Yr Athro Stephen Rutherford

Deputy Director of Undergraduate Education, Senior Lecturer

Ysgol y Biowyddorau

: RutherfordS@caerdydd.ac.uk
: +44 29208 70251
: Adeilad Syr Martin Evans, Ystafell Cardiff School of Biosciences, The Sir Martin Evans Building, Museum Avenue, Cardiff, CF10 3AX, Rhodfa'r Amgueddfa, Caerdydd, CF10 3AX

: Ar gael fel goruchwyliwr ôl-raddedig

I am the Head of the Education Division for the School of Biosciences, and lecture primarily in the areas of cell and molecular biology. I was awarded a National Teaching Fellowship in 2016 and am an HEA Senior Fellow. Aside from my BSc and Ph.D in the Biosciences, I also have an Masters Degree in Education (MA(Ed)) and Doctorate in Education (Ed.D).

I was Director of Undergraduate Education (2017-2020), and before that, Deputy Director of Undergraduate Education (2009-2017).

Since September 2019, I have been leading a University-wide project developing a programme for professional development in learning and teaching with the University's Centre for Education Support and Innovation (CESI).

I am currently the lead for an EU-funded Erasmus+ Teaching Development grant, 'Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education'. This project is a collaboration between Cardiff University and the Universities of Zaragoza (Spain), Minho (Portugal) and Bristol (UK), and Iliria College in Kosovo, as well as EUROGEO, a professional orgainsation of Geologists. This €420,000 project runs from 2020-2023, and aims to develop and enhance assessment and feedback practices across the EU Higher Education sector., encouraging the involvement of students in developing and refining assessment approaches.

I am also the Chair of the European University Association's 2021 Thematic Peer Group community on 'Curriculum and Assessment'. https://eua.eu/101-projects/540-learning-teaching-thematic-peer-groups.html

I have biological, educational, and historical research interests. I am a plant molecular cell biologist, specialising in the regulation of gene expression and protein trafficking in higher plants, as well as organelle development, division and evolutionary origins. My major research interest is currently focused on education, primarily around how students learn outside of the classroom, and how collaboration between students supports active learning.

My teaching approaches aim to encourage student engagement and active learning, as well as the development of digital literacy skills.

I also have a research interest in the history of surgery; in particular the biological and biomedical validity of early modern surgical and medical techniques.

Bioscience research

The genetic control of chloroplast division
Artificial activators of transgene expression in plants
Regulation of membrane trafficking in plants by Rab GTPases
Genetic control of testicular descent in dogs.
Biomedical validity of early modern surgical techniques.

Educational research and scholarship

The development of self-regulated learning during the transition to Higher Education
Collaborative learning and self-regulated learning outside of the classroom
Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education
Student peer-assessment
The use of Web 2.0 collaborative technologies in learning and teaching
Student engagement with digital literacies
Active learning approaches and ‘flipped learning’ in Higher Education
Student attainment in Higher Education.

Roles

Head of Division for the Education Division in the School of Biosciences
Academic Lead, Learning and Teaching CPD Programme for the Centre for Education Support and Innovation
Chair of the 'Curriculum and Assessment' Thematic Peer Group project for the European University Association (EUA)
Academic Team Leader, Education Division.
Module Lead: BI1051 - Genetics and Evolution
University Senior Academic for consideration of appeals
Convenor of the College of Biomedical and Life Sciences Educational Seminar Series
Co-chair of University Programme and Partner Approval Panel.

Date
Type

2018

Prytherch, Z. et al. 2018. Evaluation of student engagement with differential media for Flipped Classroom teaching. Presented at: EdMedia: World Conference on Educational Media and Technology, Amsterdam, 25-29 June 2018 Presented at Bastiaens, T. et al. eds.Proceedings of EdMedia: World Conference on Educational Media and Technology. Amsterdam, The Netherlands: Association for the Advancement of Computing in Education (AACE) pp. 1923-1928.
Rutherford, S., Amici-Dargan, S. and Moorcroft, A. 2018. Using web 2.0 technologies to facilitate scaffolding of student-led, collaborative learning outside of the classroom. Presented at: 13th International Conference of the Learning Sciences, ICLS 2018, London, 23 - 27 June 2018.

2017

Rutherford, S. 2017. Informal learning: Perspectives, challenges and opportunities. Nova Science Publishers, Inc.
Rutherford, S. 2017. Perspectives, challenges and opportunities of informal learning. In: Informal Learning: Perspectives, Challenges and Opportunities. Education in a Competitive and Globalizing World United States of America: Nova Science Publishers, pp. 1-20.
Rutherford, S. 2017. The rules of the Game: informal learning and the development of identity during the transition to higher education. In: Informal Learning: Perspectives, Challenges, and Opportunities. Education in a Competitive and Globalizing World United States of America: Nova Science Publishers, Inc, pp. 135-174.
Rutherford, S. 2017. Introduction. In: Informal Learning: Perspectives, Challenges and Opportunities. Nova Science Publishers, Inc.
Rutherford, S. and Amici-Dargan, S. 2017. Pedagogical impact of engaging students and partners through collaborative learning in Shadow Modules. Presented at: International Federation of National teaching Fellows World Summit, Birmingham, UK, 16-18 February 2017.
Rutherford, S., Limorenko, G. and Amici-Dargan, S. 2017. ‘Shadow module leaders’ - student experiences as peer teachers and facilitators of peer-assisted learning. Presented at: Ireland International Conference on Education, Dublin, Ireland, 24-26 April 2017.
Rutherford, S. 2017. A new kind of surgery for a new kind of war: gunshot wounds in the British Civil Wars, and how to treat them. In: Hopper, A. J. and Appleby, D. J. eds. Battle-Scarred: Mortality, Medical Care and Military Welfare in the British Civil Wars. Manchester: Manchester University Press
Rutherford, S. M. 2017. Social interaction and peer-support in the development of student-mediated learning in Higher Education. Presented at: Proceedings of the Ireland International Conference on Education, Dublin, 23-26 October 2017Proceedings of the Ireland International Conference on Education. London:

2016

Rutherford, S. 2016. Ground-breaking pioneers or dangerous amateurs? Did early-modern surgery have any basis in medical science?. In: Pells, I. ed. New Approaches to the Military History of the English Civil War - Proceedings of the First Helion & Co. 'Century of the Soldier' Conference. Solihull: Helion and Co, pp. 151-183.
Rutherford, S. and Standley, H. 2016. Social space or pedagogic powerhouse: do digital natives appreciate the potential of web 2.0 technologies for learning?. In: Pinheiro, M. M. and Sim, D. eds. Handbook of Research on Engaging Digital Natives in Higher Education Settings. IGI Global, pp. 72-97.
Rutherford, S. and Prytherch, Z. 2016. Assessment 'for' learning: embedding digital literacy and peer-support of learning into an assessment. In: Pinheiro, M. M. and Simões, D. eds. Handbook of Research on Engaging Digital Natives in Higher Education Settings. IGI-Global, pp. 121-153., (10.4018/978-1-5225-0039-1.ch006)
Rutherford, S. M., Limorenko, G. and Shore, A. 2016. Correlations between learning styles and perceptions of Collaborative Learning in Higher Education. Presented at: Ireland International Conference on Education (IICE-2016), Dublin, Ireland, 24-26 October 2016.
Limorenko, G., Shore, A. and Rutherford, S. 2016. Perceptions of collaborative learning outside of class – is there a link to deep, surface or strategic learning styles?. Presented at: British Educational Research Association Annual Conference, Leeds, UK, 13-15 Sept 2016.
Smith, P., Yhnell, E., Rutherford, S. and Shore, A. 2016. The 'Sophomore Slump' - do learners recover and can year-on-year grade begin to provide answers to difficult questions?. Presented at: British Educational Research Association Annual Conference, Leeds, UK, 13-15 Sept 2016.
Rutherford, S., Limorenko, G. and Shore, A. 2016. Why do students not engage in Collaborative Learning outside of class?. Presented at: Conference on Higher Education Pedagogy, Virginia Tech University, Virginia, USA, 10-12 Feb 2016.

2015

Rutherford, S. M. 2015. E pluribus unum: the potential of collaborative learning to enhance microbiology teaching in higher education. FEMS Microbiology Letters 362(23), article number: fnv191. (10.1093/femsle/fnv191)
Jones, H., Black, B., Green, J., Langton, P., Rutherford, S. M., Scott, J. and Brown, S. 2015. Indications of knowledge retention in the transition to higher education. Journal of Biological Education 49(3), pp. 261-273. (10.1080/00219266.2014.926960)
Moon, A., Heywood, L., Rutherford, S. M. and Cobbold, C. 2015. Creatine supplementation in the elderly: is resistance training really needed?. Journal of Nutrition and Health Sciences 2(2), pp. 1-9.
Rutherford, S., Mistry, S. and Scott, J. 2015. Assessing the potential of Web 2.0 technologies for supporting collaborative learning in Higher Education, in formal and informal learning environments. In: Gillies, R. ed. Collaborative Learning: Developments in Research and Practice. Nova, pp. 265-294.
Rutherford, S. 2015. Shadow modules: addressing the heterogeneity of technologies for collaborative learning outside of the classroom. Presented at: The Orchestrated Collaborative Classroom Workshop 2015, Gothenburg, Sweden, 7 June 2015 Presented at Priuto, L. P. et al. eds.Proceedings of the Orchestrated Collaborative Classroom Workshop 2015. pp. 11.

2014

Scott, J. L., Moxham, B. J. and Rutherford, S. M. 2014. Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’. Journal of Anatomy 224(3), pp. 286-295. (10.1111/joa.12112)
Rutherford, S. M. ed. 2014. Collaborative learning: theory, strategies and educational benefits. Nova.
Scott, J., Mistry, S., Moxham, B. and Rutherford, S. M. 2014. How can technology support and enhance collaborative activity and student engagement within and outside-of the formal curriculum?. In: Rutherford, S. M. ed. Collaborative Learning: Theory, Strategies and Educational Benefits. Nova, pp. 149-174.

2013

Moon, A., Heywood, L., Rutherford, S. M. and Cobbold, C. 2013. Creatine supplementation: Can it improve quality of life in the elderly without associated resistance training?. Current Aging Science 6(3), pp. 251-257. (10.2174/1874609806666131204153102)

2012

Jones, H., Hoppitt, L., James, H., Prendergast, J., Rutherford, S. M., Yeoman, K. and Young, M. 2012. Exploring students? Initial reactions to the feedback they receive on coursework. Bioscience Education 20, pp. 4-21. (10.11120/beej.2012.20000004)
Amici-Dargan, S. and Rutherford, S. 2012. Engagement and student led shadow modules.. Presented at: FEBS Innovations in molecular biosciences education, Cambridge, December 2012.

Bioscience research background

My main bioscience research background is in plant molecular cell biology.

The genetic control of chloroplast division: My PhD and early post-doctoral work was focused around identifying the genetic mechanisms of chloroplast division.

Regulation of expression in transgenes: This area of work focused around the optimisation of artificial activators of gene expression in transgenes, as a means to improve the activity of transgenic constructs in plants.

Control of vesicle transport in plant cells: This area of work focused on the functional analysis and genomic characterisation of the Rab GTPase gene family which regulates vesicle targeting in eukaryotic cells. The particular focus of this work was characterising the 60 genes of the Rab GTPase gene family in the model plant Arabidopsis thaliana, and identifying the function of sub-families of Rabs.

Genetic control of testicular descent in dogs: This area of work is focused on identifying the genetic factors contributing to cryptorchidism (failure of testicular descent) in canines.

Pedagogic research and scholarship of learning & teaching

I am Head of the Education Division for the School of Biosciences, which focuses on scholarship of learning and teaching and pedagogic research. My own education research interests are focused around:

Self-regulated learning and knowledge retention: This area of research focuses around the approaches students use for studying outside of the classroom, and how those skills change and develop during the progression from school to (and through) university. I also have an interest in the extent to which subject knowledge is retained between A-Level and university, student attainment during university study, and the role of learning strategies (deep, surface and strategic) in student approaches to learning.

Assessment and Feedback: Student-Staff partnership in the development of effective assessment practices and assessment literacy. I am currently leading a €420,000 teaching development grant, a 3-year collaboratie project between 5 countries, funded by the EU via the Erasmus+ programme and the British Council.

Collaborative learning and Personal Learning Networks: Collaborative learning, where learners develop a shared understanding by discussing ideas and challenging each other’s perceptions is a powerful learning tool. Most attention to collaborative learning is based on studies within the formal classroom setting; my interests are focused around how students interact with each other, and the value of collaborative learning in student-mediated learning outside of the classroom. This work has been funded by two grants from the Higher Education Academy, including a national Teaching Development Grant.

Digital literacy and Web 2.0 technologies in learning: The potential of collaborative (Web 2.0) technologies to support learning is considerable. My research in this area focuses on students’ engagement with Web 2.0 technologies and how to integrate them to support collaborative learning and students supporting each other’s learning.

Active learning and the flipped classroom: Flipped classroom approaches, where information delivery occurs before the face-to-face teaching session has a proven benefit to learning. My research in this area focuses on student engagement with flipped learning, active learning and authentic assessments, and which media are most effective for these approaches.

Other research interests: Professional identity in managers of learning and teaching; the development of excellence in learning and teaching; the development of self-critical skills and self-analysis; student emotive responses to feedback.

Funded pedagogic research initiatives

Principal Investigator - Erasmus+ Collaborative EU Grant - 'Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education'. Collaborative project with Universities of Bristol (UK), Minho (Portugal), Zaragoza (Spain), Iliria (Kosovo) and EuroGeo (Belgium). (2020-2023)

Principal Investigator – Cardiff University Teaching Innovation Grant – “Optimising engagement through digital media in Flipped Classroom pedagogies”. (2016 – 2018)

Principal Investigator – Higher Education Academy Teaching Development Grant – “Optimising methodologies of collaborative learning through Shadow Modules”. (2014 – 2015).

Partner in working group with OCR A-Level Exam Board: “Students’ Knowledge Retention – impact on syllabus design” (2012 – 2018). Project Leader Dr Harriet Jones, University of East Anglia.

Principal Investigator – Learning & Teaching Enhancement Fund Grant (HEA Wales) “Encouraging student partnership in curriculum delivery and design by using freeware technology to facilitate collaborative learning”. (2011)

Partner in HEA-funded initiative: “Students’ initial reaction to the feedback they receive on coursework” (2009 – 2010). Project Leader Dr Harriet Jones, University of East Anglia.

Collaborator in HEA-funded initiative: “Increasing the quality of feedback on assignments” (2006 – 2007). Project Leader Dr Harriet Jones, University of East Anglia.

Historical Research interests

The history of military surgery: Throughout history, war and conflict have driven innovation in many areas, especially medicine and surgical practice. This research interest assesses the extent to which historical surgical and medical approaches have a sound basis in science and cell biology, with a particular focus on the pioneering breakthroughs in surgical practice that occurred in the 17^th Century (many of which are still used today).

In 2015-16 I was part of the academic team which developed the highly-acclaimed “Battle Scarred” exhibition of 17^th Century medicine and welfare at the National Civil War Centre, Newark. I have also presented public seminars on 17thC Surgery at the National Civil War Centre, The Commandery Museum, Worcester, the University of the Third Age, and the Royal Society of Biology. I have contributed academic essays to the 'Civil War Petitions' project at the University of Leicester:

1) The ballistics and wound profiles of early modern gunshot wounds: https://www.civilwarpetitions.ac.uk/blog/manie-dangerous-woundes-and-shotts-the-physical-impact-of-gunshot-wounds-in-the-british-civil-wars/

2) The survivability of battlefield wounds in the early modern period: https://www.civilwarpetitions.ac.uk/blog/wounds-battlefield-trauma-and-their-survivability-in-the-british-civil-wars/

3) The treatment of gundshot wounds in the early modern period: https://www.civilwarpetitions.ac.uk/blog/the-personal-cost-of-war-injuries-from-firearms-and-their-treatment-during-the-civil-wars/

Teaching specialisms

Plant Biology
Molecular Cell Biology
Photosynthesis
Molecular Genetics
Membrane Trafficking
Evolution
Origins of Life and early evolutionary events
History of Biology and the Scientific Method
History of Surgery.

Continuing Professional Development

Assessment and Feedback
Innovative teaching approaches
Flipped Learning and Active Learning
Technology-enhanced education
Educational Research methods.

I graduated with a BSc (Hons) Biology at the University of York in 1992, with specialisms in genetics and plant science. My BSc was followed by a Ph.D. on the genetic control of chloroplast division (1992-1996) in the lab of Professor Rachel Leech in the Department of Biology at the University of York. I then worked as a post-doctoral research associate on the role of FtsZ proteins in the control of plastid division at the University of Nevada, Reno, Nevada, USA. Following this project I worked as a temporary member of the teaching faculty at the University of Nevada, Reno, and California State University, Sacramento, California.

Following my period in the USA, I worked as a post-doctoral research associate in the Department of Plant Sciences, University of Oxford (1999-2005) in the lab of Dr Ian Moore, on a series of projects related to the regulation of transgenes in plants, and the regulation of membrane trafficking in plant cells.

I joined the School of Biosciences at Cardiff University in 2005. My main teaching areas are in genetics, molecular cell biology, plant biology, photosynthesis and the origins of life. From 2005-2007 I was Deputy Admissions Tutor for biomolecular degree schemes. I was the Year 1 Co-ordinator from 2007-2009. From 2009-17, I was Deputy Head of Teaching/Deputy Director of Undergraduate Education. I was appointed as Director of Undergraduate Education, and Head of the Education Division, in September 2017. Due to undertaking an ongoing secondment with the Centre for Education Support and Innovation, I relinquished this Director of Undergraduate Education role in July 2020.

I began a secondment with the Centre for Education Support and Innovation (CESI) in September 2019, as the Academic Lead for the Learning and Teaching CPD project. This project designed and sucessfully accredited a set of programmes for professional development in learning and teaching, aligned to the UK Professional Standards Framework (UKPSF) of AdvanceHE. This secondment is continuing through the 2020/21 academic year, as Academic Lead for the suite of programmes being rolled out during 2021. I am also the academic lead for the CESI 'Learning Commnities' project (2020 - current). I was also academic lead for the 'Training and Support' working group of the University's 'Digital Education' project, during the summer of 2020.

I have a Masters in Education (MA(Ed); 2009),and a Doctorate in Education (Ed.D; 2019); my Ed.D thesis, '‘Flying the nest’: An analysis of the development of self-regulated learning during the transition to Higher Education' focused on the development of self-regulated learning in students, during the transition to university: http://centaur.reading.ac.uk/85473/ ).

I was awarded a National Teaching Fellowship in 2016, and became a Senior Fellow of the Higher Education Academy (SFHEA) in 2015. I was awarded the University Excellence in Teaching award in 2015, and was shortlisted as 'Most Supportive Teacher' and for the general 'Enhancing Student Life Award ' in the 2016 Cardiff University Students' Union Enriching Student Life Awards.

Qualifications

Doctorate in Education (Ed.D)
Ph.D in Biosciences
Masters in Education (MA(Ed))
Post-graduate Certificate in University Teaching and Learning (PCUTL)
Certificate of Practical Leadership in University Management.
BSc (hons) in Biology

Anrhydeddau a dyfarniadau

I was awarded a National Teaching Fellowship in 2016

I won the award for 'Excellence in Teaching' for the University Celebrating Excellence Awards in 2015.

I became a Senior Fellow of the Higher Education Academy (SFHEA) in 2015.

Aelodaethau proffesiynol

Senior Fellow of the Higher Education Academy (SFHEA)
Fellow of the Royal Society of Biology
Member of the Association of National Teaching Fellows (ANTF)
Member and Treasurer (Committee Member) of The International Federation of National Teaching Fellows (IFNTF).
Member of the Society for Research in Higher Education, British Educational Research Association; International Society for Learning Sciences; American Education Research Association; Association of Science Educators; Association for Learning Development in Higher Education; Association for Learning Technology; Genetics Society; Biochemical Society.

Safleoedd academaidd blaenorol

2005 - Present: Academic Staff, School of Biosciences, Cardiff University.

1999 - 2005: Postdoctoral Research Associate, Department of Plant Sciences, University of Oxford.

1998: Adjunct Teaching Faculty, School of Biosciences, Califonia State University Sacramento, CA. USA .

1998: Adjunct Teaching Faculty, School of Biosciences, University of Nevada, Revo, NV, USA.

1997 - 1998: Postdoctoral Research Associate, School of Biosciences, University of Nevada, Revo, NV, USA .

1992 - 1996: Research Assistant and PhD Student, Biology Department, University of York.

Pwyllgorau ac adolygu

Member of the Steering Group for the AdvanceHE (formerly HEA) Community of Practice in Assessment and Feedback ('INRAP').

Member of the Academic Steering Group for Learning and Teaching support for the Council for At Risk Academics.

Committee member and Treasurer of The International Federation of National Teaching Fellows ('IFNTF')

Chair of the Self-Regualtion in Assessment Community of the European University Association.

Chair of the 'Curriculum and Assessment' project (12 universities) for the European University Association.

I am interested in supervising PhD students in the areas of:

Science Education;
Self-Regulated Learning;
Assessment;
Transition to University;
Collaborative Learning

Array

National Teaching Fellowship for Biosciences lecturer