Oceania

When using large language models to create learning tasks, educators should be careful with their prompts if the LLM relies on Bloom’s taxonomy as a supporting dataset. Luke Zaphir and Dale Hansen break down the issues

Academics need to be able to translate what they research to engage a wide range of audiences. But to do that, scientists must first find the public engagement shape that fits them and their schedule. Here’s advice for getting started

Two Australian academics take on the role of person-to-person contact in student success and well-being in higher education – whether that’s the benefits of in-person teaching or the effects of using AI for academic work

Timely, frequent and constructive feedback has a powerful influence on student achievement. However, its impact on higher education students is hotly debated and often highly variable

Meet-ups can support neurodivergent students (mostly those with autism and ADHD) to navigate the social complexities of student life and the workplace. Here, Brooke Szücs and Ben Roden-Cohen share tips for creating inclusive neurodivergent settings, based on their experience

Large-scale transition from traditional curricula to a block model can have a positive impact on student achievement. Here, Thomas Roche, Erica Wilson and Liz Goode describe five steps to implement whole-institution reform, based on a study of a regional public university in Australia

The recent introduction of an early entry programme at the University of Newcastle created an unexpected but welcome opportunity to respond to a growing population of neurodivergent students commencing their studies

Reflecting on her personal journey, Catherine Moran shares the key guidelines that have shaped her leadership as a woman in higher education in times of change

Student affairs departments, often the heartbeat of campus life and well-being, can significantly influence the personal and professional development of women university students. Here, Frances Keene looks at proven ways to nurture and support female students

For too long ‘lived experience’ has been an inadequate requirement for jobs that make decisions for people with disabilities, and recruitment practices need to change, write Paul Harpur and Brooke Szücs