Curriculum and Instruction 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 …

Meeting The Sustainability Challenges: An Assessment Of Entrepreneurial Education, Anna Zherdeva, Intesar Madi, Abrar Alzankawi, Lucia Morales Dr, L. Pop, A. Soler-Dominguez, J.C. Saez

Conference papers

The importance of sustainability and entrepreneurship education is highlighted in this study. The world economies are facing significant challenges as they try to enable the transition towards more sustainable economic and business models. Therefore, at the centre of the transition process, it is critical to consider the role that business education can play and, more specifically, the role of business schools in integrating and supporting the development of skills and competencies that align with our contemporary society's needs. In this paper, we initially assess the need to connect entrepreneurial and sustainability education by exploring the educational offerings at Technological University …

Responsiveness Of Higher Education Programs To Policy And Recommendations In The Biopharmaceutical Sector, Maeve Scott

Other resources

This essay will review the business and government policies relevant to the biopharmaceutical sector which influence higher education programs. The mechanisms which enable higher education to adapt to policy will be summarised and the pace of the response estimated.

Higher education (HE) programs need to respond in a timely manner to dynamic industries to maximise opportunities for graduates and support the Irish economy. The author manages internships and teaches on pharmaceutical science programs and aims to ensure the program is current to maximise student success. This review intends to identify the most relevant policy sources that can inform the Pharmaceutical …

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 …

Grassroot Power Of Communities Of Practice – The Case Of Sdg Literacy, Olivia Freeman, Lucia Walsh, Cormac Mcmahon, Alacoque Mcalpine

Other

With emerging consensus on an urgent need to address the potentially catastrophic issues of climate change, threats to the natural world and social injustice, Generation Z is spearheading a quiet revolution, elevating sustainability from desirable to essential. Achievement of the UN SDGs has emerged as a megatrend (Mittelsaedt et al., 2014) and universities are playing a key role in developing graduates’ sustainability knowledge, skills and mindsets (Andrews and Soares, 2017). To empower our students to solve ‘wicked sustainability problems’ (Levin et al., 2012) we, as educators, need to move beyond our discipline silos and develop cross-disciplinary collaborations that lead to …

Rubrics - Creating Transparency For Effective Teaching And Learning, Seamus Harrington

Other Resources

No abstract provided.

The 4c’S Of Pal – An Evidence-Based Model For Implementing Peer Assisted Learning For Mature Students, Nevan Bermingham, Frances Boylan, Barry J. Ryan

Articles

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme for mature students enrolled on a computer science programming module on an Access Foundation Programme in an Irish University. The findings from this study suggest that peer learning programmes offer students a valued support structure that aids transition and acculturation into tertiary education whilst simultaneously improving their subject-matter comprehension and confidence. An …

Unlocking Student Engagement Opportunities In Learning, Teaching And Assessment Through Active Blended Practice In The Faculty Of Business, Faculty Of Business, Technological University Dublin

Cross Faculty Publications

No abstract provided.

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.

Hublinked: A Curriculum Mapping Framework For Industry, Paul Doyle, Cathy Ennis, Anna Becevel, Stephane Maag, Radu Dobrin, Mojca Ciglarič, Yunia Choi, Alan Fahey, Deirdre Lillis

Conference Papers

A key aim of HubLinked is to improve the effectiveness of University-Industry linkages between CS faculties and ICT companies. One of the problems identified as core to the Project was to match Learning Outcomes from different curricula with the requirements dictated by the ICT industry with the final aim to enhance students Graduate Skills and employability. Based on agreed core U-I linkage attributes, lower-level curriculum L0s have been designed and reviewed by industry partners. To enable the replication of this process, a tool was designed to make the comparison of graduates' skills from different institutions easily accessible. Using this tool …

Sustainable International Engagement Using A Partner Co-Hosted Teaching Model, Brian Gillespie, Paul Doyle, Zy Jiang, Derryl Humble

Conference Papers

Internationalisation is a significant activity of Higher Education Institutions (HEIs) worldwide and is typically embedded within the aims, ambitions, vision, and strategy of the institution. It incorporates the policies and procedures required to facilitate participation within a global academic environment, and is often considered to be a transformative process that impacts practices in teaching and learning, research, and administration. With formal protocols to establish partnerships, such as memoranda of understanding and articulation agreements, the business of formally creating international partnerships is well defined. However, the motivations, corresponding metrics and key performance indicators (KPIs) of successful partnerships are not as well …

Cocreate: Collaborative Curriculum Reimagining And Enhancement Aiming To Transform Education, Barry J. Ryan, Adrienne Fleming, Catherine M. Deegan, Claire Mcavinia, Colm O'Kane, David Williams, Edmund Nevin, Eric Bates, Fionnuala Darby, Jen Harvey, Lesley Murphy, Maebh Coleman, Miriam O'Donoghue, Nicola Duffy

Teaching Fellowship Reports

The establishment of TU Dublin in January 2019 provided a unique opportunity to create a bespoke curriculum framework for students, staff and stakeholders of TU Dublin, produced by the students, staff and stakeholders of TU Dublin. A curriculum framework is a set of guiding values that inform the design of teaching and learning activities within TU Dublin. A Teaching Fellowship Team, comprising eighteen teaching academics from across the three TU Dublin campuses and supported extensively by the Learning Teaching and Technology Centre (LTTC), was formed to collaboratively craft, in partnership with all stakeholders, a curriculum framework for TU Dublin. Working …

Using Blended Learning To Enhance The Experience Of Students In Built Environment Related Degree Programs, Philip Russell, Ruairi Hayden

Articles

Blended learning was introduced into the Construction Management programme in the School of Surveying and Construction Management at the Technological University Dublin in 2016. The module has traditionally been delivered by face-to-face teaching but online delivery has been facilitated using the Virtual Learning Environment (Blackboard) which has enabled a more blended approach to academic instruction. This innovative change to module provision has also provided an opportunity to enhance the student learning experience within the School through a more flexible teaching and learning environment. In this paper, the design, development and implementation of blended learning into a Construction Technology module is …

Leaf (Learning From And Engaging With Assessment And Feedback) Final Project Report, Ziene Mottiar, Louise Bellew, Sara Boyd, Greg Byrne, Jane Courtney, Cliona Doris, Helen O'Brien Gately, Geraldine Gorham, Leanne Harris, Natalie Hopkin, Anne Hurley, Louise Lynch, Ciaran O'Driscoll, Denise O'Leary, Noel O'Neill, Emma Robinson, Mary Scally, Barry Sheehan, Mairead Stack

Reports

The LEAF (Learning from and Engaging with Assessment and Feedback) project was funded under the Teaching Fellowship in TU Dublin, city campus for 18 months beginning in January 2018. The project team comprised 18 academics from across the TU Dublin - City Campus and there are representatives from all colleges. Also included were two further members who represented the student voice: the Director of Student Affairs and the Students’ Union Education Officer.

This project sought to address a key issue in third level Teaching and Learning, that of assessment and assessment feedback. Assessment strategies have been shown to have a …

Assessment Strategies To Promote Peer Learning In An Online Course, Pauline Rooney, Caitríona Ní Shé

Conference papers

The value of peer learning in higher education is now well recognised. Just as we continually learn from eachother in our everyday lives, so our students also learn from eachother as part of informal and formal learning experiences. Within educational programmes, peer learning is facilitated through a variety of pedagogical strategies which promote active participation, collaboration and the sharing of knowledge and ideas. With the increasing ubiquity of social networking and online learning platforms, new opportunities for facilitating peer learning, have emerged. Within online courses – where students often study at geographically disparate locations – peer learning strategies assume arguably …

Academic Twitter And Professional Learning: Myths And Realities, Muireann Okeeffe

Articles

Social networking sites provide opportunities for informal and social learning of academic practices in higher education, yet not all academics engage in these spaces. This qualitative study suggests that while Twitter offers informal opportunities for academi development, inhibiting factors prevent staff from establishing their social presence and participating in conversations on academic Twitter.

Delivering Design Fundamentals Using Relevant Learning Theories In The Delivery Of An Interior Design Project At Third Level, Tracey Dalton

Articles

This is a reflection on teaching practice, focussing on design process in a BA Honours in Design – Interior and Furniture, in Dublin Institute of Technology (DIT). An intrinsic case study approach (Stake 1995) was taken for this research, which focussed on the use of the learning theories in the delivery of an undergraduate interior design project brief. A third year commercial office design project has been used to assess teaching and learning styles. This article will show that, in terms of delivery, in a typical third level interior design project in DIT, the process incorporates all of the learning …

The Lecturer As Learner: Exploring That Digital Divide One More Time, Mary O'Rawe

Conference papers

Although there is widespread acceptance of the importance, and indeed superiority, of student-centred learning in the contemporary success equation (McCabe & O’Connor, 2014), charting the route to such success remains problematic. Many assumptions around the nature of digital learning, and inter-generational attitudes to such learning are still made.

Specific to the context of technology-enhanced teaching, learning and assessment in a higher education environment, a range of generic and particular debates around how to be student-centric arise. Technology-enhanced learning (TEL) has been examined extensively from both the student’s viewpoint, and the lecturer’s perspective (Waycott et al., 2010). But how can these …

An Investigation Into The Development And Progressive Adaptation Of Graduate Attributes In Tourism Programmes, Louise Bellew, Odette Gabaudan

Articles

As higher education institutes are embracing the notion of graduate attributes, it has become highly desirable to embed these attributes within programmes. This study proposes to investigate students’ views of recently identified graduate attributes in the Dublin Institute of Technology (Ireland), and how they perceive their development and application in their tourism programme. The study supports the idea of the importance of placement in the progressive adaptation of learning and in translating the conception of attributes. While students strongly believe that graduate attributes are developed through the placement experience, it is equally important to embed and strengthen the visibility of …

Quizmastery: Students As Bloggers And Testers In Pursuit Of Grammatical Competence, Sue Norton, Odette Gabaudan

Articles

This article considers the challenges confronted by instructors of composition and writing skills in higher education. Identifying key aspects of grammar, syntax, and punctuation, it argues that a grammatically informed terminology is helpful to learner-writers endeavouring to improve the clarity of their written assignments. To aid assimilation of this terminology, and the concepts it signifies, e-learning tools can be integrated into the curriculum so that students can consolidate knowledge through their own construction of it. As they create blogs and peer to peer quizzes, they become more theoretically and practically informed about the basis of effective writing practices.

Augmented Reality And The Events Curriculum: The Students' Perspective, Mary O'Rawe, Alex Gibson

Conference papers

The emergence of Augmented Reality (AR) as a ground-breaking technology has transcended both business and academic sectors. Despite its rapid rise commercially, evidence of the benefits of AR in the classroom at higher education is slower to emerge, with only a limited focus to date on its specific relationship with curriculum development and learning outcomes. To respond to the changing characteristics of the higher education learning environment, and the shift towards mobile learning (M Learning) and ubiquitous learning (U Learning), it is clear that educators should reflect these trends in curriculum design and didactic methods. This paper presents the findings …

An Insurmountable Gap: Can We Balance Incoming And Outgoing Erasmus Exchanges Among Engineering Students?, Susan O'Shaughnessy

Stream 2: Curriculum

Because of the global power of English and being situated in an English-speaking country, Irish higher education institutions do not have to try very hard to attract Erasmus students from across Europe. However, persuading Irish students, particularly students of engineering, to undertake an Erasmus exchange in another European country is a much more difficult process. This paper outlines the recent history of Erasmus exchanges of engineering students to and from the Technological University Dublin and examines the push and pulls factors that affect these exchanges. It presents the results of a small-scale research project into the factors that encourage or …

Engaging With Industry In The Classroom Through The Use Of Online Technology, Geraldine Duignan, Ailish Breen, Mary Heneghan

Stream 2: Curriculum

A long established method of learning in Irish third level education has been the collaboration of colleges with Industry in the form of work placement. Workplaces provide a diversity of learning that is contextualised, socialised and not readily available in traditional learning contexts (Sheridan & Linehan, 2013). Because the workplace is the context of practice, learning in the workplace is considered a form of authentic learning informed by real contexts, activities, and best practice (Franz, 2008). The placement of students is often a difficult process and not always practical with large class sizes. Therefore, it is necessary to reimagine how …

Bridging The Gap Between Engineering Workforce Needs And Student Engagement, Eileen Goold

Stream 2: Curriculum

This paper is inspired by the development of the proposed new technological university in Dublin; TU4Dublin is to become “Dublin’s Globally Engaged University” and is to be located at the nexus between learning and engagement (TU4Dublin, 2015). This study investigates engineering education in the context of career focused education. The main objective of this study is to investigate whether engineering students’ cognitive engagement benefits from bridging the gap between technical issues and the practical realities of modern engineering practice. A portfolio of engineering practice illustrating the practical realities of modern engineering practice in the context of Engineers Ireland’s competencies is …

The Tri-Party Partnership: An Investigation Into The Existing Support Structures Within A Dit Placement, Kerry Meakin, Órla Keane

Stream 2: Curriculum

The readiness of students entering the workforce upon graduating has been widely researched in Ireland, and a student work placement that is embedded in the curriculum is commonly recognised as a crucial mechanism that is key to preparing graduates for the ‘real world’. In this particular study, the voice of many key parties are captured, including the students themselves, members of the academic department who coordinate the programme, and the industry partners. Recommendations are made based on the findings that highlighted gaps or weaknesses in the existing student support structures, along with the addition of an updated academic institution-industry partnership …

Curriculum, Classroom, Culture And Connectedness, Mary O'Rawe

Stream 2: Curriculum

Curriculum and pedagogy are central to many contemporary debates on fostering a successful student experience, particularly in a massified higher education sector. These themes are evident in discussions from policy level to the staffroom in many countries. Attention has been specifically directed at the transition point from ‘second level’ to ‘higher/third level’ education, resulting in the development of many initiatives and materials around the ‘first year experience’ (‘FYE’). Central principles have been identified as curricula that engage students in their programme, modules and learning. Indeed the term ‘student engagement’ has evolved as a focal point of these debates as the …

Reflection On Integrative Project-Based Learning In Business And Information Technology Programs, Andrew Hogue, Jennifer Percival, Khalil El-Khatib, Garrett Hayes

Stream 2: Curriculum

Recently there has been an increase in demand for interdisciplinary programs that enable graduates to demonstrate a blend of technical and ‘soft skills’. As a result, many higher education organizations are developing programs that integrate areas such as management and information technology or entrepreneurship and engineering. The wide range of topics covered in these programs and the need for graduate to be able to integrate and apply of core concepts. Since 2010 we have used integrative project-based learning as a core element of our game development and entrepreneurship program. In this model, students work in project teams to create a …

Re-Imagining Our Curriculum: Critiquing Meaningful Reflection And Threshold Concepts In Practice Education: Knowing It All, Aoife Prendergast

Stream 2: Curriculum

Humanities education, particularly in the areas of early childhood education and applied social studies must engage with professional practice education. There is urgency for the need for practitioners and educationalists to communicate, and for practitioners to be aware of developments in educational theory. The idea of ‘threshold concepts’ is currently widely discussed by educationalists. Threshold concepts are described as areas of knowledge without which the learner cannot progress, and which, when grasped, lead to a transformation in the learner’s perspective and understanding. Much is known about the purpose of placement educators, but how their role is implemented is subject to …

Creating An Experiential Learning Based Multi-Disciplinary Program, Jeff Moretz, Steve Marsh, Jennifer Percival

Stream 2: Curriculum

For many years, curriculum development has considered learning outcomes at the program level largely via learning outcomes at the course level. Some programs have modified their designs to use different structures such as condensed courses or project based learning. Recently, there has been an increased interest in experiential learning as a way to facilitate student acquisition of real-world applicable capabilities while enhancing student learning of ‘soft skills’ such as professionalism, communication, and team management. Historically, such engagement including complexities of real-world problems has been accomplished through internships, co-op, capstone courses, or project based learning. In this paper we present an …