Senior Lecturer, Teaching Fellow, Head of Life Sciences
Macdonald, I., Firth, R., Foster, M. & Zhou, V. (2014). Interdisciplinary methodologies in different cultures of learning: Apples and Pears?
This paper explores the reception and analysis of different methodologies in an inter-disciplinary pedagogical collaboration involving Design and Business academics and their ...
Foster, M., Macdonald, I., Firth, R. & Zhou, V. (2014). Re-constructing “culture of learning” – international student experiences in China and the UK
Following previous Teaching Fellows funding to undertake a joint research project between Business School and the School of Arts & Creative Industries we would like to present...
Caddell, M. & Cannell, P. (2011). Rethinking graduate attributes: understanding the learning journeys of part-time students in the Open University in Scotland. In Oosthuizen, S. & Jones, B. (Eds.). Part-Time study: the new paradigm for Higher Education?ISBN 9780957203303
Four in ten of Scotland’s university students study part time. But their voices and experience are often sidelined in debates about employability and graduate attributes. What...
McDowell, L., Sambell, K. & Davison, G. (2008). Assessment for learning : a brief history and review of terminology. In Rust, C. (Ed.). Improving student learning : improving student learning through the curriculum : proceedings of the 16th international symposium, 56-64. ISBN 9781873576786, 1873576781
This paper examines terms which are currently used to describe what has come to be known as assessment for learning. Relevant terms include formative assessment, assessment fo...
Sambell, K. & McDowell, L. (1997). The value of self and peer assessment to the developing lifelong learner. In Rust, C. (Ed.). Improving student learning : improving students as learners, 46-56. ISBN 1873576595, 9781873576595
No abstract available.
Foster, M. & Mulroy, T. (2009). Developing Peer Support as a Means of Enhancing the International Student Experience
Foster, M., McKinnon, S. & Hammond, A. (2013). Strategies, guidelines and tools – what do they mean for us? Academics’ perceptions of resources for curriculum design and development
Johnson, R. & Sambell, K. (1999). Assessment strategies to encourage partnership: students’ perspectives of the value of self and peer assessment in the development of written communication. In Graal, M. & Clark, R. (Eds.). Writing development in higher education : partnerships across the curriculum :: proceedings of the 6th annual Writing Development in Higher Education Conference, n/a. ISBN 0953835103, 9780953835102
Sambell, K. & McDowell, L. (1998). Integrating assessment and learning via problem-based learning in electronic engineering: student perspectives’. In Rompleman, O. & Daubt, J. (Eds.). What have they learned? assessment of student learning in higher education : Proceedings of SEFI working group on curriculum development seminar, 97-107. ISBN 2873520264
McDowell, L. & Sambell, K. (2005). Assessment for learning: developing autonomous learners in childhood studies. In Rust, C. (Ed.). Improving student learning through assessment : Proceedings of the 2005 13th international symposium, n/a. ISBN 1873576730
Caddell, M. (2014). Developing and supporting the curriculum: insights from The Open University
Caddell, M. (2013). The flexible curriculum toolkit
The Flexible Curriculum toolkit web-site is designed to support programme teams to develop and enhance practice in flexible curricula.
The toolkit has used the Viewpoints met...
Sambell, K., Brown, S. & Graham, L. (2017). Professionalism in practice: new directions in learning, teaching and assessment in higher education. Palgrave Macmillan. ISBN 9783319545516
This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes ...
Hallenberg, K. M. & Haddow, C. (2016). Beyond criminal justice: connecting justice and sustainability. Law Teacher. 50(3), 352-370. doi:10.1080/03069400.2016.1262985. ISSN 0306-9400
The potential of higher education in advancing sustainability has been widely accepted and even partly realised, although a wholesale reorientation of core activities and curr...
Murray, J. (2016). Developing a reflective and empirically informed undergraduate research methods module, including a worked exemplar. In Penman, C. & Foster, M. (Eds.). Innovations in Learning and TeachingMerchiston Publishing. ISBN 978-0-9576882-8-5
Teaching research methods is challenging for both staff and students. With increasing expectations to teach a wider breadth of material, the balance and maintenance of suffici...
The crisis in the numbers of donated organs has featu...