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Gilmour, Alison ORCID: 0000-0003-2256-1995 (2021) Embedding wellbeing in our curriculum… my teaching starts in one week. In: The Staffroom Exchange, Ravensbourne University of London, 8 January 2021, Online. (Unpublished)

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Gilmour, Alison ORCID: 0000-0003-2256-1995 (2020) Exploring assessment and feedback through the lens of wellbeing – a conceptual mapping and suggestions for practice emerging from a recent a literature review. In: Medway Festival of Learning and Teaching 2020: Creative and Inclusive Assessment and Feedback, 10 September 2020, Online. (Unpublished)

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Marie, Jenny and Azuma, Fumika (2018) Partnership support for departments with low student satisfaction. Student Engagement in Higher Education Journal, 2 (1). pp. 70-77. ISSN 2399-1836

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Marie, Jenny and McGowan, Susannah (2017) Moving towards sustainable outcomes in student partnerships: partnership values in the pilot year. International Journal for Students as Partners, 1 (2). pp. 1-15. ISSN 2560-7367 (doi:https://doi.org/10.15173/ijsap.v1i2.3081)

Marie, Jenny, Rowett, Steve, MacKenzie, Sally, Wright, Moira and Lusk, Sandra (2017) Which lenses best help us make our practices inclusive? The Journal of Educational Innovation, Partnership and Change, 3 (1). pp. 303-305. ISSN 2055-4990 (doi:https://doi.org/10.21100/jeipc.v3i1.689)

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Moxey, Maria, Lowe, Tom, Bovill, Cathy, Bryson, Colin, Neary, Mike, LeBihan, Jill, Islam, Maisha, Green, Paula and Marie, Jennifer (2022) The Postgraduate Certificate & Master's in Student Engagement in Higher Education: a professional development opportunity to critically examine and influence research, policy and practice. All Ireland Journal of Higher Education, 14 (1). pp. 1-13. ISSN 2009-3160

Ong, Sang-Bing, Shah, Dinesh, Qusous, Ala, Jarvis, Simon M. and Kerrigan, Mark J.P. (2010) Stimulation of regulatory volume increase (RVI) in avian articular chondrocytes by gadolinium chloride. Biochemistry and Cell Biology, 88 (3). pp. 505-512. ISSN 0829-8211 (Print), 1208-6002 (Online) (doi:https://doi.org/10.1139/O09-179)

Patel, Hersha, Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, Ralph (2019) Curriculum connections – using authentic employer video demonstrations to enhance in-class student engagement and bring the workplace closer to the classroom. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 7th 2019, 7th June 2019, University of Hertfordshire, Hatfield. (Unpublished)

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

Philo, Greg, Gilmour, Alison ORCID: 0000-0003-2256-1995 , Gilmour, Maureen, Rust, Sue, Gaskell, Etta and West, Lucy (2003) The Israeli-Palestinian conflict: TV news and public understanding. In: Thussu, Daya and Freedman, Des, (eds.) War and the Media: Reporting Conflict 24/7. SAGE Publications, London. ISBN 978-0761943129 (doi:https://doi.org/10.4135/9781446215579.n10)

Pilcher, Nick, Smith, Karen and Riley, Jackie (2013) International students’ first encounters with exams in the UK: superficially similar but deeply different. International Journal of Teaching and Learning in Higher Education, 25 (1). pp. 1-13. ISSN 1812-9129

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Pullen, Sophie and Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Make the shoe fit the horse, not the horse fit the shoe”. Exploring the challenges of developing academic skills and academic confidence with farriery students at the Royal Veterinary College. In: International Symposium of the Veterinary Schools Council (VetEd), 5-7th July 2017, University of Liverpool.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) “Being and becoming? Or stuck between a rock and a hard place?” Exploring HE teacher pedagogic practice and identity development within an FE college setting. In: College HE Research and Scholarship National Conference 2020, 14-19 May 2020, online. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Beyond the binary: using practice theory to explore teacher pedagogic practice in college HE. AoC Scholarship Project Think Piece.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2020) Developing student feedback literacy to enhance recipience, understanding and action. In: University of Greenwich SHIFT Learning and Teaching Conference, 10 January 2020, University of Greenwich. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) HE in FE - past, present and future. Journal of Pedagogic Development, 2 (2). pp. 29-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) HE teacher practice in an FE college – exploring connections between physical settings and pedagogic enablement and constraint. In: Beyond The Mainstream: A Multidisciplinary Conference (IJMCS, TELL & LRSN), 5th July 2019, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a Land Based college. In: SEDA National Conference Spring Teaching Learning and Assessment Conference 2014 Engaging Students: Engaging Staff, 15-16th May 2014, Newcastle. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Horses for courses, or a grumble in the jungle? HE in FE student perceptions of the HE experience in a land-based college. Research in Post-Compulsory Education, 19 (2). pp. 194-211. ISSN 1359-6748 (Print), 1747-5112 (Online) (doi:https://doi.org/10.1080/13596748.2014.897510)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2011) ‘I get by with a little help from my friends’ – peer assisted learning. Journal of Pedagogic Development, 1 (1). pp. 16-19. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Neglected spaces. Exploring connections between physical settings and pedagogic enablement and constraint of HE teachers in an FE college. International Journal of Multidisciplinary Comparative Studies, 6 (1-3). pp. 5-16. ISSN 2059-4976

Rapley, Eve ORCID: 0000-0002-7672-6129 (2013) PAL at UoB. Journal of Pedagogic Development, 3 (2). pp. 31-33. ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) Peer assisted learning: project update. Journal of Pedagogic Development, 2 (1). ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Personal epiphanies and seeing the world afresh; Developing a qualitative research methodology to explore higher education teacher pedagogic practices in a UK landbased college”. In: First European Congress of Qualitative Inquiry, 7th – 9th February 2017, Katholieke Universiteit Leuven, Belgium.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) ‘Powers of determination’. The influence of context upon enabling and constraining HE teacher pedagogic practice enactments in an FE college. In: Third European Congress of Qualitative Inquiry, 13th February 2019, Edinburgh University, 13th February 2019, Edinburgh University.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Practice theory and sociomateriality in post-compulsory educational research – developing a qualitative methodology to explore H.E teacher pedagogic practices in a UK landbased college. In: CHERSNet Meeting 2019, 27 Mar 2019, London, UK. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) Rapley, E (2017) Practising Research: Why you're always part of the research process even when you think you're not, Frost, N (2016) reviewed in Qualitative Methods in Psychology Section (QMiP) Bulletin Issue 23 Spring 2017. The British Psychological Society.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2015) Reaping what you sow. How the University of Bedfordshire uses experienced Peer Assisted Learning (PAL) students to inspire and nurture future generations of PAL Leaders. Journal of Pedagogic Development, 5 (2). ISSN 2047-3257 (Print), 2047-3265 (Online)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2019) Research and scholarship in college higher education: Reaping what you sow, or turning a blind eye? AoC Think Pieces Scholarship project.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) “Seeing the light”. Personal epiphanies and moving towards interpretivism; a researcher’s tale of exploring teacher pedagogic practice. Ethnography and Education, 13 (2). pp. 185-203. ISSN 1745-7823 (Print), 1745-7831 (Online) (doi:https://doi.org/10.1080/17457823.2017.1315311)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Students as stewards - peer assisted learning to develop employability and leadership skills. In: HEA STEM Annual Learning and Teaching Conference 2014: Enhancing the STEM Student Journey, 30 April - 1 May 2014, Edinburgh University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2014) Threshold concepts: from personal practice to communities of practice (book review). University of Bedfordshire.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2017) ‘Unearthing, uncovering and understanding’. Entwining ethnography with practice theory and constructivist grounded theory to explore HE teacher practice enactments in an FE landbased college. In: Oxford Ethnography and Education conference, 12th September 2017, Oxford University. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 (2012) The lives of others: Exploring the lived experience of HE in FE Animal/Equine studies lecturers within an FE land based college. In: International Further education Research Association (FERA) conference, 12th July 2014, Harris Manchester College, Oxford University.

Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) “A new way of doing, a new was of seeing”. Developing a novel qualitative research methodology to explore HE pedagogic practices of HE in FE teachers within a UK Land Based college. In: 2nd International Research in Post-Compulsory Education (ARPCE) conference, July 9th 2016, Harris Manchester College, Oxford University.

Rapley, Eve ORCID: 0000-0002-7672-6129 and Daly, H (2013) Peer Assisted Learning at the University of Bedfordshire - I get by with a little help from my friends. In: 9th Annual Conference of the Higher Education Academy (HEA), 03-04 Jul 2013, University of Warwick. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 and George, Rachel (2020) Coaching conversations for personal tutors – a ‘how to’ guide. In: SHIFT 2020 teaching and learning conference, 10 January 2020, University of Greenwich.

Rapley, Eve ORCID: 0000-0002-7672-6129 , Hudson, Fran and Eftihou, Joe (2014) Learning to lead - peer assisted learning to develop student leadership and employability skills. In: Proceedings of the 2014 Placement and Employability Professionals’ Conference. ASET, pp. 19-22. (Unpublished)

Rapley, Eve ORCID: 0000-0002-7672-6129 and Talbot, Michael ORCID: 0000-0001-7198-1422 (2022) Making the invisible visible: value and reward for personal tutors. Compass: Journal of Learning and Teaching, 15 (1). pp. 1-6. ISSN 2044-0081

Saukkonen, Sakari, Moilanen, Pentti, Mathew, David and Rapley, Eve ORCID: 0000-0002-7672-6129 (2016) Power, democracy and progressive schools. In: Raiker, Andrea and Rautiainen, Matti, (eds.) Educating for Democracy - Principles and Culture in England and Finland. Routledge, London, UK. ISBN 978-1315630915

Sawle, P., Rapley, Eve ORCID: 0000-0002-7672-6129 and Rapley, R. (2018) BioEye - Bespoke laboratory videos to engage students and to aid laboratory skills development. In: University of Hertfordshire’s Annual Learning and Teaching Conference, June 29th 2018, University of Hertfordshire, Hatfield. (Unpublished)

Scott, Dylan, Aung, Myat and Day, Michael ORCID: 0000-0001-9612-2595 (2020) Cognitive sociology: developing the ‘diversity pathways’ model in cultural neuroscience. Human Behavior Development and Society, 21 (4). pp. 66-77. ISSN 2651-1762

Smith, Karen (2006) By any other name: a study of brand name transfer from English-language to Russian-language printed advertisements. Languages in Contrast, 6 (1). pp. 47-70. ISSN 1387-6759 (Print), 1569-9897 (Online) (doi:https://doi.org/10.1075/lic.6.1.03smi)

Smith, Karen (2013) Critical discourse analysis and higher education research. In: Tight, Malcolm and Huisman, Jeroen, (eds.) Theory and Method in Higher Education Research. International Perspectives on Higher Education Research Series (9). Emerald Group Publishing Limited, Bingley, UK, pp. 61-79. ISBN 9781781906828 (doi:https://doi.org/10.1108/S1479-3628(2013)0000009007)

Smith, Karen (2004) 'I am me, but who are you and what are we?': The translation of personal pronouns and possessive determiners in advertising texts. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 23 (3). pp. 282-303. ISSN 0167-8507 (Print), 1613-3684 (Online) (doi:https://doi.org/10.1515/mult.2004.013)

Smith, Karen (2012) Overseas flying faculty teaching as a trigger for transformative professional development. International Journal for Academic Development, 18 (2). pp. 127-138. ISSN 1360-144X (Print), 1470-1324 (Online) (doi:https://doi.org/10.1080/1360144X.2012.655280)

Smith, Karen (2007) Rhetorical figures and the translation of advertising headlines. In: Cook, Guy, (ed.) The Language of Advertising: Modern Themes in English Studies. Major Themes in English Studies, 2 . Routledge, Abingdon, UK, pp. 228-253. ISBN 978-0-415-41215-5

Smith, Karen (2006) Rhetorical figures and the translation of advertising headlines. Language and Literature, 15 (2). pp. 159-182. (doi:https://doi.org/10.1177/0963947006063745)

Smith, Karen (2006) The conflicts and contradictions of working in a mass higher education system. Perspectives: Policy and Practice in Higher Education, 10 (4). pp. 97-101. ISSN 1360-3108 (Print), 1460-7018 (Online) (doi:https://doi.org/10.1080/13603100601002977)

Smith, Karen (2009) The translation of advertising texts: a study of English-language advertisements and their translations in Russian. VDM Verlag Dr. Müller, Saarbrücken, Germany. ISBN 978-3639217827

Smith, Karen, Clegg, Sue, Lawrence, Elizabeth and Todd, Malcolm J. (2004) Fostering autonomy through work-based experiences: challenges for university students and educators. LATISS: Learning and Teaching in the Social Sciences, 1 (3). pp. 189-204. ISSN 1740-5866 (Print), 2049-5536 (Online) (doi:https://doi.org/10.1386/ltss.1.3.189/0)

Smith, Karen and Hopkins, Chris (2005) Great expectations: sixth-formers' perceptions of teaching and learning in degree-level English. Arts and Humanities in Higher Education, 4 (3). pp. 304-318. ISSN 1474-0222 (Print), 1741-265X (Online) (doi:https://doi.org/10.1177/1474022205056173)

Smith, Karen L. and Davies, Joanne (2010) Qualitative data analysis. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical Research and Evaluation: a start-to-finish guide for practitioners. SAGE Publications, London, pp. 145-158. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

Smith, Karen L. and Fernie, Scott (2010) Action research. In: McCaig, Colin and Dahlberg, Lena, (eds.) Practical research and evaluation: a start-to-finish guide for practitioners,. SAGE Publications, London, pp. 95-110. ISBN 978-1-84787-003-2 (hardcover), 978-1-84787-003-9 (paperback), 978-1-446248-164-9 (ebook)

Thorogood, Joe ORCID: 0000-0001-7781-0667 , Azuma, Fumika, Collins, Charlotte, Plyushteva, Anna and Marie, Jenny (2018) Changemakers and change agents: encouraging students as researchers through changemaker’s programmes. Journal of Geography in Higher Education, 42 (4). pp. 540-556. ISSN 0309-8265 (Print), 1466-1845 (Online) (doi:https://doi.org/10.1080/03098265.2018.1460804)

Todd, Malcolm J., Smith, Karen and Bannister, Phil (2006) Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11 (2). pp. 161-173. ISSN 1356-2517 (Print), 1470-1294 (Online) (doi:https://doi.org/10.1080/13562510500527693)

Tran, Danielle (2019) CPD for PGRs? “No thanks, I’m busy!”. Wordpress.

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i1.611)

Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

Tran, Danielle (2018) Editor's introduction, Compass special TEL edition. Compass: Journal of Learning and Teaching, 11 (1). pp. 5-9. ISSN 2044-0081

Tran, Danielle (2019) Why we shouldn’t shy away from discussions around decolonising curricula. Compass: The Journal of Learning and Teaching at the University of Greenwich, 12 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v12i1.882)

Tran, Danielle (2017) The value of HEA Fellowship. Project Report. Higher Education Academy.

Tran, Danielle and Dunham, Joanne (2019) The forgotten stage of designing curricula. SEDA, Online.

Tran, Danielle and Reilly, Dawn ORCID: 0000-0003-2317-4700 (2019) Extending conversations about what is an inclusive curriculum. Educational Developments, 20 (4). pp. 23-25. ISSN 1469-3267

Walker, Simon (1996) Back in the former USSR. Artists Newsletter, n/a (n/a):n/a. pp. 16-17.

Walker, Simon (2018) Editor's introduction. Compass: Journal of Learning and Teaching, 11 (2). ISSN 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v11i2.996)

Walker, Simon (2016) Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice - Consultation. HEFCE.

Walker, Simon and Kerrigan, Mark J. P. (2015) Learning design in the new digital age. In: Dalziel, James, (ed.) Learning Design: Conceptualizing a Framework for Teaching and Learning Online. Routledge, New York, pp. 78-95. ISBN 978-1138910973

Walker, Simon, Knight, Sarah, McKenna, Duncan, Parkin, Emily, Elliot, Marcus, Horsley, Reece and Dickie, John-Paul (2017) Editor's introduction. Journal of Educational Innovation Partnership and Change, 3 (2). pp. 1-9. ISSN 2055-4990 (Online) (doi:https://doi.org/10.21100/jeipc.v3i2.766)

Walker, Simon and Tran, Danielle (2017) TEF Special Edition – Editors’ Introduction. Compass: Journal of Learning and Teaching, 10 (2). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i2.618)

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Multicultural mosaic? Studying the cultural integration of international students in ‘Thai Higher Education 4.0'. Humanities, Arts and Social Science Studies (HASSS), 22 (1). pp. 131-142. ISSN 2630-0079 (Online) (doi:https://doi.org/10.14456/hasss.2022.13)

Waters, Tony and Day, Michael ORCID: 0000-0001-9612-2595 (2022) Thai Menschenbild: a study of Chinese, Thai, and international students in a private Thai university as measured by the National Survey of Student Engagement (NSSE). Humanities and Social Sciences Communications, 9 (86). pp. 1-12. ISSN 2662-9992 (Online) (doi:https://doi.org/10.1057/s41599-022-01101-y)

Weller, R., Pfau, T., Pullen, S., Barstow, A., Rapley, Eve ORCID: 0000-0002-7672-6129 and Davis, R. (2017) “‘Research for farriers – is it necessary or possible?’ A new Graduate Diploma in Equine Locomotor Research”. In: International Symposium of the Veterinary Schools Council (VetEd), 6th July 2017, University of Liverpool.

Zhou, Zhenkun and Lin, Yong ORCID: 0000-0001-7118-2946 (2014) Platform-centric Modular Service Architecture Design KIBS-oriented Based on Front-Back Stage Decoupling. In: Software Engineering and Service Science (ICSESS), 2014 5th IEEE International Conference. IEEE, pp. 868-871. ISBN 978-1-4799-3278-8 ISSN 2327-0586 (doi:https://doi.org/10.1109/ICSESS.2014.6933703)