All Outputs (2)

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). Cham: 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?.