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.
Teaching and Learning Champions (TLC): A Professional Development Leadership Programme for Managers in Irish Higher Education
About this initiative
The Teaching and Learning Champions project enhanced the capacity of middle and senior managers for leadership in digitally-engaged teaching and learning. It did so through the establishment of a Teaching and Learning Champions Forum for Senior Managers across four higher education institutions and the development of a Special Purpose Award in Mentoring of Leadership in Teaching and Learning. The Award was supported by the creation of bespoke digital resources aligned to the National Professional Development Framework and an online mentoring platform for academic and professional services managers.
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Related initiatives
Digital Animation for Educators
Many subjects undertaken at third level institutions can be highly complex and even abstract, with students expressing difficulty relating the concepts therein to the real world. Fluid Mechanics is one such subject that requires students to embrace mathematical concepts that often seem to bear little resemblance to the flowing world around us. The subject requires an ability to compartmentalise the effects of fluid and flow properties in both isolation and competition with each other. Such mental gymnastics do not come easy resulting in a divide amongst students who can perhaps interpret the mathematics and those for whom a whiteboard sketch is insufficient but have good intuition. Student feedback clearly reflects this disparity and frustration.
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The development of a College Strategy for the Support and Professional Development of Tutors revealed considerable variance in the training opportunities for postgraduate tutors across the College of Arts and Humanities. The differing sizes of schools, together with varied disciplinary teaching practices, meant different capacities and approaches to tutor training.