Echoes of teaching practice, reflection, and growth.

Welcome to my little corner of the internet, a space where I share reflections, questions, and insights about the ever-shifting world of higher education. This isn’t a formal resource hub; it’s more of an open notebook for honest conversations about teaching, learning, and everything in between.

Here you’ll find posts on what sparks my curiosity: new approaches to pedagogy, fresh takes on assessment, the role of technology in shaping classrooms, and whatever else emerges along the way. Some entries might be thought-provoking, others might simply capture me working things out in real time.

My focus is higher education, what works (and what doesn’t) in our teaching practices, how we can better support students, and what the future of learning might hold.

If any of this resonates, I invite you to stick around. Let’s share ideas, challenge perspectives, and learn from each other.

Latest Reflections

  • Beyond the Algorithm: How Do We Bring Higher Education Back to the Learning?

    For me, it feels as though AI has become the focal point in higher education. Every conference, workshop, and committee meeting now appears to revolve around the same question: What does/will AI mean for…? Then fill in the blank with anything from teaching, assessment, academic integrity, or any other education… more ›

  • Enhancing Learning with Classroom Assessment Techniques (CATs) in Higher Education

    We usually view assessment as something that occurs after learning, serving as the final step where students show what they’ve understood. However, the most impactful assessments do not only happen at the end. Instead, they occur subtly, during a conversation or at the end of a class. These provide brief… more ›

  • Beyond the Tick Box: Why Curriculum Mapping Isn’t Evidence of Learning

    I was recently listening to The Grading Podcast when Marc Aronson, Dean of Academics at Cheshire Academy in Connecticut, described their practice, in which students undertake Final Demonstration of Learning (FDoL) activities. Listening to this, I couldn’t help but question: When, in a university course, do students truly demonstrate the course learning outcomes… more ›

  • From Presence to Participation: The Case Against Blanket Mandatory Attendance

    Attendance policies have long been a point of contention in higher education. For some institutions, enforcing attendance is seen as a vital measure to ensure students remain engaged, connected, and on track. For others, such mandates are outdated remnants of schooling that prioritise compliance over genuine learning. At the centre… more ›

  • Why Are We Locking Students Into Early Judgments? Rethinking Point-in-Time Assessment

    In my previous post, I explored the distinction between assessment and assessing. Assessment is usually the fixed product, a grade, a test, an assignment. While assessing is the ongoing process of feedback, dialogue, and growth. I also raised the possibility that we might need different language altogether, such as narrative evaluation, to better describe this developmental process. But… more ›