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Conference presentation outlining findings regarding trends in first-year student engagement.
Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND)
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This case study outlines a first-year intervention at SETU Waterford using a timetabled weekly session to tackle common causes of academic failure such as time management, assessment planning. and study skills. It is intended for programme teams seeking practical, low-resource approaches to improving student progression and retention.
Through a thought-and-action mapping strategy known as interactive management, the current research modelled a unique, collaborative "pathway of impact influences" to describe such considerations from the perspectives of TUS higher management and external stakeholders.
Enhancing Student Engagement and Belonging through Collaborative Partnership is a Higher Education Authority report prepared by a UCD research team led by Professor Barbara Dooley. The resource provides an evidence-informed framework for strengthening student belonging across Irish higher education institutions. Drawing on staff interviews, Healthy Campus survey responses, and analysis of Healthy Campus and NStEP case studies, it identifies practical approaches to improving student engagement, wellbeing and inclusion.
The report frames belonging as a multidimensional and co-constructed experience shaped by social, academic, personal and environmental factors. It highlights that student belonging is affected not only by relationships and participation, but also by structural issues such as housing, commuting, financial pressure, campus spaces, timetable design and access to supports.
The resource is particularly useful for staff and student partners working on Healthy Campus, student success, student engagement, access, inclusion, mental health promotion, orientation, peer support, student partnership and campus development initiatives.
This OER explores the use of Inspiration Mind Mapping software to support student learning through demonstrations and training sessions with Applied Social Care and LSAD students.
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