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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?.

Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect? (2023)
Journal Article
Peasland, E. L., Scott, G. W., Morrell, L. J., & Henri, D. C. (in press). Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?. Journal of geography in higher education, https://doi.org/10.1080/03098265.2023.2267459

Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, discipline-specific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills ou... Read More about Student employability enhancement through fieldwork: purposefully integrated or a beneficial side effect?.

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.

Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present (2022)
Journal Article
Jenner, L., Sadofsky, L., Danopoulos, E., Chapman, E., White, D., Jenkins, R., & Rotchell, J. M. (2022). Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present. Atmosphere, 13(2), Article 265. https://doi.org/10.3390/atmos13020265

Atmospheric microplastics (MPs) have been consistently captured within air samples on a global scale. Locations with high human activity are reported to have high MP levels. An urban sampling site in the Humber region (U.K.) has been sampled over a 1... Read More about Outdoor atmospheric microplastics within the Humber region (United Kingdom): Quantification and chemical characterisation of deposited particles present.

Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants (2021)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (in press). Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants. International journal of science education, 1-24. https://doi.org/10.1080/09500693.2021.1923080

Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all... Read More about Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants.

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.

The Response of River-Resident Fish to Reservoir Freshet Releases of Varying Profiles Intended to Facilitate a Spawning Migration (2020)
Journal Article
Baker, N. J., Taylor, M. J., Harvey, J. P., Angelopoulos, N. V., Smith, M. A., Noble, R. A., Tinsdeall, M., Bolland, J. D., Baxter, J., Baker, N., Taylor, M., Cowx, I. G., Harvey, J., Nunn, A. D., Angelopoulos, N., Smith, M., Noble, R., Tinsdeall, M., Baxter, J., & Bolland, J. (2020). The Response of River-Resident Fish to Reservoir Freshet Releases of Varying Profiles Intended to Facilitate a Spawning Migration. Water Resources Research, 56(6), Article e2018WR024196. https://doi.org/10.1029/2018WR024196

Natural hydrological regimes encompass varying seasonal flow characteristics that provide fish with cues and opportunities for upstream spawning migrations, but these flows are often modified/absent in regulated rivers. Compensatory artificial flows... Read More about The Response of River-Resident Fish to Reservoir Freshet Releases of Varying Profiles Intended to Facilitate a Spawning Migration.

Supporting wellbeing through scholarship of teaching and learning (2019)
Journal Article
Lawrence, J., & Herrick, T. (2020). Supporting wellbeing through scholarship of teaching and learning. Journal of Applied Research in Higher Education, 12(5), 871-881. https://doi.org/10.1108/jarhe-05-2019-0111

Purpose The purpose of this paper is to explore the impact and value of a scholarship of teaching and learning-led (SoTL) professional development in higher education (HE), with a focus on practitioner wellbeing. Design/methodology/approach The... Read More about Supporting wellbeing through scholarship of teaching and learning.

The influence of fieldwork design on student perceptions of skills development during field courses (2019)
Journal Article
Peasland, E. L., Henri, D. C., Morrell, L. J., & Scott, G. W. (2019). The influence of fieldwork design on student perceptions of skills development during field courses. International journal of science education, 41(17), 2369-2388. https://doi.org/10.1080/09500693.2019.1679906

Employability is a key issue for students and Higher Education Institutions and a key component of employability is possessing the skills a role requires. In the environmental sciences, fieldwork provides an opportunity for students to develop employ... Read More about The influence of fieldwork design on student perceptions of skills development during field courses.

Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses (2019)
Journal Article
Scott, G. W., Humphries, S., & Henri, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 43(3), 280-298. https://doi.org/10.1080/03098265.2019.1608516

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of s... Read More about Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses.

Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity (2019)
Journal Article
Armstrong, E. J. (2019). Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity. Research in Learning Technology, 27, https://doi.org/10.25304/rlt.v27.2032

Technology-enhanced learning (TEL) has become a prominent issue in further education (FE) since the publication of the Further Education Learning Technology Action Group (FELTAG) report in 2014, but many initiatives have concentrated on digital compe... Read More about Maximising motivators for technology-enhanced learning for further education teachers: moving beyond the early adopters in a time of austerity.

Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE) (2018)
Journal Article
Lawrence, J., & Hall, G. (2018). Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE). Research in Post-Compulsory Education, 23(4), 437-462. https://doi.org/10.1080/13596748.2018.1526903

A reading of college-based HE (CHE) teachers’ self-identified academic development preferences against an understanding of the professional demands of academic practice in Higher Education (HE), whilst being mindful of the specific college-based cont... Read More about Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College-Based Higher Education (CHE).

The Student Thesis Conference as a model for authentic and inclusive student research dissemination (2018)
Journal Article
Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The Student Thesis Conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 319-341. https://doi.org/10.1080/23752696.2018.1478675

Engaging in a final year project is required in most undergraduate degree programmes. However, the student research experience often differs from the academic experience due to a lack of opportunities for research dissemination. We present the Studen... Read More about The Student Thesis Conference as a model for authentic and inclusive student research dissemination.

Overcoming the dichotomy of implementing societal flood risk management while conserving instream fish habitat – A long-term study from a highly modified urban river (2018)
Journal Article
Angelopoulos, N. V., Harvey, J. P., Bolland, J. D., Nunn, A. D., Noble, R. A., Smith, M. A., Taylor, M. J., Masters, J. E., Moxon, J., & Cowx, I. G. (2018). Overcoming the dichotomy of implementing societal flood risk management while conserving instream fish habitat – A long-term study from a highly modified urban river. Journal of environmental management, 224, 69-76. https://doi.org/10.1016/j.jenvman.2018.07.030

Flood Risk Management (FRM) is often essential to reduce the risk of flooding to properties and infrastructure in urban landscapes, but typically degrades the habitats required by many aquatic animals for foraging, refuge and reproduction. This confl... Read More about Overcoming the dichotomy of implementing societal flood risk management while conserving instream fish habitat – A long-term study from a highly modified urban river.

Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour (2017)
Journal Article
Grey, S., Grey, D., Gordon, N., & Purdy, J. (2017). Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour. International Journal of Game-Based Learning, 7(3), 63-73. https://doi.org/10.4018/ijgbl.2017070106

This paper offers an approach to designing game based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al, 2004) and the elemental tetrad (Schell, 2008) model for game design. A case for game based learning a... Read More about Using formal game design methods to embed learning outcomes into game mechanics and avoid emergent behaviour.

Student perceptions of their autonomy at University (2017)
Journal Article
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507-516. https://doi.org/10.1007/s10734-017-0152-y

© 2017, The Author(s). Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students... Read More about Student perceptions of their autonomy at University.

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.