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Case Studies - Small-group teaching

How to keep students engaged - lessons from the UCL Global Citizenship Programme 2014

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Shivani Singh global citizenship student engagement

Shivani Singh shares what she learned from leading a voluntary summer school course

Without the carrot of a qualification to dangle before participants, the UCL Global Citizenship Programme has to work extra hard to attract and retain students. One of the chief ways course leaders do that is by developing ever more engaging methods of teaching. And according to the numbers, the hard work is paying off.

From Tumblr to Scribus – A digital art project makes the most of free web technology

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stand in for a solid digital art project

Dr Cadence Kinsey, UCL History of Art, brought two sets of students together to produce a piece of web-based art using free online tools

Putting research-based education into practice – what we learned

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Bernadett Kalmar interactive research-based masterclass ucl arena

Dr Bernadett Kalmar and Dr Barney Bryson have helped their masterclass students design their own research programmes. They shared their findings at a UCL Arena Exchange seminar

Students prefer tutorial-based teaching, a new study shows

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Tutorial teaching

Clare Goudy reports on a study into student attitudes to small-group teaching, presented at the UCL Teaching and Learning Conference 2014

Better together: How Dr Parama Chaudhury swapped traditional lectures for team-based learning

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Parama team-based learning portrait

Dr Parama Chaudhury’s first-year Economics module represents a first for UCL. Based on the concept of flipping lectures, she now provides her learners with a range of sources to study before they meet, and then uses the lecture time to lead the group in team exercises.

Students chairing tutorials

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A student talks in his tutorial

The Department of Speech and Language Therapy’s Dr Rachel Rees explains why students are asked to chair their own tutorials during the first and second years of their degree.

Ongoing collaborative research project on the history of electricity

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A student gives a presentation to her peers

Dr Chiara Ambrosio explains how this unique and innovative course works, and why it’s so beneficial for students.

Using anatomical drawings to help teach Shakespeare

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Study of the Borghese Gladiator, c1600, Anonymous (UCL Art Museum 4726)

Dr Chris Laoutaris, from the Department of English Language and Literature, explains how he used the UCL Art Museum to help his students understand Shakespeare plays.

Quick-fire teaching: the languages of the Danube

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Antique map

Find out how nine teaching fellows went about designing a set of six-hour courses aimed at teaching undergraduate students languages from around the Danube. The case study was compiled by Jelena Čalić, Ramona Gonczol, Lily Kahn, Sabine Lins, Christina Parte, Eszter Tarsoly and Olga Willet.

Asynchronous language practice for distance learners

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Two students working in the UCL Quad

Earlier this year, Dr An Vanderhelst was awarded a Teaching Innovations Grant so that she could trial VoiceThread, a video blogging tool that enables distance-learning students to practise their speaking skills in their own time. Here, she discusses her experiences.

Using avatars in a virtual world to teach a distance-learning course

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Man using laptop

An Vanderhelst, Teaching Fellow in Dutch, explains how virtual world Second Life can help in distance-learning courses.

PeerWise: a repository for student-designed MCQs

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A group works together at a computer

Stefanie Anyadi, Sam Green and Kevin Tang discuss how PeerWise fared when it was piloted on a Linguistics module.

Filming role-played mental health consultations for assessment

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Video camera

The Anna Freud Centre’s Nick Midgley and Fiona John explain why they introduced filmed role-play assessment to a first-year Master’s module.

Using 'policy portfolios' to develop students' skills

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Man using laptop

In 2012, Oliwia Berdak won a Provost's Teaching Award for the policy portfolio scheme she devised as a postgraduate teaching assistant (PGTA). Here, she explains the concept and its benefits.

Students interviewing their teachers

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Student talking to teacher

Charmian Dawson, Teaching Fellow in Biosciences, explains how she boosted student engagement by getting them talking to the academics in their department.

Making an existing course online-only and assessing by portfolio

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Man using laptop

The Institute for Global Health’s Dr Jolene Skordis-Worrall and Dr Hassan Haghparast-Bidgoli explain the challenges and triumphs they encountered when turning one of their existing modules into an online-only, Moodle-based course.

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