Dr Jamie Cawthra, FHEA Lecturer (Education and Practice Development) discusses how to use Generative AI to create marking rubrics

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1/27/2025

Seminar of the UCL Network of Applied Statistician in Health (NASH) on 21 May 2024. This was a double bill with Hilary Watt (Senior Teaching Fellow and Stats Teaching Expert at Imperial College) and Peter Martin (Associate Professor in Biostatistics, UCL). The presentations offer conceptual explanations of p-values and confidence intervals that steer away from common poor standards of applied statistical interpretations. If it's your job to teach students hypothesis tests and/or to explain to your collaborators why p<0.05 does NOT mean "Hurray, we found an effect", this seminar is for you! (Presentation slides are available as attachments.)

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5/28/2024

Jayne Kavanagh draws on her ten years’ experience of facilitating UCL medical student sessions on so called ‘sensitive’ topics – abortion, FGM and domestic abuse – to open up discussion on integrating teaching on ‘sensitive’ topics into the curriculum.

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3/26/2024

Sam Creighton teaching writing  with Y5 at Elmhurst Primary School, East London

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12/13/2023

In this free event marking the 2023 United Nations’ International Day of Persons with Disabilities, researchers from IOE, UCL’s Faculty of Education and Society and the College of Education at Princess Nourah Bint Abudul Raham University come together to share their research into fostering best practices in inclusive education, to support the needs of all learners.

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12/5/2023

Recording of the presentation given at the Teaching for Sustainable Futures and initial results of the Survey the CCCSE conducted in 2022.

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7/18/2023

In this short conversation with UCL Arena, Dr Danielle D'Lima from the Centre for Behaviour Change discusses how higher education teachers might use behaviour change theory to reflect on their teaching practice.

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2/15/2023

Traditionalists argue that teachers should carefully sequence the best knowledge from their subject area and deliver it directly to the whole class. Progressives argue that teachers should instead facilitate pupils’ exploration of their individual interests, thereby nurturing curiosity and thinking skills. We test these claims using fixed effect models applied to data on 1,223 pupils (age 11-14) in the German National Educational Panel Study. We find few links between pupil outcomes and their teachers’ orientation. The one exception is that - contrary to progressive claims - pupils develop greater interest in learning when taught by teachers with a traditionalist orientation.

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12/16/2022