"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!"

MTU Teaching & Learning Unit

"This seminar was split into three with the first part of the seminar exploring “10 Ideas on how to Enhance Interaction and Student Engagement in your Teaching”. It selected examples that highlight the importance of student engagement in learning. Active learning strategies, suitable to a range of different learning environments, online, blended, and face-to-face were explored, with consideration given to different group sizes. These 10 ideas and practical tips were provided alongside a collaborative discussion amongst attendees, where best practice were shared. Munster Technological University are active members of the Active Learning Network (ALN) which is a group of people from around the world (over 35 institutions represented) who share an interest in active approaches to learning. In the second part of the seminar, participants were introduced to the work of the ALN and shown how to connect with the Network. In the third and final part of the seminar, participants were introduced to the “Be ACTIVE” Framework, a new and exploratory framework focusing on Active Learning. Participants had an opportunity to actively engage in the development of a plan to implement active learning in their individual context using this framework. The framework empowered participants to plan strategies that work for them in their context to get the most out of students and develop a structured overall approach to active learning. Those who participated in this seminar: Discussed practical ways to Enhance Student Interaction in their Teaching Evaluated effective student engagement strategies for their context Described the challenges of student engagement and shared best practice Applied the “Be ACTIVE” Learning Framework and created a structured plan to embed active learning in their own teaching and learning context"

"This seminar was split into three with the first part of the seminar exploring “10 Ideas on how to Enhance Interaction and Student Engagement in your Teaching”. It selected examples that highlight the importance of student engagement in learning. Active learning strategies, suitable to a range of different learning environments, online, blended, and face-to-face were explored, with consideration given to different group sizes. These 10 ideas and practical tips were provided alongside a collaborative discussion amongst attendees, where best practice were shared. Munster Technological University are active members of the Active Learning Network (ALN) which is a group of people from around the world (over 35 institutions represented) who share an interest in active approaches to learning. In the second part of the seminar, participants were introduced to the work of the ALN and shown how to connect with the Network. In the third and final part of the seminar, participants were introduced to the “Be ACTIVE” Framework, a new and exploratory framework focusing on Active Learning. Participants had an opportunity to actively engage in the development of a plan to implement active learning in their individual context using this framework. The framework empowered participants to plan strategies that work for them in their context to get the most out of students and develop a structured overall approach to active learning. Those who participated in this seminar: Discussed practical ways to Enhance Student Interaction in their Teaching Evaluated effective student engagement strategies for their context Described the challenges of student engagement and shared best practice Applied the “Be ACTIVE” Learning Framework and created a structured plan to embed active learning in their own teaching and learning context"

"This seminar was split into three with the first part of the seminar exploring “10 Ideas on how to Enhance Interaction and Student Engagement in your Teaching”. It selected examples that highlight the importance of student engagement in learning. Active learning strategies, suitable to a range of different learning environments, online, blended, and face-to-face were explored, with consideration given to different group sizes. These 10 ideas and practical tips were provided alongside a collaborative discussion amongst attendees, where best practice were shared. Munster Technological University are active members of the Active Learning Network (ALN) which is a group of people from around the world (over 35 institutions represented) who share an interest in active approaches to learning. In the second part of the seminar, participants were introduced to the work of the ALN and shown how to connect with the Network. In the third and final part of the seminar, participants were introduced to the “Be ACTIVE” Framework, a new and exploratory framework focusing on Active Learning. Participants had an opportunity to actively engage in the development of a plan to implement active learning in their individual context using this framework. The framework empowered participants to plan strategies that work for them in their context to get the most out of students and develop a structured overall approach to active learning. Those who participated in this seminar: Discussed practical ways to Enhance Student Interaction in their Teaching Evaluated effective student engagement strategies for their context Described the challenges of student engagement and shared best practice Applied the “Be ACTIVE” Learning Framework and created a structured plan to embed active learning in their own teaching and learning context"

"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.

"This workshop briefly described the why and what of Active Learning. Members of the Active Learning Movement shared their experiences and key learnings. This was a great opportunity to learn from others about what active learning practices work in the MTU context. The perils, positives and possibilities of Active Learning were also be discussed and developed in this interactive and engaging workshop. "

"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"

"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"

"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."

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"

"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"

Work placement is, at this stage, a mandatory element of many programmes within CIT and as such poses many challenges for those involved in the process, i.e. staff, students and potential employers. Since 1983, CIT’s Department of Process Energy and Transport Engineering has been offering the B. Eng. in Chemical & Biopharmaceutical Engineering, a full-time programme delivered over four academic years producing approximately 25 graduates annually, but in recent years this has increased to over 30. This programme predominately covers core chemical engineering and specific needs of the pharmaceutical and biotechnology sectors but continues to ensure that graduates will meet the needs of traditional chemical industries, be equipped to travel globally and are able to guide the pharma sector as it transitions from traditional batch operation to continuous operation.The philosophy of the programme is to produce broadly educated, professional engineers, who have gained a thorough grounding in fundamentals, an understanding of the state of the art, a keen sense of application, an awareness of the impact on society of their decisions, and an ability to develop as new technologies emerge and as they encounter new problems and opportunities. This programme is subject to internal re-approval every 5 years, involving external experts and is externally accredited by professional bodies such as Engineers Ireland, nationally, and the Institution of Chemical Engineers (IChemE), internationally, to Master Level Meng (Level 9). To date, this programme has provided in excess of 750 graduates, the majority of whom work in Ireland, in the biopharmaceutical/pharmaceutical industry with many having risen to senior appointments. In this seminar, our colleagues from the Department of Process Energy and Transport Engineering gave an overview of how their industrial work placement module, worth 15 ECTS credits, which runs from the end of the third academic year to the end of the first semester of the award year, evolved and how it can enhance engineering competencies and therefore have a significant impact on the career paths of their graduating engineers. They shared best practise based on their research, carried out with the assistance of CIT’s AnSEO – The Student Engagement Office, and experience for the delivery of the professional work placement from execution, mentoring and assessment of same. Those attending this seminar gained a clear understanding of: • How the delivery of industrial hosted modules within engineering third level institutes can be improved • How an enhanced experiential learning experience can be created for final year students • How key industrial partnerships can be fortified by developing “culturally fit” graduates

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

“Students learn a great deal by explaining their ideas to others and by participating in activities in which they can learn from their peers” (Boud, 2001). Peer Learning can significantly assist students in the transition into and throughout higher education and strongly motivates learning and enhances student success. This workshop explored the role of Peers in providing a holistic, value-added and enriched student experience. It provided answers to some of the following questions: What is the role of the Peer? How do you select Peers to be involved in structured support? What are the boundaries? What will be the benefits? This workshop was interactive and encouraged participants to consider different approaches to using Peers to support students."

How can we inspire our students to learn? How can we engage them, and keep them engaged? How best can we use the tools available to us in this digital age to enthuse them? What are the processes which underpin successful learning now? How can we ourselves be inspired and enthused, so that we enjoy our work as teachers more than ever? These are some of the questions that were explored in this interactive workshop on learning and teaching in the 21st Century. By the end of this workshop, participants had: Explored some answers to the questions above, and thought of better ones; Shared ideas with each other and with Phil; Discussed the need to re-invent feedback and assessment for the 21st Century

The literature review is a core component of many, if not all, final year programmes at third level. Despite the importance of this, many undergraduate students are not given the instructional tools to complete the onerous tasks of organising and planning a literature review. This seminar presented results of a pilot study initiated by the Department of Biological Sciences with over 100 final year undergraduate life science students. These students attended a 1-hour weekly instructional lecture as part of the literature review module. The seminar was targeted at academic staff and focused on: What tools were made available to students How well students engaged with the tools What the learning experience was for both lecturers and students How this approach could be modified across different disciplines

Many lectures can be designed to follow a similar structure and being aware of this structure can help you to design effective lectures. In this session we will look at some recommended practices for structuring a typical lecture. A central aim is to engage those students that attend so that learners leave with the feeling that the lecture was worth attending.

Many lectures can be designed to follow a similar structure and being aware of this structure can help you to design effective lectures. In this session we will look at some recommended practices for structuring a typical lecture. A central aim is to engage those students that attend so that learners leave with the feeling that the lecture was worth attending.

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"

"The spacing effect refers to the process of spacing a topic that is to be learned over time, rather than teaching the topic in an intensive session. The implication for our modules is that rather than teaching all of LO1 in weeks 1 and 2 (for example) we should consider if it is possible to divide the topic and teach some in week 1 and then revisit (perhaps in greater depth) later on in the semester. The topic is then spaced out over the semester. The available evidence tells us that this is a more effective strategy. This session will explore this strategy in more detail and present some of the evidence that supports this strategy"

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

"Having students retrieve information from long-term memory on a regular basis, is known to have a positive impact on learning. This is especially true when learners need to put a bit of effort into that retrieval process. Hence providing opportunities for learners to take tests (e.g. computer based multiple choice tests) can be a very effective strategy. This session will examine some of the evidence in favour of testing and discuss options for using this strategy."

"The generation effect refers to a broad range of techniques that require learners to generate information on a topic e.g. create a presentation or predict an outcome. There is a growing body of evidence which shows that having learners generate information is more effective than if they simply read the information. This session will review this body of evidence and discuss ways in which we could incorporate this strategy into our day-to-day teaching."