GTA Roles - MSc DevPP SGDP 2024-25

Job Description

Graduate Teaching Assistant roles for the MSc Developmental Psychology & Psychopathology programme 2024-25



We are inviting applications for teaching opportunities on the DEV-PP MSc programme this coming year.



We are looking to employ PhD students as graduate teaching assistants on many of the DEV-PP modules, as described below.



If you have any questions about the role or the modules, please contact Kitty Jones (catherine.2.jones@kcl.ac.uk)




  • Developmental Psychopathology 1: Perinatal period and Infancy

  • Teaching October-November 2024

  • Introduction to Statistics

  • Teaching October-November 2024

  • Nature & Nurture 1: Approaches to Addressing Key Questions in Psychopathology

  • Teaching November-December 2024

  • Nature & Nurture 2:  Genomic Approaches in Psychopathology

  • Teaching February-March 2025

  • Psychological Approaches to Treatment

  • Teaching February-March 2025

  • Placement

  • Main placement period February-April 2025

  • Dissertation

  • Main dissertation period April-August 2025



Key Responsibilities




  • 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, tutorials, lab sessions, other small group work to develop student skills, demonstration for experiments/techniques in lab-based science and computing, and/or mentoring support for UG or PGT project work. Students will not normally be involved in lecturing, but in some cases may be asked to lead lectures if the topic falls within their specialist field.

  • Participation in appropriate training – including mandatory courses/sessions (e.g. courses, induction sessions).

  • Careful and proportionate preparation for teaching activities. In some instances, materials will be provided by departments/faculties.

  • Maintenance of information and resources on KEATS and interaction with students via the VLE.

  • Attendance at lectures where needed/requested to ensure consistency of module delivery.

  • Routine administration and correspondence associated with teaching delivery.

  • Liaison with senior colleagues regarding contributions to the module.



GTAs are not expected to:




  • lead lectures, unless they have accepted to do so on a very occasional basis, 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.



{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.}



Qualifications

Education / qualification and training



Excellent subject knowledge of Developmental Psychology and Psychopathology as appropriate to the specific teaching role – For example, as evidenced by excellent performance in a BPS-accredited undergraduate degree in a psychological science



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



Skills

Skills required



Knowledge / skills



Effective interpersonal skills, both written and verbal, to support and liaise with staff and students



Ability to provide advice to students on study skills and assist with any learning problems



Experience



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



Experience of adapting own skills to new circumstances.



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 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



Ability and willingness to engage in relevant departmental training and introductory pastoral support training.



Keep abreast of current literature in subject areas being taught.

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The Laboratory of RNA networks is seeking a Research Assistant  to join a team of researchers under the supervision of Professor Jernej Ule working on the dynamics of ribonucleoprotein complexes (RNP) that assemble on the 3’ UTRs of neuronal mRNAs (http://ulelab.info/). The group focuses on mechanisms of RNP assembly, as part of a project funded by the Wellcome Trust. 



The post holder will contribute to the project to develop computational approaches to study how RNA-binding proteins  regulate alternative splicing. Primary focus will be computational studies of data produced by iCLIP, RNA-seq and related methods) and developing the work towards relevant publications. 



The post is based at the UK DRI, https://ukdri.ac.uk/ 



Maurice Wohl Clinical Neuroscience Institute, King's College, Denmark Hill Campus  





  • To conduct high quality research under the supervision of Professor Ule, and in collaboration with other members of the Ule group. 




  • Develop and test new software, analyse data, build new hypotheses and independently design further experiments. 







  • Prepare figures summarising the results and play a leading role in writing the manuscripts. 




  • Continue professional development, including participation in staff development and review procedures in accordance with UCL guidelines, including annual formal appraisal 




  • Contribute to the department’s multidisciplinary research projects within the strategy. 




  • Present at international conferences as well as internal meetings at UCL, and meetings with external collaborators. 




  • Regularly interact with collaborators and coordinate joint work. 







  • Ensuring the highest standard of record keeping, maintaining accurate, complete, and up to date records. 




  • Ensuring confidentiality is maintained as applicable. 




  • Attending and contributing to Departmental, Institutional and other meetings as appropriate. 




  • Acting at all times in accordance with the highest professional standards, and ensuring that these are maintained in the delivery of all aspects of researc





Qualifications

PhD in Computational Biology or a related discipline 



Skills


  • Experience in developing new computational tool 




  • Experience with mechanisms of RNA regulation 




  • Computational proficiency at advanced level 




  • Excellent oral and written communication skills 







  • Strong problem solving abilities 




  • Excellent organisational skills, with the ability to work efficiently on multiple sites 




  • Excellent inter-personal skills with an ability to work co-operatively in a multidisciplinary setting 




  • Resourceful and able to act on own initiative 




  • Interested in research and a commitment to supporting high quality research 







  • Meticulous and accurate in all aspects of work 

     



Teaching fellow with neuroscience knowledge for urgent level 6 marking



Qualifications

Ideally HEA fellowship



Skills

Marking

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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