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Outputs (287)

Music, Technology, Innovation: Industry and Educational Perspectives (2024)
Book
Johnson, C., & King, A. (Eds.). (2024). Music, Technology, Innovation: Industry and Educational Perspectives. Routledge. https://doi.org/10.4324/9781003041474

Music, Technology, Innovation: Industry and Educational Perspectives draws upon cutting-edge practice in the use of technology from both a pedagogical and industry perspective. Situated within the latest research, this edited volume explores technolo... Read More about Music, Technology, Innovation: Industry and Educational Perspectives.

Computing for Social Good in Education (2024)
Journal Article
Ellis, H., Hislop, G., Goldweber, M., Rebeksky, S., Pearce, J., Ordonez, P., Pias, M., & Gordon, N. (2024). Computing for Social Good in Education. ACM Inroads, 15(4), 47-57. https://doi.org/10.1145/3699719

Computing for Social Good in Education (CSG-Ed) engages students with the positive potential of computing to benefit society. It can introduce students to aspects of professional responsibility, which computing students need more than ever given the... Read More about Computing for Social Good in Education.

Empathy Matters: Inclusive Co-design (2024)
Presentation / Conference Contribution
Kaegi, A., & Fallin, L. (2024, September). Empathy Matters: Inclusive Co-design. Presented at RAISE Conference 2024: Equity in Attainment & Student Success, University of Leicester

The effectiveness of inclusive teaching is crucially dependent on whether the curricula and wider learning environment are themselves inclusive. The sharp growth in and internationalisation of the PGT cohorts on Masters programmes in Education at Hul... Read More about Empathy Matters: Inclusive Co-design.

Ensuring children have the right knowledge and skills at the right time (2024)
Journal Article
Dockerty, K. (2024). Ensuring children have the right knowledge and skills at the right time. Primary science review : the primary science journal of the ASE, 15-17

Dr. Kelly Dockerty shares her thoughts on the implications for teacher training and practice, when considering the challenges highlighted by the Primary STEM Education Consultancy publication 'Links and Discrepancies between Maths and Science’ (2023)... Read More about Ensuring children have the right knowledge and skills at the right time.

Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education (2024)
Journal Article
da Silva, S.-M., & Hubbard, K. (2024). Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education. CBE-Life Sciences Education, 23(3), https://doi.org/10.1187/cbe.23-10-0195

Society and education is inherently ableist. Disabled people are routinely excluded from education, or have poorer outcomes within educational systems. Improving educational experiences and outcomes for people of colour have required educators to des... Read More about Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.

Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings (2024)
Journal Article
Hing, W., Gordon, N., & Al Jaber, T. (2024). Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings. Acta Scientific Computer Sciences, 6(7), 64-74

In a new era of educational and research-based chatbots, implementing personalised interactive learning resources is critical in enhancing students' academic experiences. Whilst general purpose chatbots are now available with a range of platforms, th... Read More about Artificial Intelligence in Education: An automatic Rule-Based Chatbot to generate guidance from lecture recordings.

Decolonising UK Earth Science (2024)
Newspaper / Magazine
Williams, R., Mills, K., & Lawrence, A. (2024). Decolonising UK Earth Science

Header:
Rebecca Williams, Keely Mills and Anya Lawrence reflect on the recent Decolonising UK Earth Science workshop and how examining our past can shape the future of geoscience.

ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences. (2024)
Presentation / Conference Contribution
Jennison, L., Walker, J., Credland, N., Dixon, P., & Dunn, R. (2024, April). ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences. Paper presented at RCN Education Forum National Conference and Exhibition 2024: Future Insights: Enabling professional practice in health and social care nursing education, York

Abstract ID 239:
Introduction:
Restorative Supervision (RS) is increasingly being delivered to post qualified healthcare staff, via the growth of the PNA role (NHS England,2023). The benefits of delivering this to pre-registration students in educa... Read More about ViPER - Introducing a service to deliver restorative supervision for nursing students, to improve retention and raise the quality of student experiences..

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?.

Plant Biology Education: A Competency Based Vision for the Future (2024)
Journal Article
Hubbard, K. (online). Plant Biology Education: A Competency Based Vision for the Future. Plants People Planet, https://doi.org/10.1002/ppp3.10503

Societal Impact Statement
Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, polic... Read More about Plant Biology Education: A Competency Based Vision for the Future.

Developing undergraduate practical skills and independence with ‘at home practical kits’ (2024)
Journal Article
Hubbard, K., Henri, D., Scott, G., Snelling, H., & Roediger, E. (2024). Developing undergraduate practical skills and independence with ‘at home practical kits’. International journal of science education, https://doi.org/10.1080/09500693.2024.2311087

The COVID-19 pandemic posed significant challenges for practical teaching within the sciences. While many instructors adopted innovative alternatives to conventional practicals, many relied on digital approaches that did not give students hands-on ex... Read More about Developing undergraduate practical skills and independence with ‘at home practical kits’.

A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation (2024)
Journal Article
Dyson, J., Westoby, C., Collins, T., Vakaj, E., Millman, C., Akinbobola, Y., Skinner, J., Windsor, E., & Cowdell, F. (in press). A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation. International Journal for Academic Development, https://doi.org/10.1080/1360144X.2023.2293873

Academics in Higher Education are often expected both to teach and to research; this is a particular challenge for women both structurally and individually. Initiatives to address structural issues include AdvanceHE. Here, we focus on individual issu... Read More about A Programme for Women achieving Excellence in Research (PoWER): theoretically informed intervention design and evaluation.

Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses’ Discourses and Participation (2024)
Journal Article
Howard, V., & Peirson, J. (2024). Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses’ Discourses and Participation. Issues in mental health nursing, https://doi.org/10.1080/01612840.2023.2283507

This study explored online group clinical supervision participation, as a component of pre-registration education following mental health nursing students’ clinical placements. Clinical supervision has historically been valued as a supportive strateg... Read More about Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses’ Discourses and Participation.

Holocaust Denial And The Abuse Of Education (2023)
Book Chapter
Cohen-Almagor, R. (2023). Holocaust Denial And The Abuse Of Education. In E. Hilgendorf, G. Hochmayr, M. Małolepszy, & J. Długosz-Jóźwiak (Eds.), Liberalität und Verantwortung : Festschrift für Jan C. Joerden zum 70. Geburtstag (829-848). Duncker & Humblot. https://doi.org/10.3790/978-3-428-58423-9

This article is opened by explaining a specific type of hate speech: Holocaust denial. I will establish that Holocaust denial is a form of hate speech. The article is concerned with the expression of this idea by educators. I make some constructive d... Read More about Holocaust Denial And The Abuse Of Education.

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., & Wolstenholme, J. M. (2023). Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action. Children & society, https://doi.org/10.1111/chso.12819

This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to ‘act’ on climate change and environmental degradation. Drawing upon methodological meta-re... Read More about Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action.

I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures (2023)
Journal Article
Henri, D. C., Coates, K., & Hubbard, K. (2023). I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. PLoS ONE, 18(7), Article e0271010. https://doi.org/10.1371/journal.pone.0271010

The lack of diversity in Science, Technology, Engineering, and Mathematics (STEM) is a significant issue for the sector. Many organisations and educators have identified lack of representation of historically marginalised groups within teaching mater... Read More about I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures.

The Mystery of the Giant Claw (2023)
Book
Parsons, K., & Hedgehunter Team. (2023). The Mystery of the Giant Claw. Fantastic Books Publishing

The mystery of the giant claw is an illustrated children's adventure book by researchers Katie Parson and Josh Wolstenholme.
Katie and her team were joined by a group of environmental activists named the HedgeHunters to create a series of children's... Read More about The Mystery of the Giant Claw.

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.