In this ¾ hour seminar, we learned key strategies to help your coachee or mentee overcome barriers to confidence. We explored factors that lead to a loss of confidence and discussed techniques for promoting self-compassion and strength-based growth.

In this 45-minute seminar, we explored how to address Imposter Syndrome (IS) through coaching and Positive Psychology. Focusing on key concepts like the Dunning-Kruger Effect and the neuroscience behind IS, we discussed how IS manifests through behaviours such as People Pleasing, Perfectionism, Paralysis, and Procrastination (the 4 P’s). Participants also explored how to leverage personal strengths to counteract IS and foster success in coaching and mentoring roles. By the end of this talk, participants have: • Gained an understanding of the Dunning-Kruger Effect and its impact on IS. • Discussed the neuroscience of IS and the influence of the 4 P’s. • Explored how the 4 P’s of IS affect personal and professional life. • Discussed role diversity, inclusion, and their effect on success and leadership. • Developed strategies to apply personal strengths to mitigate feelings of IS.

In this ¾hr seminar, we will revisit the Positive Psychology (PP) movement that was touched on previously with those who participated in the Coaching in Higher Education Foundation Level programme. We will discuss some exciting new ways of bringing PP principles into group settings and the implications for Higher Education Coaching and Mentoring. In this session, the following will be discussed: - Tips to successfully teach PP in group settings - Potential barriers to successfully teaching PP in groups settings - PP in hope therapy - PP Intervention using photographs - Using strengths in different ways - meeting others with similar strengths - Decoding emotions by analysing speech, body, and face - Silent gratitude mapping.

"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"The Teaching and Learning Unit (TLU) and AnSEO - The Student Engagement Office are delighted launched our annual Combined Funding Call to support staff and students who wish to undertake short term projects related to teaching, learning, assessment and student engagement (TLASE) activities. This funding call enables teams of staff and/or students, to develop ideas that might enhance teaching, learning, assessment and student engagement across the student life cycle. The purpose of this session was to provide more information about the funding process itself, describe what supports are available and provide participants with an opportunity to hear from previous recipients in terms of what they achieved and how they felt about the experience and the impact these projects have on staff and students."

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."

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

The overall vision for the ECAAP (Embedding Content Across Academic Programmes) toolkit is that it can be used at every level within a Higher Education facility to track and embed content in modules, stages and programmes and ultimately link the delivery of this content to graduate attributes. The objective of the first stage of this project is to explore the feasibility of creating such a toolkit, through a mixture of desk research and a worked example.

The aim of this seminar was to introduce ECAAPT, a simple means by which to embed and track content, such as academic literacies, across modules and programmes. This tracking and mapping tool can contribute to a more coordinated and cohesive approach to the teaching and learning of various skills in many disciplines. In addition, this tool has the potential to be used as a structure for building and developing new programmes in a coherent and logical manner. It should be possible to show where the content necessary to develop the desired graduate attributes are, or could be, embedded across all stages of a programme. This can be useful for simplifying programmatic review, as well as ongoing programme checks and coherency. It may also be useful to map existing content relating to any module or programme across departments or in relation to specific graduate themes/attributes. Use of this tool may also indicate where there are openings to develop further learning opportunities for students, and where there may be overlap in delivery. The session began with an introduction to the tool itself and how it works before we moved on to present a worked example. This was followed by an opportunity for questions and answers.

"Students need to use the internet to support their studies and are a group identified with low wellbeing and high loneliness. Re-Connect is a workshop that has been developed in MTU in response to research findings that highlight difficulties caused by problematic internet use for students. The workshop is being rolled out in MTU and aims to support students in developing awareness of their internet use and its affects. The workshop also enables students with tools which can help to develop healthy internet habits or redesign habits that are causing them problems. The workshop to date has got excellent feedback from staff and student participants and aligns exactly with the government strategy for healthy campuses. Student problematic internet use can be addressed in a way that few other issues affecting health and wellbeing are. The workshop has been developed to address a student need as evidenced by research, it is a university cross collaboration, developed with student input, honed with professional expertise empowers students to redesign those habits for wellbeing and academic performance. This workshop is designed for lecturers who might want to deliver the Re-Connect workshop with their students. This workshop was delivered by Oonagh O’Brien and Catherine Murphy, who gave an overview of the Re-Connect programme, the research that drove its development and they shared resources and facilitation techniques to enable delivery of Re-Connect to student groups. "

"In this session Annmarie MacFeely from Careers Services gave us an insight into the MyCareer platform. MyCareer is a state of the art, comprehensive suite of online Career Planning, Research and Artificial Intelligence (AI) Job Hunting tools which is now available to all MTU students. Annmarie showed us how MyCareer enables students to access a pocket-sized, mini–Career Advisor which they can access from their mobile phone, 24/7. We saw how students have access to a range of student friendly tools which provide support in Career Planning, Self-Assessment, CV building and Scanning, Mock Interview Practice and feedback. In addition, students can browse an extensive library of up-to-date bite sized videos, articles and tips on anything and everything to do with Careers. It’s a great resource for all MTU full time students that they can access whenever, wherever, however it suits them"

"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."

"This seminar showcased a range of innovative curricular wellbeing initiatives in UCC and MTU and also provided a forum for discussing such initiatives in line with the National Forum’s USI ""Embedding Wellbeing in the Curriculum"" report. In addition, Gareth Hughes from the University of Derby who has authored the book “Be well learn well” shared his insights on the topic as keynote speaker. The seminar was timely given the growing concern for the increased levels of student mental ill health and low wellbeing. As educators, we have the means to ensure that curricula are well designed, and enabled to support the needs of students. Attendees learned from experienced practitioners who have successfully altered their respective curricula and what effect it has had on students. The overall goal of this seminar was to ensure that the sharing of resources and information between HEIs will lead to increased knowledge of curricular approaches to student wellbeing and in turn lead to improved mental health promotion and prevention across higher education in Ireland."

This event shared the changes made to the assessment and feedback mechanisms on placement as part of a pilot project within the School of Business, MTU Cork Campuses. The pilot project was undertaken with funding from the National Forum for the Enhancement of Teaching and Learning in Higher Education (NFETLHE) within MTU as part of the university’s Reimagining Assessment and Feedback Together (RAFT) series of interventions. These changes were made following feedback from Geraldine O’Neill’s NFETLHE Research Fellowship study on 'Assessing Work-Integrated Learning' last year.

This event shared the changes made to the assessment and feedback mechanisms on placement as part of a pilot project within the School of Business, MTU Cork ...

On 8th October 2021, MTU became the first university in Europe and one of the first globally to attain the International Standards for Mentoring and Coaching Programmes (ISMCP) Bronze Award. This prestigious award which was bestowed by the European Mentoring and Coaching Council (EMCC Global) following a 4-month evaluation process was in recognition of MTU’s Coaching and Mentoring Culture.

On 8th October 2021, MTU became the first university in Europe and one of the first globally to attain the International Standards for Mentoring and Coaching Programmes (ISMCP) Bronze Award. This prestigious award which was bestowed by the European Mentoring and Coaching Council (EMCC Global) following a 4-month evaluation process was in recognition of MTU’s Coaching and Mentoring Culture.

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.

"The Teaching and Learning Unit (TLU) and AnSEO - The Student Engagement Office are delighted to announce our annual Combined Funding Call to support staff and students who wish to undertake short term projects related to teaching, learning, assessment and student engagement (TLASE) activities. This funding call enables teams, of staff and/or students, to develop ideas that might enhance teaching, learning, assessment and student engagement across the student life cycle. The purpose of this session was to provide more information about the funding process itself, describe what supports are available and provide participants with an opportunity to hear from previous recipients in terms of what they achieved and how they felt about the experience and the impact these projects have had on staff and students."

"The Teaching and Learning Unit (TLU) and AnSEO - The Student Engagement Office are delighted to announce our annual Combined Funding Call to support staff and students who wish to undertake short term projects related to teaching, learning, assessment and student engagement (TLASE) activities. This funding call enables teams, of staff and/or students, to develop ideas that might enhance teaching, learning, assessment and student engagement across the student life cycle. The purpose of this session was to provide more information about the funding process itself, describe what supports are available and provide participants with an opportunity to hear from previous recipients in terms of what they achieved and how they felt about the experience and the impact these projects have had on staff and students."

The Learning Community Fund is a funding stream available from the Teaching & Learning Unit (TLU) which can be accessed each year as one of three funding streams through the TLU and AnSEO - The Student Engagement Office’s Combined Funding Call.

The Teaching and Learning Development Fund is a funding stream available from the Teaching & Learning Unit (TLU) which can be accessed each year as one of three funding streams through the TLU and AnSEO- The Student Engagement Office’s Combined Funding Call.

MTU Teaching & Learning Unit

"The Teaching Learning Assessment and Student Engagement (TLASE) Research Laboratory represents the research wing of the Teaching and Learning Unit, MTU Cork Campuses and was funded by the TUTF. The focus of this laboratory is on larger-scale high quality educational research that will enhance Teaching, Learning, Assessment and Student Engagement functions within MTU and beyond. The TUTF funding will support two research projects that aim to enhance feedback and assessment in work-placement activity across the university and feedback and assessment within large first-year classes. This session launched the TLASE Research Lab."

In September 2021, the TLU secured funding under the recent TUTF (Technological University Transformation Fund) call to establish a Teaching, Learning, Assessment and Student Engagement (TLASE) Research Laboratory. The Laboratory’s objective is to undertake large-scale, rigorous, research in order to generate evidence based TLASE strategies and enhance learning across MTU and beyond. Large-scale, rigorous research in TLASE is important to identify what works, how it works, when it works and where it works. The immediate focus of the TLASE Research Laboratory will be on Assessment and Feedback in areas such industry work placement settings and large, first year classes. We intend to use both the international literature and smaller scale MTU research projects (e.g., projects completed as part of the MA in Teaching and Learning, Strategic Alignment of Teaching and Learning Enhancement (SATLE) funded projects, projects coming from Learning Communities, etc) to identify strategies of interest and focus on exploring the extent to which they work when implemented on a larger scale.