North America

92 year-old Jewish Holocaust survivor, Larry Heimlich of Chicago, reading a dedication plaque at a Holocaust Monument

The gap between facts and understanding: helping students confront AI’s failings

Students often accept AI output without questioning it. Designing assignments where the tool fails – visibly and meaningfully – can change that, as Jan Burzlaff explains

Jan Burzlaff

Cornell University

Young black woman and older woman working on logistics

Assessing students when artificial intelligence is ubiquitous

If we continue to prioritise memorisation in an age of wall-to-wall information, we send the wrong message to our students and employers. Michelle Seref offers advice on assessment that builds critical thinking skills

Michelle Seref

Virginia Tech

How to start reimagining assessments authentically

What does authentic assessment really look like? Through real-world tasks, meaningful application and core knowledge and skills, it supports deeper learning and a more accurate measure of students’ understanding

Karen Bunch Franklin

Georgia Tech’s Center for 21st Century Universities

Detail of man writing music on an electric guitar

How universal design for learning can build AI proficiency

The most transformative uses of AI in teaching may have to do with how we design courses. Kim Loeffert explains how to use AI to bring UDL principles into learning and assessment

Kim Loeffert

Virginia Tech

Why AI literacy belongs in the first-year experience

Embedding AI literacy early ensures every student gains essential understanding of systems, ethics and responsible use, closing gaps left by optional or uneven provision. Learn how

Leocadia I. Zak

Agnes Scott College

Bored students sit slumped in a lecture hall

Dear educators, Gen Z here. Could you please teach us like it’s 2026?

Learning has changed drastically in the past five years, but teaching practices haven’t caught up. From your students’ perspective, here’s how to adapt

Sara Brownell

Arizona State University

The hidden research power of librarians at small research-intensive universities

Early career librarians might not see how proximity to faculty, students and institutional decision-making creates opportunities to contribute meaningfully to research initiatives. Trina Fyfe offers critical reflections

Trina Fyfe

University of Northern British Columbia

Illustration of group of diverse students under an umbrella

Five practical tips to make online and in-person courses more accessible

Addressing accessibility in teaching materials can be confusing and complicated, especially for university educators or administrators who are new to the concept. Here are five steps to get started

Bill Curtis-Davidson

Georgia Tech’s Center for 21st Century Universities

A student on a field trip in the forest taking notes

The power of place to spark learning and belonging

Four place-based learning practices that can connect students to community, nature and a sense of hope for the future

Douglas Haynes

University of Wisconsin-Oshkosh

Katerina Standish is this week's Campus Talks guest

Campus Talks: Why it takes more than a PhD to become a good doctoral supervisor

An advocate for professional development of graduate supervision skills shares advice for new and seasoned research supervisors as well as what institutions can do to foster community and excellence

Katerina Standish, Eliza Compton

University of Northern British Columbia

Distorted reflection of a man walking in the street

How AI is quietly distorting academic enquiry – and what to do about it

If students rely on AI summaries as starting points – or substitutes for enquiry – they risk bypassing the processes higher education is designed to cultivate: comparison, evaluation and critical analysis. Cayce Myers offers solutions

Cayce Myers

Virginia Tech

Campus webinar: How to get your academic work published

Hear four experts from the UK and US discuss the academic publishing process, from how to find a publisher and approach a journal to writing proposals, open access and much more

Corinne Guimont, Lisa Yaszek, John Atkinson, Emily Sharp

Virginia Tech, Georgia Tech’s Center for 21st Century Universities, University of Westminster, The University of Edinburgh

How can we embed students’ ‘cultural wealth’ in STEM teaching?

How can educators build on the knowledge, skills and personal assets students bring to the classroom? Sarah Rodriguez offers practical, adaptable strategies

Sarah L. Rodriguez

Virginia Tech

Close-up of hands flicking through flashcards

Flash cards work, but only when we teach students how to use them

Based on research comparing paper-based and digital tools, William J. Owen and Leah Chambers explain how flash cards can support learning and study skills development

William J. Owen , Leah Chambers

University of Northern British Columbia

GenAI has destroyed grading – and it’s made me a better instructor

Instead of a six-page research paper turned in at the end of a course, here’s how to focus on the real-time learning that happens between leaps of understanding and moments of doubt

Dan Sarofian-Butin

Merrimack College

How should universities define AI proficiency?

AI literacy is increasingly seen as fundamental knowledge for students. How can educators set the parameters that ensure proficient use of artificial intelligence across the institution, regardless of discipline? Junghwan Kim offers advice

Junghwan Kim

Virginia Tech

A woman works at a laptop in a library setting

Five steps to embed GenAI literacy for university librarians

The library can be the perfect place to promote GenAI literacy, not only for students but for academics too. These five steps can help

Liliana González

Universidad del Caribe (UNICARIBE)

Katherine Aquino speaks on the Campus Talks podcast

Campus Talks: Why small changes make a big difference to accessibility in higher education

Find out why individual actions hold the key to moving higher education institutions from compliance to success for disabled students

Katherine C. Aquino, Miranda Prynne

Rutgers University

Young female student wearing safety glasses in an organic chemistry lab

Questions that support reflection and sense-making in STEM education

Focusing on the thinking that a lab-class prompt invites – rather than the answer it elicits – allows instructors to create learning experiences that are both rigorous and inclusive

Karen Ho, Douglas B. Clark

Mount Royal University, University of Calgary

Let’s build a higher education system that works for first-generation students

Higher education expects first-gen students to conform to a rigid structure that doesn’t suit their lives. Here’s how to offer flexibility instead

Jerid Counterman

Colorado State University Global

Why universities should be turned upside down

Reversing the flow of knowledge – so students, rather than established professors, drive enquiry – could help the next generation of scholars prepare society, and themselves, for the future, writes Robert Gibbs

Robert Gibbs

University of Toronto

‘Our agency over our words is central to our agency over ourselves’

Learning to use an LLM is easy but developing human intellect is hard – and that’s what the university classroom should be for. Here’s how to help students work on their mental muscles

Carla Arnell

Lake Forest College

Ashutosh Chilkoti speaks on the Campus Talks podcast

Campus Talks: Where research meets enterprise – lessons from a successful spin-out founder

Learn about the journey from academic researcher to entrepreneur and what it takes to launch a successful spin-out company, from a serial founder

Ashutosh Chilkoti, Miranda Prynne

Duke University

Lessons from being academic chair of a complex department

Being a department head takes both emotional and cognitive energy to juggle people, programmes, contracts and institutional demands. But digging into skills such as trust-building and communication will bear fruit, writes Ben K. Daniel

Ben Kei Daniel

University of Northern British Columbia

Male forestry officer in high-visibility gear looking at a tree

Show graduate students how to identify careers beyond academia

Graduate students often feel unprepared for roles outside research or teaching. Ashley Dayer offers advice for equipping them with practical skills, professional networks and the confidence to pursue diverse paths

Ashley Dayer

Virginia Tech

A student stands up to talk in the classroom

Multilingual learners don’t need extended time – they need intentional design

Language barriers in the classroom can present complex challenges. Instead of placing the burden on multilingual learners, let’s commit to an institution-wide approach to support them

Walaa Awad

Colorado State University Global

Why professional development in graduate supervision matters

Graduate supervision is not an innate by-product of research excellence; it is a pedagogical practice that must be taught, learned, supported and refined, writes Katerina Standish

Katerina Standish

University of Northern British Columbia

How to get students talking in seminar courses

From setting expectations before the course begins to structuring discussion and preparation, these strategies help educators turn hesitant students into confident, collaborative seminar course participants

Daniella Sieukaran

Dalhousie University

Across the divide: reimagining faculty-staff collaboration in higher education

Academic units do best when they harness different viewpoints – from field scientists and curriculum designers to extension professionals – to drive innovation and relevance. Saskia van de Gevel offers proactive advice

Saskia van de Gevel

Virginia Tech

The first step in commercialising your research: start the conversation

Your university’s commercialisation office can help start your journey from academic to CEO. Here’s how

Jim O’Connell

University of Florida

How to make curriculum mapping work in higher education

With no clear plan for how students progress towards programme goals, they can reach advanced courses without the requisite skills and knowledge. Here’s how curriculum mapping can help

Erin Nelson

University of Iowa

What it means to be a university social media director

Social media director is an often-misunderstood role. From the outside, the job can seem as if it revolves around sports highlights, trending sounds and campus beauty shots but those moments represent only a fraction of the work

Riley Phillips

University of North Carolina at Chapel Hill

A teacher stands in front of a projector screen

Show students what thoughtful engagement with GenAI looks like

Face it: students are going to use GenAI whether we ban it or not. Let’s support them to use it purposefully and curiously

Walaa Awad

Colorado State University Global

Young male and female high school students in a chemistry lab

Why investment earlier in the pipeline would strengthen diversity in STEM

Persistent inequities in uptake of science, engineering, technology and mathematics begin before college. Drawing on evidence from K-12 talent development programmes, Keisha Simmons offers practical guidance to strengthen the STEM pipeline

Keisha Simmons

Georgia Tech’s Center for 21st Century Universities

How to help women thrive in STEM study and beyond

Women must be supported at both the student and staff levels to pursue rewarding careers in STEM, during their degrees as well as in the workforce

Natalie K. D. Seedan

The University of the West Indies

Young female engineer and older male colleague in a factory

Bridging the academic-commercial divide: a practical guide for university researchers

Industry collaborations demand thoughtful planning and engagement that extend beyond the bench in order to achieve the real-world impact that universities and researchers hope their discoveries will generate. Here are key considerations

Mary Albertson, Kashmira Kulkarni

Georgia Tech’s Center for 21st Century Universities

A pedagogy of grief: dealing with loss in higher education

What happens when a university educator is grieving a loved one? Here’s how collective loss can shape an institution

Rachelle McKay

Dalhousie University

Podcast graphic featuring Laura Portwood-Stacer

Campus Talks: The essential skill of self-editing for academics

Are the argument, evidence, structure and style working in your scholarly book? Or are you stuck in a cycle of ‘directionless tinkering’? Find out why developmental editing is crucial to addressing big-picture issues and ensuring a manuscript connects with its target readership

Laura Portwood-Stacer, Eliza Compton

Manuscript Works

Be the warrior students want to see at the front of their class

What do your students want from their university educators? Nail these ingredients and effective teaching will follow

David Kirby

Florida State University

The path from ‘eureka’ to patent

Early action matters when it comes to protecting and commercialising university innovations. This step-by-step technology transfer process bridges the gap between lab discoveries and real-world impact

Dana Vouglitois

Florida Atlantic University

When should universities speak up – or shut up?

A principled default of reticence, paired with clear criteria for instances when speaking out, is essential and offers a credible and sustainable path for universities, says Steven G. Poskanzer

Steven G. Poskanzer

Carleton College

Mature Asian woman looking at watch with laptop

‘Let’s treat writing as shared infrastructure rather than private struggle’

Academic writing is often framed as something faculty should simply manage better; when they struggle, the blame is put on the individual academic. But this explanation doesn’t hold, as Rachel Gabriele explains

Rachel Gabriele

Virginia Tech

An academic writing a journal article on her laptop

Writing your first journal article? Here’s how to get the structure right

By structuring your journal article effectively, you improve your chances of getting published and growing your opportunities to disseminate your work

Natalie K. D. Seedan

The University of the West Indies

Science isn’t a solo sport – let’s write accordingly

Generosity in authorship, sharing imperfect drafts and writing daily are academic habits that make research clearer, fairer and more impactful

Audrey Ruple

Virginia Tech

Young woman writing notes with a pad and laptop

Colleges, not the College Board, determine university-level writing

Educators who teach first-year writing courses need to use their leverage to ensure students arrive on campus with skills that match expectations, writes Daniel M. Gross

Daniel M. Gross

University of California, Irvine

Students listen attentively during a class

Make inclusion work in practice in your global classroom

Embed inclusivity into your course to harness the diversity of international cohorts. Here’s how

Luana Carcano

Simon Fraser University

Two Asian students in a coffee shop looking at a laptop

How sustained mentoring can drive international students’ success

True integration for international students doesn’t happen during orientation week. It takes place over months and years, through ongoing mentorship, cultural events and year-round academic-career scaffolding

Jennifer Clevenger

Virginia Tech

Young black male students working outside on laptop

Using technology to support international students

From scalable email systems to database management, universities can leverage specialised technology to support the academic success and career readiness of their international students

Kate Kirk

Georgia Tech’s Center for 21st Century Universities

Students working on a project together in class

Let professors play: the case for sandbox classes in HE

Some of the most powerful innovations in teaching don’t come from policy mandates – they come from freedom to play, writes Danny Oppenheimer

Danny Oppenheimer

Carnegie Mellon University

Young university student in online meeting

Use early engagement to build belonging for international students

Connecting with international students well before they arrive on campus – and maintaining contact across joint and transnational programmes – helps universities to transform anxious newcomers into confident global citizens

Jennifer Clevenger

Virginia Tech

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