Guides & case studies
In this section you can explore a selection of case studies demonstrating inspiring teaching practices and projects taking place around UCL. These have been categorised according to the area of teaching they best showcase (see the navigation menu to access these specific categories).
Want ideas on how to build a Connected Curriculum? Find case studies on the 'Curriculum inspiration' page.
Do you have a news story or case study you would like feature on the Teaching and Learning Portal? Submit your story: firstname.lastname@example.org.
Jane Britton (Principal Teaching Fellow, UCL School of Management) shares why effective team-working is an essential component in the management and delivery of successful projects.
Paul Radomskij (UCL Ear Institute) explains the process of using TESTA (Transforming the Experience of Students Through Assessment) to review the MSc Audiological Science, highlighted as best practice in a recent Internal Quality Review (IQR) report.
Dr Theano Moussouri (UCL Institute of Archaeology) describes how UCL ChangeMakers funding has assisted five students to gain professional experience with the Jewish Museum in London by running a new type of event and then creating evaluation materials for future cohorts.
Dr Virginia Calder, Senior Lecturer and Graduate Tutor (UCL Institute of Ophthalmology) shares why the institute’s first masterclass series for postgraduate students was identified by a recent Internal Quality Review (IQR) as best practice.
Professor Eva Sorensen explains how Chemical Engineering students tackle six week-long real-world problem-based scenarios during their first two years as undergraduates, through working in small teams to solve scenarios based on current chemical engineering challenges.
Following a lab tour by a post-doc or PhD student performing research within UCL Atomic, Molecular, Optical and Positron Physics, students produced a short video based on this research, which was then shown in at a department-wide screening. Dr Laura McKemmish explains.
Students on the UCL Institute of Education’s EdD graduate research programme have found reflecting on each of their previous essay’s feedback has helped the way they approach their next assignment. Dr Gwyneth Hughes describes how this technique can be adopted and tailored to use on any programme.
Dr Alice Stevenson (Curator, UCL Petrie Museum of Egyptian Archaeology) explains how two undergraduate internships at one of the university’s museums have helped staff to explore how learners of any discipline might engage with object-based research and learning.