Research interests

Student and staff perceptions of student evaluations

While student evaluations are embedded into higher education, there is debate surrounding the reliability, effectiveness, and bias of such evaluations. Other studies have indicated that feedback from students may not be appropriately taken seriously due to interpretation concerns and a lack of ownership of feedback from both staff and students. This may be attributable to staff less likely to act on their feedback and students being sceptical of the value of providing feedback, which is reflected in the NSS response data surrounding the student voice. There is evidence in the literature to suggest that students want to engage with the evaluation process but suggest that the evaluation process can be re-framed into a staff-student partnership where both staff and students work together to improve learning and teaching more collaboratively. The University of Glasgow currently implements a course evaluation policy with set requirements for collecting student evaluations from all courses through a questionnaire with set core questions in addition to a Staff-Student Liaison Committee in conjunction with the Student Representative Council. The initial aim of this project was to investigate additional resources that may be used to better engage staff and students with student evaluations.

EDI and Decolonising curricula

The University’s Learning and Teaching strategy asks us to reflect on our values of inclusivity, wellbeing, integrity and respect in our learning and curriculum design through initiatives including decolonising the curriculum. Decolonising the curriculum is at the forefront of conversations within higher education to understand how colonialism shaped curricula, however, conversations within science-based disciplines are divided. This project aims to understand staff and student perspectives on equality, diversity and inclusion initiatives and decolonising the curricula.

Peer-Assisted Learning in Statistics

Peer learning gives students the possibility of obtaining academic support from other students in a variety of ways. The term comprises all initiatives through which students can ask questions, get feedback and guidance, and expand their knowledge with the help of other students in the University of Glasgow. This project was set up in collaboration with Student Learning Development (SLD).   The scheme involves regular organised sessions by student facilitators and SLD training that student facilitators will take before their first session. An important aspect of this scheme is that it’s not intended to be peer learning where facilitators ‘teach’ students course content.  Instead, the sessions are intended to be used for students to get together to work together and offer support. This scheme is currently aimed at level 3 students in statistics.

Student perceptions of the importance of disciplinary knowledge versus pedagogical expertise in STEM learning

The Learning, Teaching & Scholarship (LTS) track has developed University-wide over the past 10 years, with distinctive LTS roles.   Our LTS colleagues are expected to undertake work that “relates to the study and practice of learning and teaching within an HE setting” applied to their discipline.  This project is a multi-disciplinary initiative that offers insights into the balance between subject-specialism, pedagogical practices and active learning strategies from the student perspective, co-created with students. Within STEM subjects, curriculum intensity, course difficulty, anxiety, and persistent stereotypes have been shown to affect student perception of the subject and most importantly student retention and success. Several studies across the College have identified common themes. Within most, if not all, STEM disciplines the under-representation of certain groups, for example, ‘women in science’, is a consistent issue and remains an active area of research, suggesting there is room to explore course delivery and teaching practices, and how these balance with course content.   This project is a collaboration across the College of Science and Engineering, to understand the balance between subject knowledge, pedagogic knowledge and active learning strategies. It is centred around the student perception of STEM pedagogy by engaging students with art-based discussion groups led by student interns.

Seeking to improve the accessibility of maths and statistics for visually impaired people

Gaps in accessibility for visually impaired students can deter them from pursuing mathematical sciences with administration, culture and curricula among the highest-rated obstacles for visually impaired students studying mathematics.  This project brings together the mathematical community to understand the limitations and improve accessibility for visually impaired people.

Research groups

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2020 | 2019 | 2018 | 2015 | 2014
Number of items: 23.

2024

Mair, C. , Macaulay, C., Olowe, E., Beekman, E. and Brown, K. (2024) Co-creating feedback dialogue tools through course evaluations. Journal of Educational Innovation, Partnership and Change, 10(1),

Beekman, E., Brown, K., Olowe, E., Callum, M. and Mair, C. (2024) How students and staff perceive course evaluations and engage with class reps. 17th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 9th April 2024.

Li, R. and Mair, C. (2024) What Would it Take to Decolonise STEM? 17th Annual University of Glasgow Learning & Teaching Conference, Glasgow, UK, 09 April 2024.

Mair, C. and Fu, J. (2024) Learning Development in Statistics Education. In: International Association for Statistical Education Satellite Conference 2023, Toronto, Canada, 11-13 July 2023,

2023

Mair, C. , Brown, K., Beekman, E., Olowe, E. and Macaulay, C. (2023) Nurturing learning development through student feedback. Journal of Learning Development in Higher Education, 29, (doi: 10.47408/jldhe.vi29.1116)

Mair, C. (2023) Student and staff perceptions of student evaluations. Project Report. University of Glasgow. (Unpublished)

Olowe, E., Macaulay, C., Brown, K., Beekman, E. and Mair, C. (2023) Developing Feedback Literacy Minus the Assessment. Teaching Excellence Academy International Teaching and Learning Conference 2023, Hull, UK, 12 July 2023.

Mair, C. , Brown, K., Beekman, E., Olowe, E. and Macaulay, C. (2023) Course Evaluations as a Feedback Dialogue Tool. Change Agents' Network Conference 2023, Hatfield, UK, 17-18 May 2023.

Mair, C. (2023) Developing Graduate Attributes by Engaging Students with SoTL. 16th Annual University of Glasgow Learning & Teaching Conference, Glasgow, UK, 29 Mar and 13 Apr 2023.

Jack, E. , Alexander, C. , McArthur, D. and Mair, C. (2023) Reflections on designing and delivering an online distance learning programme in the mathematical sciences. MSOR Connections, 21(2), pp. 25-33. (doi: 10.21100/msor.v21i2.1397)

Jack, E. and Mair, C. (2023) Investigating Readiness for Remote Learning in Three Cohorts of Students. In: 11th International Conference on Teaching Statistics (ICOTS11 2022), Rosario, Argentina, 11-16 Sep 2022, (doi: 10.52041/iase.icots11.T14C2)

2020

McKnight, J.A. et al. (2020) The effect of DAFNE education, continuous subcutaneous insulin infusion, or both in a population with type 1 diabetes in Scotland. Diabetic Medicine, 37(6), pp. 1016-1022. (doi: 10.1111/dme.14223) (PMID:31872473)

Nickbakhsh, S. , Mair, C. , Matthews, L. , Reeve, R. , Johnson, P.C.D. , Thorburn, F., Von Wissmann, B., McMenamin, J., Gunson, R.N. and Murcia, P.R. (2020) Reply to Kloepfer and Gern: Independent studies suggest an arms race between influenza and rhinovirus: what next? Proceedings of the National Academy of Sciences of the United States of America, 117(13), pp. 6988-6989. (doi: 10.1073/pnas.2000903117) (PMID:32127475) (PMCID:PMC7132304)

Subbiah, M. et al. (2020) Antimicrobial resistant enteric bacteria are widely distributed amongst people, animals and the environment in Tanzania. Nature Communications, 11, 228. (doi: 10.1038/s41467-019-13995-5) (PMID:31932601) (PMCID:PMC6957491)

2019

Nickbakhsh, S. et al. (2019) Virus-virus interactions impact the population dynamics of influenza and the common cold. Proceedings of the National Academy of Sciences of the United States of America, 116(52), pp. 27142-27150. (doi: 10.1073/pnas.1911083116) (PMID:31843887) (PMCID:PMC6936719)

Mair, C. , Nickbakhsh, S. , Reeve, R. , McMenamin, J., Reynolds, A., Gunson, R. N., Murcia, P. R. and Matthews, L. (2019) Estimation of temporal covariances in pathogen dynamics using Bayesian multivariate autoregressive models. PLoS Computational Biology, 15(12), e1007492. (doi: 10.1371/journal.pcbi.1007492) (PMID:31834896) (PMCID:PMC6934324)

Mair, C. et al. (2019) Glycaemic control trends in people with type 1 diabetes in Scotland 2004–2016. Diabetologia, 62(8), pp. 1375-1384. (doi: 10.1007/s00125-019-4900-7) (PMID:31104095) (PMCID:PMC6647722)

Stefan, T., Matthews, L. , Prada, J. M., Mair, C. , Reeve, R. and Stear, M. J. (2019) Divergent Allele Advantage provides a quantitative model for maintaining alleles with a wide range of intrinsic merits. Genetics, 212(2), pp. 553-564. (doi: 10.1534/genetics.119.302022) (PMID:30952668) (PMCID:PMC6553829)

2018

Caudell, M. A., Mair, C. , Subbiah, M., Matthews, L. , Quinlan, R. J., Zadoks, R. , Keyyu, J. and Call, D. R. (2018) Identification of risk factors associated with carriage of resistant Escherichia coli in three culturally diverse ethnic groups in Tanzania: a biological and socioeconomic analysis. Lancet Planetary Health, 2(11), e489-e497. (doi: 10.1016/S2542-5196(18)30225-0) (PMID:30396440) (PMCID:PMC6215761)

2015

Mair, C. , Matthews, L. , Prada J. de Cisneros, J., Stefan, T. and Stear, M. J. (2015) Multitrait indices to predict worm length and number in sheep with natural, mixed predominantly Teladorsagia circumcincta infection. Parasitology, 142(6), pp. 773-782. (doi: 10.1017/S0031182014001905) (PMID:25586410) (PMCID:PMC4413790)

Mair, C. , Stear, M., Johnson, P. , Denwood, M., Jimenez de Cisneros, J. P., Stefan, T. and Matthews, L. (2015) A Bayesian generalized random regression model for estimating heritability using overdispersed count data. Genetics Selection Evolution, 47, 51. (doi: 10.1186/s12711-015-0125-5) (PMID:26092676) (PMCID:PMC4473853)

2014

Prada Jimenez de Cisneros, J., Stear, M. J., Mair, C. , Singleton, D., Stefan, T., Stear, A., Marion, G. and Matthews, L. (2014) An explicit immunogenetic model of gastrointestinal nematode infection in sheep. Journal of the Royal Society: Interface, 11(99), p. 20140416. (doi: 10.1098/rsif.2014.0416) (PMID:25121649) (PMCID:PMC4233724)

Prada Jiménez de Cisneros, J., Matthews, L. , Mair, C. , Stefan, T. and Stear, M. J. (2014) The transfer of IgA from mucus to plasma and the implications for diagnosis and control of nematode infections. Parasitology, 141(7), pp. 875-879. (doi: 10.1017/S0031182013002321)

This list was generated on Sun May 26 11:30:25 2024 BST.
Number of items: 23.

Articles

Mair, C. , Macaulay, C., Olowe, E., Beekman, E. and Brown, K. (2024) Co-creating feedback dialogue tools through course evaluations. Journal of Educational Innovation, Partnership and Change, 10(1),

Mair, C. , Brown, K., Beekman, E., Olowe, E. and Macaulay, C. (2023) Nurturing learning development through student feedback. Journal of Learning Development in Higher Education, 29, (doi: 10.47408/jldhe.vi29.1116)

Jack, E. , Alexander, C. , McArthur, D. and Mair, C. (2023) Reflections on designing and delivering an online distance learning programme in the mathematical sciences. MSOR Connections, 21(2), pp. 25-33. (doi: 10.21100/msor.v21i2.1397)

McKnight, J.A. et al. (2020) The effect of DAFNE education, continuous subcutaneous insulin infusion, or both in a population with type 1 diabetes in Scotland. Diabetic Medicine, 37(6), pp. 1016-1022. (doi: 10.1111/dme.14223) (PMID:31872473)

Nickbakhsh, S. , Mair, C. , Matthews, L. , Reeve, R. , Johnson, P.C.D. , Thorburn, F., Von Wissmann, B., McMenamin, J., Gunson, R.N. and Murcia, P.R. (2020) Reply to Kloepfer and Gern: Independent studies suggest an arms race between influenza and rhinovirus: what next? Proceedings of the National Academy of Sciences of the United States of America, 117(13), pp. 6988-6989. (doi: 10.1073/pnas.2000903117) (PMID:32127475) (PMCID:PMC7132304)

Subbiah, M. et al. (2020) Antimicrobial resistant enteric bacteria are widely distributed amongst people, animals and the environment in Tanzania. Nature Communications, 11, 228. (doi: 10.1038/s41467-019-13995-5) (PMID:31932601) (PMCID:PMC6957491)

Nickbakhsh, S. et al. (2019) Virus-virus interactions impact the population dynamics of influenza and the common cold. Proceedings of the National Academy of Sciences of the United States of America, 116(52), pp. 27142-27150. (doi: 10.1073/pnas.1911083116) (PMID:31843887) (PMCID:PMC6936719)

Mair, C. , Nickbakhsh, S. , Reeve, R. , McMenamin, J., Reynolds, A., Gunson, R. N., Murcia, P. R. and Matthews, L. (2019) Estimation of temporal covariances in pathogen dynamics using Bayesian multivariate autoregressive models. PLoS Computational Biology, 15(12), e1007492. (doi: 10.1371/journal.pcbi.1007492) (PMID:31834896) (PMCID:PMC6934324)

Mair, C. et al. (2019) Glycaemic control trends in people with type 1 diabetes in Scotland 2004–2016. Diabetologia, 62(8), pp. 1375-1384. (doi: 10.1007/s00125-019-4900-7) (PMID:31104095) (PMCID:PMC6647722)

Stefan, T., Matthews, L. , Prada, J. M., Mair, C. , Reeve, R. and Stear, M. J. (2019) Divergent Allele Advantage provides a quantitative model for maintaining alleles with a wide range of intrinsic merits. Genetics, 212(2), pp. 553-564. (doi: 10.1534/genetics.119.302022) (PMID:30952668) (PMCID:PMC6553829)

Caudell, M. A., Mair, C. , Subbiah, M., Matthews, L. , Quinlan, R. J., Zadoks, R. , Keyyu, J. and Call, D. R. (2018) Identification of risk factors associated with carriage of resistant Escherichia coli in three culturally diverse ethnic groups in Tanzania: a biological and socioeconomic analysis. Lancet Planetary Health, 2(11), e489-e497. (doi: 10.1016/S2542-5196(18)30225-0) (PMID:30396440) (PMCID:PMC6215761)

Mair, C. , Matthews, L. , Prada J. de Cisneros, J., Stefan, T. and Stear, M. J. (2015) Multitrait indices to predict worm length and number in sheep with natural, mixed predominantly Teladorsagia circumcincta infection. Parasitology, 142(6), pp. 773-782. (doi: 10.1017/S0031182014001905) (PMID:25586410) (PMCID:PMC4413790)

Mair, C. , Stear, M., Johnson, P. , Denwood, M., Jimenez de Cisneros, J. P., Stefan, T. and Matthews, L. (2015) A Bayesian generalized random regression model for estimating heritability using overdispersed count data. Genetics Selection Evolution, 47, 51. (doi: 10.1186/s12711-015-0125-5) (PMID:26092676) (PMCID:PMC4473853)

Prada Jimenez de Cisneros, J., Stear, M. J., Mair, C. , Singleton, D., Stefan, T., Stear, A., Marion, G. and Matthews, L. (2014) An explicit immunogenetic model of gastrointestinal nematode infection in sheep. Journal of the Royal Society: Interface, 11(99), p. 20140416. (doi: 10.1098/rsif.2014.0416) (PMID:25121649) (PMCID:PMC4233724)

Prada Jiménez de Cisneros, J., Matthews, L. , Mair, C. , Stefan, T. and Stear, M. J. (2014) The transfer of IgA from mucus to plasma and the implications for diagnosis and control of nematode infections. Parasitology, 141(7), pp. 875-879. (doi: 10.1017/S0031182013002321)

Research Reports or Papers

Mair, C. (2023) Student and staff perceptions of student evaluations. Project Report. University of Glasgow. (Unpublished)

Conference or Workshop Item

Beekman, E., Brown, K., Olowe, E., Callum, M. and Mair, C. (2024) How students and staff perceive course evaluations and engage with class reps. 17th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 9th April 2024.

Li, R. and Mair, C. (2024) What Would it Take to Decolonise STEM? 17th Annual University of Glasgow Learning & Teaching Conference, Glasgow, UK, 09 April 2024.

Olowe, E., Macaulay, C., Brown, K., Beekman, E. and Mair, C. (2023) Developing Feedback Literacy Minus the Assessment. Teaching Excellence Academy International Teaching and Learning Conference 2023, Hull, UK, 12 July 2023.

Mair, C. , Brown, K., Beekman, E., Olowe, E. and Macaulay, C. (2023) Course Evaluations as a Feedback Dialogue Tool. Change Agents' Network Conference 2023, Hatfield, UK, 17-18 May 2023.

Mair, C. (2023) Developing Graduate Attributes by Engaging Students with SoTL. 16th Annual University of Glasgow Learning & Teaching Conference, Glasgow, UK, 29 Mar and 13 Apr 2023.

Conference Proceedings

Mair, C. and Fu, J. (2024) Learning Development in Statistics Education. In: International Association for Statistical Education Satellite Conference 2023, Toronto, Canada, 11-13 July 2023,

Jack, E. and Mair, C. (2023) Investigating Readiness for Remote Learning in Three Cohorts of Students. In: 11th International Conference on Teaching Statistics (ICOTS11 2022), Rosario, Argentina, 11-16 Sep 2022, (doi: 10.52041/iase.icots11.T14C2)

This list was generated on Mon May 27 16:01:08 2024 BST.

Grants

Seeking to improve the accessibility of maths and statistics for visually impaired people

  • Edinburgh Mathematical Society 2023/24
  • Institute of Mathematics and its Applications (2023/24)

Student perceptions of the importance of disciplinary knowledge versus pedagogical expertise in STEM learning”

  • University of Glasgow Scholarship of Teaching and Learning Scheme (2023/24)

Student and staff perceptions of course evaluations

  • University of Glasgow Scholarship of Teaching and Learning Scheme (2022/23)