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GTA Roles - Dept Of Psychology - 2024-25

£39,897 - £39,897
 

Job Description

We are advertising for new GTAs for our UG programme modules in the Department of Psychology.  On completing the application process, please advise which areas you are interested in from the table below (noting as many or few as you like) and any experience you have around these and the essential criteria further down.



Interviews will take place on 17th and 18th June 2024.



Any queries, please contact Jackie Sansom (GTA Administrator) – jackie.sansom@kcl.ac.uk; or Devin Terhune (GTA Lead) – devin.terhune@kcl.ac.uk.



a. Biological Psychology (e.g., Psychology and the Brain, Contemporary Issues in Neuroscience). Leading seminars and practicals on the brain, cognition and the biological components of behaviour; marking and giving written feedback on students work.



b. Social Psychology (e.g., Psychology and Society). Leading seminars and practicals on social psychology; marking and giving written feedback on students’ work.



c. Individual Differences & Behaviour (e.g., Psychology and the Individual, The Origin of Individual Differences). Leading seminars and practicals on the principles of learning and conditioning, and on individual differences in personality and intelligence; marking and giving written feedback to students.



d. Developmental Psychology (e.g., Psychology and Development, The Origin of Individual Differences). Leading seminars and practicals on typical and atypical development in childhood; marking and giving written feedback on students’ work.



e. Cognitive Psychology (e.g., Choices; Distorted Worlds). Leading seminars and practicals on memory, attention, perception, and decision making; marking and giving written feedback to students.



f. Statistics Practical Classes (e.g., Research Methods 1-4). Assisting during statistics practical classes (often using SPSS); providing students with feedback on their work. Strong statistical skills and understanding, and the ability to explain statistical concepts are important for this role.



g. Statistics Practical Classes and Coding using R (e.g., Research Methods and Statistics with R, 1-3). Role involves assisting during practical classes teaching statistics and coding using R, marking and feedback, running helpdesks. Strong statistical skills and understanding, the ability to explain statistical concepts, experience in R, and some experience in coding are important for this role.



h. Research Design Seminars (e.g., Research Methods 1-4). Leading seminars on quantitative research methods, study design, and the interpretation and reporting of research.



i. Neuroscience/Neurophysiology/Pharmacology (e.g., Brain Form and Function): Assisting in practicals and classroom discussions on brain function in health and disease; feedback and marking.



j. Neuroanatomy/Neurodevelopment (e.g., The Making of a Brain,): Assisting in practicals and classroom discussions on neuroanatomy, neurodevelopment and the evolution of the central nervous system; feedback and marking.



k. Electrophysiology/EEG (e.g., The Electrophysiological Brain): Leading seminars, practicals and journal clubs on electrophysiological recordings and intracranial recording in animals or on human EEG and experimental design.



l. Neural Data analysis/Computational Neuroscience (e.g., Computing for Brain/Cognitive Scientists; Computational Neuroscience; Machine Learning): Role involves assisting during practical classes teaching neural data analysis and modelling, statistics, mathematical skills and coding using Matlab or Python, marking and feedback. Strong statistical and mathematical skills as applied to neural data analysis recordings and ability to explain mathematical/statistical concepts are required for this role, as is experience in coding.



m. Lab based skills and tools for molecular research (e.g., Molecular and Cellular Neuroscience)



Facilitating students in small group work in understanding the lab-based skills needed for neuroscience research and interpreting data and research articles.



n. Functional Neuroimaging using BOLD fMRI (e.g., Imaging the Brain, Reading the Mind; Introduction to fMRI). Assisting during seminars on BOLD fMRI as applied in cognitive/clinical neuroscience and practical classes involving fMRI data analysis



o. Cognitive Science (e.g., The Cognitive Brain, Cognitive Science): Leading seminars and practicals on cognitive science or cognitive neuroscience (e.g., analysis and discussion of classic approaches and findings).



p. Integrative Project Work (Addressing Real-World Problems). Facilitating student-led group work; helping students apply knowledge from their other modules to address a practical problem. Supporting students in the preparation of poster and oral presentations are important for this role.



q. Philosophy of Psychology Leading seminars and marking work for Year 2 UG psychology students.



r. ‘Stand-alone’ marking. Marking students’ work, and providing written feedback, on a module that you are not otherwise engaged to teach.



s. Outreach and Recruitment Work. Visiting schools to present to A-level students and their teachers on the details of the IoPPN’s BSc degrees and the research and scholarship undertaken at the IoPPN (training/preparation provided by IoPPN the Marketing & Outreach Team).



Key Responsibilities



Participation in appropriate training.



Delivery of agreed package of teaching activities to a high standard, under the direct supervision of a member of academic staff. These activities may include seminars, classes, practical sessions, other small group work to develop student skills, demonstrating techniques, and managing online discussion forums.



Careful and proportionate preparation for teaching activities.



Marking and assessment (formative and summative) under supervision of module leaders or other appropriate academic staff.



Provision of timely and useful formative and summative feedback to students.



Routine administration and correspondence associated with teaching delivery (e.g., monitoring student attendance).



Liaison with senior colleagues regarding module delivery and development (e.g. provide feedback on activities to improve future delivery of the module).



{The above list of responsibilities may not be exhaustive, and the post holder will be required to undertake such tasks and responsibilities as may reasonably be expected within the scope and grading of the post.}



 



GTAs will not be expected to:



Lead lectures, though very occasionally may be offered this opportunity in their specialist field



Provide pastoral support to students or act as a personal tutor



Be involved in Open Days or admissions activities



Provide students with references



Set assessments



Be available to students at all times



Carry out unremunerated additional work on an ad hoc basis



Qualifications

Education / qualification and training



Excellent subject knowledge of psychology and/or neuroscience as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate psychology degree, an undergraduate degree in neuroscience, and/or psychology or neuroscience masters degree and/or successful application of psychology or neuroscience content to postgraduate research in the psychological sciences or neuroscience.



Undertaking psychological or neuroscience research at King’s College London, either as a PhD student or as a postdoctoral researcher.



Skills

Knowledge / skills



Excellent written and oral communication skills, including competence in explaining psychological and/or neuroscience concepts, describing psychological and/or neuroscience research, and providing clear and constructive feedback.



Experience



Experience of presenting psychology and/or neuroscience research.



Experience of facilitating or leading group work, activities or discussion.



Personal characteristics/other requirements



Ability to self-reflect on teaching design and delivery and act on feedback for future improvements.



A commitment to delivering high quality education to psychology and/or neuroscience undergraduate students as part of a team.



Diligent in preparing for teaching sessions and assessment activities; including undertaking preparatory reading, planning, and familiarization with assessment briefs and marking criteria.



Role specific requirements



Able to attend regular weekly/fortnightly teaching sessions as appropriate to the specific teaching role.



Able to assess and provide feedback on students’ work.



Able and willing to complete initial training for the role (a) Completing an Introduction to Teaching in Health & Sciences, a course run by King’s Academy (or have already completed the course, or the similar KCL-run course titled Preparing to Teach); (b) Participate in Departmental Training for New Graduate Teaching Assistants.



Able and willing to engage in ongoing role-specific training, e.g., team meetings for seminar/practical leaders, calibration meetings for assignment marking.

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THIS ROLE IS NOT SUITABLE FOR CURRENT STUDENTS

About the Role

This post will provide technical support for the Flow Cytometry Service at the Barts Cancer Institute(BCI)/WHRI. 

The post-holder will be responsible for day-to-day operation, maintenance and quality control of cell-sorters/analysers and provide users support at all levels. A collaborative approach is essential to cover duties during colleagues' absences or high-demand periods.

Prior knowledge and hands-on experience with BDFACSAria sorters and analysers, along with a strong understanding of Diva software and multicolour Flow Cytometry principles, are essential. Additional training can be provided if needed.

 

About You 

You should have a relevant BSc or equivalent, with a strong background in cancer cell biology or immunology, along with the ability to design, conduct, and analyse complex flow cytometry-based cell assays. Knowledge of PBMC preparation, cell, and tissue culture is desirable. The ideal candidate will be detail oriented, motivated to learn, capable of working both independently and as part of a team, with strong organizational skills, effective communication, and a focus on customer service. Prior experience in a flow cytometry core lab is highly desirable.


About the Institute

BCI is a Cancer Research UK Centre of Excellence whose work aims to transform the lives of those with/at risk of cancer through laboratory-based innovative research, in patients and populations. BCI is internationally renowned in many areas of cancer research. It combines ground-breaking basic research with the expertise of clinicians and scientists from the Centre for Experimental Cancer Medicine and the Barts NHS Trust to achieve improvements in cancer patient care. BCI is also a partner in the CRUK City of London Major Centre, which is a Centre of Excellence in Biotherapeutics. It?s one of six institutes within The School of Medicine and Dentistry.

 

Further information on the responsibilities will be provided upon shortlisting. 



Qualifications

BSc or equivalent in relevant subject



Skills

EXPERIENCE

  • Experience in the operation of flow cytometers
  • Experience in cell sorting 
  • Experience in other biochemical techniques 
  • Experience with statistical analysis (Desirable)
  • Experience of working in a biomedical research laboratory
  • Experience with computer software relevant to laboratory research, data presentation and statistical evaluation of results
  • Knowledge of the principles of flow cytometry 
  • Experience of working in a core service laboratory (Desirable)
  • Experience in multiparameter (>10) cell sorting and cytometric analysis, on a variety of cytometers
  • Experience with Liquid and Imaging mass cytometry (Desirable)
  • Experience with Imaging Flow cytometry (Desirable)
  • Experience with Spectral Flow cytometry (Desirable)
  • Knowledge of flow cytometry analysis software

SKILLS

  • Ability to follow written and oral instructions
  • Ability to maintain accurate and up to date records
  • Understanding of the research process
  • Ability to organise and prioritise own work and organise research within the project timetable 
  • Computer literacy
  • Evidence of good team-working
  • Good communication skills
  • Analytical skills 
  • Experience with data analysis and presentation 
  • Flexible and co-operative 
  • Self-motivated and hardworking
  • Willingness to work flexibly in order to achieve project demands    
  • Willingness to learn new skills     
  • *The ability to meet UK ?right to work? requirements. 

     

The Queen Mary Academy is seeking 10 interns to take part in our Learner Intern Programme (LIP). This is open to current QMUL students only. 

This is an exciting opportunity to work on student-voice projects that support innovative, evidence-based education practices.

Projects might include topics like:

  • AI & employability
  • Awarding and attainment gaps
  • Learner Engagement Analytics
  • Sustainability   

Each intern will work with the Queen Mary Academy and academic partners and be expected to work collaboratively to conduct research. Findings will be shared internally and externally through publication and presentations. Training will be provided in the relevant skills required to complete these projects. There are opportunities within the projects to develop skills in research methods, communication, and project management and delivery.

Each intern position is assigned 80 hours. Successful candidates will be expected to complete these hours (approximately 4 hours per week during term time) between November 2024 and June 2025. This role will be paying 13.99 per hour plus holiday pay to the successful candidates.

Responsibilities:

  • Assist in literature reviews to gather relevant information and background for projects.
  • Participate in the design and implementation of data collection methods.
  • Collaborate with project leads to conduct data analysis
  • Contribute to the preparation of research reports, presentations, and other final outputs.
  • Attend LIP meetings to actively engage in the exchange of ideas.


Qualifications

Must be currently enrolled as a QMUL student



Skills
  • Current enrolment as a Queen Mary student
  • Ability to work independently as well as collaboratively within a team
  • Effective communication skills, both written and verbal.
  • Excellent organizational skills
  • Comfortable using common software tools, such as Microsoft Office
  • Enthusiasm for learning and willingness to take on new challenges
  • Have an understanding of research methods

If interested, please ensure your CV is uploaded to your profile (via My Documents), and submit a cover letter addressed to Catherine Hunt in your application. 

ONLY FOR STUDENTS IN THE SCHOOL OF DENTISTRY

PPF project - Creating an open, co-created and co-guided toolkit to support staff integration of AI literacy and skills into the curricula. 

The project is seeking 2 research assistants from the Dental School to take part in our President and Principal's Fund for Educational Excellence project, ?Creating an open, co-created and co-guided toolkit to support staff integration of AI literacy and skills into the curricula.? 

This is an exciting opportunity to work on student-voice projects that support innovative, evidence-based education practices. 

Each research assistant will closely work with the academic lead in each of the schools involved in the project (School of Business and Management, School of Economics and Finance, School of Physical and Chemical Science, School of Electronic Engineering and Computer Science, and Institute of Dentistry) and be expected to work collaboratively with the Principal Investigator. Findings will be shared internally and externally through publication and presentations.  

Each intern position is assigned 50 hours. Successful candidates will be expected to complete these hours (~2-5 hours per week during term time) between September 2024 and March 2025. This role will be paying ?18.91 per hour to the successful candidates. 

 

Responsibilities

  • Assist in literature reviews to gather relevant information and background for the project. 
  • Participate in the design and implementation of data collection methods. 
  • Collaborate with project leads to conduct data analysis 
  • Collect data 
  • Liaise with stakeholders and Principal Investigator 
  • Contribute to the preparation of research reports, presentations, and other final outputs. 
  • Attend project meetings to actively engage in the exchange of ideas. 
  • Organising for the Sprint Day workshop   


Qualifications

Current enrolment as a Queen Mary student in the School Of Dentistry. 



Skills
  • Ability to work independently as well as collaboratively within a team 
  • Effective communication skills, both written and verbal. 
  • Excellent organisational skills 
  • Comfortable using common software tools, such as Microsoft Office 
  • Enthusiasm for learning and willingness to take on new challenges 
  • Have an understanding of research methods 
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