Focusing on the thinking that a lab-class prompt invites – rather than the answer it elicits – allows instructors to create learning experiences that are both rigorous and inclusive
Reversing the flow of knowledge – so students, rather than established professors, drive enquiry – could help the next generation of scholars prepare society, and themselves, for the future, writes Robert Gibbs
Learning to use an LLM is easy but developing human intellect is hard – and that’s what the university classroom should be for. Here’s how to help students work on their mental muscles
Being a department head takes both emotional and cognitive energy to juggle people, programmes, contracts and institutional demands. But digging into skills such as trust-building and communication will bear fruit, writes Ben K. Daniel
Graduate students often feel unprepared for roles outside research or teaching. Ashley Dayer offers advice for equipping them with practical skills, professional networks and the confidence to pursue diverse paths
Language barriers in the classroom can present complex challenges. Instead of placing the burden on multilingual learners, let’s commit to an institution-wide approach to support them
Graduate supervision is not an innate by-product of research excellence; it is a pedagogical practice that must be taught, learned, supported and refined, writes Katerina Standish
From setting expectations before the course begins to structuring discussion and preparation, these strategies help educators turn hesitant students into confident, collaborative seminar course participants
