Education Commons^™

Exploring The Significance Of The Traditional Chef’S Uniform In Making Sense Of Professionalism In Culinary Arts Using Interpretative Phenomenological Analysis, Orla Mc Connell

European Journal of Food Drink and Society

Previous studies have found that professionalism is an important success factor for chefs. Yet, research on what professionalism “means” to chefs, and how they “make sense” of it, is currently underexplored. While there is some evidence of the significance of the traditional chef’s uniform in professional identity formation, it also needs further consideration. Culinary arts lecturers and chefs have already contributed to these discussions, but the student voice remains largely unknown. Alongside this, there is no prior research specifically on professionalism in culinary arts in Ireland. Therefore, a research gap emerged, which this paper intends to address. Using interpretative phenomenological …

Student Perspectives Of Eportfolio Implementation Within An Irish Hei Context, Fiona Walsh

Masters

This research study considers third-level student experiences of ePortfolio use during their education. Digital pedagogical tools provide educators with an authentic mode of assessment that presents a holistic view of student learning both inside and outside the classroom. ePortfolios are a digital pedagogical tool associated with the enhancement of the student learning experience and have received increased attention within the higher education sector; particularly during the Covid 19 restrictions where they offered educators an alternative mode of assessment to the traditional paper-based assessment. The purpose of this study was to identify the main challenges undergraduate students face when engaging with …

Authentic Assessment Framework May 2021 Version, Jen Harvey, Derek Dodd

Reusable Resources

The TU Dublin Authentic Assessment (AA) framework was designed to be used as a general guide.for staff undertaking assessment redesigns as part of a University Initiative under the IMPACT SATLE 1 funding call.

The Framework builds on the work of Gulikers et al, (2006) and Villerarroel et al (2020) and is structured across four dimensions: ‘Realism’, ‘Cognitive challenge’, ‘metacognition’, and ‘feedback processes’.

The resource provides a set of ideas that can be used to build the four dimensions into programme based Authentic Assessment strategies and practices.

Seik: Sustainable Event Industry Knowledge, Creating Oers For Event Management Students, Samantha Morris

Case Studies

Presentation describing the Sustainable Events Industry Knowledge project funded by TU Dublin Impact, National Forum of Teaching and Learning and the Higher Education Authority. Presented at the EdTech 2021 Conference hosted by The Irish Learning Technology Association.

Introduction To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke

CLCWeb: Comparative Literature and Culture

No abstract provided for the introduction.

Rethinking Apprenticeship Training For The Construction Industry In Ireland, Eoghan Ó Murchadha, Roisin Murphy

Conference papers

The construction industry is of strategic importance to any economy, as it delivers the building and infrastructural needs of society; it is also a major provider of employment. The over-reliance on construction was a contributing factor to the collapse of the Irish economy and employment in construction fell to under 50% of its 2007 peak as a consequence. The decline devastated apprentice training with a reduction in excess of 90% of new registrations of construction apprentices at the lowest point. The implication of this to the industry is disquieting, given the crucial role apprenticeships play in the sector. The Irish …

Towards An Understanding Of The Use Of Digital Media To Facilitate The Inclusion Of Children With Learning Disabilities In Mainstream Primary School Classrooms, Róisín Garvey

Masters

Inclusion, or the integration into mainstream classrooms of students with learning difficulties, should strive to make the students’ education sufficiently challenging while also making considerations for their particular capabilities and needs. A key aspect of inclusion is the requirement for appropriate support services and additional aids for both students and teachers. Digital media can be effective in helping to facilitate learning and can provide opportunities for engagement, peer learning, curriculum support and assessment. It can also promote collaborative and cooperative learning when the educational content is tailored to the capabilities of individual students. Finding teaching strategies that are suitable for …

Full-Time Courses, Entry 1997, City Of Dublin Vocational Education Committee

Prospectus: Kevin Street

Courses for Dublin Institute of Technology, Kevin Street.

Full-Time Courses, Entry 1997, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Part-Time Courses 1996-97, City Of Dublin Vocational Education Committee

Prospectus: Kevin Street

Courses for Dublin Institute of Technology, Kevin Street.

Full-Time Courses, Entry 1996, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Part-Time Courses 1995-96, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Fulltime Courses 1995, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Part-Time Courses 1994-95, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1993-94, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1992-93, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Full-Time Courses, Entry 1992, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Part-Time: 1991-92, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Fulltime Courses 1991-92, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1991-92, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Apprentice: 1991-92, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1990-91, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Fulltime Courses 1989-90, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1988-89, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Prospectus Of Full-Time Courses: 1988-89, City Of Dublin Vocational Education Committee

Prospectus: Kevin Street

Courses for Dublin Institute of Technology, Kevin Street

College Of Technology, Bolton Street Prospectus 1987-88, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

College Of Technology, Bolton Street Prospectus 1986-87, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.

Prospectus: 1986-87, City Of Dublin Vocational Education Committee

Prospectus: Kevin Street

Courses for Dublin Institute of Technology, Kevin Street

Prospectus: 1985-86, City Of Dublin Vocational Education Committee

Prospectus: Kevin Street

Courses for Dublin Institute of Technology, Kevin Street

Fulltime Courses 1985-86, City Of Dublin Vocational Education Committee

Prospectus: Bolton Street

Courses for the College of Technology, Bolton Street, Dublin 1.