Education Commons^™

Eight Steps To Facilitating More Equitable Education In Undergraduate Sciences, Gintarė Lübeck, Michael K. Seery, Barry J. Ryan

Articles

Pedagogical practices can influence students’ confidence and ability beliefs and affect their ambition to persevere in science. Given the continuing need to diversify science and retain students in scientific programmes, science education must be tailored to cater to the needs of varied student groups. Since early experience in university programmes can be decisive in determining students’ further academic and professional choices, pedagogies employed in undergraduate science courses can be particularly influential in supporting science careers. Undergraduate science instructors are therefore encouraged to consider their approaches to teaching and learning from a variety of perspectives that could help empower students from …

Exploring Pedagogic And Practical Intersections Of Academic Writing Support For Students In Higher Education, Maria-Jose Gonzalez, Roisin Donnelly

Articles

This case study explores undergraduate and postgraduate student perceptions of the nature and effectiveness of academic writing provision and practice in a university in Ireland. Its focus isthe Academic Writing Centre (AWC), a university-wide initiative to support all students. It discusses students’ perceptions as to the academic writing support provided at the AWC and students’ preferred writing strategies. The research design used a qualitative approach to gather data on students’ perceptions of the academic writing support received at one-to-one consultations. Data was gathered via a student survey (n=21) sent to all students who avail of the AWC’s one-to-one support. Findings …

An Exploratory Case Study Into Understanding Teaching Practice And Towards Enhancing Transformative Learning And Graduate Employability At Tu Dublin, Ellen Kampinga

Masters

This research focuses on understanding and enhancing the educational practice towards using pedagogies like transformative learning to enhance graduate employability at a new technological university, TU Dublin, during the coronavirus (COVID-19) pandemic. It was found that teaching practice depends significantly on the lecturer, the discipline area, the graduate skills that are sought after in each module and discipline, and the context of the delivery. The PAGE (Pedagogy Assisting Graduate Employability) framework developed from this research, aims to visualise the connection between the teaching process, pedagogy, and graduate employability. Application of the framework will offer insight into how each unique lecturer …

A Circular Pedagogy For Higher Education, Lucia Morales, Jon-Hans Coetzer, Nadia Barkoczi, Lia Pop, Claudia Marian, Patrick Flynn

Working Papers

Over the last two decades, higher education has been subject to significant scrutiny due to increasing pressures to provide a meaningful and relevant learning experience to the student population, and by their strong connection to the functioning of the economic and political systems. By reflecting on the controversies surrounding pedagogy, this paper contributes to the current debate by exploring pedagogy as a circular process where learners grow and develop by taking different roles and identities as they navigate a research-informed learning continuum defined by growing levels of complexity and uncertainty. This study introduces a new pedagogical paradigm for adult education, …

Developing And Embedding A Pedagogy Of Entrepreneurial Resilience In Third Level Education, Niamh Imbusch, Oliver Herbst, Roisin Donnelly

Other resources

No abstract provided.

Internationalsation In The Classroom, Alberto Caimo, Deirdre Duffy, Patrick Mcevoy, Brian Murphy, Grainne Scanlon

Practitioner Research Projects

Multicultural societies require multicultural universities and internationalisation is a powerful influence within higher education. Conceptual understandings of internationalisation and practical activities have evolved significantly to prepare students for global workplaces, social cohesion and personal development (Higher Education Strategy Group, 2011). Internationalisation benefits the development of interculturally competent graduates who can participate in diverse, global labour markets, yet, international students require support while adjusting to new learning environments. A student-centred approach to learning is superseding traditional pedagogy in order to support the most diverse range of learning preferences that are characteristic of multicultural groups (Vita, 2001). Educators are encouraged to expand …

Developing Critical Reflective Online Communities By Empowering Student Voice, Wendy Barber, Lorayne Robertson

Teaching and Learning in a Digital Context

This qualitative study examines the voices and learning experiences of students in online synchronous graduate courses by examining the role that student voice plays in developing authentic online communities. Transformational digital learning regards student voices as central to the process of learning in community, not extraneous to it. Effective online courses must be designed to allow constructivist opportunities for students to contextualize and integrate knowledge as well. With the wide variety and increasing landscape of new and innovative digital means of expressing concepts, placing students at the centre of the process is a digital affordance that holds the potential to …

Online “Maker” Modules To Support Production Pedagogies In Education, Janette Hughes, Lauren Fridman, Laura Morrison

Teaching and Learning in a Digital Context

Our research study examines the use of online maker modules (developed by our research team) on the learning process for, and professional development of, graduate M.Ed. and M.A. students in a faculty of education in Ontario, Canada. The research draws on the practice of critical making with both digital and real-world artefacts as a vehicle for collaborative knowledge- sharing and generation, deep learning and meaningful engagement with one’s local and global communities. The students engaged in all five online maker modules as part of a graduate-level course and this paper offers insight into the experiences of two of these students …

Action Accounting 'Untying The Accountancy Knot, Alice Luby

Teaching Fellowships

Action Accounting ‘ Untying the Accountancy Know’ is an innovative cross-faculty collaboration to develop e-learning activities to enhance and improve the learning experiences of students. The cross-faculty Action Accounting project team was established in 2008 and includes accountancy lecturers from the College of Business and the College of Arts and Tourism as well as members of the Learning Support Services and the Learning Teaching & Technology Centre.

Accounting lecturers had observed that many first year students had been struggling with the accounting modules and this often resulted in high levels of examination failure and low retention rates. They also recognised …