EduExe blog
When students are studying through conflict and the collapse of ordinary university structures, academic progress can become fragile very quickly.
Field courses provide important and potentially transformational learning opportunities across a range of disciplines. Yet, a wealth of literature spanning several decades highlights the significant complexities and barriers of this area of pedagogy in relation to Equality, Diversity and Inclusion (EDI).
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Where is shared decision-making in the medical school curriculum? What was the problem?
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In higher education there is a growing trend in to incorporate the United Nations Sustainable Development Goals (SDG) into undergraduate education.
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As concerns about student use of AI in assessments grow, a knee-jerk reaction to increase in person exams may lead to unsustainable practices.
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Educators, researchers, postgraduate students from across disciplines came together in December 2024 for a workshop organised by the Exeter Centre of Mathematical Sciences (ExCMS) and led by Dr Houry Melkonian (Mathematics & Statistics) to explore boundary connections for interdisciplinary interactions.
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Artificial Intelligence (AI) is transforming education at an unprecedented pace, yet its role in higher education remains a subject of debate.
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Decolonisation in higher education has become a popular topic, and it’s not just about tweaking reading lists or including diverse perspectives in curricula.
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Mathematics at the university level is no walk in the park. Many students, including ourselves, have found it challenging not just to grasp complex concepts but also to adapt to a new learning environment.
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Since the Covid-19 pandemic we have seen an increase in fully online asynchronous courses, and launch of the University of Exeter Centre for Online.
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Philosophy tends to be associated with dense books, abstract theories, and scholars in their armchairs lost in thought.
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The University of Exeter Medical School (UEMS) has seen an expansion in student numbers of more than 70% since 2018.
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Educators and disability practitioners from across the South-West came together at University of Exeter for a GW4 Alliance funded staff development conference focused on how higher education can implement Universal Design for Learning (UDL) principles in teaching practice.
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