EduExe blog
This blog post outlines how the BSc Biomedical Sciences program has embedded TrEF and integrated the United Nations Sustainable Development Goals (SDGs) into its curriculum.
How authentic work experience with Digital Estates is helping Geography students develop professional skills while contributing to the University’s digital transformation.
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How a long-standing collaboration between the University of Exeter and Esri UK is using alumni to inform curriculum design, strengthen professional networks, and prepare students for an evolving geospatial profession.
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Decolonising medicine starts in the classroom After completing the 'Decolonising Medicine' module, four fellow Medical Sciences students and I wanted to explore this topic further.
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In this post, I reflect on how submitting my ASPIRE PRP fellowship application forced me to rethink the educator's role – arguing that true engagement emerges not from being the smartest person in the room, but from strategically stepping aside.
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While the teaching of research methods is core to social science and cognate disciplines, pedagogic attention to research methods education has been conspicuously lacking.
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How awareness of aphantasia shaped my approach to inclusive technical education When I was younger, I imagined a future in industrial design.
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Drawing on academic debates and new teaching practices at Exeter, this article explores the potential employability benefits of engaging learners with transformative field-based teaching.
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This post reflects on how two strands of published research on medicine safety were used to design scaffolded learning for safer prescribing.
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In this blogpost we reflect on the current state of education in UK Higher Education Business Schools. We pose a series of radical questions, explain why they matter, and conclude with a challenge.
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In this post, Rhianna Sookhy and Luke Garner reflect on the hidden structure of Mathematics Education. By analysing prerequisite knowledge structures within a mathematics degree, and exploring the extent to which these structures are made transparent to both students and educators, they identify the importance...
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How do we teach pharmacology in a way that prepares nurses to deliver safe, person-centred care for all patients, not only those who look like the “average” person in the evidence base?
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At the University of Exeter, the Education Incubator supports innovative ideas that have the potential to transform teaching and learning.
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