Dr Stephen Rutherford

Dr Stephen Rutherford is a Senior Lecturer and Deputy Director of Undergraduate Education at the School of Biosciences Cardiff University; a large School with a diverse portfolio. He joined Cardiff in 2005 after postdoctoral research at University of Oxford and in the USA. He gained an MA(Ed) in 2009 and is currently studying for an Ed.D. Stephen encourages students to form mutually-supportive learning communities and work with staff as partners in learning rather than as passive consumers, on the basis that we learn best by interacting with each other and finding communal answers to problems. The teaching approach he uses encourages active learning with authentic assessment wherever possible, with flipped- and collaborative-learning approaches and technology to support student engagement. Stephen feels very strongly that learning in HE is a process of apprenticeship, where students should become progressively enfolded in the culture of science as they progress. Impact of work Stephen has introduced several innovative approaches that enhance peer-support of learning. For example, assessments where students produce learning resources for their peers, and 'Shadow Modules', student-focused, student-led study-support groups which parallel (and feed back into) the taught academic modules. Stephen has been invited to run numerous CPD sessions, encouraging alternative teaching approaches. His teaching philosophy also underpinned recent major revisions to his School's degrees and curricular which began in late 2015. He was awarded the 'Excellence in Teaching' award by the University in 2015 and this year was shortlisted for two awards in the student­nominated Student's Union 'Enriching Student Life Awards'. He has also recently developed research interests in the biomedical validity of early-modern medicine, a new and exciting career development. Plans for the future Stephen's pedagogic research interests are in collaborative learning, technology-enhanced education, student­mediated learning and engaging students with assessment and feedback. He is particularly interested in where the balance best lies between individuals, peers and technology in supporting learning, and how we can use contemporary tools to support, or challenge, established learning practices. Stephen's future pedagogic research will focus on how students develop learning strategies during transition to self-mediated learning at University, and their use of collaborative strategies. In the future his planned teaching developments will further enhance collaborative and active learning approaches.