All Outputs (11)

A pan-European perspective of third space professionals located in learning and teaching centres (2025)
Journal Article
Scott, G. W., Costa, M. J., Ewen, M., Lillie, C., Peterbauer, H., Vettori, O., Weiß, C., Warm, J., Valk, A., Karm, M., Soots, H.-B., Geirsdóttir, G., Magni, F., Agrati, L. S., Basbas, N., Căprioară, D., Girtu, M., Torstensdotter, G. L., Dalenius, P., Kilborn, J., …Savaş, T. C. (2025). A pan-European perspective of third space professionals located in learning and teaching centres. Journal of Learning Development in Higher Education, https://doi.org/10.47408/jldhe.vi33.1182

During 2023, the European University Association brought together members of 10 Learning and Teaching Centres from 10 European countries to explore the development and strategic benefits of Learning and Teaching Centres. Through critical self-reflect... Read More about A pan-European perspective of third space professionals located in learning and teaching centres.

Building a competence-based model for the academic development of programme leaders (2023)
Journal Article
Lawrence, J., Morrell, L. J., & Scott, G. W. (2023). Building a competence-based model for the academic development of programme leaders. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2023.2166942

The programme leader is crucial to the success of a higher education provider’s educational portfolio. However, programme leader development is under-researched and is too often conceptualised in a negative way, as the solution to a problem. Here we... Read More about Building a competence-based model for the academic development of programme leaders.

An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults (2021)
Journal Article
Boyd, M., & Scott, G. W. (in press). An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13, 1-11. https://doi.org/10.1080/03004279.2021.1899261

Children, and the adults who are responsible for their education, demonstrate an increasing lack of environmental understanding and knowledge. This is important because the development of societal environmental literacy will be key to the responses t... Read More about An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults.

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence (2017)
Journal Article
Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semes... Read More about Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence.

Fostering children's relationship with nature : exploring the potential of Forest school (2017)
Journal Article
Smith, M. A., Dunhill, A., & Scott, G. W. (2017). Fostering children's relationship with nature : exploring the potential of Forest school. Education 3-13, 46(5), 525-534. https://doi.org/10.1080/03004279.2017.1298644

Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term p... Read More about Fostering children's relationship with nature : exploring the potential of Forest school.

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].

Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork (2014)
Journal Article
Scott, G., & Boyd, M. (2014). Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork. Education 3-13, 44(6), 661-670. https://doi.org/10.1080/03004279.2014.996242

This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years... Read More about Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork.

A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy? (2012)
Journal Article
Scott, G. W., & Boyd, M. (2014). A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?. Education 3-13, 42(5), 517-527. https://doi.org/10.1080/03004279.2012.731418

This paper demonstrates that an informal field trip can have a lasting impact upon aspects of learning in a primary school context. Specifically, we consider the longer term impact of an informal trip to a rocky shore upon scores achieved in literacy... Read More about A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?.

Can the integration of field and classroom-based learning enhance writing? The life on our shore case study (2011)
Journal Article
Scott, G., Churchill, H., Grassam, M., & Scott, L. (2012). Can the integration of field and classroom-based learning enhance writing? The life on our shore case study. Education 3-13, 40(5), 547-560. https://doi.org/10.1080/03004279.2011.562216

There is a need to evaluate the benefits to children of integrated classroom and field-based learning. In this article, we describe a case study that involves children in the production of a field guide: an authentic task which integrates learner aut... Read More about Can the integration of field and classroom-based learning enhance writing? The life on our shore case study.

Promoting engagement: using species action plans to bring together students and conservation professionals (2008)
Journal Article
Scott, G. W., Turnbull, S., & Spencer, J. (2008). Promoting engagement: using species action plans to bring together students and conservation professionals. Bioscience education e-journal BEE-j, 12(1), 1-6. https://doi.org/10.3108/beej.12.5

We describe an exercise, the production of a species action plan, which utilises components of both transmission mode and experiential learning. This exercise brings together students and a professional role model to promote a stronger engagement wit... Read More about Promoting engagement: using species action plans to bring together students and conservation professionals.