Perceptions of scientific research literature and strategies for reading papers depend on academic career stage (2017)
Journal Article
Hubbard, K. E., & Dunbar, S. D. (2017). Perceptions of scientific research literature and strategies for reading papers depend on academic career stage. PLoS ONE, 12(12), e0189753. https://doi.org/10.1371/journal.pone.0189753

Reading primary research literature is an essential skill for all scientists and students on science degree programmes, however little is known about how researchers at different career stages interact with and interpret scientific papers. To explore... Read More about Perceptions of scientific research literature and strategies for reading papers depend on academic career stage.

Undergraduate students as co-producers in the creation of first-year practical class resources (2017)
Journal Article
Hubbard, K. E., Brown, R., Deans, S., García, M. P., Pruna, M., & Mason, M. J. (2017). Undergraduate students as co-producers in the creation of first-year practical class resources. Higher Education Pedagogies, 2(1), 58-78. https://doi.org/10.1080/23752696.2017.1338529

Undergraduate students are increasingly working with academic staff to evaluate and design teaching materials in Higher Education, thereby moving from being passive consumers of knowledge to genuine partners in their education. Here we describe a stu... Read More about Undergraduate students as co-producers in the creation of first-year practical class resources.

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.