Moving beyond climate change to teach the climate crisis Ways to scale up education relating to the climate crisis and the questions it must guide students to answerAdam R. Aron University of California San Diego
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 GillisonUniversity of Exeter
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 GillisonUniversity of Exeter
Making sustainability part of university DNAMeaningful change comes from embedding green practices into every aspect, and every member, of the institution, starting from induction training Thomas Menkhoff, Kevin Cheong Singapore Management University
Bring staff and students together to decolonise in seven stepsSeven stages to decolonising a curriculum, drawing lessons from a staff-student collaboration to decolonise the teaching of geography Caitlin Kight, Eleanor CookUniversity of Exeter
Unifying theoretical and clinical education in a medical curriculumA focus on practical competences comes with the risk that theoretical knowledge will be sidelined during the clinical years. However, two-way vertical integration of medical training can provide a more balanced strategy for learning László KölesSemmelweis University
Social justice as part of medical educationFive strategies universities can adopt to aid medical students’ understanding of and engagement with social justice principles as part of healthcare trainingPriya HarindranathanTexas Tech University Health Sciences Center
How can we measure interdisciplinary learning?A benchmark of success for interdisciplinary learning is graduates who have the flexibility to examine their areas of interest and develop attributes that deliver practical value to future employers Elvin Lim , Daniel SeahSingapore Management University
Steps to decolonise higher education: after yourself, change the curriculumOpening the curriculum to First Nations’ histories and knowledge is a key part of decolonisation, as lisahunter and Karen Lambert explain in this second part of their serieslisahunter, Karen LambertMonash University
Design a student-centred curriculum for dynamic learningStudent-centred learning design promotes engagement, critical thinking and problem-solving, which leads to enhanced real-world skills. M. C. Zhang and Aliana Leong share their strategiesM. C. Zhang, Aliana LeongMacau University of Science and Technology
From personal to professional: incorporating sustainability into your university workPractical advice for embedding sustainability issues into broader professional practice, taking lessons from teaching English language that are applicable across other disciplinesPeter BuckleyThe University of Edinburgh
Primary sources as a tool for greater diversityPrimary sources can be used to diversify curricula and bring in marginalised voices. Jade G. Winn and Michaela Ullmann explain what library teams can do to support faculty and students in finding and assessing diverse materialsJade G. Winn , Michaela UllmannUniversity of Southern California
If I redesigned UK higher education, I would…Pay-as-you-go modules? Choose-your-own first year? Glenn Fosbraey looks to the blue sky for (sometimes radical) ideas for improving the HE experienceGlenn Fosbraey University of Winchester
Full circle: using the cycle of teaching, module design and researchHow research, module design and classroom delivery in creative fields inform one another in circular and essential practices. Glenn Fosbraey shares his own teaching as a case study Glenn Fosbraey University of Winchester
Decolonising the curriculum through collaboration, partnership and disseminationTips on how to decolonise curricula through collaboration, partnership and dissemination, from four university educatorsMultiple authorsUniversity of Reading
ChatGPT and the rise of AI writers: how should higher education respond?The proliferation of AI text generators such as ChatGPT has major implications for higher education. Nancy Gleason explores how educators should respond to these tools which can write essays in secondsNancy GleasonNew York University Abu Dhabi
Students are disengaged – and it’s due to how higher ed is structuredAcademic structures, such as disciplines, too often silo and limit possibilities for engagement and connection, says JT TorresJT TorresQuinnipiac University
The secrets of supporting successful student start-upsGuidance to how universities can support student entrepreneurship and successful business creation, shared by John LonsdaleJohn LonsdaleThe University of Edinburgh
Sprint to the finish: redesigning university programme validationSprint methodology can compress university-wide validation of academic programmes into an intense, hierarchy-free three-day processLeanne de Main, Sarah JonesDe Montfort University, University of Gloucestershire
Transformative not transmissive education for sustainabilityThe teaching of sustainability and the SDGs needs to equip graduates with the skills to bring about transformative change for a better future. Jen Dollin, Brittany Hardiman and Susan Germein explore what this means for universitiesJen Dollin, Brittany Vermeulen , Susan GermeinWestern Sydney University
Eight ways to engage with AI writers in higher educationJust 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 McKnightLucinda McKnightDeakin University
Counter-mapping as a pedagogical tool Engaging students with urban spaces can contextualise and deepen learning and bring in inclusive perspectives. Daniel Gutiérrez-Ujaque and Dharman Jeyasingham explain how counter-mapping can be used as a pedagogical toolDaniel Gutiérrez-Ujaque , Dharman Jeyasingham Brunel University London , University of Manchester
Why higher education must serve students as the customer and the productAn effective university programme should continually adapt in order to add value for and to the students so that they can meet future workplace demands, Haksin Chan and Roy Ying explainHaksin Chan, Roy YingThe Hang Seng University of Hong Kong
For the common good: why we need ecological universitiesHigher education has become too aligned to specific economic interests and needs to be redirected to focus on regenerative values for the common good, argue Richard Hil, Kristen Lyons and Fern ThompsettRichard Hil, Kristen Lyons, Fern ThompsettGriffith University, Southern Cross University, The University of Queensland , Columbia University
Blocks for building a stronger student communityBlock teaching can help rapidly establish bonds among students, and with their lecturers, which in turn maximises learning potential. Here, Sarah Jones offers insights from the 50-year history of block schedulingSarah JonesDe Montfort University
Threshold concepts: what they are and how they help students learnThreshold concepts are themes that underpin an academic discipline and can provide a framework for students to build knowledge. But teachers must be mindful of students’ capacity to understand them, as Becky Lewis explainsBecky LewisUniversity of East Anglia
Is it possible to decolonise the business curriculum?Untangling business studies from the discipline’s imperial origins might seem an insurmountable task, but it’s up to university leaders to take the lead on this complex challenge, reflects Bobby BanerjeeBobby BanerjeeCity, University of London
Rhythm of a class: lesson-planning and assessment in block teachingBlock scheduling rethinks curriculum design, lesson-planning, assessment and feedback. Tom Clark outlines how this shift, as well as blended learning resources, helped Victoria University meet students’ need for clear and reliable rhythms of studyTom ClarkVictoria University
Curriculum design in biosciences: setting up first-year students for success Transferable skills and employability are more important than ever, and students arrive at university with a widening diversity of backgrounds. So, how should we prioritise what to teach in the first year of a biosciences degree? Audrey HepplestonUniversity of East Anglia
Block to the future: why block scheduling has taken so long to catch onBlock teaching has been around since the mid-noughties, but those short-lived early trials were ahead of the curve. Simon Thomson and Carl Flattery explore why block planning might finally be having its dayCarl Flattery, Simon ThomsonLeeds Beckett University, University of Manchester
THE Campus webinar: decolonising the curriculumA panel of academics from THE Campus+ institutions in the UK and Australia discuss the what, why and how of decolonising the curriculumTHE Campus teamCampus
Foundations to lay when teaching computational and data skills Traditional teaching in data analysis focuses on statistics and visualisation but an emphasis on foundational data and computational skills is needed to prepare students to work with real data, explains Philip LeftwichPhilip Leftwich University of East Anglia
How to maximise student satisfaction with the flipped classroomWhat are the pedagogical, technical and social aspects that lecturers should consider to give students the best possible experience of the flipped classroom?Erkko SointuUniversity of Eastern Finland
How humanities and social sciences PhD programmes can adapt to a challenging job landscapePostgraduate studies in humanities and social sciences help graduates build skills that are applicable across multiple sectors and career paths. Ray Haberski Jr explains how to shape relevant and adaptable PhD programmes in these disciplinesRaymond Haberski JrIndiana University–Purdue University Indianapolis (IUPUI)
Educational gag orders could destroy the structure of higher educationUniversities and programmes could lose their accreditation and students could lose their financial aid if governors continue signing these legislative restrictionsJeremy C. YoungPEN America
Catering to Gen Z’s needs: creating a flexible and adaptable education programmeUniversities need to teach broad knowledge and skills that will help graduates adapt in a fast-changing future workplace. Three academics share insights from developing a generalist approach to training business students Eric Chee, Roy Ying, Winnie ChanThe Hang Seng University of Hong Kong
Shaping a curriculum framework: the fundamental principlesAdrian Lam outlines a list of fundamental principles for consideration when shaping a curriculum frameworkAdrian Man-Ho LamThe University of Hong Kong
Seven lessons from interdisciplinary general education curriculum reformAdrian Lam highlights lessons drawn from the implementation of interdisciplinary general education curriculum reform in Hong Kong universitiesAdrian Man-Ho LamThe University of Hong Kong
Pivoting university course offerings to upskill the workforce Teresa Ironside outlines how universities can develop their course portfolio to meet changing workplace skills demands and deliver education to a wider range of learnersTeresa IronsideThe University of Edinburgh
The case for using universal design for learning at your institutionUniversal design for learning can be the answer when searching for true equity in our universities. Jacqui Whittle and Caroline Pike outline the how and whyJacqui Whittle, Caroline PikeArden University
Start with why, part two: building a clear learning journey In the second part of his guide to curriculum development, Graeme Knowles explains how learning outcomes can be developed and then used to map the overall learning journeyGraeme KnowlesThe University of Warwick
Achieving SDG 4.7 by matching sustainability learning outcomes to subject-specific curricula: a guideRon Johnston provides a guide to embedding education for sustainable development into university courses by linking it with the learning outcomes of the core subject being taughtRon JohnstonUNESCO
Start with why, part one: taking a new approach to curriculum developmentGraeme Knowles explains how his team have overturned the long-accepted curriculum development process to make the purpose of the programme and its learning outcomes the starting point rather than the end resultGraeme KnowlesThe University of Warwick
Co-creating an interdisciplinary well-being module for all studentsElena Riva and Wiki Jeglinska explain how academics can work with students to co-create well-being modules that span multiple disciplines and support students’ self-care, drawing on their own experience of collaborating on such a schemeElena Riva, Wiki JeglinskaThe University of Warwick
Students as reflective practitioners: a personal development journeyProfessional development is often taken for granted and seldom well embedded into university curricula. Alexandra Mihai looks at how intentional learning design can help make it an integral part of students’ learning experienceAlexandra MihaiMaastricht University
How to support academic staff starting the journey of decolonising the curriculumHow 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 planMhairi Taylor, Nighet RiazUniversity of Glasgow
Is your curriculum design limiting students’ learning potential?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 EvansCarol EvansCardiff University, University of Southampton
Building an inclusive learning community to deliver a race equality curriculumRicardo Barker and Syra Shakir reflect on how to set up a curriculum that engages everybody in conversations about race equalityRicardo Barker , Syra ShakirLeeds Trinity University
Developing virtual experiential learning: key takeawaysWell-designed virtual experiential learning could have far-reaching useful applications. Here three academics share lessons from developing effective virtual tours and field trips during the pandemicMei Yee Leung, Yvonne Yuen Kei Leung, Jacky Tsz Kin Yiu The Chinese University of Hong Kong
How to make campuses and courses more compassionateTelling students that you’ve considered their well-being in organisational culture and curriculum design can in itself bolster confidence, says Louise LawrenceLouise LawrenceUniversity of Exeter