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Yr Athro Stephen Rutherford
Pennaeth Adran Addysg
- Ar gael fel goruchwyliwr ôl-raddedig
Trosolwyg
Fi yw Pennaeth staff academaidd yr Is-adran Addysg Addysgu ac Ysgolheictod yn Ysgol y Biowyddorau, ac rwy'n darlithio'n bennaf ym meysydd bioleg celloedd a moleciwlaidd, biotechnoleg, ffotosynthesis ac esblygiad. Rwyf hefyd yn addysgu amrywiaeth o feysydd o ymarfer addysg uwch ar gyfer Addysg Feddygol a datblygiad proffesiynol staff.
Dyfarnwyd Cymrodoriaeth Addysgu Genedlaethol i mi yn 2016.
Deuthum yn Brif Gymrawd yr Academi Addysg Uwch (PFHEA) ym mis Hydref 2024, a chyn hynny yn Uwch Gymrawd yr Academi Addysg Uwch (SFHEA) yn 2015.
Ar wahân i fy BSc a PhD yn y Biowyddorau, mae gennyf hefyd Radd Meistr mewn Addysg (MA(Ed)) a Doethuriaeth mewn Addysg (Ed.D).
Yn ddiweddar, fi oedd yn arwain 'EAT-Erasmus', grant Datblygu Addysgu Erasmus+ a ariennir gan yr UE, 'Gwella Tegwch, Asiantaeth, a Thryloywder mewn Arferion Asesu mewn Addysg Uwch' (Rhif Grant: 2020-1-UK01-KA203-079045). Mae'r prosiect hwn yn gydweithrediad rhwng Prifysgol Caerdydd a Phrifysgolion Zaragoza (Sbaen), Minho (Portiwgal) a Bryste (DU), yn ogystal ag EUROGEO, orgainsation proffesiynol o Ddaearegwyr (Gwlad Belg). Cynhaliwyd y prosiect € 420,000 hwn rhwng 2020 a 2023, a'i nod oedd datblygu a gwella arferion asesu ac adborth ar draws sector Addysg Uwch yr UE. Roedd y prosiect yn canolbwyntio ar annog cyfranogiad myfyrwyr wrth ddatblygu a mireinio dulliau asesu. Dilynwch yr allbynnau ar Twitter: @EATErasmus a https://www.eat-erasmus.org
Roeddwn yn Gyfarwyddwr Addysg Israddedigion (2017-2020), a chyn hynny, Dirprwy Gyfarwyddwr Addysg Israddedig/Dirprwy Bennaeth Addysgu (2009-2017).
O 2019-2022, gweithiais gydag Academi Dysgu ac Addysgu'r Brifysgol, fel Arweinydd Academaidd Fframwaith Cymrodoriaethau Addysg Prifysgol Caerdydd. Fi oedd yr arweinydd academaidd ar gyfer datblygu'r fframwaith hwn (a ddechreuwyd ym mis Medi 2019), sy'n cynnwys ystod o gyrsiau a rhaglenni sy'n darparu cyrsiau sydd wedi'u hachredu gan AdvanceHE sy'n arwain at statws Cymrawd AdvanceHE (FHEA), Cymrawd Cyswllt (AFHEA) ac Uwch Gymrawd (SFHEA). Fi hefyd yw Arweinydd Academaidd y Prosiect Partneriaeth Cymunedau Dysgu rhwng yr Academi Dysgu ac Addysgu ac Undeb Myfyrwyr UCM, sy'n anelu at weithio i ddatblygu Prifysgol Caerdydd ymhellach fel 'Cymuned Ddysgu' gyfannol gyda phartneriaeth weithredol rhwng myfyrwyr a staff.
Ar hyn o bryd rwy'n gyd-gadeirydd un o gymunedau Grŵp Cyfoed Thematig Cymdeithas Prifysgol Ewrop (EUA) eleni, gan ganolbwyntio ar 'Gweithgareddau addysg i gefnogi grymuso myfyrwyr'.
Fi oedd Cadeirydd Grŵp Cymheiriaid Thematig 2021 EUA ar 'Cwricwlwm ac Asesu'. Darllenwch yr adroddiad terfynol yma: https://www.eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html
Fi yw Trysorydd ac aelod Pwyllgor Gweithredol Ffederasiwn Rhyngwladol y Cymrodyr Addysgu Cenedlaethol, ac yn aelod o bwyllgor llywio'r Rhwydwaith Rhyngwladol ar gyfer Ymarfer Asesu ar sail Ymchwil (INRAP), rhwydwaith rhyngwladol a noddir gan AdvanceHE ar gyfer dulliau asesu ac adborth.
Mae gen i ddiddordebau ymchwil biolegol, addysgol a hanesyddol. Rwy'n fiolegydd celloedd moleciwlaidd planhigion, sy'n arbenigo mewn rheoleiddio mynegiant genynnau a masnachu mewn protein mewn planhigion uwch, yn ogystal â datblygiad organelle, rhaniadau a gwreiddiau esblygol. Mae fy mhrif ddiddordeb ymchwil ar hyn o bryd yn canolbwyntio ar addysg, yn bennaf o ran sut mae myfyrwyr yn dysgu y tu allan i'r ystafell ddosbarth, a sut mae cydweithredu rhwng myfyrwyr yn cefnogi dysgu gweithredol.
Nod fy dulliau addysgu yw annog ymgysylltiad myfyrwyr a dysgu gweithredol, yn ogystal â datblygu sgiliau llythrennedd digidol.
Mae gen i ddiddordeb ymchwil yn Hanes Llawfeddygaeth Filwrol hefyd; yn enwedig dilysrwydd biolegol a biofeddygol technegau llawfeddygol a meddygol Modern Cynnar.
Ymchwil Biowyddoniaeth
- Rheolaeth genetig rhaniad cloroplast
- Actifyddion artiffisial mynegiant trawsgenynnau mewn planhigion
- Rheoleiddio masnachu pilen mewn planhigion gan Rab GTPases
- Rheolaeth genetig o ddisgyniad ceilliau mewn cŵn.
- Dilysrwydd biofeddygol technegau llawfeddygol modern cynnar.
Ymchwil ac ysgoloriaeth addysgol
- Datblygu dysgu hunanreoledig yn ystod y cyfnod pontio i Addysg Uwch
- Dysgu cydweithredol a dysgu hunanreoledig y tu allan i'r ystafell ddosbarth
- Gwella ecwiti, asiantaeth, a thryloywder mewn arferion asesu mewn addysg uwch
- Asesiad cyfoedion myfyrwyr
- Defnyddio technolegau cydweithredol Web 2.0 mewn dysgu ac addysgu
- Ymgysylltiad myfyrwyr â llythrennedd digidol
- Dulliau dysgu gweithredol a 'dysgu wedi'i fflipio' mewn Addysg Uwch
- Cyrhaeddiad myfyrwyr mewn Addysg Uwch.
Rolau
- Pennaeth Adran yr Is-adran Addysg yn Ysgol y Biowyddorau
- Rhaglen DPP Arweinyddiaeth Academaidd, Dysgu ac Addysgu ar gyfer Academi Dysgu ac Addysgu Prifysgol Caerdydd (2019-2022)
- Cyd-gadeirydd 'Addysg er grymuso myfyrwyr' EUA TPG (2024 - cyfredol)
- Cadeirydd prosiect Grŵp Cyfoed Thematig 'Cwricwlwm ac Asesu' ar gyfer Cymdeithas Prifysgol Ewrop (EUA)
- Arweinydd Tîm Academaidd, Adran Addysg.
- Arweinydd Modiwl: BI2231 (Bioleg Celloedd)
- Uwch-academydd y Brifysgol ar gyfer ystyried apeliadau
- Cynullydd Cyfres Seminarau Addysg Coleg y Gwyddorau Biofeddygol a Bywyd
- Cyd-gadeirydd Pwyllgor Sefydlog Cymeradwyo ac Ailddilysu Rhaglen y Brifysgol (2017 - cyfredol)
ORCID ID: 0000-0002-5572-8854
Cyhoeddiad
2025
- Francis, N., Pritchard, C., Prytherch, Z. and Rutherford, S. 2025. Making teamwork work: enhancing teamwork and assessment in higher education. FEBS Open Bio 15(1), pp. 35-47. (10.1002/2211-5463.13936)
- Rutherford, S., Pritchard, C. and Francis, N. 2025. Assessment IS learning: developing a student-centred approach for assessment in Higher Education. FEBS Open Bio 15(1), pp. 21-34. (10.1002/2211-5463.13921)
2024
- Au, Y. E., Li, C. Y., Dalavaye, N., Elahi, A., Vyas, R., Baskaran, R. and Rutherford, S. 2024. A picture paints a thousand words: perspectives of the use of images and videos of physical findings in virtual OSCE teaching sessions. Advances in Medical Education and Practice 15, pp. 909-920. (10.2147/AMEP.S463374)
- Price, J., Rutherford, S. and Tucker, J. 2024. A silver lining: revitalising impacts of Covid for students, staff, and the institution in higher education - a case study. Presented at: Te Puna Aurei LearnFest Conference 2022, Online, 23-24 November 2022 Presented at Bowell, T. et al. eds.Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022. Cardiff: Cardiff University Press pp. 18-30., (10.18573/conf2.c)
- Evans, C., Kay, W., Amici-Dargan, S., González, R. D. M., Donert, K. and Rutherford, S. 2024. Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education. Frontiers in Psychology 15, article number: 1357939. (10.3389/fpsyg.2024.1357939)
2022
- Mukhopadhyay, S. et al. 2022. Assessing the publicity and reach of peer-led online medical teaching: A single-event evaluation. Advances in Medical Education and Practice 13, pp. 781-788. (10.2147/AMEP.S368218)
- Rutherford, S. et al. 2022. Curriculum and assessment - European University Association, Thematic Peer Group Report. Belgium: European University Association. Available at: https://www.eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html
- Roberts, N. and Rutherford, S. 2022. Co-creating an accredited CPD scheme with stakeholders.. In: Lawrence, J., Fitzpatrick, M. and Craik, A. eds. Utilising the Professional Standards Framework for Teaching and Supporting Learning for Strategic Transformation. York: Advance HE, pp. 25-29.
2021
- Rutherford, S. 2021. The personal cost of war: injuries from firearms and their treatment during the Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/the-personal-cost-of-war-injuries-from-firearms-and-their-treatment-during-the-civil-wars/
- Rutherford, S. 2021. Wounds, battlefield trauma, and their survivability in the British Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/wounds-battlefield-trauma-and-their-survivability-in-the-british-civil-wars/
2020
- Rutherford, S. and Evans, M. 2020. ‘Manie dangerous woundes and shotts’: The physical impact of gunshot wounds in the British Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/manie-dangerous-woundes-and-shotts-the-physical-impact-of-gunshot-wounds-in-the-british-civil-wars/
- Evans, M. J. C. and Rutherford, S. 2020. The morphology of musket wounds. The British Student Doctor Journal 4(3), pp. 49-51. (10.18573/bsdj.201)
- Randall, J., Rutherford, S. and Browne, J. 2020. Quantitative analysis of the development of self-regulated learning in year 1 medical students. The British Student Doctor Journal 4(3), pp. 13-16. (10.18573/bsdj.196)
- Ly, T., Rutherford, S. and Browne, J. 2020. Qualitative analysis of the development of self-regulated learning skills in Year 1 medical students. The British Student Doctor Journal 4(3), pp. 10-12. (10.18573/bsdj.190)
- Amici-Dargan, S. L., Moorcroft, A. M. and Rutherford, S. M. 2020. Shadow modules and student-led online learning communities: supporting learning, engagement, and student empowerment within, and across, institutions in higher education. In: Dennis, C. et al. eds. Flexible Pedagogies: Implementing Flexibility in Higher Education through Online Learning Communities. Sense, pp. 79-96., (10.1163/9789004438118_007)
2019
- Allsop, S., Browne, J. and Rutherford, S. 2019. An analysis of the development of self-regulated learning skills in first year medical students: the impact of transition. The British Student Doctor Journal 3(3), pp. 7-9. (10.18573/bsdj.122)
- Rutherford, S. 2019. 'Flying the nest': An analysis of the development of self-regulated learning during the transition to Higher Education. , University of Reading.
2018
- Rutherford, S. 2018. A new kind of surgery for a new kind of war: gunshot wounds and their treatment in the British Civil Wars. In: Hopper, A. J. and Appleby, D. eds. Battle-Scarred: Mortality, Medical Care and Military Welfare in the British Civil Wars. Manchester: Manchester University Press, pp. 57-77., (10.7228/manchester/9781526124807.003.0004)
- 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. 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. 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. Informal learning: Perspectives, challenges and opportunities. Nova Science Publishers, Inc.
- 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:
- 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.
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 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. 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. 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)
- 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.
- 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.
- 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.
- 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)
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)
- 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.
- Rutherford, S. M. ed. 2014. Collaborative learning: theory, strategies and educational benefits. Nova.
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
- Amici-Dargan, S. and Rutherford, S. 2012. Engagement and student led shadow modules.. Presented at: FEBS Innovations in molecular biosciences education, Cambridge, December 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)
Articles
- Francis, N., Pritchard, C., Prytherch, Z. and Rutherford, S. 2025. Making teamwork work: enhancing teamwork and assessment in higher education. FEBS Open Bio 15(1), pp. 35-47. (10.1002/2211-5463.13936)
- Rutherford, S., Pritchard, C. and Francis, N. 2025. Assessment IS learning: developing a student-centred approach for assessment in Higher Education. FEBS Open Bio 15(1), pp. 21-34. (10.1002/2211-5463.13921)
- Au, Y. E., Li, C. Y., Dalavaye, N., Elahi, A., Vyas, R., Baskaran, R. and Rutherford, S. 2024. A picture paints a thousand words: perspectives of the use of images and videos of physical findings in virtual OSCE teaching sessions. Advances in Medical Education and Practice 15, pp. 909-920. (10.2147/AMEP.S463374)
- Evans, C., Kay, W., Amici-Dargan, S., González, R. D. M., Donert, K. and Rutherford, S. 2024. Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education. Frontiers in Psychology 15, article number: 1357939. (10.3389/fpsyg.2024.1357939)
- Mukhopadhyay, S. et al. 2022. Assessing the publicity and reach of peer-led online medical teaching: A single-event evaluation. Advances in Medical Education and Practice 13, pp. 781-788. (10.2147/AMEP.S368218)
- Evans, M. J. C. and Rutherford, S. 2020. The morphology of musket wounds. The British Student Doctor Journal 4(3), pp. 49-51. (10.18573/bsdj.201)
- Randall, J., Rutherford, S. and Browne, J. 2020. Quantitative analysis of the development of self-regulated learning in year 1 medical students. The British Student Doctor Journal 4(3), pp. 13-16. (10.18573/bsdj.196)
- Ly, T., Rutherford, S. and Browne, J. 2020. Qualitative analysis of the development of self-regulated learning skills in Year 1 medical students. The British Student Doctor Journal 4(3), pp. 10-12. (10.18573/bsdj.190)
- Allsop, S., Browne, J. and Rutherford, S. 2019. An analysis of the development of self-regulated learning skills in first year medical students: the impact of transition. The British Student Doctor Journal 3(3), pp. 7-9. (10.18573/bsdj.122)
- 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)
- 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.
- 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)
- 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)
- 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)
- 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)
Book sections
- Roberts, N. and Rutherford, S. 2022. Co-creating an accredited CPD scheme with stakeholders.. In: Lawrence, J., Fitzpatrick, M. and Craik, A. eds. Utilising the Professional Standards Framework for Teaching and Supporting Learning for Strategic Transformation. York: Advance HE, pp. 25-29.
- Amici-Dargan, S. L., Moorcroft, A. M. and Rutherford, S. M. 2020. Shadow modules and student-led online learning communities: supporting learning, engagement, and student empowerment within, and across, institutions in higher education. In: Dennis, C. et al. eds. Flexible Pedagogies: Implementing Flexibility in Higher Education through Online Learning Communities. Sense, pp. 79-96., (10.1163/9789004438118_007)
- Rutherford, S. 2018. A new kind of surgery for a new kind of war: gunshot wounds and their treatment in the British Civil Wars. In: Hopper, A. J. and Appleby, D. eds. Battle-Scarred: Mortality, Medical Care and Military Welfare in the British Civil Wars. Manchester: Manchester University Press, pp. 57-77., (10.7228/manchester/9781526124807.003.0004)
- 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. 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. 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 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. 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., 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.
- 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.
Books
- Rutherford, S. 2017. Informal learning: Perspectives, challenges and opportunities. Nova Science Publishers, Inc.
- Rutherford, S. M. ed. 2014. Collaborative learning: theory, strategies and educational benefits. Nova.
Conferences
- Price, J., Rutherford, S. and Tucker, J. 2024. A silver lining: revitalising impacts of Covid for students, staff, and the institution in higher education - a case study. Presented at: Te Puna Aurei LearnFest Conference 2022, Online, 23-24 November 2022 Presented at Bowell, T. et al. eds.Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022. Cardiff: Cardiff University Press pp. 18-30., (10.18573/conf2.c)
- 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.
- 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:
- 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. 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.
- 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.
- Amici-Dargan, S. and Rutherford, S. 2012. Engagement and student led shadow modules.. Presented at: FEBS Innovations in molecular biosciences education, Cambridge, December 2012.
Monographs
- Rutherford, S. et al. 2022. Curriculum and assessment - European University Association, Thematic Peer Group Report. Belgium: European University Association. Available at: https://www.eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html
Thesis
- Rutherford, S. 2019. 'Flying the nest': An analysis of the development of self-regulated learning during the transition to Higher Education. , University of Reading.
Websites
- Rutherford, S. 2021. The personal cost of war: injuries from firearms and their treatment during the Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/the-personal-cost-of-war-injuries-from-firearms-and-their-treatment-during-the-civil-wars/
- Rutherford, S. 2021. Wounds, battlefield trauma, and their survivability in the British Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/wounds-battlefield-trauma-and-their-survivability-in-the-british-civil-wars/
- Rutherford, S. and Evans, M. 2020. ‘Manie dangerous woundes and shotts’: The physical impact of gunshot wounds in the British Civil Wars. [Online]. Civil War Petitions Project Website: Civil War Petitions Project. Available at: https://www.civilwarpetitions.ac.uk/blog/manie-dangerous-woundes-and-shotts-the-physical-impact-of-gunshot-wounds-in-the-british-civil-wars/
Ymchwil
Cefndir ymchwil biowyddoniaeth
Mae fy mhrif gefndir ymchwil biowyddoniaeth mewn bioleg celloedd moleciwlaidd planhigion.
Rheoli genetig rhaniad cloroplast: Roedd fy PhD a'm gwaith ôl-ddoethurol cynnar yn canolbwyntio ar nodi mecanweithiau genetig rhaniad cloroplast.
Rheoleiddio mynegiant mewn trawsgenynnau: Roedd y maes gwaith hwn yn canolbwyntio ar optimeiddio actifyddion artiffisial mynegiant genynnau mewn trawsgenynnau, fel ffordd o wella gweithgaredd lluniadau trawsgenig mewn planhigion.
Rheoli trafnidiaeth fesigl mewn celloedd planhigion: Roedd y maes gwaith hwn yn canolbwyntio ar ddadansoddi swyddogaethol a nodweddu genomig teulu genynnau Rab GTPase sy'n rheoleiddio targedu fesigl mewn celloedd ewcaryotig. Ffocws penodol y gwaith hwn oedd nodweddu 60 o enynnau teulu genynnau Rab GTPase yn y planhigyn model Arabidopsis thaliana, a nodi swyddogaeth is-deuluoedd Rabs.
Rheolaeth genetig o ddisgyniad ceilliau mewn cŵn: Mae'r maes gwaith hwn yn canolbwyntio ar nodi'r ffactorau genetig sy'n cyfrannu at cryptorchidism (methiant disgyniad ceilliau) mewn caninau.
Ymchwil addysgeg ac ysgolheictod dysgu ac addysgu
Rwy'n Bennaeth Adran Addysg Ysgol y Biowyddorau, sy'n canolbwyntio ar ysgolheictod dysgu ac addysgu ac ymchwil addysgeg. Mae fy niddordebau ymchwil addysg fy hun yn canolbwyntio ar:
Datblygu Dysgu Hunanreoleiddio (SRL) yn ystod y cyfnod pontio i'r Brifysgol a thrwy'r Brifysgol: Mae'r maes ymchwil hwn yn canolbwyntio ar y dulliau y mae myfyrwyr yn eu defnyddio ar gyfer astudio y tu allan i'r ystafell ddosbarth, a sut mae'r sgiliau hynny'n newid ac yn datblygu yn ystod y dilyniant o'r ysgol i (a thrwy) prifysgol.
Asesu ac Adborth: Partneriaeth myfyriwr-Staff wrth ddatblygu arferion asesu effeithiol a llythrennedd asesu. Yn ddiweddar, arweiniais grant datblygu addysgu € 420,000, prosiect cydweithredol tair blynedd rhwng 5 gwlad, a ariennir gan yr UE trwy'r rhaglen Erasmus+ a'r Cyngor Prydeinig. Cliciwch yma i weld gwefan prosiect Eat-Erasmus
Dysgu cydweithredol a Rhwydweithiau Dysgu Personol: Mae dysgu cydweithredol, lle mae dysgwyr yn datblygu dealltwriaeth gyffredin trwy drafod syniadau a herio canfyddiadau ei gilydd yn offeryn dysgu pwerus. Mae'r rhan fwyaf o sylw i ddysgu cydweithredol yn seiliedig ar astudiaethau o fewn y lleoliad ystafell ddosbarth ffurfiol; Mae fy niddordebau yn canolbwyntio ar sut mae myfyrwyr yn rhyngweithio â'i gilydd, a gwerth dysgu cydweithredol mewn dysgu cyfryngol myfyrwyr y tu allan i'r ystafell ddosbarth. Mae'r gwaith hwn wedi'i ariannu gan ddau grant gan yr Academi Addysg Uwch, gan gynnwys Grant Datblygu Addysgu cenedlaethol.
Llythrennedd digidol a thechnolegau Web 2.0 mewn dysgu: Mae potensial technolegau cydweithredol (Web 2.0) i gefnogi dysgu yn sylweddol. Mae fy ymchwil yn y maes hwn yn canolbwyntio ar ymgysylltiad myfyrwyr â thechnolegau Web 2.0 a sut i'w hintegreiddio i gefnogi dysgu cydweithredol a myfyrwyr sy'n cefnogi dysgu ei gilydd.
Dysgu gweithredol a'r ystafell ddosbarth wedi'i fflipio: Dulliau ystafell ddosbarth wedi'u fflipio, lle mae darparu gwybodaeth yn digwydd cyn i'r sesiwn addysgu wyneb yn wyneb fod o fudd i ddysgu. Mae fy ymchwil yn y maes hwn yn canolbwyntio ar ymgysylltu myfyrwyr â dysgu wedi'i fflipio, dysgu gweithredol ac asesiadau dilys, a pha gyfryngau sydd fwyaf effeithiol ar gyfer y dulliau hyn.
Diddordebau ymchwil eraill: Hunaniaeth broffesiynol mewn rheolwyr dysgu ac addysgu; datblygu rhagoriaeth mewn dysgu ac addysgu; datblygu sgiliau hunan-feirniadol a hunan-ddadansoddi; ymatebion emosiynol myfyrwyr i adborth. Mae gennyf ddiddordeb hefyd i ba raddau y cedwir gwybodaeth am bynciau rhwng Safon Uwch a phrifysgol, cyrhaeddiad myfyrwyr yn ystod astudiaethau prifysgol, a rôl strategaethau dysgu (dwfn, wyneb a strategol) mewn dulliau myfyrwyr o ddysgu.
Mentrau ymchwil addysgeg wedi'u hariannu
Prif Ymchwilydd - Erasmus+ Grant Cydweithredol yr UE - 'Gwella Tegwch, Asiantaeth, a Thryloywder mewn Arferion Asesu mewn Addysg Uwch'. Prosiect cydweithredol gyda Phrifysgolion Bryste (DU), Minho (Portiwgal), Zaragoza (Sbaen) ac EuroGeo (Gwlad Belg). (2020-2023) Gwefan y Prosiect: https://www.eat-erasmus.org
Prif Ymchwilydd – Grant Arloesedd Addysgu Prifysgol Caerdydd – "Optimeiddio ymgysylltiad trwy'r cyfryngau digidol mewn addysgeg Ystafell Ddosbarth Syml". (2016-2018)
Prif Ymchwilydd – Grant Datblygu Addysgu yr Academi Addysg Uwch – "Optimeiddio methodolegau o ddysgu cydweithredol drwy Fodiwlau Cysgodol". (2014-2015).
Partner mewn gweithgor gyda Bwrdd Arholi Lefel A OCR: "Cadw Gwybodaeth Myfyrwyr – effaith ar ddylunio maes llafur" (2012-2018). Arweinydd y Prosiect Dr Harriet Jones, Prifysgol East Anglia.
Prif Ymchwilydd – Grant Cronfa Gwella Dysgu ac Addysgu (HEA Cymru) "Annog partneriaeth myfyrwyr wrth gyflwyno'r cwricwlwm a dylunio drwy ddefnyddio technoleg radwedd i hwyluso dysgu cydweithredol". (2011)
Partner mewn menter a ariennir gan HEA: "Ymateb cychwynnol myfyrwyr i'r adborth a gânt ar waith cwrs" (2009-2010). Arweinydd y Prosiect Dr Harriet Jones, Prifysgol East Anglia.
Cydweithredwr menter a ariennir gan HEA: "Cynyddu ansawdd yr adborth ar aseiniadau" (2006-2007). Arweinydd y Prosiect Dr Harriet Jones, Prifysgol East Anglia.
Diddordebau Ymchwil Hanesyddol
Hanes llawdriniaeth filwrol: Trwy gydol hanes, rhyfel a gwrthdaro wedi gyrru arloesedd mewn sawl maes, yn enwedig meddygaeth ac ymarfer llawfeddygol. Mae'r diddordeb ymchwil hwn yn asesu i ba raddau y mae gan ymagweddau llawfeddygol a meddygol hanesyddol sail gadarn mewn gwyddoniaeth a bioleg celloedd, gyda ffocws penodol ar y datblygiadau arloesol mewn ymarfer llawfeddygol a ddigwyddodd yn yr17eg Ganrif (y mae llawer ohonynt yn dal i gael eu defnyddio heddiw).
Yn 2015-16 roeddwn yn rhan o'r tîm academaidd a ddatblygodd yr arddangosfa "Battle Scarred" uchel ei chlod o feddygaeth a lles o'r 17egGanrif yn y Ganolfan Ryfel Cartref Genedlaethol, Newark. Rwyf hefyd wedi cyflwyno seminarau cyhoeddus ar Feddygfa 17eg C yn y Ganolfan Ryfel Cartref Genedlaethol, Amgueddfa Comandery, Caerwrangon, Prifysgol y Drydedd Oes, a'r Gymdeithas Frenhinol Bioleg. Rwyf wedi cyfrannu traethodau academaidd i'r prosiect 'Deisebau Rhyfel Cartref' ym Mhrifysgol Caerlŷr:
1) Mae'r ballistics a phroffiliau clwyfau o clwyfau gunshot modern cynnar: https://www.civilwarpetitions.ac.uk/blog/manie-dangerous-woundes-and-shotts-the-physical-impact-of-gunshot-wounds-in-the-british-civil-wars/
2) Goroesiad clwyfau maes y gad yn y cyfnod modern cynnar: https://www.civilwarpetitions.ac.uk/blog/wounds-battlefield-trauma-and-their-survivability-in-the-british-civil-wars/
3) Trin clwyfau gundshot yn y cyfnod modern cynnar: https://www.civilwarpetitions.ac.uk/blog/the-personal-cost-of-war-injuries-from-firearms-and-their-treatment-during-the-civil-wars/
Addysgu
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.
Bywgraffiad
Graddiais gyda BSc (Anrh) Bioleg ym Mhrifysgol Efrog yn 1992, gydag arbenigeddau mewn geneteg a gwyddor planhigion. Dilynwyd fy BSc gan Ph.D. ar reolaeth genetig rhaniad clorooplast (1992-1996) yn labordy yr Athro Rachel Leech yn yr Adran Bioleg ym Mhrifysgol Efrog (Ph.D. wedi'i gofrestru gyda'r Brifysgol Agored). Yna gweithiais fel cydymaith ymchwil ôl-ddoethurol ar rôl proteinau FtsZ wrth reoli rhaniad plastid ym Mhrifysgol Nevada, Reno, Nevada, UDA. Yn dilyn y prosiect hwn gweithiais fel athro cyfadran atodol yn Adran y Gwyddorau Biolegol ym Mhrifysgol Nevada, Reno (Jan 1998-Mai 1998), a Phrifysgol Talaith Califfornia, Sacramento, California (Awst 1998-Rhagfyr 1998).
Yn dilyn fy nghyfnod yn UDA, gweithiais fel cydymaith ymchwil ôl-ddoethurol yn yr Adran Gwyddorau Planhigion, Prifysgol Rhydychen (1999-2005) yn labordy Dr Ian Moore, ar gyfres o brosiectau yn ymwneud â rheoleiddio trawsgenynnau mewn planhigion, a rheoleiddio masnachu pilen mewn celloedd planhigion.
Ymunais ag Ysgol y Biowyddorau ym Mhrifysgol Caerdydd yn 2005. Fy mhrif feysydd addysgu yw geneteg, bioleg celloedd moleciwlaidd, bioleg planhigion, ffotosynthesis a tharddiad bywyd. Rhwng 2005-2007 roeddwn yn Ddirprwy Diwtor Derbyn ar gyfer cynlluniau gradd biofoleciwlaidd. Fi oedd Cydlynydd Blwyddyn 1 rhwng 2007 a 2009. Rhwng 2009-17, roeddwn yn Ddirprwy Bennaeth Addysgu/Dirprwy Gyfarwyddwr Addysg Israddedig. Cefais fy mhenodi'n Gyfarwyddwr Addysg Israddedig, ac yn Bennaeth yr Is-adran Addysg, ym mis Medi 2017. Oherwydd ymgymryd â secondiad parhaus gyda'r Ganolfan Cymorth ac Arloesi Addysg, rhoddais y gorau i'r rôl Cyfarwyddwr Addysg Israddedig hon ym mis Gorffennaf 2020.
Cymerais secondiad gydag Academi Dysgu ac Addysgu Prifysgol Caerdydd o fis Medi 2019-Hydref 2022, fel Arweinydd Academaidd y prosiect DPP Dysgu ac Addysgu. Mae'r prosiect hwn wedi dylunio ac achredu set o raglenni ar gyfer datblygiad proffesiynol mewn dysgu ac addysgu, sy'n cyd-fynd â Fframwaith Safonau Proffesiynol y DU (UKPSF) AdvanceHE. Mae'r secondiad hwn yn parhau hyd at fis Hydref 2022, fel Arweinydd Academaidd ar gyfer y gyfres o raglenni sy'n cael eu cyflwyno yn ystod 2021/22. Fi hefyd yw'r arweinydd academaidd ar gyfer y prosiect 'Cydnabyddiaethau Dysgu' (2020 - cyfredol). Roeddwn hefyd yn arweinydd academaidd ar gyfer gweithgor 'Hyfforddiant a Chymorth' 'Prosiect Addysg Ddigidol' y Brifysgol, yn ystod haf 2020.
Enillais radd Meistr mewn Addysg (MA(Ed) yn 2009, gan ganolbwyntio ar y cwricwlwm ac asesu, ac addysg gwyddoniaeth.
Derbyniais Ddoethuriaeth mewn Addysg (Ed.D;) yn 2019. Roedd fy nhraethawd ymchwil Ed.D, 'Flying the nest': Dadansoddiad o ddatblygiad dysgu hunan-reoledig yn ystod y cyfnod pontio i Addysg Uwch' yn canolbwyntio ar ddatblygu rhwydweithiau dysgu hunanreoledig a dysgu personol mewn myfyrwyr, yn ystod y cyfnod pontio i'r brifysgol: http://centaur.reading.ac.uk/85473/ ).
Dyfarnwyd Cymrodoriaeth Addysgu Genedlaethol y DU i mi yn 2016.
Deuthum yn Uwch Gymrawd yr Academi Addysg Uwch (SFHEA) yn 2015 a chefais Brif Gymrawd yr Academi Addysg Uwch (PFHEA) ym mis Hydref 2024.
Dyfarnwyd gwobr Rhagoriaeth mewn Addysgu Prifysgol Caerdydd i mi yn 2015, gwobr Excellence in Leadership Prifysgol Caerdydd yn 2024, a chefais fy rhoi ar y rhestr fer fel 'Athro Mwyaf Cefnogol' ac am y 'Wobr Gwella Bywyd Myfyrwyr ' gyffredinol yng Ngwobrau Cyfoethogi Bywyd Myfyrwyr Undeb Myfyrwyr Prifysgol Caerdydd 2016, ar y rhestr fer ar gyfer Gwobr yr Is-Ganghellor yn ESLAs yn 2021.
Cymwysterau
- Doethuriaeth mewn Addysg (Ed.D)
- PhD yn y Biowyddorau
- Prif Gymrawd AdvanceHE (PFHEA)
- Meistr mewn Addysg (MA)
- Tystysgrif Ôl-raddedig mewn Addysgu a Dysgu Prifysgol (PCUTL)
- Tystysgrif Arweinyddiaeth Ymarferol mewn Rheolaeth Prifysgol.
- BSc (Anrh) mewn Bioleg
- Uwch Gymrawd AdvanceHE (SFHEA)
Anrhydeddau a dyfarniadau
Dyfarnwyd Cymrodoriaeth Addysgu Genedlaethol i mi yn 2016
Enillais y wobr am 'Ragoriaeth mewn Addysgu' ar gyfer Gwobrau Dathlu Rhagoriaeth Prifysgol Caerdydd yn 2015, a'r wobr am 'Ragoriaeth mewn Arweinyddiaeth' yn 2024.
Deuthum yn Brif Gymrawd yr Academi Addysg Uwch (PFHEA) yn 2024.
Aelodaethau proffesiynol
- Cymrawd y Gymdeithas Frenhinol Bioleg
- Aelod o Gymdeithas y Cymrodyr Addysgu Cenedlaethol (ANTF)
- Aelod a Thrysorydd (Aelod Pwyllgor) Ffederasiwn Rhyngwladol y Cymrodyr Addysgu Cenedlaethol (IFNTF).
- Aelod o'r RSB 'Grŵp Ymchwil Addysg Bioleg' (BERG) ers 2015
- Aelod o'r Gymdeithas Ymchwil mewn Addysg Uwch, Cymdeithas Ymchwil Addysgol Prydain; Cymdeithas Ryngwladol y Gwyddorau Dysgu; Cymdeithas Ymchwil Addysg America; Cymdeithas Addysgwyr Gwyddoniaeth; Cymdeithas Datblygu Dysgu mewn Addysg Uwch; Cymdeithas Technoleg Dysgu; Cymdeithas Geneteg; Cymdeithas Biocemegol.
Safleoedd academaidd blaenorol
2019 - 2022: Arweinydd Academaidd, Fframwaith Cymrodoriaethau Addysg Prifysgol Caerdydd
2005 - Yn bresennol: Staff Academaidd, Ysgol y Biowyddorau, Prifysgol Caerdydd.
1999 - 2005: Cydymaith Ymchwil Ôl-ddoethurol, Adran Gwyddorau Planhigion, Prifysgol Rhydychen.
1998: Cyfadran Addysgu Atodol, Ysgol y Biowyddorau, Califonia State University Sacramento, CA. UDA.
1998: Cyfadran Addysgu Atodol, Ysgol y Biowyddorau, Prifysgol Nevada, Revo, NV, UDA.
1997 - 1998: Cydymaith Ymchwil Ôl-ddoethurol, Ysgol y Biowyddorau, Prifysgol Nevada, Revo, NV, UDA.
1992 - 1996: Cynorthwy-ydd Ymchwil a Myfyriwr PhD, Adran Bioleg, Prifysgol Efrog.
Pwyllgorau ac adolygu
Cadeirydd Grŵp Cymheiriaid Thematig 'Addysg er Grymuso Myfyrwyr' (2024-presennol) Cymdeithas Prifysgolion Ewrop (cydweithrediad o 8 Prifysgolion Ewropeaidd).
Aelod o Grŵp Llywio'r Rhwydwaith Rhyngwladol ar gyfer Ymarfer Asesu ar sail Ymchwil (INRAP), Cymuned Ymarfer AdvanceHE (HEA gynt) mewn Asesu ac Adborth.
Aelod o'r Grŵp Llywio Academaidd ar gyfer Cymorth Dysgu ac Addysgu i'r Cyngor ar gyfer Academyddion Mewn Perygl.
Aelod o'r Pwyllgor a Thrysorydd Ffederasiwn Rhyngwladol y Cymrodyr Addysgu Cenedlaethol ('IFNTF'; https://www.ifntf.org/page-committee )
Cadeirydd y 'Grŵp Cyfoed Thematig' Cwricwlwm Digidol ac Asesu (2021 - 2022) Cymdeithas Prifysgolion Ewrop (cydweithrediad o 10 Prifysgolion Ewropeaidd; adroddiad: https://eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html )
Meysydd goruchwyliaeth
Mae gen i ddiddordeb mewn goruchwylio myfyrwyr PhD ym meysydd:
- Addysg Wyddoniaeth;
- Dysgu hunanreoleiddio;
- Asesiad;
- Pontio i'r Brifysgol;
- Dysgu ar y cyd
Myfyrwyr PhD cyfredol
Ar hyn o bryd rwy'n goruchwylio neu'n goruchwylio'r prosiectau PhD canlynol:
- Rebecca Ferriday (2023-cyfredol; rhan-amser) – Beth yw canlyniadau anfwriadol chwarae rôl y Byd Agored ar brofiad myfyrwyr.
- Isaac Myers (2023-presennol; rhan-amser) - Archwilio dylanwad Profiadau Dysgu ar y Cyd ar Brofiad Myfyrwyr a'r Gymuned Ddysgu
- Owen Griffiths (2022 - cyfredol; rhan amser) - Nodweddu Priodweddau Buddiol Bacteria Burkholderia
- Connie Pritchard (2021-cyfredol; rhan-amser) - Llythrennedd gwybodaeth mewn biowyddorau: nodi a gwerthuso dulliau cyfathrebu biowyddonol o fewn y maes cyhoeddus ac Addysg Uwch.
- Shiby Stephens (Viva yn pasio, Rhagfyr 2024) - Y berthynas rhwng ieithoedd clasurol, sgiliau ieithyddol a nodweddion personoliaeth a'u heffaith ar addysg feddygol a pherfformiad myfyrwyr
Contact Details
+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
Themâu ymchwil
Arbenigeddau
- Asesu a gwerthuso addysg
- Datblygiad Addysg
- Llawfeddygaeth fodern gynnar
- Dysgu hunan-reoleiddio (SRL)
- Bioleg Celloedd
