study skills kcl

Between the Acts

Student blog from the faculty of arts & humanities at king's college london, top tips for studying at king’s college london.

April 8, 2022 Nadira Ibrahim Student Life , Study Tips , Undergraduate Study 0

By Giovanna

Hi I’m Giovanna, a recent graduate of King’s College London! This is a list of my top tips for studying!

Are you most productive in a quiet or busy setting?

If you prefer silence while you are working, try booking a study space at the library or around campus. Senate House Library is also filled with secluded spaces where you can work. Another option might be the informal learning spaces in the King’s Building, which are often filled with people typing away. Or you could consider getting onto campus earlier or in the evening in order to find quiet spaces anywhere.

Do you study best by yourself or with others?

There were some topics on my course which were incredibly complicated, and I understood them best when I had the opportunity to discuss them with someone. There are also other benefits to studying with a friend or group of people: you can grab each other coffee or water and look through each other’s work. You may also stay motivated in other people company! For group studying, you can grab seats in a café, but I recommend booking yourself a room or library study space.

My biggest tip would be to find someone on your course who is willing to discuss difficult topics with you so that you both get a  better understand of the subject you’re studying. If you can find this early on, it’ll be a huge help and support in the coming years.

That being said, sometimes you just need to hunker down and study by yourself in order to focus. Be honest with yourself about what works best for you! During third year, I enjoyed cycling into the library, doing some work and then grabbing lunch in the Maughan Library’s small courtyard.

Be curious, but also selective when choosing sources to read. King’s has so many resources and lecturers often provide so much reading material that you have to make sure you are selective about what you read. While reading a lot is great and widens your perspective, you only have so long to write an essay. Use the index to narrow down which pages of a large text are most relevant to you and read bibliographies in order to find the reliable texts which are most relevant to your essay. This definitely helped me when I was writing my dissertation!

If you have difficulties deciding what to read or wondering how best to write your essay, speak to a member of your department, attend the Study Skills sessions organised by the university, read your department’s handbook thoroughly or use some of King’s other online resources.

Most importantly, enjoy your degree and time at King’s, the time will fly!

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The King’s online learning experience

Find out how you’ll learn online with us.

Our master's degrees include a variety of up-to-date materials designed for today's industry landscape. These online courses are delivered exclusively via our own platform: King’s E-Learning and Teaching Service (KEATS).

Our virtual learning environment, KEATS

KEATS is an intuitive, easy-to-use virtual learning environment that is specially designed around your needs as an online student. All you need to access KEATS is a web browser and an internet connection. Through this hub, you’ll be able to access and download your course content, assignments, and pre-recorded seminars. You’ll also use it to submit your assignments, coursework, and connect with your peers.

Features included in the KEATS platform

Multimedia tools.

From video content to audio files, PDFs, presentation slides and journal clippings, you’ll be able to access your course materials in the formats you need.

Social forums

Our forum section is the perfect place to engage in discussions with your cohort and get fresh insights from across the globe.

Flexible access

No matter where you’re based and what time you choose to study, you can access your course resources and submit assignments 24/7.

How you'll learn

Your weekly reading materials, resources and assignments will be published on KEATS. As a student of our industry-focused courses, you’ll learn through a rich breadth of content types, depending on your subject.  

On top of standard reading material, these could include videos, real-world case studies, in-depth reports, industry data, and podcasts. You’ll also be encouraged to draw upon a similarly broad range of content types when working on your own assignments. 

You’ll be asked to submit your work on the KEATS platform, and in turn, your Tutors will return your marked work with academic feedback via this virtual learning hub. 

Support for online students

We know that everyone’s journey towards our degree courses is unique. Consequently, students’ skill sets and levels of familiarity with online learning tools will vary. That’s why we provide the support required to maximise your chances of success at King’s and beyond.

Your dedicated Student Support Advisor

When you join us as a student, we’ll assign you a dedicated Student Support Advisor for the duration of your studies. They’ll be your go-to contact for study-related support and can also signpost you to the right teams if you need something specific. For example, they’ll help you with: 

• Your virtual induction and onboarding experience 
• Your enrolment tasks 
• Disability and wellbeing support and adjustments 
• Funding, fee payments and regulations 
• Navigating and using the KEATS virtual learning environment 
• Assessment deadlines and processes 
• Certification and graduation processes 
• Careers and employability services 

Academic Skills Support

Whether it has been a while since you last studied or you’d like to brush up on your academic writing skills, we’ve got you covered.  

King’s Academic Skills for Learning (KASL) offers a range of resources to help you enhance your skills for academic success. These include: 

• Year-round workshops you can sign up to, which cover a variety of academic skills topics such as note-taking, academic integrity, and criticality. 
• One-to-one appointments with an Academic Skills Tutor. By booking a slot with them, you can get tailored support for study-related skills ranging from academic writing to presentations and time management. 

Online self-study modules

You can access our online self-study modules 24/7 via KEATS, your virtual learning environment. These modules cover a range of study-specific and transferable skills. These include academic reading, writing, revision, exam support, maths and statistics, and much more.

The Essential Digital Skills Programme

We’ve designed a comprehensive online programme that equips you with transferable digital skills. The knowledge you develop will not only ensure that you feel confident about studying online – it’ll also improve your overall digital literacy. 

This programme is available to all King’s College London students, but we particularly recommend it for students on our 100% online courses. Like the online self-study modules, this programme can be accessed via KEATS. 

It covers: 

• How to use and navigate the IT systems required to support your academic development 
• How to be a good digital citizen and navigate the internet safely 
• How to develop a positive digital identity 
• Popular digital skills required by employers 

Once you complete this programme and pass the relevant assessments, we’ll issue you a digital certificate. We recommend listing this certification in your CV. 

If relevant, you will also receive a Higher Education Achievement Report (HEAR) accreditation, which will be added to your university transcript. This way, prospective employers will know that you have completed the Essential Digital Skills Programme. 

Want to learn more about the application process?

Looking for information on fees and funding, you have the potential. we’ll help you unleash it. take charge of your future today..

Questions about our courses, studying online or the application process? Our expert Enrolment Advisors are on-hand to help. Simply fill in the form below, and they’ll get in touch with you shortly.  

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News Article

Need help with library resources or study skills.

With the library buildings closed, there are still ways to access e-resources and get help online including:

Access to online collections

You will continue to have access to our wide range of  online databases, journals, ebooks, and other online material  - including digital content held by  Archives and Special Collections  during this period. Due to licensing restrictions, some resources are not available off-campus – these resources will be clearly marked. We are making good progress working with publishers to make these resources available off-campus wherever possible.

We have a variety of  online support and learning  to help you access and make the most of our resources.

Online help and support

The  latest Libraries & Collections update  includes FAQs with advice on the most common library questions during this period. 

Monday – Friday between 09:30-17:30 library staff will be responding to emails via [email protected]  alternatively, you can use our 24/7 Live chat service

If you need more in-depth help you can book a Microsoft Teams 1:1 with a librarian available Monday to Friday. These sessions include help with accessing online resources on how to use databases or how to plan and create strategies for literature searching. If you need particular help around finding and evaluating information for health topics you can also use this forum on KEATS

Study Skills

King’s Academy 1:1 sessions offer a range of support in academic writing, scientific writing, academic reading, and statistics. These sessions can also assist with learning online, planning, time management, how to better edit and proofread your work, help boost your confidence and support you with the skills necessary to undertake a course in higher education and beyond.

Book an online Study Skills session via  King’s Academic Skills for Learning

Sessions available 7 days a week.

Downtime and Mental Wellbeing

Having some downtime away from studying is good for your mental wellbeing. To help you, library staff have created a couple of playlists for a TV and film on-demand service you already have access to for free as a King’s student. Click on the playlist link below and sign in with your normal King’s ID and password.

BoB playlist - Box of Broadcasts (BoB) in an on-demand TV and radio for Education service that has an archive of over 2 million broadcasts.

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Connect to homework help and services for students in grades K-12.

Reading Buddies

Kids & teens talk time.

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Volunteer tutors provide homework help for students in grades K-12. Drop in anytime during Tutors program hours. Bring homework or practice materials to work from.

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Tutors in libraries.

• In-person at select libraries.
• Languages and advanced subjects are in the event details.
• Unexpected absences or schedule changes may occur.

Tutors Online

• Ask for a tutor and your grade and subject(s).
• Connect to Zoom using your computer, tablet, or smartphone.
• There are different ways for students to share homework with tutors. Share homework onscreen. Send homework images to a share folder. Or, email homework images to [email protected] .

Schedule for Online Tutors

Frequently asked questions about tutors, who can get help from study zone tutors.

• Students in grades K-12 who need help with any subject.
• Students in grades K-12 who need a positive place to do homework.
• Anyone up to age 21 studying for their GED.

You may attend in-person Tutors at a library even if you don't have a question for the tutors.

How should I prepare to meet with Study Zone Tutors?

Have materials on hand to work from, such as:

• Instructions, textbooks, and assigned reading needed to complete your assignment.
• Worksheets or other tools if you want to practice certain skills.
• Notes or other practice materials if you are studying for a test.
• Online assignments or computer documents to share on screen.

Think about how you will share materials with an online Study Zone tutor:

• Protect your privacy! Never email documents directly to a tutor. Email a file to [email protected] . Your file will be forwarded to your tutor.
• Share your screen to display work that is on your computer or device.
• Scan or photograph an image of a document, textbook, or workbook.
• Use Share Screen in Zoom to share a document or image.
• Place a link in chat to a document stored in a cloud drive, such as iCloud, OneDrive or Google Drive.
• Upload a file to the Student Share Folder .
• Hold a paper document or book up the device camera for the tutor to view.

What subjects can Study Zone Tutors help me with?

All tutors can help students in grades K-5 with: 

• English Language Arts (ELA)
• Social Studies (History)

Students in grades 6-12 can get help with subjects up to the college-prep level.  Every Tutors session is different. Check date-specific descriptions in the library event calendar for details. 

• Library Tutors events
• Online Tutors events 

High school volunteers teach one-hour lessons each week. Lessons are separated into daily topics by suggested grades for K-8.

Math Club Online

• Ask for Math Club and your preferred class.

Schedule for Online Math Club Classes

Find weekly topics in the Math Club calendar .

Frequently Asked Questions About Math Club

What materials do i need to have at home for math club.

For most classes you will need paper and pencil. For Math Games you may also need scissors. These will be used for origami, making paper airplanes, and other activities.

Can you attend different Math Club grade levels?

Yes. Math Club grade levels are suggestions. You are welcome to attend any class. You are also welcome to move up or down depending on the topic.

What is the Zoom link for online Math Club?

Tutors and Math Club share the same Zoom link.

• https://kcls.zoom.us/j/84814153950?pwd=TkgwSWpQREhlYjVVWG1zZHZORTNFZz09
• Meeting ID: 848 1415 3950
• Passcode: 883304

Dial in using your home phone or smartphone.

• Dial by your location
• (888) 475-4499 (toll-free)
• Meeting ID: 848 1415 3950
• Find your local number

During high traffic students may need to wait 5-10 minutes. Thank you for your patience.

Volunteers help students practice reading out loud. Two students are paired by reading level with each volunteer.

We focus on selecting books for:

• English language readers in grades K-8 and
• English language learners in grades K-12.

Reading Buddies in Libraries

• Uses OverDrive eBooks shared on an iPad.
• Sign up for a 30-minute session at the Reading Buddies table.

Reading Buddies Online

• Ask for Reading Buddies at your level.
• Uses OverDrive eBooks shared on screen.

Schedule for Online Reading Buddies

Frequently asked questions about reading buddies, who is reading buddies for.

All students in grades K-12 are welcome. Books will be most appealing to students in grades K-8. A selection of books will be appealing to students in grades 6-12 who are very new to reading in English.

Can I use my own book for Reading Buddies?

Yes, if you are in the library and the book matches the Reading Buddies level you signed up for. The online Zoom format is not suitable for sharing outside books.

How do you find your Reading Buddies level?

Use the Reading Buddies Level Guide to find your level.

• The samples represent the easiest text you will find in each level.
• Choose the level you can read with ease, missing or pausing over no more than 1-2 words in the sample text.
• Start with the easier level if you are in between two. Begin in the level you feel most confident in.

The books in each Reading Buddies level are selected for text density and visual appeal. This helps to ease reluctant readers into denser text as they move through the levels. Each level will have a range of easier and harder words and sentences. This offers challenges and ease as you complete daily reading practice.

Reading Buddies Levels:

• Pre-Level 1: Readers recognize letter sounds and can sound out shorter words. They may need extra support in beginning to sound out easy words. Books contain easy words, simple sentences and lots of pictures.
• Level 1: Readers recognize letter sounds and can sound out shorter words. They may read slowly and sound out most words. Books contain easy words, simple sentences and lots of pictures. Students in grades 6-12 can request Teen Level 1 books.
• Level 2: Readers can sound out most words with little help. Books contain more text and more complex sentences, but still plenty of pictures.
• Level 3: Readers are fluent readers and sound out complex words with little help. They are reading books with more dense text, complex sentences and fewer pictures.
• Level 4: Readers are fluent readers and sound out complex words with little help. They are reading books with dense text, complex sentences and few or no pictures. The Level 4 books may contain story content that is not suitable for grades K-3.

High school volunteers lead daily activities for students in grades K-12 to practice conversation skills in English.

Kids & Teens Talk Time Online

• Ask for Kids Talk Time or Teen Talk Time.

Schedule for Online Talk Time

Frequently asked questions about kids & teens talk time, what are the daily conversation activities in kids & teens talk time.

• Mondays are Doodle. This is good for anyone who speaks English at a beginner level.
• Tuesdays are Escape Rooms. These are good for anyone who speaks and reads English at an intermediate level.
• Wednesdays are Pictionary. This is good for anyone who speaks English at a beginner level.
• Thursdays are Comics Arts. This is good for anyone who speaks English at a beginner level.

Which section of Kids & Teens Talk Time should I join?

Kids Talk Time is for anyone in grades K-5. Teens Talk Time is for anyone in grades 6-12. 5th and 6th graders may join either group.

Who can join Kids & Teens Talk Time?

All students in grades K-12 are welcome. You will be joining a fun and supportive group where you can practice English conversation.

Study Zone Terms of Use

Help keep Study Zone a safe and positive space for academic support.

• Do not share personal information (email/phone number, home address, school, etc.).
• Usernames should be anonymous, respectful and positive.
• Think about what is displayed in the background of your Zoom video. Are there any identifiable signs or buildings? Are there pictures, people, or rooms that should remain private?
• Do not agree to meet other students or volunteers outside of Study Zone, either online or in real life.
• Let us know if something makes you uncomfortable during Study Zone. Tell a rover, greeter, or librarian.

Tutors and students will:

• Be respectful. Be kind. Be safe.
• Take turns working with the volunteer.
• Be patient and use positive comments.
• Model the same online behavior that your teachers expect in school.
• Use the Chat box to ask for help or give needed information.

Frequently Asked Questions About Study Zone

What happens when you connect with online study zone programs.

Log in and participate for any amount of time during Study Zone online hours. You do not need to register or provide personal information to participate.

After you connect to Zoom using your computer, tablet or smartphone:

• You will be on hold in the Zoom waiting room. During high traffic you may need to wait 5-10 minutes. Thank you for your patience.
• They will ask you to describe the help you need.
• You will be moved into a breakout room that fits your needs.
• Library staff and volunteer rovers will monitor the breakout rooms.

How much does Study Zone cost?

All Study Zone programs are free.

How are we keeping online Study Zone programs safe?

• Students are asked to follow the expected behaviors listed in our Terms of Use Agreement.
• A library employee supervises each online session. They will remove anyone who does not follow the Terms of Use Agreement.
• Volunteer rovers circulate among the rooms to observe. Rovers will drop in every few minutes whenever there is only one student in a room with a volunteer or staff.
• Unaccompanied adults are not permitted. Only parents and caregivers assisting their K-12 student may sit in.

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International student advice & support at King's

Immigration & visa advice 

If you are travelling to the UK 

Please read our article  I need to travel to the UK for further support. 

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If you are a prospective student

Read our article  I'm a prospective applicant, how do I request a CAS?  for further support 

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Read our article  I'm a current student, how do I request/change information in my CAS?  for further support.

Support with visa refusal 

If your visa has been refused, please complete a webform which can be found on our Student Visa webpages . Upon completion of the form your details will be sent to our Visa Compliance team, who will support you further.

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Please see our article  I’ve lost my BRP/Passport, what should I do for further guidance.

Advice & Support when the university is closed 

There are a number of organisations that offer visa and immigration advice when the university is closed; we’ve collated a list of options you can explore in our article International and immigration advice when university services are closed .

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KCL and McMaster University partner to advance nuclear medicine research

by Jen Brogan | 12th Apr 2024 | News

King’s College London’s (KCL) Biomedical Engineering and Imaging Sciences (BMEIS) and McMaster University have partnered to advance nuclear medicine research and education.

The collaboration will support the discovery and development of new health interventions and aim to deliver unique learning opportunities for students and professionals in the field of nuclear medicine.

Leveraging both partners’ world-leading nuclear research facilities and expertise to develop novel production methods for radionuclides and radiopharmaceuticals, researchers in the UK and Canada will collaborate and participate in joint training opportunities and skills-building workshops.

KCL’s BMEIS works to train the next generation of biomedical engineers, imaging scientists and radiochemists and collaborates with researchers, clinicians and industry.

The institution provides access to KCL’s department of imaging chemistry and biology, the Clyclotron and Radiochemistry Laboratory, the PET Centre and the Positron Emitting Radiopharmaceutical Laboratory, all located at St Thomas’ Hospital.

As a world-leading supplier of medical isotopes, McMaster University comprises several nuclear research facilities, such as the McMaster Nuclear Reactor and a high-level laboratory facility, for scientists and students to use for radioisotope processing, radiotracer production, radiopharmaceutical development and radiation biology research.

With a focus on cyclotron targetry development and radionuclide production, including the optimised production of 94Tc for PET scans, researchers and students will use KCL’s CARL research facility, along with McMaster’s nuclear facilities, for designing, machining and optimising solid and liquid targets for radionuclide production. This work can then be translated to deliver clinical trials.

“There is an increasing global need for new radiopharmaceuticals and a shortage of skilled scientists,” said professor Steve Archibald, head of the department for imaging chemistry and biology, KCL.

He continued: “KCL’s… nuclear medicine research, with collaborative groups of scientists and clinicians,… complements the expert scientists and capabilities at McMaster.”

Karin Stephenson, director, nuclear research and education support, McMaster University, commented: “Together, we will use our expertise and infrastructure to develop new radiation-based diagnostic and therapeutic technologies and provide training to the next generation of nuclear scientists in Canada and the UK.”

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How do Cooper DeJean’s skills fit at the next level? NFL Draft film study

In western Iowa, along state Highway 175, sits a town of about 900 people. There’s a bowling alley and a drive-in restaurant. Odebolt, Iowa, is named after a Frenchman who lived — alone — more than a hundred years ago along the creek that runs through the village. It once was known (but apparently no longer holds the crown) as the Popcorn Center of the World . It’s about 70 miles away from both the Missouri River and absolutely nothing.

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It’s also home to a unique prospect in the 2024 NFL Draft : Iowa defensive back Cooper DeJean.

As a high schooler at Odebolt-Arthur-Battle Creek-Ida Grove High School (OABCIG, for short), DeJean was a legend. He played four sports and barely took a deep breath. DeJean’s prep resume reads like something you’d see from the days of Tom Harmon or Nile Kinnick. He scored 1,832 points in basketball (55 more than NBA star Harrison Barnes on the state’s all-time list), threw for 78 touchdowns as a quarterback and won a state title in track with a 10.71-second 100-meter dash. In baseball, he pitched – notching a two-hitter as a junior.

Phil Parker, Iowa’s revered defensive coordinator, earlier this year compared DeJean to a modern-day version of Kinnick — the guy after whom they named the Hawkeyes’ stadium.

Can DeJean hold up as a cornerback in the NFL , though?

DeJean moved around quite a bit during his time with the Hawkeyes, playing mainly outside corner but with slot responsibilities. He also was the most electric return man in the country. His versatility is a huge part of his appeal, but it also brings about questions of where he best fits in the NFL.

Let’s take a deeper look at what the tape shows on a really fun 2024 NFL Draft prospect.

NFL Draft 2024 ‘The Beast’ Guide: Dane Brugler’s scouting reports and player rankings

Ball skills

As a senior basketball star at OABCIG, DeJean put up 25.9 points, 7.9 boards and 7.1 assists per game. A truckload of his points came off his ability to anticipate and get his hands on a ball from just about any angle — a lot of run-outs and a lot of (pretty awesome) dunks.

Much of what makes DeJean special on a football field comes from the same traits that helped him excel in other sports, notably his ability to track the ball and make plays in the air. DeJean’s overall impact as a punt returner at Iowa was outstanding, not just his big-play ability (11.5 yards per attempt last season with one touchdown). In two years of punt-return duty, he didn’t muff a single attempt. For a team that played the field-position game as much as Iowa did, DeJean’s value in that area was immeasurable.

All of this shows up in coverage, too, of course. The rep below is from Iowa’s win over Michigan State last season. DeJean shakes off the double move attempt before reading the quarterback’s eyes to finish this play with terrific hands and balance, for an interception few can pull off.

DeJean picked off five passes as a sophomore and two more last year before being shut down with an injury. He brought three of those seven combined interceptions back for touchdowns, including a spectacular over-the-shoulder pick against Rutgers that essentially turned into a punt return once he had the ball in his hands. In his two years as a full-time starter, per PFF data, DeJean allowed completions on just 48.3 percent of targets thrown at him, for an average of just 10.8 yards per catch.

His awareness in space and understanding of route concepts generally keep him in the right place, and those skills make him really hard to trick or beat in zone.

In basketball, anticipation can translate a bunch of ways. DeJean was a great shot blocker for his size, a terror in the passing lane and one of the best high school alley-oop dunkers you’ll ever see. In football, DeJean’s anticipation means his jumps to make a play on the ball are well timed and he does a great job squeezing off a route he’s identified before attempting to get his hand on a throw.

Strictly from a ball-tracking perspective, DeJean is one of the best in this draft class. He played more corner than anything else at Iowa, but his instincts and spatial awareness make him an obvious candidate to transition to safety. He’s hard to fool, has great hands and could play center field as well as anyone.

2024 NFL Mock Draft: Could quarterbacks go 1-2-3-4 atop Round 1?

Awareness and technique

The Hawkeyes have long played a lot of Cover 3, which gave DeJean a bunch of outside-zone reps, as well as also plenty in press and off coverage. He moved around a lot — he played more than 50 reps in the box last season while serving as one of Iowa’s slot corners the last two years. Part of the reason Parker and Iowa were able to trust DeJean with so many roles is because of his athleticism. Bigger than that, though, were DeJean’s on-field intelligence and general consistency with technique.

Watch the eye discipline here as he covers a vertical route versus Michigan. He’s patient off the snap and keeps his eyes locked on the receiver’s hips. The receiver cannot stack DeJean vertically, and the Iowa star just eats this route.

This play also provides a solid illustration of DeJean’s speed in coverage. He fractured his fibula during a November practice and didn’t run at the NFL Scouting Combine earlier this winter. He was healthy enough to run at a private pro day April 8, though, notching a reported 4.44-second 40 with a 1.53-second 10-yard split. He added a 38 1/2-inch vertical jump and a 10-foot, 4-inch broad jump.

DeJean’s at his best in zone, but — contrary to popular belief — he also has plenty of strong reps in man coverage, mostly because he’s tough to shake in space. He played more off coverage than press, but there’s film of both.

DeJean doesn’t do a lot of guessing when he’s in press at the line of scrimmage. His eyes are always where they’re supposed to be and — as is the case with any DB coming out of Iowa — he’s been well taught how to spot route tipoffs. DeJean does a great job of getting his body positioned in a way that forces the route to go through him if it wants to succeed, and that’s not by accident.

His consistent technique and understanding of what an offense is trying to do get him into phase quickly and efficiently. If he’s in off coverage or zone and diagnoses something happening underneath, DeJean is lightning quick to redirect himself toward the football and make a play. There are, however, concerns about DeJean’s skills in man coverage.

Only two Power 5 teams (Pitt and Kentucky) played less man coverage over the last two seasons than Iowa (13.1 percent, 14 percent below the national average). And plenty of DeJean’s man reps (depending on which receiver he was covering) came in off coverage.

When he’s in press, DeJean doesn’t always show great initial quickness off the snap and often relies too much on his recovery speed. He can punch, stay patient and somehow sort of get in the way of a route while he recovers, but the lack of a great first step has led to questions about his ability to hold up outside in the NFL. He also flashes some stiffness in the lower half and can lose balance if he’s defending a superior athlete.

The above clip features two off-coverage reps from Iowa’s game against Penn State last season. In the first, DeJean is working against Penn State wide receiver Dante Cephas.

Cephs is not a slow player, but he wasn’t known as one of the Big Ten’s fastest guys last season. Either way, you can see how in control DeJean is here. As importantly, he’s not giving Cephas too much respect with that cushion and is always close enough to make a break on the ball, of which the QB has to be aware. DeJean’s side shuffle is so precise, and he does such a great job of keeping one eye on the quarterback and being aware of where the WR behind him is (and isn’t).

He has no issue with Cephus’ double move, and that route is dead on arrival.

The second clip is more problematic — and it’s also more translatable to what he’ll be seeing in the NFL. In it, DeJean is working against Penn State WR Keandre Lambert-Smith, who’s a much faster player out of the blocks. Note the extra caution from DeJean that doesn’t show up in some of his other off-coverage reps. When he’s faced with an athlete who can test him with speed right away, he tends to back off way too much and give up easy catches in front of him.

The man-coverage conversation around DeJean is tricky, and people should be careful not to dub him as a “bad press corner.” That’s not fair, as there are too many examples of his taking away routes, underneath and over the top, in press and off coverage.

However, there are just as many examples of his being overly cautious with receivers who are — simply put — faster than he is. He has issues with his initial suddenness, off the snap and out of breaks. And he’s going to run up against a lot more of that pure speed in the NFL, so teams will have to consider that when determining where he’d play in their systems.

This is another area of concern for DeJean. It’s more about consistency than anything else.

At times, DeJean can be a hesitant tackler in space. There are way too many examples of his attempting arm tackles in the run game and too many times he’ll get stuck on a block downfield. It’s much like the situation in coverage: If DeJean knows what he’s seeing, he’s all explosion and can be an outstanding tackler; if he’s hesitant, his lower-half stiffness shows back up, and he can look a bit wobbly.

This, from a game against Michigan in 2022, is great stuff. As always, DeJean’s eyes are where they should be — and the second he reads the play, he just explodes toward the receiver and runs through his body for an outstanding tackle.

DeJean’s tackling during the 2022 season was much better than it was in 2023, however. As a sophomore, he posted 25 run stops and only three missed tackles. But last season, DeJean had just 10 stops and missed five tackles.

It’s the same story again. DeJean is a good tackler and solid run fitter off the edge when he’s confident in his read or knows where the ball is going. When he’s not sure, the problems arise — hesitancy usually chief among them. Here, we see DeJean unsure of his fit:

He bites too deep inside, giving up leverage and leading him to quickly revert toward the edge, where he sort of loses control and just overruns the play completely. What should’ve been a modest gain turns into a first down.

If NFL teams want to move DeJean to safety, they’ll need to be sure he’s comfortable with his run fits before throwing him out there. Some of those hiccups would come naturally anyway, as DeJean’s been more of an outside corner than anything else in college.

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Final thoughts

When I first started getting into DeJean’s film during his sophomore year, I was reminded a bit of Jabrill Peppers — but with better technique and ball skills. Peppers was a college corner/slot with safety skills who played in the box and was dangerous with the ball in his hands. DeJean, like Peppers, was a do-everything guy at the high school level. If his team needed him to drive the bus, he did.

He did not get the type of time-on-task at his future position that his peers received until he went to college. Still, DeJean’s athletic versatility showed up throughout every corner of his game, including his prowess as a returner.

Iowa was hesitant to let DeJean play offense last season, as it kept him on the field for every defensive snap and a bunch on special teams. Perhaps proving the point, when DeJean injured his leg, it occurred during an offensive rep in practice. Sadly, we’ll never know what a more extensive package for DeJean might’ve looked like on that side of the ball. We have seen enough of DeJean as a punt returner, however, to know that he could be a Pro Bowler in that department pretty quickly.

DeJean’s speed, burst and technique are all good enough to hold up at outside corner in the NFL. His general agility and short-area movement are potentially more problematic. Less-than-great agility and inconsistent technique forced Peppers to bounce from corner to nickel to safety in the NFL. Former Houston Texans and Denver Broncos safety Kareem Jackson , who helped Alabama win a national title in college as a corner, followed a similar path.

DeJean could have more slack as a corner in the NFL than some. We’re not denying the appeal of him as a safety, but his technique and ball skills are good enough to help him mitigate some of his limitations as a press corner. At the very least, it’d be worth it for the team that drafts DeJean to take a minute and find out.

(Photo: Matthew Holst / Getty Images)

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Nick Baumgardner is a senior writer/NFL Draft analyst based in Michigan. He co-hosts “One of These Years," a Detroit Lions podcast with Colton Pouncy. He joined The Athletic after stops at the Detroit Free Press, MLive Media Group and other newspapers in Michigan, Indiana and Kentucky. Follow Nick on Twitter @ nickbaumgardner

UCL Population Health Sciences

• Innovation & Enterprise
• News and events

Alumni Spotlight: Dr Panicos Shangaris, Prenatal Genetics and Fetal Medicine MSc

9 April 2024

We speak to Panicos, an alumnus from the Prenatal Genetics and Fetal Medicine MSc (now called the Reproductive Genetics and Fetal Medicine MSc).

Where is home?

What is your fondest memory from your time at ucl.

My fondest memory from my time at UCL centres around the collaborative and communal spirit fostered during my coursework and research. Specifically, during my MSc, a particular coursework assignment required us to work in groups and prepare a presentation on a chosen subject. This experience was delightful for me, not only for the intellectual challenge it presented but also for the opportunity it provided to engage deeply with my peers. The process of brainstorming ideas, discussing various perspectives, and collaboratively refining our presentation was incredibly rewarding. Beyond the academic collaboration, the social events we organized both during my MSc and PhD years added a rich layer of community and friendship to our rigorous academic pursuits. These events allowed us to unwind, build lasting friendships, and create a supportive network that I value to this day. 

Please tell us a bit about the work you are doing now.

My group at King's College London is actively working on prenatal therapy and pregnancy immunology research. We are committed to pioneering advancements in treating and understanding sickle cell disease (SCD) through prenatal interventions. Our approach targets this severe condition from its earliest stages, aiming to significantly enhance patient outcomes and elevate the quality of life for those affected. In addition to our focus on sickle cell disease, we are also deeply involved in exploring the immunology of pregnancy, particularly emphasising the critical role of regulatory T cells (Tregs) in influencing pregnancy outcomes. Our research endeavours are dedicated to decoding the complex immunological interactions during pregnancy, aiming to shed light on their implications for maternal and fetal health. Our findings have consistently underscored the vital importance of Tregs in maintaining an immune equilibrium that supports a successful pregnancy. The work undertaken by my group aims to offer valuable insights and develop innovative therapeutic strategies that have the potential to revolutionize prenatal care. Our commitment is to improve the health outcomes of individuals with sickle cell disease and other prenatal conditions from the earliest stages of life. We are passionate about pushing the boundaries of knowledge in maternal and fetal medicine by investigating the possibilities of prenatal therapies and the immune dynamics of pregnancy.

For further details about our research and to follow our latest developments, please visit our website . 

How did your UCL degree help you get to where you are now?

My degree from University College London (UCL) in Fetal Medicine and Prenatal Genetics was pivotal in shaping my career path and helping me reach my current position. The rigorous curriculum and the exposure to state-of-the-art research at UCL provided me with a solid foundation in the complexities of fetal medicine and the genetic aspects of prenatal care. The distinction I achieved attested to my dedication and academic prowess and opened doors to further academic and professional opportunities. The knowledge and skills I acquired during my Master’s program were instrumental in pursuing a PhD at the same esteemed institution. Under the guidance of Professor Anna David and Professor Paolo De Coppi, my doctoral research focused on treating genetic blood disorders through prenatal interventions, such as stem cell transplantation and gene therapy. This experience deepened my understanding of fetal medicine and honed my research skills, enabling me to contribute meaningful insights to the field.

Joining King’s College London (KCL) as an NIHR Clinical Lecturer, my background in fetal medicine and prenatal genetics was crucial in carving out a niche in Maternal and Fetal Medicine. The expertise I developed at UCL has been fundamental in guiding my research work, particularly in prenatal therapy for sickle cell disease and the immunology of pregnancy. It has also facilitated my role in supervising PhD, MSc, and BSc students, allowing me to pass on the knowledge and inspire the next generation of researchers in the field.

What have been your career highlights?

Completing my MSc with Distinction and pursuing a PhD: My doctoral research at University College London (UCL) on treating genetic blood disorders through prenatal interventions was a profound journey. Working under the guidance of Professor Anna David and Professor Paolo De Coppi, I explored the potential of stem cell transplantation and gene therapy in fetuses. This work contributed to the field and laid the groundwork for future research.

Joining King’s College London (KCL): Transitioning to KCL as an NIHR Clinical Lecturer was a significant step in my career. Specializing in Maternal and Fetal Medicine, I had the opportunity to work at prestigious hospitals such as Guy’s and St Thomas’ and King’s College Hospital, furthering my clinical and research skills in a highly stimulating environment.

Leading  Research in Prenatal Therapy for Sickle Cell Disease: My work in advancing prenatal therapy for sickle cell disease has been particularly rewarding. We aim to improve outcomes and quality of life for affected individuals by targeting this condition from its earliest stages. This research has the potential to change the treatment paradigm for genetic disorders.

Investigating the Immunology of Pregnancy: Delving into the immunological aspects of pregnancy, especially the role of regulatory T cells (Tregs) in pregnancy outcomes, has been another highlight. Our findings are crucial for understanding how a balanced immune environment supports successful pregnancies, paving the way for new therapeutic approaches.

Supervising PhD, MSc, and BSc Students: Mentoring the next generation of scientists and clinicians has been incredibly fulfilling in my career. Sharing knowledge and inspiring students to pursue their interests in fetal medicine and prenatal genetics continues to be a rewarding experience.

Securing Funding from Prestigious Organizations: Receiving support from the Wellcome Trust, the Academy of Medical Sciences, NIHR, and the Fetal Medicine Foundation has been instrumental in facilitating our research projects. These achievements recognize the value of our work and enable us to push forward with our innovative research.

Collaborations with Esteemed Colleagues: Working closely with leading figures in the field, such as Professors Kypros Nicolaides, John Strouboulis, and Giovanna Lombardi, has been a highlight. These collaborations have enriched my research and clinical practice, allowing me to contribute to significant maternal and fetal health advancements.

What would be your advice for current students?

My advice to current students embarking on a journey in medicine, research, or any related discipline is to cultivate a strong foundation of curiosity and dedication.  Embrace every learning opportunity with an open mind and a proactive attitude. The medical and scientific education path is challenging but richly rewarding; therefore, resilience and persistence are key. Engage deeply with your studies, actively seek out mentorship, and immerse yourself in research opportunities early on to gain practical experience and insight into your field of interest. Networking with peers and professionals can open doors to collaborations and future opportunities. Try to balance hard work with self-care to maintain your well-being throughout this demanding but fulfilling journey. Lastly, keep sight of your passion and why you chose this path—they will be your guiding light through challenges and your motivation to contribute meaningfully to advancing health and science.

If you are interested in the Reproductive Genetics and Fetal Medicine MSc, find out more .

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Nevada Today

Researchers develop innovative method of teaching self-help skills to preschoolers who are deafblind, study demonstrate the effectiveness of system of least prompts (slp) as part of an intervention.

MaryAnn Demchak, Ph.D., BCBA-D, supporting Jill Grattan, Ph.D., as she successfully defended her dissertation for her doctoral degree.

A groundbreaking approach to teaching essential self-help skills to preschoolers who are deafblind has been developed by researchers. Led by MaryAnn Demchak, Ph.D., BCBA-D. , professor of special education at the University of Nevada, Reno, and Jill Grattan, Ph.D. this innovative method employs the System of Least Prompts (SLP) .

“Very little research occurs with students who have severe, multiple disabilities that include deafblindness,” Demchak said. “This study extends prior research to this population and provides teachers and other practitioners with effective educational strategies.”

In their study, the researchers focused on teaching three crucial self-help skills – hand washing, hand drying and entry routines – to preschoolers aged 3 to 5 with vision and hearing impairments, along with multiple disabilities. Remarkably, 75% of the participants showed increased independence in mastering these targeted skills.

Self-help skills play a pivotal role in daily life, impacting health and shaping social acceptance. However, until now, research in this area for deafblind preschoolers with multiple disabilities has been limited.

The findings of this study demonstrate the effectiveness of SLP as part of an intervention package in teaching self-help skills to young children with multiple disabilities, including deafblindness. Although the mastery criterion wasn't universally achieved, the significant increase in independence among 75% of the participants is noteworthy.

“Interacting with the students and seeing their progress as a result of systematic teaching using SLP was very rewarding,” Grattan said.

Preschoolers with multiple disabilities, including deafblindness, often require extensive support in their daily activities. Therefore, any progress toward independence, even with some level of support or modification, is significant. Educators working with this population can now rely on evidence from this study to inform their teaching strategies, particularly emphasizing the effectiveness of SLP.

Jill Grattan, who earned her doctoral degree in Education: Special Education and Disability Studies from the University of Nevada, Reno, has collaborated with Demchak on various research studies focusing on individuals with disabilities.

“It is a privilege to collaborate with current and former doctoral students to make contributions to the field of severe, multiple disabilities, including the area of deafblindness,” Demchak said.

This study offers valuable insights, demonstrating that self-help skills can be effectively taught to deafblind preschoolers. This not only promises to foster healthy habits and well-being but also lays the foundation for future independence, ultimately enhancing the quality of life for both the children and their caregivers.

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