An EAP Practitioner’s Perspective on Written Genres in Music (a work in progress)
(2018)
Presentation / Conference
Carr, C. (2018, December). An EAP Practitioner’s Perspective on Written Genres in Music (a work in progress). Paper presented at Genre(s) in the Arts, EAP in the North, Edinburgh University
Outputs (13)
Chemical linguistic demand in multiple dimensions (2018)
Presentation / Conference
Rees, S., & Kind, V. (2018, December). Chemical linguistic demand in multiple dimensions. Paper presented at 25th International Conference on Chemistry Education (ICCE 2018), Sydney, Australia
Exploring Trainer Development: Stories, Experiences, Practices (2018)
Conference Proceeding
Dragas, T. (2018). Exploring Trainer Development: Stories, Experiences, Practices.
A framework for assessment criteria, feedback and processes: including international students in the dialogue. (2018)
Presentation / Conference
Carr, C. (2018, December). A framework for assessment criteria, feedback and processes: including international students in the dialogue. Paper presented at Learning and Teaching Conference, Durham University
Reimagining Faraday (2018)
Presentation / Conference
Rees, S. (2018, December). Reimagining Faraday. Paper presented at International Conference on Chemistry Education, Sydney, Australia
Professional Development for Teacher Trainers: a neglected area? (2018)
Conference Proceeding
Dragas, T. (2018). Professional Development for Teacher Trainers: a neglected area?. In T. Pattison (Ed.), IATEFL Brighton 2018 Conference Selections (230-1)
Giving away control of the questions: an alternative methodology for engaging students in evaluation exercises (2018)
Journal Article
Tan, E., Murray, M. R., & Loughlin, E. (2018). Giving away control of the questions: an alternative methodology for engaging students in evaluation exercises. Student engagement in higher education journal, 2(2), 29-46This paper explores the application of a ‘students as partners’ approach within a project undertaking an evaluation of the learning experiences with technology of students (n=250) within one institution. The full outcomes of this study are written up... Read More about Giving away control of the questions: an alternative methodology for engaging students in evaluation exercises.
Förderung der Reflexion über eigene Lehre durch interkulturellen kollegialen Austausch im Rahmen von hochschuldidaktischen Weiterbildungsprogrammen in Deutschland und England (2018)
Book Chapter
Mendzheritskaya, J., Hansen, M., Fabriz, S., Reimann, N., Thompson, J., Murray, M., …Dragas, T. (in press). Förderung der Reflexion über eigene Lehre durch interkulturellen kollegialen Austausch im Rahmen von hochschuldidaktischen Weiterbildungsprogrammen in Deutschland und England. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds.), Berichte aus der Psychologie. Psychologiedidaktik und Evaluation XII (19-26). Shaker
Passive, continuous monitoring of carbon dioxide geostorage using muon tomography (2018)
Journal Article
Gluyas, J., Thompson, L., Allen, D., Benton, C., Chadwick, P., Clark, S., …Coleman, M. (2018). Passive, continuous monitoring of carbon dioxide geostorage using muon tomography. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences, 377(2137), Article 20180059. https://doi.org/10.1098/rsta.2018.0059Carbon capture and storage is a transition technology from a past and present fuelled by coal, oil and gas and a planned future dominated by renewable energy sources. The technology involves the capture of carbon dioxide emissions from fossil fuel po... Read More about Passive, continuous monitoring of carbon dioxide geostorage using muon tomography.
The development of chemical language usage by “non-traditional” students: the interlanguage analogy (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). The development of chemical language usage by “non-traditional” students: the interlanguage analogy. Research in Science Education, 51(2), 419-438. https://doi.org/10.1007/s11165-018-9801-0Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students over the course of 1 to 4 years. The students participated in semi-structured interview... Read More about The development of chemical language usage by “non-traditional” students: the interlanguage analogy.