Dr Katharine Hubbard

Dr Katharine Hubbard

Reader in Biology Education

Faculty and Department

  • Faculty of Science and Engineering
  • School of Natural Sciences

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)

Recent outputs

View more outputs

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

I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures

Henri, D. C., Coates, K., & Hubbard, K. (2023). I am a scientist: Overcoming biased assumptions around diversity in science through explicit representation of scientists in lectures. PLoS ONE, 18(7), Article e0271010. https://doi.org/10.1371/journal.pone.0271010

A beginner's guide to evidencing your teaching practice

Smith, D., & Hubbard, K. (2023). A beginner’s guide to evidencing your teaching practice. The biochemist, https://doi.org/10.1042/bio_2023_110

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

Awards and prizes

National Teaching Fellowship

2019

The National Teaching Fellowship (NTF) Scheme celebrates and recognises individuals who have made an outstanding impact on student outcomes and the teaching profession in higher education.

Senior Fellow of the Higher Education Academy

2017

Senior Fellowship is awarded to professionals who demonstrate they meet the criteria of Descriptor 3 (D3) of the UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education. To be a Senior Fellow of HEA you must demonstrate a thorough understanding of effective approaches to teaching and learning support as a key contribution to high quality student learning.

Society of Experimental Biology Presidents Medal

2017

The SEB President's Medals are awarded annually to young scientists of outstanding merit. The awards are presented at the Annual Meeting of the Society which usually takes place in the first week of July every year.

Royal Society of Biology HE Bioscience Teacher of the Year

2016

The Higher Education Bioscience Teacher of the Year Award seeks to identify the UK's leading bioscience higher education (HE) teachers, recognising the invaluable role they play in educating and inspiring the next generation of biologists.

Ethics role

Pedagogy Projects Ethics Officer

2018 - 2019

Ethics officer for Pedagogical Research projects submitted to the Faculty of Science and Engineering ethics committee.

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