Dr Karen Poulter (formerly Ayres)


Contact details


Room 205, Maths Building


School of Mathematical, Physical and Computational Sciences, Department of Mathematics and Statistics, University of Reading, PO Box 220, Reading, RG6 6AX.

Phone: 0118 378 8023

Email: k.l.poulter@reading.ac.uk



A full CV is given below, covering teaching, administration & leadership, outreach and research activities. This should be more than anyone would ever want to know about me!




Qualifications and Experience


Present appointment:          Associate Professor (previously Senior Lecturer), Department of Mathematics and Statistics, University of Reading, from October 2011


Education and qualifications:

2002-2003       Certificate in Further Professional Studies in Higher Education, University of Reading

1995-1998       PhD Applied Statistics, University of Reading

1994-1995       MSc Statistics, London School of Economics and Political Science, University of London

1991-1994       BSc Pure Mathematics (1st class honours), Queen Mary & Westfield College, University of London


Previous appointments:

Jan. 2002 – Sep. 2011

                        Lecturer in Applied Statistics, School/Section of Applied Statistics (2001 - 2010), then Department of Mathematics and Statistics (2010 - 2011), University of Reading

Aug. 1999 – Dec. 2001          

                        Postdoctoral Research Assistant (BBSRC funded), Department of Applied Statistics, University of Reading

Jan. 1999 – July 1999           

                        Postdoctoral Research Assistant, Wolfson Institute of Preventive Medicine, St Bartholomew’s and the Royal London School of Medicine and Dentistry




My current appointment is now teaching focused, and so most of my activities are centred on teaching and T&L leadership.



Evidence of quality:


Awarded the University Collaborative Award for Outstanding Contributions to Teaching and Learning - awarded to a team of Orla Kennedy, Tania Lyden, Natalie Tarling, Phil Dash, Becky Thomas, Guja Bandini and me, for piloting the Thrive Career Mentoring Scheme in 2015


Awarded the RUSU (Reading University Students Union) Teaching Excellence Award for Science, which is a student nominated award - the citation reads "Karen is extremely engaging and responsive to students and shows true passion for her subject. Not only has Karen pioneered Teaching and learning seminars, but she has also led careers talks and has been actively working with Course Reps to improve Academic Representation in her department."


Awarded a University Teaching Fellowship (UTF), which is a "prestigious award conferred to an individual who has demonstrated individual excellence and contributed to the development and/or support of teaching and learning within the University"


Made Senior Fellow of the Higher Education Academy


Made Fellow of the Higher Education Academy


Awarded an Early Career University Teaching Fellowship (UTF), which included funding of just under £10,000 for a project in teaching and learning. My project was to develop a system for delivering self-study questions and examples tailored to the ability of a student.


School Award for Teaching Excellence


School Award for Teaching Excellence (Rising Star)



Development and delivery of continuing professional development workshops:

I have recently started developing and delivering workshops on leadership concepts related to teaching and learning, as part of the University's open programme of staff development workshops, and for students.



Chairing and being effective in meetings (for the RUSU Academic Rep conference) - delivered four times in each of 2016 and 2017

The Curriculum Framework & You: Getting Started - jointly with Nina Brooke (CQSD) - delivered twice

T&L Leadership and You - jointly with Nina Brooke (CQSD) - delivered once

Chairing and servicing SBTLs - jointly with Vicky Howard (CQSD) - delivered once



Leadership in teaching and learning:

I have held many T&L admin and leadership roles during my career. From 2006-2010 I simultaneously held almost every leadership and administrative role relating to teaching and learning in Applied Statistics, and effectively had sole responsibility for UG provision, and shared responsibility for PG taught provision for four years. Since 2010 and the merger of Applied Statistics with Mathematics, I have continued to seek out leadership opportunities where I can.


Further information about achievements is given in the section on Administrative responsibilities.



For the academic year 2017/18 I am co-Chair of the University's Sub-committee on the Delivery and Enhancement of Teaching and Learning (DELT).


I am School Director of Teaching and Learning for the School of Mathematical, Physical and Computational Sciences. Working with the Head of School, this involves leadership and responsibility for all teaching and learning, and associated activities, for the Departments of Mathematics & Statistics, Meteorology and Computer Science. As part of this role I have created and disseminated School T&L policies, and created five Advisory and Implementation Groups on key strategic areas (T&L Enhancement, Retention and Attainment, Assessment and Feedback, Employability, Technology Enhanced Learning), which will interact with the School Board for Teaching and Learning.


In 2014 I took the lead from the Department side for an Employability Task Force, joining forces with staff in Careers to develop additional opportunities for our students to enhance employability skills and be more proactive in applying for graduate opportunities. As part of this I initiated the creation of a Graduate Skills Officer role in the Department. I also took the lead on organising and implementing the Department's many activities in the Autumn and Spring term Enhancement Weeks.


In 2011 I took the lead in revising the Department's undergraduate publicity materials. Working in a team which included the Admissions Tutor, Head of Department, Senior Tutor and Part 1 Coordinator, we produced a new 20-page brochure showcasing all activities of the Department and its programmes, including teaching, research and employability. I took responsibility for updating the brochure each year until 2013, when I then took the lead in redesigning publicity materials for display at Open Days, plus a revision of the website content to include new graduate profiles, a student-authored 'Life in the department' page and a webpage on student engagement activities.


I have had a major role to play in bringing student engagement to the fore in the Department of Mathematics and Statistics. In 2011 I established the University's first Teaching & Learning project scheme for undergraduates, in the Department, whereby students are paid to work on short summer T&L projects with staff to develop or evaluate new teaching materials. A particular innovation since 2012 has been the fact that students can apply for funds from this scheme for their own suggested project. In 2012 I established a joint student and staff Teaching & Learning seminar series. During 2012-2015 approximately three times in each of the Autumn and Spring terms students and staff came together to present and discuss T&L topics of common interest. This series will be relaunched at the School level in 2016. In 2013 I established a Student Teaching and Learning Group, which consists almost wholly of students in the department, who set the agenda for discussions about modules, programmes and other T&L issues. The Group reports to the Board of Studies. For our 2015 Periodic Review I also organised a Student Written Submission to enable the student voice to be more prominent in the process: this good practice has now been adopted more widely across the University.


I have previously mentored three new sessional or full lecturers/teaching fellows. I have also discussed possible teaching projects for the University's Postgraduate Certificate in Academic Practice with other new staff.


I was the Applied Statistics Executive Director of Teaching and Learning, which encompassed all tasks usually undertaken separately by the Senior Tutor, Director of Undergraduate Studies and School Director of Teaching and Learning, including extenuating circumstances and academic misconduct, for all undergraduate and postgraduate statistics students. I took responsibility for developing teaching policies, including requirements for moderation, and had a significant advisory role to the Head of Department on workload allocations.


I initiated and designed plans for a series of posters on the ground floor of the AMS building to promote the School of Biological Sciences, which the Section of Applied Statistics was then part of. Over the course of a year I led the project, identifying suitable academic contributors for a series of posters covering enterprise, teaching and research activities in the School, and liaising with the designers over the production of a series of 22 posters.


In 2005 I designed a suite of new materials for the Applied Statistics UG Open Days, including publicity leaflets, posters, a talk ('Statistics - A Matter of Life and Death') and statistical activities. I delivered the talk each year from 2005-2008, at both Open Days and a shorter version at UCAS Visit Days. As Admissions Tutor I produced further talks and publicity materials for Applied Statistics (see below, in the Administrative responsibilities section).


As School e-Learning Coordinator I initiated policies in the Department regarding the use of the University’s VLE, Blackboard (2005, 2008), including its portal facility (2007, 2008, 2010), and developed an e-marking program and encouraged its use amongst colleagues (2008). I also led the significant revision to the School of Mathematical & Physical Sciences' Blackboard portals in 2010, after joining that School.



Teaching and learning grants:


£20000, Teaching and Learning Development Fund

Member of a team of three (PI: Dawn Willoughby) on a two-year project to develop a set of SPOCs (Small Private Online Courses) in applied statistics for use across the University in future skills activities.


£420, Faculty of Science Teaching and Learning Development Fund

Student project: to create screencasts to accompany statistical tutorials for four packages.


£1260, University Alumni Annual Fund

Student project: to create computing Tip Sheets for use in the Statistical Advisory Service.


£200, University’s Widening Participation Office

Student project: to help develop an outreach activity on forensic statistics.


£700, University’s Centre for the Development of Teaching and Learning (CDOTL)

For a project to develop a generic Excel-based program for electronic marking of assessments [joint application with Fiona Underwood and Mike Dennett].


£1800, CDOTL

For piloting the Blackboard Academic Suite and e-portfolio facility.


£300, CDOTL

Student project: to evaluate the usefulness of online statistical applets [joint application with Alan Kimber].


£416, CDOTL

Student project: to assist in creation of questions and solutions for use with dedicated Excel macros for e-marking of statistics assessments.


£200, School of Applied Statistics

Student project: to produce Minitab self-study guides for Part 1 students.



Enhancement in programme/module development:


As Chair of the Department's Undergraduate Programme Committee (which superseded the T&L Group) I initiated and led on matters regarding the content and delivery of our undergraduate programmes, and student attainment. I convened ad hoc Working Groups when appropriate. 


I have led the redesign of undergraduate statistics teaching provision in the Department, in particular taking sole responsibility for rewriting the three Part 1 probability and statistics modules as they reduced from 40 credits to 30 credits (2012), and assembling and leading a team to consider the development of a clear probability and statistics stream through the mathematics programme (2013). 


As Chair of the Department's Teaching & Learning Group, I convened meetings each term to discuss key issues regarding the programmes and their delivery, to form proposals to put to the Heads of Department and the Board of Studies. I was responsible for determining the agenda and for producing reports arising from the meetings of the Group. The Group considered outcomes of the module evaluation process, and as part of this I produced a module report form for each module, summarising student feedfack and including staff responses.


I led the redesign of MA24F Communicating Mathematics and MA2GS General Skills, expanding the range of skills developed to enhance employability. In 2010 I was module convenor for the revised module, and led a team of six in delivering the module.

Working with a colleague, I initiated plans for a new UG Part 1 problem-based learning module in Data Analysis: a colleague then took this idea forward.


I developed and created all materials for a new 20-credit UG Part 2 module on Forensic Statistics and Genetics.

I redesigned the BSc Business Statistics programme and sought a name change to BSc Business Statistics and Marketing: this doubled the intake.


I redesigned the module AS2G Skills for Statisticians, introducing an additional groupwork exercise and more development of key transferable skills.

I designed the structure, content and different assessment tasks of the 40 credit final year statistics project, making it essentially self-supervised with lecturer input limited to myself as module convenor. This module has routinely attracted positive feedback from external examiners.


Supporting students’ learning:


I am the departmental contact for the University's Peer Mentoring Scheme.


I organised the Department's Enhancement Week activities for 2014/15 and for half of 2015/16, which involved identifying which activities to offer, liaising with staff to deliver them, and encouraging student engagement. In 2015 this involved developing a suite of activities that form a student journey in the enhancement of various areas, such as information literacy, communication, computing and employability skills: this work involved assembling a small group of volunteers, which I led, to map out skills provision across the enhancement weeks.


I organised the summer term activities post-exams for Part 1 and Part 2 students, including liaising with careers advisors to identify appropriate sessions to provide for the students at this time (which I helped to deliver), which made use of new tools that had been developed by the Careers Advisory Service.


I redeveloped and expanded my existing welcome talk to create a new Freshers’ week induction session, on issues of university transition, for all 120+ incoming undergraduates in the Department of Mathematics and Statistics. I led colleagues in the delivery of the session each year in 2010-2012, before handing over the organisation to a colleague in 2013.


I wrote an UG welcome talk for Applied Statistics Freshers, to include things such as plagiarism, sources of help and study advice, and delivered this each year in 2005-2009.



Involvement in quality management processes:


Member of the University Board for Teaching and Learning (UBTL).


Chair of the SAS T&L Operations/DTL/Senior Tutor Forum.


Chair of the University's Review of SBTLs Working Group.

Member of the University's Grade Working Group.

Member of the University's Learning Analytics Programme Board.


Chair of the School Board for Teaching and Learning.

Member of Boards of Studies and Student Staff Liaison Committees for Mathematics & Statistics, Meteorology and Computer Sciences.


Member of the University's SAS T&L Programme Board.


Member of the University's Student Careers and Employability Group.


Member of the University's Sub-committee for the Delivery and Enhancement of Learning and Teaching (DELT), and co-Chair for 2017-18.

External member of Programme Special Cases Sub-committees (2 in 2015, 2 in 2016, 3 in 2017).


Member of the University's Enhancement Week Task Force.

Member of the University's Module Delivery Working Group.

Member of the University's Progression Rule Working Group.

Member of Board of Studies for PG programmes in Mathematical & Physical Sciences.


Lead for the Department of Mathematics and Statistics' successful Periodic Review of programmes (which took place in April 2015). The department received excellent feedback from the panel.


Member of the University's Careers Strategy Implementation Group.

Member of the University's Student Academic Representation Task and Finish Group.

Member of the University's Review of Enhancement Week Working Group.



Member of School of Mathematical and Physical Sciences Student Staff Liaison Committee.


Member of the University's KIS Working Group.

2012, 2008

I was invited to meet the panel for questions for the QAA Institutional Audit (2008) and Review (2012) of the University.


Internal member of the Periodic Review Panel for Economics programmes.

Member of the University's Integrated Masters Progression Working Group.


Member of Board of Studies for UG programmes in Mathematical & Physical Sciences.


I have been Chair for a light scrutiny panel (2010), and twice been a member of other scrutiny panels (2012, 2013) for proposed UG and PG programmes at Reading.

Co-creator and member of Department of Mathematics and Statistics Staff Student Forums.


Member of the University’s Committee for Student Recruitment and Marketing (StReaM).

Member of the Steering Group for the University’s JISC-funded DEVELOP project.


I led Applied Statistics through a successful Periodic Review of its programmes. This included liaising with CDOTL over the Pathfinder Away Day, writing the 27-page Self-Evaluation Document by myself and responding to questions from the panel. I also wrote the response to the panel, and the one-year follow-up report.


Member of Board of Studies for MSc programmes in Food Biosciences.

Member of Board of Studies for MPharm programme.


Senior Examiner for the Royal Statistical Society examinations.


Member, Joint Faculty Committee of Programme Advisors


Chair of Board of Studies for UG programmes in Statistics.

Member of Board of Studies for UG programmes in Biological Sciences.


Member of Faculty Staff-Student Committee.


Member of Board of Studies for MSc in Biometry.

Member of Applied Statistics Staff Student Committee.


Secretary to Board of Studies for UG programmes in Statistics.



Teaching load:

I enjoy teaching and consequently try to do a lot of it!


In 2017-18 I am teaching the following modules


ST1PS            Probability and Statistics [Statistics]

ST2LM/LMD   Linear Models [Multiple regression]

ST3MVA         Multivariate Data Analysis [principal components, cluster and correspondence analysis]



Contact hours during my career are (including all lectures, practicals, tutorials)


































These hours include teaching on the following modules, as well as personal tutor tutorials for Probability (2010), Calculus Methods (2011-2012), Ordinary Differential Equations (2013) and a range of maths and stats modules (2014-):


Data Analysis (2010-2013), Communicating Mathematics (2010-2011), Probability (2010-2013,2014-2015), Statistics and Epidemiology for Life Sciences (2009-2014), Forensic Statistics (2007-2014), Genetic Data Analysis (2007-2013), Skills for Statisticians (2005-2014), Statistical Computing and Data Analysis (2015-2016), Statistical Inference and Modelling (2012-2015), Statistical Methods (2005-2006, 2009-2010), Statistical Genetics (2002-2011), Statistics (2015-), Research Methods (2006-2010, 2011-2013), Linear Models (2002-2010, 2013-2014), Multivariate Data Analysis (2002- ), Epidemiology (2002 - 2016), Part 3 Mathematics Project (2011-2013), Statistics Research Project (2005-2014,2015-2016).


I also supervised on average three MSc in Biometry projects every year from 2002 - 2014.



Outreach activities


From 2010 - 2016 I was a STEM ambassador, and my outreach sessions focused on forensic mathematics and statistics:


CSI: Maths

Maths has a vital role to play in understanding the clues left behind at crime scenes, and helping to piece together what may have happened. Equations, lines of best fit and trigonometry, to name just a few topics, all play an important part. The aim of this session is to use some of these mathematical techniques to analyse evidence found at the scene of a murder. This is aimed years 11-12 and lasts 1.5 - 2 hours. After a brief introductory talk, students will spend most of the session working through calculations to identify characteristics of the murderer. Evidence found at the crime scene includes bloodstains, shoeprints, a tooth and bullet holes.


From crime scene to court - maths and stats to solve a murder

We often see TV programmes about how criminals can be caught and convicted because of DNA, glass, firearms or other evidence. What we don't see is how mathematics and statistics can be used to analyse the evidence and determine its significance, shorten the list of suspects and ultimately help bring the criminal to trial and obtain a conviction. This session will give you the chance to put into practice the common mathematical and statistical approaches used to evaluate evidence from a crime scene, and report results to the jury. This is your opportunity to be an expert witness!  This is aimed years 12-13, lasts from 1.5 to 2 hours. After a brief introductory talk, students will spend most of the session evaluating the strength of the evidence for suspects in a murder case, for DNA, firearms, glass, eyewitness and fibres evidence. For the longer session, there will be the chance for students to report results back to the class, as if in a courtroom.


A further session on the use of probability for disaster victim identification via DNA profiles was developed but not delivered.



I have delivered a Royal Institution Berkshire Mathematics Masterclass at Kendrick School on the mathematics of crime scene investigation


Provided a session each year on the mathematics of crime scene investigation for the non-residential Summer School at the University of Reading.


Delivered an interactive session three times on the use of S1 statistical techniques in forensics at Forest School in Wokingham.

2012, 2011

I have twice delivered a Royal Institution Berkshire Mathematics Masterclass at Kendrick School on using mathematics and statistics to solve murders


I have delivered a talk at the Department-organised Year 12 Maths day each year in 2010 - 2013, 2015.


Delivered a talk on forensic statistics at the University’s Further Maths Day, and at Cox Green School in Maidenhead.


Delivered a talk on forensic statistics at the University’s Further Maths Day, Science Week and a Widening Participation Summer School.


Delivered a talk on relatedness testing statistics at the ASE (Association for Science Education) conference, and the Abbey School in Reading.



Administration, leadership and other activities


Member of the University's 'People Strategy' Project Board.


School Director of Teaching and Learning, Mathematical, Physical and Computational Sciences (formerly Mathematical and Physical Sciences), University of Reading; and consequently Member of School Steering Committee/School Executive Board/School Promotions Committee. This role has included leading on the implementation of the University's PEAR initiative for online submission.



School e-Learning Coordinator (Applied Statistics up to 2010, Mathematical & Physical Sciences 2010-2012,2015-2016)                       

Included support for staff interested in e-learning, and implementation of appropriate learning technologies.

Achievements: introduction of Blackboard as the compulsory VLE for all statistics UG and PG modules, development of Blackboard student portals for Applied Statistics and the School of Mathematical and Physical Sciences, encouraging staff use of turnitin, proposing the use of e-portfolios for placement students, plus development and implementation of an e-assessment program.


Member of Senate, University of Reading.


Member (and from 2014-2017 Deputy Chair) of Senate Standing Committee on Examination Results.


Departmental Director of Teaching and Learning in the Department. This role supports the Head of Department with regards T&L activities, ensuring that appropriate policies are created, disseminated and implemented. It includes the role of monitoring module evaluations, and convening and chairing T&L groups.


Principal Internal Examiner (Undergraduate Programmes) in the Department. This included chairing the Departmental moderation committee, and meeting with external examiners to discuss results.


Director of Undergraduate Studies, Department of Mathematics & Statistics
Includes the role of Programme Director for 13 single and joint honours degrees in mathematics or statistics. Included the role of Chair of the Department T&L Group (which now comes under the DDTL role).

Achievements (incl. DDTL activities): leading the redesign of the statistics provision and content of skills modules, creating opportunities for student engagement, producing a Departmental undergraduate handbook, creating a detailed Department Assessment Policy document, delivering talks at Open Days and creating publicity materials.

2010-2011, 2003-2007

Careers Management Skills (CMS) tutor for statistics students               

Achievements: redesign of CMS assignments to make them more subject-specific, and contributions to design of CMS sessions.


Programme Director/Advisor for five Statistics/Maths+Statistics degrees.

Achievements: changes to programmes over the past four years to reflect introduction of new compulsory and optional modules.


Executive Director of Teaching and Learning (Applied Statistics)

Included dealing with all academic and pastoral matters relating to statistics students, chairing the UG Board of Studies and writing its Annual Reports, drafting annual workload allocations, organising peer observations of teaching, monitoring module evaluation questionnaires, coordinating and publicising schedules of assessments, determining appropriate coursework and examination moderation procedures, assisting with examination procedures and attending Faculty Examiners Meetings, providing advice to colleagues in relation to teaching and learning matters, ensuring University policies were implemented, and liaising with the Royal Statistical Society on an annual basis for accreditation purposes. 

Achievements: leading Applied Statistics through its Periodic Review process.

Undergraduate Admissions Tutor for all five statistics programmes       

Achievements: In 2005, before taking on the role, I developed materials promoting Applied Statistics at Open Days and Visit Days. Further talks were developed in 2008 and 2010. I was the academic solely in charge of Applied Statistics Open Days and UCAS Visit Days 2006-2010, and I delivered talks at both each year, and provided content for prospectus entries. I also wrote the content for the branded Statistics at Reading UG brochure in 2009. 

Programme Director/Advisor for Post-Experience Diploma in Statistics

Included overseeing the content of the programme.


MSc in Biometry co-director                                              

Included shared responsibility of Programme Director role plus sole responsibility (until 2010) of admissions for EU and overseas students. Achievements: I have co-written (with Sue Todd) five external applications for MSc studentships, three of which have been successful (MRC, 2005; BBSRC, 2006; NIHR, 2010).


Careers coordinator                                                                                    

Included liaising with external people to deliver careers talks to undergraduate and MSc students, and providing advice to students on CVs. Achievements: initiation in 2004 of an annual Careers Advisory Service-led session for Masters students on CV writing and interview technique (this took place each year until 2010).


Webmaster for Applied Statistics                                                              

I redesigned the Applied Statistics website in 1999 whilst a postdoctoral researcher, and maintained the site from then until the merger with Maths in August 2010. Achievements: redesign and transfer of material to the University Content Management System within the School of Biological Sciences’ website in 2008, and transferring and integrating material for the About Us, UG and PG taught sections of the new Department of Mathematics & Statistics website in 2010.

Other roles have included/include



Director of the Statistical Advisory Service, and previously


Statistical Advisory Service Coordinator

I am one of the statisticians in the Department’s Statistical Advisory Service, which offers consultancy to students and staff within the University. In 2009 I led the redesign of its format (a change from drop-in to web-booking): I wrote a suite of Excel macros to create a database for processing forms and managing appointments.


Department Timetabler


Internal Examiner for Undergraduate Programmes


Internal Examiner for MSc in Biometry    


Diploma Admissions tutor 


Lunchtime seminars organiser


Meetings coordinator of the Statistical Genetics research group


Member of the Royal Statistical Society Careers Promotions Committee: assisted in the production of their Careers in Statistics leaflets.


Voluntary webmaster for the Royal Statistical Society, which gave me sole responsibility for redesigning and maintaining their website throughout the period 2000-2004.



Research and scholarship


I have an eclectic set of publications, reflecting earlier interests in statistical genetics and forensic statistics, collaborative work in epidemiology and recent interests in teaching and learning.



Peer-reviewed articles (34):

K.L. Ayres, A. Wilcox and P. Glaister (2013). Diversity in mathematics assessment equals diversity in opinion? MSOR Connections, 13(2), 15-23.


B. Okamura, K.L. Ayres, J. Salgado, T.A. Davidson, R.F. Shaw, T.W. Stephens , D. Hoare and C.D. Sayer (2013). Shallow lake sediments provide evidence for metapopulation dynamics: a pilot study. Aquatic Ecology, 47, 163-176. 


K.L. Ayres (2012). Using e-portfolios to provide regular feedback on final year statistics projects. MSOR Connections, 12(2), 52-54. 


P. Glaister, E.M. Glaister and K.L. Ayres (2012). Engagement ‘with’ or ‘by’ students: two sides of the same coin. MSOR Connections, 12(2), 22-27.


K.L. Ayres and P. Glaister (2012). Setting the right hurdle: progression to the final year of an MMath programme. MSOR Connections, 12(1), 31-33.


K.L. Ayres, P. Glaister and C.J. Smith (2012). The benefits of an undergraduate teaching and learning placement scheme in mathematics and statistics. MSOR Connections, 12(1), 2-6.


K.L. Ayres (2011). Anonymous marking of coursework using a Vigenère-type cipher. British Journal of Educational Technology 42, E156–E159.


S.L. McDonald, P.A. Maple, N. Andrews, K.E. Brown, K.L. Ayres, F.T. Scott, M. Al Bassam, A.A. Gershon, S.P. Steinberg, J. Breuer (2011). Evaluation of the time resolved fluorescence immunoassay (TRFIA) for the detection of varicella zoster virus (VZV) antibodies following vaccination of healthcare workers. Journal of Virological Methods 172, 60-65. 


M.L. Quinlivan, K.L. Ayres, P.J. Kelly, S.P. Parker, F.T. Scott, R.W. Johnson, C. Maple, J. Breuer (2011). Persistence of varicella-zoster virus viraemia in patients with herpes zoster. Journal of Clinical Virology, 50, 130-135. 


K.L. Ayres, Y. Talukder, J. Breuer (2010). Humoral immunity following chickenpox is influenced by geography and ethnicity. Journal of Infection, 61, 244-251.


K.L. Ayres and F.M. Underwood (2010). Electronic marking of statistics assessments for bioscience students. Bioscience Education, 15, c4 (online journal).


C.S. Ford, K.L. Ayres, N. Toomey, N. Haider, J. van Alphen Stahl, L.J. Kelly, N. Wikström, P.M. Hollingsworth, R.J. Duff, S.B. Hoot, R.S. Cowan, M.W. Chase and M.J. Wilkinson (2009). Selection of candidate coding DNA barcoding regions for use on land plants. Botanical Journal of the Linnean Society, 159, 1-11.


R.N. Curnow and K.L. Ayres (2007). Population genetic models can be used to study the evolution of the interacting behaviour of parents and their progeny. Theoretical Population Biology, 72, 67-76.


M.L. Quinlivan, K. Ayres, H. Ran, S. McElwaine, M. Leedham-Green, F.T. Scott and J. Breuer (2007). Effect of viral load on the outcome of Herpes Zoster. Journal of Clinical Microbiology, 45, 3909-3914.


K.L. Ayres (2005). The expected performance of Single Nucleotide Polymorphism loci in paternity testing. Forensic Science International, 154, 167-172. 


K.L. Ayres and R.N. Curnow (2005). Detecting non-multiplicative genotype relative risks from transmissions of parental alleles to affected children. Journal of Human Genetics 50, 46-48.


R.D. Bagnall, K.L. Ayres, P.M. Green and F.Giannelli (2005). Gene conversion and evolution of Xq28 duplicons involved in recurring inversions causing severe Hemophilia A. Genome Research, 15, 214-223.


K.L. Ayres and W.M. Powley (2005). Calculating the exclusion probability and paternity index for X-chromosomal loci in the presence of substructure. Forensic Science International, 149, 201-203.


K.L. Ayres and D.J. Balding (2005). Paternity index calculations when some individuals share common ancestry. Forensic Science International, 151, 101-103.


K.L. Ayres and A.D.J. Overall (2004). API-CALC 1.0: a computer program for calculating the average probability of identity allowing for substructure, inbreeding and the presence of close relatives. Molecular Ecology Notes 4, 315-318.


A.P. Morris, A.D. Pedder and K.L. Ayres (2003). Linkage disequilibrium assessment via log-linear modelling of SNP haplotype frequencies. Genetic Epidemiology 25, 106-114.


T. Anagnostopoulos, A.P. Morris, K.L. Ayres, F.Giannelli and P.M. Green (2003). DNA variation in a 13 Mb region including the F9 gene: inferring the genealogical history and causal role of a haemophilia B mutation (IVS 5+13 A->G) Journal of Thrombosis & Haemostasis 1, 2609-2614.


K.L. Ayres, J. Chaseling and D.J. Balding (2002). Implications for DNA identification arising from an analysis of Australian forensic databases. Forensic Science International 129, 90-98.


K.L. Ayres (2002). Paternal exclusion in the presence of substructure. Forensic Science International 129, 142-144. 


J.R.W. Masters, J.A. Thomson, B. Daly-Burns, Y.A. Reid, W. Dirks, P. Packer, L.H. Toji, T. Ohno, H. Tanabe, C.F. Arlett, L.R. Kelland, M. Harrison, A. Virmani, T.H. Ward, K.L. Ayres & P.G. Debenham (2001). Short Tandem Repeat profiling provides an international reference standard for human cell lines. Proceedings Of The National Academy Of Sciences USA 98, 8012 - 8017.


J.A. Thomson, K.L. Ayres, V. Pilotti, M.N. Barrett, J.I.H. Walker and P.G. Debenham (2001). Analysis of disputed single-parent/child and sibling relationships using 16 STR loci. International Journal of Legal Medicine 115, 128-134.


M. Seed, K.L. Ayres, S. Humphries, and G. Miller (2001). Lipoprotein (a) as a predictor for myocardial infarction in middle-aged men. American Journal of Medicine 110, 22 - 27.


K.L. Ayres and D.J. Balding (2001). Measuring gametic disequilibrium from multi-locus data. Genetics 157, 413 - 423.


K.L. Ayres (2000). Relatedness testing in subdivided populations. Forensic Science International 114, 107 - 115. 


K.L. Ayres (2000). A two-locus forensic match probability for subdivided populations. Genetica 108, 137 - 143. 


J.A. Thomson, K.L. Ayres, V. Pilotti, M. Barrett, J. Walker and P. G. Debenham (2000). Validation of Multiplex STR Systems for the Investigation of Parentage and Other Familial Relationships. In "Progress in Forensic Genetics 8" (Eds. G.F. Sensabaugh, P.J. Lincoln and B. Olaisen), Elsevier Science.


J.A. Thomson, V. Pilotti, P. Stevens, K.L. Ayres, and P.G. Debenham (1999). Validation of Short Tandem Repeat Analysis for the investigation of cases of disputed paternity. Forensic Science International 100, 1 - 16.


K.L. Ayres and A.D.J. Overall (1999). Allowing for within-subpopulation inbreeding in forensic match probabilities. Forensic Science International 103, 207 - 216.


K.L. Ayres and D.J. Balding (1998). Measuring departures from Hardy-Weinberg: a Markov chain Monte Carlo method for estimating the inbreeding coefficient. Heredity 80, 769 - 777.



Book chapters:

K.L. Ayres (2002). Chapter 12: The internet. In “Research Methods for Postgraduates” (Ed. T Greenfield), Arnold.


K.L. Ayres (2002). Chapter 40: Personal home pages on the web. In “Research Methods for Postgraduates” (Ed. T Greenfield), Arnold.



Technical reports:

R.N. Curnow and K.L. Ayres (2006). Polymorphisms can be maintained by the interaction of maternal behaviour and competition between progeny. Section of Applied Statistics, The University of Reading: Technical Report 06/01.


K.L. Ayres and R.N. Curnow (2004). Detecting non-multiplicative disease penetrances from transmissions of parental alleles to affected children. School of Applied Statistics, The University of Reading: Technical Report 04/01. 



Conference proceedings:

K.L. Ayres and P. Glaister (2012). A technique for delivering individualised formative problems and examples. Proceedings of the HEA STEM Conference. Available online via http://journals.heacademy.ac.uk/doi/full/10.11120/stem.hea.2012.090. 


K.L. Ayres, N.R.T. Biggs and P. Glaister (2012). Statistical monitoring of student performance - an early warning system. Proceedings of the HEA STEM Conference. Available online via http://journals.heacademy.ac.uk/doi/abs/10.11120/stem.hea.2012.061. [Winner: best MSOR paper]



Teaching & Learning magazine articles and blog posts:

K.L. Ayres (2015). Tailored formula sheets - the 'cheat sheet' idea. Available online: http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2015/06/04/tailored-formula-sheets-the-cheat-sheet-idea-by-dr-karen-ayres/


K.L. Ayres (2014). Flipping assessment?! Available online: http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2014/01/29/flipping-assessment-by-dr-karen-ayres/


K.L. Ayres (2013). Enhancing student engagement through T&L seminars. Available online: http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2013/07/31/enhancing-student-engagement-through-tl-seminars-by-dr-karen-ayres/


P. Glaister, K.L. Ayres and C.J. Smith (2013). Supporting students through personal tutor tutorials. Available online: http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2013/04/30/supporting-students-through-personal-tutor-tutorials-by-dr-paul-glaister-dr-karen-ayres-and-dr-calvin-james-smith/


K.L. Ayres and P. Glaister (2012). NSS 2012 and student engagement. Available online: http://blogs.reading.ac.uk/engage-in-teaching-and-learning/2012/12/13/nss-2012-and-student-engagement-by-dr-karen-ayres-and-dr-paul-glaister/


K.L. Ayres, P. Glaister and C.J. Smith (2011). Maths and Stats takes UROP a stage further. Teaching Matters 26. Available online : http://www.reading.ac.uk/web/FILES/cdotl/Teaching_Matters_26.pdf.



Research grants:


University of Reading CETL-AURS Undergraduate Research Opportunities Programme (UROP) summer studentship, for investigating methods for the familial searching of DNA databases.


PhD Studentship from GSK (Co-Investigator with Dr Patrick Kelly).



Contribution to research at the national/international level:


Associate Editor for Journal of the Royal Statistical Society Series C (Applied Statistics).


I have acted as a reviewer for grant applications for the BBSRC (2006) and the NHS for a PhD application (2005), and as an evaluator for end-of-project reports for the ESRC (2008) and EPSRC (2006). Over the course of my career I have reviewed articles for various journals, including Forensic Science International, Genetics, BMC Genomics, Molecular Ecology, Human Molecular Genetics, Human Biology, International Journal of Legal Medicine, JRSS D and Nature Reviews Genetics. 


I was a member of the Local Organising Committee for the International Biometric Society - British Region conference in 2001.



Research students supervised:

I have supervised two DStat students (2009, 2013), and three PhD students (2005, 2009, 2010) through to completion. I am currently second supervisor to one part-time PhD student.




For programs related to Curnow & Ayres (TPB, 2007), download rnc_kla.zip.


For files related to the e-Mark automated marking macros (Ayres & Underwood, Bioscience Education, 2010), download e-Mark.zip.


For the Excel file related to the anonymous marking number generation method (Ayres, BJET, 2011), download AnonyMark.xlsm.


For files related to the autoQs individualised sequence of problems program (Ayres & Glaister, Proceedings of the HEA STEM Conference, 2012), download autoQs_demo.zip.


For files related to the student monitoring system (Ayres, Biggs & Glaister, Proceedings of the HEA STEM Conference, 2012), download EWS.zip.



Last updated: October 2017