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When the campus is gone: keeping postgraduate supervision visible under disruption in Gaza
What does postgraduate supervision need to look like when the usual structures of higher education have been severely disrupted?
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Making It Matter: Why Process, Creativity and Co-Creation Belong at the Heart of Education
We talk about making sense of things. About making a life.
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Pronouns, privilege, blind spots, and stickers
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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Building Bridges in the Classroom
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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From Convenor to Conductor: Leading Teams for Large-Scale Modules
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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Always On: Supporting Students in Extra-Large Modules
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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Assessment at Scale: Clarity, Relevance and Manageability
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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Teaching Everyone: Inclusion and Challenge in Large Multidisciplinary Cohorts
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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Creating Belonging in Extra-Large Cohorts: Pro-Social Pedagogy in Action
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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Future-Proof Learning: A curriculum centred on transferable skills
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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Beyond the Video Lecture: Flipping the Classroom for Massive Modules
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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Fairness at Scale: How to Calibrate and Coordinate Large-Scale Marking
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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Designing for Thousands: Planning Extra-Large Modules with Purpose
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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