We speak to the authors behind two of the most popular resources of 2021, focused on drafting diversity statements and teaching practices that support student well-being, to find out what shaped their advice
Managing security updates, vulnerability reviews, password policies and multi-factor authentication are staple university needs, says Clive Madders
Camille Bou outlines the key struggles she encountered during the first year of her PhD and shares useful insight on how she overcame them
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
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
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
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
Laura Patricia Zepeda Orantes shares recommendations for delivering hybrid courses, especially for teachers who are new to this way of working
A guide to framing, modelling and acting on sustainable development issues highlighted in the news, shared by Cameron Guthrie
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
Kathleen Chim and Benjamin Chan explain how universities can embed socio-emotional learning into courses across multiple disciplines to better prepare students for the future workplace
Perfectionism has long been the norm in academia. To combat it, we must offer help before it has to be asked for, say Maggie Melo and Laura March
Jack Wang offers seven solutions to common tech problems during online teaching – from slow internet connection to lack of resources
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
Adrian Lam offers guiding questions and prompts that help students reflect on their own ways of thinking and working to aid their professional growth