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A Snapshot of Accredited Professional Development Provision in Irish Higher Education
The first of three snapshot reports arising from the professional development consultation: “Mapping professional development pathways for those who teach in higher education; Where are we now and where do we want to go?’.
This first Snapshot report presents an overview of the existing accredited professional development (APD) provision in Ireland. It documents the programmes that are on offer, outlines their level and associated credits. In addition a qualitative analysis has been completed on the programme and modular learning outcomes of all identified provision to determine the knowledge, skills and competency development currently incorporated into teaching and learning accredited programmes across the sector. The outcome of this analysis provides an excellent foundation for informing a national professional development framework. This first report comes in two parts. Part One profiles the different programmes identified including, level, associated ECTS credits, mode of delivery, recognition of prior learning (RPL), support offered to participants and numbers graduating from these programmes nationally. The report’s second part provides a qualitative analysis of (i) the programme objectives and (ii) the associated modular learning outcomes to identify the key aspects of the provision. Finally a comparison of the intended modular learning outcomes and the programme objectives is provided.
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The resource comprises of a literature review and an executive summary, developed as part of the Maynooth University Leadership and EducAtion Framework (LEAF) initiative. It explores how education frameworks can enhance teaching, learning and curriculum design in higher education, supporting inclusive, sustainable and values-led academic practice.
This resource describes the rational for, design of and implementation details associated with an initiative designed to support early career academic staff adopt evidence-based, active and inclusive learning strategies to enhance learning for ALL students.
This landscape report provides an overview of Education for Sustainable Development (ESD) practice across the higher education sector in Ireland. It draws together publicly available institutional strategies, HEA Performance Framework Agreements 2024–2028, Climate Action Roadmaps and ESD to 2030 progress reports to outline current approaches to embedding ESD.
Structured as a series of institutional case studies, the report highlights how ESD is being addressed across teaching and learning, research, engagement and whole-institution practice, and identifies opportunities for collaboration and shared learning across the sector.
Reimagining Assessment & Feedback Together (RAFT) is MTU initiative developed to transforming assessment practices. This volume documents twenty-four situated, discipline-specific attempts to rethink assessment and feedback through student partnership and action research.
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