Abson, Emma (2012) The impact of group projects on learning, teaching and assessment in a year 3 BA course. Compass: The Journal of Learning and Teaching at the University of Greenwich, 4. pp. 33-41. ISSN 2044-0073

Ainley, Patrick (2010) Higher than what? In: UNSPECIFIED Educational Development, University of Greenwich, pp. 29-33. ISSN 2044-0081

Bartlett, Debbie ORCID: https://orcid.org/0000-0002-5125-6466 (2021) Case study: using a codesign process as an opportunity and to increase assessment literacy. Compass: The Journal of Learning and Teaching at the University of Greenwich, 14 (1):Bartlett. ISSN 2044-0081 (doi:10.21100/compass.v14i1.1121)

Bladen, Charles (2010) The Gonzo lecture: counterculture in the classroom. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 35-39. ISSN 2044-0081

Bradshaw, Noel-Ann (2009) Tribute to triplets: a model for successful group work. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009 (1). pp. 7-9. ISSN 2044-0081

Brown, Charmaine ORCID: https://orcid.org/0000-0002-6471-9706 (2012) Friend or foe! The professionalisation agenda: Teacher educators in The Lifelong Learning Sector (LLS). Compass: The Journal of Learning and Teaching at the University of Greenwich, 3 (4). pp. 1-6. ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:10.21100/compass.v3i4.59)

Brunskell-Evans, Heather (2010) When the shift hits the critical fan: a Foucauldian analysis. Compass: The Journal of Learning and Teaching at the University of Greenwich (1). pp. 41-46. ISSN 2044-0081

Clarke, Sandra (2011) Teaching dry subjects without tears. Compass: The Journal of Learning and Teaching at the University of Greenwich, 3. pp. 3-6. ISSN 2044-0081

Clarke, Sandra (2018) Using technology as a way of evolving assessment practice. Compass: The Journal of Learning and Teaching at the University of Greenwich, 11 (1). ISSN 2044-0081 (Print), 2044-0081 (Online) (doi:10.21100/compass.v11i1.715)

Cobo, Adriana (2010) The Parrot Brief: a drawing guide for first-year architecture students. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009 (1). pp. 11-15. ISSN 2044-0081

Crofts, Sarah (2010) Teaching information skills for legal method. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 17-21. ISSN 2044-0081

Dennison, Paul (2010) Reflective practice: the enduring influence of Kolb’s Experiential Learning Theory. Compass: The Journal of Learning and Teaching at the University of Greenwich, 09/10 (1). pp. 23-28. ISSN 2044-0081

Gao, Xiaowen ORCID: https://orcid.org/0000-0002-6682-6193 (2020) Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience. Compass: The Journal of Learning and Teaching at the University of Greenwich, 13 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:10.21100/compass.v13i1.1057)

Headington, Rita and Hales, Alison (2010) “Practising what we preach”: social constructivism and course design. Compass: The Journal of Learning and Teaching at the University of Greenwich (2). pp. 17-30. ISSN 2044-0081

Lewis, Jesmond (2014) A narrative approach to considering the role of the lecturer in developing autonomy in final year undergraduates. Compass: The Journal of Learning and Teaching at the University of Greenwich, 5 (9). pp. 1-5. ISSN 2044-0081

McNay, Ian (2009) I prefer research to feed my teaching, not lead it. Compass: The Journal of Learning and Teaching at the University of Greenwich, 1. pp. 1-3. ISSN 2044-0081

Mogaji, Emmanuel ORCID: https://orcid.org/0000-0003-0544-4842 (2018) With the integration of learning apps, what are Moodle’s prospects? Compass: The Journal of Learning and Teaching at the University of Greenwich, 11 (2). ISSN 2044-0081 (doi:10.21100/compass.v11i2.826)

Owusu-Kwarteng, Louise (2019) 'Livin and Learnin’, Tellin stories, Challengin narratives: Critical reflections on engaging students from marginalised groups in staff research activities. Compass: The Journal of Learning and Teaching at the University of Greenwich, 12 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:10.21100/compass.v12i1.951)

Pecorino, Lauren, Grose, Richard and Uysal-Onganer, Pinar (2018) Workshops for subject-specific teachers’ training: A case study for teaching cancer biology. Compass: The Journal of Learning and Teaching at the University of Greenwich, 11 (2). ISSN 2044-0081 (doi:10.21100/compass.v11i2.749)

Seals, Richard C. (2015) Humanoid Robots: Useful or Useless? Compass: The Journal of Learning and Teaching at the University of Greenwich, 7 (11). ISSN 2044-0081 (doi:10.21100/compass.v7i11.225)

Sorrentino, Miriam ORCID: https://orcid.org/0000-0003-1198-4562 (2018) The STEPS course: support through tutoring, employability and professional skills. Compass: The Journal of Learning and Teaching at the University of Greenwich, 11 (2). ISSN 2044-0081 (doi:10.21100/compass.v11i2.855)

Tran, Danielle (2019) Why we shouldn’t shy away from discussions around decolonising curricula. Compass: The Journal of Learning and Teaching at the University of Greenwich, 12 (1). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:10.21100/compass.v12i1.882)

Webb, Edwin (2010) Towards a culture of learning: a European policy perspective. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 47-52. ISSN 2044-0081

Weston, Daniel Peter (2018) Exploring first-year undergraduates’ perceptions of poetry and their acquisition of skills in reading poetry for study at university. Compass: The Journal of Learning and Teaching at the University of Greenwich, 11 (2). ISSN 2044-0081 (doi:10.21100/compass.v11i2.791)

Wilson, Jonathan A.J. (2010) Getting the best out of your students through cultural appreciation: multiculturalism in a 'British' university business classroom setting. Compass: The Journal of Learning and Teaching at the University of Greenwich, 2009-1 (1). pp. 53-63. ISSN 2044-0081