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
Dan Swanton explains how using Lego to demonstrate and apply lessons in class promotes play and interaction leading to better engagement and peer discussion as part of active learning design
Sarah Jasim and Shaakir Salam offer early career researchers advice on how to navigate issues of inequality, prejudice and exclusion in the workplace and handle misconduct without risking their own positions
Adrian Lam offers tips on how academics can use their teaching to refine, enrich and expand their research methods
Rather than a digital transformation, universities should undergo a learning transformation that supports evidence-based teaching, argue Carl Wieman and Bror Saxberg
Paul Moss explores the concept of cognitive load as a way to determine how challenging your learning content should be to remain effective
Coming up with a series of questions for ECRs about each ‘opportunity’ as it arises can help them decide what is worthy of their time, says Lucas Lixinski
Nguyen Hoang Thuan and Pham Cong Hiep provide practical tips for enhancing three types of presence – teaching, social and cognitive – in online learning and teaching, based on their research
Three research advisers share advice on how institutions should support researchers to develop their professional skills and confidence post-pandemic
Elizabeth Ellis offers five tips for assessing and selecting digital education tools that will improve rather than distract from your teaching
Dilshad Sheikh makes a case for universities to work more closely with employers to shape industry-relevant courses and expose students to more real-world practical training and assessment
Despite surface appearances, universities’ recruitment and selection practices still present hidden obstacles to under-represented groups
Richard Fitzpatrick and Thomas Little offer insights for designing and developing immersive learning experiences using video games, based on their experience using Minecraft in their teaching
Seth Cayley explains why primary sources are a powerful learning tool to help students gain a better understanding of current events and hone critical-thinking skills
Sam Evans and David Collett share a framework to guide students in effective peer review to boost learning outcomes