Professor Stephen Rutherford
Head of Education Division
School of Biosciences
- Available for postgraduate supervision
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 on Twitter: @EATErasmus and 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.
I am currently co-chair of one of this year's European University Association (EUA) Thematic Peer Group communities, focusing on 'Education activities to support Student Empowerment'.
I was 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, and a member of the steering committee of the International Network for Research-informed Assessment Practice (INRAP), an AdvanceHE-sponsored international network for assessment and feedback approaches.
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
Publication
2024
- Francis, N., Pritchard, C., Prytherch, Z. and Rutherford, S. 2024. Making teamwork work: enhancing teamwork and assessment in higher education. FEBS Open Bio (10.1002/2211-5463.13936)
- Rutherford, S., Pritchard, C. and Francis, N. 2024. Assessment IS learning: developing a student-centred approach for assessment in Higher Education. FEBS Open Bio (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)
- 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. 2024. Making teamwork work: enhancing teamwork and assessment in higher education. FEBS Open Bio (10.1002/2211-5463.13936)
- Rutherford, S., Pritchard, C. and Francis, N. 2024. Assessment IS learning: developing a student-centred approach for assessment in Higher Education. FEBS Open Bio (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/
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.
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:
- 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
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
+44 29208 70251
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