. CBE-Life Sciences Education, 23(3), https://doi.org/10.1187/cbe.23-10-0195

Society and education is inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of colour have required educators to des... Read More about Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.

Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions? (2024)
Journal Article
Hubbard, K. (2024). Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?. Higher Education, https://doi.org/10.1007/s10734-024-01216-y

Equity is increasingly seen as a core value for Higher Education systems around the world. (In)equity is often measured through construction of achievement gaps, quantifying the relative outcomes of two populations of students. Institution-level gaps... Read More about Institution level awarding gap metrics for identifying educational inequity: useful tools or reductive distractions?.

Developing undergraduate practical skills and independence with ‘at home practical kits’ (2024)
Journal Article
Hubbard, K., Henri, D., Scott, G., Snelling, H., & Roediger, E. (2024). Developing undergraduate practical skills and independence with ‘at home practical kits’. International journal of science education, https://doi.org/10.1080/09500693.2024.2311087

The COVID-19 pandemic posed significant challenges for practical teaching within the sciences. While many instructors adopted innovative alternatives to conventional practicals, many relied on digital approaches that did not give students hands-on ex... Read More about Developing undergraduate practical skills and independence with ‘at home practical kits’.

I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures (2023)
Journal Article
Henri, D. C., Coates, K., & Hubbard, K. (2023). I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. PLoS ONE, 18(7), Article e0271010. https://doi.org/10.1371/journal.pone.0271010

The lack of diversity in Science, Technology, Engineering, and Mathematics (STEM) is a significant issue for the sector. Many organisations and educators have identified lack of representation of historically marginalised groups within teaching mater... Read More about I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures.

How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences (2022)
Journal Article
Hubbard, K. E., Dunbar, S., Peasland, E. L., Solly, J., & Poon, J. (in press). How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences. International Journal of Science Education, Part B: Communication and Public Engagement, https://doi.org/10.1080/21548455.2022.2078010

Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists includ... Read More about How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences.

The ‘Tea Test’ - A mobile phone based spectrophotometer protocol to introduce biochemical methods independent of the laboratory (2022)
Journal Article
Hubbard, K., Birycka, M., Britton, M.-E., Coates, J., Coxon, I., Jackson, C., Nicholas, C., Priestley, T., Robins, J., Ryczko, P., Sailsbury, T., Shand, M., Snodin, G., & Worsley, B. (in press). The ‘Tea Test’ - A mobile phone based spectrophotometer protocol to introduce biochemical methods independent of the laboratory. Journal of Biological Education, https://doi.org/10.1080/00219266.2022.2072934

Providing hands-on practical education without access to laboratories during the Covid-19 pandemic has required creativity and innovation. In this paper, co-authored by academic staff and students, we describe an at-home mobile phone based ‘spectroph... Read More about The ‘Tea Test’ - A mobile phone based spectrophotometer protocol to introduce biochemical methods independent of the laboratory.

Using data-driven approaches to address systematic awarding gaps (2021)
Book Chapter
Hubbard, K. (2021). Using data-driven approaches to address systematic awarding gaps. In D. S. Thomas, & J. Arday (Eds.), Doing Equity and Diversity for Success in Higher Education : Redressing Structural Inequalities in the Academy (215-226). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-65668-3_16

It is well known that universities award fewer “high class” degrees to students from traditionally underrepresented backgrounds. This issue has been recognised for years, but progress on closing these awarding gaps has been slow. As universities are... Read More about Using data-driven approaches to address systematic awarding gaps.

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively? (2021)
Journal Article
Hubbard, K. (2021). Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?. Higher Education Pedagogies, 6(1), 41-65. https://doi.org/10.1080/23752696.2021.1882326

There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I... Read More about Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?.

Levelling the playing field: The effect of including widening participation in university league tables (2020)
Journal Article
Hubbard, K., Nattrass, S., & O'Neill, M. (2021). Levelling the playing field: The effect of including widening participation in university league tables. International Review of Education, 67, 273–304. https://doi.org/10.1007/s11159-020-09864-9

Universities are ranked in University League Tables (ULTs). Sustained academic criticism of the rationale and methodology of ULTs has not stopped these rankings exerting considerable pressure on the decisions of University managers. Widening Particip... Read More about Levelling the playing field: The effect of including widening participation in university league tables.