
Mr Christopher Cammies
FHEA, PGDipEd (QTS), MRes, BSc
Current positions
Teaching Associate (Senior Demonstrator)
School of Biological Sciences
Contact
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Research interests
Scientific Reseach
The assemblages of nematodes present in soil (and other) samples can be used as indicators for environmental monitoring. My research uses nematodes as environmental indicators to look at the soil of various ecosystems and agricultural settings. My primary research in this areas is currently seeking to determine the nematode assemblages within the UKs temperate rainforests and whether these are predictive of soil organic carbon (SOC).
Nematodes are notoroiusly difficult to identify by morphological means and so another key focus of my research is to develop and validate new and exisiting molecular methods for the identification of nematodes from environmental samples.
I am also interested in sustainable food production from a regulatory and marketing persepctive. So some of my reseach investigates the regulatory environments surrounding novel food production systems and how the produce from these systems can be best marketed and sold.
Pedagogic Research
I am an advocate for critical thinking and much of my educational research centres around Bloom's taxonomy, constructive alignment and assessment methods. I am also interested in graduate teaching assistants (GTA) and the role they play in student learning which is a relatively understudied area of pedagogic research.
Publications
Selected publications
08/03/2023An exploration of nematode assemblages in the hydroponic media beds of a commercial aquaponics system.
Nematology
Exploring economic and legal barriers to commercial aquaponics in the EU through the lens of the UK, and policy proposals to address them
Aquaculture International
Not all Bloom and gloom: assessing constructive alignment, higher order cognitive skills, and their influence on students’ perceived learning within the practical components of an undergraduate biology course
Journal of Biological Education
Exploring student and demonstrator perspectives of the teaching and learning provided by demonstrators during undergraduate laboratory practical sessions
Journal of PGR Pedagogic Practice
Student and staff perspectives of open-book versus closed-book assessments – a case study from an undergraduate biology course
Recent publications
23/04/2025Cas9-based enrichment for targeted long-read metabarcoding
Royal Society Open Science
Bridging the Gap
Aquaculture International
An exploration of nematode assemblages in the hydroponic media beds of a commercial aquaponics system.
Nematology
Exploring student and demonstrator perspectives of the teaching and learning provided by demonstrators during undergraduate laboratory practical sessions
Journal of PGR Pedagogic Practice
Not all Bloom and gloom: assessing constructive alignment, higher order cognitive skills, and their influence on students’ perceived learning within the practical components of an undergraduate biology course
Journal of Biological Education