"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? "

"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."

"Writing a thesis is a huge undertaking and one that often overwhelms doctoral candidates. Many students struggle at this stage, experience writer’s block, delay writing and in some cases fail to submit at all. Supervisors can play a crucial role in this stage of the PhD. This seminar looks at the strategies supervisors can employ to help their student complete and submit their thesis. In this seminar, Hugh Kearns facilitated a discussion of: The writing challenges faced by late-stage doctoral students. How supervisors can support students in these challenges. Developing a writing plan and completion plan with the student Providing critical and constructive feedback Supporting the student when the going gets tough The problems experienced by supervisors and potential solutions On completion of the workshop, participants can now: Implement strategies for providing writing feedback to students. Diagnose common problems that need to be resolved in the final draft. Provide support for the emotional challenges of writing up. Offer advice on writing productivity to doctoral students"

"In a typically busy academic semester, lecturers and students are naturally focused on delivering and consuming course material and content. Consequently, neither rarely have the time to stop and consider whether the necessary tools are being utilised to promote long term durable learning. Accessing these learning tools is easier than one might think and simple implementable strategies which are backed by decades of research can dramatically improve learning. This interactive session focused on a simple case study which showed how effective the introduction of simple practices can be in facilitating effective learning. Attendees learned how to apply these tools in their own courses and modules and will also got to see what students felt about adopting these new practices."

"This seminar presents an innovative approach to enhancing engineering competencies through the parallel delivery of a capstone project and professional work placement elements in the final year of an undergraduate programme. Nationally, it is recognised that engineering students require more development of skills to be “culturally fit” engineering professionals. In order to achieve this, a longer placement was incorporated into MTU Cork’s Chemical Engineering programme with this industrial interface being leveraged to identify capstone projects, hosted in industry, for students to complete in parallel with their placement. Thereby providing students with more industrial exposure and developing more “culturally fit” employable graduates with general and transferrable skills as well as the necessary engineering knowledge. Since the adoption of these industrially hosted modules a repeated review process, facilitated by MTU Cork's AnSEO – The Student Engagement Office, has allowed “fine-tuning” of the approach and provided an improved student experience. This review process creates a constructive environment in which individual student voices can be heard alongside those of faculty. MTU Cork has created an enhanced experiential learning experience for its final year students and provided a vehicle to pilot methods for student-staff collaboration supporting the shared refinement of both placement and the capstone project. The benefit to industry is a structured longer placement (in line with international policy) to develop “culturally-fit” graduates. The impact on student success is notaView ble in that in excess of 90% employment levels have been observed in the graduate classes of 2018 and 2019. The student voice of their experiences substantiates the experiential and structured learning of these students"

"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."

" When the first day of class comes around, you’ve reflected on your course goals and structure, gathered your syllabus together, shared materials in Canvas, and prepared your first day of class presentation. How do you then establish a relationship with your students? How do you talk with them on the first day? How do you set the tone?” (Cathy Bovill, January 2020, Georgetown University) Drawing on her most recent work, ‘Co-creating Learning and Teaching: Towards relational pedagogy in higher education’ (April 2020), Cathy Bovill explored the concept of relational pedagogy using the classroom as a focus for curriculum co-creation. We can often think that co-creation might only be available to small groups of students working closely with a member of staff, as might also be suggested of many student partnership activities. However, this seminar challenges this idea and explores how co-creation has the potential in both classroom and online class teaching settings to include all students in developing relationships and shared decision making. The seminar suggests that in the pivot to online delivery these opportunities should be maximised. Using her current research and time as a Fulbright Scholar (based at Elon University), Cathy shares examples from university and school settings, to set the challenge to participants to identify ways in which their presence in the classroom (online or otherwise) might be used to positively shape their learning and teaching practice in a way that demonstrates a care for their students thus building a more positive student learning experience. This seminar enabled participants to: Understand and explore the concept of relational pedagogy in a face-to-face and online environment Reflect on how their own experience in ‘whole-class’ engagement practices contribute to an engaged learning environment Consider how their own understandings and definitions of student engagement, partnership and co-creation impact their professional practice Identify and plan the practical/impactful methods/approaches that could be implemented in learning environments to support a whole-class resulting in a more inclusive experience for all students."

"Are you tired of giving lectures and feeling like you’re the one doing all the work? Would you like to create a more positive learning environment for yourself where students are more involved and engaged in their learning? This was a highly interactive and engaging workshop that was divided into two parts to address these issues and provide some valuable insights into what can be done. Part one, involved discussions around: Why active learning could be part of your teaching What is active learning and what it might look like in your teaching context How you could engage in active learning in your classroom Some colleagues shared how they are currently using active learning strategies within their own teaching practice to engage their students in MTU Cork together with some other simple strategies that require little preparation. Part two, involved participants putting some of what they had learned into practice. They were asked to consider a module they teach and examine how they typically structure a lecture and what opportunities there are for students to engage during the lecture. They then redesigned their first lecture for this module to integrate some generally applicable AL strategies that they felt might work for them, their students, their discipline and the concepts they wanted their students to learn. To conclude, they were introduced to the Active Learning Movement, a new TLU initiative that will provide ongoing support to Lecturers should they be interested in implementing Active Learning (AL) strategies in their classrooms. "

"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."

"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."

The value of Learning Communities, especially those that work across disciplines, is that they facilitate a sharing of expertise, knowledge and experience. Accessing ‘the wisdom in the room’ is often cited as the purpose of sharing in such communities. The word ‘dialogue’ in its original Greek form represents a process where new wisdom and insight is reached between two people which could not have been reached by either party on their own. Such a process inevitably involves the reconciling, fusing or synthesis of two or more, often conflicting, ideas or viewpoints often in an effort to clarify and articulate a common goal for the group. This seminar explored the need, nature, cause and value of conflict in the synthesis of new ideas, knowledge and learning. Participants interrogated the effectiveness of one of the most popular tools for understanding and dealing with conflict i.e. the Thomas Kilmann Conflict Mode Instrument. In workshop format, participants explored their own preferred approach to conflict and used the Kilmann model to experiment with alternative approaches to conflict in order to promote meaningful dialogue in learning communities. Teaching and Learning Practice can be enhanced when people learn to better engage with colleagues, who have conflicting viewpoints, in a way that allows for all voices to be heard and that cultivates the positive restlessness which leads to new insights, consensus and action. On completion of this seminar participants had: Gained an understanding of the nature and importance of conflict in developing creative learning communities Became familiar with the Thomas Kilmann Conflict Mode Instrument Became more aware of their own preferred approach mode Had explored and practiced alternative conflict modes with peers

"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."

"This aim of this seminar was to promote informed thinking about how assessment is conceived and practiced at third level with a view to greater alignment between teaching, learning and assessment. It allowed lecturers and academic managers to discuss and share good practice while also considering how current assessment procedures in place in their institutions might be enhanced to improve student learning, progression and success. Assessment for learning is one of the most powerful ways of improving student learning and achievement. Formative assessment, done well, improves student self-regulation and awareness of what needs to be done to enhance their learning, is forward focused and motivational. Participants considered how enhancing learning, teaching and assessment alignment can improve learning for different student cohorts and group sizes in times of limited resources and increasing accountability. The workshop element of the seminar gave participants the opportunity to share and take away some practical ideas and techniques that they could use in their classes. Participants in this seminar: Reflected upon the relationship between teaching, learning and assessment for learning Considered the challenges of effective management of assessment from an institutional, teacher/lecturer and student perspective Reflected on how assessment design, integration with the curriculum, marking and feedback could best be supported Discussed, shared good practice and considered current assessment procedures and how they might be enhanced with different student cohorts/group sizes Considered some practical/ impactful assessment for learning techniques that they may like to use in the future"

"Vygotsky’s (1978) theory of social constructivism highlighted the importance of the contribution of others to every individual’s learning. With the increasing use of ICT and the internet, learning communities can expand beyond geographical limitations leading to new and exciting educational dimensions and learning opportunities across schools, colleges, communities and cultures. The term ‘learning community’ has become increasingly common in education usage and can mean many different things, from bringing members of the local community in to the college to collaborative learning among students or lecturers. Colleges today are complex, interwoven, interactive environments where learning flourishes when there is a spirit of openness and transparency and where lecturers are more likely to adopt a collegial approach incorporating shared leadership and authority thereby facilitating the work of the students. In colleges that are learning communities, everyone is a learner, and everyone is a teacher. This seminar explored how a coaching skill set can be used to enable learning institutions to develop the skills of enquiry, collaboration, sharing of practice and critically evaluate beliefs about teaching and learning. The overall aim of the seminar was to enhance the quality of professional communication and dialogue one of the four domains underpinned by the National Professional Development framework’s values. The seminar employed a blended learning approach involving experiential learning techniques complimented by facilitated debriefs, group discussions and short presentations. The main objectives of this seminar were that participants would have: Deepened their understanding of the nature and benefits of peer coaching. Gained a heightened awareness of how coaching skills can be used to enhance individual and group learning. Gained insight into how a departmental wide peer mentoring model is evolving in CIT. Increased their knowledge and expertise in the use of coaching skills in their professional roles. Have practiced their coaching skills in challenging situations. Constructed an action plan to utilise the workshop content to improve their peer coaching skills so they can better support their peers and engage in purposeful conversations regarding professional development, development of learning communities and communities of practice."

Cork Institute of Technology and Griffith College Cork came together to organise this seminar to examine digital teaching tools for Mathematics in Higher Education. The focus of this seminar was to explore and champion effective digital tools and technologies in the teaching of Mathematics in Higher Education in Ireland and to create an opportunity for networking and initiation of collaborative relationships in this area. It provided hands on experience of educational technology in Mathematics for participants and provided a forum for exploring challenges, exchanging ideas and disseminating practices. Talks/workshops included: Dr Maria Meehan, UCD, who discussed her experience of the use of technology in teaching Mathematics. CIT’s Technology Enhanced Learning Department who discussed Teaching Mathematics using virtual and augmented reality. Lightning Talks from participants who use education technology in their Higher Education Maths classroom/lecture who shared their experience with others Parallel Workshops on Mathematics e-assessment using Numbas catering for beginners and more advanced users.

"Our classrooms have become more diverse and complex in terms of both student culture and ability, but the question is, do students see themselves reflected in our practice? This workshop provided participants with an introduction to UDL (Universal Design for Learning) as a model for Inclusive Practice that provides a framework to manage diversity to include all students. It explored the complexity that is implicit in the idea of inclusion especially when supporting students. Some practical tools and strategies were identified that benefit not only students with a disability, but all students in the long run. The workshop was targeted at all CIT staff, and participants: Gained an understanding of what is meant by inclusion and Universal Design for Learning Engaged in practical activities where consideration is given to how designing a learning environment that is inclusive of a more diverse student population. Used the UDL model to design an inclusive learning environment. Considered how to create an Inclusive campus Gained an insight of the work of CIT's Disability Support Service and their work on the use of reasonable accommodations in a more strategic and inclusive manner."

" “It is the mark of an educated mind to be able to entertain a thought without accepting it.” (Aristotle) According to a recent study by the Economic and Social Research Institute (ESRI), funded by the Health and Safety Authority, the instances of work-related stress amongst employees in Ireland has doubled between 2010 and 2015. Work-Related Stress (WRS) is stress caused or made worse by work. It simply refers to when a person perceives the work environment in such a way that his or her reaction involves feelings of an inability to cope. ‘Stress occurs when an individual perceives an imbalance between the demands placed on them on the one hand, and their ability to cope on the other. It often occurs in situations characterised by low levels of control and support.’ (Professor Tom Cox, I-WHO, University of Nottingham, UK). As we all know, higher education can be a particularly stressful environment for both staff and students due to a variety of competing demands and deadlines at various stages during the academic year, many of which are beyond their control. Rather than just focusing on students, this workshop was all about staff and helping them survive! It aimed to provide participants with some suggestions to help reduce, or at least manage, some of the causes and effects of stress and hopefully help participants to take control of their workload and stress levels. Participants who attended this workshop: Identified strategies that could be utilised to better manage their workload Became more aware of the signs and symptoms of stress Identified some useful strategies to help deal with stress Examined the value of feedback on lectures and the importance of reflecting on one’s teaching for one’s own professional development Discussed some of the shared challenges faced in higher education today and potential solutions"

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.

"This workshop was aimed at all academic and administrative staff, both new and more experienced, as we prepare for the end of semester results processing. The workshop provided participants with an overview of: Marks & Standards Version 5.0 (1st September 2017) Module results entry process in Web for Faculty Guidelines for module results entry, the importance of using the right module result code and how situations such as the following should be handled: Work placement Absence Deferrals Exemptions Withholds Withdrawals Extenuating Circumstances Transfers between programmes Students studying overseas on Erasmus Procedure for Module Examination Boards (MEBs) Guidelines for the operation of MEB Meetings Procedure to be followed when inserting/updating/deleting module marks following Web for Faculty grade lockdown Procedure to be followed when inserting/updating/deleting module marks following Progression & Award Boards (PABs) using a Module Grade Amendment (MGA) form Tips & tricks for departments to ensure the smooth running of Summer & Autumn PABs."

"Empowerment is defined as the “the process of gaining freedom and power to do what you want or to control what happens to you”. Empowerment can help you: Feel good and laugh more frequently Recharge your batteries and find a new lease of life Achieve those goals that you may currently think are way too far out of reach Overcome challenges and see tasks through to conclusion For those who want more out of life, to achieve more, do more and be more - this workshop aimed to provide participants with the tools they need to change their mind-set and breakthrough to the next level – tools that, perhaps, could be shared with their students to help them achieve more too! This workshop provided a brief immersion into the power of the mind, and participants learned that the resources we need to move forward positively in life are already within us. Through fun activity and lots of laughter participants opened the door to transformation, instilling courage to dream and participants left with an incredible experience of their power to accomplish amazing results."

This seminar considered key theoretical perspectives on work-based assessment. It discussed: The nature of work-based learning and its role in: Developing key graduate skills The wider life-long learning society. Different approaches to work-based learning practice, including the new apprenticeship model. The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning. Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. n the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches.

This session focused on plagiarism and provided guidance and advice on: Plagiarism What it is? How to detect it? What to do next, i.e. CIT’s Policy on Plagiarism? Strategies for preventing plagiarism. Overview of Turnitin in Blackboard, i.e.: How to interpret the originality report Turnitin’s product development roadmap How to educate students about plagiarism

Given the time of the year, with many immersed in the process of correcting exam scripts, there was no better time to consider how we correct exam papers, what we should consider when correcting exam papers and what we can learn from this process. This workshop: Discussed some issues around fairness and reliability when correcting exam scripts. Highlighted some recommendations for good practice when correcting exams Considered how student performance can be used to analyse the quality of the exam paper.

"Assessment is probably the most important thing we can do to help our students learn. Traditionally, our assessment practices tend to be summative, for the purposes of progression and completion, rather than formative, for the purposes of improving instruction and student learning. If assessment is to be an integral part of student learning, formative assessment must be at the heart of the process. Formative assessment refers to a wide variety of methods that educators can use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, module, or programme. Formative assessments help educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This workshop was aimed at all academic staff, whether new to the whole notion of formative assessment and feedback, or those who wanted to improve their feedback practice to students, or those looking for innovative ideas on how to enhance their current practices. It provided participants with an opportunity to think about the benefits of formative assessment and providing formative feedback to learners and an opportunity to examine some case studies of how this can be done in practice."

"This seminar introduced participants to the flipped classroom: a pedagogical model used to engage students in active learning, where there is a greater focus on students’ application of conceptual knowledge rather than factual recall. In particular, this seminar showcased some of the results from the Flipped Classroom Initiative that ran in CIT during the semester. It was a chance for participants to engage with colleagues within the institute who have participated in this initiative and to gain valuable insight into their experiences. The aims of this seminar were to: Explain the concept of a flipped classroom Explain the advantages/disadvantages of the flipped classroom approach Understand how the flipped classroom approach can be applied to a variety of disciplines"

"The power of assessment and feedback within the learning process has been recognised for many years and yet the paradigms that currently frame assessment leave students in a passive role and still largely focus on accreditation. This situation needs to be challenged through the development of assessment literacy of both staff and students which, in turn will make new approaches to assessment and feedback possible. This seminar discussed the nature of assessment literacy, why it is important, how it has the potential to reshape our thinking about assessment and feedback and how it supports the development of student learning. Participants were invited to take part in activities designed to allow them to share their expertise, review their practices and take away new ideas. The aim of the seminar was to: Explain the concept of assessment literacy Describe the contribution assessment literacy can make to supporting student learning Identify key initiatives that support the development of assessment literacy"

"Assistive technology (AT) tools and resources were once meant for students with learning disabilities, but there is clear, documented proof that these tools are beneficial to everyone. This session introduced staff to the various AT that can be used by both students and staff to support academic study including dictation, mind mapping and narration technologies. In addition, some useful learning resources, developed within the CIT Disability Office, were shared that can be used to support all students not just those with disabilities."

"Team based learning (TBL) is an instructional method that puts students into roles of greater autonomy and responsibility for their learning. Groups are collections of individuals. Teams are groups who have developed a shared purpose and sense of collective responsibility. Groups evolve into teams when an instructor creates the proper conditions for effective collaboration. Well-designed tasks plus strategic course design create the conditions and environment that teach group members to listen to one another, value each other's contributions, learn from mistakes, rein in ineffective behaviour, and eventually trust in the team's ability to outperform any given individual. Tom outlined how weekly individual lab exercises were replaced with a semester-long team project and the impact that has had on student learning."

"The start of the new academic year is upon us again. This can be quite stressful and daunting with so many competing tasks: preparing lectures and practical sessions, meeting and getting to know new groups of students, administrative requirements, dealing with student issues and requests, etc. The last two academic years in particular have brought with them additional challenges due to the need to rapidly respond and adapt to the COVID-19 pandemic. Therefore, before jumping into the hustle and bustle of a new academic year, it makes sense to first try and look at examining and adapting practices that could lessen the challenges ahead. This workshop provided some hints and tips on how best to prepare for the academic year ahead to alleviate some of the regular stresses and strains."