Using literature to increase students’ empathySelf reflection prompted by literary works can enhance students' empathy. Here are tried and tested methodsRouli EstherThe University of Indonesia
Can non-assessed creative play help students develop confidence and critical thinking?Supporting and enhancing students’ drawing skills improves not only their visual communication but also their mental health and well-being. Chris Wright and Zoë Allman offer low-stakes ways to use creativity to build communityChris Wright, Zoë AllmanDe Montfort University
Teach research methodology using these low-prep exercisesUse these engaging exercises to gently introduce your undergraduate students to research methodsAdrian Man-Ho LamThe University of Hong Kong
Assessments that maintain fairness and authenticity without AIIn-person, reflective and analytical tasks require students to apply their learning in real-world ways that AI can’t easily replicate. Here are eight ways to tailor AI-resistant assessmentTemesgen KifleThe University of Queensland
Tweaks to make when teaching political science and social policies in the GenAI age Some methods to enhance student learning of political science topics while maintaining academic integrityAdrian Man-Ho LamThe University of Hong Kong
What is metacognition? Get students thinking about their thinkingWhat is metacognition and how can we get students to evaluate and improve their thinking?Charlie ReisXi’an Jiaotong-Liverpool University
How to develop cognitive presence in your learning communityIn an effective learning community, students feel safe to challenge their own preconceptions and reflect on their progress. Here, Hannah Shaw and Mike Hackman offer quick, effective wins to develop cognitive presence in and beyond the classroomHannah Shaw, Mike HackmanCardiff University
Using meta-reflection for professional development: how to tap into the full potential of online discussion forumsAdrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growthAdrian Man-Ho LamThe University of Hong Kong
Developing research skills post-pandemic: creating space for reflection and conversation Three research advisers share advice on how institutions should support researchers to develop their professional skills and confidence post-pandemic Jennifer Boyle, Rachel Herries, Joanna RoyleUniversity of Glasgow
Using films to encourage reflection and critical thinking in your teaching Noam Schimmel shares advice on how to leverage the pedagogical and emotive power of films to support your teachingNoam SchimmelUniversity of California, Berkeley
Asynchronous discussions – how and whyAsynchronous discussions facilitate deeper reflection and critical thinking about course content. Paul Moss explains how to ensure such online discussions benefit all students on their learning journeyPaul MossAdelaide University
Enabling staff-student co-creation of experiential learning at scale Simon Riley and Gavin McCabe share a reflective learning and assessment framework for staff and students to co-create experiential learning that is scalable and effective Simon Riley, Gavin McCabeThe University of Edinburgh
Creating time and space for reflection in undergraduate research methodsAdrian Lam offers insights on how keeping a weekly application diary helps enhance students’ reflections on the power and limits of research methodsAdrian Man-Ho LamThe University of Hong Kong
Mind matters: embedding socio-emotional learning in higher education curriculaKathleen Chim and Benjamin Chan explain how universities can embed socio-emotional learning into courses across multiple disciplines to better prepare students for the future workplaceKathleen Chim, Benjamin Tak Yuen ChanHong Kong Metropolitan University
Using coaching circles to beat isolation and spur reflexive work Glen Cousquer explains how coaching circles run by students with their peers can help beat feelings of isolation and guide students to overcome personal or course-related challenges Glen CousquerThe University of Edinburgh
Serious play: building knowledge with Lego bricks Using Lego blocks to aid brainstorming has migrated from boardrooms into university classrooms. This guide explores how to get the most out of it in your teaching – whether virtual or on campus Caitlin Kight, Holly HendersonThe University of Exeter
A guide to running engaging and interactive tutorialsAdrian Lam shares useful tips for how tutors can create engaging and interactive tutorials for students that maximise learning outcomesAdrian Man-Ho LamThe University of Hong Kong
Preparing students for an uncertain future through career planningLessons in engaging students in future career planning and preparation as part of their university studies, shared by Stephen Warrington, Katherine Cameron and Matt VickersStephen Warrington, Katherine Cameron , Matt Vickers The University of Edinburgh
Back to the future: how blogs can revolutionise your classroomFrom assisting reflective learning to increasing engagement, do not overlook the humble blog amid the rush for the shiniest new online thing, says Dennis Relojo-HowellDennis Relojo-HowellThe University of Edinburgh
Design online assessment to prevent academic misconduct Traditional proctored exams rarely work when teaching online so instructors must rely on careful assessment design to minimise the risk of cheating, explain Patrick Harte and Fawad Khaleel Patrick Harte , Fawad KhaleelEdinburgh Napier University
