Graham W Scott
Biographic Data
| ID | 9635455 |
|---|---|
| NAME | Graham W Scott |
| GIVEN NAMES | Graham W |
| FAMILY NAME | Scott |
| SIGNATURE | SCOTT G W |
| AFFILIATIONS | University of Hull |
| ORCID | 0000-0003-0896-0287 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Developing undergraduate practical skills and independence with ‘at home practical kits
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 experience. In this study we evaluate the use of ‘at home’ practical kits used in first year physics and biology teaching at a UK university as an alternative to laboratory classes. In particular we foc…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Expectation, motivation, engagement and ownership
Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) …
Teacher and student perceptions of the development of learner autonomy; a case study in the biological sciences
Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals not cohorts differ in their learning autonomy. They suggested that personal experience prior to university and age were important and that mature students are more autonomous than 18–20 year olds. Our…
Expectation, motivation, engagement and ownership
Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) …
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Teacher and student perceptions of the development of learner autonomy; a case study in the biological sciences
Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals not cohorts differ in their learning autonomy. They suggested that personal experience prior to university and age were important and that mature students are more autonomous than 18–20 year olds. Our…
Expectation, motivation, engagement and ownership
Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) …
Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants
Fieldwork is an important part of higher education programmes in geography, geology, environmental sciences and biosciences because it offers opportunities to enhance graduate employability alongside pedagogical and social benefits. However, not all students choose to participate in fieldwork and the reasons that some opt out are unknown. We used the expectancy-value theory of motivation to investigate why some students opt out of fieldwork. Data…
Student employability enhancement through fieldwork
Fieldwork provides opportunities for students to develop employability-enhancing transferable skills as well as technical, disciplinespecific skills and disciplinary knowledge. However, the extent to which staff purposely plan transferable skills outcomes of field courses, and, therefore, whether they are communicated to students is unknown. We investigated whether staff intentionally plan transferable skills development opportunities into fieldw…
Developing undergraduate practical skills and independence with ‘at home practical kits
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 experience. In this study we evaluate the use of ‘at home’ practical kits used in first year physics and biology teaching at a UK university as an alternative to laboratory classes. In particular we foc…
Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Geography Education and Pedagogy (3 works) · Higher education (3 works) · Political science (3 works) · Social Psychology (3 works) · Employability (2 works) · Engineering (2 works)