Click to register – Your experiences of teaching in the Life Sciences – sharing best practice Paola Pederzani, Vice Dean Education (FLS), and the FLS Learning Technology User Group would like to invite staff within UCL Faculty of Life Sciences to our second…
Querying students’ feedback about their learning is one of the key elements of an excellent and constantly improving teaching practice. However, many of the ways in which we ask students for their opinions can be at best unhelpful for our practice, and at…
Online learning environments provide an opportunity to enrich student learning by linking classrooms around the world for joint activities. I will describe a collaborative learning experience between UCL Biosciences and higher education institutions in South Africa and India in which students at each…
In my teaching of 1st Year Biological Sciences and the MSc Genetics of Human Disease students, group work is aimed to develop students’ science communication and teamwork skills. 1st Year students attend the Frances Crick Institute where they meet a scientist allocated to…
Team-based learning (TBL) is an active teaching approach, that allows students to apply conceptual knowledge through a sequence of activities that involve both individual learning and teamwork, with immediate feedback. We have used the model to run a series of journal club sessions…
In year 3 of the UCL Biochemistry BSc / MSci degree, students carry out a 30-credit specialist research project using contemporary techniques in Biochemistry. They can choose between “Specialist Research Project in Protein Structure and Function (BIOC0029)” and “Specialist Research Project in Metagenomics…
Final year students, especially those on IBSc programmes, often have a limited understanding of how research data is analysed and how statistics are used to demonstrate our confidence in the data we have generated. I have tried to tackle this through the embedding…
How do you know if your lecture is hitting the right notes? Are any students struggling with the pace, complexity or amount of material in your presentation? Many of us will rely on puzzled facial expressions or signs of disinterest to infer student…
The purpose of this presentation is to share our experience of collaborating with a local community pharmacy to deliver simulation sessions within their pharmacy premises. At the School of Pharmacy, final year pharmacy students attend a real community pharmacy, and in small groups…
Constructive alignment (Biggs 1996) is an outcomes focused approach to teaching which has been shown to improve bioscience student performance (e.g. Hodinott 2000). The principle is simple, when designing a unit of teaching, one should start with the learning objectives and construct the…
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