University of East Anglia

University of East Anglia

UEA is one of the top dual intensive teaching and research universities, in the World Top 50 for research citations, with a focus on sustainability, inclusivity and enterprise. We collaborate to tackle global challenges, focusing on cutting-edge research and transformative learning and teaching for the benefit of all.

University of East Anglia

Young girl school pupil looking through a microscope

How can universities get more school pupils enthusiastic about science?

Outreach in local schools and colleges is one way universities can work towards widening participation in higher education. Carl Harrington shares the lessons from a project designed to get more pupils interested in studying science

Carl Harrington

University of East Anglia

A student addressing a small group of her classmates

Why students are best placed to help students understand feedback

Tips for combining classroom activities and peer-to-peer dialogue to develop students’ understanding of the language of assessment and feedback

Rebecca Westrup, Callum Perry

University of East Anglia

Image representing different elements of teaching and learning

How to build quantitative evidence of your teaching expertise

Teaching impact can be difficult to measure but by sharing insight, resources and teaching materials online, you can start to build quantitative evidence of your expertise as Philip Leftwich explains

Philip Leftwich

University of East Anglia

Image of a grand government building

Writing and presenting reports for government: five dos and five don’ts

A guide for academics on the dos and don’ts of writing and presenting research reports designed to inform policymakers

Naresh Pandit

University of East Anglia, Universities Policy Engagement Network (UPEN)

Woman taking part in an online teaching workshop

The practicalities of delivering a multi-institutional online workshop

Lessons from planning and delivering a multi-institutional online workshop for university teachers designed to find solutions to common educational challenges

Kelly Edmunds , Richard Bowater

University of East Anglia

Image of people learning from one another

Tactics to ensure students engage with and learn from feedback

Students often perceive feedback as criticism and fail to take on board the constructive guidance. Rebecca Lewis explains how she encourages student engagement with her feedback

Becky Lewis

University of East Anglia

Image of a new teacher celebrating the end of term

How to help students with widely varied prior education to thrive in first year

How can university educators ensure their first-year teaching caters to widely varying prior knowledge and skills among students? Bethan Gulliver explains a three-pronged approach

Bethan Gulliver

University of East Anglia

Image of a male teacher hosting a university seminar

Switching career directions: lessons from the first year as a teaching academic

The first year in a teaching role is challenging, particularly following the disruption caused by the pandemic, yet rewarding. Janine Wilkinson shares what she has learned

Janine Wilkinson

University of East Anglia

Image of a DNA strand

Helping students see biology within a broader context

Should educators help students understand their chosen subjects within a broader context of learning? Mark Coleman has been experimenting with this in his biology course and shares his findings so far

Mark Coleman

University of East Anglia

Image of builders laying foundations

Threshold concepts: what they are and how they help students learn

Threshold concepts are themes that underpin an academic discipline and can provide a framework for students to build knowledge. But teachers must be mindful of students’ capacity to understand them, as Becky Lewis explains

Becky Lewis

University of East Anglia

Young female scientist examining a sample through a microscrope

Curriculum design in biosciences: setting up first-year students for success

Transferable skills and employability are more important than ever, and students arrive at university with a widening diversity of backgrounds. So, how should we prioritise what to teach in the first year of a biosciences degree?

Audrey Heppleston

University of East Anglia

Image showing data processing and analytics

Foundations to lay when teaching computational and data skills

Traditional teaching in data analysis focuses on statistics and visualisation but an emphasis on foundational data and computational skills is needed to prepare students to work with real data, explains Philip Leftwich

Philip Leftwich

University of East Anglia

A student playing the part of a teacher to represent the revolving roles pedagogy

Revolving roles: creating inclusive, engaging, participant-led learning activities

‘Revolving roles’ is a simple, adaptable method for designing learning activities that challenge and change conventional ‘leader’ and ‘participant’ responsibilities, embrace students’ diverse needs, and develop their unique attributes, as Pablo Dalby explains

Pablo Dalby

University of East Anglia

Advice on guiding students in developing their sense of identity through transitions from education into work

Learner, student, graduate: a toolkit for student identity formation and critical reflection

A toolkit to guide students in developing and critically reflecting upon their own identities and journeys as they progress through higher education and into professional life

Rebecca Westrup, Sophie Reading

University of East Anglia

Advice on using online and blended learning tools to teach data science skills

Using online and blended learning tools to teach data science skills

Advice on teaching data science skills using online and blended learning tools and resources, by Philip Leftwich

Philip Leftwich

University of East Anglia

Advice on creating opportunities for early career researchers to develop their teaching skills

Mind the gap: creating a pathway for post-doctoral researchers to gain teaching experience

Postdoctoral researchers often struggle to secure teaching experience so institutions need to develop opportunities for these academics to support or lead classes. Ellen Bull explains how this can be done

Ellen Bell

University of East Anglia

Advice for educators to take proactive steps that help students form social bonds and support networks, in person and online

WhatsApp and campus trails: supporting students in building peer support networks

Group activities and social networks help students to feel supported. Here’s how to facilitate interactions that build peer-support networks

Kelly Edmunds , Helen Leggett, Becky Lewis

University of East Anglia

Advice on helping students to form social bonds and join clubs and societies after two years of isolation

Building student social networks offline

Becky Lewis explains how to purposefully encourage and support students in forming social bonds and groups after two years of remote learning, isolated from their peers and lecturers

Becky Lewis

University of East Anglia

Advice on breaking down student anonymity to build relationships when teaching online and in person

Unmasking the scientist: breaking down anonymity to build relationships when teaching online

Simple solutions to link students’ names to faces and build a rapport with individuals in your class when teaching online, by Kelly Edmunds and Bethan Gulliver

Kelly Edmunds , Bethan Gulliver

University of East Anglia

Build peer support networks to help staff navigate digital teaching

Building peer support networks to help staff navigate digital teaching

Kay Yeoman and Alicia McConnell explain how the University of East Anglia has used peer support networks to ensure all university staff have access to the advice, support and training they need to deliver quality online teaching

Kay Yeoman, Alicia McConnell

University of East Anglia