Zobrazeno 1 - 10
of 37
pro vyhledávání: '"Lucy Mercer-Mapstone"'
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students th
Externí odkaz:
https://doaj.org/article/969909d7c0454dabb4f6379f9cc8434f
Autor:
Nancy L. Chick, Sophia Abbot, Lucy Mercer-Mapstone, Christopher P. Ostrowdun, Krista Grensavitch
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 2 (2021)
Citing is a political act. It is a practice that can work both sides of the same coin: it can give voice, and it can silence. Through this research, we call for those contributing to the scholarship of teaching and learning (SoTL) to attend to this d
Externí odkaz:
https://doaj.org/article/24b8f990f01a4bb78aeaa0e3470bd27f
Autor:
Trudy Sweeney, Deborah West, Anthea Groessler, Aeron Haynie, Bettie Matheson Higgs, Janet Macaulay, Lucy Mercer-Mapstone, Michelle Yeo
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 5, Iss 1, Pp 1-13 (2017)
This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvement
Externí odkaz:
https://doaj.org/article/233dac40263949be91a2aba15d4d384c
Autor:
Mollie Dollinger, Lucy Mercer-Mapstone
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 7, Iss 2 (2019)
There has been an increase in research and practice exploring how students can gain agency to shape their higher education experiences. Numerous terms evoking certain metaphors have entered the discussions around engaging students, from students as c
Externí odkaz:
https://doaj.org/article/8000d360723e431190d204e6ab93b63f
Autor:
Amani Bell, Kathryn Bartimote, Nora Dempsey, Lucy Mercer-Mapstone, Gulwanyang Moran, Jim Tognolini
Publikováno v:
Australasian Journal of Educational Technology. 38:185-200
Students from diverse backgrounds report that time pressures, financial responsibilities, caring commitments, and geographic location are barriers to their uptake of work integrated learning (WIL). Through interviews with 32 students and 15 educators
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d0cae611b32c40ce4bc0f16d58538d31
https://doi.org/10.14742/ajet.7524
https://doi.org/10.14742/ajet.7524
Publikováno v:
Teaching in Higher Education. :1-17
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9c720e00f722161a9897c21098d57ed9
https://doi.org/10.1080/13562517.2022.2152191
https://doi.org/10.1080/13562517.2022.2152191
Autor:
Pauline M. Ross, Lucy Mercer‐Mapstone, Liana E. Pozza, Philip Poronnik, Tina Hinton, Damien J. Field
Publikováno v:
Biochemistry and Molecular Biology Education. 50:649-660
While biomedical and life science research have embraced interdisciplinarity as the means to solving pressing 21st century complex challenges, interdisciplinarity in undergraduate education has been more difficult to implement. As a consequence, disc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::99dc5a72442e8ddc5f044fe983bb2785
https://doi.org/10.1002/bmb.21673
https://doi.org/10.1002/bmb.21673
Autor:
Wilhelmina M. Huston, Yvonne C. Davila, Lucy Mercer-Mapstone, Kasia Banas, Bethlehem Mekonnen, Peter Meier
Publikováno v:
Mercer-Mapstone, L, Banas, K, Davila, Y, Huston, W, Meier, P & Mekonnen, B 2021, ' “I'm not alone” : Outcomes of a faculty-wide initiative for co-creating inclusive science curricula through student-staff partnership ', International Journal for Academic Development . https://doi.org/10.1080/1360144X.2021.1988618
We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::13216d9f6edb5df34bab1861e0373655
https://doi.org/10.1080/1360144x.2021.1988618
https://doi.org/10.1080/1360144x.2021.1988618
Autor:
Maisha Islam, Lucy Mercer-Mapstone
Publikováno v:
British Educational Research Journal. 47:1388-1415
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1065a0353eb1727a861984e6027d7e1e
https://doi.org/10.1002/berj.3733
https://doi.org/10.1002/berj.3733
Publikováno v:
Mercer-Mapstone, L, Bajan, S, Banas, K, Morphett, A & McGrath, K 2021, ' Breaking the Binary : Conceptions of Sex and Gender in Undergraduate Science ', Teaching & Learning Inquiry, vol. 9, no. 2 . https://doi.org/10.20343/teachlearninqu.9.2.6
The need to make higher education curricula gender-inclusive is increasingly pressing as student cohorts diversify. We adopted a student-staff partnership approach to design, integrate, and evaluate a module that taught first-year science students th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db444bf28817e081fbe0904513ee613f
https://hdl.handle.net/20.500.11820/8256c589-3b79-4026-831b-6ac4f582e1bd
https://hdl.handle.net/20.500.11820/8256c589-3b79-4026-831b-6ac4f582e1bd
