Higher education skills
Seven reusable skills for curriculum evidence, accreditation and learning design across my university. The skills default to La Trobe University unless told otherwise and discover each program's requirements from evidence and targeted questions. They can also be used at another institution.
| Skill | Use it to |
|---|---|
he-program-intake | Work out what evidence to gather and clarify the program, bodies, standards and scope |
he-curriculum-library-builder | Structure permitted evidence, reconcile approved records and map outcomes, learning and assessment |
he-accreditation-evidence-strategist | Find defensible evidence pathways and plan practical improvements |
he-accreditation-docs | Draft reports against the actual body's requirements and authorised templates |
he-auditor | Independently test a specified proposal and evidence for human closure review |
he-lms-module-builder | Plan a module, retain coordinator blueprint approval and build a substantive accessible draft package |
marking | Testing only: simulate rubric-based marking and feedback with purpose-created synthetic work |
Getting started
Start with: “Use $he-program-intake to help me gather the evidence and set up context for [program/task].” Supply permitted curriculum evidence when available. The intake explains the next useful batch and asks focused questions about gaps, including external accreditation, applicable standards and versions, course structures and review roles. A confirmed absence of professional accreditation is recorded separately from an unknown answer.
The first numeric digit in a subject code may suggest its relative seniority; higher digits suggest more senior study. This is a provisional guide to learning depth. Approved records establish course-year placement, cohort, structure, offering, prerequisites and qualification level.
Generated curriculum content remains draft for expert review. Approved facts are retained verbatim, evidence has precise locators, and review, implementation and effectiveness are separate claims. The package contains instructions and focused references. Staff supply their own permitted course evidence, applicable frameworks and authorised templates; no navigator or task engine is bundled.
Experimental marking skill
The marking skill is suitable only for testing. Use purpose-created synthetic work and test rubrics. Do not use actual student submissions, including de-identified work, and do not use its outputs for official grades, assessment decisions or feedback released to students. Every simulated output must carry a testing-only label.
The skill builds on others' work, including Clyde Rankin's essay-skills. See the provenance and acknowledgements. No claim of validated assessment performance or university endorsement is made.
Install in Codex
Add this GitHub marketplace, then install its plugin:
codex plugin marketplace add Cam-Anderson/he-skills
codex plugin add he-skills@he-skills
Start a new chat to load the skills. For a local checkout, run codex plugin marketplace add . from its root. Inspect codex plugin marketplace list and codex plugin list first to avoid adding an existing source again. Local client support and institutional plugin policy govern installation. See OpenAI's plugin packaging guidance.
The repository includes a portable root plugin.json, a Codex compatibility manifest and a marketplace entry. The skill folders can also be installed individually with a compatible skill installer. They do not require connected services or credentials.
Licence and attribution
Copyright (c) 2026 Cam Anderson (hello@camanderson.au). Licensed under Creative Commons Attribution 4.0 International (CC BY 4.0), except where noted below. You may use, adapt and redistribute these skills, including within your own institution, provided you give credit.
Suggested credit: "Higher education skills by Cam Anderson, CC BY 4.0, https://github.com/Cam-Anderson/he-skills".
The marking skill adapts workflow ideas from Clyde Rankin's essay-skills, which is released under the MIT licence. Rankin's underlying material remains under those terms; see the provenance and acknowledgements.
I welcome people who want to try these skills, give feedback or collaborate: hello@camanderson.au.
Evidence and privacy
Use curriculum-only exports and aggregate evidence. Do not add student identifiers, grades, submissions or identifiable feedback. Keep staff identities out of library records, using roles/placeholders. A new intake should screen evidence before registration, extraction or archive and request a permitted copy when necessary.
This is a reusable higher education toolkit, not a statement of university approval or an accreditation decision. Staff remain responsible for approval, specialist review and institutional release.