UQ has partnered with Times Higher Education (THE) on a new initiative, THE Campus, which presents opportunities for colleagues across UQ to publish advice resources to a global community of higher education professionals.

What is THE Campus?

THE Campus logo

THE Campus is a knowledge sharing and peer-to-peer support platform providing quality, curated resources from academics around the world.

THE Campus – based in the UK – was created as a response to the global pandemic and the need for more peer-to-peer support when it comes to online teaching and learning and digital delivery.

  To unlock all content, you’ll need to register on their website (it’s free).

Benefits

  1. An opportunity to publish content (articles or videos) via a world-leading higher ed website receiving nearly three million unique visitors a month, as well as UQ eSpace.
  2. Promotion of your content via THE networks including regular newsletters (20,000+ contacts) and social channels.
  3. Invitation to participate in webinars and podcasts.
  4. Access to a global community of experts where you can comment on and rate resources, bookmark articles and build your network.
  5. Access to a space where you can showcase your innovative work and gain recognition.

Topics

Besides specific calls for Spotlights and other series, THE Campus editorial team welcomes content on:

  • Course design
  • Quality teaching and learning
  • Student experience
  • Early career research
  • Leadership and management
  • Equity, diversity and inclusion
  • Impact and sustainability
  • Internationalisation.

Upcoming Spotlights

Cultivating 'power skills' in students and staff

  Deadline for content: Monday 16 May 2022

  • How to design into curricula the “soft”/life skills that will enable students to succeed after graduation
  • How to support students’ development and learning outside the classroom/lab
  • Creating a rich extracurricular campus life that nurtures well rounded individuals
  • Advice on training students in time management – and advice for staff in their own time management
  • Coaching students in important self-care lessons, i.e. how to manage stress, set boundaries, know their limits
  • How to teach critical thinking across multiple disciplines
  • Fostering strong communication skills among students – and staff as part of their professional development
  • What are the key employability skills in 2022 and how to teach them
  • Training students (and staff) in effective team-working and collaboration
  • Teaching students to embrace failure as part of learning (could also apply to early career researchers)
  • Leadership skills: what are they and how to instil them through education
  • Training students and staff in adaptability
  • How to improve students’ emotional intelligence (could also be advice applying to staff)
  • Encouraging and guiding open and respectful debate – tackling cancel culture
  • How to foster an institutional environment where all opinions and perspectives are welcome.

Deconstructing Equity, Diversity and Inclusion: Inclusion

  Deadline for content: Monday 30 May 2022

  • What does 'inclusion' mean in different contexts – teaching, research, staffing
  • How is inclusion different to diversity?
  • Inclusive pedagogies and course design
  • Building inclusive research teams/centres
  • Developing inclusive curricula that all students can relate to
  • Designing inclusive research strategies
  • Building accessible campuses
  • Creating an institutional culture in which everyone feels welcomed, respected and valued
  • Using technology to extend access to and inclusion in higher education
  • Developing inclusive staff policies/HR practices
  • Catering for students/staff with specific physical, psychological or learning needs
  • Developing inclusive admissions policies
  • Inclusive leadership – creating career progression opportunities for all staff
  • Ensuring all staff and students feel represented and no-one is marginalised
  • What to do when you get inclusivity wrong
  • Inclusive communications on campus and in the classroom – from how you say something to the channels you use to say it
  • What lessons about inclusivity did you learn during the pandemic that you will carry forward?
  • Making faculty incentive programs inclusive – recognising excellence comes in many forms.

How to support academics and student refugees

  Deadline for content: Monday 13 June 2022

  • The global refugee crisis – what is higher education’s role?
  • Creating access to courses to refugee students
  • Providing additional teaching support
  • Pastoral care / looking after the mental and physical health of refugee students and academics
  • Helping displaced students or academics navigate govt policy and bureaucracy
  • Providing the appropriate financial aid to displaced student and staff – sourcing the funding, how to decide who gets it and how to apportion it
  • How to set up and fund scholarships for displaced students
  • Providing English language support
  • Setting up fit for purpose accommodation/repurposing campus facilities
  • Supporting student volunteers and initiatives aimed at helping refugees
  • Setting up student mentoring / buddy schemes for new arrivals
  • Providing free legal aid
  • Staff support and development for displaced academics
  • How can research teams welcome in doctoral students and researchers whose work has been interrupted
  • How universities can collaborate/work together to support displaced students/staff
  • How to support researchers to relocate
  • Making displaced students feel welcome
  • How to create pathways for refugee students to find your institution / apply
  • How to link with the relevant networks and aid agencies to reach displaced groups
  • Key challenges of supporting refugee students and staff – what institutions must consider
  • What universities can learn from NGOs from working in this space.

Guidelines

Submissions are accepted as short videos, texts with a short video introduction, or longer form text pieces that are no more than 800 words.

Please read THE Campus resource guide (PDF, 149.3 KB) before you submit any content. Your content should be crafted as an advice resource. THE Campus is not looking for opinion pieces, news features, project case studies or promotional pieces.

In addition, if you wish to submit a video, please read THE Campus video resource guide (PDF, 140.1 KB).

How to submit content

  1. After reading the above guidelines, please email your content to THE Campus at UQ editorial team at uqthecampus@uq.edu.au to start the internal review process.
    • Note: for Spotlights, we operate on tight deadlines and are unable to provide any extension (please see ‘Upcoming Spotlights’) above for deadlines.
  2. Once received, we will review your content. Depending on its editorial merit, we will forward the piece to THE Campus team in the UK. If accepted, we will help you curate the content if necessary.
  3. Once you (and the UK-based editorial team) are happy with a resource, it will be published within a month of finalisation. All content submitted by UQ will appear on this page once published. Please note that we cannot offer any guarantee that your content will be published once submitted.

THE Campus at UQ team

THE Campus at UQ team will help you curate your submission before sending it out to THE Campus editorial team in the UK.

NameUQ Org UnitRole
Lynette DawsonInstitute for Teaching and Learning InnovationInitiative Lead
Professor Paul MillsSchool of Veterinary ScienceEditorial Lead
Professor Karen HealySchool of Nursing, Midwifery and Social WorkEditorial Lead
Associate Professor Deanne GannawayInstitute for Teaching and Learning InnovationAdvisor

Contact

For all enquiries regarding THE Campus at UQ, please email uqthecampus@uq.edu.au.

Frequently Asked Questions (FAQs)

Contact

For all enquiries regarding THE Campus at UQ, please email: