Coding theory is a major component of Applied Algebra. It has many applications in the mathematics of communications and has many links with other scientific disciplines, such as electrical engineering and computer science. Coding theory arises in almost every imaginable digital communications and storage system. In UCD, it is taught at the undergraduate level in the module MATH30180 An Introduction to Coding Theory.
Initiative
Rethinking the Crit
About this initiative
Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may have a greater or lesser impact depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. Our proposal brings customised feedback methods and blended learning to new assessment methods in a radical approach challenging the dominant pedagogical theory and practice in architecture internationally. The feedback on the pilot from students, academic staff, external examiners and members of the professional body has been extremely positive. With the funding, we are now in the process of reviewing emergent best practice abroad and have brought in international experts to evaluate and develop our approach. While our focus will be on architecture, it will be relevant to other disciplines which use the ‘crit’ method, in particular creative arts disciplines. This new approach has the potential to give students greater agency, enhanced critical faculties, professional skills and resilience, with the student becoming central to the learning process.
Lead organisations
Affiliated organisations
Linked open educational resources
Initiative details
Funding programmes Teaching and Learning Enhancement Fund 2014-18
Status
CompletedAward year
2018End year
2019Related initiatives
Human Learning: Promoting Students’ Personal Abilities for Success at College
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.
UCD Community Engaged Learning and Teaching (CELT) Community of Practice
Community Engaged Learning and Teaching is considered to be transformative for students and practitioners, underpinned by civic participation in community and society. One of the strategic themes of the UCD Rising to the Future Strategy is “Building a Healthy World” a core objective of which is to “continue to build our engagement locally, nationally and internationally”. Community Engaged Learning (CEL) and Teaching affords the University an opportunity to build and strengthen strong partnerships with social and community organisations in a meaningful and transformative way. It provides faculty, students and community organisations opportunities to engage in a symbiotic manner, learning from each other whilst bridging the gap between academic learning and the lived reality(ies) of society.