The project is concerned with opening the institutional dialogue about the benefits of adopting the principles of Universal Design for Learning in our practice.

"This one-day course was designed for education professionals who work closely with those who have dyscalculia either in a teaching or supporting role or those who wish to develop their own knowledge and understanding of the area. The one-day course had a particular focus on identifying dyscalculia in learners in a post 16 setting. By the end of the one-day course, participants got an understanding of: What is Dyscalculia? How is dyscalculia different from maths learning difficulties? How can dyscalculia and maths learning difficulties be identified in Post 16 learners? What is maths anxiety? What is good practice in supporting learners with dyscalculia? "

"This one-day course was designed for education professionals who work closely with those who have dyscalculia either in a teaching or supporting role or those who wish to develop their own knowledge and understanding of the area. The one-day course had a particular focus on identifying dyscalculia in learners in a post 16 setting. By the end of the one-day course, participants got an understanding of: What is Dyscalculia? How is dyscalculia different from maths learning difficulties? How can dyscalculia and maths learning difficulties be identified in Post 16 learners? What is maths anxiety? What is good practice in supporting learners with dyscalculia? "

In this seminar, we outlined the principles of UDL focusing on the why, how and what of learning. We shared with you our experiences of completing the National Forum for the Enhancement of Teaching and Learning in Higher Education’s (NFETLHE’s) UDL Digital Badge which we completed during the 2020-21 academic year. We provided an insight into what was involved and how it has impacted our thinking and practice in MTU.

"The Academic Success Coaching team at MTU hosted a workshop on the value and applications of coaching approaches in Higher Education. Equally of interest to Academic and to Professional, Management and Support staff at MTU, the workshop provided an overview of the uniqueness of coaching approaches and how they can enrich teaching, supervision, and mentoring scenarios. We were joined by Dr Jill Andreanoff, a leading coaching scholar and practitioner, who shared her wealth of experience on the value of using a coaching approach in Higher Education settings. Dr Andreanoff facilitated a short interactive session exploring both mentoring and coaching, giving practical examples of how these approaches can be adopted."

"The Academic Success Coaching team at MTU hosted a workshop on the value and applications of coaching approaches in Higher Education. Equally of interest to Academic and to Professional, Management and Support staff at MTU, the workshop provided an overview of the uniqueness of coaching approaches and how they can enrich teaching, supervision, and mentoring scenarios. We were joined by Dr Jill Andreanoff, a leading coaching scholar and practitioner, who shared her wealth of experience on the value of using a coaching approach in Higher Education settings. Dr Andreanoff facilitated a short interactive session exploring both mentoring and coaching, giving practical examples of how these approaches can be adopted."

"Though nearly as common as dyslexia, dyscalculia is neither well-known nor well-understood among educators and clinicians. In recent years students with dyscalculia have presented in different MTU Cork programmes of study and have struggled with completing core maths modules or using maths within modules of their course such as Science and Business subjects. Staff in MTU Cork were surveyed about their awareness of and questions about Dyscalculia. In addition, students with the Disability Support Service (DSS) were surveyed on their experience of dyscalculia in college. The results of these surveys were used to inform the design and content of this workshop and their findings were presented during the workshop itself. The objective of this workshop was to raise awareness about dyscalculia among the MTU community and identify best practice approaches to support our students with dyscalculia. Following universal design for learning (UDL) principles that promote increased accessibility in teaching and learning we hope that this raised awareness will in fact benefit all students who interact with maths and numbers as part of their studies at MTU Cork. A major focus of this workshop was on ways in which lecturers or tutors can support students with Dyscalculia to succeed. Hilary Maddocks has worked for many years supporting such students at Loughborough University. The student perspective was also presented as we heard from an MTU Cork student about her experiences of learning with Dyscalculia, and the DSS gave some background."

"Though nearly as common as dyslexia, dyscalculia is neither well-known nor well-understood among educators and clinicians. In recent years students with dyscalculia have presented in different MTU Cork programmes of study and have struggled with completing core maths modules or using maths within modules of their course such as Science and Business subjects. Staff in MTU Cork were surveyed about their awareness of and questions about Dyscalculia. In addition, students with the Disability Support Service (DSS) were surveyed on their experience of dyscalculia in college. The results of these surveys were used to inform the design and content of this workshop and their findings were presented during the workshop itself. The objective of this workshop was to raise awareness about dyscalculia among the MTU community and identify best practice approaches to support our students with dyscalculia. Following universal design for learning (UDL) principles that promote increased accessibility in teaching and learning we hope that this raised awareness will in fact benefit all students who interact with maths and numbers as part of their studies at MTU Cork. A major focus of this workshop was on ways in which lecturers or tutors can support students with Dyscalculia to succeed. Hilary Maddocks has worked for many years supporting such students at Loughborough University. The student perspective was also presented as we heard from an MTU Cork student about her experiences of learning with Dyscalculia, and the DSS gave some background."

To understand what impedes student success, it has been common to consider the support provided to students ‘at-risk’, but what if we consider the idea of ‘critical moments’ instead? By identifying key critical moments that students encounter, we can design curricula and student support which can increase student retention and success. Therefore, we are more likely to reach a greater number of students while carrying out activities in a more cost-effective way. This is particularly the case where institutions have high numbers of widening access students, who are recognised as more vulnerable to dropping out or failing. First generation students may encounter more critical moments (family responsibilities, financial challenges, discrimination in some aspect of their experience, etc), and have less resources in place to pass through them successfully (family who have been to university, financial resources, confidence, social networks etc), This workshop drew facilitators with a European perspective and encouraged participants to think about and begin to understand the critical moments their students face in a discipline and wider student experience context. Time was spent identifying local critical moments, contrasting with known experiences across Europe and introducing the model of Transitions Pedagogy to consider practical approaches to reduce and support identified critical moments. The use of Transitions Pedagogy will help ensure any approaches are grounded in discipline context and curriculum planning. It is therefore a seminar that had particular relevance to all those who teach and those who support/manage teachers. Participants attending this seminar: Gained an understanding and explored the concept of ‘critical moments’ for students across the lifecycle in their institution Reflected on how their institution’s knowledge and support of critical moments contrasts across European Higher Education (HE) settings Were introduced to the Transitions Pedagogy model to consider critical moments in the holistic design of curricula as well as student support Identified and planned the practical/impactful methods/approaches that can reduce unnecessary critical moments and support students in those moments intrinsic to their HE journey.

Supporting and enhancing the undergraduate and postgraduate student experience throughout the student lifecycle is a critical activity in higher education not only to aid retention and progression but in a highly competitive higher education (HE) market, the quality of the student experience is pivotal in HE institution’s attracting students. In recent years, research and initiatives have tended to focus on the first-year student experience (i.e. those entering year one of a course with subsequent years being neglected), or learning and teaching, and assessment and feedback. However, although the first year is crucial in helping to embed students into their studies, it is essential to support students in a joined-up approach across academic and non-academic spheres in, through and out of the study journey to aid student engagement, wellbeing, progression, attainment and success. This seminar looked at the key transitions in the study journey and focused on and suggested ways that institutions can create excellence in their delivery of a high-quality student experience from raising aspirations to entry preparation and throughout each level of study. Participants who attended this seminar: Examined the student lifecycle, identified key transition points and their associated challenges Explored possibilities for enhancing student engagement and better preparing students at each stage from first year induction to ‘outduction’ Were introduced to and explored the ‘Student Experience Transitions Model’ that interlinks the key activities of academic, welfare and support. The model provides a framework for colleagues to organise and map out the various types of support required for different students at particular times throughout their journey at university or college; Shared practice with colleagues from other institutions and make connections for collaborative projects Had a facilitated discussion on how student engagement might be best enhanced at different stages from Pre-entry to Post-graduation.

The DSS are developing Learning Support resources such as biteszie videos on study skills to help you and will continue to update these as more are created - we hope you find them useful!

The DSS are developing Learning Support resources such as biteszie videos on study skills to help you and will continue to update these as more are created - we hope you find them useful!

The DSS are developing Learning Support resources such as biteszie videos on study skills to help you and will continue to update these as more are created - we hope you find them useful!

The DSS are developing Learning Support resources such as biteszie videos on study skills to help you and will continue to update these as more are created - we hope you find them useful!

The DSS are developing Learning Support resources such as biteszie videos on study skills to help you and will continue to update these as more are created - we hope you find them useful!

"The Transitions at MTU Fund is a funding stream available from AnSEO - The Student Engagement Office which can be accessed each year through the Teaching & Learning Unit (TLU) and AnSEO's Combined Funding Call. Transitions at MTU is designed to support staff to support students through projects that impact on all aspects of transitions at MTU, focusing on 3 main areas as follows: Transitions into MTU: helping 1st year students adjust both socially and academically into Higher Education Transitions through MTU: settling into 2nd, 3rd or final year of studies helping students leaving on, or returning from, work placement support students adjusting from employment into full-time or part-time study Transitions out of MTU: Aimed at students progressing from undergraduate to postgraduate study. In this session, we learned more about Transitions at MTU and heard from colleagues who have received funding in the past. Get inspiration from their experiences of how a small amount of seed funding, up to €2000, can expand reach and impact to enhance student engagement and improve the student experience, and how often the simplest projects can be the most effective."

"The Transitions at MTU Fund is a funding stream available from AnSEO - The Student Engagement Office which can be accessed each year through the Teaching & Learning Unit (TLU) and AnSEO's Combined Funding Call. Transitions at MTU is designed to support staff to support students through projects that impact on all aspects of transitions at MTU, focusing on 3 main areas as follows: Transitions into MTU: helping 1st year students adjust both socially and academically into Higher Education Transitions through MTU: settling into 2nd, 3rd or final year of studies helping students leaving on, or returning from, work placement support students adjusting from employment into full-time or part-time study Transitions out of MTU: Aimed at students progressing from undergraduate to postgraduate study. In this session, we learned more about Transitions at MTU and heard from colleagues who have received funding in the past. Get inspiration from their experiences of how a small amount of seed funding, up to €2000, can expand reach and impact to enhance student engagement and improve the student experience, and how often the simplest projects can be the most effective."

"“Student Engagement” is a term that is bandied around these days but what does it really mean and why does it matter? Is it all about students or is there a role for staff as well? What are the benefits of student engagement at a course, department, school, faculty and institutional level? How is CIT developing its understanding of Student Engagement in partnership with students and staff? This workshop was designed to give answers to these questions and to provide an insight into what CIT has been and is doing in this space. AnSEO – The Student Engagement Office, part of the Office of the Registrar and Vice President for Academic Affairs, was formed to work with academic faculty, school and department staff and student services to improve student engagement, progression and successful graduation. Their work is informed by desk research on national and international models of best practice, expert input and advice and student and staff feedback. They explore current issues, develop proactive and collaborative strategies appropriate to need and facilitate their implementation. This session aimed to: Introduce the AnSEO Team – who they are and what they do? Provide an insight from those who deliver and support a number of AnSEO’s programmes about how AnSEO can help staff and their students on the road to success, such as: The Good Start & Just Ask! programmes Academic Success Coaching and Profiling – providing 1-2-1/group coaching and class visits to help all students achieve their academic potential Sparq (Students as Partners in Quality) - facilitated, purposeful conversations between students and staff giving insights into improving the college experience together Academic Learning Centre – free, easily accessible extra support for students in a range of modules Provide an opportunity to discuss other potential opportunities for AnSEO to work more closely together with staff for the benefit of students and each other"