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Advice on supporting academics staff in taking their first steps towards decolonising curricula

How to support academic staff starting the journey of decolonising the curriculum

How do you support the endeavours of academic staff and build student voice into an institution-wide effort to decolonise the curriculum? Mhairi Taylor and Nighet Riaz share lessons from the University of Glasgow’s action plan

Mhairi Taylor, Nighet Riaz

University of Glasgow

Self-regulation is a vital skill for university students to be taught by their lecturers

Is your curriculum design limiting students’ learning potential?

All too often, insufficient emphasis is placed on development of the self-regulatory skill sets that students need most in order to do well, says Carol Evans

Carol Evans

Cardiff University, University of Southampton

Advice on organising a virtual international student get-together

Lessons from organising a virtual international student camp focused on sustainability

Yhing Sawheny and Ashutosh Mishra offer advice on organising a virtual international event after bringing students together online to hone their leadership skills in sustainability

Yhing Sawheny, Ashutosh Mishra

Siam University

Tips for university academics on how to transition to hybrid teaching

Ten useful tips for teaching a hybrid course for the first time

Laura Patricia Zepeda Orantes shares recommendations for delivering hybrid courses, especially for teachers who are new to this way of working

Laura Patricia Zepeda Orantes

Tecnológico de Monterrey

If universities push staff towards social media, they must protect them, too

At the very least, there should be training on managing online discourse, blocking tools and recognising when ‘robust debate’ becomes abuse or libel, says Andy Phippen

Andy Phippen

Bournemouth University

Perfectionism has long been an affliction in academia for students and faculty alike

It’s time to tackle perfectionism head-on in the classroom

Perfectionism has long been the norm in academia. To combat it, we must offer help before it has to be asked for, say Laura March and Maggie Melo

Laura March, Maggie Melo

University of North Carolina at Chapel Hill

Man with a laptop computer over his head and a Help! sign

What to do when technology fails: an educator’s survival guide for online classrooms

Jack Wang offers seven solutions to common tech problems during online teaching – from slow internet connection to lack of resources

Jack Wang

The University of Queensland

University researchers are too critical of themselves and others

Researchers are too critical – we need to give ourselves (and others) a break

It doesn’t have to be like this. Critical thinking means looking for the evidence – that is evidence both for and against, says Hugh Kearns

Hugh Kearns

Flinders University

Advice on guiding meta-reflection among students to get the most out of class discussion forums

Using meta-reflection for professional development: how to tap into the full potential of online discussion forums

Adrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growth

Adrian Man-Ho Lam

The University of Hong Kong

Universal design for learning involves creating courses that all university students can use effectively

Universal design for learning: an introduction and getting started

Universal design for learning offers ways to plan teaching and learning to accommodate diverse students and help learners develop the self-efficacy they need to be successful, says Dara Cassidy

Dara Cassidy

RCSI University of Medicine and Health Sciences

Hands locked in a circle illustrating race equality curriculum

Building an inclusive learning community to deliver a race equality curriculum

Ricardo Barker and Syra Shakir reflect on how to set up a curriculum that engages everybody in conversations about race equality

Ricardo Barker , Syra Shakir

Leeds Trinity University

Using immersive tech, such as augmented reality, can revolutionise assessment in universities

Using technology to revolutionise the way you evaluate

Even amid the great shift online, assessment methods have often remained mired in the traditional system, says Monica Francesca Contrino

Monica Francesca Contrino

Tecnológico de Monterrey

Universities can learn a great deal from the way Amazon embraced digital tech and constantly evolves

What can universities learn from Amazon?

From putting the customer first to the buzzword that is ‘fulfilment’, there’s much to be gleaned from the way Amazon and its ilk embraced digital technology, says Peter Vervest

Peter Vervest

Erasmus University Rotterdam

Advice on improving the design and delivery of more inclusive assessment using digital tools

Inclusive pedagogy: using multimedia as a tool to enhance and transform assessment

Rachel Challen outlines key steps to enhancing the design, direction and delivery of assessment using digital tools

Rachel Challen

Nottingham Trent University

Advice on implementing ungrading to improve student learning outcomes

Feedback rather than ranking: how to start ungrading in order to improve learning

Katharine Johanesen explains how to replace traditional grading with self-assessment and feedback throughout a course in order to improve learning outcomes

Katharine Johanesen

Juniata College

Education and grades are often in direct conflict in higher education, so it might be time for a messy divorce

Education and grades are often in direct conflict – it’s time for a messy divorce

Universities don’t do a very good job of credentialing, and the process actively harms students and their learning, so why do we persist? asks Danny Oppenheimer

Danny Oppenheimer

Carnegie Mellon University

Advice on using peer assessment to encourage deeper student learning

Recommendations for incorporating and guiding peer assessment in the classroom or online

Claudia Hernández and Karla Banda offer practical advice on how to incorporate and direct productive peer assessment among students

Claudia Janeth Hernández Cardona, Karla Margarita Banda Martínez

Tecnológico de Monterrey

Advice on handling individuals' names with respect to create an inclusive learning environment

Say my name: the importance of correct terms, titles and pronunciation

Jane Bryan shares lessons in handling people’s names with respect and sensitivity, ensuring correct use and pronunciation to boost feelings of belonging within institutions

Jane Bryan

The University of Warwick

Advice on practical considerations when ungrading

So, you want to take the grades out of teaching? A beginner’s guide to ungrading

Susan D Blum shares her key recommendations for anyone wishing to remove grades from their teaching, in order to focus their students’ energies upon learning

Susan D. Blum

University of Notre Dame

Advice on bringing real world practical training into the online classroom through case studies

Keeping it real: bringing practical dimensions into online teaching

Pamela Henderson sets out how to bring real world training into the online classroom by developing effective simulated case studies, based on her experience teaching law

Pamela Henderson

Nottingham Trent University

Practical and authentic assessment is crucial for students hoping to show employers what they're capable of

How to make sure assessment practices are as authentic as possible

We all want employers to be confident that students have the skills to do the job. And these skills still require assessment, it’s just done a little differently, says Paula Reilly

Paula Reilly

Arden University

University lecturers should use reverse grading to turn the grading process on its head

Turn the marking process on its head by using ‘reverse grading’

Davita Günbay explains how reversing the narrative between ‘what I got’ and ‘what I was given’ can help learners engage and take responsibility for their learning

Davita Günbay

Near East University

Young African women wearing headphones in a university cafe - reconnecting after the pandemic

Reopening and reconnecting: how to establish connection with first-years studying in the new normal

Agnes Chikonzo offers three key ways that university services can engage students and give them a sense of belonging back on campus

Agnes Chikonzo

The University of Zimbabwe

Female students looking at phone outdoors illustrating embodied learning

Embodied learning: how to bring movement into the classroom, and why it matters

Susan Hrach offers practical advice on using physical activity and outdoor space to enhance learning

Susan Hrach

Columbus State University

Creative courses are an easy target and have long been undervalued despite their importance to economies

The government needs to square its rhetoric on creative courses

Undervaluing the creative sector is nothing new, but the government also says it’s part of a ‘rich mix’ needed to deliver its ambitions. So which one is it, asks Paul Thompson

Paul Thompson

Royal College of Art

How to revitalise student knowledge exchange with local communities

How co-creating an ‘umbrella’ programme can help institutions innovate student knowledge exchange and improve engagement with local communities and businesses, a team from Queen Mary University of London explain

Patrick McGurk, Joanne Zhang, Fezzan Ahmed, Olivia Reid

Queen Mary University of London

Profound learning can be a revolution for your university

Classes need less focus on employability and more on profound learning

Classes are sometimes the least transformative elements of what students experience at university. We need to change that, say Davin Carr-Chellman, Ali Carr-Chellman and Michael Kroth

Davin Carr-Chellman , Ali Carr-Chellman, Michael Kroth

University of Dayton, University of Idaho

Advice on designing assessments that encourage students to show off their learning in authentic ways

Assessment design that supports authentic learning (and discourages cheating)

Catherine Wehlburg shares tips for creating a learning environment and assessment design that encourages authentic learning and reduces the temptation to cheat

Catherine Wehlburg

Athens State University

Turning an idea into a commercial interest is a hugely rewarding but challenging journey for university academics

Dragon’s zen: how to handle the jump from HE to a commercial venture

The learning curve is steep when leaving academia for an entrepreneurial adventure. John Miles outlines what to expect and says the skills you learned as a researcher can help

John Miles

Inkpath

Advice on designing and delivering more authentic, equitable and transparent assessment and feedback

Equity, agency and transparency: making assessment work better for students and academics

Carol Evans explains how to design assessment and feedback practices that are authentic and deepen students’ learning and confidence in the long term

Carol Evans

Cardiff University, University of Southampton

Teaching students to self-assess their written work as a crucial academic skill

Vivid language: teaching online students to assess writing

Audra Spicer explains how online classes can provide opportunities to make student self-assessment visual, engaging, immediate and comprehensible

Audra Spicer

Colorado State University Global

Advice on using campaign based assessments in higher education

Putting the case: campaigning documents as assessments on vocational degrees

Russ Woodward looks at the merits and practicalities of using campaign-based assessments on vocational higher education courses

Russell Woodward

University Centre Grimsby: The TEC Partnership

The relationship between supervisor and early career researcher is crucial

Lessons learned from supervising more than 150 researchers

The transition from PhD candidate to ECR is when the relationship between researcher and supervisor comes to the fore, say Tara Moore and Louise Robertson

Tara Moore, Louise Robertson

Ulster University

Medical training has had to adapt quickly to the shift online

How to deliver healthcare education in a hybrid world

Hannah McGee explores solutions to address the unique challenges that universities face in preparing healthcare students for frontline roles

Hannah McGee

RCSI University of Medicine and Health Sciences

Building equitable scientific research partnerships with the global south requires trust and equality in decisionmaking

Creating equitable research partnerships across continents

Shabbar Jaffar provides tips for successful international collaborations built on trust, appropriate recognition and inclusiveness in decision-making

Shabbar Jaffar

Liverpool School of Tropical Medicine

Advice on shaping meaningful community engagement through research projects

In this together: developing meaningful community engagement

Anna Walas offers advice for facilitating community engagement with research by considering ways in which effective engagement design can help overcome common barriers

Anna Walas

University of Nottingham

Universities should be preparing now to be inundated with older students given workforce shifts

Universities need to prepare for the mature student onslaught

Higher ed is notoriously bad at attracting and accommodating mature students. Given the workforce shifts spawned by the pandemic, this needs to change, says Dilshad Sheikh

Dilshad Sheikh

Arden University

How to be comfortable with uncomfortable conversations

Ruth Woodfield outlines steps that academics, students and university staff can take to support and work through the discomfort of difficult discussions

Ruth Woodfield

University of St Andrews

Advice on developing external partnerships which create opportunities for real world learning

How to develop partnerships that offer students real-world learning experiences

Rhianedd Smith shares insight on how to collaboratively create real-world learning experiences for students with professional partners

Rhianedd Smith

University of Reading

Being an early career researcher does not need to be lonely

Don’t believe the hype: being an ECR needn’t be a lonely existence

Finding ‘PhD pals’ in the same boat, but also learning to communicate your work effectively outside the research bubble, is crucial for ECRs, says Rebekah Ackroyd

Rebekah Ackroyd

University of Cumbria

Advice on creating equitable pathways to better engage all students regardless of background or prior knowledge

Co-creation and empowerment: pathways to better student engagement

Effective approaches universities can take to promote equity and improve student learning outcomes and employability, shared by a team from the University of Salford

Sara Namvar, David Greensmith, Niroshini Nirmalan

University of Salford

Advice on using a free online mindfulness programme to support student well-being

How to foster student well-being with online mindfulness training

Adam Kay explains how educators can effectively use an innovative, freely available, research-backed online mindfulness programme for student well-being

Adam Kay

The University of Queensland

Can universities maintain their cultural identities in our increasingly hybrid world

Can universities maintain their cultural identity in a blended world?

A university’s identity cannot be neatly packaged. It changes over time and has different meanings to the diverse groups that make up that institution, says Nic Beech

Nic Beech

Middlesex University

Advice on shaping community outreach in order to improve educational outcomes for local communities

Changing lives through community engagement and outreach

Josephine Bleach outlines questions that higher education institutions should ask to help them foster authentic community engagement that improves educational outcomes for children, families and communities

Josephine Bleach

National College of Ireland

paper boats illustrating different pathways to PhD

Fostering freedom in PhD students: how supervisors can shape accessible paths for doctoral research

Clive Palmer looks at alternative approaches to PhDs that open postgraduate research to more candidates – for professional development, career change or just love of learning

Clive Palmer

University of Central Lancashire

Virtual and augmented reality can provide powerful experiences for university students, and they are probably not as hard to create as you think

Immersive tech in teaching and learning: first steps into the metaverse

Virtual, augmented and mixed reality can provide powerful experiences for students, and it’s probably not as difficult as you think. Neil McDonnell provides simple, practical advice

Neil McDonnell

University of Glasgow

Woman explaining to student pointing to a computer screen

Strangers in a strange land: how supervisors can support international research students

Ravinder Anand-Ivell explains how early investment of time and empathy can help international postgraduate research students adapt to a new environment

Ravinder Anand-Ivell

University of Nottingham

Advice on creating virtual fieldtrips to complement in-person teaching

Developing virtual experiential learning: key takeaways

Well-designed virtual experiential learning could have far-reaching useful applications. Here three academics share lessons from developing effective virtual tours and field trips during the pandemic

Mei Yee Leung, Yvonne Yuen Kei Leung, Jacky Tsz Kin Yiu

The Chinese University of Hong Kong

How to have an "overnight" scientific success in 20 years

How to create an overnight scientific success (in 20 years)

Inspirational moments don’t usually happen by chance. Instead, many enabling factors must be put in place over the course of a career, say Peter Hogg and Jo Cresswell

Peter Hogg, Jo Cresswell

University of Salford

Advice on creating a "Hitchikers Guide" to curriculum design

Creating a ‘Hitchhiker’s Guide to Curriculum Design’

Russell Crawford explains how to create a ‘Hitchhiker’s Guide to Curriculum Design’ that pools all relevant information to support everyone involved in working towards positive student learning outcomes

Russell Crawford

Falmouth University

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