Transitions of International Students into Higher Education in Ireland
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Teaching Heroes: Accounts of their Personal and Professional Approaches to Teaching
What Does it Take to be a Teaching Hero? Exploring students’ perceptions and experiences of impactful, transformative teaching in Irish Higher Education
Using ISSE Data to Inform and Enhance Changes to Assessment OF/FOR and AS Learning
This appendix infograph comes from a recent literature review which aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.
This literature scoping review aims to demystify the ways in which those who teach can partner students by exploring initiatives such as involving them as self or peer assessors, as co-creators of assessment activities and marking criteria, and the use of collaborative opportunities to co-own the assessment process.
Now and Next: Thoughts, models and Practice for 2021 and beyond.
Visioning the Future focused on exploring the landscape of doctoral education in Performing Arts and Film / Screen Media in Ireland. This resource aims to support students, staff, and institutions to enhance their doctoral provision for Artistic Research PhDs [over 60 Creative Commons licensed resources are available on the site].
A concise guide which details the process of closing the Feedback Loop, presenting strategies for mid-semester.
An infograph guide highlighting the fact that student feedback matters.
In the words of the authors, “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 large impact on shaping how students learn and how they develop key employability skills. Learning from best practice nationally and internationally, and research from staff, students and quality documents, this project has developed a set of recommendations which will enhance practices in, and experiences of, assessments and feedback in TU Dublin”.
This handbook offers you advice on how to approach your academic writing, especially in your transition from second to third level. It provides advice, strategies and writing activities to help you develop your academic writing, and to feel confident in expressing your own voice in your writing.
Student feedback is any information, formal or informal, that students provide about their university experiences. This guide discusses feedback that students communicate to university staff about their experiences of teaching and learning.
An infograph guide for students highlighting the fact that feedback on teaching and learning matters.
This guide considers approaches around seeking high quality feedback on online and blended modules and programmes.
This concise guide considers and details important elements and insights around gathering student feedback on laboratory classes, as well as presenting tips to help achieve this.
This concise guide considers and details the importance of embedding student partnership in feedback approaches, as well as presenting tips to help achieve this.
This concise guide considers and details the importance of embedding ongoing feedback approaches, as well as presenting tips to help achieve this.