graham scott

Professor Graham Scott

Director, Teaching Excellence Academy

+44 (0)1482 466424 | G.Scott@hull.ac.uk

Faculty and Department

  • Education
  • Teaching Excellence Academy

Related groups

  • Teaching and Excellence Academy

Summary

Professor Graham Scott, a Principal Fellow of the Higher Education Academy, National Teaching Fellow and Bioscience Teacher of the Year, is the Director of the Teaching Excellence Academy. He was previously Interim Dean in the Faculty of Science and Engineering, and Head of the Department of Biological Sciences.

Graham has written two successful textbooks, and has a wealth of experience in the design and evaluation of biosciences degree programmes.

He provides mentorship at an international level to support colleagues new to teaching. His research is conducted through the Scholarship of Teaching and Learning and focuses upon student autonomy, employability and the value of learning outside of the classroom.

Book Chapter

Enquiry into teaching and learning in the life sciences

Scott, G. (2018). Enquiry into teaching and learning in the life sciences. In E. Cleaver, M. Lintern, & M. McLinden (Eds.), Teaching and learning in higher education: Disciplinary approaches to educational enquiry(2nd). SAGE Publications

Journal Article

Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Scott, G. W., Humphries, S., & Henri, D. C. (2019). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 43(3), 280-298. https://doi.org/10.1080/03098265.2019.1608516

Dom Henri

Student perceptions of their autonomy at University

Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), 507-516. https://doi.org/10.1007/s10734-017-0152-y

Lesley Morrell Dom Henri

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence

Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692

The Student Thesis Conference as a model for authentic and inclusive student research dissemination

Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The Student Thesis Conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 319-341. https://doi.org/10.1080/23752696.2018.1478675

Caroline Douglas Katharine Hubbard

Postgraduate supervision

Graham welcomes applications in the areas of learning through fieldwork and learning outside of the classroom; and in the areas of learning analytics and student managed learning - particularly in the biosciences.

Completed PhDs

- Kent, Birth Sex Ratio Variation and Change in Domestic Sheep (2013)

- Turnbull, Epigeal Invertebrates of Allotments (2012)

- Palin, The Behavioural Responses of Lithobius Melanops to Conspecific Marks (2008)

- Pottas, Morphological, Ecological and Genetic Variation in Two Forms of Fucus Spiralis (2008)

- Marsham, The Application of a Functional Group Approach to Algal-Grazer Interactions (2007)

- Tobin, Applications of a Functional Group Approach to the Study of Temperate Algal Communities (2000)

Current PhDs

- Emma Peasland, Getting More from Getting Out: How Can We Maximise the Employability Enhancing Effect of Fieldwork for a Diverse Student Body?

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