University of the West of England Bristol

person using laptop in front of blackboard

AI as a catalyst for assessment innovation

University educators have an opportunity to rethink their approach to assessment, so that artificial intelligence tools support student learning without compromising academic integrity

Zheng Feei Ma, Antony Hill

University of the West of England Bristol

Four steps for integrating generative AI in learning and teaching

From class preparation to critical thinking and reflection, this four-step checklist will help university teachers support the ethical and informed use of artificial intelligence tools in the classroom

Zheng Feei Ma, Antony Hill

University of the West of England Bristol

A man staring up at a board with a one star rating displayed

A checklist for inclusive assessment and feedback, in a post-ChatGPT world

A checklist for creating inclusive assessment and feedback practices that help to improve student learning experiences and respond to challenges posed by ChatGPT

Zheng Feei Ma, Kim Duffy

University of the West of England Bristol

A global effort to decolonise a reading list

Academics and students from five countries worked together to decolonise a reading list for a public health module, through a global lens. Here, they describe how they did it

Zheng Feei Ma, Kim Duffy, Juming Shen

University of the West of England Bristol, Xi’an Jiaotong-Liverpool University

Changing academic disciplines is not as impossible as it might sometimes appear

Embracing your impostor syndrome: advice for shifting between disciplines

Changing disciplines can appear impossible at times, but it’s not, especially if academics embrace the mindset that disciplinary boundaries are often somewhat artificial

Amber Phillips

University of the West of England Bristol

Anxious students can be helped in the university classroom by using tech and empathy

Using tech (and a little empathy) to help anxious students

Amber Phillips shares some high- and low-tech tips for supporting anxious students and improving inclusivity in the post-pandemic physical classroom

Amber Phillips

University of the West of England Bristol

Advice on getting students involved in community projects which boost their learning experience in creative and practical ways

Creative ways to boost student learning through community-based projects

Jamie Darwen explains how community projects offer creative and practical ways to enhance student learning and shares advice on building successful partnerships outside the university

Jamie Darwen

University of the West of England Bristol

University of the West of England Bristol

AI as a catalyst for assessment innovation

Four steps for integrating generative AI in learning and teaching

A checklist for inclusive assessment and feedback, in a post-ChatGPT world

A global effort to decolonise a reading list

Embracing your impostor syndrome: advice for shifting between disciplines

Using tech (and a little empathy) to help anxious students

Creative ways to boost student learning through community-based projects

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University of the West of England Bristol

.css-1ndcrd1{overflow:hidden;overflow-wrap:break-word;max-height:108px;text-indent:0px;}AI as a catalyst for assessment innovation

Four steps for integrating generative AI in learning and teaching

A checklist for inclusive assessment and feedback, in a post-ChatGPT world

A global effort to decolonise a reading list

Embracing your impostor syndrome: advice for shifting between disciplines

Using tech (and a little empathy) to help anxious students

Creative ways to boost student learning through community-based projects

AI as a catalyst for assessment innovation