Hubbard K. (2021) Using Data-Driven Approaches to Address Systematic Awarding Gaps. In: Thomas D.S.P., Arday J. (eds) Doing Equity and Diversity for Success in Higher Education. Palgrave Studies in Race, Inequality and Social Justice in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-65668-3_16
Hubbard, KE; O’Neill, M; Nattrass S (2021). Levelling the playing field: The effect of including widening participation in university league tables. International Review of Education 67 (3), 273-304. https://doi.org/10.1007/s11159-020-09864-9
Hubbard, KE (2021) Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively? Higher Education Pedagogies 6 (1), 41-65. https://doi.org/10.1080/23752696.2021.1882326
Hubbard, KE; Gawthorpe, P; Fallin, L; Henri D. (2020) Addressing the hidden curriculum during transition to HE: the importance of empathy. The Hidden Curriculum of Higher Education, 59-76. Advance HE. https://www.advance-he.ac.uk/news-and-views/hidden-curriculum-higher-education
Peasland EL, Henri DC, Morrell L & Scott GW (2021) Why do some students opt out of fieldwork? Using expectancy-value theory to explore the hidden voices of non-participants. International Journal of Science Education https://doi.org/10.1080/09500693.2021.1923080
Boyd M and Scott GW (2021) An expert-led outdoor activity can have a lasting impact on the environmental knowledge of participating pupils and adults. Education 3-13 https://doi.org/10.1080/03004279.2021.1899261
Peasland EL, Henri DC, Morrell LJ, Scott GW (2019) The influence of fieldwork design on student perceptions of skills development during field courses. International Journal of Science Education. https://doi.org/10.1080/09500693.2019.1679906
Scott GW, Humphries S and Henri D (2019) Expectation, motivation, engagement and ownership: Using student reflections in the conative and affective domains to enhance residential fieldwork. Journal of Geography in Higher Education 43(3) 280-298. https://doi.org/10.1080/03098265.2019.1608516
Douglas C, Yearsley J, Scott G W, Hubbard K E, 'The Student Thesis conference as a model for authentic and inclusive student research dissemination', Higher Education Pedagogies, 3(1), pp 319-341 (2018)
Henri D C, Morrell L J, Scott G W, 'Student perceptions of their autonomy at university', Higher Education, 75(3), pp 507-516 (2018)
Scott G W, 'Active engagement with assessment and feedback improves group-work outcomes', Higher Education Pedagogies, 2(1), pp 1-13 (2017)
Smith M A, Dunhill A, Scott G W, 'Fostering children’s relationship with nature: Exploring the potential of Forest School', Education 3-13, 43(6), pp 525-534 (2017)
Hubbard K E, Dunbar S, 'Perceptions of scientific research literature and strategies for reading papers depend on academic career stage', PLoS ONE, 12(12), e0189753 (2017)
Hubbard K E, Brown R, Deans S, Garcia M P, Pruna M, Mason M J, 'Undergraduate students as co-producers in the creation of first-year practical class resources', Higher Education Pedagogies, 2(1), pp 58-78 (2017)
Goulder RG & Scott GW (2016) 'Conflicting perceptions of the status of field biology and identification skills in UK education'. Journal of Biological Education. 50(3) 233-238.
Henri DC, Morrell LJ & Scott GW (2015) 'Ask a clearer question, get a better answer'. F1000Research.
Hubbard KE, Gretton S, Jones K, Tallents L (2015) 'Challenges and Opportunities for early-career Teaching focused academics in the biosciences'. F1000Research.
Morrell, LJ & Joyce DA. (2015) 'Interactive lectures: clickers or personal devices?' [version 1; referees: 2 approved] F1000Research 4: 64.
Morrell LJ. (2014) 'Use of feed-¬forward mechanisms in a novel research¬‐led module'. Bioscience Education 22: 70-81.