Challenging students about their assumptions and values makes them better equipped to engage with the challenges of living in a diverse society, writes Mathew Guest
Three questions that medical sciences lecturers should ask when revising curricula to promote ethical considerations, an understanding of health inequities and diverse perspectives
As awareness of trauma and its effects on individuals grows, Imogen Perkins delves into what it means to be trauma-informed, and how its five principles could look within an academic setting.
Winning a fellowship as a dentist and spending a year in Graz as an international scholar not only taught me about the profession but also fostered my self-awareness, writes Dániel Végh
Disabled women are significantly under-represented in senior roles within universities. Here’s how – and why – institutions can and should support them better for career progression
Corin Barton says universities must recognise the various impacts a lack of family support can have on care-experienced students and offers simple steps to promote success
Fieldwork can be isolating for disabled students and academics when it is not designed with inclusivity in mind. Becky Alexis-Martin shares 10 strategies to ensure disabled students and academics are included by field-based disciplines
In the fourth and final part of their series, Rob Wilby and Shona Smith explain how universities can implement adaptation measures and monitor their progress towards resilient net zero
