University of East Anglia

University of East Anglia

UEA is one of the top dual intensive teaching and research universities, in the World Top 50 for research citations, with a focus on sustainability, inclusivity and enterprise. We collaborate to tackle global challenges, focusing on cutting-edge research and transformative learning and teaching for the benefit of all.

University of East Anglia

An underwater scene

Sharing shipwreck stories to rewrite maritime history

The story of the Gloucester shipwreck was too important to stay submerged. Here’s how University of East Anglia academics, museum curators and the discoverers of the Gloucester wreck brought it back to the surface

Claire Jowitt

University of East Anglia

Online student studying at her laptop

Bringing the human touch into the virtual classroom

Personalising learning experiences and building trust are just two of several strategies outlined in this resource aimed at helping teachers build supportive online learning environments

Lauren Flannery

University of East Anglia

Team of engineers are conducting an experiment in a lab

Developing a GenAI policy for research and innovation

Establishing a framework to guide AI use in research is vital for ensuring institutions are and remain fully compliant

Helen Brownlee, Tracy Moulton

University of East Anglia

A student at her laptop deep in thought

Harness the power of ‘I wonder’ in your teaching

By embracing the power of ‘I wonder’, we can transform our physical and virtual classrooms into dynamic spaces for exploration and discovery, creating a more inclusive and responsive educational atmosphere

Lauren Flannery

University of East Anglia

Students in class working on a project together

Events-based authentic assessment that can boost employability

While demonstrating knowledge through exams has its place, how often do we use exam techniques and skills in our daily lives? Events offer a more authentic way to demonstrate and test professional skills

Becky Lewis, Colin McClure

University of East Anglia, Queen’s University Belfast

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

Multiple authors

Brunel University London , University of East Anglia

Students in an exam hall during an exam

Partnering with industry for authentic experiences and assessment

Getting students workplace-ready is a challenge. However, partnering with industry can help us offer authentic experiences and assessments that equip our students for successful futures in their chosen fields

Richard Bowater, Sarah Rayment, Michael Loughlin

University of East Anglia, Nottingham Trent University

Tips on implementing a more agile and responsive assessment extensions process

Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.

Eloise Ellis, Kay Yeoman, Karin Goodby

University of East Anglia

A student studying at a laptop

In an artificially intelligent age, frame higher education around a new kind of thinking

One of the helpful by-products emerging from the advent of AI is that we are beginning to reflect more critically on the way we think, writes David Holland

David Holland

University of East Anglia

Students working in a team on a project

Encouraging effective teamwork in the classroom

Setting group assessments is an excellent way of reducing marking, providing more meaningful, considered feedback for students and restoring work-life balance, writes Becky Lewis

Becky Lewis

University of East Anglia

Student analysing graphs and data sets on a large screen

Four things to prioritise when teaching students data literacy

Successful data science education requires a holistic approach that involves modifications in how we teach data sciences and reinforcement of lessons throughout the course, writes Ellen Bell

Ellen Bell

University of East Anglia

Students playing table tennis

How our Study Together programme promotes belonging and improves well-being

By offering students a space to meet, study and socialise outside the classroom, universities can improve engagement and reduce feelings of loneliness on campus

Gemma Standen

University of East Anglia

Male pharmacist at work

What we learned from a pilot study aimed at getting first-generation students into pharmacy

Many students have little knowledge of the role and career opportunities of a pharmacist. This is even more so the case for first-generation students

Carl Harrington, Rosemary Norton

University of East Anglia

Students in a classroom

A blueprint for supporting students affected by forced migration

Higher education institutions should be places of safety, solidarity and empowerment for people affected by forced migration. Here’s how the Universities of Sanctuary Network is working towards this aim

Madeleine Dutton, Sophie North

University of East Anglia

A group of students sitting in a group talking

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 Fridd

University of East Anglia

Adults playing with constructing a small wheeled object

More play to engage students and deepen learning

Play is a powerful learning tool that boosts engagement, exploration and community. Here three lecturers outline some of the ways it can best be used

Noelia Dominguez Falcon , Kelly Edmunds , Becky Lewis

University of East Anglia

Young girl school pupil looking through a microscope

How can universities get more school pupils enthusiastic about science?

Outreach in local schools and colleges is one way universities can work towards widening participation in higher education. Carl Harrington shares the lessons from a project designed to get more pupils interested in studying science

Carl Harrington

University of East Anglia

A student addressing a small group of her classmates

Why students are best placed to help students understand feedback

Tips for combining classroom activities and peer-to-peer dialogue to develop students’ understanding of the language of assessment and feedback

Rebecca Westrup, Callum Perry

University of East Anglia

Image representing different elements of teaching and learning

How to build quantitative evidence of your teaching expertise

Teaching impact can be difficult to measure but by sharing insight, resources and teaching materials online, you can start to build quantitative evidence of your expertise as Philip Leftwich explains

Philip Leftwich

University of East Anglia

Image of a grand government building

Writing and presenting reports for government: five dos and five don’ts

A guide for academics on the dos and don’ts of writing and presenting research reports designed to inform policymakers

Naresh Pandit

University of East Anglia, Universities Policy Engagement Network (UPEN)

Woman taking part in an online teaching workshop

The practicalities of delivering a multi-institutional online workshop

Lessons from planning and delivering a multi-institutional online workshop for university teachers designed to find solutions to common educational challenges

Kelly Edmunds , Richard Bowater

University of East Anglia

Image of people learning from one another

Tactics to ensure students engage with and learn from feedback

Students often perceive feedback as criticism and fail to take on board the constructive guidance. Rebecca Lewis explains how she encourages student engagement with her feedback

Becky Lewis

University of East Anglia

Image of a new teacher celebrating the end of term

How to help students with widely varied prior education to thrive in first year

How can university educators ensure their first-year teaching caters to widely varying prior knowledge and skills among students? Bethan Gulliver explains a three-pronged approach

Bethan Gulliver

University of East Anglia

Image of a male teacher hosting a university seminar

Switching career directions: lessons from the first year as a teaching academic

The first year in a teaching role is challenging, particularly following the disruption caused by the pandemic, yet rewarding. Janine Wilkinson shares what she has learned

Janine Wilkinson

University of East Anglia

Image of a DNA strand

Helping students see biology within a broader context

Should educators help students understand their chosen subjects within a broader context of learning? Mark Coleman has been experimenting with this in his biology course and shares his findings so far

Mark Coleman

University of East Anglia

Image of builders laying foundations

Threshold concepts: what they are and how they help students learn

Threshold concepts are themes that underpin an academic discipline and can provide a framework for students to build knowledge. But teachers must be mindful of students’ capacity to understand them, as Becky Lewis explains

Becky Lewis

University of East Anglia

Young female scientist examining a sample through a microscrope

Curriculum design in biosciences: setting up first-year students for success

Transferable skills and employability are more important than ever, and students arrive at university with a widening diversity of backgrounds. So, how should we prioritise what to teach in the first year of a biosciences degree?

Audrey Heppleston

University of East Anglia

Image showing data processing and analytics

Foundations to lay when teaching computational and data skills

Traditional teaching in data analysis focuses on statistics and visualisation but an emphasis on foundational data and computational skills is needed to prepare students to work with real data, explains Philip Leftwich

Philip Leftwich

University of East Anglia

A student playing the part of a teacher to represent the revolving roles pedagogy

Revolving roles: creating inclusive, engaging, participant-led learning activities

‘Revolving roles’ is a simple, adaptable method for designing learning activities that challenge and change conventional ‘leader’ and ‘participant’ responsibilities, embrace students’ diverse needs, and develop their unique attributes, as Pablo Dalby explains

Pablo Dalby

University of East Anglia

Advice on guiding students in developing their sense of identity through transitions from education into work

Learner, student, graduate: a toolkit for student identity formation and critical reflection

A toolkit to guide students in developing and critically reflecting upon their own identities and journeys as they progress through higher education and into professional life

Rebecca Westrup, Sophie Reading

University of East Anglia

Advice on using online and blended learning tools to teach data science skills

Using online and blended learning tools to teach data science skills

Advice on teaching data science skills using online and blended learning tools and resources, by Philip Leftwich

Philip Leftwich

University of East Anglia

Advice on creating opportunities for early career researchers to develop their teaching skills

Mind the gap: creating a pathway for post-doctoral researchers to gain teaching experience

Postdoctoral researchers often struggle to secure teaching experience so institutions need to develop opportunities for these academics to support or lead classes. Ellen Bull explains how this can be done

Ellen Bell

University of East Anglia

Advice for educators to take proactive steps that help students form social bonds and support networks, in person and online

WhatsApp and campus trails: supporting students in building peer support networks

Group activities and social networks help students to feel supported. Here’s how to facilitate interactions that build peer-support networks

Kelly Edmunds , Helen Leggett, Becky Lewis

University of East Anglia

Advice on helping students to form social bonds and join clubs and societies after two years of isolation

Building student social networks offline

Becky Lewis explains how to purposefully encourage and support students in forming social bonds and groups after two years of remote learning, isolated from their peers and lecturers

Becky Lewis

University of East Anglia

Advice on breaking down student anonymity to build relationships when teaching online and in person

Unmasking the scientist: breaking down anonymity to build relationships when teaching online

Simple solutions to link students’ names to faces and build a rapport with individuals in your class when teaching online, by Kelly Edmunds and Bethan Gulliver

Kelly Edmunds , Bethan Gulliver

University of East Anglia

Build peer support networks to help staff navigate digital teaching

Building peer support networks to help staff navigate digital teaching

Kay Yeoman and Alicia McConnell explain how the University of East Anglia has used peer support networks to ensure all university staff have access to the advice, support and training they need to deliver quality online teaching

Kay Yeoman, Alicia McConnell

University of East Anglia