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Dialogue Student Partner

 

Job Description

Please note, there is a maximum of 30 hours available per student to be worked flexibly and remotely across the 10 week period (14/08/24-18/10/24), with the majority of the hours being worked in August and September.

In a rich, thriving and diverse community, we are likely to encounter differences of opinion. It is those differences that enliven and enrich our understandings of the world, but how we engage in a curious and respectful way can feel challenging when the topic being discussed can feel very emotive, current and close to our identities and beliefs. Promoting respectful dialogue and navigating diverse perspectives are a key competencies that students need to develop as part of their university education. We want King?s students to go out into the world confident that they can engage in respectful and effective dialogue in order to tackle some of society?s most pressing challenges. This project is looking at the use of gamification as a way of helping students develop these key competencies. Gamification is the process of using game elements in a non-game context to enhance learning experiences. An example of gamification is the research ethics dilemma game

  • Define some key terms, concepts, skills and competencies for having difficult conversations and the ideas around promoting respectful dialogue and navigating diverse perspectives.
  • Explore the concept of gamification as a well to develop students? competencies for having difficult conversations and equipping them to engage in open, respectful, curious dialogue with others. 
  • Explore other potential learning activities, frameworks and approaches to support staff in helping develop students? skills in promoting respectful dialogue and navigating diverse perspectives and having difficult conversations within their modules and programmes of study. 
  • Develop a draft or prototype ?dilemma? game for piloting in Semester 1 2024/25. 
  • Makes links between this project and other areas of development within King?s e.g., the development of a revised Community Charter.

If you would like to discuss this role, please reach out to Abbie King (abbie.king@kcl.ac.uk) for a friendly, informal conversation.



Qualifications
  • Currently studying at, or recent graduated from, King?s College London student (within the past 12 months).


Skills

Please provide a short personal statement detailing your interest in the role. The skills and experiences we are asking you to demonstrate should fit students with a wide range of experiences and we actively encourage applications from students who are underrepresented and/or identify as belonging to a marginalised group. We will provide training and support for you to confidently tackle this role and develop within it. 

  • Desirable: Experience of facilitating/discussing sensitive and/or difficult topics (doesn?t have to be within your academic course).
  • Interest in broader student skills development and / or gamification of learning. 
  • Interest in developing competencies around promoting respectful dialogue and navigating diverse perspectives.
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The Centre of European Law at King's College London is seeking a research assistant. 

The research assistant will help with completing a literature review, as well as background initial research (ECJ case law, EU institutions documents and reports, possibly national legislation) on the rule of law and independence of judiciary. They will help with contacting and liaising with various potential partners on the project, as well as organising several in-person events in London. They will collaborate with the grants and the events team at The Dickson Poon School of Law in carrying out their tasks.



Qualifications

PhD in relevant subject



Skills

The research assistant will be a doctoral or a postdoctoral researcher seeking to obtain experience with writing a large grant application. EU law knowledge is required, as well as experience in researching EU law databases. Knowledge in the area of the rule of law, independence of the judiciary, judicial politics is desirable. Working knowledge of one or more of the following languages is a plus: French, German, Polish, Italian. 

To support a project on evaluating whether real-time student feedback improves assessment design, making the process more fair, inclusive and transparent. The research involves analysing focus groups notes, student feedback and grade performance surveys. 

The role includes conducting thematic analyses and working with quantitative data. The successful candidate will be supported in developing their qualitative and quantitative research skills through guidance towards self-directed learning resources and ad-hoc training to enhance their expertise. 

The Research Assistant will contribute to generating meaningful insights to inform educational practices, particularly in assessment co-creation and design.

Key responsibilities:

  1. Clean, process and manage datasets from multiple sources for analysis.
  2. Provide quantitative and qualitative research support.
  3. Assist in conducting thematic analyses to identify themes from qualitative data.
  4. Perform quantitative analysis of student grade performance.
  5. Participate in discussions, communicating and presenting research at meetings.
  6. Contribute to writing reports, presentations and academic publications.

We welcome applicants from diverse backgrounds and are committed to creating and inclusive research environment.



Qualifications

A first degree in a relevant subject area (or have equivalent experience) or currently enrolled in their final year of an undergraduate degree in a relevant subject area (or have equivalent experience).

Desirable: Currently enrolled in a PhD programme in a relevant subject area.



Skills
  1. Knowledge of qualitative and quantitative research methods and techniques.
  2. Some understanding of thematic analysis and experience in working with large datasets. 
  3. Some relevant experience with qualitative data analysis software (e.g. NVivo) and econometric software (e.g. Stata, R or Python).
  4. Ability to work independently and collaboratively remotely.
  5. Ability to manage tasks and deliver results under tight deadlines.
  6. Strong work ethic, commitment to data accuracy.
  7. Ability to work with limited supervision.

Job Role: Student Participants for Project: ?Towards a Radical Pragmatism of Climate Pedagogy: Student Centred Curriculum Design to Address Climate Anxiety?

About the role

We are seeking student participants to take part in focus groups for our research project entitled: "Towards a Radical Pragmatism of Climate Pedagogy: Student Centred Curriculum Design to Address Climate Anxiety".

The project aims to reshape how we teach climate change at university level through co-producing a curriculum with current UG and PGT students in our module "Climate, Environment and Uneven Development" in the Department of International Development.

The climate crisis is everywhere and at times overwhelming, especially for younger generations, including students. In response to this, we would like your participation in focus groups where we discuss how to instil hope in our climate teaching, balancing analysis of the climate crisis with actionable policies and grassroots responses to build hopeful climate futures. From your inputs we aim to co-produce a climate curriculum for future years of our course: "Climate, Environment and Uneven Development". 

The work will involve preparing for and participating in two focus (2 hours each) groups held at the beginning and end of Term 2 in 2025. We aim to recruit 5 students from the PGT cohort. Participation will be paid at ?16 per hour. 

To apply, please submit a CV and a short statement (max 300 words) responding to the question: ?What does "hopeful" climate teaching look like to you in a time of climate crisis?? via King?s Talent Bank. 

Any queries should be directed to a ambarish.karamchedu@kcl.ac.uk and nithya.natarajan@kcl.ac.uk. 

The application deadline is 20th January, with the focus groups taking place during teaching term. 



Qualifications

Student on 7YYDN037 Climate, Environment and Uneven Development



Skills

Interest in climate pedagogy and politics

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