Teaching & Learning Portal


More about the 2009 winners

Beginning of career

Dr Liam Graham, Economics
Dr Graham has been active in developing a range of techniques to ensure that large group lectures on macroeconomics hold the attention of the full cohort of students, including through handouts, competitions and by relating classroom theory to current economic preocuupations (including through reference to historical precedents and the provision of reading material from that week’s newspapers). As a result, his course evaluation scores have been exceptionally high. He also regularly solicits student feedback and devotes time at the end of his lectures to his responses to these comments.

Dr Richard Mole, SSEES
Dr Mole has played a key role in the development of international and interdisciplinary learning across SSEES; specifically in the design and delivery of the International MA In Economy, State and Society (IMESS), which offers students the choice of three pathways: Economics & Business, Politics and Security and Nation, History and Society. The MA is recognised by the EU Erasmus Mundus Programme, making UCL the only Russell Group university to have received such recognition. Dr Mole has also been instrumental in the development of courses to promote the acquisition of interdisciplinary knowledge and study skills for SSEES postgraduates, and in using venues across London – including the Baltic collection of the British Library and the Latvian Embassy – to support students’ learning.

Dr Rodney Reynolds, Anthropology
Dr Reynolds has led the establishment of the Network for Student Activism – a web-based teaching and learning tool that has been developed for UCL’s first Applied Studies course (based in UCL Anthropology). Through the network, undergraduate and postgraduate students draft essays in response to a research question, then publish them online via a wiki for peer scrutiny and discussion. The student ‘hosts’ the discussion of his / her research question, and draws on the comments to revise their original essay at the end of the term. Students from the medical anthropology at the University of Ljubljana in Slovenia join their UCL counterparts in this online activity.

Experienced academic staff

Dr Sandra Dunsmuir, Clinical, Educational and Health Psychology
Dr Dunsmuir has led a number of projects – particularly in the field of new media – which have contributed significantly to the development of teaching and learning in her field, both within UCL and at a national and international level. Her work on the development of the Psychological Testing in Education Virtual Learning Environment (multimedia resources to support the educational psychology postgraduate curriculum) has led to increased access for students to a range of assessment tools; enhanced efficiency in administration, marking and feedback; and the development of tailored support for students in areas of individual need.

Dr Mark Huckvale, Speech, Hearing and Phonetic Sciences
Dr Huckvale has transformed laboratory teaching in speech and hearing sciences at UCL through the development of purpose-built software tools for audio acquisition, display and analysis (incorporating a range of interactive exercises for students). He has also been an active member of the speech and hearing sciences academic community, including through outreach and involvement with European-wide education initiatives. He has also developed a curriculum which makes the mathematical and physical science elements of speech science accessible to students with non-mathematical backgrounds.

Professor Roger Matthews, Institute of Archaeology
Professor Matthews has made a significant contribution to teaching in archaeology at UCL, through a comprehensive range of activity which includes: a restructuring of the entire undergraduate programme of courses in Near Eastern archaeology (to enhance progression from first to third year studies); early engagement with the potential of Moodle and the UCL Virtual Learning Environment; the development of alternative methods of assessment (including online assessment) and work to enhance the skills training aspect of the research student experience. Most recently, he has established a new degree for the department – the BA Archaeology with a Year Abroad – and has set up a number of bilateral student exchanges to support the programme with universities in the US, Canada, Australia and elsewhere.

Dr David Rowley, Chemistry
Dr Rowley’s teaching is rated exceptionally highly by his students, reflecting his willingness to use a wide variety of teaching, assessment and enabling methods. Among his innovations include the use of ‘tablet PCs’ to deliver lectures; the production of ‘movies’ of common chemical derivations, the development of courses which focus on identifying and remedying skills gaps in first-year chemists, and the use of reading week to incorporate skills-based activities into undergraduate programmes. He is committed to outreach activity and works across the year with local school students, teachers and science societies to promote chemistry as a degree subject and as a career.

Dr Jakob Stougaard-Nielsen, Scandinavian Studies
Dr Stougaard-Nielsen has been instrumental in bringing about genuine programme innovation and cohesion in Scandinavian Studies and on UCL’s BA Language and Culture programme. Among his recent achievements are the establishment of synchronous seminars between students in London and in Aarhus, incorporating work with blogs, wikis and other new technologies into course design and using Moodle as a virtual seminar room to regularly bring together BA Language and Culture students, including a way of maintaining community during the compulsory year abroad.

Postgraduate teaching assistants

Ms Rosemary Coates, Chemistry
Rosemary has made a sizeable contribution to the physical and inorganic Chemistry lab courses, particularly through her work to improve the feedback received by students by introducing and monitoring robust processes to facilitate this, and through her collaboration with colleagues on the design and development of pre- and post-lab e-learning materials. She has also been actively involved in the Chemistry Outreach programme, jointly initiating a programme to bring postgraduate students in chemistry to give talks and demonstrations in local schools.

Dr Daniel Laqua, History
Dr Laqua was nominated by his Head of Department for his work as Writing and Learning Mentor in the History department from 2007-9. In this role, he invested a considerable amount of time and effort to respond to student needs; to be proactive in promoting and carrying out this role, and to work with academic staff to integrate the training he had developed into the first year History core course. He has also been active in co-ordinating the activities of his fellow Teaching Assistants, and in changing student’s perceptions about the value of the Writing and Learning Scheme, which is now seen as a source of valuable advice and help for everyone, not just those with difficulties with academic writing.

Supporting learning

Mr Nick Mann, Geography
In addition to his everyday duties as departmental learning resources co-ordinator, Nick has masterminded a number of projects which have significantly enhanced the Geography department’s teaching provision. These include: work to digitise the department’s extensive collection of maps; the creation of an Online Learning Centre (an innovative resource which provides a venue for class-based work with online and software resources not otherwise available within UCL) and the management of the migration of 125 Geography modules onto Moodle. All of his activities contribute to the development of a strong learning community, and provide outstanding support to facilitate the department’s teaching.