The following pages are dedicated to the faculties and departments that constitute the School of SLMS: Brain Sciences, Life Sciences, Medical Sciences and Population Health Sciences.
Grants for Development of Assessment and Feedback
We invite you to apply for a small grant (up to £750) towards the development of assessment and feedback in your department/division. The funds will be available from 1st November 2013.
The money could be used to pay a student or member of the academic staff to create educational resources, tutor peers, redesign assessment, etc, or to buy time for academic staff to develop their teaching, e.g. by attending a conference on teaching and learning in higher education in your discipline.
- Please complete the form here and return it to: Peter Phillips, firstname.lastname@example.org
- Deadline for applications is 28th November 2013
Please get in touch if you have any questions: Rosalind Duhs: email@example.com; Teresa McConlogue: firstname.lastname@example.org
Funding Away Days on Teaching and Learning
We would like to invest in your Away Days! We can support the planning process and help you run your away day.
- Please apply using this form
- or get in touch with either Rosalind Duhs (email@example.com) or Teresa McConlogue (firstname.lastname@example.org) if you have any questions.
We’re currently providing funding in these areas:
- students working as peer tutors
- incentives for student participation in focus groups to gather data on the student experience
- transcriptions of focus group recordings
- mapping formative and summative assessment across departments.
Let us know if you need some small-scale investment which will help you
to improve your students’ learning.
These pages are a resource for
SLMS staff and are a space for:
- Accessing teaching, learning and assessment resources
- Disseminating SLMS work on education
SLMS Education Moodle Site (opens in new window and requires Moodle login)
In this project Dr Richard Milne is planning to compare the quality of work of a group of students who peer review each others’ essays with previous groups of students who did not. The process and the outcome of the work will be written up as a case study which will be available on the Teaching and Learning Portal. One of the aims of this project is to promote the development of peer learning across UCL.
For more information please see top item on link below ‘Peer feedback on essays.’
The aim of this project, in conjunction with E-Learning Environments (ELE) with Matt Jenner and cardiologist Dr Andrew Cook, is to work on the development of distance courses on paediatric cardiology, focusing on developing countries where such surgical interventions are not widely used.
This is challenging but the expertise which will be acquired through the new approaches will be useful across SLMS. The demand for UCL distance CPD courses in the medical sciences worldwide is high. Data will be gathered on the student experience of distance learning on this course to inform the design of active learning tasks and assessment.
What happens if you think through a complex process step by step before you do it? Do you do it better? Still in its early stages, this is a multidisciplinary project on mental imagery and learning including dentists, ophthalmologists and engineers with research design support from a psychologist. This project has great potential for developing new pedagogies.
This project is led by an experienced ophthalmologist, Ian Murdoch, who has asked Dr Duhs to work on course design and ‘train the trainers’. Ophthalmologists are desperately needed in the region, where thousands of people could potentially regain or retain their sight.
UCL SLMS, Lunchtime series
CPD: Sessions on teaching learning and assessment
SLMS lunchtime sessions 2013 Autumn Term
Sessions run from 1.00-2.00pm
Click the links to be directed to Single Training Booking System
Wednesday 16th October – Learning is Personal – Personal Tutoring at UCL - Haldane Room, Wilkins Building (Please note this session runs 12.00-14.00)
Tuesday 5th November – How to Become a Fellow or Senior Fellow of the HEA – Foster Court 112
Wednesday 13th November – Less work, better assessment: how TESTA can help – Anatomy G04, Gavin de Beer LT)
Wednesday 20th November - Helping Students to Write – Rockefeller 335
Friday 29th November – The Virtual Laboratory – Foster Court 114
Tuesday 3rd December - E-learning/distance learning: using Moodle to extend student learning –Foster Court 113
Peer and Collaborative Assessment: how to do it
Involving students in assessment and peer assessment is widely advocated in the current research literature as a way of developing student understanding of assessment ( ‘assessment literacy’). This session looks at the nuts and bolts of setting up peer assessment; how to run a preparation session and give students practice in writing peer feedback. Drawing on recent evidence, the session covers some of the pitfalls of peer and collaborative assessment and ways of overcoming these. Participants will be asked to plan ways of using peer and collaborative assessment in their teaching context.
Learning is Personal
"This event provides the opportunity to hear from some colleagues
delivering key services that personal tutors should know about:
Student Support and Wellbeing
UCL Careers Service
The Transition Programme
Student Psychological Services
Judy Medrington, winner of this years' Student Choice Teaching Award
for Outstanding Personal Support, will also be speaking."
The aim of this session is to focus on students’ development of a range of skills which enhance their employability. We will discuss approaches to raising students’ awareness of the competences which they gain during their degree studies. The UCL personal tutoring system is designed to support students in planning, developing and reviewing their skills. We will examine the concept of personal and professional development and look at the research which indicates that personal tutoring provides students with effective support to contribute to their employability. Participants in the session will be provided with resources which they can adapt and use with their students.
How to Become a Fellow or Senior Fellow of the HEA
Academic and support staff can apply to become Fellows or Senior Fellows of the HEA through a UCL scheme. Find out how you can enrich your teaching and advance your career by gaining recognition for your expertise. Professional qualifications in teaching at university level are becoming more important. The Higher Education Statistics Agency (HESA) is monitoring the number of academic staff with a relevant higher education teaching qualification. This session describes the opportunities at UCL for gaining a professional qualification based on your experience and explains the application process.
Less work, better assessment: how TESTA can help
The Transforming the Experience of Students through Assessment (TESTA) project developed a methodology to help programme teams identify assessment patterns and their effect on student learning. This enables staff to think about how to develop and improve their assessment practices. TESTA is being used by over 70 programmes in more than 25 universities in the UK, Australia, the Netherlands & India to identify areas of weakness in programme assessment and improve NSS scores. In this session, we will introduce the TESTA methodology, and hear case studies from academic staff at UCL who have experimented with TESTA on their programmes. Outcomes and impact will be discussed as well as how to adapt TESTA to best meet different purposes.
Helping Students to Write
University-level writing is complex and involves students in synthesising disciplinary knowledge, ways of thinking and appropriate discourse. Taking a ‘Writing in the Disciplines’ approach, this session presents activities that help students develop as writers; The aim is to provide participants with ideas for embedding writing support in their modules.
The Virtual Laboratory
The Virtual Tissue Lab (VTL) encourages students to experience real-life lessons in academic practice and transferable skills needed for life-long learning. Technical skills are taught with 3D interactive games technology such that the student can practise lab procedures multiple times and learn from mistakes without incurring additional resources. The VTL utilizes the Learnexx 3D virtual lab platform which is custom designed to mimic the facilities and equipment which exist in the real bioengineering world. This has been achieved through collaboration with the life science companies, Eppendorf and Ocean Optics. In addition, the VTL facilitates feedback and personalized assessment on user performance by incorporating a self-assessment, peer-review and evaluation process. The VTL is an innovative, cost-effective platform designed to improve learning and help students learn bioengineering effectively in a novel and exciting way.
E-learning/distance learning: using Moodle to extend student learning
This session will focus on the way e-learning using Moodle can help students to learn and adopt active, deep approaches to learning. The aim is not to develop the technological expertise of participants which has to be done hands-on (contact LTSS). A ‘click and see’ experimental approach will however be demonstrated and encouraged. A quick overview of research into e-learning in HE will be provided. Examples of good practice will be studied in relation to a range of learning outcomes which can be achieved through online/virtual communication.
Page last modified on 01 nov 13 15:35