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Stephen Rutherford

Professor Stephen Rutherford

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Available for postgraduate supervision

Teams and roles for Stephen Rutherford

  • Head of Education Division

    School of Biosciences

Overview

I am the Head of the Education Division of Teaching and Scholarship academic staff in the School of Biosciences, and lecture primarily in the areas of cell and molecular biology, biotechnology, photosynthesis and evolution. I also teach a range of areas of higher education practice for Medical Education and staff professional development. 

I was awarded a National Teaching Fellowship in 2016.

I became an HEA Principal Fellow (PFHEA) in October 2024, and before that an HEA Senior Fellow (SFHEA) in 2015.

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 recently the lead for 'EAT-Erasmus', an EU-funded Erasmus+ Teaching Development grant, 'Enhancing Equity, Agency, and Transparency in Assessment Practices in Higher Education' (Grant Number: 2020-1-UK01-KA203-079045). This project is a collaboration between Cardiff University and the Universities of Zaragoza (Spain), Minho (Portugal) and Bristol (UK), as well as EUROGEO, a professional orgainsation of Geologists (Belgium). This €420,000 project ran from 2020-2023, and aimed to develop and enhance assessment and feedback practices across the EU Higher Education sector. The project focused on encouraging the involvement of students in developing and refining assessment approaches. Follow the outputs at https://www.eat-erasmus.org 

 

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

From 2019-2022, I worked with the University's Learning and Teaching Academy, as the Academic Lead for the Cardiff University Education Fellowships Framework. I was the academic lead for the development of this framework (begun in September 2019), which includes a range of courses and programmes delivering AdvanceHE-accredited courses leading to AdvanceHE Fellow (FHEA), Associate Fellow (AFHEA) and Senior Fellow (SFHEA) status. I am also the Academic Lead for the Learning Communities Partnership Project between the Learning and Teaching Academy and CU Students' Union, which aims to work to further develop Cardiff University as a holistic 'Learning Community' with active partnership between students and staff.

 

In 2024/25, I was co-chair of one of a European University Association (EUA) Thematic Peer Group communities, focusing on 'Education activities to support Student Empowerment'. Read the report here: https://www.eua.eu/publications/reports/learning-and-teaching-to-empower-students.html 

Previously, I was also the Chair of the EUA's 2021 Thematic Peer Group on 'Curriculum and Assessment'. Read the final report here: https://www.eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html 

 

I am the Treasurer and Executive Committee member of the International Federation of National Teaching Fellows (IFNTF). 

I am also a member of the steering committee of

  • The Association of National Teaching Fellows (ANTF);
  • The International Network for Research-informed Assessment Practice (INRAP), an AdvanceHE-sponsored international network for assessment and feedback approaches;
  • The Integraled Programmatic Assessment Network (IPAN), a JISC-funded project to support and develop Programmatic Assessment in the UK and beyond.

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 Military 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 Cardiff University Learning & Teaching Academy (2019-2022)
  • Co-chair of the 'Education for student empowerment' EUA TPG (2024 - current)
  • Chair of the 'Curriculum and Assessment' Thematic Peer Group project for the European University Association (EUA)
  • Academic Team Leader, Education Division.
  • Module Lead: BI2231 (Cell Biology)
  • University Senior Academic for consideration of appeals
  • Convenor of the College of Biomedical and Life Sciences Educational Seminar Series
  • Co-chair of University Programme Approval and Revalidation Standing Committee (2017 - current)

 

ORCID ID: 0000-0002-5572-8854

 

 

SCHOLARSHIP OUTPUTS

EAT-Erasmus Website (2022-current) International staff and student resources for assessment. Including 3 reports/frameworks (second author), 16 theory guides and 13 application summaries where I was sole author. https://www.eat-erasmus.org  Primary author. (Total unique hits: 11,501, including 1795 in 2025).

EAT-Erasmus Project MOOC (2023-current) International online course to support assessment practice. https://mooc.eat-erasmus.org/ Principal author (c.85,00 words) (9,106 visitors; currently 25-40 hits/week).

Limorenko, G., Scott, J.L. and Rutherford, S.M. (2016) Partners in Learning: Facilitating Student-led Support of Student Learning via ‘Shadow Modules’; Guide produced for HEA from project GEN3010.

 

PUBLICATIONS 

International Official Reports

Rutherford, S., Francis, N., and Peterbauer, H. (2025) Learning and teaching to empower students - Thematic Peer Group Report. European University Association. https://www.eua.eu/publications/reports/learning-and-teaching-to-empower-students.html

Prescott, G.. et al. (2023). Needs and wellbeing of students and staff - European University Association, Thematic Peer Group Report. Belgium: European University Association. Available at: https://eua.eu/resources/ publications/1064:needs-and-wellbeing-of-students-and-staff-thematic-peer-group-report.html

Rutherford, S. et al. (2022). Digital Curriculum and assessment –TPG Report. Belgium: EUA. Available at: https://www.eua.eu/resources/publications/ 1009:learning-teaching-thematic-peer-groups-2021.html

 

Books/Thesis

Rutherford, S. M. (2019) ‘‘Flying the nest’: An analysis of the development of self-regulated learning during the transition to Higher Education’. EdD Thesis, University of Reading. http://centaur.reading.ac.uk/85473/

Rutherford, S. M.  (Editor, 2017) “Informal Learning: Perspectives, Challenges and Opportunities”. Nova Publishers, New York. USA.  Collected Volume (Edited).

Rutherford, S. M.  (Editor; 2014) “Collaborative Learning: Theory, Strategies and Educational Benefits”. Nova Publishers, New York. USA.  Collected Volume (Edited).

 

Peer-reviewed Research Papers

Amici-Dargan, S., Ilmari, K., Buckley, A., Chandrakumaran, M., Evans, C., and Rutherford, S. (in press) Empowering students as partners in enhancing assessment practice, using the research informed EAT framework. Student Engagement in Higher Education Journal.

Rutherford, S.M., Pritchard, C., Kay, W., Nelson, l., Shaw, H.M., and Francis, N. (in press) Marking the markers: evaluating the potential of professional development through collaborative marking circles. Emerging Topics in Life Sciences.

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. Adv. in Medical Education and Practice 15, pp. 909-920. https://doi.org/ 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. ... and Rutherford, S (2022). Assessing the publicity and reach of peer-led online medical teaching: A single-event evaluation. Adv Medical Ed. & Practice 13: 781-788. Doi:10.2147/AMEP.S368218

Evans, M. and Rutherford, S. (2020) The morphology of musket wounds. The British Student Doctor; 4(3): 49-51. doi:10.18573/bsdj.201

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): 10-12. doi: 10.18573/bsdj.190

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): 13-16. doi: 10.18573/ bsdj.196

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. British Student Doctor J., 3(3):7-9. doi: 10.18573/bsdj.122

 

 

Chapters  & Case Studies

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. In Bowell, T. et al. eds. Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022. Cardiff: CU Press pp. 18-30., https://doi /10.18573/conf2.c.

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) Student-led online learning communities: Supporting learning within and across institutions in Higher Education. In: C. Dennis et al. (eds) Flexible Pedagogies: Implementing flexibility in HE through online learning communities; Sense Publishers), pp 79-96.

Rutherford, S.M. (2018) A new kind of surgery for a new kind of war: Treatment of gunshot wounds in the British Civil Wars. In A.J. Hopper and D.J. Appleby (Eds.) ‘Battle-Scarred: Mortality, Medical Care and Military Welfare in the British Civil Wars’. Manchester University Press, Manchester. invited contribution

 

Peer-reviewed Reviews

Arzeman, A., Haines, J., Pritchard, C.; Rutherford, S. and Francis, N. (2025) Navigating New Norms: A Systematic Review of Factors for the Development of Effective Digital Tools in Higher Education. FEBS OpenBio. https://doi.org/10.1002/2211-5463.70151

Francis, N., Pritchard, C., Prytherch, Z. and Rutherford, S. (2025), Making teamwork work: enhancing teamwork and assessment in higher education. FEBS Open Bio. https://doi.org/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 https://doi.org/10.1002/2211-5463.13921

 

Peer-Reviewed Blogs

Francis, N., Smith, D., Camppbell-Karn, K. and Rutherford, S. (in press) The "bargain basement" essay: why we’re assessing the wrong thing. WonkHE

Rutherford, S. (2026) How can we empower students to be part of a larger university ‘Learning Community’? LTHE Chat Guest Blogger (followed by online discussion forum on https://bsky.app/hashtag/LTHEchat

Pritchard, C., Francis, N. and Rutherford, S.* (2025). Using assessment to support self-regulated learning. [Online Blog]. FEBS:https://network.febs.org/posts/using-assessment-to-support-self-regulated-learning

Pritchard, C., Francis, N. and Rutherford, S. (2025) Empowering self-regulated learning: How generative AI is shaping higher education. [Online Blog Post]. FEBS:  https://network.febs.org/posts/empowering-self-regulated-learning-how-generative-ai-is-shaping-higher-education.

Pritchard, C., Francis, N. and Rutherford, S.* (2025) Developing self-regulated learning skills in Bioscience students. [Online Blog Post]. Federation of European Biochemical Societies (FEBS): https://network.febs.org /posts/developing-self-regulated-learning-skills-in-bioscience-students

Pritchard, C. Rutherford, S.*, Francis, N., & Prytherch, Z. (2025). Making teamwork work: enhancing collaboration & assessment in higher education. [Online Blog]. FEBS. https://network.febs.org/posts/making-teamwork-work-enhancing-collaboration-and-assessment-in-higher-education.

Publication

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2020

2019

2018

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2016

2015

2014

2013

2012

Articles

Book sections

Books

Conferences

Monographs

Thesis

Websites

Research

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:

The development of Self-Regulated Learning (SRL) during the transition to and through University: 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. 

Assessment and Feedback: Student-Staff partnership in the development of effective assessment practices and assessment literacy. I recently led 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. Click here to view the Eat-Erasmus project website

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. 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.

 

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) and EuroGeo (Belgium). (2020-2023) Project Website: https://www.eat-erasmus.org  

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 17th 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 17th 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

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.

Biography

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 (Ph.D. registered with the Open University). 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 an adjunct faculty teacher at the Department of Biological Sciences at the University of Nevada, Reno (Jan 1998-May 1998), and California State University, Sacramento, California (August 1998-December 1998).

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 undertook a secondment with the Cardiff University Learning and Teaching Academy from September 2019-October 2022, 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 to October 2022, as Academic Lead for the suite of programmes being rolled out during 2021/22. I am also the academic lead for the  '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 gained a Masters in Education (MA(Ed) in 2009, focusing on curriculum and assessment, and science education.

I gained a Doctorate in Education (Ed.D;) in 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 and personal learning networks in students, during the transition to university: http://centaur.reading.ac.uk/85473/ ).

I was awarded a prestigious UK National Teaching Fellowship in 2016.

I became a Senior Fellow of the Higher Education Academy (SFHEA) in 2015 and gained Principal Fellow of the Higher Education Academy (PFHEA) in October 2024.

I was awarded the Cardiff University Excellence in Teaching award in 2015, the Cardiff University Excellence in Leadership award in 2024, 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, shortlisted for the Vice Chancellor's Award in the ESLAs in 2021.

 

Qualifications

  • Doctorate in Education (Ed.D)
  • Ph.D in Biosciences
  • AdvanceHE Principal Fellow (PFHEA)
  • 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
  • AdvanceHE Senior Fellow (SFHEA)

Honours and awards

I was awarded a National Teaching Fellowship in 2016

I won the award for 'Excellence in Teaching' for the Cardiff University Celebrating Excellence Awards in 2015, and the award for 'Excellence in Leadership' in 2024.

I became a Principal Fellow of the Higher Education Academy (PFHEA) in 2024.

Professional memberships

  • 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 RSB 'Biology Education Research Group' (BERG) since 2015
  • 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.

Academic positions

2019 - 2022: Academic Lead, Cardiff University Education Fellowship Framework

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.

Speaking engagements

EDUCATION RESEARCH/SCHOLARSHIP PRESENTATIONS

Rutherford, S., Pritchard, C. and Francis, N. (July 2025) Better Together? Student and Academic Staff perceptions to inform effective team-based assessments. FEBS Congress, Istanbul, Türkiye. Presentation.

Rutherford, S., Lee, M. and Browne, J. (June 2025) Competitive behaviours in medical students relating to assessment. Assessment in HE Conference, Manchester, June 2025. Presentation.

Rutherford, S., Pritchard, C. and Francis, N. (July 2025) Better Together? Student and Academic Staff perceptions to inform effective team-based assessments. FEBS Congress, Istanbul, Türkiye. Presentation.

Rutherford S.M. (June 2025) Self-regulated learning, and the role of Personal Learning Networks, during the transition to (and through) university. Cardiff School of Biosciences Seminar Series.

Rutherford S.M. (March 2025) Personal Learning Networks and Learning Communities in the transition to university. International Forum for Peer Learning and Support, Cardiff. Keynote presentation (invited).

Rutherford S.M. (February 2025) Student-centred Assessment: Assessment design to support ‘safe’ learning. Education Workshop on Safe Learning Environment: Bridging the Gap Between Learning Partners. Izmir University of Economics, Izmir, Türkiye. Keynote presentation (invited).

Evans, C. and Rutherford S.M. (December 2024) A strategic approach to staff development in assessment and feedback. INRAP Webinar. Webinar (invited).

Rutherford S.M. (November 2024) Inclusive and equitable assessment. University of Minho, Portugal. Webinar (invited).

Rutherford S.M. (July 2024) Addressing novel challenges to assessment for the Biosciences: Meaningful and student-centred assessment in Biosciences education. SEB Annual Conference, Prague. Presentation (invited).

Rutherford S.M. (May 2024) Learning Communities and the impact of Personal Learning Networks. University of East Anglia, Student Belonging Conference. Presentation (invited).

Rutherford S.M. and Francis, N. (March 2024) Assessment IS learning: Developing self-regulation through assessment?. FEBS Education and Training Conference, Antalya, Türkiye, Presentation (Invited).

Rutherford S.M. (February 2024) The impact of the Bologna Process on Student-centred learning. European University Association Panel Discussion (Invited Panelist).

Rutherford S.M. (February 2024) Enhancing student-centred assessment practices using the EAT Framework. Universidade Católica Portuguesa, Porto, Portugal. Webinar (Invited).

Rutherford, S.M (December 2023) E pluribus unum: The power of effective learning communities between students and staff in anatomy education. British Assoc. of Clinical Anatomists Annual Conference. Invited Keynote Speaker.

Rutherford, S.M (June 2023) ‘Manie dangerous woundes & shotts’: Treating and surviving battlefield wounds in the British Civil Wars. Friends of Millbank (Society of British Military Medical History). Presentation.

Rutherford, S.M (June 2023). Developing ways to enhance your assessments while reducing your workload. University of Namibia. Webinar (invited).

Rutherford, S.M (May 2023) Working with students to enhance assessment and feedback practices using the EAT Framework. Evolving Molecular Biosciences Education. FEBS/Biochemical Society, Manchester. Oral Presentation (Invited).

Amici-Dargan, S.L. and Rutherford, S.M (May 2023). Practical tools for measuring impact of assessment interventions. Webinar.

Rutherford, S.M (April 2023). Writing effective exam questions. University of Namibia. Webinar (invited).

Amici-Dargan, S.L. and Rutherford, S.M (April 2023). Standards of assessment. Webinar.

Rutherford, S.M (April 2023). A self-regulation competency framework. Webinar.

Rutherford, S.M and Amici-Dargan, S.L. (March 2023) Promoting student self-regulation through assessment practices. Webinar

Rutherford, S.M (February 2023) Enhancing self-regulation through assessment: Opportunities and barriers related to student and staff perceptions. Conference on Higher Education Pedagogies. Virginia Tech University, USA. Oral Presentation.

Rutherford, S.M (November 2022) What now for Learning & Teaching CPD in a post-lockdown world? Learn Fest. Waikato University, New Zealand. Online Conference Presentation (Invited)

Rutherford, S.M (November 2022) ‘Manie dangerous woundes and shotts’: The effectiveness of wound surgery in the British Civil Wars. Battle of Worcester Society. Worcester. Oral Presentation (Invited)

Rutherford, S.M (September 2022) Personal Learning Networks: The significance of interpersonal learning during the transition to Higher Education. UK HE Biosummit. Cardiff. Oral Presentation.

Rutherford, S.M (July 2022) Enhancing your assessment and feedback by using the EAT Framework. L&T Conference. Cardiff University. Oral Presentation

Rutherford, S.M (July 2022) The effectiveness of wound surgery in the British Civil Wars. ‘Battle Scarred’ Summer school. Merton College, Oxford. Oral Presentation (Invited speaker and tutor)

Rutherford, S.M (June 2022) Enhancing self-regulation through assessment: Facilitators and barriers related to student and staff perceptions. Assessment in Higher Education (AHE) Conference. Manchester. Oral Presentation

Rutherford, S.M (June 2022) Digital Curriculum and Assessment. LOTUS Assessment Group. Online Presentation (invited)

Rutherford, S.M. (May 2022) ‘Dealing with the impact of new assessment forms: Technology versus didactics?’. LOTUS Policy Dialogue Workshop on Leading Digitalisation. Vienna. Keynote presentation.

Rutherford, S.M. (May 2022) ‘Future challenges in digital education and assessment’. LOTUS Policy Dialogue Workshop on Leading Digitalisation. Vienna. Panel Discussion. Invited panel member.

Rutherford, S.M., Costa, M.J., Hatil, J.H. and Zhang, T.  (April 2022) ‘Embedding DELT (digitally enhanced learning and teaching) into curriculum and assessment​’. EUA Webinar. Online. Invited Speaker.

Rutherford, S.M. (April 22) ‘Using the EAT Framework to enhance impact of assessment on the development of self-regulation’. Reaction 22–Virtual Conference for Online Learning (GoReact). USA. Online. Invited.

Rutherford, S.M., Riley, S., Zeybekoğlu, Z. (March 2022) ‘Self and Peer Assessment and the Development of Self-Regulation’. INRAP Webinar. Online. Oral Presentation.

Rutherford, S.M., Zeybekoğlu, Z. and Zhang, T.  (February 2022) ‘Digital Curriculum and assessment’. 2022 European Learning & Teaching Forum. Online. Oral Presentation. Invited Speaker.

Rutherford, S.M. (February 2022) ‘Student-Mediated Learning: Supporting the Development of Self-Regulation in undergraduates’. Conference on HE Pedagogies. Virginia Tech University, USA. Oral Presentation.

Rutherford, S.M. and Amici-Dargan, S.L. (November 2021) ‘Enhancing assessment & feedback practices through student-staff collaboration using EAT Framework’. AdvanceHE Conf. on Assessment. Online. Presentation.

Rutherford, S.M. (Nov 2021) ‘Using EAT to enhance assessment & feedback practices through student-staff collaboration’. Evidence Based Biomolecular Teaching Conference, U. of Minho, Portugal. Online.  Keynote

Evans, C. and Rutherford, S.M. (September 2021) ‘Promoting a Pragmatic Self-Regulatory Approach to Assessment’. INRAP Online Seminar. Online. Oral Presentation.

Rutherford, S.M., Evans, M. (September 2021) Medical consequences of gunshot wounds in the British Civil Wars’. British Society for the History of Medicine. Oral Presentation.

Rutherford, S.M. (July 2021) ‘Student-mediated learning and personal learning networks during the transition to (and through) Higher Education’. IFNTF Seminar Series. Online. Invited Speaker.

Rutherford, S.M. (July 21) ‘Knocking at the door of The Academy: Managing the transition to Higher Education’, Physiology 2021 Conference. Online. Invited Speaker.

Rutherford, S.M. (February 2021) Student-centred learning and the development of self-regulation in undergraduates. University of East Anglia. Invited Speaker.

Rutherford, S.M. (September 2019) Student Engagement and the development of self-regulation. Maximising Student Success through the Development of Self-Regulation. Birmingham University. Invited Speaker.

Rutherford, S.M. (September 2019) Authentic Assessment. Assessment for Applied Learning. Sheffield Hallam University. Invited Speaker.

Rutherford, S.M. (April 2019) Student-Mediated Learning: Rethinking the development of self-regulated learning strategies during the transition to University. LAWPL L&T Seminar Series. Invited Speaker.

Rutherford, S.M. (April 2019) Driving the development of academic skills through effective assessment and feedback. (April 2019) University of Namibia. Invited Speaker.

Rutherford, S.M. (December 2018) Knocking at the door of The Academy: Managing transition to Higher Education. London International Conference in Higher Education. Cambridge. Invited Keynote Speaker

Rutherford, S.M. (December 2018) Learning the rules of the game: Student-mediated learning, agency and identity during the transition to Higher Education. MEDIC Education Away Day. Invited Workshop

Rutherford, S.M. (November 2018) Quacks, Butchers or Medical Pioneers: Did Civil War surgery have a basis in medical science? University of the Third Age, Cardiff University. Invited speaker.

Rutherford, S.M. (October 2018) Knocking at the door of the academy: Do we let our students in? Ireland International Conference on Education. Dublin, Ireland. Invited Keynote Speaker.

Rutherford, S.M., Davies, H., Gilliver, K., Bartlett, S., Phillips, H., Naylor, A., Coulman, S., Knight, V., and Prytherch, Z.C. (October 2018) Evaluation of student engagement with media for Flipped Classrooms. Ireland International Conference on Education. Dublin, Ireland. Oral Presentation.

Rutherford, S.M. (September 2018) Driving the development of critical skills through peer-assessment. Simply Better: Researching Assessment Practices. Southampton University. Oral Presentation.

Rutherford, S.M. (August 2018) ‘Online Learning Communities. Learning and Teaching Webinar series for the ‘Council for At-Risk Academics’ (CARA) Syria programme. Invited Speaker.

Rutherford, S.M. (August 2018) Applying Pedagogic Research to the University Workplace – a case study in Flipped Learning. Learning and Teaching Conference, Birmingham City University, Faculty of Arts, Humanities and Business. Invited Keynote Speaker.

Prytherch, Z.C., Naylor, A., Knight, V., and Rutherford, S.M. (July 2018) Flipped Learning: Encouraging active learning in the classroom. Centre for Education Innovation Conference. Cardiff University. Workshop.

Prytherch, Z.C., Davies, H., Gilliver, K., Bartlett, S., Phillips, H., Naylor, A., Coulman, S., Knight, V., Magill, S., and Rutherford, S.M. (June 2018) Evaluation of student engagement with differential media for Flipped Classroom teaching. EdMedia Conference: Association for Advancement of Computers in Education Amsterdam, NL. Oral Presentation by Z. Prytherch.

Rutherford, S.M. (May 2018) The Flipped Classroom: The good, the bad, and the possible. Medical Education Away Day. Invited speaker.

Rutherford, S.M. (May 2018) Encouraging student engagement through self and peer-assessment. ‘Developing Assessment and Feedback Literacy Symposium’, University of Surrey. Invited Speaker.

Rutherford, S.M., Moorcroft, A.M., Davies, H., Limorenko, G. and Amici-Dargan, S.L. (May 2018) Students as Partners: The experience of students leading ‘Shadow Module’ collaborative study communities. 2nd World Summit, International Federation of National Teaching Fellows. Dalhousie University, Canada. Oral Presentation.

Rutherford, S.M., Prytherch, Z.C., Davies, H., Gilliver, K., Bartlett, S., Phillips, H., Naylor, A., Knight, V., and Coulman, S. (May 2018) Student preferences for the medium of content delivery during ‘Flipped Learning’ approaches. 2nd World Summit, International Federation of National Teaching Fellows. Dalhousie University, Canada. Oral Presentation.

Rutherford, S.M. (May 2018) Online Learning Communities. Learning and Teaching Webinar series for the CARA Syria programme. Invited Speaker.

Rutherford, S.M. (February 2018) The Flipped Classroom. Randolph College, Virginia, USA. Invited Speaker.

Rutherford, S.M. (February 2018) Qualitative Research: Using qualitative methods to study the Pedagogy-Andragogy transition’. Randolph College, Virginia, USA. Invited Speaker.

Rutherford, S.M. (February 2018) Flying the nest: Investigating factors affecting the development of self-regulated learning during the transition to Higher Education. 10th Annual Conference on HE Pedagogy, Virginia Tech University, VA, USA. Oral Presentation.

Rutherford, S.M. (February 2018) Identifying social and personal factors affecting students’ transition to Higher Education by using a Situational Analysis approach. 10th Annual Conference on Higher Education Pedagogy, Virginia Tech University, Virginia, USA. Workshop presentation.

Rutherford, S.M. (January 2018) Using Technology in Feedback. HEA National Assessment and Feedback Community of Practice Webinar Series. Invited Speaker.

Rutherford, S.M. (January 2018) Casualties of War: Military Surgery through the ages. Teaching History to Medics. Conference on Medical Humanities. Sheffield University. Oral Presentation

Rutherford, S.M. (January 2018) Response to: Use of screen capture in Feedback’. HEA National Assessment and Feedback Community of Practice Webinar Series. Invited Blogger.

 

INVITED L&T PROFESSIONAL DEVELOPMENT PRESENTATIONS and WORKSHOPS

 

Recurrent Sessions:

‘Applied Pedagogy and Theory’; Cardiff University Education Fellowship Programme all-day workshop (2021 – 2025). Designer and lead presenter.

‘Teaching Practice for Effective Learning’; Cardiff University Education Fellowship Programme all-day workshop (2021 – 2024). Designer and lead presenter.

‘Supporting students as partners: Peer learning and ‘shadow modules’ and ‘Quantitative Assessment’ Invited speaker; Cardiff University Staff Development ‘Academic Practice’ course. (2016 - 2024)

‘Active Learning and Technology Enhanced Education’; Postgraduate Certificate in University Teaching and Learning (Cardiff University; 2013 – 2018)

‘Pedagogic Research – experiences for the field’; Postgraduate Certificate in University Teaching and Learning (Cardiff University; 2014 – 2018)

 

EDUCATION PROFESSIONAL DEVELOPMENT WORKSHOPS

Rutherford S.M., Pritchard, C. & Abdi, H. (March 2026) Student-Focused Assessment and Feedback? FEBS Education and Training Conference, Antalya, Türkiye. 3-workshop series (for accredited programme).

Rutherford (January 2026) Using the EAT framework to reflect on assessment approaches. School of Psychology, Cardiff University.

Rutherford, S. and Francis, N. (October 2025) Learning & teaching to empower students. Hochschuldidaktik Sachsen (HDS) Forum, Chemnitz, Germany. Workshop. (Invited)

Rutherford S.M. (February 2025) Making assessment a safe space for student learning/development. Education Workshop on Safe Learning Environment: Bridging the Gap Between Learning Partners. Izmir University of Economics, Izmir, Türkiye. Workshop (invited).

Rutherford S.M. (June 2024) Enhancing student-centred assessment practices. University of Leicester. All day workshop (invited).

Rutherford S.M. (May 2024) Enhancing your assessment and feedback practices in partnership with students. University of Edinburgh, Practical Strategies series. Workshop (invited).

Rutherford S.M. (May 2024) Inclusive Assessment and closing the awarding gap. Nottingham University. Workshop (invited).

Rutherford S.M. (March 2024) Equity, Diversity and Inclusion in the HE classroom. FEBS Education and Training Conference, Antalya, Türkiye, Workshop (Invited).

Francis, N. and Rutherford S.M. (March 2024) How do we make group work assignments meaningful and engaging?. FEBS Education and Training Conference, Antalya, Türkiye, Workshop (Invited).

Rutherford, S.M. and Francis, N.J. (November 2023) Enhancing student-centred assessment practices using the EAT Framework. University College Cork, Ireland. Invited all day workshop.

Rutherford, S.M. and Francis, N. (October, 2023) Education Support Week – University of Namibia. A week of education support workshops at the University of Namibia: 1) Designing effective group work and group assessment; 2) Learning Communities and the transition to University; 3) Assessment IS learning: Designing authentic assessments that educate students; 4) Reviewing and enhancing assessments using the EAT framework; 5) Assessment of large groups of students; 6) Effective ways to design and embed peer and self-assessment. Invited workshops.

Rutherford, S.M and Amici-Dargan, S.L. (October 2023) Using the EAT framework to enhance student-centred assessment practices. Edinburgh Napier University, Edinburgh. Invited all-day workshop.

Rutherford, S.M and Amici-Dargan, S.L. (August 2023) Using the EAT framework to enhance student-centred assessment practices: a ‘train the trainers’ workshop. University of Reading. All-day workshop.

Rutherford, S.M and Amici-Dargan, S.L. (August 2023) Using the EAT framework to enhance student-centred assessment practices: a ‘train the trainers’ workshop. Cardiff University. All-day workshop.

Rutherford, S.M and Amici-Dargan, S.L. (July 2023) Using the EAT framework to enhance student-centred assessment practices: a ‘train the trainers’ workshop. University of Bristol. All-day workshop.

Rutherford, S.M and Amici-Dargan, S.L. (June 2023) Using the EAT framework to enhance student-centred assessment practices: a ‘train the trainers’ workshop. Cardiff University. All-day workshop.

Rutherford, S.M and Amici-Dargan, S.L. (June 2023) Using the EAT framework to enhance student-centred assessment practices: a ‘train the trainers’ workshop. Assessment in HE Conference, Manchester. Workshop.

Rutherford, S.M, Amici-Dargan, S.L. and Lima, R. (March, 2023) Using the EAT framework to enhance self-regulation in assessment practices. International Week. Universidade Católica Portuguesa, Porto, Portugal. All day workshop (Invited).

Rutherford, S.M, Evans, C.E., Amici-Dargan, S.L. et al. (March, 2023) Engaging students as active agents in assessment and feedback. European University Association Education Summit. Bilbao, Spain. Workshop.

Rutherford, S.M and Doe, H. (February 2023) E pluribus unum: Developing a learning community between students and staff in Higher Education. Conference on Higher Education Pedagogies. Virginia Tech University, USA. Conference Workshop

Rutherford, S.M. (February 2022) ‘Enhancing Assessment Self-Regulation through Student-Staff Collaboration using the EAT Framework’. Conference on Higher Education Pedagogies. Virginia Tech University, USA. Workshop.

Rutherford, S.M. (November 2021) ‘Using the EAT Framework to enhance assessment and feedback practices through student-staff collaboration’. “Evidence Based Teaching in Your Biomolecular Classroom: Catalysing Student Engagement”. Conference, University of Minho, Portugal. Online. Workshop. Invited Speaker.

Rutherford, S.M. and Taylor, A. (January 2019) Writing, integrating, assessing Learning Outcomes. School of Social Sciences, Cardiff University.

Rutherford, S.M. (May 2019) Assessment FOR Learning: Making assessment an integral part of learning and teaching in the Biosciences. Workshop. Organiser and Chair. Funded by HUBS (Royal Society of Biology).

Rutherford, S.M. and Taylor, A. (December 2018) Scholarship of Learning and Teaching. MEDIC Education Away Day. Invited Workshop

 

Committees and reviewing

Chair of the 'Education for Student Empowerment' Thematic Peer Group (2024-current) of the European Universities Association (a collaboration of 8 European Universities.

Member of the Steering Group for the International Network for Research-informed Assessment Practice (INRAP), the AdvanceHE (formerly HEA) Community of Practice in Assessment and Feedback.

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';  https://www.ifntf.org/page-committee ) 

Chair of the Digital Curriculum and Assessment 'Thematic Peer Group' (2021 - 2022) of the European Universities Association (a collaboration of 10 European Universities; report: https://eua.eu/resources/publications/1009:learning-teaching-thematic-peer-groups-2021.html )

Supervisions

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

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

 

Current PhD Students

I am currently supervising or co-supervising the following PhD projects:

  • Michael Hackman (2026-current; part time) - Exploring student interactions in Higehr Education.
  • Rebecca Ferriday (2023-current; part-time) – What are the unintended consequences of playing Open World Roleplaying Games on the student experience.
  • Isaac Myers (2023-current; part-time) - Exploring the influence of Collaborative Learning Experiences on Student Experience and the Learning Community
  • Owen Griffiths (2022 - current; part time) - Characterising The Beneficial Properties Of Burkholderia Bacteria
  • Connie Pritchard (2021-current; part-time) - Information literacy in bioscience: identifying and evaluating methods of bioscientific communication within the public sphere and Higher Education.
  • Shiby Stephens (Viva passed, December 2024) - The relationship between classical languages, linguistic skills, and personality traits and their impact on medical education and student performance

Current supervision

Constance Pritchard

Constance Pritchard

Teaching Associate

Rebecca Ferriday

Rebecca Ferriday

Michael Hackman

Michael Hackman

Isaac Myers

Isaac Myers

Lecturer

Owen Griffiths

Owen Griffiths

Teaching Associate

Engagement

Community Engagement

Collaboration with the University of Namibia

I am part of the 'Phoenix Project', a collaboration between Cardiff University and the University of Namibia, which focuses on healthcare, teaching and research. My role is within the teaching aspect of this project, working closely with colleagues in the University of Namibia to develop a Teaching Excellence Framework.

For more information on The Phoenix Project, visit: https://www.cardiff.ac.uk/phoenix-project

Collaboration with national museums

On account of my interests in the biomedical validity of historical medical practices, I was part of the development of the "Battle Scarred" exhibition on wounds, surgery and war relief for the National Civil War Centre in Newark. This remains the most successful exhibition in this museum.

For more information, visit: http://www.nationalcivilwarcentre.com/news/battle-scarred.php

I have also had links with the University of Leicester's 'Civil War Petitions' project ( https://www.civilwarpetitions.ac.uk/ ), contributing three essays about the biomedical validity of 17thC surgical techniques:

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/

Contact Details

Email [email protected]
Telephone +44 29208 70251
Campuses Sir Martin Evans Building, Room Cardiff School of Biosciences, The Sir Martin Evans Building, Museum Avenue, Cardiff, CF10 3AX, Museum Avenue, Cardiff, CF10 3AX

Research themes

Specialisms

  • Education assessment and evaluation
  • Education Development
  • Early modern surgery
  • Self-regulated learning (SRL)
  • Cell Biology
National Teaching Fellowship for Biosciences lecturer

National Teaching Fellowship for Biosciences lecturer

20 December 2016

National Teaching Fellowships

National Teaching Fellowships

09 December 2016

Success at the Celebrating Excellence Awards

Success at the Celebrating Excellence Awards

06 November 2015

External profiles