Advice on shaping the focus and content of programmes – looking at co-creation, future skills, decolonisation, embedding SDGs, inclusive learning, virtual and large-scale programmes
How do you support the endeavours of academic staff and build student voice into an institution-wide effort to decolonise the curriculum? Mhairi Taylor and Nighet Riaz share lessons from the University of Glasgow’s action plan
All too often, insufficient emphasis is placed on development of the self-regulatory skill sets that students need most in order to do well, says Carol Evans
Well-designed virtual experiential learning could have far-reaching useful applications. Here three academics share lessons from developing effective virtual tours and field trips during the pandemic
Telling students that you’ve considered their well-being in organisational culture and curriculum design can in itself bolster confidence, says Louise Lawrence
True mindfulness education goes beyond pedagogy and improving learning outcomes – it is a holistic approach for developing students and staff, says Christine Rivers
Rachel Lander, Sylvia Snijders and Gustavo Espinoza Ramos discuss lessons learned from creating a sustainability module that’s taken by 600-plus students per year
Lizzy Garner-Foy offers practical guidance on how to plan, design and develop open, accessible online learning materials that support work towards the SDGs
It’s incumbent on us all to ensure our universities offer inclusive and diverse settings in which anyone, regardless of their background, can flourish, says Craig Mahoney
Students want opportunities to develop skills and knowledge to address sustainability issues. Matthew Lawson describes how sustainability can be embedded into the student experience
