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Doctoral Supervision and Research Culture: What We Know, What Works and Why

1, 2024

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Innovative Assessment in Higher Education: A Handbook for Academic Practitioners

Second edition., 2019

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Innovative Assessment in Higher Education

1, 2006

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P863: AN OPEN‐LABEL PHASE I/IIA STUDY TO EVALUATE THE SAFETY AND EFFICACY OF CCS1477 AS MONOTHERAPY AND IN COMBINATION WITH POMALIDOMIDE/DEXAMETHASONE IN RELAPSED/REFRACTORY MULTIPLE MYELOMA

HemaSphere, 2023-08, Vol.7 (S3), p.e54143bc-n/a

2023

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Potent Pre-Clinical and Early Phase Clinical Activity of EP300/CBP Bromodomain Inhibitor CCS1477 in Multiple Myeloma

Blood, 2022-11, Vol.140 (Supplement 1), p.852-853

2022

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CCS1477, a Novel p300/CBP Bromodomain Inhibitor, Enhances Efficacy of Azacitidine and Venetoclax in Pre-Clinical Models of Acute Myeloid Leukaemia and Lymphoma

Blood, 2021-11, Vol.138 (Supplement 1), p.3291-3291

2021

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Therapeutic targeting of EP300/CBP by bromodomain inhibition in hematologic malignancies

Cancer cell, 2023-12, Vol.41 (12), p.2136-2153.e13

2023

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P-190 Potent pre-clinical activity of EP300/CBP bromodomain inhibitor CCS1477 in multiple myeloma

Clinical lymphoma, myeloma and leukemia, 2023-09, Vol.23, p.S140-S140

2023

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Therapeutic Targeting of EP300/CBP By Bromodomain Inhibition in Acute Myeloid Leukemia

Blood, 2022-11, Vol.140 (Supplement 1), p.8774-8775

2022

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An Open-Label Phase I/IIa Study to Evaluate the Safety and Efficacy of CCS1477, a First in Clinic Inhibitor of the p300/CPB Bromodomains, As Monotherapy in Patients with Advanced Haematological Malignancies

Blood, 2019-11, Vol.134 (Supplement_1), p.1266-1266

2019

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An open label phase I/IIa study to evaluate the safety and efficacy of CCS1477 as monotherapy and in combination in patients with advanced solid/metastatic tumors

Journal of clinical oncology, 2019-05, Vol.37 (15_suppl), p.TPS5089-TPS5089

2019

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Abstract CT136: An open-label phase I/IIa study to evaluate the safety and efficacy of CCS1477 as monotherapy and in combination in patients with advanced hematological malignancies

Cancer research (Chicago, Ill.), 2023-04, Vol.83 (8_Supplement), p.CT136-CT136

2023

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How Should We Support, Reward and Recognise Supervision?

Doctoral Supervision and Research Culture, 2024, p.173-185

Clegg, Karen

1, 2024

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Professional Recognition of Research Supervision

Doctoral Supervision and Research Culture, 2024, p.74-82

Clegg, Karen

1, 2024

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Context and Culture: The Doctoral Researcher Experience

Doctoral Supervision and Research Culture, 2024, p.7-16

Clegg, Karen

1, 2024

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Advancing the Professional and Career Development of Doctoral Researchers

Doctoral Supervision and Research Culture, 2024, p.165-172

Clegg, Karen

1, 2024

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Introduction

Doctoral Supervision and Research Culture, 2024, p.1-4

Clegg, Karen

1, 2024

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Conclusion: The Future of Doctoral Education: A Cultural Revolution?

Doctoral Supervision and Research Culture, 2024, p.186-194

Clegg, Karen

1, 2024

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Towards a framework for the recognition of good supervisory practice

The Future of Doctoral Research, 2021, Vol.1, p.224-238

1, 2021

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Conclusion: Resilience, resourcefulness and reflections

Innovative Assessment in Higher Education, 2019, Vol.1, p.240-249

1, 2019

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Developing autonomy via assessment for learning: Students' views of their involvement in self and peer review activities

Innovative Assessment in Higher Education, 2019, Vol.1, p.173-189

1, 2019

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Developing and assessing inclusivity in group learning

Innovative Assessment in Higher Education, 2019, Vol.1, p.151-162

1, 2019

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Stepping back to move forward: The wider context of assessment in higher education

Innovative Assessment in Higher Education, 2019, Vol.1, p.9-21

1, 2019

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Practitioner perspectives: Using the UK Professional Standards Framework to design assessment

Innovative Assessment in Higher Education, 2019, Vol.1, p.220-230

1, 2019

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Assessing oral presentations: Style, substance and the 'razzle dazzle' trap

Innovative Assessment in Higher Education, 2019, Vol.1, p.88-100

1, 2019

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Doctoral Supervision and Research Culture: What We Know, What Works and Why

Innovative Assessment in Higher Education: A Handbook for Academic Practitioners

Innovative Assessment in Higher Education

P863: AN OPEN‐LABEL PHASE I/IIA STUDY TO EVALUATE THE SAFETY AND EFFICACY OF CCS1477 AS MONOTHERAPY AND IN COMBINATION WITH POMALIDOMIDE/DEXAMETHASONE IN RELAPSED/REFRACTORY MULTIPLE MYELOMA

Potent Pre-Clinical and Early Phase Clinical Activity of EP300/CBP Bromodomain Inhibitor CCS1477 in Multiple Myeloma

CCS1477, a Novel p300/CBP Bromodomain Inhibitor, Enhances Efficacy of Azacitidine and Venetoclax in Pre-Clinical Models of Acute Myeloid Leukaemia and Lymphoma

Therapeutic targeting of EP300/CBP by bromodomain inhibition in hematologic malignancies

P-190 Potent pre-clinical activity of EP300/CBP bromodomain inhibitor CCS1477 in multiple myeloma

Therapeutic Targeting of EP300/CBP By Bromodomain Inhibition in Acute Myeloid Leukemia

An Open-Label Phase I/IIa Study to Evaluate the Safety and Efficacy of CCS1477, a First in Clinic Inhibitor of the p300/CPB Bromodomains, As Monotherapy in Patients with Advanced Haematological Malignancies

An open label phase I/IIa study to evaluate the safety and efficacy of CCS1477 as monotherapy and in combination in patients with advanced solid/metastatic tumors

Abstract CT136: An open-label phase I/IIa study to evaluate the safety and efficacy of CCS1477 as monotherapy and in combination in patients with advanced hematological malignancies

How Should We Support, Reward and Recognise Supervision?

Professional Recognition of Research Supervision

Context and Culture: The Doctoral Researcher Experience

Advancing the Professional and Career Development of Doctoral Researchers

Introduction

Conclusion: The Future of Doctoral Education: A Cultural Revolution?

Towards a framework for the recognition of good supervisory practice

Conclusion: Resilience, resourcefulness and reflections

Developing autonomy via assessment for learning: Students' views of their involvement in self and peer review activities

Developing and assessing inclusivity in group learning

Stepping back to move forward: The wider context of assessment in higher education

Practitioner perspectives: Using the UK Professional Standards Framework to design assessment

Assessing oral presentations: Style, substance and the 'razzle dazzle' trap

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