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Close up photo of a guest speaker delivering a lecture on sustainability

Integrating sustainability into a financial and actuarial mathematics course

Advice on delivering sustainability-focused guest lectures in collaboration with industry experts and reinforcing learning with project-based assessments

Multiple authors

Xi’an Jiaotong-Liverpool University

Sustainability education needs to go beyond the SDGs

Aligning teaching with the Sustainable Development Goals can only go so far in preparing students for a climate change-affected world. This resource offers a framework for embedding sustainability more deeply into curricula

Multiple authors

The University of East Anglia, Technical University of Munich

Staff at a university pitching their ideas for innovative solutions to challenges

Host a competition to foster creativity and innovation at your institution

Challenging and rewarding staff for coming up with innovative solutions can help your institution become more adaptable and forward-thinking

Multiple authors

Monterrey Institute of Technology

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 , The University of East Anglia

Let’s make the international student experience as valuable as the degree

Given the unique challenges international students face, how can universities create an inclusive and supportive community? Educators share suggestions for helping international students thrive

Multiple authors

The University of Adelaide

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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The 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

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

Multiple authors

Various

Multiple authors

Featured Resources

Integrating sustainability into a financial and actuarial mathematics course

Sustainability education needs to go beyond the SDGs

Host a competition to foster creativity and innovation at your institution

Students need a balanced diet of assessment practices

Let’s make the international student experience as valuable as the degree

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

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

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

Seven steps for successfully introducing adaptive learning

Decolonising the curriculum through collaboration, partnership and dissemination

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

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.css-1ndcrd1{overflow:hidden;overflow-wrap:break-word;max-height:108px;text-indent:0px;}Integrating sustainability into a financial and actuarial mathematics course

Sustainability education needs to go beyond the SDGs

Host a competition to foster creativity and innovation at your institution

Students need a balanced diet of assessment practices

Let’s make the international student experience as valuable as the degree

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

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

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

Seven steps for successfully introducing adaptive learning

Decolonising the curriculum through collaboration, partnership and dissemination

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

Integrating sustainability into a financial and actuarial mathematics course