Scholarship of Teaching and Learning Commons^™

The University Education Model Collection 2024: “A University Way Of Being”, Fionnuala Darby, Shaun Ferns, Barry J. Ryan

Group Reports

The University Education Model (UEM) revolutionises our approach to education; this approach is grounded in transformative learning opportunities and experiences for all. The UEM is central to the TU Dublin Strategic Intent, which itself is informed by the UN Sustainable Development Goals (SDGs), and in the case of the UEM, SDG 4 Quality Education. Embedding the UEM into our practice, processes and culture will empower TU Dublin to cater for the largest number of diverse learners, producing the most sought after, digitally literate, graduates.

The central focus of UEM are our learners, grounded in the three components that comprise the …

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 …

Circlet Guide For Facilitators: Online Continuing Professional Development Module: Embedding Community Engaged Research And Learning In Higher Education Curricula, Catherine Bates, Sinead Mccann, Caroline Mcgowan

Books/Book chapters

This guide contains all the resources needed to implement a postgraduate Continuing Professional Development (CPD) module for lecturers who wish to build, or enhance, community engaged research and learning (CERL) projects in the modules they teach, as part of the Higher Education curriculum. CERL (or service-learning, as it can be known) is a high-impact activity in Higher Education (Kuh, 2008), increasing student engagement and learning. CERL also supports community goals, and makes teaching more interesting for lecturers.

This module is designed to build capacity among participants for CERL, including developing relevant knowledge, skills, attitudes and values. Our approach to this …

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.

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 …

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 …

What Stick Figures Tell Us About Irish Politics, Sharon Feeney, John Hogan, Paul F. Donnelly

Conference papers

This paper forms part of an ongoing research project using the technique of freehand drawing to study how students entering university in Ireland perceive the state of Irish politics and the wider society. By sidestepping the cognitive verbal processing routes through the use of freehand drawing, we find that students tend to present a more holistic, integrated and clearer understanding of the pertinent issues from their perspective.

Engaging Students In The Classroom: How Can I Know What I Think Until I See What I Draw?, Paul Donnelly, John Hogan

Conference papers

Recognizing the world into which our students will emerge upon graduation, a world characterized by constant change, and our belief in the need to develop our students as “critical beings” (Barnett, 1997) and as “citizens capable of governing” (Giroux, 1997: 259), we embrace a critical pedagogy that is not just about theory (Dehler, Welsh & Lewis, 2004), but can also be implemented experientially in the classroom through the use of freehand drawing. With this as context, our aim in the classroom is to create a learning space where our students develop their capacity for critical self-reflection. As such, we use …