Beverley Allan

Contact

• workRoom B101 Life Sciences
  University Park
  Nottingham
  NG7 2RD
  UK
• work0115 8283054
• Beverley.Allan@nottingham.ac.uk

Biography

Since receiving my PhD in Atmospheric Chemistry from the University of East Anglia, I continued with my research into the role of halogen chemistry in the marine boundary layer for a number of years before joining the power industry as an atmospheric modeller. I then moved back into education completing my PGCE in 2004 and since then has been involved in learning & teaching in secondary, further and higher education acquiring fourteen years of teaching experience. During my time in HE I have convened modules on undergraduate ('Environmental Chemistry & Physics') and MSc courses ('Air Pollution Management & Control' and 'Integrated Environmental Strategies'), and I currently hold a teaching and learning position at Nottingham convening the 'Foundation Chemistry' and 'Maths for Foundation Science' modules on the Foundation Science course (www.nottingham.ac.uk/foundationscience). My current interests are in the effectiveness of student response systems (https://eic.rsc.org/ideas/responsive-teaching/3007116.article), the impact of flipped learning on attainment (https://jfyn.co.uk/index.php/ukfyn/article/view/14/14), and the development of effective student feedback for assessments.

Recent Publications

• CAROLINE M ANDERSON and BEVERLEY J ALLAN, 2021. Students’ Perceptions of and Engagement with Asynchronous Active Learning Activities for Developing their Understanding Journal of the Foundation Year Network. 4, 53-61
• BEVERLEY J ALLAN and CAROLINE M ANDERSON, 2020. The Impact of Widening Participation Admissions Policies on Science Foundation Year Students’ Experience Journal of the Foundation Year Network. 3, 57-66
• BEVERLEY J ALLAN and TAMSIN M MAJERUS, 2020. Investigating the impact of co-developing a rubric on students’ perceptions of, and engagement with, feedback. In: T. BYROM, ed., Meeting the Teaching and Learning Challenges in 21st Century Higher Education: Universal Design
• BEVERLEY J ALLAN, 2019. Improving Outcomes on a Foundation Mathematics Module to Complement Progression onto Science Degrees Journal of the Foundation year Network. 2, 101-111

• View all publications

• CAROLINE M ANDERSON and BEVERLEY J ALLAN, 2021. Students’ Perceptions of and Engagement with Asynchronous Active Learning Activities for Developing their Understanding Journal of the Foundation Year Network. 4, 53-61
• BEVERLEY J ALLAN and CAROLINE M ANDERSON, 2020. The Impact of Widening Participation Admissions Policies on Science Foundation Year Students’ Experience Journal of the Foundation Year Network. 3, 57-66
• BEVERLEY J ALLAN and TAMSIN M MAJERUS, 2020. Investigating the impact of co-developing a rubric on students’ perceptions of, and engagement with, feedback. In: T. BYROM, ed., Meeting the Teaching and Learning Challenges in 21st Century Higher Education: Universal Design
• BEVERLEY J ALLAN, 2019. Improving Outcomes on a Foundation Mathematics Module to Complement Progression onto Science Degrees Journal of the Foundation year Network. 2, 101-111
• BEVERLEY J ALLAN, 2018. Investigating Learner Perceptions and Outcomes of the Flipped Classroom in Foundation Chemistry Classes Journal of the Foundation Year Network. 1, 11-22