Asynchronous | Leave a Comment on Taking the First Year Challenge online – Community Building with 800 Students Across the World

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

Asynchronous | Leave a Comment on Moving 4th-Year M.Sci. Symposia Online: Challenges and Opportunities

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

Asynchronous | 2 Comments on 4 mini polemics about student engagement and online teaching: can you change my mind?

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?

Asynchronous | 2 Comments on What the performing arts can teach us about giving feedback in the engineering classroom

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

Asynchronous | Leave a Comment on Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic

Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic

Emma Newall, Joanne Nicholl UCL Institute of Education; Zoe Attal, Qi Wang, Jessica  Lo, Hebe Manos (BSc Biomedical Sciences students) Stephen Price (Division of Biosciences) Asynchronous Submission Abstract BIOS0025 is a 45-credit module for final year BSc Biomedical Sciences students to undertake research in education of the Biosciences, particularly at UCL. The module is a collaborationContinue reading Undergraduate Students Researching UCL Biosciences’ Response to Education in a Global Pandemic

Asynchronous | Leave a Comment on Legal clinic in a virtual world: transcending barriers to access to justice

Legal clinic in a virtual world: transcending barriers to access to justice

Rachel Knowles, Sonia Kalsi (Centre for Access to Justice) Asynchronous Submission We teach access to justice and community engagement, a third year module which brings together literature on the fundamental obstacles to access to justice with experiential learning in our legal advice clinic in East London. With the advent of the pandemic lockdown, our challengeContinue reading Legal clinic in a virtual world: transcending barriers to access to justice