"Teaching is more than just filling students with knowledge: it is about sparking their interest and inspiring them."
Dr Gregor Campbell, Department of Cell & Developmental Biology
QUICK LINKS
- Learning and Teaching Strategy 2010-2015
- UCL Manifesto for Teaching and Learning
- Personal tutors handbook: Guidance and information
- Academic manual: Compendium of key documents for staff
- Key skills: Online advice for staff and students
SLMS training sessions
SLMS training sessions
Below is a list of training sessions for staff in SLMS (the School of Life and Medical Sciences). You can view more details about each session by clicking on the titles. Places can be booked using the Single Training Booking System, which also has a waiting list facility if you find yourself unable to book onto the course of your choice. If none of the dates are suitable, alternatives can be arranged (see 'Contacts' at bottom of page).
Additional and new sessions, for example large group teaching and peer observation of teaching, can be planned if and when they are required.
Personal tutoring (Jan 21)
This session will focus on UCL guidelines for personal tutoring. A quick overview of research into personal tutoring in HE will be provided and we will debate the pros and cons of various approaches so that tutorials can lead to positive outcomes for both tutors and tutees. Participants will consider how they would like to plan tutorials.
1-2pm, Foster Court 112
E-learning/distance learning (Jan 28)
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 ELE). 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.
1-2pm, Foster Court 112
Helping PhD students complete (Jan 31)
The process of writing a thesis and submitting on time can be a difficult one for some PhD students, who are often unused to writing long documents. Starting early and writing frequently throughout a PhD can help. One way of encouraging students to do this is through attendance at academic writing retreats. Writing retreats help students develop and explore their own writing strategies and provide peer support. Drawing on the research into academic writing retreats, the session covers how to set up a writing retreat and looks at example programmes in the UK and worldwide. Participants will be asked to plan a writing retreat for their students.
1-2pm, Rockefeller 333
Course design and redesign (Feb 4)
The aim of this session is to engage with approaches to course design which get the best out of students, demanding much more than the memorisation of content. We will study the design of active learning which requires students to use and apply their knowledge and practise challenging, complex skills like analysis, critique, and reasoning. Participants will work with their own courses. They will be invited to send examples of learning outcomes, learning activities, and assessment tasks to the session leader in advance so that the session will relate directly to relevant examples.
1-2pm, Foster Court 112
Helping students understand feedback (Feb 7)
This session will focus on why students find feedback difficult to understand and use effectively. Drawing on recent research in the field, the session covers reasons for studentsâ lack of engagement with feedback and practical ways of helping students interpret interpret and effectively use feedback. Participants will be asked to design feedback strategies relevant to their teaching context.
1-2pm, Rockefeller 339
Involving undergraduate students in research-based learning (Feb 18)
What is research-based learning (RBL) and what are the benefits of involving undergraduate (first and second year) students in original research? Drawing on research and the idea of an inherent mechanism this workshop presents case studies of RBL, considers what students can learn from being involved in RBL and how the role of the academic changes. Participants will be asked to design an RBL activity relevant to their field of enquiry.
1-2pm, Foster Court 114
Teaching for quality learning (Feb 25)
What is quality learning in higher education and how can we get students to approach their learning in ways which foster quality? This session focuses on some of the seminal research into learning in higher education and proposes a range of classroom and virtual learning activities and assessment tasks which engender deep approaches to learning. By the end of the session, participants should be able to:
- Critique the concept of quality learning in higher education
- Design learning tasks to encourage students to adopt a deep approach to learning
- Design assessment tasks to foster quality learning
1-2pm, Foster Court 112
Peer and collaborative assessment: how to do it (March 4)
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 and 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.
1-2pm, Foster Court 112
Diversifying assessment: oral presentations of posters (March 7)
Oral presentations of posters are a rich way of assessing students' learning. It is worthwhile to use this type of assessment task, which requires profound engagement on the part of the student. Problem- or enquiry-based learning can be used as a basis for the creation of posters. During the session, we will be looking at how posters can promote higher order learning on the part of students and consider diverse ways of approaching poster preparation and presentation.
1-2pm, Roberts 110
Marking and expert judgement (March 14)
How do markers reach judgements about the value of students' work? This session covers a critique of assessment criteria and recent work on marker reliability in higher education. It explores the concept of 'expert judgement' and processes of moderation within a team of markers. Participants will be asked to design and exchange strategies for sharing marking judgements.
4-5pm, Foster Court 220
Contacts
If you have any questions or would like to request a session focusing on another area, please email Rosalind Duhs, senior school-facing teaching fellow for SLMS (r.duhs@ucl.ac.uk).
Alternatively, email CALT's SLMS administrator Peter Phillips (peter.phillips@ucl.ac.uk).
Page last modified on 28 jan 13 15:51
Tell us about the inspiring teaching and learning taking place in your department: email ele.cooper@ucl.ac.uk or call 020 7679 5992 (internal extension 45992).
