Dr Alison Stokes
Profiles

Dr Alison Stokes

Associate Professor in Earth and Environmental Sciences

School of Geography, Earth and Environmental Sciences (Faculty of Science and Engineering)

Biography

Biography

My current role is Associate Head of School - Education and Student Experience.

Qualifications

Education
2011: PGCert Learning and Teaching in Higher Education, University of Plymouth
2000: PhD Geological Sciences, University of Plymouth : “Mineral growth and fluid migration in mid-crustal shear zones” 
1996: BSc (Hons) Geological Sciences, University of Plymouth (1st class) 

Employment
2022 - current: Associate Professor in Earth and Environmental Science Education
2013 - 2022: Lecturer in Earth and Environmental Science Education, University of Plymouth
2012 - 2013: Associate Lecturer, School of Geography, Earth and Environmental Science, University of Plymouth
2011 - 2012: Postdoctoral Research Fellow, Department of Earth Sciences, University of Oxford
2011 - 2011: Project Officer, HEA-GEES Subject Centre, University of Plymouth
2005 - 2010: Research Coordinator, Experiential Learning CETL, University of Plymouth
2002 - 2005: Operational Crime and Intelligence Analyst, Devon and Cornwall Constabulary
2000 - 2002: Recruitment Strategy Manager (Education), Devon County Council



Professional membership

Fellow of the Higher Education Academy

Roles on external bodies

  • Member of the Advisory Group for the QAA Subject Benchmark Statement for Earth Science, Environmental Sciences and Environmental Studies (2021-2022)
  • Diversity in Geoscience UK (DiG-UK): Co-lead (2018-present)
  • Committee of Heads of Environmental Science (CHES): Vice Chair of Executive Committe (2020-present)
  • Committee of Heads of Environmental Science (CHES): Member of Executive Committe (2017-2020)
  • Geological Society of London Higher Education Network: Committee Secretary (2015-2019)
  • International Association for Geoscience Diversity: Executive Counsellor (2014-2016)
  • International Association for Geoscience Diversity: DiG-UK Liaison (2018-present)
  • Journal of Geoscience Education: Editor for Research (2014-2020)
  • Journal of Geoscience Education: Associate Editor (2009-2014)


Teaching

Teaching

Teaching interests

I contribute to a broad range of teaching activities using approaches informed by my own, and broader, research into experiential learning and inclusive education. I currently teach on the following modules:

  • ENVS1009: Sustainability Science (module leader)
  • ENVS1010: Global Environmental Challenges
  • ENVS2001: Environmental FIeld and Research Skills
  • ENVM2001: Environmental Data Management
  • ENVS2002: Environmental Expedition
  • ENVM2002: Environmental Management and Sustainability in Practice
  • ENVS2004: Environmental Issues and Communication 
  • ENVS3001/3003: Research Project
  • ENVM3001: Systems Thinking and Change Leadership in Sustainability
  • ENVM3002: Systems Thinking in Sustainability: Independent Investigation (module leader)


Research

Research

Research interests

I am a Discipline-Based Education Researcher with specific expertise in experiential learning and inclusive field-based practices, and research interests in the following areas:

  • Accessible and inclusive STEM education
  • Experiential learning in Earth and environmental sciences
  • Thinking and learning in the geosciences (geocognition)
  • Fieldwork pedagogy, specifically participant experiences of fieldwork 
  • Science communication and public engagement
  • Communicating flood risk
  • Threshold concepts and troublesome knowledge

My current research focuses on the following issues:

  • Barriers to access and inclusion in science-based disciplines: I am interested specifically in understanding barriers to participating in residential undergraduate fieldwork, and using the findings to further innovate in the design and development of accessible and inclusive field courses.
  • Social processes in experiential learning environments: I am applying my expertise in qualitative inquiry to investigate the impacts of residential fieldwork on teacher-student relationships, and the potential impacts for developing experiential learning in more diverse contexts.

Grants & contracts

  • 2017: HEFCE Catalyst Fund: Embedding and sustaining inclusive STEM practices (co-applicant, Plymouth University Project Lead): £480,050
  • 2017: Pedagogic research and Teaching Innovation Fund (PRTI) (co-applicant with Dr Charlotte Braungardt): £6,974
  • 2017: Pedagogic research and Teaching Innovation Fund (PRTI) (co-applicant with Dr Anne Plessis and Dr Mark Farnworth): £2,030
  • 2014: Plymouth University Teaching Fellowship Award Scheme (PUTFAS): £9,441
  • 2014: Centre for Sustainable Development Small Grants Award (co-applicant with Dr Paul Lunt): £1,000
  • 2014: US National Science Foundation:Enhancing Accessibility in the Geoscience: A Field-Based Workshop for Accommodating Students with Disabilities (co applicant / External Evaluator): $68,729

Publications

Publications

Journals

Tooms, S., Stokes, A. & Turner, A. (2023) Lead in painted surfaces and dusts from rented urban properties (Plymouth, UK). Environmental Pollution, 316, 120503-120503, DOI:10.1016/j.envpol.2022.120503.

Houghton, J.J., Morgan, D.J., Gordon, C.E., Stokes, A., Atchison, C.L., Collins, T.D., Craven, B. & Willis, K. (2020) Access Anglesey 2018: Lessons from an inclusive field course. Advances in Geosciences, 53, 183-194. DOI: 10.5194/adgeo-53-183-2020.

Stokes, A., Feig, A.D., Atchison, C.L. & Gilley, B. (2019) Making geoscience fieldwork inclusive and accessible for students with disabilities. Geosphere, 15 (6), 1809-1825. DOI:10.1130/GES02006.1.

Feig, A.D., Atchison, C.L., Stokes, A. & Gilley, B. (2019) Achieving inclusive field-based education: results and recommendations from an accessible geoscience field trip. Journal of the Scholarship of Teaching and Learning, 19 (2), 66-87. DOI: 10.14434/josotl.v19i1.23455.

Stokes, A. & Harmer, N. (2018) The value of 'having a go': trialling a project-based learning activity to inform curriculum design. Journal of Geoscience Education, 66 (4), 278-292. DOI: 10.1080/10899995.2018.1509599

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, 40 (4), 531-545. 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.

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., 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

Kneale, P., Sanders, M & Stokes, A. (2012) Making fieldwork resources accessible to all. Teaching Earth Sciences, 37 (1), 20-22.

Stokes, A., Magnier, K. & Weaver, R. (2011) What's the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35 (1), 121-141, DOI: 10.1080/03098265.2010.487203.

Libarkin, J. & Stokes, A. (2011) The moon has no gravity: Examples of idea mixing in explanations of physical processes. Planet, 24, 50-54.

Cotton, D.R.E., Stokes, A. & Cotton, P.A. (2010) Using observational methods to research the student experience. Journal of Geography in Higher Education, 34 (3), 463-473, DOI: 10.1080/03098265.2010.501541.

Stokes, A., King, H. & Libarkin, J. (2007) Research in science education: threshold concepts. Journal of Geoscience Education, v55 (5), 434-438.

Maskall, J., Stokes, A., Truscott, J.B., Bridge, A., Magnier, K. & Calderbank, V. (2007) Supporting fieldwork using information technology. Planet, v18, GEES Subject Centre, 18-21.

Stokes, A. (2006) Quantification as a troublesome concept in the GEES disciplines. Planet Special Edition 17, GEES Subject Centre, 18-20 (http://www.gees.ac.uk/pubs/planet/index.htm#P17 ).


 


Chapters

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. (2011) A phenomenographic approach to investigating students’ conceptions of geoscience as an academic discipline. In Feig, A.D. & Stokes, A. (Eds) Qualitative Inquiry in Geoscience Education Research: Geological Society of America Special Paper 474, 23-35, DOI: 10.1130/2011.2474(03).

Wirth, K.R., Goodge, J., Perkins, D. & Stokes, A. (2011) An excursion to the classic bedrock localities of northeastern Minnesota with a focus on teaching and learning in the field. Geological Society of America Field Guide 24, 483–503, DOI:10.1130/2011.0024(24).

Stokes, A. & Boyle, A.P. (2009) The undergraduate geoscience fieldwork experience: influencing factors and implications for learning. In Whitmeyer, S.J., Mogk, D.W. & Pyle, E.J. (eds) Field Geology Education: Historical Perspectives and Modern Approaches. Geological Society of America Special Paper 461, 291-311, DOI:10.1130/2009.2461(23).

Boyle, A.P., Ryan, P. & Stokes, A. (2009) External drivers for changing fieldwork practices and provision in the UK and Ireland.   In Whitmeyer, S.J., Mogk, D.W. & Pyle, E.J. (eds) Field Geology Education: Historical Perspectives and Modern Approaches. Geological Society of America Special Paper 461, 313-321, DOI: 10.1130/2009.2461(24).

Books

Feig, A.D. & Stokes, A. (Eds) (2011) Qualitative Inquiry in Geoscience Education Research. Geological Society of America Special Paper 474, 211p.

Maskall, J. & Stokes, A. (2008) Designing Effective Fieldwork for the Environmental and Natural Sciences. GEES Subject Centre Teaching and Learning Guide. 77p. ISBN: 978-1-84102-201-7. (http://www.gees.ac.uk/pubs/guides/eesguides.htm#GEESfwGuide)

Scholarly Editions

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)

Personal

Personal

Reports & invited lectures

Stokes, A. (2022) "Knowing that there's going to be uncertainty is a certainty in itself": Working towards inclusive and accessible geoscience field education. Imperial College, 3rd March 2022.

Stokes, A. (2019) "Knowing that there's going to be uncertainty is a certainty in itself": Working towards inclusive and accessible geoscience field education. Cardiff University, 21st March 2019. 

Stokes, A. (2019) "Knowing that there's going to be uncertainty is a certainty in itself": Working towards inclusive and accessible geoscience field education. Undergraduate Field Education Research Network (UFERN) webinar, 13th March 2019.

Stokes, A. & Gibson, K. (2010) The A-level student experience of residential fieldwork: Slapton Ley, 2008. Report to the Field Studies Centre, Slapton Ley, 42p.

Boyle, A.P. & Stokes, A. (2010) The student fieldwork experience: Influencing factors and implications for learning. EGU General Assembly, Vienna, 4th May 2010.

Stokes, A. (2009) The joys of mapping: researching the UK fieldwork experience. Department of Geology, Central Michigan University, 4th November 2009.

Stokes, A. (2009) Researching field cognition: a UK perspective. Department of Geoscience, Michigan State University, 29th October 2009.

Stokes, A. (2009) Researching undergraduate fieldwork: a UK perspective. Department of Geosciences Colloquium, University of Calgary, 15th October 2009.

Stokes, A., King, H. & Libarkin, J. (2008) Threshold concepts: un-stuffing the geoscience curriculum. Geological Society of America (GSA), Houston, USA.

Stokes, A. (2007) What on EARTH do your students think they're doing? A UK perspective on geoscience education research. CRCSTL (Centre for Research into College Science Teaching and Learning) Research Seminar, Michigan State University, 8th November 2007.

Conferences organised

'The Way to Work': Graduate Employability in the Geociences. Geological Society of London Higher Education Network Annual Meeting, Plymouth University, January 2018.

Confronting barriers to inclusion: opening the gate to accessible fieldwork. Geological Society of London, June 2015.

Geological Society Higher Education network (HEN) Annual Meeting and E-gaming workshop. Plymouth University, January 2015.

Plate Tectonics and Geohazards: A/AS-level conference. Plymouth University, March 2014.

Plate Tectonics and Geohazards: A/AS-level conference. Plymouth University, November 2013.

‘Talking About Flooding: challenges and opportunities for Local Authorities and flood scientists’ . University of Oxford, 14th March 2012.

Open Fieldwork Expert Seminar. University of Chester, May 2011.

Other academic activities

Conference sessions organised / chaired

  • Geoscience Field Education: The Implications of Research and Practice for Workforce Development. Geological Society of America (GSA), Vancouver, Canada (2014)
  • GEES 11: Teaching and learning for GEES students. GEES Subject Centre, Birmingham, UK (2011)
  • Geoscience Education II. Geological Society of America (GSA), Portland, USA (2009)
  • Geocognition: Researching student learning in the geosciences. Geological Society of America (GSA), Houston, USA (2008)

Contributions to peer review

  • Journal of Geoscience Education
  • Journal of Geography in Higher Education
  • Geological Society of America Special Publications
  • Geosphere
  • Planet (GEES Subject Centre publication)
  • GSA Today
  • Area
  • National Science Foundation (NSF) Education Research Grants
  • GEES Learning and Teaching Development Fund awards
  • National Geographic Society Education Grants
  • Czech Science Foundation Grants