Ellie Davison

Publications

• Instilling a mindset for lifelong learning through a focus on skills development
• Enhancing the Learning Development of Student Partners through the curriculum diversification ‘Hidden Histories’ project
• Tell us what you want, what you really, really want: students’ wish-list for inclusive, engaging video microlectures.
• ‘Designing for diverse learners’: how to make accessible teaching and assessment resources.
• Building ‘belonging’ in STEM.
• Supporting inclusive learning resource design with Designing for Diverse Learners
• Array comparative genomic hybridization analysis of colorectal cancer cell lines and primary carcinomas.
• An association between variants in the IGF2 gene and Beckwith-Wiedemann syndrome: interaction between genotype and epigenotype.
• The aggravating role of the ubiquitin-proteasome system in neurodegenerative disease.
• Proteomic analysis of increased Parkin expression and its interactants provides evidence for a role in modulation of mitochondrial function.
• Deletion at chromosome band 20p12.1 in colorectal cancer revealed by high resolution array comparative genomic hybridization.
• Combined array-comparative genomic hybridization and single-nucleotide polymorphism-loss of heterozygosity analysis reveals complex changes and multiple forms of chromosomal instability in colorectal cancers.
• The complex nature of constitutional de novo apparently balanced translocations in patients presenting with abnormal phenotypes.
• DNA microarrays for comparative genomic hybridization based on DOP-PCR amplification of BAC and PAC clones.
• Array-CGH analysis of microsatellite-stable, near-diploid bowel cancers and comparison with other types of colorectal carcinoma
• Refining Molecular Analysis in the Pathways of Colorectal Carcinogenesis
• Improved engagement in online peer-review activities supporting assessment.
• Skills for Success? Supporting transition into higher education for students from diverse backgrounds.
• Building a learning community through collaborative, online assessment preparation
• Flipped learning boosts exam performance for students with lower previous academic attainment.
• Delivering the Public Good of Higher Education: Widening Participation, Place and Lifelong Learning.
• CATE 2019: Integrated Foundation Years - a success story for Lincoln University.
• Community building to promote peer-peer relationships.
• Utilising co-creation and active learning pedagogies to diversify the narrative in STEM curricula.
• Skills for Success? Supporting transition into higher education for students from diverse backgrounds.
• Student Achievement Emotion Profiles: Links with Academic Attainment and Attendance at University
• Hidden Histories: A Student-Staff Partnership to Diversify Narratives in the Curriculum
• Top 10 tips for producing accessible, engaging asynchronous lecture videos.
• Inclusive teaching practice, widening participation and closing the attainment gap.
• Flipped learning boosts exam performance for students with lower previous academic attainment.
• Blended delivery of group and peer review activities to support academic writing assessment.
• Improved engagement in online peer review activities supporting assessment.
• Widening participation: Closing attainment gaps through a holistic, student-led Science Foundation Year.
• Skills for Success.
• Supporting transition into higher education.
• Assessing the value of integrated degrees with Foundation Year in context: institutional level responses to Augar.
• Lessons from a Science Foundation Year Programme. In: Forum for Access and Continuing Education (FACE) Annual Conference.
• First‐year students' achievement emotions at university: A cluster analytic approach to understand variability in attendance and attainment