GTA

Job Description

We encourage and welcome applications from across the global community and all appointments are made solely on merit.  

PLEASE READ THE INFORMATION BELOW AND THEN, TO APPLY, COMPLETE THIS ONLINE APPLICATION FORM - HERE  

For further details, please refer to the document with the Role Description for GTAs for IoPPN Undergraduate Programmes. 

 

THE DUTIES OF GRADUATE TEACHING ASSISTANTS 

GTAs are integral to the opportunities that we offer to our undergraduate students, in particular supporting practical work and learning in small groups, and providing students with feedback on their work. These are the most common types of activity for GTAs to be involved in: 

  • Leading Practical Classes (up to 45 students per class): Following a plan devised by the module lecturer, the GTA introduces that week's activities and manages the student participation in the activities, typically working with another GTA as co-leader. 
  • Leading Seminars (up to 25 students per group): Following an outline devised by the module lecturer, the GTA guides students through activities and discussion.  
  • Assisting in Statistics Practical Classes (up to 60 students per class): Working alongside a lecturer, the GTA will assist students with data analysis, and will answer individual queries about data analysis, statistical theory and research design. 
  • Skills Teaching: Working alongside a lecturer, the GTA will assist students who are learning specific skills that psychologists or neuroscientists use. Typically, these are research skills.  
  • Marking and giving written feedback: This is a substantial and important part of the GTA role. This can include formative or summative assessment of students' work such as essays, reports, articles of various kinds, problem sheets, or presentations. 

 

CURRICULUM AREAS AND GRADUATE TEACHING ASSISTANT ROLES 

At this time, we are seeking to appoint GTAs (primarily) to support the Year 1 and Year 2 undergraduate curriculum. Graduate Teaching Assistants will most likely work in one or two of the following curriculum areas in a given academic year: 

  • Research Methods (e.g., on one of several Research Methods modules across Years 1 and 2)  
  • Biological Psychology and Behavioural Neuroscience (e.g., Psychology and the Brain, Year 1 module) 
  • Social Psychology (e.g., Psychology and Society, Year 1 module) 
  • Developmental Psychology (e.g., Psychology and Development, Year 1 module) 
  • Individual Differences and Behaviour (e.g., Psychology and the Individual, Year 1 module) 
  • Cognitive Psychology (e.g., ?Choices? and ?Distorted Worlds?, both Year 2 modules) 
  • Neuroanatomy/Neurodevelopment (e.g., The Making of a Brain, Year 1) 
  • Neuroscience, neurophysiology, functional neuroanatomy, psychopharmacology (e.g., Brain Form and Function, Year 1 module) 
  • Electrophysiology/EEG (e.g., The Electrophysiological Brain, Year 2 module) 
  • Computational Neuroscience (e.g., Computing for Brain/Cognitive Scientists, Year 2 module; Computational Neuroscience, & Machine Learning in Neuroscience, both Year 3 modules) 
  • Functional Neuroimaging (BOLD fMRI) (e.g., Imaging the Brain, Reading the Mind, or Introduction to fMRI, both Year 3 modules) 
  • Cognitive Science (e.g., The Cognitive Brain, Cognitive Science, Year 2 modules) 
  • Integrative Project Work (e.g., Addressing Real-World Problems, Year 1 module) 
  • Small-Group Teaching of a Specialist Skill (e.g., Psychological Skills, Molecular and Cellular Neuroscience, The Electrophysiological Brain, Year 2 modules) 
  • Philosophy of Psychology (e.g., Philosophy of Psychology, Year 2 option module) 
  • Clinical Psychology (e.g., Clinical Psychology, Year 2 option module) 
  • Marking (e.g., essays/assignments in the above curriculum areas, project work, research reports) 

Please see the online application form and the role description document for a more complete description of each teaching role. 

 

KEY RESPONSIBILITIES 

  • Participation in appropriate training. 
  • Delivery of agreed package of teaching activities to a high standard, and in line with the programme's inclusive education principles, 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, sharing concerns about teaching equity or student wellbeing with module leaders). 

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.  

 

THE LINK TO THE ONLINE APPLICATION FORM IS AT THE TOP OF THE JOB DESCRIPTION. TO APPLY, YOU MUST COMPLETE THE ONLINE APPLICATION FORM, IN ADDITION TO UPLOADING YOUR CV TO KING'S TEACHERS VIA THE LOGIN AND APPLY BUTTON (OR REGISTER AND APPLY BUTTON) AT THE TOP OF THIS PAGE.

 



Qualifications

PERSON SPECIFICATION FOR THIS POSITION (QUALIFICATIONS) 

Education / qualification and training 

Essential - Excellent subject knowledge of psychology and/or neuroscience as appropriate to the specific teaching role. This can be evidenced in many different ways, for example excellent performance in a BPS-accredited undergraduate psychology degree, and/or 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.  

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

 

TRAINING AND PROFESSIONAL DEVELOPMENT 

Training is offered and expected, and where this is compulsory is also included as part of the agreed and remunerated package of teaching and activities. All Graduate Teaching Assistants should take the College-run course titled An Introduction to Teaching in Health & Sciences (unless they have already taken it). There will also be a bespoke initial training that is specific to teaching on the IoPPN Undergraduate programmes. The IoPPN undergraduate teaching team (e.g., Module Leaders) will provide guidance during the year, and there are many other opportunities for professional development as an educator (e.g., delivered by the undergraduate programme teams or King's Academy). GTAs will have the opportunity to, and are encouraged to, work towards Associate Fellowship of the Higher Education Academy (via the route facilitated by King's Academy). 

The course titled An Introduction to Teaching in Health & Sciences is organized by King's Academy. You can view available dates for that course, as well as other professional development that King?s Academy offer to GTAs on the webpage for the GTA Development Programme

 



Skills

PERSON SPECIFICATION FOR THIS POSITION 

Education / qualification and training 

Essential - Excellent subject knowledge of psychology and/or neuroscience as appropriate to the specific teaching role. This can be evidenced in many different ways, for example excellent performance in a BPS-accredited undergraduate psychology degree, and/or 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.  

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

Knowledge / skills 

Essential - 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 

Desirable - Experience of presenting psychology and/or neuroscience research. 

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

Personal characteristics/other requirements 

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

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

Essential - 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 

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

Essential - Able to assess and provide feedback on students' work. 

Essential - 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; (b) Participate in Departmental Training for New Graduate Teaching Assistants. 

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

 

THE LINK TO THE ONLINE APPLICATION FORM IS AT THE TOP OF THE JOB DESCRIPTION. TO APPLY, YOU MUST COMPLETE THE ONLINE APPLICATION FORM, IN ADDITION TO UPLOADING YOUR CV TO KING'S TEACHERS VIA THE LOGIN AND APPLY BUTTON (OR REGISTER AND APPLY BUTTON) AT THE TOP OF THIS PAGE.

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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.

The Faculty of Dentistry, Oral & Craniofacial Sciences is seeking to recruit a technician. This key Professional Services role will support the Centre for Craniofacial and Regenerative Biology, one of three research Centres within the Faculty.

The Centre for Craniofacial & Regenerative Biology is one of the leading centres for Craniofacial Biology worldwide with research focusing on craniofacial and stem cell biology, innovative approaches to regeneration and repair and big data approaches to understand the complexity of development and disease. Our research spans basic, clinical and translational sciences. It offers a vibrant, collaborative, and interactive research and teaching environment in the heart of London.

The primary purpose of this role will be to provide molecular biology support to the Centre and to help maintain the research laboratories in a clean, safe, and tidy manner. Work closely with the Technical Operations Manager and the lead academics to ensure that technical support is professional, well-executed, and timely, complying with university policies and funders terms and conditions and adopting best practices.

The post holder is expected to contribute to several technical objectives, including health and safety compliance, good laboratory practice, equipment maintenance, maintenance of lab consumables stocks, waste and genotyping service and ordering. The ideal candidate will be an enthusiastic and motivated team player who works well with a technical team, is willing to explore new innovative approaches, and is committed to continued personal development.

Technical Support

  • Responsible for providing a range of molecular biology services, such as Genotyping, where there are established standards and requirements. 
  • To provide colleagues with advice and guidance as required
  • The postholder will maintain stocks of consumables in the research Laboratories.
  • The postholder will begin to undertake additional responsibilities as determined by the operations manager and to demonstrate job based acquired knowledge to enable more in-depth laboratory support.
  • Provide a range of technical support, normally following an established pattern, with limited supervision, and with a clearly defined objective, both following established guidance and procedures and applying knowledge and skills.
  • To be responsive to changing priorities and an evolving environment/context, maximising the efficiency of the technical support being provided and resolving problems as they arise
  • Assist others in managing and prioritising day-to-day work to meet agreed objectives
  • Resource management: install, monitor and maintain technical equipment, systems and software, with control over small budgets, stocks/ stores equipment and supplies 
  • Engage in appropriate professional activities to keep knowledge-base and skills up-to-date and to develop them further. 
  • Maintain local facilities and operations, ensuring efficient use of resources and undertaking purchasing/receipt of goods, equipment maintenance (personally, or through a service contractor) and wider facilities maintenance as required
  • Resolve problems as they are arise and put things in place to minimise future, foreseeable problems
  • To be responsive to changing priorities and an evolving environment/context, maximising the efficiency of the technical support being provided and resolving problems as they arise
  • Keep up to date with all mandatory training, including local Health and Safety policies and procedures.
  • To forge relationships with colleagues in the Centre, Faculty, and university, to deliver the required support as well as to contribute to process development and the adoption of best practice.
  • Actively engage with the Centre and Faculty?s contribution to the King?s Vision 2029 and Research/Education strategy
  • To actively engage in Continuing Professional Development and training initiatives, in line with the Technician Commitment.

 

There is a potential that the post will be extended or become permanent. 

 

 



Qualifications

Minimum level 4 qualification, e.g., higher apprenticeship, HNC or other Level 4 award, plus work experience in relevant technical/scientific posts OR Considerable knowledge and skills gained through work experience in relevant technical or scientific posts.



Skills
  • Methodical approach to work with good attention to detail, focused on solution and ability to trouble-shoot laboratory problems.
  • Experience and understanding of health and safety issues within a laboratory Competent computer skills including Microsoft Office packages
  • Ability to work in a multidisciplinary team and independently to identify and address operational issues.
  • Good time management and organisational skills. 
  • Good communication skills- orally and in writing, 
  • Willingness to learn new techniques, follow instructions and apply learnt techniques/ skills to the work context.
  • Some experience in running and optimising PCR.

We are looking to recruit a research assistant to work on a project that aims to explore inclusive assessment in the bioscience curriculum. The role is for 120 hours to be undertaken from March to July 2025. The hourly paid gross salary is ?14.88/hour. The work can be undertaken flexibly with some on campus activity required. The role will be focused on analysing KEATS content available to students in relation to assessment using a standardised template and liaising with module leaders. You will be supported by staff from the Faculty of Life Sciences and Medicine. If you would like further information please contact Dr Andrea Cockett andrea.m.cockett@kcl.ac.uk



Qualifications

NONE



Skills

We are looking for students who have experience of: 

Inclusive assessment 

Qualitative data analysis  

This is an exciting opportunity that will allow you to develop your research skills.   

 

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