Developed through an interdisciplinary collaboration between UCL Engineering and the Slade School of Fine Art, this toolkit provides guidance for HE staff who wish to create outward-facing student-generated educational materials.

In the toolkit, we provide detailed information on training sessions for and with the GTAs; how those sessions were run, and what happened in the moment, along with a critical, reflective commentary. We have taken the conscious decision to provide the materials and a descriptive annotation so that it may be easier to reconstruct the sessions, and teach from these materials. This is not to say that these materials are perfect for the context in which you teach or learn. As educators, we strongly recommend you adjust the materials to fit your purposes, your audience and your context. Our plans were adjusted moment to moment to fit the groups that we found ourself with, and obviously if working with the same group over time, a different sense of community and continuity could be found. The critical, reflective commentary is a second-layer annotation that is meant to make the tacit explicit, provide some information regarding teaching strategies and philosophies, and to give justifications for what was done why and how. One word of warning, perhaps: occasionally, the critical, reflective commentary may feel repetitive. This is intentional. The toolkit can be used in such a way that readers dip in and out of specific sections. The underlying teaching philosophy and pedagogical approaches are therefore explained at every opportunity, so that no matter where someone starts or ends, they will not miss some crucial information. Also, we know that repetition makes information "stick". By exposing readers to similar information again and again, we hope they will engage with and critique some of the key pedagogical principles and philosophical outlooks presented in this toolkit