The case for reverse mentoring in higher educationReverse mentoring can drive progress on many challenges faced in higher education today, if planned with care, as Rachael O’Connor explainsRachael O’ConnorUniversity of Leeds
Universities and academics need to make space for ‘useless’ research The academic race for short-term results and practical applications must be balanced with research that can, in due time, become incredibly useful, writes James DerounianJames DerounianDe Montfort University
Illuminating the shadowy path to success in academiaPostdocs and early career researchers, do not believe the myths about the route to a stellar academic career, says Andrew Stapleton. Here are better directions to get you and your work noticed Andrew StapletonIndependent academic
How can students learn to be innovative?Teaching students innovative thinking through the use of business case studies and ‘learning by doing’, explained by William Cheung and Edward YiuWilliam Cheung , Edward YiuThe University of Auckland
Introducing the ‘virtual rally’ – a strategy for collaborative learningHow to design and implement a virtual rally, which can help increase students’ attention, performance and ability to learn through collaborationRebeca Elizabeth Alvarado Ramírez , Dania Arriola Arteaga Monterrey Institute of Technology
The power of precaution: navigating content warnings in academiaBasic principles to guide the use of content warnings in higher education, based on a student-led day-long workshop which invited input from university staff and studentsAndrea Namirembe , Ella TavinerThe University of Exeter
A month of highs and lows: the impact of menstruation on HE Universities need to better accommodate the challenges faced by menstruating students to promote educational equity, write Mays Imad and Kerri MaronMays Imad , Kerri MaronConnecticut College
How to make dual-enrolment programmes workDual enrolment can create student pipelines from high school to university, meet community education needs and improve retention and graduation rates. Here, Laura Brown Simmons breaks down the essential elementsLaura Brown SimmonsGeorgia Tech’s Center for 21st Century Universities
An introduction to prompting generative AI like ChatGPT for teaching and learningTo fulfil its potential, generative artificial intelligence requires effective instructions. In the first of a five-part series, Seb Dianati and Suman Laudari explain how to craft a useful AI promptSeb Dianati, Suman Laudari Charles Darwin University
Shifting landscapes of social media data for researchWhat can researchers do in light of changes to social media platforms’ APIs that reduce and monetise access to data? In this uncharted territory, aspects to watch include new access routes and user protectionsBrittany I. Davidson, Joanne Hinds, Daniel RacekUniversity of Bath, LMU Munich
Navigating crisis communications in HE: strategies for an effective responseTiffany Beck provides a play-by-play guide to planning a comprehensive communications strategy for when crisis situations strikeTiffany Beck PLMR
How to create a home from home for students at universitySupportive steps that a university can take to help students adjust to life away from homeAdeola Matthew , Kerrie-Faun Nathan The University of the West Indies
The affirmative action ban is not an insurmountable setback for higher education accessAs institutions across the US reassess their admissions practices following the ban on affirmative action, the president of Arizona State University Michael Crow points to many other ways institutions can increase the diversity of their students Michael CrowArizona State University
How to embrace change as a spectrumIn a complex, ever-evolving environment, faculty may need strategies to navigate their fluctuating comfort levels. Here are ways to lean into change – from reflection and curiosity to active participation LaTrese Ferguson, Rachel Watts, Bryan Harber, Tim Edmonds-KingGeorgia Tech’s Center for 21st Century Universities
Training students for jobs that do not exist yetThe rethinking of course materials and programmes to incorporate future trends is a key requirement for all forward-thinking providers, write Aaron Taylor and Victoria RaffertyAaron Taylor, Victoria RaffertyArden University
Offer students a personal touch through peer supportAs universities expand, they will need to take more of a personal approach to higher education – despite the huge cohorts – but how? Emma Norman suggests looking to the students themselvesEmma NormanThe University of Exeter
Break the ice early to build student belonging Ice-breaking activities borrowed from the performing arts that can help students form bonds and build belonging from the start of a course Kelly Edmunds , Leanne FriddThe University of East Anglia
Making the dream work: the ingredients of successful partnershipsJohn Miles gives advice on helping new partnerships succeed and managing issues when they ariseJohn MilesInkpath
Is open access tarnished?As open access terms have split into colour-coded brands, not all allow totally unrestricted access and reuse. Among these, “bronze OA” stands out as a potentially damaging misnomer, writes Steven VidovicSteven U. Vidovic University of Southampton
Engaging in controversial topics in teaching and researchSensitive subjects such as trolling and sexual assault require a careful approach at all points – from examining your motivation before you begin and setting up support to sharing findings, writes Ekant Veer Ekant VeerTe Whare Wānanga o Waitaha | University of Canterbury
What can we do about the diversity problem in economics?A group of economists offer five ideas on how to allow and encourage wider access to economics degrees – which is crucial to making the discipline more effectiveAmrit Amirapu, Amanda Gosling, Emma GormanUniversity of Kent, The University of Westminster
Unlocking knowledge within local communities as part of ‘levelling up’With ‘levelling up‘ and regional prosperity now central to the UK government’s thinking, universities need to transform the way they conduct research to respond to emerging needs and provide solutions to today’s social, economic and environmental issuesHenrietta L. Moore UCL
Digital accessibility is real and tangibleA workshop using real-life examples and first-hand experience of how assistive technology works can result in a deeper understanding of accessibility needsTharindu Liyanagunawardena University of Reading
Accounting for sustainability: we need to change how we teachAccountants of the future will need to respond to as yet unknown sustainability reporting standards. Freirean dialogic teaching where lecturers learn alongside students through discussion helps build the skills to respond to such changeJennifer RoseThe University of Manchester
Which specific Covid disruptions impacted motivation and engagement?Lockdowns, isolation, remote learning and more have impacted various aspects of students’ lives. Knowing what and how puts educators in a better position to offer supportAndrew J. MartinUNSW Sydney
Writing inclusivity into being: build enabling cultures through policy developmentLanguage is a powerful factor through which inclusive cultures can be cultivated or undermined in higher education institutions. Sue Ann Barratt looks at how putting values down in words can drive positive changeSue Ann Barratt The University of the West Indies
What is an authentic teacher and how can you become one?Three tips identified by students that will help you develop an honest, strong relationship with students and become a more authentic teacherSetenay Dilek Fidler, Gustavo Espinoza Ramos The University of Westminster
What distinguishes a university from a knowledge enterprise?In this extract, David Staley and Dominic Endicott offer 12 features that characterise institutions committed to attracting talent to their region for economic growth and their own survivalDavid J. Staley, Dominic D. J. EndicottOhio State University, Northstar Ventures
Supreme Court holds affirmative action unconstitutional, so what’s next?The Supreme Court’s recent ruling against race-conscious admissions means many US universities must review their policies and practices to avoid further legal action. Audrey J. Anderson offers some useful first stepsAudrey J. Anderson Bass, Berry & Sims Plc
A whole-university road map to sustainability impact Top-ranked Western Sydney University combines immediate action with long-term planning to drive progress in achieving impact aligned with the SDGs. Here, Deborah Sweeney and Kevin Dunn share insights learned from their institution-wide approachDeborah Sweeney, Kevin Dunn Western Sydney University
Five steps to support autistic students on their higher education journeyAs we strive to create inclusive environments, it’s essential to implement strategies that assist and cater to the unique challenges faced by autistic students, says Jane DashwoodJane DashwoodThe University of Warwick
The dark side of AI’s promised efficiencies Artificial intelligence can use data and algorithms in a way that prioritises rationality over values such as fairness and quality of education, writes Vern GlaserVern GlaserUniversity of Alberta
Open access is inevitable – only the ‘how’ remains up for discussionScholarly knowledge is produced mainly at taxpayers’ expense. Why they should have to pay again to read it remains a mystery, writes Peter Baldwin Peter Baldwin University of California, Los Angeles (UCLA), New York University
Build students’ sense of belonging to build graduate skillsWhy a sense of belonging is crucial to learning and how we can rebuild it within universities, following the disruption of the pandemic, in ways that also boost graduate skillsHilda MulrooneyKingston University
A case for bringing ethics of friendship and care to academic researchFriendship adds ethical and emotional dimensions that can make research equitable, sensitive, responsive and consequential to local communities, writes Noam Schimmel, based on his experiences in Rwanda Noam SchimmelUniversity of California, Berkeley
Sensitive marking and the end of the line for the academic essayRather than flagging essays by students with specific learning difficulties for “sensitive” marking, why are universities not rethinking the way they assess to make it more equitable for all students?Andrew Read, Donna HurfordUniversity of Southern Denmark, Independent consultant
Three innovative authentic assessments to encourage soft skill masteryStudents on hard skills-intensive courses such as computer science need to develop effective communication and other soft skills. Bernardo Pereira Nunes offers three assessments to helpBernardo Pereira Nunes Australian National University
Helping students transition to university lifeStarting university is a major milestone for new undergraduates. Teachers can offer encouragement, guidance and empathy to help students with practical and emotional challenges, writes Cheong FanCheong FanMacau University of Science and Technology
The myriad advantages of using formative assessmentG.K. Suraishkumar looks at ways to assess students’ learning more effectively through formative assessments and argues for basing grades entirely on this methodG K Suraishkumar The Indian Institute of Technology Madras
How can universities reduce stress for students during the application processSimple steps universities can take to make the applications process less stressful for aspiring studentsRosemary BaiChinese University of Hong Kong, Shenzhen
Co-creation as a liberating activityHow to use student co-creation to bring active participation and collaboration into the learning experience, based on insights from the Liberated Learners open educational resource Terry GreeneTrent University
Are ‘quick wins’ possible in assessment and feedback? Yes, and here’s how It takes coordination, communication and credibility to implement quick improvements in assessment and feedback, as a team from the University of Exeter explainsBeverley Hawkins, Eleanor Hodgson , Oli YoungThe University of Exeter
Four directions for assessment redesign in the age of generative AIThe rise of generative AI has led universities to rethink how learning is quantified. Julia Chen offers four options for assessment redesign that can be applied across disciplinesJulia ChenThe Hong Kong Polytechnic University
Why students and faculty alike need mental health first-aid training Basic knowledge and skills could empower university communities to promote and destigmatise mental health issues and empower individuals to recognise risks and seek assistance, writes Noam Schimmel Noam SchimmelUniversity of California, Berkeley
How ChatGPT killed my discussion boards and prompted new promptsAdvice on learning and discussion prompts that require students to think beyond the remit of AI responsesSara ClineAthens State University
It’s time to radicalise the writing proficiency exam Written exams should generate writing that vibrates with personality, exploration of ideas and an urge to communicate, says Tyler ThierTyler ThierHofstra University
Preparing students to succeed in a volatile, uncertain, complex and ambiguous worldUniversity campuses can act as an incubator, giving students a secure environment where they feel nurtured and cared for and where they can come to terms with who they are, writes Cheong FanCheong FanMacau University of Science and Technology
Useful techniques for remembering students’ names It’s important – and possible – to remember students’ names at university level, says Ng Lee KengNg Lee KengSingapore Institute of Technology
Medical teaching resources need to represent all skin colours to enable doctors to serve a diverse populationMedical education must diversify its learning resources away from a focus solely on white patients to prepare students to diagnose and treat patients of all ethnicities, write Musarrat Maisha Reza and Naabil KhanMusarrat Maisha Reza, Naabil Khan The University of Exeter
Steps to address the operational challenges of widening participationWell-being assistance, leadership development and mentoring opportunities are key to supporting students from under-represented groups. Here, Angus Howat details a programme for widening participation from a Kiwi perspectiveAngus HowatTe Whare Wānanga o Waitaha | University of Canterbury