Before trauma-informed care can be the norm across all areas of the university, academic and professional staff need to understand what it is. Here, three academics debunk myths and demystify best practice
Interdisciplinary thinking is crucial to addressing complex questions but how should it work in practice? Two leading academic proponents of cross-disciplinary working draw on their own groundbreaking scholarship to explain
Does a more authentic assessment for some students mean an inauthentic experience for others? Here’s how to address this by adopting a student-focused lens
Effective use of generative AI draws on a suite of skills that go beyond well-crafted prompts. Getting the best out of tech’s ubiquitous tool requires informed choices, field expertise, flexibility, diligence and a willingness to play
When online courses are delivered more or less to a prescribed script, this leaves little space for an educator’s personalised contribution and autonomy, writes Anita Wheeldon. Here, she makes the case against ‘teacherless pedagogy’
Inter- and transdisciplinary teaching is going beyond communities of practice – but it’s still too small to compete with discipline-based professional associations. Here are the questions we should be asking to move forward
DeepSeek’s arrival may have spooked the markets, but what does it mean for the research and development of LLMs? Higher education should avoid putting all its eggs in one GenAI basket, writes Ben Swift
As the block model has evolved from educational outlier to established practice, the questions it raises about how higher education is delivered are increasingly difficult to ignore, writes John Weldon
By making consistent efforts to understand and support students, university teachers create a learning environment where they feel capable and appreciated, writes Dianne Stratton-Maher
