Stokes, Alison - Plymouth University - School of Geography, Earth and Environmental Sciences, Chemistry

个人简介

Role Lecturer in Earth and Environmental Science Education Qualifications Education 2011: PGCert Learning and Teaching in Higher Education, Plymouth University 2000: PhD Geological Sciences, Plymouth University: “Mineral growth and fluid migration in mid-crustal shear zones” 1996: BSc (Hons) Geological Sciences, Plymouth University (1st class) Employment 2013 - current: Lecturer in Earth and Environmental Science Education, Plymouth University 2012 - 2013: Associate Lecturer, School of Geography, Earth and Environmental Science, Plymouth University 2011 - 2012: Postdoctoral Research Fellow, Department of Earth Sciences, University of Oxford 2011 - 2011: Project Officer, HEA-GEES Subject Centre, Plymouth University 2005 - 2010: Research Coordinator, Experiential Learning CETL, Plymouth University 2002 - 2005: Operational Crime and Intelligence Analyst, Devon and Cornwall Constabulary 2000 - 2002: Recruitment Strategy Manager (Education), Devon County Council Professional membership

研究领域

Thinking and learning in the geosciences (geocognition) Fieldwork pedagogy Science communication and public engagement Communicating flood risk Threshold concepts and troublesome knowledge

近期论文

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Gibson, H., Stewart, I., Pahl, S. & Stokes, A. (2016) A 'mental models' approach to the communication of subsurface hydrology and hazards. Hydrology and Earth System Sciences. DOI: 10.5194/hess-2015-542 Harmer, N. & Stokes, A. (2016) “Choice may not necessarily be a good thing”: Student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines. Journal of Geography in Higher Education. DOI: 10.1080/03098265.2016.1174817 Gilley, B., Atchison, C., Feig, A & Stokes, A. (2015) Impact of inclusive field trips. Nature Geoscience, 8 (8), 579-580. DOI: 10.1038/ngeo2500 Stokes, A., Roberts, C., Crowley, K. & McEwen, L. (2015) Methods of knowledge exchange and learning focused on local authorities' experiences of flood science communication. International Journal of Science Education, Part B: Communication and Public Engagement, 5 (2), 114-138. DOI: 10.1080/21548455.2013.855835 Stokes, A. & Atchison, C. (2015) Getting out more. Geoscientist, 25 (4), 16-19. Harmer, N. & Stokes, A. (2014) The benefits and challenges of project-based learning: A review of the literature. PedRIO paper 6, Plymouth University. 37p. ISSN 2052-5818. (https://www1.plymouth.ac.uk/research/pedrio/Documents/PedRIO%20Paper%206.pdf) Petcovic, H.L., Stokes, A. & Caulkins, J.L. (2014) Geoscientists' perceptions of the value of undergraduate field education. GSA Today, 24 (7), 4-10. DOI:10.1130/GSATG1936.A.1. McEwen, L., Stokes, A., Crowley, K. & Roberts, C. (2014) Role-play as pedagogy for expert science communication with professional stakeholders in flood risk management. Journal of Geography in Higher Education, 38 (2), 277-300. DOI:10.1080.03098265.2014.911827 Stokes, A. & Feig, A.D. (2012) Considering qualitative inquiry, sociocultural theories, and complexity in the study of field-based learning. In Kastens, K.A., and Manduca, C.A. (eds) Earth and Mind II: A Synthesis of Research on Thinking and Learning in the Geosciences. Geological Society of America Special Paper 486, 177-179. DOI:10.1130/2012.2486(29) Stokes, A., Collins, T., Maskall, J., Lea, J., Lunt, P. & Davies, S. (2012) Enabling remote access to fieldwork: gaining insight into the pedagogic effectiveness of ‘direct’ and ‘remote’ field activities. Journal of Geography in Higher Education, 36(2), 197-222. DOI: 10.1080/03098265.2011.619004