A trauma-informed approach to researchPractical strategies for researchers engaging with trauma-related issues and participants with experience of traumaHelen Anne Nolan, Vicky PanossianThe University of Warwick
Turning student data into student successData alone will not ensure effective student support. From careers to well-being and disability services, using it successfully requires collaboration between academic and professional services, training and shared accountability, writes Aleata Alstad-CalkinsAleata Alstad-Calkins University of Roehampton
When it comes to AI, faculty are from Mars and students are from VenusStudents and academics are on different planets in terms of AI use, creating a culture of distrust and secrecy. Dina Kamel offers three ways to close the gapDina KamelThe University of Portsmouth
Equip students to champion human creativity over machine outputsPublishing educators are ideally placed to encourage students to see through the GenAI hype and recognise the value of human creativity. Explore and reflect on the tools with these tipsSimon RowberryUCL
It’s time to take the well-being of online postgraduate students seriouslyAs online taught postgraduate provision expands, programme teams need practical ways to support student well-being at a distance. Julien le Jeune d’Allegeershecque shares five ways educators can make a measurable differenceJulien le Jeune d’AllegeershecqueImperial College London
Combat sustainability burnout by giving students the tools to actStudents care deeply about climate change – here’s how to design teaching to prevent them feeling powerless as a resultSoheil Davari University of Bath
Why AI adoption in universities is really a question of trustTo encourage AI use that aligns with institutional policies, university governance must prioritise transparency, usability and academic autonomy. Learn howIsabel Fischer , Susanne Beck, Joe NandhakumarThe University of Warwick
‘Employability is more than getting a job’Careers services go beyond preparing students for immediate graduate positions. They equip students to navigate their professional lives over time, to progress and adapt through change. Gemma Kenyon explains the nuances of delivering employability at scale Gemma KenyonCity St George’s, University of London
Build AI and information literacy through targeted library supportHow student-centred AI literacy programmmes can build confidence, critical thinking and playful learningAmy McEwan, Isobel Eddyshaw, Jenny McGarveyThe University of Exeter
In AI-enabled healthcare education, critical thinking comes firstAs technology shapes the future of healthcare, how can we embed the skills tomorrow’s medical staff will need? Find out how hereDara CassidyRCSI University of Medicine and Health Sciences
‘The first step is to understand what supervisors and students need’ Many academics have limited access to structured training in doctoral supervision. Here, Paul Clarkson and Tahrima Hossain offer takeaways from designing a supervisor development programmePaul Clarkson, Tahrima HossainUniversity of Southampton
How to articulate a clear identity for university libraries – and why it mattersIn the digital era, the identity of the library has become blurred. Here’s how to emphasise its distinctiveness, writes John CoxJohn CoxUniversity of Galway
Why do university websites drive international students away?For most international students, the university journey begins not on campus, but online. Nirma Jayawardena offers insights on how institutions can improve their websites for overseas students, based on a recent studyNirma JayawardenaUniversity of Bradford
How to choose the right AI tools for teachingEducators are not always aware of the implications of using the latest shiny AI tool. Laura Milne offers guidance on balancing educational value with institutional prioritiesLaura MilneUniversity of Chester
Why universities must become flexible lifelong partners, not one-time providersAs careers become increasingly non-linear and shaped by rapid change, universities must evolve beyond traditional degree provision, says Sankar Sivarajah. Here, he outlines strategiesSankar SivarajahKingston University
How to get your research found on Google ScholarIf people can’t find or access your work, they won’t cite it. Here, Darshan Vigneswaran explains how to ensure your academic articles surface in search and contribute to building your profileDarshan VigneswaranUniversity of Amsterdam
Routes to equity for mothers in STEM researchHow institutions can help fix the STEM ‘leaky pipeline’ by addressing maternity bias, improving progression opportunities and equipping mothers with financial literacyRachel JamesThe University of Edinburgh
Why AI literacy must be discipline specificA one-size-fits-all approach to AI training risks leaving students unprepared for the discipline-specific demands of their future careers. Rose Luckin explores what field-specific AI literacy looks like in practiceRose LuckinUCL
Global classrooms, without the jet lag: a guide to transnational educationHow transnational and translocal strategies can foster a global mindset and a sense of belonging in students Jayakumar Chinnasamy University of the West of Scotland
Opening doors: how to make work experience work for scientists and school students alikeGiving more secondary school students opportunities to experience working in a research lab means addressing faculty capacityKathryn Woods-Townsend, Kate BartlettUniversity of Southampton
What new lecturers need to develop their teachingDialogic, developmental feedback can accelerate new lecturers’ confidence, pedagogic judgement and professional growth. Here’s howKatherine Mansfield, Yaz Osho, Richard PatersonUniversity of Westminster
Practical ways to embed green chemistry into a packed curriculum, part 2Find out how targeted teaching, skills-based projects and real-world context equip students to think critically about environmental and human impacts while developing as responsible scientistsAgnieszka Brandt-Talbot, Euan D. Doidge, Rebecca L. Jones, Laura PatelImperial College London
Practical ways to embed green chemistry into a packed curriculum, part 1Learn how small, intentional curriculum changes can help students connect chemistry with health, environmental and social impact and sustainable developmentAgnieszka Brandt-Talbot, Euan D. Doidge, Rebecca L. Jones, Laura PatelImperial College London
What does AI literacy in healthcare look like?Done well, AI literacy helps students remain safe, critical, communicative and accountable in environments where digital systems are becoming more visible, writes Andrew Barker. Here, he outlines strategies to embed it in healthcare educationAndy BarkerUniversity of Hull
Campus webinar: How to get your academic work publishedHear four experts from the UK and US discuss the academic publishing process, from how to find a publisher and approach a journal to writing proposals, open access and much moreCorinne Guimont, Lisa Yaszek, John Atkinson, Emily SharpVirginia Tech, Georgia Tech’s Center for 21st Century Universities, University of Westminster, The University of Edinburgh
Developing more nuanced research on and for LGBTQ+ staffStrengthening data collection on LGBTQ+ staff supports fairer, more responsive equality policies. Emma Jones and Simon Lock outline strategiesEmma Jones, Simon LockUCL
Five steps to prepare neurodivergent students for the world of workStudents with neuro-cognitive conditions often face significant challenges when making the transition into the workplace. So, how can higher education institutions ensure these students are ready to launch their professional lives?Sophie Hennekam, Barbara HaddouAudencia
When the business plan becomes a performanceUnder conventional assessment models in entrepreneurship, continuation of a venture is rewarded and optimism reads as competence, write Ian Solway and Jolyon Nott. But students should be required to demonstrate judgement, not projected successIan Solway, Jolyon NottUniversity of Southampton
The power of the nudge to move EDI from strategy to practiceNudges make the inclusive option easier for staff to take. Find five tips to embed them here Teslim O. BukoyeUniversity of Bath
GenAI has not broken assessment. It has exposed itAn assessment system that rewards polished work above judgement can’t function in a GenAI-enabled world. Here’s how to build one that canLucy Gill-SimmenRoyal Holloway, University of London
Build a teaching and learning research network from the ground upEarly career educators can find support in teaching and learning scholarship through a community of practice. Here’s howPaul ChestertonTeesside University
Making a university people strategy realA university-wide plan to improve working culture works best when team leaders take ownership of it. Donna Dalrymple offers guidance on translating strategy into meaningful changeDonna DalrympleUCL
How to redesign law exams for students with ADHD Long closed-book examinations are at odds with how the brains of students with ADHD work, writes Malak Benslama-Dabdoub. Here, she explains how to create assessment that tests the target skills Malak Benslama-DabdoubRoyal Holloway, University of London
From theory to judgement: using role play to assess students’ decision-making skills Students can explain theories. But can they challenge them? A structured role-play approach helps assess critical thinking, professional judgement and decision-making – skills that traditional assessments often missAngela ChristidisThe University of Exeter
Outreach programmes that lay STEM pathways and strengthen research skillsHelp local schools build the foundations for future STEM students, address regional issues and hone your students’ research management skills – all with outreach activities. Here’s howCristina Mihaela Nicolescu, Marius Bumbac Valahia University of Târgoviște
Why business schools need to rethink how they teach lawIn an age of lawfare and regulatory complexity, legal literacy has become a core managerial skill. Yet most law professors teaching in business schools receive no preparation for the job. It is time to change that, writes Maximiliano MarzettiMaximiliano MarzettiIÉSEG School of Management
Are your students disengaging – or is it their personality type?Students who seem lazy or like late starters may simply be wired differently. Find out how to meet them where they areChathura Sooriya-ArachchiUniversity of Westminster
Educators must model inclusive pedagogyBelonging is not a by-product of good teaching but an intentional outcome of inclusive practices. These include healthy dialogue, co-creation and reflective practice, says Patrice SeuwouPatrice SeuwouUniversity of Northampton
Four ways to strengthen the PGR community and sense of belongingThe doctoral experience doesn’t have to be isolated. Here, Maisha Islam and Natasha Palmer share four recommendations to enable an inclusive, collaborative research culture and communities for postgraduate researchersMaisha Islam , Natasha PalmerUniversity of Southampton
Put quality before quantity when building university-industry partnerships University-industry partnerships must be based on long-term commitment, clear governance and proper resourcing and investment, if they are to have a transformative impact, write Soheil Davari and Vasile StratSoheil Davari , Vasile Alecsandru StratUniversity of Bath, Bucharest University of Economic Studies, Bucharest Business School
The questions publishing students need to be asking about GenAIAs creative industries grapple with the prospect of AI-generated content, how can educators hone critical thinking skills in the book publishers of the future? Find advice hereMiriam JohnsonOxford Brookes University
‘Chinese students have plenty to say – when the conditions are right’Silence in the classroom does not always signal disengagement. Learn about cultural and linguistic reasons behind low participation and strategies to better support multilingual learnersRui He, Alex BarattaThe University of Manchester
Encourage, don’t shame: rethinking writing feedbackShame around writing ability can be a real problem for new students, so let’s make sure feedback encourages their development. Find out how hereIsabelle ParkinsonRoyal Holloway, University of London
Start with men: universities must do more on menopause educationUniversities have the research capacity, the educational mission and the moral obligation to lead on menopause education. It is time for men in academia to step up, drive the conversation and share the burden, writes Mark ButterickMark ButterickIndependent academic
How a science communication competition changed my career pathTo connect with scientists all over the world, hone your public speaking skills and improve public trust in science, a science communication competition could be the answer. Find out more hereAnna Christodoulou University of Westminster
‘If you like, I can….?’ Why GenAI needs to come with a health warningWarnings about the dependency-forming tricks of GenAI are unlikely to change student behaviour, even as they fear its effects on learning. Educators need to help students recognise engagement loops for themselves, writes Adrian WallbankAdrian J. WallbankOxford Brookes University
An assessment tool to move HR students from theory to practiceHR students need the skills to deal with people. A simulated assessment tool could be the way forward – here’s howSilvio HofmannUniversity of the West of Scotland
Where to position pre-16 outreach in the university structure – and whyPre-16 outreach is vitally important for helping under-represented groups achieve success in higher education. But its positioning within a university structure can make a real difference to its influence. Find out how hereSteve Briggs, Paula PageUniversity of Bedfordshire
‘AI turns the classroom from structured event into improv class’Rethinking the role of the teacher builds on alternatives to scripted material, such as studio-style sessions, flipped problem-based work, team-based clinics, Socratic debates, in-class case simulations and live data analysisDirk HovyBocconi University
Help students disconnect from their techHow a ‘digital fast’ can give students time and mental clarity – and how to support them through the processMultiple authorsThe University of East Anglia
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