1. UNDERGRADUATE research-informed teaching
Dr Karen gresty
and
Mr Andrew Edwards-jones

2. biographies
Karen Gresty is Associate Dean Teaching and Learning in the Faculty of Science and Engineering. She is a national teaching fellow and a principal fellow of the HEA. Karen has a quality assurance and enhancement brief, alongside a pedagogic interest in research-informed teaching.
Andrew Edwards-jones is a multidisciplinary researcher currently working in the Faculty of science and engineering, and at SERIO (providers of social, economic and market research). His research interests include research-informed teaching pedagogies, encompassing undergraduate research. He is an associate fellow of the hea.

3. Two areas of interest 1. Undergraduate e-journals
Promotion and dissemination of student research
impact of e-journal publication on student experience
2. Concept of ‘risk’ when implementing innovative pedagogies
Staff perspectives of rit
Student perspectives of rit

4. Recent Rit Articles
Gresty, K., Heffernan, T., Pan. W.  & Edwards-Jones, A. (2015). Minimising Risks in Research-informed Teaching. Higher Education Review, 48 (1), p40-67. ISSN
Gresty, K., Pan. W., Heffernan, T. & Edwards-Jones, A. (2013). Research-informed teaching from a risk perspective. Teaching in Higher Education 18(5), p  DOI: /  
Gresty, K. & A. Edwards  (2012) The Plymouth Student Scientist: An undergraduate research e-journal in 'How to start an undergraduate research journal' p81-84 (Ed. D. Alexis Hart). Council on Undergraduate Research ISBN:
Gresty, K. A. & Edwards-Jones, A. (2012)  Experiencing research-informed teaching from the student perspective: Insights from developing an undergraduate e-journal. British Journal of Educational Technology  43(1) p
Walkington, H., Edwards-Jones, A. & Gresty, K. (2013) Embedding Student Research Publication Opportunities: Strategies for Widening Engagement with Undergraduate Research Journals. CUR Quarterly 34 (1), p