EduExe blog
When students are studying through conflict and the collapse of ordinary university structures, academic progress can become fragile very quickly.
Letters from a reflexive lecturer: addressing mistakes and creating inclusion in the classroom Dr Kate Goldie Townsend is a lecturer specialising in applied normative Political Philosophy, particularly concerning the body and children’s rights.
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Student-Led Peer Facilitation for Inclusive Group Work: How second-year students are transforming political discussions for first-years at the University of Exeter’s Cornwall campus In an age of increasing political polarisation and digital group thinking, how can universities help students learn to communicate across divides?
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In the final instalment of this series on teaching at scale, we explore effective approaches to leading and coordinating a teaching team.
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In part 7 of this series on teaching at scale the focus is on student support. When 500+ students are relying on you, student support needs to be proactive, streamlined, and scalable.
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Part 6 of our series on teaching at scale explores the topic of assessment. With 500+ students, your assessment plan has to work for everyone, from students and staff to systems and schedules.
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In part 5 of this series of posts, Dr Cliff Li and the Team from the University of Exeter Business School have some tips to help us to address issues of diversity and challenge.
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We know that student belonging doesn’t scale automatically, especially in a module of 500+. In this post, the fourth in a series from colleagues at the University of Exeter Business School on teaching large modules, we discuss how using pro-social learning approaches can create belonging...
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Most STEM programmes require high standards of proficiency in maths at undergraduate level and failure to meet sufficiently high grades in maths is a key reason for students not achieving an undergraduate place.
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In part three of our guidance around teaching large cohorts, the team from the University of Exeter Business School are discussing flipped learning.
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In the second of our blog series on leading extra large modules, the team from the University of Exeter Business School are concentrating on consistency in assessment.
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When your module enrols 500+ students, clarity, consistency and creativity in design are essential. Here’s how to plan with confidence.
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How can we ensure that different standpoints, particularly those often silenced and neglected, are included and that students play an active role in making their experience of learning truly memorable and transformative?
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