Rawlinson, K.E., Duckett, C., Shaw, H., Woodroofe, M.N., & Lacey, M. (2021). Family-focused campus-based university event increases perceived knowledge, science capital and aspirations across a wide demographic. International Journal of Science Education, Part B: Communication and Public Engagement. http://doi.org/10.1080/21548455.2021.1971319

Hunt, B., Saatchi, R., & Lacey, M. (2021). Infrared thermography can detect previsual bacterial growth in a laboratory setting via metabolic heat detection. Journal of Applied Microbiology. http://doi.org/10.1111/jam.15218

Duckett, C.J., Hargreaves, K.E., Rawson, K.M., Allen, K.E., Forbes, S., Rawlinson, K.E., ... Lacey, M. (2021). Nights at the museum: integrated arts and microbiology public engagement events enhance understanding of science whilst increasing community diversity and inclusion. Access Microbiology, 3 (5). http://doi.org/10.1099/acmi.0.000231

Henly, E.L., Norris, K., Rawson, K., Zoulias, N., Jaques, L., Chirila, P.G., ... Forbes, S. (2021). Impact of long-term quorum sensing inhibition on uropathogenic Escherichia coli. Journal of Antimicrobial Chemotherapy. http://doi.org/10.1093/jac/dkaa517

Lacey, M.M., Campbell, S.G., Shaw, H., & Smith, D. (2020). Self-selecting peer groups formed within the laboratory environment have a lasting effect on individual student attainment and working practices. FEBS Open Bio. http://doi.org/10.1002/2211-5463.12902

Henly, E., Dowling, J., Maingay, J.B., Lacey, M., Smith, T., & Forbes, S. (2019). Biocide exposure induces changes in susceptibility, pathogenicity and biofilm formation in Uropathogenic Escherichia coli. Antimicrobial agents and chemothery. http://doi.org/10.1128/AAC.01892-18

Smith, D., Hoare, A., & Lacey, M. (2018). Who goes where? The importance of peer groups on attainment and the student use of the lecture theatre teaching space. FEBS Open Bio, 8 (9), 1368-1378. http://doi.org/10.1002/2211-5463.12494

Curran, T., Abacha, F., Hibberd, S., Rolfe, M., Lacey, M., & Green, J. (2017). Identification of new members of the Escherichia coli K-12 MG1655 SlyA regulon. Microbiology, 163 (3), 400-409. http://doi.org/10.1099/mic.0.000423

Lacey, M., Agasing, A., Lowry, R., & Green, J. (2013). Identification of the YfgF MASE1 domain as a modulator of bacterial responses to aspartate. Open Biology, 3 (6), 130046. http://doi.org/10.1098/rsob.130046

Lacey, M.M., Partridge, J.D., & Green, J. (2010). Escherichia coli K-12 YfgF is an anaerobic cyclic di-GMP phosphodiesterase with roles in cell surface remodelling and the oxidative stress response. Microbiology, 156 (9), 2873-2886. http://doi.org/10.1099/mic.0.037887-0

Conference papers

Melville, L., Habgood, M.P.J., Kyvelou, A., Smith, N., & Lacey, M. (2018). Building bacterial knowledge: Games as teaching aides for higher-order thinking skills. In Ciussi, M. (Ed.) Proceedings of the 12th European conference on games based learning, (pp. 404-413). Academic Conferences and Publishing International Limited: http://www.academic-bookshop.com/ourshop/prod_6548565-ECGBL-2018-Proceedings-of-the-12th-European-Conference-on-GameBased-Learning-PRINT-VERSION.html

Internet Publications

Lacey, M. (2022). Together at the chalk face. https://microbiologysociety.org/blog/together-at-the-chalkface-the-importance-of-publishing-pedagogical-research.html

Lacey, M. (2022). How to Guide #5 focus groups. https://www.lecturemotely.com/copy-of-lab-courses

Lacey, M. (2022). Comment: Changing with the Changes. https://microbiologysociety.org/publication/past-issues/engaging-microbiology/article/comment-changing-with-the-changes.html

Lacey, M. (2019). Bacteria Builder: a game of survival. https://www.the-microbiologist.com/

Presentations

Lacey, M., Schwartz-Narbonne, R., Holmes, N., & Rawlinson, K. (2022). Toolkit: making the most of public engagement. Presented at: Horizons in STEM Higher Education conference, London

Lacey, M., Rawlinson, K., & Capper-Parkin, K. (2022). Art and Science Case Study: Increasing public  engagement in a non‐science space and the  impact on the audience demographic with  students as presenter. Presented at: Horizons in STEM Higher Education, University College London

Lacey, M., & Smith, D. (2022). Peer group interactions with a blended  learning space, how students are using social  media to answer assessment questions. Presented at: Horizons in STEM Higher Education, University College London

Lacey, M., & Smith, D. (2022). Peer group interactions with a blended  learning space, how students are using social  media to answer assessment questions. Presented at: Horizons in STEM Higher Education, University College London

Lacey, M., & Rawlinson, K. (2022). Outreach in the curriculum: Impact on  transferable skills and science identity in  undergraduate and postgraduate students. Presented at: Horizons in STEM Higher Education, University College London

Lacey, M., Smith, D., & Francis, N. (2022). Online video content with embed active learning  enhances students’ learning experience. Presented at: Horizons in STEM Higher Education, University College London

Lacey, M., Rawlinson, K., & Capper-Parkin, K. (2022). Collaborative approach for impactful and representative public engagement activities. Presented at: Creating Knowledge Conference SHU, Sheffield Hallam University

Lacey, M., Rawlinson, K., & Schwartz-Narbonne, R. (2022). Perceptions of science research: visibility and accessibility of science research and science identity in school children engaging in co-designed research projects. Presented at: Teaching microbiology in higher education symposium, Microbiology Society Annual Conference, Belfast

Lacey, M., & Rawlinson, K. (2021). Outreach in the curriculum. Presented at: Biosummit 2021, Royal Holloway, University of London

Lacey, M., & Smith, D. (2021). Perceptions of science research: visibility and accessibility of science research as a career in post-16 Biosciences and Chemistry students. Presented at: Horizons in STEM Higher Education Conference, online

Lacey, M., & Smith, D. (2021). How students' inspirations and aspirations impact motivation and engagement in the first year of study. Presented at: Horizons in STEM Higher Education Conference, online

Lacey, M., & Smith, D. (2021). Visibility and accessibility of science research in post-16 and higher education Biosciences and Chemistry students and the impact on career aspirations. Presented at: Creating Knowledge Conference SHU, online

Lacey, M. (2021). How to publish pedagogy articles. Presented at: Microbiology teachers symposium, online

Lacey, M., & Smith, D. (2021). How to make exam questions ungoogleable. Presented at: Microbiology teachers symposium, online

Lacey, M., & Nichol, T. (2020). Microbiology intro labs via zoom: swabs, masks and belly button fluff. Presented at: LectuREmotely webinar

Lacey, M., & Smith, D. (2020). How Students' inspirations and aspirations impact motivation and engagement in the first year of study. Presented at: Biosummit 2020, online

Lacey, M., & Smith, D. (2018). Lecture theatre: where people sit and why. Presented at: Annual Learning and Teaching Conference, Sheffield Hallam University

Lacey, M., Smith, D., & Campbell, S. (2018). How peer / friendship groups form, and their effect on engagement and attainment. Presented at: Annual Learning and Teaching Conference, Sheffield Hallam University

Lacey, M. (2017). The lecturer becomes the student. Presented at: Annual Learning and Teaching Conference, Sheffield Hallam University

Lacey, M. (2017). Learning through Games and Play: The First Year. Presented at: Biology HUBS, Univeristy of York

Posters

Schwartz-Narbonne, R., Oladapo, O., Rahim, A.H., Holmes, N., & Lacey, M. (2021). Investigating the role of coal mine water heavy metal contamination to antibiotic resistance in Sheffield soil microbes. Presented at: BSG Annual Conference, Online

Lacey, M., & Nichol, T. (2021). Microbiology introduction sessions on Zoom: swabs, masks and belly button fluff. Presented at: Horizons in STEM Higher Education Conference, online

Lacey, M., & Rawlinson, K. (2021). Outreach in the Curriculum: Skills development in undergraduate and postgraduate bioscience and chemistry students. Presented at: Creating Knowledge Conference SHU, Sheffield Hallam University