Designing and developing e-portfolios in Reflect

Ellie Bates (contributions from Adam Phillips; Policy and Practice, School of Pharmacy) Asynchronous Submission The presentation will explore the design and development of e-portfolios for undergraduate and postgraduate students at the School of Pharmacy. Portfolios at the School of Pharmacy fulfil a number of functions depending on course requirements and student level; including the documentationContinue reading Designing and developing e-portfolios in Reflect

What the performing arts can teach us about giving feedback in the engineering classroom

Andrew Gillen (Civil, Environmental and Geomatic Engineering) Asynchronous Submission Providing feedback on open-ended work in the engineering classroom has always been challenging, and even more so as we transitioned to online education due to the COVID-19 pandemic. In this presentation, I will present a method I use for engaging students in an empowering and participatoryContinue reading What the performing arts can teach us about giving feedback in the engineering classroom

4 mini polemics about student engagement and online teaching: can you change my mind?

Martin Compton (Arena Centre) Asynchronous Submission In a video of around eight minutes I will present four arguments which represent the four biggest and ongoing debates about online teaching I have dealt with this year, very much from my perspective. I hope they will act as provocations for debate with the ‘change my mind’ challenge.Continue reading 4 mini polemics about student engagement and online teaching: can you change my mind?

Bridging Employer and Student Connections

Weronika Benning, Patrick Molloy, Georgina Potts (UCL Careers) Asynchronous Submission Connection with employers is a key element of our students’ employability education. While huge swathes of summer 2020 internships were cancelled, employers themselves underwent a rapid shift to remote working, recruitment, selection, onboarding and induction – amidst slashed budgets and limited resources. The Careers teamContinue reading Bridging Employer and Student Connections

Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities

Stephen E. Potts (contributions from Mike Kelly, Jadranka Butorac; Chemistry) Asynchronous Submission A key point in fourth-year chemistry calendar is the Symposium for Advanced Research Projects in Chemistry (SARPIC), which takes place annually in May. SARPIC typically comprises up to two days of seminars in which the final-year students present their work from the pastContinue reading Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities

Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

Abbi Shaw, Jesper Hansen (DigiEd/Arena) Asynchronous Submission What do we take with us? Recommendations and reflections on research into Arts & Humanities students’ online experience. Studying Arts & Humanities at UCL comes with both disciplinary and educational hopes and expectations. Drawing on student rep interviews and town halls, a Mentimeter poll (already conducted with over 100Continue reading Studying Arts & Humanities Online: student reflections on what worked, and what we take with us.

Taking the First Year Challenge online – Community Building with 800 Students Across the World

Parama Chaudhury, Cloda Jenkins (Economics); Jingyan Sun – BSc Economics student; Shama Riddhi – BSc Economics student (Economics) Asynchronous Submission The First Year Challenge, a multimedia group project which introduces first years to UCL, the study of economics and their peers during induction week is a cornerstone of the Economics department BSc programmes and hasContinue reading Taking the First Year Challenge online – Community Building with 800 Students Across the World

Learning science communication skills online through peer collaboration and interactive activities

Elvira Mambetisaeva (Genetics, Evolution and Environment, Division of Biosciences) Asynchronous Submission The biggest challenge that university teachers faced during remote teaching forced by the COVID-19 pandemic is student engagement. In teaching science communication skills, student engagement and interaction with other students have been achieved by introduction of peer assessment, group work and a participation inContinue reading Learning science communication skills online through peer collaboration and interactive activities

Team-Based Learning – Moving from the classroom into a virtual environment

Sofia Barbosa Bouças, Pauldy Otermans [@PauldyOtermans] (Psychology, Brunel University) Asynchronous Submission In 2020/21, our teaching practices had to change in response to the challenges resulting from the COVID-19 pandemic, the guidelines set by the University and the guidelines set by accrediting bodies – Putting the safety, wellbeing and additional needs of students and staff first, whilstContinue reading Team-Based Learning – Moving from the classroom into a virtual environment

Promoting Collaborative Learning in Employability Workshops

Susanne Stoddart (UCL Careers, SRS) Asynchronous Submission I run employability workshops on Blackboard Collaborate, with each session attended by a maximum of 15 students from across any programme or year group. For one activity, students work in pairs in breakout rooms to provide feedback on each other’s personal application materials such as CVs. A keyContinue reading Promoting Collaborative Learning in Employability Workshops