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This seminar presented an overview of current policy, research and practice relating to student wellbeing in higher education and how the curriculum can be leveraged to enhance wellbeing. It showcased a range of innovative curricular wellbeing initiatives in UCC and MTU.
This is a recording of our National forum funded seminar entitled From Surviving
to Thriving – Negotiating the Post-Zoom Landscape and associated graphic harvesting.
The toolkit is a set of 8 modules, delivered and accessible asynchronously, online, incorporating elements of information literacy, critical thinking and academic writing skills to allow students prepare for and complete an assignment in line with best practice in academic integrity.
Video playlist of recordings from UCC Library’s Enhancing Teaching and Learning Using Virtual and Immersive Technologies Seminar.
A brief showcase of existing MTU Crawford initiatives that nurture wellness within teaching and learning, followed by an online talk and Q&A, delivered by Rhonda Schaller (Pratt Institute, Brooklyn). Rhonda is a Fulbright Specialist in contemplative and wellbeing pedagogy.
The DkIT Embedding Employability project represents the latest step in the Institute’s commitment to our graduates’ employability. Funded by the National Forum for the Enhancement of Teaching and Learning, as part of their SATLE Fund 2019, the project has offered staff, students, and employers an opportunity to exchange employability best practice.
Drawing on this knowledge, and expertise in occupational science/therapy, psychology and neuroscience, the ‘DOTS – Developmental Opportunities for Transitions in Students’ seminar sought to inform stakeholders of the biobehavioural transitions that influence undergraduate wellbeing and academic achievement in the current socio-cultural climate.
PaPOR TRaIL is a free course on open research for Masters level and undergraduate students. It is a self-paced online course that students can
take independently and/or that can be embedded in exiting research curricula.
This resource developed from the initiative “TUDublin IMPACT: Re-imagining a Multi-Disciplinary approach to programme design and development”.
Developed from the initiative ” Enhancing Online Language Learning: Training the trainers and engaging the learners” the LILAC Project aims to help language teachers and learners to transform digital challenges into opportunities and acquire the digital proficiency needed to maximise the benefits afforded by e-learning.
FYMMO – Final Year Matters – Moving On is an initiative that supports students in their final and penultimate years in their undergraduate degree, as well as graduates. The purpose of the initiative is to provide information, guidance and advice to help transitioning students; it works in conjunction with our First Year initiative as a ‘bookend’ to the undergraduate student experience. Additionally, it supports the lecturing staff with resources that are available to them to utilise and reinforce their teaching.
Teaching online is different. In this report we attempt to explain why. This report arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. In this project we plan to uncover and promote the keys to effective online teaching practice, while recognising that effective teaching is an art, craft and science. We aim to harness this knowledge to support the professional learning of online educators. Ultimately we want to support online students to learn online by helping and inspiring their educators. This report was developed to help lay a foundation for the project through a critical analysis of relevant literature
This work arises from the #Openteach: Professional Development for Open Online Educators project, which is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education. The #Openteach project team are based in the Open Education Unit (OEU) at Dublin City University (DCU). Formally known as the National Distance Education Centre and subsequently Oscail, the OEU is a provider of online, off-campus programmes through the DCU Connected platform. Throughout the years the mode of delivery moved gradually from that of a traditional distance education provider to incorporate more elements of online learning. A significant step in this process came in 2011, with the introduction of synchronous live online tutorials and the electronic delivery of modules in a virtual learning environment (Delaney & Farren, 2016; Farrell & Seery, 2019). Following an open and online learning philosophy, the OEU aims to afford educational opportunities to students who have not managed to access more traditional entry routes into higher education.
ExS is a short self-directed learning programme that can help you to develop your executive skills. Executive skills are the higher-order thinking skills essential for self-management and academic success. We all have our own particular strengths and weaknesses and by understanding what these are, we can then play to our strengths and make accommodations or try to develop weaker skills. This online programme will help you develop this self-awareness so that you can begin the journey to improvement if necessary.
This report is a resource developed from the SATLE 2018 Initiative: Professional Development Capacity Building in Higher Education: Extending provision for national impact through a flexible pathways approach.
The Graduate Certificate in Academic Practice recognises that each participant has a preferred mode of professional development (PD), consequently, the programme aims to combine a variety of methods of PD to provide an optimum flexible professional development pathway for all those who teach. This guide provides an overview of the mentoring model adopted as part of the Graduate Certificate in Academic Practice and guidelines based on best practice to help to maximise the mentor-mentee relationship. We realise that every mentoring relationship is unique and so they can be adapted as required to meet the individual needs of both mentor and mentee. It is recommended that mentors and mentees discuss the models below and decide what approach will best suit their context and objectives. Mentoring is a supportive process in which a mentor and a mentee engage in semi-structured dialogue over a period of time with the objective of assisting a mentee achieve a specific set of goals. Rather than providing advice, mentoring is concerned with empowering mentees to
critically consider and identify their own goals in a mutually respectful manner (Cambridge University 2020).
Since March 2020 higher education has experienced one of the most disruptive phases in its recent history. In a sector typified by considered, researched and incremental change, overnight everyone began emergency remote teaching, learning and assessing. The dramatic shift resulted in positives and negatives, and posed a series of questions for students, staff and other stakeholders. Though still living through the pandemic, in March 2021 fifteen partners from a range of stakeholders across the sector agreed to work together to answer one shared persistent and urgent question: In the context of Covid-19, what have we learnt and what does it mean for the future of teaching and learning in Irish higher education?
The Seven Cs for Embedding Student Success: A Toolkit for Higher Education Institutions (Seven Cs Toolkit) has been developed as a resource for higher education institutions (HEIs).
The National Forum for the Enhancement of Teaching and Learning in Higher Education in partnership with the Higher Education Authority hosts an online launch of a new resource ‘Seven Cs for Embedding Student Success: A Toolkit for Higher Education Institutions’ designed to support the sustainable enhancement of student success across the sector. We are delighted to have Minister for Further and Higher Education, Research, Innovation and Science, Simon Harris TD formally launch the resource.
Bringing together occupational therapists from HEIs across Ireland, this resource spotlights 11 innovative Occupational Therapy led interventions at the three major tiers of service: universal, targeted, and intensive levels.
