Professor Jon Scott

Publications

Johnson, Stuart & Scott, Jon (2019). Study & Communication Skills in the Biosciences, 3^rd ed. Oxford: Oxford University Press.

Overton, Tina; Johnson, Stuart & Scott, Jon (2019). Study & Communication Skills for the Chemical Sciences 3^rd ed. Oxford: Oxford University Press.

Scott, J., Green, P. & Cashmore, A. (2012). Bioscience students’ first year perspectives through video diaries: Home, family and student transitions. Bioscience Education 20, 53-67.

Scott , J., Rowell , G., Badge , J. and Green, M. (2012). The Benchmark Plagiarism Tariff: Operational Review and Potential Developments [online]. Available from: http://archive.plagiarismadvice.org//documents/conference2012/finalpapers/Scott_fullpaper.pdf

Brooks, S., Dobbins, K., Scott, J., Rawlinson, M. & Norman, R. (2014). Learning about learning outcomes: the student perspective. Teaching in Higher Education 19 (6), 721-733. http://dx.doi.org/10.1080/13562517.2014.901964.

Jones, H., Black, E., Green, J., Langton, P., Rutherford, S., Scott, J. & Brown, S. (2015). Indications of knowledge retention in the transition to higher education. Journal of Biological Education 49(3), 261-273 http://dx.doi.org/10.1080/00219266.2014.926960.

Dobbins, K., Brooks, S., Scott, J., Rawlinson, M. & Norman, R. (2016). Understanding and enacting learning outcomes: the academic’s perspective. Studies in Higher Education. 41(7) 1217-1235.

Thomas, J. & Scott, J. (2016). UK Perspectives of Academic Integrity. In T. Bretag (ed). Handbook of Academic Integrity. Springer, Chapter 4, pp 39-53

Jones, H., Green, J., Prendergast, J and Scott, J. (2018). Biology-specific vocabulary: Students’ understanding and lecturers’ expectation of student understanding. Journal of Biological Education. DOI: 10.1080/00219266.2018.1490800.

Jones, H., Zini, V., Green, J., Prendergast, J and Scott, J. (2021). Do examinations prepare students for higher education? A lesson from the Covid-19 lockdown. doi: https://doi.org/10.1101/2021.01.26.428208