Education Commons^™

The 21st Century Graduate: Delivering A Tailored Approach To Social And Emotional Competency Training For Final Year Students To Enhance Graduate Attributes And Increase Employability, Ailish Jameson, Aiden Carthy, Colm Mcguinness, Fiona Mcsweeney

Conference Papers

The Higher Education Authority recently reported an average drop-out rate of 16% for Irish third level students, which poses significant pedagogical and economic challenges across the educational sector and negatively impacts the Irish economy. With respect to tackling this issue, a considerable body of international research has identified a strong positive correlation between higher levels of emotional intelligence (EI) and increased levels of student engagement and academic attainment. A wealth of previous research has also shown that employers favour graduates who possess higher levels of EI, for example, Job Outlook Survey, 2008, therefore, increasing students’ levels of EI is also …

Introducing Pbl Into Civil And Structural Engineering, Niall Holmes, Una Beagon

Teaching Fellowships

The benefits of problem based learning for students are a deeper understanding of lecture material, and the development of problem solving and collaboration skills which will greatly enhance their educational experience. This approach has been successful in other programmes as it departs from the traditional ‘what I am told I need to know’ to ‘what I need to know to solve the problem’ promoting self-directed learning. Lecturers in turn transition from the giver of information to the facilitator of learning through support, guidance and monitoring. This project introduced an active learning element into two concrete technology modules by replacing traditional …

Constructing A Practice Informed Graduate Attributes Toolkit: Built In Not Bolt-On, Jen Harvey, Allison Kavanagh, Dave Kilmartin, Rachel O'Connor, Ciaran O'Leary, K.C. O'Rourke

Conference Papers

It is generally recognised that Higher Education students should be afforded a range of formal and informal learning opportunities to develop skills, or graduate attributes, that have the potential to enhance their success both in their chosen career choice and as active global citizens. This requires a shared understanding of these graduate attributes among programme team members, students and external stakeholders.

The DIT Graduate Attributes policy (2012) therefore requires that all programmes make explicit an agreed set of graduate attributes intended to be fully integrated within curriculum design, with their development clearly mapped across programmes. To facilitate the sharing of …