From library to dance floor: how I created an academic Eurotrance albumAcademics can use AI-enabled music platforms to transform complex research into their own singles or albums reaching thousands of listeners. Andrew Hudson-Smith explains howAndrew Hudson-SmithUCL
A guide to help journal editorial boards introduce ECRs to academic publishingAcademic publishing can be a harsh landscape. Here, a partnership model offers language and strategies to support new authors as they navigate early submissions and reviewJesper Hansen, Kristy CampbellUCL, King’s College London
Empower students as co-creators in sustainability educationCo-creation in education for sustainable development empowers students to shape meaningful projects, build practical skills and drive institutional change, as demonstrated by a collaborative initiative between two London-based institutions Multiple authorsUCL, Queen Mary University of London
Institutions must work together to build innovative curricula Collaboration across institutions can drive real curriculum innovation. This guide shares lessons from two east London-based institutions on building partnerships for sustainability and community-based learningStephanie Fuller, Rehan Shah, Anne PrestonUCL, Queen Mary University of London
Strategic silencing: how censorship is reshaping scholarly discourseRestrictions to US databases and scholarly work mean that researchers need new approaches to navigate research absences and silences rather than the more typical information overload, writes Alison HicksAlison HicksUCL
‘Departmental orthodoxies silence dissent and chill scholarly enquiry’Universities have not handled ongoing challenges around free speech, protest, academic freedom and safety well, writes John Hyman. Here he offers short- and long-term actions to promote secure, pluralistic campuses John HymanUCL
Principles and practicalities of partnership working with students For effective co-creation with students, university leaders need to move beyond surveys and get them involved in decision-making. The Russell Group institutions together set out best practice steps for doing thisDeborah Gill, Simon ToUniversity of Southampton, UCL
Tackling declining attendance with the ‘show up’ mindsetA model that instils in students a commitment to ‘showing up’ from day one includes practical strategies for improving attendance and fostering long-term engagementMaya Cara, Nina SeppalaUCL
Campus Talks: A brighter future for academic publishingHear from two academics who are developing publishing solutions that encourage and underpin quality research practices and improve access to scholarly workPaul Ayris, Philipp Koellinger UCL, Vrije Universiteit Amsterdam
Welcome to your virtual reality-based classroomVR innovation can make education truly inclusive and sustainable. Here’s how academics at UCL and Marmara University developed a virtual reality-based buildingStephen Hilton, Blanka HiltonUCL, University of Kent
Three tips when creating a one-of-a-kind undergraduate degreeBuilding an integrated undergraduate degree in clinical neurology offered Tim Young a blank slate to work with. Here is how he made it uniqueTim YoungUCL
Developing interdisciplinary courses for tomorrow’s scholarsMany universities are developing new interdisciplinary degree programmes to prepare students for working across sectors on complex issues. But how can we engage faculty in this whole-institution approach?Anne Preston, Katherine Fletcher UCL
Pledges and charters in medical schools: catalysts for change or performative promises?Pledges demonstrating support in addressing issues such as racism and misogyny will often garner interest and may even attract pockets of funding. But they also risk oversimplifying complex problems, writes Lois Haruna-CooperLois Haruna-Cooper UCL
How can accounting educators cultivate highly sought-after graduates?Accounting education must prepare graduates with the skills to thrive in a profession that is experiencing radical changesSusan Smith , Richard MurphyUCL, University of Sheffield
How to harness community knowledge to tackle complex policy challengesWorking with local communities can help uncover new insights to tackle complex social policy challenges. Saffron Woodcraft and Joseph Cook explain how to set up high-impact citizen social science researchSaffron Woodcraft, Joseph CookUCL
Campus talks: unlocking people power through citizen scienceFind out how engaging non-academics in research can uncover and disperse new knowledge and ways of thinking that help shape solutions to seemingly intractable problemsHenrietta L. Moore , Joel Bitok, Alan IrwinUCL, Copenhagen Business School
Unlock knowledge within local communities through citizen social scienceWith 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
I’d tell my younger self that my chequered past would be my strengthWith the benefit of hindsight, Anson Mackay re-examines their career path to see lessons in self-compassion and being their authentic self in collaboration and the classroomAnson W. MackayUCL
Building blocks of university-industry partnerships for positive changeHow universities can develop strategic cross-sector partnerships and trans-disciplinary research in order to boost progress towards the SDGs Tim Bodley-Scott, Ersel OymakUCL
On students’ terms: offering options in assessment to empower learning By giving students some control over how they are assessed, educators are likely to see a marked increase in engagement and motivation, writes Paul McFarlanePaul McFarlaneUCL
Does the UK need an observatory for university engagement with policymakers?Any such project would need to guard against numerous pitfalls, but the benefits in terms of bringing together various initiatives and engendering new skills could be greatJonathan Breckon , Sarah Chaytor , Kayleigh Renberg-Fawcett Capabilities in Academic Policy Engagement (CAPE), Universities Policy Engagement Network (UPEN), UCL
Enable learners to become confident digital explorersUniversities must help students develop digital skills and competencies that will set them up for successful lives after they graduateMike Cooray, Rikke DuusHult International Business School (Ashridge), UCL
Playful learning: how to get startedIncorporating play into your teaching promotes student engagement and participation, explains Giskin Day and offers tips on how to get startedGiskin Day, Marcus Pedersen Imperial College London, UCL
Coping with long Covid: 10 strategies for academicsLong Covid would hit anyone hard, no matter their job – but academia’s culture of high stress, high workloads and high expectations makes the impact greater still. Here, Kerstin Sailer offers advice for scholars living with the condition’s often debilitating symptomsKerstin SailerUCL
How professional practitioners help connect crime theory with real-world investigationsBringing professional practitioners into classes to share real-world case studies helps students contextualise learning and see how theories play out in reality. Paul McFarlane explains how this works on his crime science coursesPaul McFarlaneUCL
What can universities do to improve routes into HE for displaced academics?Efforts to support Ukrainian academics offer lessons in how individual institutions can improve pathways into UK higher education for displaced scholars now and in the future, write Uta Staiger and Freya ProudmanUta Staiger , Freya Proudman UCL
Embedding equality, diversity and inclusion within public policy training for academicsSteps higher education institutions can take to make their policy engagement training programmes as diverse and inclusive as possible, based on the experience of a UK universityAudrey TanUCL
5 ways to become an innovator in higher educationBreaking down norms can seem as disruptive as it is necessary to success – but strategies such as active listening and embodying change can help smooth the pathNicole BrownUCL
Let’s harness students’ desire for interaction to define the future of learningWe know that students want to learn together. That information should underpin how we allocate resources to best serve their needs, say Derfel Owen and Ant BagshawDerfel Owen, Ant BagshawUCL, Online Education Services
What is the long-term impact of online learning?Online learning looks set to remain central to the delivery of higher education long after the pandemic. In this webinar Maryanne Dever and Diana Laurillard discuss what the long-term impact of this might be, on teaching, student support, well-being and the sector as a wholeMaryanne Dever, Diana LaurillardAustralian National University, UCL
Bullying by supervisors is alive and well – now is the time to tackle itThe arrangements that trap PhD students in toxic relationships with abusive supervisors must be reformed – here’s how, says Timothy IjoyemiTimothy IjoyemiUCL
Engaging students in collaborative learning tasks onlineDiana Laurillard presents ideas and tools for students to create their own digital products as part of a collaborative learning taskDiana LaurillardUCL
Five big questions about the future of digital education Four leading academics tackle five questions about online education covering assessment, content creation, data protection, digital natives and the future of universities Ellie Dommett, Rob Freathy, Allison Littlejohn, Tim O'SheaKing’s College London, The University of Exeter, UCL, Kortext
Digital methods of formative assessment that boost learningDiana Laurillard presents strategies for effective formative assessment when teaching online Diana LaurillardUCL
Applying the Conversational Framework using an online learning design tool Diana Laurillard talks through how to use a free online learning design tool which applies the Conversational Framework to build courses using the six key learning types Diana LaurillardUCL
Supporting collaborative learning among remote students through peer reviewDiana Laurillard talks through how to use peer review as a way to foster active, collaborative learning among students onlineDiana LaurillardUCL
Ensuring quality digital teaching for students locked down overseasParama Chaudhury offers advice on how to help international students continue their studies while stuck in their home countries during the pandemicParama ChaudhuryUCL
Life beyond Zoom and Teams: students are ready for next gen online spacesVirtual spaces can create a sense of community and connect students across disciplines – provided they are designed well, say Yvonne Rogers, Paola Lettieri and Ben MeunierYvonne Rogers, Paola Lettieri, Ben MeunierUCL
THE podcast: making the case for better faculty trainingHow should the role of academics evolve to ensure students receive the high quality teaching they deserve?Brian Schmidt, Alexandra MihaiAustralian National University, UCL
Building durable links between faculty and educational development teamsLearning designer Alexandra Mihai on how to build bonds between faculty and educational developers that translate into high-quality learning experiencesAlexandra MihaiUCL
Netiquette: encouraging good behaviour in online classesOnline teaching can blur boundaries between home and university, so lecturers must take steps to ensure a safe and respectful online learning environment through good ‘netiquette’. Sam Smidt and Joanna Stroud explain howSam Smidt, Joanna StroudUCL
THE Digital Transformation Forum: Reimagining higher education teaching and learning Four academics offer practical advice on different aspects of online teaching and learning based on lessons from the rapid pivot to remote courses triggered by Covid-19 Alexandra Mihai, Angus Cheung, Maha Bali, Tom WighamUCL, The University of Edinburgh, American University in Cairo, University of Groningen
Optimise your synchronous online classes Teaching online requires adaptations to in-person teaching, whatever your level of experience. Jesper Hansen explains what key changes he has made to his teaching practice to optimise his synchronous online classes Jesper HansenUCL
The power of peer to peer: how and why to encourage your students to learn from each other Peer-to-peer learning brings major benefits for students and instructors. Here, Zachary Walker explains how to encourage your students to learn from each other and why this can be so effective when teaching online Zachary WalkerUCL