Summary
Dr Hubbard (she/her) is passionate about how the teaching of STEM subjects can be made more effective. She is particularly interested in the benefit of student partnership approaches, practical science teaching and the development of student scientific identity.
Her scientific background is in plant cell biology, the impact of circadian rhythms on plant physiology and fitness, and the use of fluorescence imaging techniques to investigated plant responses to the environment.
Dr Hubbard is a National Teaching Fellow and Senior Fellow of the Higher Education Academy. She was awarded the Royal Society of Biology HE Bioscience Teacher of the Year (2016), and the Society for Experimental Biology's President's Medallist for the Education section (2017).
Katharine's teaching is primarily focussed on cell and molecular biology, and plant sciences. She is a leader in the filed in laboratory based teaching, and places the development of student practical skills at the heart of her modules. Specific modules Katharine teaches on are:
- Cells and Organelles (1st year)
- Diversity of Life (1st year)
- Green Planet (2nd year)
- Professional and Research Skills (2nd year)
- Independent Research Projects (3rd year)
Book Chapter
Using data-driven approaches to address systematic awarding gaps
Hubbard, K. (2021). Using data-driven approaches to address systematic awarding gaps. In D. S. Thomas, & J. Arday (Eds.), Doing Equity and Diversity for Success in Higher Education : Redressing Structural Inequalities in the Academy (215-226). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-65668-3_16
Journal Article
How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences
Hubbard, K. E., Dunbar, S., Peasland, E. L., Solly, J., & Poon, J. (in press). How do readers at different career stages approach reading a scientific research paper? A case study in the biological sciences. International Journal of Science Education, Part B: Communication and Public Engagement, https://doi.org/10.1080/21548455.2022.2078010
The 'Tea Test' - A mobile phone based spectrophotometer protocol to introduce biochemical methods independent of the laboratory
Hubbard, K., Birycka, M., Britton, M., Coates, J., Coxon, I., Jackson, C., …Worsley, B. (in press). The ‘Tea Test’ - A mobile phone based spectrophotometer protocol to introduce biochemical methods independent of the laboratory. Journal of Biological Education, https://doi.org/10.1080/00219266.2022.2072934
Research interests
Katharine's research is into how science education can be more effective, and more inclusive of students from different educational backgrounds. She is particularly interested in the following topics:
- How students and scientists read scientific research papers
- Inclusive teaching in the laboratory environment
- The role of research-led teaching in developing student confidence and subject identity
Co-investigator
Project
Funder
Grant
Started
Status
Project
Quality Assurance Agency (QAA) Collaborative Enhancement Project
Funder
QAA Quality Assurance Agency for Higher Education
Grant
£9,995.00
Started
10 February 2022
Status
Complete
Postgraduate supervision
Undergraduate STEM education