ND Online Course Content Creator

Job Description

Job description

You will work with an interdisciplinary team of staff and students from across King’s College London and with key external collaborators from the University of York and the University of Warwick on a project to improve the understanding neurodivergent (ND) student lived experiences of studying at university. There will be focus on accessibility of marking criteria, assessment, and feedback.

Your role will be to work with the NMES Neurodivergent study circle to co-create resources to support staff on how to create marking criteria, assessments and feedback that is accessible to neurodivergent students. You will co-create resources to support neurotypical students to understand the lived experiences of ND students.

You will be creating infographics and pen portraits are based on student data that has already been collected from quantitative surveys and qualitative interviews and focus groups at the collaborating institutions. These explored neurodivergent students learning and teaching experiences. This project aims to capture best practice, promote collaboration (student/staff) and dissemination of ideas and support staff in the development and delivery of inclusive approaches to education. 

Phase 1 Resource scoping: Review current literature, resources created by Royal Society of Chemistry, King’s college London, University of Warwick, and University of York to understand what has already been created for NT students and staff to better understand ND students teaching and learning lived experiences.

Phase 2 Course outline creation: One of the 3 universities will host an away day. The key themes identified in phase 1 will be outlined and divided into subsections. Students will choose which subsection of the course they would like to create.

Phase 3 Content development: Students will work independently, or in small groups to create subsection course content for asynchronous course for NT students and staff. NT students will be recruited to give feedback on the subsections created. The feedback from these focus groups will be thematically analysed and used to inform improvements to the subsections of the course.

Phase 4 Resource dissemination and communication of findings: Publishing the 1-hour open source, asynchronous training course for NT staff and students based in HE settings on the lived experiences of ND students in HE.





  • Working with interdisciplinary teams

  • Literature searching

  • Experience of digital design

  • Student recruitment (focus group)

  • An understanding of neurodiversity and the student learning experience

  • Attend and support project meetings.

  • Excellent written and oral communication skills

  • Excellent project management skills.

  • Good problem-solving skills

  • Digital skills

  • Understanding of the importance of digital accessibility


  • Experience of creating website for users or equivalent

  • Experience of digital design

  • Video creation and editing

  • Qualitative data analysis

  • Experience using NVIVO

  • Statistical Analysis experience



The post holder will be responsible for the instruction of Fitness Class sessions to the University Sports Centre Users.

This role will pay 30-40 pounds per session.


Experience of delivering Fitness Class Sessions and working in an environment dealing with a broad range of users.

Relevant National Governing Body Teaching Qualification and Personal liability insurance.

Knowledge of the issues relating to health and safety in the delivery of Fitness Class sessions.

Good communication skills, be able to relate to a wide variety of different types of users.

Have demonstrated leadership skills and be able to develop the session.

Knowledge and understanding of fitness training relating to other classes or services provided by the Sports Centre is desirable.

Experience in planning for development of Fitness Classes is desirable.

A First Aid qualification is desirable.

Demonstrable understanding of Diversity and Equality and its practical application in Higher Education.


please send your CV to Daniel Campbell - campbd17@lsbu.ac.uk




  1. To be responsible to the Fitness Manager for the running and supervision of the sports centre fitness class sessions.

  2. To ensure that the classes begin and end at the advertised times and that only authorised users participate, collecting tickets from all attendees before the session starts.

  3. To act in accordance with sector best practise, and NGB guidelines and code of conduct.

  4. To be responsible for the Health and Safety of all participants including ensuring the safe use of equipment, and communicating any faults to the Operations Manager – (Health and Fitness).

  5. To collect feedback from users for the development of the session/ programme.

  6. To liaise with the Operations Manager (Health and Fitness) in the development of these sessions.

  7. Any other duties appropriate to the role as directed by the Fitness Manager during the regular hourly slot.

  8. Session plans are to be provided and approved by the Fitness Manager on a quarterly basis, the session plans are to evolve so as to keep the customers interested and their progression continuous.

  9. The instructors are to market the class alongside LSBU Active to increase awareness of the classes and help promote academy events to their attendees.

  10. It is the responsibility of the instructor to inform their clients of any class changes due to annual leave or cancelation due to lack of attendance.

  11. All instructors are to be evaluated on a quarterly basis, unless a concern has been highlighted which means that this may be sooner.

  12. All instructors are to be on site on the hour even if the class starts at 10 past the hour to allow for set up time.

  13. Some classes will be removed during the quieter times while the students are away as this can affect the attendance levels.

  14. Due to fluctuations in trends, classes will be reviewed and timetables amended on a quarterly basis.

Health Equity Fellow to undertake a systematic review of access to care - barriers and faciliators





Health equity experience

Data analysis (inc recoding) of a qualitative data set of patient interviews about tobacco dependence treatment started in hospital.




Qualitative data analytical skills

writing for publication