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The power of team-based learning and peer review to overcome silent classrooms
When I first started teaching international students back in 2023, my classrooms were noticeably and unexpectedly quiet. The silence was neither confusion nor disengagement; it was something else....
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UDL at Sydney Masterclass series on inclusive assessment design
What does it mean to design assessments to be inclusive, valid and fair? Why does it matter? Whose responsibility is it? How do we do it? Held throughout Disability Inclusion Month, our Universal...
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Using ‘Demonstrative Research Papers’ to coach transparent scholarship
Recent challenges with open written assessments There has been an understandable focus on secure assessments lately, but not all assessments can be secured, and this presents challenges for written...
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Found in translation: How translanguaging deepened my students’ academic English
Australia’s universities have never been more internationally diverse – and nowhere is that clearer than at the University of Sydney. Yet sit in on almost any staff room and you’ll hear the same quiet...
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Designing and planning group work for first-year gender studies students
As an educator in Gender Studies, I am constantly guided by feminist values in recognising diversity and power hierarchies in the classroom. Out of 167 enrolled students in the unit Sex, Gender,...
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The second year slump – ideas for motivating second year students
I, Ruth, lived in a student hall of residence during my first year at university and generally attended most lectures and seminars, excited by the opportunities and a sense of shared purpose (or least...
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Bringing Cutting-Edge Research Technology into the Undergraduate Classroom
Some of the most engaging learning experiences happen when students stop analysing data someone else collected, and start generating it themselves. Recent advances in DNA sequencing technologies have...
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What Should Education Look Like in the Age of AI?
Accelerating a University-wide conversation about learning, graduate capability and the student experience Universities often talk about preparing students for the future. The challenge with AI is...
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Rediscovering the teaching-research nexus
Back in 2023, in the article Unravelling the teaching-research nexus, I explored one of higher education’s most enduring assumptions: that teaching and research naturally inform and enhance one...
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2026 Sydney Teaching Symposium – Resources
Thank you to all of you who have taken the time to share your experience and reflections as part of the 2026 Sydney Teaching Symposium. Below you can access the recordings from the day, as well as the...
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Designing assessment as a learning journey in language studies
In 2018, I found myself reflecting on a question that many language teachers have probably asked at some point: How do we create opportunities for students to use language not only for communication,...
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Why we’re retiring the Feedback for Teachers survey – and what replaces it
From Semester 2 2026, the Feedback for Teachers (FFT) survey will no longer be available to teachers. It’s being retired as part of a wider change in how the University of Sydney collects and responds...
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Transitioning our students well into the Doctor of Veterinary Medicine...
Each year roughly 140 students will enrol into the postgraduate Doctor of Veterinary Medicine (DVM). Coming into this program from diverse undergraduate backgrounds, the transition to year 1 of the DVM...
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MPLF updates and how to get started
We’ve been busy making two big updates to the Modular Professional Learning Framework (MPLF), and we’re excited to share them with you. Below you’ll find a summary of what’s new — including a refreshed...
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Goodbye slide decks? Rethinking group presentations through a classroom...
In many group presentations, only one part of the room is really active: the group at the front. The rest of the class is often waiting, rehearsing, or politely listening. Students prepare a slide...
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Using an AI practice bank to support formative assessment in economics
In a large first-year economics unit, students kept asking for the same thing: more exam-style practice. Generative AI gave us a way to provide it. Most of the early conversations about AI in...
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When a real reference isn’t real evidence
In a recent assessment, I asked students to do something that sounded fairly simple: find references to support a set of assumptions used in a tissue engineering simulation model. The task was part of...
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Podcasting as co-production: Creating knowledge with students
This semester, I experimented with something I had never formally incorporated into my teaching before: producing a podcast with final-year anthropology students reflecting on their experiences...
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Belonging first: creating space for connection in learning and teaching
Large higher education institutions can be exciting and energising places to work, but they can also feel fragmented and, at times, isolating. Learning and teaching work happens everywhere across...
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MCQs still matter for learning – here’s how to make them count
Multiple Choice Question (MCQ) quizzes have long been part of many assessment plans. But with easy access to AI and its phenomenally rapid performance improvement, we are frequently being asked the...
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