A-Z
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B ¦
C ¦
D ¦
E ¦
F ¦
G ¦
H ¦
I ¦
J ¦
K ¦
L ¦
M ¦
N ¦
O ¦
P ¦
Q ¦
R ¦
S ¦
T ¦
U ¦
V ¦
W ¦
X ¦
Y ¦
Z
A
- A Work Placement in the French-speaking part of Belgium or Abroad: Good to Know
- Academic Writing in a Nutshell: How to Put This Ufora Learning Pathway into (Your Teaching) Practice?
- Active Teaching: What is the ACTIVO Project?
- ANS
- Apollo 8 - Project 3: Future-proof Study Programmes
- APOLLO 8 Projects Overview
- Are You Allowed to Post YouTube Videos on Ufora?
- Assesment Reflection
- Assessing Professional Practice
- Assessing: Taking into Account Students’ Previous Exam Results?
- Assessment and Exit Level
- Assessment Matrix: the Perfect Tool for Valid Assessments
- Assessment Principles
- Assessment: What to Do in the Event of Cheating, Plagiarism and Other Irregularities?
- Authentic Assessment of Communication Skills: Video Annotation as a Solution
- Avoid Trouble and Fraud during an On-Campus Exam
B
C
- Case Studies in Teaching Practice: Use Real-Life Contexts
- Central Education Monitor
- Challenge-based Education: What, Why and How?
- Cherry-Picking vs. Rocket Science: Choices and Opportunities for Tomorrow’s Education
- Clinics: Practising on Real Patients
- Coaching (Individual) Students with Their Written and Oral Assignments
- Coherent Curriculum: Translating the Programme-Specific Competencies (Learning Outcomes)
- Collaboration Rooms: a Means to Stimulate Students to Work Together
- Communication Tools in Ufora: an Overview
- Community Service Learning: Connecting Students and Society
- Competence Model for Education Support Services: What Competencies Are Acquired?
- Comprehensive Video Solution (Project 6.1)
- Constribute: Stakeholder Participation
- Course Feedback by Students
- Course Sheets: How to Complete Them Correctly?
- Critical thinking: how do you teach that?
- Cultivate Talent: Student & Staff Talent Development
- Curios
- Curios or Ufora Quizzes: Which tool should I chose for an online written assessment?
- Curricular Strands: Monitoring the Coherence Between Course Units
D
- Dare to Think and Multiperspectivism
- Deducting Marks for Spelling Mistakes?
- Deferred Exam: When is a Student's Absence Legitimate?
- Demonstration: Visualisation in Class
- Digital Annotation: Tips and Tricks
- Digital tools and methods: a faculty-wide Ufora course Digital Humanities: Learning Paths
- Disciplinary Proceedings for Exams: How Does it Work?
- Diversity Policy: How Can Students Learn About and In Diversity in Your Programme?
- DUGA: a Quiz App for and by Ghent University Staff
- Dyslexia: How Can You Help?
E
- Education and Examination Code
- Education and Quality Assurance Updates
- Education Based on Excellent Research
- Education Days Ghent University
- Education Support Services Contacts
- Education Vision: Educational Strategy
- Educational Quality Assurance Unit: Procedures and Improvement Policy
- Embedding the External Perspective
- Embedding the External Perspective in Study Programmes
- Engaging, Well-organised and Active Teaching in Lectures
- ENLIGHT: European University
- Entrepreneurial Action: How to Put it Into (Your Teaching) Practice?
- EU funding for education projects
- Exam marks: how do you access the distribution of marks in Oasis?
- Exams: Deleting Questions Afterwards
- Exams: What to Do in Case of a Wrong Mark, a Student Complaint or Internal Appeals?
- Excursion: Introducing Your Students to Real Contexts
- Extend Horizons: Internationalisation in the Study Programme: Students and Staff
F
- Faculty Education Innovation Projects: Procedure
- Faculty Education Services (FDO)
- Faculty Ombudspersons: Role and Responsibilities
- Feedback after the Exam Period
- Feedback during Work Placement: How to Professionalize Work Placement Mentors?
- Feedback: (Almost) Everything You Need to Know
- Fieldwork: Students Gaining Real-Life Experience
- Fire Alarm During an Exam: What to Do?
- Flipped Classroom: a Traditional Lecture Revisited
G
- Generative AI in Ghent University Education: Impact and Approach
- Ghent University Education Support Services
- Ghent University Goes Blended
- Ghent University Practices
- Ghent University’s Competency Model
- Ghent University’s Quality Conduct 3.0: Lean, Efficient and Based on Trust
- Give Your Students a Boost: Awareness of Student Well-Being in Class
- Glossaries: a Uniform Overview of Teaching and Assessment Methods
- Grade Conversion at Ghent University
H
- H5P: How to Build Interactive Learning Materials in Ufora
- Heterogeneous student groups: how do you deal with them?
- Higher Cut-off Point or Standard Setting
- How can you avoid disputes during a work placement?
- How can you find a suitable work placement?
- How can you let students participate in setting work placement objectives?
- How can you set up entrepreneurial activities in your study programme?
- How to (Re)Write Programme-specific Competencies/Learning Outcomes?
- How to Achieve High-Quality Assessments?
- How to Assess Exemption Requests?
- How to Assess Generic Competencies?
- How to Assess Group Work?
- How to Assess Participation?
- How to Assess Written and Oral Assignments?
- How to Avoid Stereotypes, Prejudices, Bias and Microaggressions in Your Teaching Practice
- How to Build Learning Paths in Ufora
- How to Communicate with the Host Organisation?
- How to Determine the Quality of a Work Placement?
- How to Efficiently Check Work Placement Documents?
- How to Enter Exam Marks in Oasis
- How to Go About Correct and Efficient Marking?
- How to Hone Students’ Language and Intercultural skills for a Work Placement Abroad?
- How to Incorporate a Policy on Diversity into Your Study Programme
- How to Incorporate Generic Competences into Your Study Programme
- How to Incorporate Interdisciplinarity into Your Study Programme
- How to Incorporate Internationalisation into Your Study Programme
- How to Incorporate Language Proficiency into Your Study Programme
- How to Incorporate Social Embeddedness into Your Study Programme
- How to Incorporate Stepping Stones for Internationalisation into Your Study Programme
- How to Moderate Discussions on an Online Forum
- How to Organize (Blended) Practicals?
- How to Organize Group Work?
- How to Organize Work Placement Observations?
- How to Prepare Students for Work Placement Assessment?
- How to Provide Feedback on Work Placement (Activities)?
- How to Put Diversity into (Your Teaching) Practice
- How to Put Internationalisation into (Your Teaching) Practice?
- How to Put Language Proficiency into (Your Teaching) Practice?
- How to Put Social Impact into (Your Teaching) Practice?
- How to Register a Work Placement?
- How to Set Up a Feedback Conversation
- How to Set Up Seminars
- How to Stimulate Devoting Attention to Diversity Within Your Lecturing Team?
- How to Stimulate Students' Language Development?
- How to Write Tailor-Made Letters of Recommendation
I
- Incorporating Social Impact Issues into the Study Programme
- Independent Work: Supporting Students to Process Learning Materials Properly
- Institutional Alumni Surveys at Ghent University
- Integrating Sustainability in Your Study Programme
- Interdisciplinary Education: Preconditions for Success
- Interim Assessment: an Overview of the Possibilities
- Internationalization of Students and Lecturers in the Faculty
- Introductory Activities: a Checklist for the Organisation of a Warm Welcome
J
K
- Keep Researching: Education Based on Excellent Research
- Knowledge Clips: How to Create and Use Them?
L
- Language policy UGent: enhancing academic language skills
- Language use as lecturer: what should you pay attention to?
- Learning Analytics: What to Learn from Them as a Lecturer?
- Learning conversation: a teaching method that gets more out of the students
- Learning Materials: How to Make Them Clear and Accessible?
- Learning Network for Programme Committee Chairs
- Lecture Recordings (soft- and hardware)
- Lecture Recordings at Ghent University: Policy Framework
- Lecturers’ Surveys at Ghent University
M
- Master's Dissertation Survey
- Master's Dissertation: Points to Consider for the Study Programme
- Master’s Dissertation during Study Abroad: How to Guide and Assess it?
- Master’s Dissertation: How to Coach Students?
- Master’s Dissertation: the Conditions
- Moderating Class Discussions
- MOOC Projects at Ghent University
- MOOCs: Massive Open Online Courses
- Motivational Teaching: Where to Begin?
- MS Teams for online lectures
O
- Oasis
- Omeka S: improving digital literacy through virtual exhibitions
- On-campus and Online Oral Assessments
- On-Campus Written Exam: Closed Questions
- On-Campus Written Exams: Open-Ended Questions
- Online Lecture: Tips and Tricks for Interactive Lecturing
- Online Teaching Community
- Online Written Assessments (with Open and/or Multiple Choice Questions)
- Open-book Exams: Assessing Complex Competencies
- Opt for Quality: Programme Committee (PC): Procedures and Improvement Policy
- Overview Faculties' Education Innovation Projects: from 1997 till Present
P
- Panopto: Ghent University’s New Video Platform
- Partial Results: to Round Off or not to Round Off?
- Peer Assessment: Students Assessing Each Other
- Peer Feedback: Learn More From a Peer
- Peer Support: the Basics (What and Why)
- Peer Teaching
- Plagiarism Tool in Ufora: StrikePlagiarism
- Portfolio: a Versatile Teaching and Assessment Method
- PowerPoint in Lectures: Less is More
- Preparing for the lecture: how do you stimulate that?
- Problem-based education: learning independently in a group
- Proctorio: Surveillance of an Online Exam
- Project-based Education: a Cross-curricular Solution to a Complex Problem
- Publicly Available Information: a Style Guide
- Putting Diversity Consciousness into (Teaching) Practice
Q
R
- Referral Card: What Referral Services Are There?
- Reflection: What, How and Why?
- Research Integrity: Knowledge Clips and Ready To Use Learning Materials
- Response Lecture (Online)
- Right of Inspection for Students
- Rubrics: a Tool to Assess Papers or Skills
S
- Self-Assessment
- Self-authoring Tool for Interactive Learning Pathways (Project 6.2)
- Setting up Supervision and Intervision Conversations on the Work Placement
- Sharing Lecture Recordings and Learning Materials: Dos and Don’ts
- Short-term Internationalisation Initiatives for Students
- Simulation education: a realistic, safe learning environment
- Skills Test: an Assessment Situation Close to Professional Practice
- Some Inspirational Blueprints for a Blended Redesign of Your Course Unit
- Special Status and (Exam) Facilities: Regulations, Procedures and House Rules
- Staff Talent Development
- Stakeholder Participation
- Stakeholder Participation
- Structural Contact with Minors during the Work Placement: Mandatory Check of the Criminal Record Certificate
- Structuring Lecture Series: from the Bigger Picture to the Syllabus
- Student Insurance During Work Placement
- Student Presentations
- Student Reflection
- Student Talent Development in the Faculty
- Students’ Diversity Competencies: How to Put Them into (Teaching) Practice?
- Study Coaches
- Study Groups
- Study Programme Competencies (Programme-specific Learning Outcomes - OLR)
- Study Programme Feedback by Students
- Surveillance of Online Written Assessments with MS Teams
- Sustainability: how can you implement this into your teaching practice?
T
- Teaching in a Hybrid Setting
- Teaching Methods in a Study Programme
- The Answer Key: a Tool to Objectively Mark Open-Ended Questions
- The Basics of Designing a Course Unit
- The Basics of Designing a Course Unit
- The Buddy System
- The Captain System
- The Faculty’s Education Policy
- The Master’s Dissertation: How to Assess it?
- The Study Programme’s Vision, Mission Statement and Programme-specific Learning Outcomes
- Think Broadly: Dare to Think and Multiperspectivism
- Transparency and Communication
- Transparency and communication within study programmes
U
V
- Virtual Classrooms
- Virtual Reality? For Real! A Education Innovation Project
- Virtual Science Labs (Project 7)
- Vision on Education Support
- Voice problems: how do you prevent them?
- Voluntary work placements: operational framework
W
- Warm Welcome: The Basics (What and Why)
- Web Lectures: a Practical Example from the Faculty of Sciences
- What are the access requirements for a work placement?
- What are the Specific Points to Consider for Work Placements in the Global South?
- What do the risk analysis, the workstation file and the health assessment include?
- What does Ghent University consider as “work placement”?
- What does the COP Work Placement do?
- What is a Training Agreement?
- What is a Work Placement Manual?
- What Is Constructive Alignment and Why Is It So Important?
- What is New in the 2024-2025 Education and Examination Code?
- What Is Our No-Show Policy?
- What is the financial support for a work placement abroad?
- What minimum quality requirements should a work placement meet?
- What role do work placements have in the Ghent University vision on education and the educational monitor?
- What to Communicate about Your Course Unit on Ufora at the Start of Term?
- What to Do in Case of Blank Exams or the "Absent" Code?
- What to Do in Case of Lost Exam Copies or Papers?
- What to Do with Old Exam Papers?
- What to Expect of Students' Language Skills?
- Which administrative steps should be taken before the work placement?
- Who supervises the work placements?
- Why does Ghent University think work placements are important?
- Wooclap: a Digital Voting System
- Work placement abroad
- Work Placement Allowance: Can Trainees Receive a Compensation for their Work?
- Work Placement at Ghent University: Administrative Formalities
- Work Placement Competencies: Points to Consider
- Work placement Glossary
- Work Placement: How to Align Expectations with the Students and How to Decide on the Supervision?
- Work Placement: Points to Consider for Study Programmes
- Work Placements Abroad: Tackling Practicalities and Adminstration
- Worried about a Student? Tips for Ghent University Staff
- Written and Oral Assignments: How to Give Language Feedback and Assess Language Skills?