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Featured Resources

Students working on a project together

Students need a balanced diet of assessment practices

We propose evaluating our assessments and incorporating innovative elements to better emulate real-world tasks in terms of both the process and product of assessment, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson

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Brunel University London , University of East Anglia

Asian students

How to create and run pre-sessional courses to enhance future success

A team from the University of Nottingham Ningbo China outline the starting points for providing short-term English proficiency courses for non-native speakers

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University of Nottingham Ningbo China

Group activities can help HDR student belonging

We must help HDR students experience a sense of community and belonging

A University of Adelaide team on what can be done to enhance community for higher degree by research students and how to ensure they see this culture from the outside

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The University of Adelaide

Self-reflection is crucial for decolonisation in higher education

Why is self-reflection core to decolonisation and anti-racism in the academy?

To move beyond rhetoric, hollow commitments and well-intentioned one-time efforts, we must hold ourselves accountable, says a team from Simon Fraser University

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Simon Fraser University

How to start adaptive learning for a large cohort

Seven steps for successfully introducing adaptive learning

A team from Monterrey Institute of Technology presents advice for the implementation of an adaptive learning strategy for large student cohorts

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Monterrey Institute of Technology

Illustration showing profiles in different pastel colours

Intersectionality is the only way to nurture academics of colour

These three areas are often overlooked in EDI efforts to support marginalised academics

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University of Sheffield, University of Sussex, University of Liverpool

Image representing global perspectives

Decolonising the curriculum through collaboration, partnership and dissemination

Tips on how to decolonise curricula through collaboration, partnership and dissemination, from four university educators

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University of Reading

There is no right and wrong way to do ungrading in higher education

Why there isn’t one ‘right way’ to practise ungrading

Extricating ourselves from A-F grading scales requires an inclusive, big tent approach in which we de-emphasise grades in a way that best fits our individual contexts

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