Replacing a traditional final exam with a scaffolded group project revealed new opportunities for student learning while challenging our assumptions about authentic assessment.
When students feel lost in the “nitty-gritty”, visual learning tools such as mind maps can help them make meaningful connections across complex content.
The UNSW SoTL Series is creating opportunities for educators and professional staff to connect, share practice, and strengthen evidence-informed teaching across UNSW.
As GenAI reshapes higher education, universities must rethink assessment at the program level to ensure students can genuinely demonstrate learning through future-ready forms of assessment.
A new mentoring approach supports UNSW educators applying for national teaching awards through peer learning, structured feedback, and a collaborative community of practice.
This is the second blog in our series ‘Beyond boundaries: Collaboration for systemic change in higher education’, where we explore how academics and professional staff at UNSW are reimagining partnerships from everyday interactions to broader inst
GenAI has transformed teaching from a traditional student–academic relationship into a complex triadic dynamic, challenging trust, assessment, and the very nature of thinking and learning in higher education.
By Dr Fida Hasan and Dr Chris Campbell. As generative AI reshapes assessment, immersive learning can offer a path to authentic engagement that can't be outsourced.
By multiple authors. Blogging is the doable, ‘low-hanging fruit’ of scholarly communication: it’s quick to do, easy to share, and surprisingly nourishing for your research profile.
This post is the first in a three-part series that explores how academics and professional staff at UNSW are reimagining partnerships from everyday interactions to broader institutional change.
For many new-to-university students, being graded is a source of not just stress, but distress. Competency-based assessment is showing promise as a way to foster creativity and intrinsic motivation in students, while supporting their wellbeing.
AI use across industry and professions is accelerating, and students need to be able to critically engage with this to be employment-ready upon graduation. Dr Sharon Aris contends that, rather than prohibit its us
