North America

Insight on where disruptive innovation needs to be welcomed into university classrooms to improve higher education for more students

Disruptive innovation in the classroom: making higher education more accessible to a large population

Elizabeth Langran outlines three areas of university teaching where disruptive innovation should be actively encouraged to boost accessibility and engagement for wider student populations

Elizabeth Langran

Marymount University

Large amounts of data can now be collected on students in order to help improve their learning outcomes

Collecting data on our students is the only way forward

Ubiquitous data collection will give rise to large datasets, which can help improve outcomes for all students – especially those most in need, says Daphne Koller

Daphne Koller

Stanford University

A group of university students arguing. We should teach students how to work together as a team

Why do we expect students to work well in groups if we don’t teach them how?

If we’re going to assign team projects, and if we really believe working well in a group is important, we must teach effective group processes, says Todd Zakrajsek

Todd Zakrajsek

University of North Carolina at Chapel Hill

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

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

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

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 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

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

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

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 intentionally welcoming diverse students into the digital classroom

The educator’s imperative: creating intentional inclusivity in the digital classroom

Building an inclusive online learning environment requires more than just having the right technology – it’s about welcoming your students into the classroom, says Willie Wilborn

Willie Wilborn

DeVry University

Higher education must face up to and answer some difficult questions over how it deals with mental health

Three big mental health questions that academia must talk about

A reckoning with how we handle mental health in higher education is long overdue, says June Gruber

June Gruber

The University of Colorado Boulder

Universities are creating pre-prepared, fully complete courses called shells

How I stopped worrying and learned to embrace pre-prepared courses

I was shocked when first told I had to teach a ‘shell’ prepared by a colleague a few years ago, but I’m actually growing from the experience, says George Justice

George Justice

Arizona State University

Tempting back adults who left college early without a degree could be key to higher education's recovery

Re-engaging adult learners is key to a sustainable HE recovery

Winning back those who left college without a degree will be key in reversing the declines of the past year, say Kai Drekmeier and Amanda Winters

Kai Drekmeier, Amanda Winters

InsideTrack, National Governors Association

Advice on how to effectively bring co-creation with students into your teaching practices

Co-creating with students: practical considerations and approaches

Stacy Katz explains how to develop meaningful learning experiences by collaborating with students, rather than determining for them

Stacy Katz

Lehman College CUNY

Advice on using films to support your teaching

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 teaching

Noam Schimmel

University of California, Berkeley

Community colleges are at the forefront of work-related study

Community colleges are the front line for workforce innovation

As bachelor’s-granting institutions grow ever more focused on employability, there’s much they can learn from community colleges, say Vicki Karolewics and Bharani Rajakumar

Vicki Karolewics , Bharani Rajakumar

Wallace State Community College, TRANSFR

Universities' conventional, top-down approach fails to recognise that working adults often already possess many critical work skills

Now is the time to design a system in which all learning counts

Our conventional, top-down approach fails to recognise that working adults often already possess many critical work skills, say Lisa McIntyre-Hite and Mackenzie Jackson

Lisa McIntyre-Hite, Mackenzie Jackson

Guild Education

Peer to peer feedback, as used by the Bronte Sisters, is a crucial tool for improving writing skills in university students

If peer feedback was good enough for the Brontë sisters, it’s good enough for us

The shift online provides new ways to harness the power of peer feedback to improve writing skills, say Sherry Wynn Perdue, Pam Bromley, Mark Limbach and Jonathan Olshock

Sherry Wynn Perdue, Pam Bromley, Mark Limbach, Jonathan Olshock

Oakland University, Scripps College, Peerceptiv

Stanford University illustrating article about terminology for teaching and research in the US

Coming to terms with terminology: the basics of university teaching and research in the US

Looking to teach or do research in America? Angela Douglas explains the basic terms, acronyms and structures of US academia to ensure everyone is speaking the same language

Angela Douglas

Cornell University

Consideration for how to build your digital capacity to enhance student learning outcomes

A framework for building capacity in digital teaching and learning

Dale Johnson presents a framework to help institutions decide where to focus their efforts in the use of digital systems and resources to enable student success

Dale Johnson

Arizona State University

Obliterating the academic calendar is just the start for universities if they are to best serve their students

Obliterating the academic calendar is the easy part

More money for US community colleges and new thinking on semester lengths must be accompanied by cohesive pathways to degrees, say Karen A. Stout and Tom Shaver

Karen A. Stout, Tom Shaver

Achieving the Dream, Ad Astra Information Systems

Podcast discussing building resilience and protecting well-being among university staff and students

Campus talks: the big ideas behind microcredentials

Two experts in flexible learning programmes discuss the evolution and adoption of alternative teaching models and credentials in higher education

Tim Blackman, Kemi Jona

The Open University, Northeastern University

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

Capturing students’ attention in the classroom: does listening equal learning?

Four teaching academics discuss effective approaches to keeping students focused and engaged inside and outside the classroom

Flower Darby, Steven Mintz, Kara Monroe, Constanza Pacher

Northern Arizona University, University of Texas at Austin, Ivy Tech Community College, MacEwan University

Students want feel heard, valued, seen and represented

It’s our duty to teach more inclusively − online, in person or hybrid

Students want to be seen, heard and valued, and there are many ways to include them while fostering equitable learning outcomes, says Flower Darby

Flower Darby

Northern Arizona University

Online learning in its current form is not good at engaging learners, or even at teaching them

The shift online could set digital learning back by years

The digital tools used during the pandemic may help address access and scale, but they do little to help students actually learn, says Tom Adams

Tom Adams

Quantic School of Business and Technology

HE needs to follow tech companies’ lead and go ‘agile’

Universities need shorter cycles of learning and credentialing, such as eight-week academic terms and quick, stackable certificates, says Tom Monahan

Tom Monahan

DeVry University

Displaced workers deserve more than short termism from universities

Displaced workers deserve more than short-termism from universities

Institutions must stop and think before helping reshape the career trajectories of millions of workers, says Gangaram Singh

Gangaram Singh

National University

Leaks and holes: beyond the pipeline versus process debate on diversity

A pipeline does exist in higher ed, but process and structural violence in education writ large keep puncturing the pipe, says Pardis Mahdavi

Pardis Mahdavi

Arizona State University

A mixed group of students of varying demographics. This is becoming the norm in HE and the sector must listen to and respect the challenges these students face

If we want non-traditional results, we need non-traditional approaches

We must listen to − and respect − the needs and aspirations of learners as they are, not as we wish them to be, say Gregory Fowler and Kate Smith

Gregory Fowler, Kate Smith

University of Maryland Global Campus, Rio Salado College

Advice on providing comprehensive support for remote students through academic advising

Building a community of support for remote students through academic advising

Janet Morrison details academic advising strategies that keep students feeling connected and supported throughout their educational journeys when learning online

Janet Morrison

Champlain College Online

Most students need a helping hand, but giving every student the same thing does not necessarily equate to good support

Do we need equity or equality to make things ‘fair’? Actually, we need both

Fair, to some people, means everyone getting the same thing. But that’s only fair if everyone begins at the same place and needs the same things to succeed, says Todd Zakrajsek

Todd Zakrajsek

University of North Carolina at Chapel Hill

Podcast discussing building resilience and protecting well-being among university staff and students

THE podcast: bridging higher education’s new digital divide

Lauren Herckis from Carnegie Mellon University discusses her research into the new digital divide in ed-tech knowledge and pedagogical training among faculty and how universities can work to fill it

Lauren Herckis

Carnegie Mellon University

Advice on developing a pedagogy with care and compassion at its core

A pedagogy of kindness: the cornerstone for student learning and wellness

Fiona Rawle outlines a pedagogy founded on human connection, care and compassion that improves student learning outcomes

Fiona Rawle

University of Toronto Mississauga

Advice for taking a course like maths requiring detailed step by step instruction online

Taking challenging courses requiring step-by-step instruction online

Pam Benz offers tips for translating challenging courses, which necessitate students seeing problems worked out step by step, to online instruction modes

Pam Benz

University of West Florida

Advice on designing online courses that spur critical thinking among students

Tips for spurring critical thinking among students online

Michelle Horton shares three online course design strategies that will help students develop their critical thinking skills

Michelle Horton

University of West Florida

Advice on distilling the lessons of the last 18 months to inform future strategic plans

Don’t lose the lesson: planning design to future-proof higher education

Patrick Sanaghan explains how universities can distil the lessons of the past 18 months of crisis to inform strategic future plans

Patrick Sanaghan

The Sanaghan Group

Advice on establishing creative collaborations between students in different disciplines to further their learning

Connecting research and humanities through creative collaborations

Creative collaborations between students in different disciplines can offer opportunities to gain “real world” experience and apply their knowledge in new contexts. Allison Schwartz explains how

Allison Schwartz

University of West Florida

Tips on how to engage students when your class is split between those studying in-person and those learning via zoom

How to engage students when some are in the room and some are on Zoom

Flower Darby offers practical tips for keeping all students engaged when teaching a class in which some students are with you in person and others are learning remotely via a teleconferencing platform

Flower Darby

Northern Arizona University

Advice on recognising the pros and cons of online teaching and what to bring forward after covid

Pandemic teaching: storm clouds and silver linings

Glenn Geher talks through the highs and lows of teaching during a pandemic and the lessons we can learn from them

Glenn Geher

State University of New York at New Paltz

A woman communicates with classmates in a synchronous remote classroom

Funny memes and other ways to encourage students to keep their cameras on

Frank R. Castelli offers advice from his evidenced-based strategy to get students to use their cameras without requiring it

Frank R. Castelli

Cornell University

Advice for welcoming students back to campus

How universities can support students’ return to campus post-pandemic

Danielle McDonald and colleagues share advice on how universities can approach welcoming two student cohorts to campus for the first time, staying mindful of the vastly different attitudes among students relating to the post-pandemic transition

Danielle McDonald, Anita Sahgal, Jennifer DiPrete, Allison Crume

University of South Florida

We must admit that things are and have been bad during the pandemic and realise that people are at different stages of comfort with others

My first post-Covid conference showed me we need to prep for the campus return

At this conference, faculty were like the walking wounded, but we can and should learn from it because our students deserve our best selves, says Flower Darby

Flower Darby

Northern Arizona University

Advice on what online teaching strategies developing during the pandemic should be kept long term

Never waste a good crisis: what to keep from pandemic teaching strategies

Flower Darby talks through the digital teaching skills and tools that instructors should hold on to, even after returning to campus, to enhance student learning and success

Flower Darby

Northern Arizona University

Universities are creating more of their own online content, but with that comes big questions for the future

Why miss out on revenue when universities can take more blended learning in-house?

Institutions are embracing the opportunity to create and deliver their own online programmes, but they’re realising that means more to think about, says Elliot Felix

Elliot Felix

Brightspot

Advice on building meaningful collaborations for better community and civic engagement

How universities can build meaningful collaborations to solve societal challenges

For universities to extend their impact and community engagement, they need to form strong partnerships with external organisations and individuals. Alicia Wilson shares seven guiding principles that support successful collaboration

Alicia Wilson

Johns Hopkins University

1 ...10 11 12 13 14 15