School of Agriculture, Food and Wine
Faculty of Sciences
My PhD research began in the area of plant ecophysiology and then post doctoral positions expanded my area of interest into the effects of global climate change on plant growth. After my appointment at The University of Adelaide as a teaching only academic my area of interest has expanded again to include education research.
Selected discipline specific research publications:
B.R. Loveys. John, J. G Egerton, Dan Bruhn and Marilyn. C. Ball (2010) Disturbance is required for CO2-dependent promotion of woody plant growth in grasslands. Functional Plant Ecology. 37: 555-565. [Impact factor: 2.121]
D Bruhn, JJG Egerton, B.R Loveys, M. C. Ball (2007) Evergreen leaf respiration acclimates to long term nocturnal warming under field conditions. Global Change Biology 13: 1216-1223. [Impact factor: 8.502]
Loveys, B.R. John J.G Egerton, & Marilyn C Ball (2006) Higher daytime temperatures contribute to lower freeze tolerance under elevated CO2. Plant Cell and Environment.29:1077-1086. [Impact factor: 6.173]
O.K. Atkin, B.R. Loveys, L.J. Atkinson and T.L. Pons (2006) Phenotypic plasticity and growth temperature: understanding inter-specific variability. Journal of Experimental Botany, 57(2):267-81. [Impact factor= 5.830]
David H. Barker, Beth R. Loveys, John J.G Egerton, Holly Gorton, William E Williams & Marilyn C Ball (2005) CO2 enrichment predisposes foliage of a eucalypt to freezing injury and reduces spring growth. Plant Cell and Environment, 28(12): 1506-1515. [Impact factor: 6.173]
Loveys, B.R, Atkinson, L.J, Sherlock, D.J, Roberts, R, Fitter, A.H and Atkin O.K., (2003) Thermal acclimation of leaf and root respiration: an investigation comparing inherently fast- and slow-growing plant species, Global Change Biology, 9: 895-910. [Impact factor: 8.502]
Loveys, B.R, Scheurwater I, Pons T.L, Fitter, A.H and Atkin O.K., (2002) Growth temperature influences the underlying components of growth: an investigation using plants of differing growth rate, Plant Cell and Environment, 25: 975-988. [Impact factor: 6.173]
Atkin, O.K, Edwards, E. J. and Loveys, B.R., (2000) Response of root respiration to changes in temperature and its relevance to global warming, New Phytologist 147:141-154. [Impact factor= 7.33]
My Research is now focused on the scholarship of learning and teaching.
I have been successful in winning over $40,000 in University of Adelaide research grants over the last two years. I was fortunate to obtain one of four SGDE development grants, this allowed significant development of the SGDE in Foundations in Plant Science and also resulted in the production of a workshop for mentors applicable across the University. The mentor workshop was run in 2017 for members of the SGDE Community of Practice (see Section 3 for more details).
In 2017 I led two projects funded by the Federal Government through the Higher Education Participation and Partnership Program (HEPPP). Both projects were allocated $4000 to investigate; (1) The transition of students in the School of Agriculture, Food and Wine from 1st year to 2nd and (2) The factors that contribute to a cohesive cohort within the degree programs in the School of Agriculture, Food and Wine. I was able to employ a project officer on both projects to collect survey and focus group data from 150 students across 1st and 2nd year in our two main degree programs. I have been responsible for the collation and analysis of the data arising from these projects.
Over the last 6 years I have been collecting data regarding the impact of my flipped classroom approach for practical classes. This work has been submitted to the International Journal of Science Education and is currently under review.
I was also involved in preparing two chapters of the Good Practice Guide for Agriculture along with colleagues at the University of Adelaide, University of Queensland, University of Tasmania, Curtin University and Charles Sturt University. This was a valuable opportunity for me to connect with academics in many other institutions and compare teaching methods and approaches that work broadly in the area of agricultural education.
Learning and Teaching Advancement grants through the Adelaide Education Academy have allowed me to present research in the area of flipped classrooms and Students as Partners at several local, national and international conferences in 2017 (Connecting Higher Education, UK; EduLearn, Barcelona; FlipCon, Sydney; National Students as Partners Roundtable, Adelaide; IMELT, Adelaide) and 2018 (STARS, Auckland; National Students as Partners Roundtable, Brisbane; Combio, Sydney, HERDSA, Adelaide; AgEd, Adelaide). These conferences were and are invaluable for developing national and international contacts and benchmarking my teaching practice. A presentation at University College London for Connecting Higher Education led to an invitation to submit an article for the International Journal of Students as Partners (currently in preparation).
Date Position Institution name 2011 Lecturer The University of Adelaide 2001 - 2006 Post Doctoral Fellow The Australian National University 1999 - 2001 Post Doctoral Fellow The University of York
Date Institution name Country Title 1994 - 1998 Flinders University, Adelaide Australia PhD — Deakin University, Melbourne Australia Graduate Certificate In Higher Education Learning and Teaching
Year Citation 2016 Loveys, B. R., Riggs, K. M., & Able, A. J. (2016). Threshold Learning Outcome 2: Knowledge of Agriculture. In T. L. Botwright Acuña, & A. J. Able (Eds.), Good Practice Guide: Threshold Learning Outcomes for Agriculture (1 ed., pp. 25-53). Sydney, Australia: Australian Government Office for Learning & Teaching.
Year Citation 2017 McGrice, H., Loveys, B., & Karanicolas, S. (2017). Flipping Three Ways. Engaging undergraduates and academics through the creative use of technology in flipped classrooms.. In Educause Quarterly. Barcelona. 2016 Karanicolas, S., Loveys, B., Riggs, K., McGrice, H., Snelling, C., Winning, T., & Kemp, A. (2016). The Rise of the Flip: Successfully engaging students in pre-class activities through the use of technology and a flipped classroom design template. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 312-317). Adelaide, SA: ASCILITE.
I currently coordinate the follow courses:
Foundations in Plant Science, Level II (semester 1)- core course for Bachelor of Agricultural Sciences and Bachelor of Viticulture and Oenology
Animal and Plant Biochemistry II, Level II (semester 1)- core course for Bachelor of Agricultural Sciences and Bachelor of Viticulture and Oenology
Plant Production and Global Climate Change, Level III (semester 2)- core course for Bachelor of Applied Biology (Plant Production Major)
I currently teach components of:
Research Skills for Applied Biology, Level II (semester 1)
Viticultural Science II, Level II (semester 2)
Agricultural Resource Management, Level III (semester 2)
Agricultural System 1A, Level I (semester 2)
Introductory Wine Making, Level II (semester 2)
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