Rachel Forsyth – författare

This open access book provides practical guidance for higher education professionals looking to use Generative Artificial Intelligence (GenAI) technologies. Blending theoretical grounding with real-world examples and case studies, it gives step-by-step guidance on how to evaluate, select, and implement GenAI technologies in teaching, learning, assessment, and student support. It covers topics including automating administrative processes, adapting learning resources, and critiquing outputs. Each chapter includes reflective exercises and further reading lists and shows how AI can enhance accessibility, efficiency, and creativity in higher education. Alongside this, the many challenges and ethical considerations of using AI are introduced, including issues around plagiarism, quality control, and the need to establish governance protocols.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Lund University.

Trust matters in higher education, yet it is often taken for granted. This book shows how trust-between students and teachers, faculty and academic developers, or individuals and institutions-shapes the ways we teach, learn, and work together.Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.This book was originally published as a special issue of International Journal for Academic Development.

Trust matters in higher education, yet it is often taken for granted. This book shows how trust-between students and teachers, faculty and academic developers, or individuals and institutions-shapes the ways we teach, learn, and work together.Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.This book was originally published as a special issue of International Journal for Academic Development.

Trust matters in higher education, yet it is often taken for granted. This book shows how trust—between students and teachers, faculty and academic developers, or individuals and institutions—shapes the ways we teach, learn, and work together.Drawing on fresh research and first-hand accounts from across the world, this book reveals that trust is not static but a dynamic, reciprocal process. It is cultivated gradually through care, credibility, and openness, and it enables people to share vulnerabilities, take risks, and imagine new possibilities for teaching and learning. Contributors explore trust at many levels: in the classroom, in academic development programmes, and within wider institutional and cultural contexts. They demonstrate how trust allows people to share vulnerabilities, engage in honest conversations, and take risks that lead to more inclusive and effective teaching. At the same time, they address the challenges of mistrust and the work required to establish trustworthy practices and structures.Accessible and thought-provoking, this book offers valuable insights for anyone interested in the human relationships at the heart of higher education. It makes a compelling case that trust-building is not optional but integral to effective teaching, meaningful learning, and transformative academic development.This book was originally published as a special issue of International Journal for Academic Development.

This open access book provides practical guidance for higher education professionals looking to use Generative Artificial Intelligence (GenAI) technologies. Blending theoretical grounding with real-world examples and case studies, it gives step-by-step guidance on how to evaluate, select, and implement GenAI technologies in teaching, learning, assessment, and student support. It covers topics including automating administrative processes, adapting learning resources, and critiquing outputs. Each chapter includes reflective exercises and further reading lists and shows how AI can enhance accessibility, efficiency, and creativity in higher education. Alongside this, the many challenges and ethical considerations of using AI are introduced, including issues around plagiarism, quality control, and the need to establish governance protocols.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Lund University.

Your perfect companion to building confident assessment in teaching and learning in higher education.

Assessment is a central part of teaching and learning in higher education and an area in which many university teachers lack confidence.

Designed to work across academic disciplines, this is a practical, theory-informed resource for anyone in the higher education sector. It offers an in-depth view of assessment, exploring current practice and contemporary challenges. It offers guidance on contextual assessment design and the teaching that can support this, alongside a deep dive on marking, feedback and common assessment challenges.

The final third of the book offers practical templates for a wide range of common assessment types including case studies, competence portfolios, essays and dissertations.

Rachel Forsyth is an educational developer who works at Lund University, Sweden.

Your perfect companion to building confident assessment in teaching and learning in higher education.

Assessment is a central part of teaching and learning in higher education and an area in which many university teachers lack confidence.

Designed to work across academic disciplines, this is a practical, theory-informed resource for anyone in the higher education sector. It offers an in-depth view of assessment, exploring current practice and contemporary challenges. It offers guidance on contextual assessment design and the teaching that can support this, alongside a deep dive on marking, feedback and common assessment challenges.

The final third of the book offers practical templates for a wide range of common assessment types including case studies, competence portfolios, essays and dissertations.

Rachel Forsyth is an educational developer who works at Lund University, Sweden.