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Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly
Short Case Study: The First Year Experience: Students’ Perceptions On Assessment, Fiona Mcsweeney, Roisin Donnelly
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This case study reports on the results of a pilot study with first year students in the Department of Social Sciences in a Higher Education Institution (HEI) in Ireland. It discussed the findings in relation to student perceptions on the assessment process for first years.
When It Goes Wrong, How Do I Know I Am An Excellent Teacher, (Just Having A Bad Day)?, Roisin Donnelly
When It Goes Wrong, How Do I Know I Am An Excellent Teacher, (Just Having A Bad Day)?, Roisin Donnelly
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We all doubt ourselves at times, and we all have bad days in the classroom! Being an excellent teacher is a challenge to achieve consistently, made more difficult by trying to measure how we as teachers make decisions in the classroom, and what impact those decisions have on what and how our students learn. This case study is offered from the perspective of an academic developer, working as a ‘third space’ professional (Whitchurch, 2008), and as a facilitator of discussions about excellent teaching in higher education on DIT’s teaching qualification – the Postgraduate Diploma in Third Level learning and Teaching.
Ireland’S National Professional Development Framework Summary Findings Of The Initial Implementational, Roisin Donnelly, Theresa Maguire
Ireland’S National Professional Development Framework Summary Findings Of The Initial Implementational, Roisin Donnelly, Theresa Maguire
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No abstract provided.
Surviving, And Indeed Thriving In Faculty Development: A Reflective Commentary On Values Informing Professional Practice, Roisin Donnelly
Surviving, And Indeed Thriving In Faculty Development: A Reflective Commentary On Values Informing Professional Practice, Roisin Donnelly
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While a significant body of work on the practice of faculty development exists, research on faculty developers as professionals is limited, and few have explored the profession from the perspective of faculty developers themselves (Shaffer, 2011). Specifically, this reflective commentary begins to address the question of how best to prepare and support current and future faculty developers for their ambiguous and complex roles and their need to function within the changing environment of higher education institutions. Since embarking on a role in an Irish Higher Education Institution in 1999 as a Faculty Developer, it has been crucial to consider my …