Dr David BoothFHEA FSS

Collaborative work with colleagues and both post-graduate and undergraduate students.

Topics ranging through statistics education, cell biology, biometrics, nature connection and socio/psychometrics.

Selected Publications

• Defining Activity Thresholds Triggering a ‘Stand Hour’ for Apple Watch Users: Cross-Sectional Study. Lyons, K. , Hei Man, A. H., Booth, D. & Rena, G., 10 Jun 2024, In: JMIR Formative Research. 8, 11 p., e53806.
• Disconnected: What Can We Learn from Individuals with Very Low Nature Connection? Barrable, A. & Booth, D., 1 Jul 2022, In: International Journal of Environmental Research and Public Health. 19, 13, 9 p., 8021.
• Supporting Child and Family Wellbeing through Nature during the Pandemic. Barrable, A. , Moseley, P., Touloumakos, A. K. & Booth, D., 2021, In: Hellenic Journal of Psychology. 18, 2, p. 154-171
• Increasing nature connection in children: A mini review of interventions. Barrable, A. & Booth, D., 19 Mar 2020, In: Frontiers in Psychology. 11, p. 1-7 7 p., 492.
• Identification of a SARS-like bat coronavirus that shares structural features with the spike glycoprotein receptor binding domain of SARS-CoV-2. Bringas, C. F. & Booth, D., 2020, In: Access Microbiology. 2, 11, 8 p., 000166.
• Nature Connection in Early Childhood: A Quantitative Cross-Sectional Study. Barrable, A. & Booth, D., Jan 2020, In: Sustainability. 12, 1, p. 1-15 15 p., 375.
• Tracking biological invasions in space and time: elucidating the invasive history of the green alga Codium fragile using old DNA. Provan, J. , Booth, D., Todd, N. P., Beatty, G. E. & Maggs, C. A., 2008, In: Diversity and Distributions. 14, 2, p. 343-354
• Molecular approaches to the study of invasive seaweeds. Booth, D., Provan, J. & Maggs, C. A. (Lead / Corresponding author), 2007, In: Botanica Marina. 50, 5-6, p. 385-396

Exemplar analytics from published work:

As an educator, I have strived to engage with students at every stage of learning post-primary, and have tailored my teaching style towards a “What I cannot create, I do not understand” ethos. I have actively engaged with the more recognisably challenging aspects of any biology course, namely genetics and statistics; and in the accreditation of degree courses at Dundee my efforts were recognised as several of the points of good practice noted by the Royal Society of Biology. I feel strongly that developing such skills in a safe, simulated settings with subsequent practice and application, ultimately leads to a cold understanding and intuition in the early years; paying dividends many times over when students engage with their capstone research work at honours level.

Teaching Modules

• 1st Year BI10002 Evolution and Biodiversity and BI12004 Environmental Biology
• 2nd Year BI21008 Diversity of Life, BI22055 Animal Function and EV22002 Mechanisms and Measurements
• 3rd Year BI32028 Ecology and Conservation Biology