What’s needed for stackable microcredentials towards a degree?Forest Tan describes how to begin creating a flexible pathway where learners can accumulate microcredentials aligned to industry that can stack towards a degreeForest TanSingapore Institute of Technology
How to make access to doctoral study more equitableA three-pronged look at how to make access to doctoral study more equitable and remove barriers to entry that disproportionately impact students from ethnic minority backgrounds, based on findings of the Equator ProjectBenjamin Fernando, Sam Giles, Natasha DoweyUniversity of Oxford, University of Birmingham, Sheffield Hallam University
Why hybrid learning needs hybrid faculties Online courses should be integrated into everyday faculty functions to improve remote and in-person classes as well as the overall student experienceAn Jacobs , Norma RossiRoyal Military Academy Sandhurst, Loughborough University, University of St Andrews
We need to bang the drum for music degreesMusic degrees aren’t as valued as they should be. Universities can do much more to make them attractive to students and parents, argues Sam WaltonSam WaltonRoyal Academy of Music, Royal College of Music
Create a psychologically safe space for honest feedback between colleaguesA guide to creating a culture of respect and honesty in which colleagues feel safe offering and receiving constructive feedback on their workJennifer PulkkinenUniversity of Derby
Goodbye memorisation, hello open-book testClaudia Janeth Hernández Cardona offers practical advice on using open-book tests in our student evaluationsClaudia Janeth Hernández CardonaMonterrey Institute of Technology
Authenticity sells because it mattersWritten communication – whether that’s a press release or IT guidelines – should be clear, sincere and accessible. Here, Mike Brown offers ways to help colleagues build the confidence and skills to tell their stories in an authentic wayMike BrownUniversity of Southampton
These are the best practices and most common mistakes in learning assessmentCecilia Tagliapietra Ovies says that, while there is no single formula for learning assessment, there are certain basic principles institutions can follow to help ensure successCecilia Tagliapietra Ovies CETYS Universidad
Harness human and artificial intelligence to improve classroom debates A guide to using artificial intelligence to support nuanced class debates that train students’ critical thinking and communication skillsElmar KutschCranfield University
Implementing project-based learning: a practical guideIbham Veza and Mohd Syaifuddin Mohd provide practical guidance and methodologies for introducing project-based learning and outline its potential impact on studentsIbham Veza, Mohd Syaifuddin Mohd Universiti Teknologi Petronas (UTP)
What is the cost of students’ social mobility from a community ties perspective?Personal networking strategies can influence successful academic integration and emotional stability of students from under-represented communities in higher education. Here are ways to support these groups, based an analysis of the egocentric networks of Roma students Ágnes Lukács J., Beáta DávidSemmelweis University
The ‘third way’ academic: becoming an education-focused professorCareer development tips for higher education professionals who take an education-focused pathway Rushana Khusainova, Wayne Holland, Sally Everett, David Boughey, Kathy DanielsThe University of Bristol, The University of Exeter, Aston University, King’s College London
Should we trust students in the age of generative AI?A look at how institutions can shape their policies relating to generative AI such as ChatGPT to build trust among students and guide them in its responsible useLoïc PléIÉSEG School of Management
Why we need a new model for professional development credentialsClose collaboration between universities and industry can help higher education address the ‘skills emergency’ and rebuild trust in university qualifications, writes Mick GrimleyMick GrimleyTe Whare Wānanga o Waitaha | University of Canterbury
How to coach in-employment lifelong learners for successA team from Singapore Institute of Technology offers insights from working with in-employment learners who are seeking to upskill by studying for degreesChow Peck Chee , Julian Matius , May LimSingapore Institute of Technology
Unlocking urban secrets: learning through the exploration of our cityscapesTeaching strategies to tap into the micro-narratives embedded within the urban landscape to support learning outside the classroomDaniel Gutiérrez-Ujaque , Felipe Saravia University of Lleida , University of Bio-Bio , The University of Manchester
Making space for emotions in learningThe trick is to design courses so cognitive and affective learning balance each other in a way that promotes empathy and deeper understanding of the content, writes Carol Subiño SullivanCarol Subiño SullivanGeorgia Tech’s Center for 21st Century Universities
Respectful provocation: the university skill for our times?Challenging students about their assumptions and values makes them better equipped to engage with the challenges of living in a diverse society, writes Mathew GuestMathew GuestDurham University
A checklist for advancing equity, diversity and inclusion in medical sciences and education, part twoThree questions that medical sciences lecturers should ask when revising curricula to promote ethical considerations, an understanding of health inequities and diverse perspectivesMusarrat Maisha Reza, Mia-Rose GillisonThe University of Exeter
What makes an effective microcredential programme?Short, flexible and skills-focused, microcredentials must balance the needs of students and industry. Here are tips on how to develop courses that achieve thisTemesgen KifleThe University of Queensland
Lessons learned from a fellowship year as a dentist and early career researcherWinning a fellowship as a dentist and spending a year in Graz as an international scholar not only taught me about the profession but also fostered my self-awareness, writes Dániel VéghDániel VéghSemmelweis University
Equitable access to work-integrated learning is finally on the agenda in AustraliaA group of Australian academics discusses what changes could ameliorate the issues faced by students from equity groups when it comes to accessing internshipsAnne Hewitt , Craig Cameron , Deanna Grant-Smith , Laura Grenfell The University of Adelaide, University of the Sunshine Coast, Queensland University of Technology
Trauma-informed care within academic settingsAs awareness of trauma and its effects on individuals grows, Imogen Perkins delves into what it means to be trauma-informed, and how its five principles could look within an academic setting.Imogen VarleDe Montfort University
What is needed to run a successful outreach programme?Lessons on running a successful outreach programme designed to spark school pupils’ interest in university, based on a 13-year project focused on getting more girls studying STEMBia HamedEastern Michigan University
How to promote disabled women in academia Disabled women are significantly under-represented in senior roles within universities. Here’s how – and why – institutions can and should support them better for career progression Meredith Wilkinson, Kelly Pickard-SmithDe Montfort University, The University of Manchester
Learning to learn: developing students into effective lifelong learnersKevinia Cheung outlines an institutional approach to developing undergraduates’ ability to ‘learn to learn’Kevinia CheungThe Hong Kong Polytechnic University
New students leaving care need extra support to beat the odds (again)Corin Barton says universities must recognise the various impacts a lack of family support can have on care-experienced students and offers simple steps to promote success Corin BartonThe University of Law
Ten steps to equity: making fieldwork accessibleFieldwork can be isolating for disabled students and academics when it is not designed with inclusivity in mind. Becky Alexis-Martin shares 10 strategies to ensure disabled students and academics are included by field-based disciplinesBecky Alexis-MartinUniversity of Bradford
Five ways universities can protect faculty from online harassmentWith more online engagement and interaction have come increased threats and attacks against faculty, staff and students. Here are measures institutions can take to raise awareness and provide supportAlexis MartinezGeorgia Tech’s Center for 21st Century Universities
How to select and monitor climate adaptations for universitiesIn the fourth and final part of their series, Rob Wilby and Shona Smith explain how universities can implement adaptation measures and monitor their progress towards resilient net zeroRobert Wilby, Shona SmithLoughborough University, University of Leeds
Teaching how to use numbers as a tool for justiceStatistics are not neutral, writes Wendy Castillo. Here, she explains how to use QuantCrit to show students the effect that historic racism and bias have on data collection and analysisWendy CastilloPrinceton University
The power and the peril of virtual reality in HEFrom investing in training to identifying educational objectives, Mark Milliron offers advice on fully realising VR’s promise for universitiesMark MillironNational University
Learning by doing: practical tips from a decade of making MoocsLessons gained during a decade of developing and refining massive open online courses from two online learning experts Stuart Nicol , Fiona BucklandThe University of Edinburgh
How to design and build microcredentials in four stepsA team from Monterrey Institute of Technology explains how to plan, design, deliver and measure microcredentials at your universityVerónica Alejandra Pérez Aguirre , Laura Patricia Aldape , Karla Margarita Banda MartínezMonterrey Institute of Technology
How to teach creative writing even if you’ve never done any yourselfA successful writing workshop depends on respect, which is a two-way street, observes Toby Litt. Refrain from sneering at bad writing and offer praise to offset the critiquesToby LIttUniversity of Southampton
A checklist for advancing equity, diversity and inclusion in medical sciences and education, part oneThree questions that lecturers in medical sciences should ask when revising their curricula to promote diverse representation and health equityMusarrat Maisha Reza, Mia-Rose GillisonThe University of Exeter
How humour stimulates critical thinking, creativity and communication skills After assigning students to write comedy scripts instead of seminar papers, André Martinuzzi and Angelo Spoerk explain how humour has great potential as a learning methodAndré Martinuzzi, Angelo SpoerkVienna University of Economics and Business
An academic’s advice for navigating riskFrom publication to grant applications, the rites of academia come with unfavourable odds. Yet researchers are rarely taught how to deal with uncertainty. Here, Yaniv Hanoch offers mitigation strategiesYaniv HanochUniversity of Southampton
Help your students to become assessment literate Practical suggestions to address a staff-student disconnect relating to the purpose and practice of assessment and to enhance assessment literacy on your courses Eleanor Aspey, Gillian UlphThe University of Manchester
Embracing generative AI as a co-design partner for designing and developing coursesGenerative AI is here to stay, so what opportunities are there for educational developers and learning designers to leverage it as a partner when designing courses?Richard McInnesThe University of Adelaide
How mentor and mentee can help each otherMentorship is a symbiotic relationship. Here, two scientists look at steps in the meeting process and benefits from both sidesGreta Faccio, Maria KoumouriIndependent academic, University of Cyprus
A reflexive writing workshop to enhance engagement with learningReflexive writing workshops can help boost students’ interest and motivation in relation to their studies. Aspasia Eleni Paltoglou explains how these can workAspasia Eleni Paltoglou Manchester Metropolitan University
Using co-creation to make young people equal research partnersBased on her experience developing a youth panel, Kathryn Woods-Townsend explains how her team collaborated with, employed and learned from the teenagers who are their lived-experience expertsKathryn Woods-TownsendUniversity of Southampton
Help students make the most of studying overseas at branch campuses and beyondChris Pirie offers advice on how to run a smooth international student exchange programmeChris PirieHeriot-Watt University
The art of bringing humour into the classroomA laugh or smile can lighten a lecture and make students more willing to speak up in class. Here are tips for using this nuanced, subjective tool in your teachingCheong FanMacau University of Science and Technology
How to make your university more neurodiverse friendlyWith one in seven people in the UK being neurodiverse, a group of lecturers and students from Arden University lists ways in which universities can better cater to neurodiverse studentsFinola Farrant, Emma OwenArden University
Student ambassadors, key players in widening participationHow to design and run an effective student ambassador programme to support widening participation initiatives Ellie NikUniversity of Technology Sydney
Tips for applying universal design for learning in healthcare practice placementsAilish Malone and Fiona Daly offer tips on implementing UDL in the busy and variable environment of students’ practical placements Ailish Malone, Fiona DalyRCSI University of Medicine and Health Sciences
Universities, AI and the common good Higher education must find paths for meaningful engagement with artificial intelligence, to leverage its potential, explain the problems and mitigate the hazards, writes Rajani Naidoo Rajani NaidooUniversity of Bath
Alumni as a benchmark of student successThree focal areas by which universities can track student success by looking at what graduates go on to do after completing their coursesAdeola Matthew The University of the West Indies