Do you wonder if there are better ways of going about your teaching and/or assessment practices? Perhaps you would like to learn more about current thinking and best practice in teaching, learning, technology and assessment in higher education? Maybe you are interested in gaining a Level 9 qualification in Teaching and Learning in Higher Education? If so, you might consider participating in the MA in Teaching and Learning in Higher Education that is offered by the Teaching and Learning Unit. In Semester 1 2023/24, the TLU will be offering the following modules which may be of interest to you: EDUC9043: Teaching and Learning in Higher Education EDUC9046: Curriculum Design & Evaluation EDUC9050: Mentoring in HE EDUC9016: Education Research Proposal This information session provided an overview and introduction to the programme, more detailed information about the programme itself including options to step off with a Level 9 Certificate or Level 9 Postgraduate Diploma and will explain how to apply.

"The TLU have developed a CPD programme entitled EAT-PD: Enabling Academic Transitions through Professional Development Programme, aimed at new and early career academic staff, i.e., staff that have been teaching full-time for three years or less (or some equivalent). This programme enables staff relatively new to teaching to develop their competencies in the classroom. The focus of this programme is to expose staff to a range of research-based teaching strategies that can be used to enhance lectures and support learning. The purpose of this session was to provide more information about the programme, including more details about the programme itself as well as information on how to apply."

"Since 2019 the TLU have launched and supported over 40 learning communities across MTU. During this session we heard from Learning Community members about who they are, what inspired them to start/join a Learning Community, what they have achieved and how others might initiate or join an existing learning community. Professor Jim O’ Mahony also spoke about how funding can be awarded and used effectively to transform teaching and learning both within and across disciplines."

As part of MTU’s commitment to excel in teaching, research and development work, for the benefit of staff, students, industry and the wider community, MTU is offering staff the opportunity for professional recognition of their teaching practice and leadership.

As part of MTU’s commitment to excel in teaching, research and development work, for the benefit of staff, students, industry and the wider community, MTU is offering staff the opportunity for professional recognition of their teaching practice and leadership.

As part of MTU’s commitment to excel in teaching, research and development work, for the benefit of staff, students, industry and the wider community, MTU is offering staff the opportunity for professional recognition of their teaching practice and leadership.

"Learning communities provide a space and a structure for people to align around a shared goal. Effective communities are both aspirational and practical. They connect people, organisations, and systems that are eager to learn and work across boundaries, all the while holding members accountable to a common agenda, metrics, and outcomes. These communities enable participants to share results and learn from each other, thereby improving their ability to achieve rapid yet significant progress. Over the last three years, the TLU have initiated and supported over 30 learning communities across MTU. This seminar provided a short update from each of our learning communities which highlighted their successes and challenges. The session was also useful to those wishing to learn more about the benefits of initiating or joining learning communities in MTU."

"Learning communities provide a space and a structure for people to align around a shared goal. Effective communities are both aspirational and practical. They connect people, organisations, and systems that are eager to learn and work across boundaries, all the while holding members accountable to a common agenda, metrics, and outcomes. These communities enable participants to share results and learn from each other, thereby improving their ability to achieve rapid yet significant progress. Over the last three years, the TLU have initiated and supported over 30 learning communities across MTU. This seminar provided a short update from each of our learning communities which highlighted their successes and challenges. The session was also useful to those wishing to learn more about the benefits of initiating or joining learning communities in MTU."

"Learning communities serve many functions in education. They allow for the sharing of ideas, the standardisation of practices and the presentation of new solutions and insights. They can also enhance teamwork and collaboration, as well as reduce individual workloads within and across departments and schools. In the last 2 years the TLU have supported the creation and development of over 20 Learning Communities across MTU Cork. This session allowed them to share their experiences and gave those interested in developing their own LC an understanding of how the TLU can help support and fund their ideas."

"Learning communities serve many functions in education. They allow for the sharing of ideas, the standardisation of practices and the presentation of new solutions and insights. They can also enhance teamwork and collaboration, as well as reduce individual workloads within and across departments and schools. In the last 2 years the TLU have supported the creation and development of over 20 Learning Communities across MTU Cork. This session allowed them to share their experiences and gave those interested in developing their own LC an understanding of how the TLU can help support and fund their ideas."

"There is a prevalence of survey usage across third level Institutes. Surveys are sometimes regarded as an easy approach to obtaining opinions and measurements. However, it is easy to conduct a survey of poor quality rather than one of high quality and real value. This seminar will provide a checklist of good practice in the conduct and reporting of survey research. Its purpose is to assist the participants to produce survey work to a high standard, meaning a standard at which the results will be regarded as credible. The seminar will first provide an overview of the approach to questionnaire design and then guide the participants step-by-step through the processes of data collection, data analysis, and storage. The seminar is not intended to provide a manual of how to conduct a survey, but rather to identify common pitfalls and oversights to be avoided by researchers if their work is to be valid and credible. Anyone involved in collecting data from subjects has an ethical duty to respect each individual participant’s autonomy. All surveys should be conducted in an ethical manner and one that accords with best practice. Confidentiality with regard to all participant information should always be respected, with due care given in both the collection, recording, storage and destruction of data. The seminar will highlight the importance and role of ethics, research integrity and data storage in questionnaire design. This seminar was particularly relevant to academic staff, i.e. lecturers, supervisors and researchers, but was also relevant to professional management support staff. Participants attending this seminar gained insights into: The steps involved in designing a reliable questionnaire such as qualities of good questions, questionnaire length, question wording, order of questions, etc. The importance of a Statistical Analysis Plan (SAP) in questionnaire design. How meeting ethical standards ensures researchers act in good faith and protects the integrity of the resulting data. Processes to help us to be aware of, respect and protect the personal data collected."

"There is a prevalence of survey usage across third level Institutes. Surveys are sometimes regarded as an easy approach to obtaining opinions and measurements. However, it is easy to conduct a survey of poor quality rather than one of high quality and real value. This seminar will provide a checklist of good practice in the conduct and reporting of survey research. Its purpose is to assist the participants to produce survey work to a high standard, meaning a standard at which the results will be regarded as credible. The seminar will first provide an overview of the approach to questionnaire design and then guide the participants step-by-step through the processes of data collection, data analysis, and storage. The seminar is not intended to provide a manual of how to conduct a survey, but rather to identify common pitfalls and oversights to be avoided by researchers if their work is to be valid and credible. Anyone involved in collecting data from subjects has an ethical duty to respect each individual participant’s autonomy. All surveys should be conducted in an ethical manner and one that accords with best practice. Confidentiality with regard to all participant information should always be respected, with due care given in both the collection, recording, storage and destruction of data. The seminar will highlight the importance and role of ethics, research integrity and data storage in questionnaire design. This seminar was particularly relevant to academic staff, i.e. lecturers, supervisors and researchers, but was also relevant to professional management support staff. Participants attending this seminar gained insights into: The steps involved in designing a reliable questionnaire such as qualities of good questions, questionnaire length, question wording, order of questions, etc. The importance of a Statistical Analysis Plan (SAP) in questionnaire design. How meeting ethical standards ensures researchers act in good faith and protects the integrity of the resulting data. Processes to help us to be aware of, respect and protect the personal data collected."

"CIT’s Teaching & Learning Unit (TLU) launched an inaugural call in 2018 to develop and support a number of Learning Communities (LCs) across the institute and is currently working with 13 emerging LCs from across the institute as a direct result of this call. LCs facilitate the exchange of good teaching and learning ideas amongst its members and provide a platform for professional discussions and sharing of practices. The main purpose of this session was to support our current cohort of (LCs) but was also useful to those who would like to learn more about the benefits of initiating and sustaining an active LC."

CIT’s Teaching & Learning Unit (TLU) launched an inaugural call in 2018 to develop and support a number of Learning Communities (LCs) across the institute and is currently working with 13 emerging LCs from across the institute as a direct result of this call. LCs facilitate the exchange of good teaching and learning ideas amongst its members and provide a platform for professional discussions and sharing of practices. This workshop enabled these emerging LCs to: Showcase their vision and ideas for both their short- and long-term ambitions Show how their activities are influencing teaching and learning in their respective disciplines. An open invitation was extended to all CIT staff to attend what turned out to be a lively and thought-provoking session where they heard more about our LCs and found out how to: Develop a new LC or Create partnerships with existing ones