"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."

" 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."

A lecture is only effective if the majority of the class understand the material. Yet, asking a class “Do you understand?” is often ineffective, for a variety of reasons, including social anxieties and the fact that learners may not realise what they don’t understand. This session will explore the types of questions we should be asking our learners and the types of questions to avoid. Certain ways of asking questions are also much more effective and less threatening than others. The session will provide examples of these techniques in action.