Student success at college is not just achieving high grades The National Forum for Teaching and Learning defines student success as the process by which students fulfil their potential and flourish at college and in society. This is a broader activity than simply achieving high grades. Psychosocial competencies are core to the definition of student success: these are the ‘soft skills’ or ‘non-cognitive skills’ that enable students to cope well with learning challenges, engage deeply in learning, and develop their identities as learners and as active citizens. Transitions are a key issue within this priority area, with transitions such as the move from school to college presenting both challenges and opportunities for students.
Initiative
Creating Co-Creation: Working Together to Enhance the Learner Experience
About this initiative
‘Creating Co-creation’ is an initiative to support local enhancement projects with the overarching view of supporting the learner and enhancing their experience. Co-creation as a pedagogical concept is one that promotes learner empowerment (Ryan and Tilbury, 2013) and is one of many terms used to describe the active nature of learners, focusing on the notion of exchange within the learning process. Although sometimes seen as a concept that exclusively describes the relationship between teaching staff and learners, co-creation can and should have a broader interpretation, as a collaborative process (Cook-Sather, Bovill and Felten, 2014). This initiative supports projects from across the Institute, that embrace co-creation in all institutional relationships and contexts, creating a richer and deeper learning experience for all. A number of small funding grants will be allocated as part of this initiative to collaboratively explore ways in which to enhance teaching and learning. One of the conditions of funding support, is that each project will clearly outline how it reflects the concept of co-creation and a collaborative approach to learning. The funding will provide an opportunity to support all staff and students to engage with a teaching and learning related initiative, particularly those who are new to such engagement. It demonstrates a commitment by the Institute to build capacity in teaching and learning, particular as we look towards the development of a Technological University (TU) and to encourage co-creation as an underlying principle of the future organisation.
Lead organisations
Affiliated organisations
Linked open educational resources
Initiative details
Funding programmes SATLE
Themes Student Success
Award year
2020Funding amount (€)
21000Contributors
Related initiatives
Using Acceptance & Commitment Therapy to Reduce Academic Procrastination
Although academic procrastination is a common feature of university life (affecting 50-95% of students), research suggests it is highly problematic (Scent & Boes, 2014). Academic procrastination is associated with diminished well-being, poor quality of life, high stress, poor university performance, and university dropout (Glick & Orsillo, 2015).
Creative Writing Support
The Learning Enhancement Project set out to supplement existing writing services offered by the UCD Writing Centre, by offering support to students in creative writing. Creative Writing is one of the most successful and fastest growing subjects in the College of Arts and Humanities. With a large elective programme, the new BA in English with Creative Writing, and provision at MA, MFA and PhD levels, there is a real demand for support for creative writing students.