Playful learning: how to get started
Incorporating play into your teaching promotes student engagement and participation, explains Giskin Day and offers tips on how to get started
October 20, 2022
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So, you want to reach out? Lessons from a ‘science for all’ programme
Public engagement in STEM strengthens research relevance and trust in science, but how can universities do it well? Here, the team behind S4 give three considerations based on a decade of effective outreach to disadvantaged schools
October 19, 2022 -
To improve research culture, we must change the way we measure performance
Jo Cresswell explains how universities can support more collaborative cultures by changing the way academics are reviewed, assessed and rewarded
October 19, 2022 -
Intended learning outcomes (ILOs): from sideshow to teaching tool
Used effectively, intended learning outcomes (ILOs) can provide a useful tool to drive student engagement and encourage learners to take responsibility for their education, as Amit Jinabhai explains
October 19, 2022 -
International university educators share top teaching tips
From personalised learning to making classes engaging, lecturers from around the world offer guidance on how to inspire student success
October 18, 2022 -
It’s high time we rethought policy impact
The frameworks currently in use for rewarding policy impact are peppered with problems and pitfalls – here’s how to fix them, says Christina Boswell
October 18, 2022 -
Towards independence: blazing your trail as a freelance researcher
What options are open to you as a researcher if you decide formal academia is not for you? Helen Ross outlines considerations and useful advice for anyone wishing to become an independent researcher
October 18, 2022 -
Ways to support research students in nursing and midwifery
PhD supervision requires a specific skill set – from communication to emotional intelligence – to meet its challenges and secure its rewards. Here, Helen Allan shares her advice based on more than 20 years of experience
October 17, 2022 -
To offset or not to offset – that is the question
Carbon offsetting is a hotly debated issue, with critics positing that it distracts from real efforts to reduce emissions. David Duncan explains why a compromise position in which offsetting is used to complement focused efforts at carbon reduction may be needed
October 17, 2022 -
International perspectives on teaching and learning forged during Covid
Academics from around the globe share practical advice and lessons learned for those teaching online now or in future turbulent times
October 17, 2022 -
Tips for teaching MBA students
MBA students come to class with high expectations and present distinct teaching challenges. In this video, Carl Sherwood explains why a holistic approach and using students’ own professional experience in content and assessment design lead to success
October 14, 2022 -
Eight ways to engage with AI writers in higher education
Just as spelling checks and predictive text have become accepted, so too will AI writers, so educators should help students responsibly engage with and understand the potential and limitations of these text generators, writes Lucinda McKnight
October 14, 2022 -
Traditional exams aren’t dead – they just need to be used correctly
Knowing when to utilise traditional v authentic assessment methods – and the modern tools to build them – is a crucial part of the teacher’s role in 2022 and beyond
October 14, 2022 -
How to organise an event to train ambassadors of academic integrity
Engendering academic integrity in the next generation of researchers is vital for the academy – Salim Razı offers key takeaways from organising free academic integrity summer schools
October 14, 2022 -
To block or not to block? How time affects learning in higher education
From intensive block plans to open-ended study programmes, the ideal length for a unit of study is under interrogation. Jason M. Lodge considers the evidence
October 13, 2022