Mai Skovgaard shares how asking important questions and running daily sessions on gender within university course redesign workshops helps participants reflect on how gender responsive they are in their teaching as well as how they can make changes to become more responsive.
Adapting how university courses are taught can ensure that students gain not just subject knowledge but also other skills that will be useful when they graduate. David Monk of Gulu University, Uganda describes the course redesign process within the TESCEA partnership and explains how Gulu chose which subjects to pilot this approach with.
Tabitha Buchner discusses the role of “multipliers” in ensuring that work to transform higher education continues and grows beyond the lifetime of the TESCEA partnership.
Joanna Wild discusses why vibrant, sustainable communities of practice are not straightforward - and what we can do about it
Veronica Munuve is a lecturer in the Faculty of Education at Uganda Martyrs University (UMU) and the university’s course redesign coordinator for the Transforming Education for Social Change in East Africa (TESCEA) partnership. She spoke to Tabitha Buchner about how curriculum redesign can help ensure that university students gain critical thinking skills through their studies.
David Monk of Gulu University in Uganda reports on a meal that brought together university staff and students with employers and members of the community to help forge closer links between university studies and employability
