Centre For Teaching and Learning Annual review 2017

Centre for Teaching and Learning Annual Review 2016/17

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Contents Message from the Dean........................................ 4 Highlights 2016/17.................................................6 AICUR, ICT Learning Centre, Regional Writing Centre, Science Learning Centre, Mathematics Learning Centre, Regional Peer-Supported Learning Centre, Teaching Excellence Awards, Teaching, Learning and Scholarship Programmes, Continuing Professional Development (CPD), National Projects, Technology Enhanced Learning

CTL Staff...............................................................8 Student Engagement........................................... 13 First Seven Weeks, AICUR, Student Engagement and Success Unit, Promoting Student Engagement and Success, Transition Module, Supports for Repeating Exams, Research, One-to-One Student Support, Personal Academic Support System (PASS, Collaborative Activity

Learner Support Centres.................................... 19 Regional Writing Centre (RWC), Mathematics Learning Centre (MLC), ICT Learning Centre (ICTLC), Regional Peer-Supported Learning Centre (PSLC), Science Learning Centre (SLC)

Recognition of Teaching Excellence...................25 University of Limerick Excellence in Teaching Awards, National Forum’s Teaching Hero Awards, Shannon Consortium Regional Teaching Excellence Award

Technology Enhanced Learning (TEL)................28 Continuing Professional Development, Technology Enhanced Learning Unit (TELU), ‘Teaching online’ Digital Badge, DigiLanguages, All Aboard 2017

CPD Activities.....................................................30 Peer Observation of Teaching, Student Evaluation of Teaching (SET), Teaching, Learning and Scholarship Programme, Conversations in the Consortium, UL Teaching Expo, Other Teaching and Learning Events, Shannon Consortium, National Forum Expert Working Groups

UL Talks..............................................................36 Research.............................................................38 Publications, Conference Presentations

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Message from the Dean Welcome to the 2016/17 annual review of the activities of the Centre for Teaching and Learning (CTL). As well as maintaining high levels of activity around the regular work of the centre, last year featured two particular highlights: a renewed focus on student engagement and the rollout of our new Graduate Diploma and MA in Teaching, Learning and Scholarship.

The appointment of an educational developer for Student Engagement and Success at the beginning of the academic year meant that our student-facing engagement continued to develop and expand the activities of previous years as well as introducing some innovative initiatives. The First Seven Weeks, the PASS advisor support system, the development of collaborative student engagement and success structures across the institution, the rollout of a transition ‘module’ for incoming first years, the AICUR undergraduate conference, targeted learner support centre initiatives for students at risk, increased participation in the Irish Survey of Student Engagement (ISSE) and the establishment of the NStep programme at UL are among the year’s highlights.

Supporting and recognising excellent teaching is at the core of the CTL mission. We carried out an extensive review and curriculum redesign of our accredited programmes in 2015/16, which culminated in the launch in September 2016 of the newly configured Graduate Diploma/MA in Teaching, Learning and Scholarship. This new offering provides flexibility of engagement from certificate to master’s level and in face-toface and blended modes, thereby recognising and catering for the various wants and needs of third-level teachers.

December 2016 saw the successful allocation of competitive enhancement project funding to include our Shannon Consortium partners Mary Immaculate College (MIC) and Limerick Institute of Technology (LIT) in further collaboration on formally accredited programmes. Thanks to this project, which is supported by the National Forum for the Enhancement of Teaching and Learning in Higher Education, there is a commitment to offering these programmes collaboratively across the institutions from the next academic year. These programmes place 4 | Centre for Teaching & Learning 2016/17

UL in a very strategic position to implement the recommendations of the National Professional Development Framework, which has been developed and piloted by the National Forum.

I would like to congratulate another cohort of graduates from the Garda College in Templemore and welcome the 85 instructors currently registered on certificates and specialist diplomas in Teaching, Learning and Scholarship. We look forward to continuing to support the formal professionalisation of the lecturers responsible for delivering degree programmes to our future gardaí.

This annual review shares some of the highlights of our year and the very important ongoing work of CTL staff around continuing professional development (CPD), technology enhanced learning and student engagement, as well as the excellent supports provided by our learner centres (ICT, Maths, Peer Support, Science and Writing). At the end of my fourth year as Dean of Teaching and Learning, I continue to be struck by the excellent work that goes on in terms of the levels of advice, support, research and innovation that is provided from within a relatively small UL unit. This is down to the continuing commitment and dedication of the CTL team, for which I thank them most sincerely on your behalf and mine.

This is the third annual review to share the work of the CTL with the campus community.

We endeavour to provide staff with support for teaching and learning and, in turn, rely on your support for the work that we do. I take this opportunity to thank all the UL educators who have given their time to work with us over the past year. The sharing of your insights and expertise with colleagues has had a positive impact on your colleagues and has enhanced the quality of their teaching, through which they, in turn, engage their students.

The commitment to teaching and learning at UL is in a very healthy state. We have aimed to make this report easily readable and share snapshots with you in the following pages. In so doing, we continue to invite further discussion and collaboration with you and welcome ongoing and new dialogues around the implementation of our strategic commitments to teaching and learning.

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Highlights 2016/17 AICUR The fourth All-Ireland Conference of Undergraduate Research (AICUR) for student researchers was held at UL on 23 March 2017. This is an annual event for all disciplines.

ICT Learning Centre The ICT Learning Centre supported 562 students during the academic year; statistics show a 24% higher progression rate for those students who engage with our services. This year’s expansion of our ICT summer camps for second-level students resulted in 132 students (more than double the previous year) from 47 schools attending the camps.

Regional Writing Centre Regional Writing Centre (RWC) consultants helped 32 academic staff to integrate writing into their modules; this work had an impact on 1,202 undergraduate and postgraduate students. Fourteen RWC peer tutors in academic writing conducted 1,114 one-to-one consultations with students.

Science Learning Centre Students who engaged with Science Learning Centre supports for an engineering module showed a 5.3% average grade increase compared to students who did not engage with the supports.

Mathematics Learning Centre This year, the Mathematics Learning Centre (MLC) experienced a record high level of participation: the service recorded 10,023 contacts/attendances by students during the year.

Regional Peer-Supported Learning Centre An analysis of all peer-supported learning group programmes offered by the Regional PeerSupported Learning Centre shows that those who engaged with the support group scheme performed significantly better (about 13.5% higher grades) than those who did not.

Teaching Excellence Awards The UL Excellence in Teaching Awards were won

by Dr Hussain Mahdi (individual faculty award) and Dr Ann-Marie Creaven and Dr Stephen Gallagher (team award). The Shannon Consortium Regional Teaching Excellence Award was won by Dr Miriam Hamilton, Mary Immaculate College.

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Teaching, Learning and Scholarship Programmes Sixty instructors from the Garda Training College in Templemore enrolled in the bespoke Certificate in Teaching, Learning and Scholarship (18 credits) while 25 instructors continued their studies to specialist diploma level (30 credits) in spring 2017.

Thirteen UL academics enrolled for the newly developed Graduate Diploma in Teaching, Learning and Scholarship.

Continuing Professional Development (CPD) The Shannon Consortium celebrated 10 years of regional teaching enhancement with a UL-hosted symposium that examined challenges, inspirations and innovations in teaching and learning. UL and Limerick Institute of Technology (LIT) collaboratively secured funding to host two National Forum assessment workshops in March 2017.

National Projects The CTL enjoyed great success in leading collaborative funding applications that secured significant teaching and learning enhancement awards under the National Forum’s Professional Development Capacity Building in the Shannon Consortium – Enhancing Teaching and Learning through a Regional Accredited Programme.

Technology Enhanced Learning In April 2017, in collaboration with the Technology Enhanced Learning Unit (TELU), the CTL led the UL activities for All Aboard 2017, a week-long series of national and regional public events aimed at building digital skills for learning. A series of exciting All Aboard events was included in the seventh Limerick Lifelong Learning Festival, which ran right across the region.

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CTL Staff

Dr Fiona Farr Dean of Teaching and Learning Fiona Farr has been Dean of Teaching and Learning since 2013 in a seconded position from her academic post as senior lecturer in TESOL (Teachers of English to Speakers of Other Languages) in the School of Modern Languages and Applied Linguistics. Her key areas of expertise are teacher education, reflective practice, CPD, applied corpus linguistics and technology enhanced language learning. She has been published widely in academic journals and has written and co-edited a number of books. Fiona is currently a visiting research scholar at Lancaster University, where she participates in a large research project – Corpus Approaches to Social Science – funded by the ESRC (Economic and Social Research Council). In addition, she leads a large-scale national project entitled Enhancing Digital Literacies for Language Learning and Teaching (2016–17), which is funded by the National Forum.

Maura Murphy Manager As Manager of the CTL, Maura Murphy works closely with academic staff, heads of department and other key groups to champion and support excellence, innovation and enhancements in teaching and learning activities within UL and throughout the sector. Maura manages UL’s unique First Seven Weeks Programme, which is dedicated to helping first-year students adjust to third level from orientation week through the first seven weeks of semester. She is finance manager for the CTL’s Graduate Diploma/ MA in Teaching, Learning and Scholarship. She is an associate member of the National Forum for the Enhancement of Teaching and Learning in Higher Education and a member of the Student Led Learning (SLL) network. Maura is a qualified MBTI (Myers-Briggs Type Indicator) and Firo-B (Fundamental Interpersonal Relations Orientation – Business) practitioner and regularly presents learning styles, active learning and critical thinking workshops to students in UL and across the Shannon Consortium.

She is co-author of How to be a Student and The Ultimate Study Skills Handbook, both published by the Open University Press.

Karen McGrath Senior Administrator Karen McGrath is a senior administrator at the CTL. She is an accredited mediator for the Centre for Effective Dispute Resolution (CEDR) and spent five years as manager of dispute resolution services for the CEDR in the UK. Karen returned to Ireland in 2004 and worked at UL in supporting roles in both the marketing and procurement sections before joining the CTL in 2009. Her key areas of responsibility include coordinating the First Seven Weeks programme and managing the Student Evaluation of Teaching (SET) surveys.

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Victoria Kelly Senior Administrator Vicky Kelly is a senior administrator for the CTL; she provides high-quality administrative support to both the dean and manager. She has over 16 years’ experience working in many departments within the University of Limerick, and although she has had spells working in both the UK and Australia in office managerial roles, her love of UL has brought her back each time. Vicky manages or assists with many events that take place in the CTL, such as conferences, workshops and seminars.

Joan Imray Senior Administrator Joan has spent most of her career working within the educational sector in Ireland and abroad. She has worked in universities in Melbourne, Australia and Durham University in the UK. Joan graduated with a degree in business studies from the IPA and an MSc in Equality Studies from UCD, after which she spent 10 years working in student support roles in the DIT Access Service and DIT community projects. She started working in the University of Limerick in 2014 and joined the CTL team in September 2016.

Dr Angélica Rísquez Lead Educational Developer: Technology Enhanced Learning Angélica Rísquez is a lead educational developer at the CTL. She holds a PhD in educational technology and a senior fellowship in SEDA and has 14 years’ experience in educational development and research. Her work has been published extensively in high-impact journals, including 11 ISI (International Scientific Indexing) publications. Angélica was the course director of the Graduate Diploma/MA in Teaching, Learning and Scholarship between 2014 and 2017 and leads three of its modules. She contributes to service sustainability by leading collaborative funding bids for the National Forum and teaching different cohorts of students. She supervises at PhD level in the National Open University of Spain (UNED), where she also teaches in an MA programme. She is a member of the Services and Enterprise Committee at SEDA and participates actively in different professional networks.

Dr Mary Fitzpatrick Lead Educational Developer – Academic Professional Development Mary Fitzpatrick is a lead educational developer and the Shannon Consortium regional teaching and learning advocate. She leads a National-Forum-funded regional project on building regional capacity through a sustainable level 9 programme for inter-institutional delivery. She also continues to lead the Shannon Consortium project on regional teaching enhancement within three higher education institutions. She is course director of the Specialist Diploma in Teaching, Learning and Scholarship (National Training College – An Garda Síochána). She is an elected member of the executive committees of the Educational Developers in Ireland Network (EDIN) and Staff and Educational Development Association (SEDA). She is a chartered member of the Chartered Institute of Personal Development (CIPD) and a Senior Fellow of SEDA. Her research interests lie in learning and development, particularly within academia. Mary has extensive consultancy experience in the area of human resource development in both the private and public sectors.

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Dr Íde O’Sullivan Lead Educational Developer and Co-director, Regional Writing Centre Íde O’Sullivan is a lead educational developer at the CTL and co-director of the Regional Writing Centre (Ireland’s first such centre). Íde is course director of the Graduate Diploma/MA in Teaching, Learning and Scholarship. Since 2007, she has led the design, delivery and evaluation of writing-support interventions at UL, grounding writing centre initiatives in good practice and sound theory. She also works with academic staff on the development of their professional writing for publication. She is a founding member and co-chair of the Irish Network for the Enhancement of Writing (INEW). Her current research focuses on adapting academic writing development to particular national contexts and on enhancing peer tutoring in academic writing. Other areas of interest include writing to learn, writerly identity, writing assessment, second language acquisition research and the development of new literacies.

Lawrence Cleary Educational Developer and Co-director, Regional Writing Centre Lawrence Cleary is an educational developer at the CTL and co-director of the Regional Writing Centre.

His background is in English, rhetoric and composition studies (BA in English, Illinois State University) and English language teaching (MA in ELT, University of Limerick). Lawrence is currently pursuing a PhD in writing pedagogy, the focus of which is on appeals for disciplinary identity. He has taught writing to students in a number of disciplines and is currently teaching students on the BEng in Mechanical, Aeronautical and Biomedical Engineering (first year) and MEng in Mechanical, Aeronautical and Biomedical Engineering programmes. His interests lie in rhetoric, critical theory, writing pedagogy, language teaching, systemic functional linguistics, stylistics, corpus studies, learning styles and strategies.

Dr Aoife Lenihan Educational Developer and Co-director, Regional Writing Centre Aoife Lenihan is an educational developer and acting co-director of the Regional Writing Centre. Her background is in new media and sociolinguistics (BA New Media and English, UL), and her PhD in Applied Language Studies investigated the interaction of language policy, minority languages and new media. She holds a Specialist Diploma in Teaching, Learning and Scholarship (UL). Her research interests include multilingualism, minority languages and the media, along with the writing process and strategies.

Sarah Gibbons Educational Developer Sarah Gibbons is an educational developer in the Student Engagement and Success (SES) Unit. Sarah holds a Fellowship with SEDA, is co-chair of the Confederation of Student Services Ireland (CSSI) Special Interest Group (SIG) on Retention and is currently undertaking postgraduate studies in Dublin Institute of Technology (DIT). Her primary interest areas are early transition to third level; the importance of academic literacy for third-level students; the benefit of academic advising for undergraduate retention and progression; the use of learning analytics for student progression; national student-level data (for the Irish Survey of Student Engagement – ISSE) and institutional uses; and the collation and use of student opinion on learning experiences, e.g. National Student Engagement Programme (NStEP). Sarah previously worked as a senior policy advisor across a number of social and educational state departments.

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Dean Teaching & Learning Dr Fiona Farr

Manager, CTL Maura Murphy

Senior Administrators

Lead Educational Developer: Academic Professional Development Dr Mary Fitzpatrick

Vicky Kelly Karen McGrath Joan Imray

Lead Educational Developer: Writing Co-Director Regional Writing Centre

Lead Educational Developer: Technology Enhanced Learning Dr Angélica Rísquez

Dr Íde O’Sullivan

Educational Developer: Writing

Educational Developer: Student Engagement and Success

Co-Director Regional Writing Centre

Sarah Gibbons

Lawrence Cleary

ICT Learning Centre

Mathematics Learning Centre

Peer-Supported Learning Centre

Science Learning Centre

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Student Engagement The First Seven Weeks | AICUR | Other Activities

FIRST SEVEN WEEKS The First Seven Weeks initiative is designed to provide targeted support to students during the very early weeks of their time as University of Limerick students. Recognising that successful early adjustment is linked to subsequent success, we provide new students with a range of information and interact with them in ways that make them know we care about them and want them to adjust successfully to college life.

Each of the first seven weeks has its own theme, and each theme is designed to focus students’ attention on the various issues that we know are important for settling in and thriving at third level.

FIRST SEVEN WEEKS PROGRAMME Week 1

Welcome, settling in and finding your way around

Week 2 Study skills and time management Week 3

Meet your advisor

Week 4

Health and wellbeing

Week 5

Learner support centres

Week 6

Civic engagement and volunteering awareness

Week 7

Critical thinking and longer-term planning

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AICUR Record turnout for fourth annual All-Ireland Conference of Undergraduate Research The fourth annual All-Ireland Conference of Undergraduate Research (AICUR) had the highest numbers of undergraduate research participants since the conference was first held in 2014.

Initiated by Dr Fiona Farr (Dean, Teaching and Learning), the aim of AICUR is to ‘provide a platform for undergraduate students to share their research, in a diversity of forms, and experience participating and presenting in an academic conference. The benefits of such an experience, academically, socially and personally for students, are significant’.

This year’s AICUR took place in the Analog Devices Building, UL on 23 March 2017 and was opened by Professor Sarah Moore (Associate Vice President Academic, UL and Chair, National Forum for the Enhancement of Teaching and Learning). The keynote speech, entitled ‘What doesn’t challenge you, doesn’t change you’, was delivered by UL graduate Anna Geary (broadcaster, athlete, columnist and qualifying life coach). Ms Geary spoke warmly of her time at UL and challenged the student audience to “believe in your own ideas, because if you don’t, how can someone else?”. The AICUR participants were encouraged throughout the day by Dr Brenda Cullen, Executive Director of The Undergraduate Awards.

The attendance and quality of work presented at this year’s conference is a testament to the highquality, committed and engaged students that Ireland, and not least UL, are producing. Professor Moore commended the participating students for being “not indifferent observers of your world; you research for a better world”.

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Over 55 student presentations were delivered on the day, including five poster displays. Students were given multiple options for delivering their research, including 15-, 10- and 5-minute oral presentations as well as ‘Research in 3’ and poster presentations. The AICUR participants showed the value of undergraduate research in higher education and what it can achieve.

The CTL wishes to extend special thanks to AICUR’s main sponsor, ZAGG International, a Shannon-based supplier of mobile accessories, which has supported the conference since its inception. Thanks also to O’Mahony’s Bookshop UL, the University Arena, Aramark and the Bank of Ireland for sponsoring prizes.

Special thanks to the AICUR organising committee: Dr Fiona Farr, Dean of Teaching and Learning (chair); Donal Foley, UL Students’ Union; Sarah Gibbons, CTL; Vicky Kelly, CTL; Dr Óscar Mascareñas Garza, Irish World Academy of Music and Dance; Dr Patricia M. McNamara, Education and Health Sciences; Maura Murphy, CTL; Dr Liam Murray, Arts, Humanities and Social Sciences (AHSS); Jill Pearson, Kemmy Business School (KBS); and Dr Walter Stanley, Faculty of Science and Engineering (S&E).

Speaker awards went to these students: Name

Category

Research title

Institution: Programme

Kevin Meade and Aidan Coleman

15-minute oral presentation

Exploring teachers as researchers and their use of evidence-based practices in the classroom

UL: Materials and Engineering Technology

Alanna Wurm

10-minute oral presentation

Mastery and locus of control: implications for retention in benzodiazepine withdrawal programme

UL: Psychology

Sarah Jane Allen

5-minute oral presentation

An investigation of Irish female bloggers and their influence

UL: New Media and English

Lorraine Lally

Research in 3

A patient’s view on maternal/foetal conflict in Ireland

NUI Galway: Spanish Studies

Pro-rich or pro-poor? An analysis of primary and secondary care utilisation

UL: GEMS

Best Poster Presentation

Trash Team Racing – winner of Games Fleadh 2017

UL: Computer Games Development

Participants’ Choice Award

Loving your neighbour as yourself or for yourself: self-interest and the minimal group paradigm

UL: Psychology and Sociology

Joint Winner: Amanda Keegan

Best Poster Presentation

David Ryley, Chris Brady and Shane O’Malley

Joint Winners:

Ryan Barrett

In attendance at AICUR on 23 March were (left to right) Dr Fiona Farr, Anna Geary, Professor Sarah Moore and Maura Murphy.

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Student Engagement and Success Unit Promoting Student Engagement and Success The SES Unit was formally established in 2016 as a collaborative ‘virtual’ unit between the CTL, Student Affairs Division and Glucksman Library.

The unit team comprises the Director, Student Affairs Division (chair); Dean of Teaching and Learning; Director of Library and Information Services Division; First Year Support Coordinator; Educational Developer, SES; and First Year Librarian, SES. Work on profiling and promoting the SES Unit was developed throughout the year. The work included developing a SES logo, a range of explanatory videos, student mail-outs and PowToons to explain the student-facing role and services of the unit.

Presentations were made at UL open days to profile the unit among potential students, teachers and parents.

Transition Module A two-week transition module was developed by the SES Unit. The module looks at the differences between second-level and third-level education, expectation-setting, supports and services for new students, time management and approaching the first assessment.

A pilot of the module was undertaken with KBS in the academic year 2015/16. There is a commitment to run a second pilot with programmes in S&E and AHSS in 2017/18.

A collaborative project is being undertaken with Campus Life Services to deliver the transition module to first-year students in residences. The SES Unit will provide training for nominated facilitators from KBS and student residences to enable the module to be more broadly disseminated.

Supports for Repeating Exams Workshops outlining options for students with a quality credit average (QCA) below 2.0 were delivered in the spring semester. Students were informed (by circular) about the range of supports available to those needing to repeat exams.

Research Research-related events included: »»

A presentation at the ‘What Works? Student Retention and Success’ Higher Education Authority (HEA) Conference, London on the influence of the findings of the What Works Phase 1 research projects on UL SES activities

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Delivery and facilitation of a Confederation of Student Services Ireland (CSSI) workshop – ‘Improving Retention Through Effective Student Orientation’ – at the annual conference in University College Cork (UCC)

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Presentation at the S&E Teaching and Learning Day on SES Unit activity to support the retention of students

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One-to-One Student Support The first-year support coordinator provides one-to-one support to new students on any area of their first-year experience they may find challenging. The coordinator assists students with their individual queries and acts as a conduit for students when other services become involved.

The librarian for first-year student engagement and success delivered workshops and classes to first-year students. The sessions helped students to find resources for class assessments, beginning research, and citing and referencing.

Personal Academic Support System (PASS) The CTL provided faculties with information sessions on PASS by request. The CTL conducted a survey on PASS with staff and students during the academic year to see how staff were interacting with the revised process.

A PASS Resources SharePoint site for advisors was developed in time for the start of the 2017/18 academic year. The site will provide key institutional information as well as supports and resources that can be used with advisees.

The CTL created PASS-related content for students on the SES website. The Meet your Academic Advisor page includes an outline of the advisor’s role.

Collaborative Activity National Student Engagement Programme (NStEP): The CTL and the UL Students’ Union applied to the NStEP to participate in this national programme. If the application is successful, there will be an ongoing partnership between UL and the Students’ Union to offer the programme to students and staff.

Irish Survey of Student Engagement (ISSE): The SES Unit coordinated the ISSE survey across the UL campus. The work included employing student representatives to encourage the student population to complete the questionnaire.

UL Today app development: The CTL, Information Technology Division (ITD) and both students’ unions (Students’ Union and Postgraduate Students’ Union) have been working with an app developer to update and extend the existing ‘UL Today’ student app. The app, which should be available to new students at the beginning of the 2017/18 academic year, includes a way-finder and enables a student’s timetable to be embedded into their phone’s calendar.

Student engagement working group: The UL Students’ Union created a collaborative working group for each of the four pillars of their strategic plan. Two members of the SES Unit were invited onto the student engagement working group.

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Learner Support Centres Student support services play a crucial role in the success of students in higher education.

Each of our learning centres provides a space where students can feel comfortable about raising issues that may help them to study or learn more effectively and build their confidence and self-esteem.

Regional Writing Centre Mathematics Learning Centre ICT Learning Centre Regional Peer-Supported Learning Centre Science Learning Centre

Regional Writing Centre (RWC) The mission of the RWC is to engage both students and staff in a burgeoning national conversation on writing and to provide a framework for them to become effective, efficient, persuasive scholarly writers and writing mentors.

The RWC at the University of Limerick offers a free and friendly place for all students (undergraduate and postgraduate) to come to address any aspect of their writing. The centre is dedicated to helping students develop strategies to become more confident, critical and autonomous writers. The RWC is also available to staff who are interested in developing their students’ writing.

The RWC takes a non-invasive, inductive approach to writing development. Peer tutors and experts work with students and staff to identify their writing practices and thus improve their strategic effectiveness.

Highlights of the Year »»

Fourteen peer tutors in academic writing facilitated 1,114 one-to-one peer-tutoring consultations in academic writing, an increase of 153 on the previous year.

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‘Writing Across the Curriculum’ workshops (29 hours) were delivered to 414 students (undergraduate and postgraduate).

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‘Writing in Disciplines’ consultations took place with 32 academic staff to enable them to integrate writing into their modules. This work had an impact on 1,202 students (undergraduate and postgraduate).

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Ten initiatives for the support of staff and postgraduates in their own writing were delivered to 104 staff and students.

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Modules designed and delivered by the RWC were undertaken by 168 academics, researchers and students.

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As a result of collaboration with the CTL, the National Forum, the Irish Network for the Enhancement of Writing (INEW), the Educational Developers in Ireland Network (EDIN) and UL’s HR Research section, RWC staff delivered six initiatives on writing and the teaching of writing to local, regional and national audiences.

»»

The RWC’s Tenth Anniversary Symposium on Writing for a National Audience featured two North American keynote speakers (Anthony Paré, University of British Columbia and Kathleen Blake Yancey, Florida State University) on writing and writing pedagogy.

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The fourth annual UL One Campus, One Book initiative featured Louise O’Neill’s Asking for It.

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The Sixth Annual National Secondary School Essay-writing Competition attracted over 100 entries from across Ireland.

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A new blog initiative, Writing-talk, was launched.

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Nine PVA (President’s Volunteer Award) volunteers assisted the RWC with the National Secondary School Essay-writing Competition and the Writing-talk initiatives.

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Five external institutions requested RWC staff to be external advisor/consultants.

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RWC consultants in writing continued to actively engage in research and activities with relevant associations and network groups.

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Highlights of the Year »»

Mathematics Learning Centre (MLC) The MLC supports students’ mathematics learning across all programmes in UL. The MLC does this by: »»

Providing a dedicated area with supervised access to help and resources

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Delivering appropriate support services for students on service mathematics courses

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Addressing the mathematics needs of special groups (e.g. mature students, adult returners, transfer students, international students)

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Researching the needs of learners in terms of materials, pedagogy, delivery systems and other support requirements

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With 10,023 student contacts/attendances during the year, up by 2,573 from last year, the MLC had its busiest year to date in 2016/17. The distribution of attendances at the MLC’s various programmes was: ››

Drop-in centre: 2,819

››

Support tutorials: 3,776

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Revision programmes: 3,428

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The MLC coordinated the Leaving Certificate helpdesk, which helped 66 second-level school students over 11 weeks to prepare for their mathematics examination.

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The MLC coordinated the President’s Volunteer Award (PVA) for mathematics, which saw 16 UL students receive volunteering awards for their work with second-level students.

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The Leaving Certificate Higher Level Mathematics Mature Student Programme is a collaboration between the MLC, Limerick and Clare Education and Training Board (LCETB) and UL Mature Student Office. This pilot course taught Leaving Certificate honours mathematics to mature students over two sessions per week throughout the year. The initiative helps mature students who have previously struggled with the honours maths entry requirement of their programme.

Highlights of the Year »»

There were 4,007 attendances from 562 students.

»»

Each week during weeks 4 to 12 of the autumn semester, the ICTLC operated 17 hours of drop-in and 12 hours of peer-supported learning. In excess of 24 hours of targeted support/workshop sessions were given during the autumn semester. Additionally, 16 hours of laboratory support using pair programming was provided to students taking a first-year computer programming module.

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Each week during weeks 3 to 12 of the spring semester, the ICTLC operated 17 hours of drop-in, 8 hours of peer-supported learning and 35 hours of targeted support/workshop sessions. Twenty hours of laboratory support using pair programming was provided for a first-year computer programming module. Additionally, 28 hours of laboratory-based PAR sessions were provided in two core modules to 55 students who had achieved a grade of C3 or lower in their autumn semester exams.

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Following the ICTLC’s successful funding application in partnership with the PSLC to the HEA’s Information Technology Investment Fund (ITIF), we received €21,500 towards running and expanding our ICT summer camp programme. A three-day Cybercamp ran three times this year, and an advanced two-day camp, Cybercamp Plus, was successfully piloted. In total, 132 students from 47 schools took part in the camps. In addition, drop-in support was provided for ICT students during the two weeks prior to their repeat exams.

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For the first time, a UL team, ‘Trash Team Racing’, emerged overall winners in the 2017 Games Studio Competition, which was held as part of the 2017 Games Fleadh at Limerick Institute of Technology (LIT) Tipperary. The Games Studio competition is open to second-, third- and fourth-year undergraduate students from across all third-level institutions in Ireland. Working with undergraduate students in UL every year, the centre invites and encourages students’ participation, manages team selection through internal competitions and provides mentoring.

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The new tablet-based ‘Student Interaction’ system linked to the ICTLC attendance system was trialled during the academic year, and initial feedback from both ICTLC tutors and students is very positive. Tutors particularly noted the immediate awareness they gained of students in the centre requesting learning support, which helped the tutors to manage their interaction time better. Students reported that the system enabled them to have fair and equal access to ICTLC support staff.

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Approximately 78% of the students using the centre’s support services were from first year, second year, graduate diploma and higher diploma courses. Our analysis of first-year student data from four core ICT undergraduate courses shows a 24% higher progression rate for students who engage with our services.

ICT Learning Centre (ICTLC) The ICTLC supports and promotes active learning among students on ICT-related programmes. The centre uses proven learner-support approaches, tutoring innovation, research and evaluation with the aim of developing learners who are confident and effective ICT practitioners. The main schemes currently offered by the ICTLC include: »»

A drop-in service

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Targeted topic and skills workshops

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Core programming language workshops

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Peer-supported learning groups

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Prepare and repeat (PAR) retention-focused sessions

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In-lab pair programming support for core firstyear computer programming modules

The ICTLC works closely with the Regional PeerSupported Learning Centre (PSLC) – see the next section for details.

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Regional Peer-Supported Learning Centre (PSLC) The PSLC specialises in promoting proactive peer-supported learning schemes, particularly those related to the PeerSupported Learning Group (PSLG) academic enrichment programme. PSLG is a group-based, student-led collaborative learner support scheme that targets difficult subjects/modules in all programmes of study offered by UL. Over the last few years, the PSLC has been actively involved in setting up and maintaining a number of PSLG schemes every year. Most (82%) of these schemes target first-year and secondyear students in ICT-related courses, particularly those offered

by S&E. The PSLC works closely with the ICTLC in running PSLG programmes that focus on computer programming, software and electronics-related modules.

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Highlights of the Year »»

Eleven PSLG programmes provided support across both academic semesters to over 1,900 S&E and KBS students on accounting, electronics, computer programming and computer science modules.

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Other support services offered and activities organised related to student engagement, motivation, professional and transferrable skills development and outreach, including a seminar series held for undergraduate students in the Department of Electronics and Computer Engineering (ECE) on presentation and report-writing skills. The report-writing skills seminar was conducted for students undertaking master’s programmes in the Department of ECE.

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The PSLC continues to support the UL Cybercamp run by the ICTLC by providing IT and administrative support and staff to assist and run lesson sessions. Thanks to extended funding from the HEA, the UL Cybercamp was expanded this year to include a follow-on ‘advanced’ camp – UL Cybercamp Plus – which was attended by 18 past attendees of the UL Cybercamp and was well received by all attendees.

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The PSLC continues to support the Transition Year Week run by S&E by providing staff to run lesson sessions. The sessions run by the PSLC focus on presentation skills and how to use MS PowerPoint; the content was adapted this year to introduce the students to the concepts of basic Java programming through the Greenfoot Integrated Development Environment.

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In addition to its own website, the PSLC continues to deploy and support the websites of the ICTLC and the UL Cybercamp through its web server.

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Students who participated in the support schemes offered by the PSLC and the ICTLC did better overall (by approximately 20%) than students who did not and had a 25% better chance of achieving a C3 grade or higher in assessment.

Science Learning Centre (SLC) The SLC provides support to undergraduates whose degree includes a science component.

During the autumn and spring semesters of 2016/17, the SLC provided support to students by two main routes: a dedicated drop-in centre and on-demand support tutorials. In addition, the SLC supported students taking repeat examinations and provided workshops for the First Seven Weeks programme.

Highlights of the Year »»

There were 4,054 student visits to the SLC. This represents a 24% increase in visits from 2015/16 (3,263).

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There was more collaboration this year with academic staff in departments and schools and with other staff involved in student support services.

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A new initiative, Early Support Interventions (ESI), designed to identify and support ‘at-risk’ students was piloted for a number of modules.

The relationship between student progression and student background characteristics was investigated, in detail, for one module.

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In general, students who participated in ESI interventions achieved better grades than comparable nonparticipating students.

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SLC initiatives to support students were reported at seminars and conferences internally, nationally and internationally. These events provide attendees with an awareness of current best practice in the sector.

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The SLC participated in the National Learning Analytics Advisory Panel on Teaching, Learning and Effective Interventions, which met between January and June 2017.

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Recognition of Teaching Excellence Excellent teaching at the University of Limerick is recognised and rewarded through four teaching award schemes: (i) University of Limerick Excellence in Teaching Awards, (ii) Shannon Consortium Regional Teaching Excellence Awards, (iii) the National Forum’s Teaching Expert Awards, and (iv) the National Forum’s Teaching Hero Awards.

The latter two award schemes run on alternate years – the Hero Awards ran in 2016/17 and is reported upon below.

University of Limerick Excellence in Teaching Awards Following a review in 2015 of UL’s awards scheme for excellence in teaching, the teaching award review group recommended taking a fresh approach to the scheme with a view to focusing the entire UL community on teaching and learning excellence.

The new system was piloted in 2015/16 and rolled out across the institution in 2016/17. The aims of the redesigned awards scheme are: »»

To encourage more staff (both academic teachers and those who provide learner support) to consider developing and showcasing their work as part of the UL awards process

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To promote and share excellence in teaching

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To recognise the diversity of teaching, learning and learner support activity

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To ensure that staff from all four faculties and across all learner support domains engage in the awards process

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To give faculties (and discipline-specific experts) a stronger voice in defining criteria relevant to their disciplines and in shortlisting excellent candidates within their own faculties To ensure that a robust set of criteria is applied across all categories of awards and all disciplines while also recognising diverse approaches to teaching and learning

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To ensure that the student voice remains central to the awards process

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To promote and share excellent practice during UL’s annual Teaching Expo

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To strengthen our commitment to acknowledging and celebrating the efforts of those who have a positive impact on student learning at UL

In keeping with these aims, the new awards scheme now recognises teaching excellence with respect to the following three categories: 1.

Individual awards

Applies to individual submissions; looks for a disciplinespecific focus and evidence of learning impact.

2.

Team awards

For those who engage in a collaborative approach to teaching and learning across or within disciplines.

Submissions must have an academic lead and can involve academics from any discipline and/or those engaging in any form of learner support.

3.

Annual award for excellence in the provision of pedagogic support

Applies to those engaged directly in pedagogic support activities (e.g. librarians, lab supervisors, educational technologists, learner support unit staff, educational developers, technical officers) and allows for individual or team nominations. Submissions must be led by a member of staff in a learner support role.

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Winners Individual Award

Dr Hussain Mahdi (left) receiving his UL Excellence in Teaching award from President Dr Des Fitzgerald in August 2017

Dr Hussain Mahdi (Department of Electronic and Computer Engineering) won the individual Excellence in Teaching award. Since 2001, Hussain has driven UL’s PSLG tutoring programme. The PSLG, along with a range of other learner support activities under Hussain’s leadership, has had a demonstrable impact on students’ learning, academic competence, success, progression and retention. Hussain’s passion for and commitment to student success and engagement is clear both in the range of activities and achievements for which he is responsible and in feedback from students, peers and experts on his performance as a teacher.

Team Award

Dr Stephen Gallagher and Dr Ann-Marie Creaven, winners of the UL Excellence in Teaching team award 2016

Dr Ann-Marie Creaven and Dr Stephen Gallagher (both from the Department of Psychology) won the Excellence in Teaching team award. Ann-Marie and Stephen are responsible for establishing a research apprenticeship model among undergraduate students in the field of psychology. Collaborative research and the joint production and publication of journal articles with students as lead authors or collaborators have given rise to the demonstration and acceleration of complex research literacy and competence among undergraduates. The awards review panel highlighted the innovative and excellent nature of this work and its effectiveness in integrating research and teaching.

inspire enrich innovate

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Shannon Consortium Regional Teaching Excellence Award Now in its tenth year, the annual Shannon Consortium Regional Teaching Excellence Awards showcases excellence in teaching and learning within the three third-level institutions of the Shannon Consortium: Limerick Institute of Technology (LIT), Mary Immaculate College (MIC) and University of Limerick (UL). Involving a detailed and reflective teaching portfolio as well as a recording of the candidates’ teaching, the Regional Teaching Excellence Awards is the most rigorous teaching awards process in the country.

This year’s awards were adjudicated by an external panel chaired

by Dr Sharon Walsh (National University of Ireland, Galway – NUIG) and comprising Dr Rachael Carkett (University of Bath), Dr Martina Crehan (Royal College of Surgeons in Ireland) and Dr Rebecca Turner (University of Plymouth).

From many interested third-level teachers across the consortium, five academics were shortlisted for the award: »»

Patrick Buckley (Management and Marketing, UL)

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Miriam Hamilton (Learning, Society and Religious Education, MIC)

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Siobhán Howard (Psychology, MIC)

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Yvonne Cleary (Culture and Communication, UL)

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Patrick Rowsome (School of Education, UL)

Pictured at the Shannon Consortium Regional Teaching Excellence Awards ceremony in UL in April are (left to right) Dr Martin Fitzgerald, LIT; Dr Fiona Farr, UL; Dr Gwen Moore, MIC; Professor Don Barry, UL; Dr Mary Fitzpatrick, UL; Professor Sarah Moore, UL; Professor Eugene Wall, MIC; Dr Deirdre Ryan, MIC; and Dr Michael Ryan, LIT.

The recipient of the 2016/17 award was Dr Miriam Hamilton, MIC, who was presented with her award at a ceremony on 26 April in UL. The panel described Miriam as ‘a natural teacher, committed to her own professional development; someone who helps students to adopt a research lens to their work’.

Dr Miriam Hamilton, MIC (3rd from left) receives her Shannon Consortium Regional Teaching Excellence award in the company of (left to right) Mr Patrick Rowsome, UL; Professor Don Barry, UL; Professor Sarah Moore, UL; Dr Siobhan Howard (Psychology, MIC); and Dr Paddy Buckley, UL.

National Forum’s Teaching Hero Awards This unique student-led initiative saw over 800 teachers from across Ireland’s higher education sector being nominated for a 2016 National Teaching Hero Award.

Teachers nominated by their students as teaching heroes gather at the 2016 National Teaching Hero Award ceremony in Dublin Castle.

Jointly run by the National Forum for the Enhancement of Teaching and Learning in Higher Education and the Union of Students in Ireland, the National Teaching Hero Award is designed to engage and empower students to define, identify and celebrate impactful teaching. The Teaching Hero campaign 2016 focused on innovative, creative and inspiring teaching and its impact on student learning. The 37 top heroes identified received their awards at a ceremony at The Printworks, Dublin Castle on 27 October 2016.

The winners from the University of Limerick were Barbara Geraghty, Faculty of Arts, Humanities and Social Sciences and Niall McInerney, Faculty of Science and Engineering.

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Technology Enhanced Learning (TEL) Continuing Professional Development

‘Teaching online’ Digital Badge

As part of the CTL’s ongoing role in providing pedagogical support to promote technology enhanced learning, 187 members of academic staff attended workshops and private consultations during the year. In addition, five sessions on blended learning were delivered to departments and programme teams.

During the year, CTL collaborated with Hibernia College and Cork Institute of Technology in designing the ‘Teaching online’ digital badge as part of the Digital Badge initiative led by the National Forum. The initiative included a series of interviews recorded with UL staff on the topic of blended learning.

A new three-credit module, TL5101 Blended Learning, was designed and accredited to empower lecturers to translate the principles of blended learning into effective teaching and learning practice. The module has been integrated into the delivery of the new Graduate Diploma in Teaching, Learning and Scholarship but is also offered to other cohorts on demand.

Another three-credit module, TL5121 Moderating for Online Environments, has recently been approved and deployed with a cohort of tutors on the Postgraduate Diploma in School Leadership. Designed with the expertise of the Centre for Project Management at the Kemmy Business School and in collaboration with TELU, this module provides an effective CPD solution to develop new skills in creating, managing and promoting student engagement and learning online.

The CTL has teamed with HR in the Collaborative Knowledge Exchange for Learning Impact project funded by the National Forum and led by NUIG in collaboration with MIC and Dublin City University (DCU). This 18-month project proposes to develop a flexible CPD initiative to enable heads of department and middle management to ‘champion the digital’ and lead the enhancement of teaching and learning.

A schedule is being drawn up for the delivery of professional development workshops for the badges in late September 2017, and there will be a piloting stage for the badge delivery.

DigiLanguages Funded by the National Forum, the goal of DigiLanguages is to develop a national framework of digital literacies for language learning and teaching in an Irish higher education context.

DigiLanguages (Enhancing Digital Literacies for Language Teaching and Learning) aims to extend its impact well beyond the 18-month project period by creating networks that are both self-sustaining and capable of being rolled out to a wider audience.

Representing six higher education institutions (UL, MIC, LIT, NUIG, DCU and DIT), the project team comprises language lecturers from across a range of geographically diverse locations. The languages included in the project are French, Italian, German, Spanish, Irish and English for Speakers of Other Languages.

Technology Enhanced Learning Unit (TELU) TELU is a joint collaboration between the CTL, ITD, Library and Information Services Division (LISD) and Continuing & Professional Education (CPE) to realise the commitments for TEL in Broadening Horizons, UL’s strategic plan 2015–19.

During 2016/17, TELU worked to develop a strategy to inform future TEL developments at UL.

Our digital student ambassadors for All Aboard 2017 in the Showcase for the Limerick Lifelong Learning Festival

Highlights of TELU’s collaborate work in 2016/17 include the following: »»

Working with HR, a Sulis-hosted solution for a range of online training resources specifically designed for the higher education sector (Oxford University Press/ Epigeum)

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The ITD-led 12 Apps for Christmas initiative

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Curated open educational resources for the TELU website

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Coordination of UL activities for the Higher Education Sectoral Technical Infrastructure Review undertaken by the National Forum

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The UL activities for All Aboard 2017 were integrated in the Limerick Lifelong Learning Festival, which ran right across Limerick city and county and featured an exciting line-up of over 200 free events.

All Aboard 2017 In collaboration with TELU, the CTL led the UL campaign for All Aboard 2017, a week-long series of national and regional public events to build confidence in Ireland’s digital skills for learning. Co-run by the National Forum for the Enhancement of Teaching and Learning in Higher Education and Ireland’s Higher Education Institutions, the 2017 campaign built on the work invested in the Take 1 Step campaign to foster digital literacy based on the National Framework for Digital Skills.

TELU activities took place in collaboration with the Seventh Limerick Lifelong Learning Festival, an initiative by the PAUL Partnership to promote and support access to lifelong educational, training and learning opportunities, which is coordinated in UL by CPE. Running right across Limerick city and county in the first week of April, the festival featured an exciting line-up of over 250 free, open-access events on the theme of ‘Communities, Connecting, Learning’. The festival was supported by a strong PR/media campaign, including brochures and flyers distributed across Limerick, the website, social media (@LimkLearnFest), the Limerick Leader and Live 95FM.

As part of the festival, the CTL coordinated an e-treasure hunt around Limerick city to encourage the public to visit the Festival Showcase and learn more about it and to develop digital skills on the go while learning about the city and its treasures. The treasure hunt, in which 18 teams participated, generated a lot of attention and media press coverage. In their excellent feedback, participants reported that the experience heightened their awareness of the festival in general and the All Aboard events in particular.

The last day of the festival focused on the theme of online identity and wellbeing and included an event comprising three consecutive sessions coordinated by the CTL in the Bank of Ireland Workbench in Limerick city. The three-hour event was attended by 32 members of the public and generated a huge amount of insightful discussion and sharing of personal experiences and challenges at a deep emotional and personal level.

Involvement in All Aboard 2017 and the Limerick Lifelong Learning Festival provided excellent opportunities for civic engagement and highlighted the enthusiasm of the broader community for learning and for engaging with the university.

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CPD Activities As committed to in Broadening Horizons, UL’s strategic plan 2015–19, the university aims to empower staff to excel and achieve their potential in a collegial and supportive environment (p. 34). The CTL plays a key role in contributing to the achievement of this aim by providing academic staff with a range of opportunities to engage in continuing professional development in the areas of teaching and learning.

Peer Observation of Teaching

Student Evaluation of Teaching (SET)

The observation of teaching by peers has continued to provide a forum for partners to learn from both being observed and acting as the observer. With 61 participants engaging with the process during the year and inter-institutional partnerships being established, this network is providing a valuable platform for dialogue on teaching and learning. Dr Mary Fitzpatrick facilitated Shannon Consortium regional peer observation workshops on 29 September 2016 and 16 February 2017.

Since 2002, the CTL has provided academic staff (fulltime and part-time lecturers, teaching assistants and tutors) with a confidential teaching evaluation. Referred to as SET (student evaluation of teaching), the service provides a structured approach to gathering feedback from students about their experiences of their modules, including the teaching and their own role in the learning process. The CTL evaluates the SET in accordance with best practice in teaching and learning in higher education. A dataset containing over 10,000 student responses has confirmed the high reliability of the new 17-item scale (Cronbach’s α = 0.902).

The SET runs on alternate semesters to the module satisfaction survey (MSS), which is conducted by the UL Quality Support Unit. During 2016/17, 227 lecturers requested a SET, which involved 364 modules and 5,022 student responses.

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Teaching, Learning and Scholarship Programme In August 2016, CTL launched three new level 9 awards in Teaching, Learning and Scholarship: Certificate (21 credits), Graduate Diploma (60 credits) and Master of Arts (90 credits). The Graduate Diploma replaces the previously offered Specialist Diploma. The programme provides high-level, scholarly, practice-based professional development for academic staff. It provides the skills, competencies, insights and capacities that staff need in order to bring the highestquality teaching and learning experiences to

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their students while helping them to manage and progress their own scholarly careers.

A cohort of 15 UL academics successfully completed the programme, some of whom are currently making arrangements for starting the MA. Sixty instructors from the Garda Training College in Templemore enrolled in the bespoke Certificate in Teaching, Learning and Scholarship (18 credits) while 25 additional instructors continued their studies to Specialist Diploma level (30 credits) in spring 2017.

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First Seven Weeks teaching award winners are celebrated at UL’s first Teaching Expo on 9 March. Pictured (left to right) are Dr David Coughlan (Arts, Humanities and Social Sciences, award winner), Professor Sarah Moore, Dr Diarmaid Lane (Education and Health Sciences, award winner), Professor Paul McCutcheon, Dr Antoinette Flynn (Kemmy Business School, award winner), Dr Martin J. Hayes (Science and Engineering, overall winner) and Dr Fiona Farr.

Conversations in the Consortium

Shannon Consortium

The Conversations in the Consortium forum was adapted to a Five-Minute Teaching Tip session in October 2016, where academic staff from UL, MIC and LIT presented short insights on their practice and innovations. The initiative was replicated in the partner institutions as a seminar model.

On 31 May 2017, the CTL hosted a symposium to celebrate 10 years of the Shannon Consortium as a region of teaching excellence. Over 100 higher education teachers from UL and our partner institutions MIC and LIT attended the event entitled ‘Shaping and reshaping the landscape of teaching and learning: perspectives from the Shannon Consortium’. Keynote speaker Professor Tom Collins acknowledged the role of the Shannon Consortium as an exemplar of a successful cluster in higher education. Presentations examined the theme of ‘Challenges, inspirations and innovations in teaching and learning’. The Shannon Consortium aims to establish the Shannon Region as a zone of excellence in teaching and learning.

UL Teaching Expo UL’s first annual Teaching Expo took place on Thursday 9 March 2017 in the Millstream Common Room. The event showcased some of the innovative teaching and learning practices across the UL campus. It also provided a platform for formative discussions and professional development for all staff involved in pedagogic practice and support. The First Seven Weeks teaching awards were celebrated and presented to the winners at the Expo. These teaching awards are presented to lecturers/ tutors who are nominated by their students in a survey at the end of the First Seven Weeks programme. Students nominate the lecturer/ tutor who had the most impact on them in their first seven weeks at UL.

Other Teaching and Learning Events »»

The autumn Introduction to Teaching at Higher Education Workshop Series comprised three workshops for new teachers on the following themes: (i) new to teaching in higher education; (ii) assessment; and (iii) feedback and active learning.

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A Shannon Consortium workshop on portfolio development was led by Dr Mary Fitzpatrick on 11 November 2016.

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With LIT, the CTL hosted a one-day event (15 March 2017) that included the following two national seminar workshops funded by the National Forum: ­­

Challenging the Assumptions of Assessment, Professor Margaret Price, Director of ASKe Pedagogy Research Centre, Price Oxford Brookes University (UL host)

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Examination Feedback: Assessing the Outcomes, Dr Louise Naylor, Director of the Unit for the Enhancement of Learning and Teaching, University of Kent (LIT host)

National Forum Expert Working Groups Dr Mary Fitzpatrick contributed to two expert working groups on the enhancement theme of assessment of/for/as learning (‘Programme Approaches to Assessment and Feedback’ and ‘Sectoral Approach to Assessment and Feedback’). Both workshops focused on consolidating a sectoral understanding of assessment and developing a national policy on programme-level assessment. As a result of this work, the National Forum published a set of national guidelines and illustrative case studies for both staff and students.

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UL Talks 2016 UL Talks are short (five-minute) videos showcasing our people and the ideas about which they are knowledgeable, articulate and passionate.

Anyone interested in submitting a proposal for a UL Talk is asked to select a theme within their area of expertise and develop an outline that shows how they will communicate their idea to a non-specialist audience. We encourage contributors to consider inviting students to participate in their talk and to place a focus on learning in a disciplinary context.

Dr Louise A Barry

Dr Marie-Thérèse Batardière

Lecturer in Midwifery, UL

Lecturer in French, UL

Louise talks about the core attributes and values that nurses have and how they are used in their practice areas.

and Catherine Jeanneau

Dr Roberto Mazza Lecturer in History, UL Roberto talks about his research and teaching with a focus on the Middle East. Although the news seems to suggest this region is permeated by violence, Roberto shows that, in fact, intra- and inter-communal relations are more complex and judgement should be replaced by understanding.

Dr Óscar Mascareñas Garza Lecturer in Music, UL Óscar talks about using ‘nothingness’ as a teaching and learning tool. ‘A Class of Nothing’ aims to locate the students in an empty space in order to give them the opportunity to ‘disconnect’ from previous or existing knowledge by taking the time to do nothing and to stimulate and develop a new order of knowledge based on the notions of presence, awareness, reflection and creativity.

Language Learning Hub Coordinator, UL Marie-Thérèse and Catherine talk about the early days of internationalisation at UL. They explain how, through the implementation of a number of initiatives that bring Erasmus and international students into contact with home students, this international environment has provided students with valuable opportunities to enhance their language learning and intercultural awareness.

Hilary Moss Lecturer in Music Therapy, UL Hilary explains her passions for the interaction between arts, health and wellbeing. As a musician and a music therapist, Hilary delves into music and shows how it is good for your health.

Dr Billy O’Connell GP, Teacher of Professional Development, UL Billy talks about professionalism in medicine and how to stay at the highest level, where possible.

Sylvia Murphy-Tighe Dr Ray O’Connor

Lecturer in Midwifery, UL

GP, Senior Research Fellow, GEMS and Assistant Programme Director, GP Training Scheme

Sylvia speaks about the sensitive subject of concealed pregnancies.

Ray talks about evidence-based medicine and how medicine acquires its facts.

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Research Publications FARR, F. Farr, F. and Murray, L., eds (2016) Routledge Handbook of Language Learning and Technology, London and New York: Routledge.

Farr, F. and Murray, L. (2016) ‘Introduction’ in Farr, F. and Murray, L., eds., Routledge Handbook of Language Learning and Technology, London and New York: Routledge.

Farr, F. and Murray, L. (2016) ‘Digital literacies for language learning and teaching: developing a national framework’ in Proceedings from the 2nd International Conference on Higher Education Advances, HEAd’16 Conference, Valencia, Spain, 21–23 June 2016.

FITZPATRICK, M. Enright, E., Coll, L., Ní Chroinín, D. and Fitzpatrick, M. (2016) ‘Student voice as risky praxis: democratising physical education teacher education’, Physical Education and Sports Pedagogy [online], available: http://www. tandfonline.com/doi/full/10.1080/17408989.2016.1 225031.

Fitzpatrick, M. (2017) Case study H: Mapping expectations of assessment to reality of requirements – the transition to programmelevel assessment, Enhancing Programme Approaches to Assessment and Feedback in Irish Higher Education: Case Studies, Commentaries and Tools [online], available: http://www.teachingandlearning.ie/wp-content/ uploads/2017/06/Case-Study-H-with-doi.pdf ).

GIBBONS, S. Daly, P., Ring, E., Egan, M., Fitzgerald, J., Griffin, C., Long, L., McCarthy, E., Moloney, M., O’Brien, T., O’Byrne, A., O’Sullivan, S., Ryan, M., Wall, E., Madden, R. and Gibbons, S. (2016) An evaluation of education provision for students with autism spectrum disorder in Ireland, Co Meath: National Council for Special Education.

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LENIHAN, A. Lenihan, A. and Kelly-Holmes, H. (2017) ‘Virtual ethnographic approaches to researching multilingualism online’ in Martin-Jones, M. and Martin, D. (eds), Researching Multilingualism: Critical and Ethnographic Perspectives, London: Routledge.

RÍSQUEZ, A. Garcia-Ripa, M.I., Sanchez-Garcia, M.F. and Rísquez, A. (2016) ‘Learning strategies and motivational autoregulation: profiling for first year university guidance’, Revista Iberoamericana De Diagnostico Y Evaluacion-E Avaliacao Psicologica, 1, 39–57.

Rísquez, Angélica (2016) Redesigning Assessment for Blended Learning. Oxford University Press, London: Audiovisual material [online], available: https://www.epigeum.com/courses/teaching/ blended-learning/) [accessed 6 October 2017].

WALSHE, G. Walshe, G., Johnston, J. and McClelland, G. (2017) ‘Integrating mathematics into science: design, development and evaluation of a curriculum model’ in Hahl, K., Juuti, K, Lampiselkä, J., Lavonen, J. and Uitto, A., eds, Cognitive and Affective Aspects in Science Education Research: Selected Papers from ESERA 2015 Conference, Dordrecht: Springer, available: https://doi. org/10.1007/978-3-319-58685-4_23.

WALSH, R. Walsh, R. (2017) ‘A case study of pedagogy of mathematics support tutors without a background in mathematics education’, International Journal of Mathematical Education in Science and Technology, 48(1), 67–82.

Walsh, R., Fitzmaurice, O. and O’Donoghue, J. (2017) ‘What subject matter knowledge do secondlevel teachers need to know to teach trigonometry?

An exploration and case study’, Irish Educational Studies, DOI: 10.1080/03323315.2017.1327361

Conference Presentations CLEARY, L. Cleary, L and Lenihan, A. (2017) ‘The Value of Talk’, Shannon Consortium 10th Anniversary Symposium, Shaping and Reshaping the Landscape of Teaching and Learning Limerick: Perspectives from the Shannon Consortium, University of Limerick, 30 May. FARR, F. Blin, F., Farr, F., McLoughlin, L. and Murray, L. (2016) ‘Digital literacies for language learning and teaching: developing a national framework’, EuroCALL 2016, Cyprus, 24–27 August.

Farr, F. and Murray, L. (2016) ‘Teaching into research into teaching: frameworks and findings from the DigiLanguages project’ (chaired session), Theory & Practice: Researching Teaching and Learning in Higher Education, NUI Galway, 17 June.

Farr, F. and Murray, L. (2016) ‘Teaching into research into teaching: frameworks and findings from the DigiLanguages project’, CELT, NUI Galway, 17 June.

GIBBONS, S. Gibbons, S. and Brennan, C. (2017) ‘Improving retention through effective student orientation’, presented at Transitions: Minding the Gap in Liminal Spaces – CSSI Summer Conference, 22–23 June.

LENIHAN, A. Cleary, L and Lenihan, A. (2017) ‘The value of talk’, presented at Shannon Consortium 10th Anniversary Symposium, Shaping and Reshaping the Landscape of Teaching and Learning Limerick: Perspectives from the Shannon Consortium, University of Limerick, 30 May.

and Reshaping the Landscape of Teaching and Learning Limerick: Perspectives from the Shannon Consortium, University of Limerick, 30 May. O’Sullivan, Í. and Farrell, A. (2017) ‘Shape shifting: exploring alternative approaches and institutional models towards cohesive teaching, writing, learning, research and writing development’, presented at EATAW 2017 (European Association for the Teaching of Academic Writing), Royal Holloway University of London, June.

RÍSQUEZ, A. Farrelly, T., O’Grady, M., Raftery, D., Rísquez, A., McAvinia, C., Harding, N., Costello, E., Ryan, D., McSweeney, D. and Logan-Phelan, T. (2016) ‘VLEs – what lecturers want and do’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

O’Keeffe A., Breen, M., Geraghty, A., Hoyne, S., Hyland, P., Lanigan, McKillen, T., Rísquez, A., Ryan, A., Ryan, D. and Stapleton, S. (2016) ‘Using the All Aboard national digital skills framework as a diagnostic tool in the Shannon Consortium #t1step (“Take 1 Step”) project’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

Breen, M., Geraghty, A., Hoyne, S., Hyland, P., Lanigan, McKillen, T., Moloney, D., O’Keeffe A., Rísquez, A., Ryan, A., Ryan, D., Smalle, M., Stapleton, S. and Dore, L. (2016) ‘#t1step (“Take 1 Step”): raising digital skills across the Shannon Consortium’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

WALSHE, G.

Lenihan A. (2017) ‘Examining minority languages in new media – virtual ethnography’, presented at 6th International Research Methods Summer School 2017 (IRMSS), Mary Immaculate College, Limerick, 19–21 May.

Kelly, R., Erduran, S., Walshe, G. and Guilfoyle, L. (2017) ‘Step Into science: engaging students, teachers and families in debates’, presented at European Science Education Research Association Conference, Dublin, Ireland, 21–25 August.

Lenihan, A. (2017) ‘“No matter how big or small, a community speaks a language or dialect” (Facebook. com): long-tail languages and the commodification of minority languages online’, invited panel: ‘Bilingualism and Commodification: Taking Stock and Moving Forward’, 11th International Bilingualism Symposium, University of Limerick, 11–15 June.

Walshe, G. and Johnston, J. (2017) ‘Interdisciplinary science education: do the Irish and Scottish curricula facilitate the incorporation of mathematics in the teaching and learning of science?’, presented at European Science Education Research Association Conference, Dublin, Ireland, 21–25 August.

Lenihan, A. (2017) ‘“Long-tail languages”: investigating the revaluation of minority languages in new media’, presented at 16th International Conference on Minority Languages: Revaluing Minority Languages, University of Jyväskylä & Närpes, Finland, 28–30 August.

O’Sullivan, Í., Coote, S. and Lenihan, A. (2017) ‘Writing across the curriculum: clinical therapies and the Regional Writing Centre’, presented at Shannon Consortium 10th Anniversary Symposium, Shaping and Reshaping the Landscape of Teaching and Learning Limerick: Perspectives from the Shannon Consortium, University of Limerick, 30 May. O’SULLIVAN, Í.

O’Sullivan, Í., Coote, S. and Lenihan, A. (2017) ‘Writing across the curriculum: clinical therapies and the Regional Writing Centre’, presented at Shannon Consortium 10th Anniversary Symposium, Shaping

Walshe, G., Newport, D., Barnett, J. and Casey, V. (2017) ‘Impact of participation in a learning support unit for students of a first year engineering module’, presented at Horizons in STEM Higher Education Conference: Making Connections and Sharing Pedagogy, Edinburgh, 29–30 June.

Walshe, G. and Casey, V. (2016) ‘Overview of the Science Learning Centre, University of Limerick: learning analytics, bringing people together – exploring LA in the Irish HE sector symposium’, National Forum for the Enhancement of Teaching and Learning in Higher Education, Dublin, 8 December.

WALSH, R. Walsh, R., Fitzmaurice, O. and O’Donoghue, J. (2016) ‘Irish pre-service teachers’ subject matter knowledge of secondary level trigonometry’, presented at 13th International Congress on Mathematical Education, Hamburg, Germany, 24–31 July.

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