
Dr Louise Kelly
Senior Teaching Fellow
Mathematics and Statistics
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Prize And Awards
- Strathclyde Medal: Team Award
- Recipient
- 5/9/2024
- Strathclyde Medal: Team Award
- Recipient
- 2023
- Faculty of Science Teaching Excellence Awards
- Recipient
- 6/7/2021
- APHA Awards
- Recipient
- 4/2021
- Civil Service Science Award: Team Award
- Recipient
- 25/2/2021
- APHA Science Award: Team Award
- Recipient
- 2018
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Publications
- Tracking the success of contextual offer students at one Scottish Higher Education Institution
- Burns Nathan Patrick, Young David, Sherriff Andrea, Black Peter, Blackshaw Al, Kelly Louise
- Higher Education Quarterly Vol 79 (2025)
- https://doi.org/10.1111/hequ.70011
- A qualitative risk assessment of imports of animal feed as a potential pathway for Aujeszky's disease virus incursion
- Evans Daniel, Horigan Verity, Taylor Rachel A, Kelly Louise
- Microbial Risk Analysis Vol 27-28 (2024)
- https://doi.org/10.1016/j.mran.2024.100314
- A comparison of generalised linear models to determine the academic success of university students from traditionally disadvantaged backgrounds
- Burns Nathan, Young David, Sherriff A, Kelly Louise
- Royal Statistical Society Annual Conference 2024 (2024)
- A comparison of semi-parametric and parametric survival methods on student dropouts from higher education
- Burns Nathan, Young David, Sherriff A, Kelly Louise
- Royal Statistical Society Annual Conference 2024 (2024)
- The impact of student dropouts on Scotland’s Widening Access Agenda
- Burns Nathan, Young David, Sherriff Andrea, Kelly Louise
- The 7th World Conference on Research in Teaching and Education (2024)
- Estimating a region's SARS-CoV-2 prevalence by accounting for under-reporting of cases
- Patel Virag, Taylor Rachel A, McCarthy Catherine M, Moir Ruth, Kelly Louise A, Snary Emma L
- PLOS One (2024)
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Professional Activities
- Lumpy Skin Disease: changes in risk since 2017
- Speaker
- 3/6/2024
- Mathematics & Statistics Teaching Away Day
- Participant
- 22/5/2024
- The Medical Statistician Degree Apprenticeship
- Speaker
- 5/2023
- SQA Higher Applications of Mathematics Reviewer
- Advisor
- 26/11/2022
- Royal Veterinary College University of London
- Visiting lecturer
- 11/2022
- Overseas Development Agency Online Risk Assessment Course
- Member of programme committee
- 5/2022
Projects
- Exploring education outcomes and their association with deprivation and other equality characteristics
- Kelly, Louise (Principal Investigator) Csoban, Tunde (Co-investigator) Stewart, Ryan (Co-investigator)
- 01-Jan-2024 - 31-Jan-2025
- A Scottish study on entry requirements and attainment for students from deprived backgrounds
- Burns, Nathan (Principal Investigator) Kelly, Louise (Academic) Stewart, Ryan (Academic) Willison, Debra (Academic)
- The Commission on Widening Access’ (CoWA) published its recommendations and targets for educational reform in Scotland in 2016 (Commission on Widening Access 2015, 2016). The key target was that by 2030, 20% of entrants to higher education across Scotland should come from the most deprived background. This refers to the Scottish Index of Multiple Deprivation (SIMD) areas that rank in the lowest 20% in terms of deprivation (Quintile 1). When these targets were introduced by the CoWA, they also recommended the introduction of contextual offers. Such offers consider a student’s contextual background alongside their prior attainment when making admissions decisions. Applicants that are eligible for contextual offers are assessed against Minimum Entry Requirements (MERs), which are typically lower than the Standard Entry Requirements (SERs) by one or two grades. By 2019, MERs were to be implemented across all degree programmes in Scotland and publicly viewable by potential applicants (Universities Scotland 2017). The CoWA argued that a student’s “potential” was not solely reflected in their academic attainment from high school, rather this was just one contributing factor alongside their contextual background. In these arguments they cited empirical evidence from the Universities of St. Andrew’s (Lasselle, McDougall-Bagnall, and Smith 2014) and Bristol (Hoare and Johnston 2011) which suggested that students from more disadvantaged backgrounds can perform as well as, or better than, their non-disadvantaged peers at university.
To date, the main Widening Access efforts in Scotland have been focused on increasing the proportion of SIMD 0-20 Quintile entrants to university, in line with the CoWA targets; less emphasis has been placed on how these students perform whilst at university. Strathclyde implemented contextual offers and MERs in 2015/2016 and since then, have met WA targets ahead of schedule. Meeting targets has, however been challenging for Science-based subjects, including Chemistry. Previous projects have been undertaken to understand why this challenge exists and how to address the imbalance between Science and Humanities/Business programmes. In this project, we plan to extend this work by looking more closely at entry requirements and their influence on performance. Using a linked dataset of anonymous student records, we will undertake a statistical analysis to determine if there is any difference in performance between students that receive a contextual offer (CO) and those that receive a standard offer (SO). If differences are found to exist, we will explore the effects of SIMD Quintile and prior attainment to determine which of these factors, if any, has most influence. The results of the analysis will be used to inform how we set our MERs and SERs and, if appropriate, offer support. We anticipate that taking informed action will improve access, retention and attainment of students from the most deprived backgrounds within Scotland. - 01-Jan-2024 - 31-Jan-2025
- A Scottish study on entry requirements and attainment for students from deprived backgrounds
- Willison, Debra (Principal Investigator) Kelly, Louise (Co-investigator) Stewart, Ryan (Co-investigator)
- 01-Jan-2024 - 31-Jan-2025
- TBMI Development and Maintenance
- Kelly, Louise (Principal Investigator)
- Fundig for 0.4 FTE of staff member who recently moved from Edinburgh University
- 20-Jan-2021 - 02-Jan-2022
- Thermal death model for hepatitis E virus (HEV)
- Barry, Sarah (Principal Investigator) Kelly, Louise (Co-investigator)
- 01-Jan-2019 - 31-Jan-2021
- Experimental design for the study of anthelmintic resistance in UK cattle populations
- Kelly, Louise (Principal Investigator)
- 30-Jan-2014 - 31-Jan-2018
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Contact
Dr
Louise
Kelly
Senior Teaching Fellow
Mathematics and Statistics
Email: louise.kelly@strath.ac.uk
Tel: 548 3659