Outputs (3)

Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations] (2015)
Journal Article
Henri, D., Morrell, L., & Scott, G. (in press). Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations]. F1000Research, 4, Article 901. https://doi.org/10.12688/f1000research.7066.1

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking ski... Read More about Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations].

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability (2015)
Journal Article
Furnell, J., & Scott, G. (2015). Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability. Journal of Learning Development in Higher Education, 8, https://doi.org/10.47408/jldhe.v0i8.234

Graduate employability is a key issue for Higher Education Institutions (HEIs), academic faculty and of course for students themselves. It is recognised that to be employable graduates require both discipline specific skills/knowledge and more generi... Read More about Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability.

Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved] (2015)
Journal Article
Scott, G. (2015). Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved]. F1000Research, 4, Article 46. https://doi.org/10.12688/f1000research.6129.1

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL... Read More about Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved].