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."

"Assessment is a complex, nuanced and highly important process and if we want students to engage fully, we must make it really meaningful to them and convince them that there is merit in the activities we ask them to undertake. To focus students’ effort and improve their engagement with learning, we need to take a fresh look at our current practice to make sure assessment is for rather than just of learning, with students learning while they are being assessed rather than it being merely a summative end process. We also need to ensure that we provide explicit and implicit messages to students and indeed all other stakeholders about how we assess. By the end of this workshop, participants had had opportunities to: Consider how to make assessment truly integrated with the learning process; Review what kinds of feedback can be helpful to students in achieving their potential; Discuss how to make assessment manageable without losing the learning payoff that fit-for-purpose assessment can bring."

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

"If we want to improve students’ engagement with learning, a key focus of enhancement can be refreshing our approaches to assessment. Sometimes we need to take a fresh look at our current practice to ensure assessment is for rather than just of learning. In addition, we as educators in higher education understand the importance of giving good feedback to students, both to maximize achievement and to support retention. Research in the field suggests that good feedback has a significant impact on student achievement, enabling students to become adept at judging the quality of their own work during its production. In this workshop, the following aspects of assessment were considered: Fit for purpose assessment: designing assessments to promote student learning Assessing more students: ways of using productive assessment with large numbers Assessing first-year students well to promote retention Streamlining assessment: giving feedback effectively and efficiently"

"The seminar consisted of two components – presentations and a collaborative workshop. Presentations focused on some key theoretical perspectives and were delivered by Professor Sally Brown and drew on her rich experience in this area as well as ideas from the text she has recently co-authored with Kay Sambell and Linda Graham – Professionalism in Practice. The presentation considered aspects such as drivers for change in higher education and outlined the impact that the professional development framework has had in the UK and the increasingly professionalised nature of higher education in the UK. Change management and the role that Heads of Department and Heads of Schools have in leading change within their disciplines were explored as well as the processes that are available to encourage all staff to engage in professional development – especially in the context of educational development as opposed to developing disciplinary-specific knowledge and skills. In the workshop, participants explored the Irish National Professional Development Framework and identified the likely opportunities that would arise from staff engaging with this Framework as well as the challenges and barriers they are likely to face. The workshop concluded by exploring ways in which the opportunities can be maximised and barriers minimised. The aim of this seminar and the accompanying workshop, was to ensure participants: Understand the drivers for change in higher education, the professionalisation of the higher education sector, and in the context of the UK experience, the benefits arising from engaging with a national professional development framework Have an appreciation of the opportunities afforded by the Professional Development Framework to both themselves and the staff within their departments as well as the barriers to engaging with it. Understand the role of Heads of Departments and Heads of School in leading change within their disciplines Learn about ways of engaging staff in their own professional development"

CIT Governance Framework Workshop: Data Management & Protection in CIT Presented By: Carmel Hayes, Freedom of Information Officer, CIT Jonathan McCarthy, Head of IT, CIT This workshop was targeted at all staff, both academic and administrative and aimed to ensure participants: Understand what is meant by data protection Understand the data protection rights of an individual Understand responsibilities of an organisation in terms of data protection Understand the penalties involved in noncompliance with Data Protection legislation Understand current CIT policy, processes and procedures in relation to Data Protection & Management Are more aware of the types of Data Protection (DP) and Freedom of Information (FOI) requests CIT receives and issues that have been encountered Are informed of the steps to be taken to ensure compliance with CIT’s policy, processes and procedures

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

"A common myth is that the way to deal with pressure is to work harder. We like to think that extending work hours and multitasking are ways to be more effective at work. The truth is, this thinking is flawed. Too much pressure or stress creates narrowed thinking and increases the likelihood of flawed reasoning. It also turns on the stress response in the body, releasing a tsunami of chemicals and hormones. Being able to increase your resilience is necessary in today’s uncertain and volatile workforce. This workshop was targeted at all staff, both academic and administrative, and, based on research from the Centre for Creative Leadership, and aimed to introduce participants to a variety of ways to improve resilience, such as: Reframing how we think about situations or experiences The importance of sleep and exercises to support a good night’s sleep Developing strategies to cope when our sleep is compromised Exploring the power of positivity The workshop included an introduction to some simple Tai Chi practices and hand mudras that are very effective ways of managing one’s stress and energy. "

This seminar was aimed at all staff, both academic and administrative, and attempted to: Outline the rationale for having a mental health policy Outline the legal background for having a mental health policy Provide an overview of CIT’s Mental Health Policy/other relevant policies Provide advice on how to address issues that arise

"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"

"At this seminar participants were given an opportunity to explore approaches, strategies and methodologies for creating and maintaining a classroom environment which promotes learning. Topics such as the use of learning environment checklists, positive behavior interventions and dealing with the disruptive student were discussed. The workshop examined the work of educators such as Ken Bain, Phil Race and Bill Rogers as well as drawing from expertise from within CIT."

"Third level institutions, like businesses all over the world, are in competition with each other to deliver the best programmes in the country to both undergraduate and postgraduate students. They are on the lookout for that unique element to make them stand out from their competitors. One of the most unique elements that all institutions have are their staff and students. Each and every person in that institution has a unique story and it is these stories that will set an institution apart. Today’s sharing culture allows us all to be in a prime position to share these stories through the use of social media. For staff, personal branding is a way to showcase their own research and that of their institution. The knowledge and experience staff bring to any discipline is a valuable asset that needs to be promoted. The use of social media tools like Twitter, Facebook and LinkedIn are ways to connect with peers, researchers and students alike to share opinions, achievements, events etc. In addition, it will enable future potential students to gain a valuable insight into programmes, modules and research activity on offer by an institution across multiple disciplines. Students need to be aware of the impact that their social media presence can have on their reputation, both personally and professionally. They need to understand how personal branding with social media can be used to showcase their academic achievements and to enhance their employability. However, just using social media is not enough. Personal branding techniques gained from this workshop demonstrated how a strategically planned social media format between staff and students can truly showcase the importance of programmes delivered by that institution. The aims of this workshop were to: Explain what is meant by personal branding and how a strategically planned social media format between staff and students can truly showcase the importance of programmes delivered by that institution. Demonstrate the utilisation of branding and social media tools to create a personal brand. Demonstrate how to manage a personal brand."

"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"

"This presentation focused on the Student/Lecturer Legal dynamic. It began by outlining the legal framework in this area before exploring a number of specific issues including: Disruptive students and how lecturers should deal with this Social Media issues, including lecturers’ engagement with students on social media sites Bullying and Harassment of lecturers by students, and of students by lecturers. What constitutes bullying/harassment? What procedures should be followed? The relevant case law Sexual Harassment - what constitutes sexual harassment? The relevant case law Intellectual Property, recording lectures, lecturer’s notes Academic freedom in the classroom - freedom of speech for lecturers and students Data protection and student privacy. Examples of student personal data, how should this data be used and stored, how long should it be retained? Accommodating students with special needs The presentation also discussed disciplinary procedures and redress options for lecturers and students in the context of the issues outlined above."

The World Health Organisation defines health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. In direct alignment with this holistic ethos, ‘A Healthy MTU’ (AHMTU) is a campus health promotion initiative that aims to maximise the health and wellbeing of all MTU students, staff and indeed the extended university community. To date, the initiative has been informed by a designated programme of research that has endeavoured to investigate the complex determinants of health within university settings. The overarching purpose of this event was to challenge traditional models of health, and to discuss the inextricable links that exist between health, education, social equity, inclusion, organisational cultures and broader societal determinants. The event encompassed an overview of empirical evidence that has been gathered to date by the AHMTU Research Team, pertaining specifically to the health and wellbeing of MTU staff. In addition, the event aimed to challenge attendees to consider the international ‘Healthy University’ movement, and its aligned initiatives such as AHMTU, as a powerful, synergistic force to contribute towards the creation of a more diverse and inclusive higher education landscape.

"Ireland’s reception system for asylum seekers is known as Direct Provision. Under the Direct Provision system, people are accommodated across the country in communal institutional centres or former hotel style settings. The vast majority of the centres are managed on a for-profit basis by private contractors. In this session, we heard from Fiona Finn , CEO of Nasc, about the work of Nasc and we also heard from two of Nasc’s clients about their stories and the challenges they have faced, because of living in Direct Provision. In addition, we were treated to a short Palestinian cookery demonstration from Izz and Eman’ Alkarajeh, who previously spent time in Direct Provision on arrival in Ireland but have since leaving opened the amazing Izz Café in Cork City!"

"Following the disappearance of Sarah Everard, and the news of her subsequent murder, a post by social media influencer Lucy Mountain with the green WhatsApp message on a white background simply reading “text me when you get home xx” went viral with many women taking to social media to share their personal stories about feeling scared and unsafe in public. This workshop was an interactive 90-minute workshop dealing with the following topics: What is consent, the law and consent? What are the barriers and things that help communicate consent? How to give consent and skills for resisting pressure? Sexual harassment, what it looks and sounds like? What to do if you witness /are being harassed? Where to get support?"

"For decades, “born this way” has been the rallying cry of the mainstream LGBTQI+ rights movement, a simple slogan cited as the basis for both political change and cultural acceptance. LGBTQI+ rights advocates used it to make the case for legal equality. In this session, we heard from members of the LGBTQI+ community about their experiences of exclusion and non-inclusion in their day to day lives and particularly in the higher education sector."

"Diversity in the workplace has become a popular topic of conversation in recent years, as more progressive movements and views have permeated society and culture. At this point, the need for and benefits of more workplace diversity regarding gender, race and sexual orientation has been well documented. However, age is one dimension of diversity that is equally important in a learning and working environment. This event celebrated “Age” and offered an insight into generational differences while featuring inspiring talks and experiences of successful MTU professionals. By removing the lens of age as a way to view and label individuals, you can shift the focus to their abilities, skills, experience, and knowledge, where it belongs."

To promote breast health education to transition year students, teachers nationwide, corporates and clubs. Should an abnormality occur, it will be identified early and the treatment outcome a lot more positive.

"White Irish Travellers are an Irish ethnic group, making up almost 1% of the Irish population. Travellers have their own unique culture which was based on travelling around the country. As a society Ireland needs to work in partnership with Travellers to address the issues that face the Traveller community, such as education, housing and health. There is a need for public services to respect the cultural and ethnic identity of Travellers when they access services. Less than 1% of the Traveller population progress to third level education. The session was delivered in two parts as follows: Part 1: Denise Baker, a CIT postgraduate, whose thesis was on traveller education and who works with the Traveller community presented her research findings. Part 2: Traveller Cultural Awareness Training (TCAT) was delivered by Traveller Community Workers who have been trained in facilitation skills to deliver the programme. The aims of the TCAT programme are: To raise awareness of Traveller issues To provide information on Traveller culture and how this impacts on educational opportunities To identify the main barriers experienced by Travellers in accessing education To identify ways of moving forward to improve access and uptake of education"

Men are more likely to talk about the news, sports or the weather than they are about their health. But it’s time to Get Men Talking because 1 in 3 men in Ireland will be diagnosed with cancer at some point in their lives even though many cancers can be prevented and most treated successfully […]

AsIAm Is Ireland’s National Autism Charity. We are working to create a society in which every autistic person is empowered to reach their own personal potential and fully participate in society. We believe that by developing the capacity of the autism community and addressing the societal barriers to inclusion we can make Ireland the world’s most autism-friendly country. What began, in 2014, as an online platform for the community to access information and share experiences has quickly grown into a movement for change for the autism community. Today, AsIAm is Ireland’s most influential autism charity with a team of 14 staff, half of whom are on the autism spectrum.

"AsIAm ran an awareness session for all MTU staff and students to provide a greater understanding of autism and the role that each of us can play in making MTU more autism friendly. By the end of this session, participants had a greater understanding of: What autism is The four main challenges that autistic people face The strengths of autistic people Autism friendly language The supports that we each can put in place to include autistic people in all aspects of college life."

"Every year, people from all over the world travel to different countries in Europe to work and study. Ireland is the destination of choice for some, particularly international students, with its reputation for having a high-quality education system, being English speaking and being a friendly and welcoming destination. But what’s it really like being an international student? Hear, first-hand from our panel of current and former international students about their experiences, the benefits they perceive of being an international student and the challenges they faced and had to overcome."

"There is often a misconception that due to our history of colonisation, racism does not take place in Ireland, but this is not true. Racism has existed in Ireland for a long time and it is important to educate ourselves about the different types of racism that people can experience in order to actively work to be anti-racist in our daily lives. This event was an opportunity to hear from members of the black community in Ireland who shared their personal stories of growing up, living and working in this country, their experiences of identity and racism, and their views on what needs to be done to make Ireland a more inclusive society."

"Women are working longer - that is a fact. Women aged over 50 are the fastest growing segment of the workforce. Menopause is inevitable for all women. Ensuring your work environment is equipped and well placed to help women fulfil their potential at every stage of life is essential for every organisation."

Cognitive behaviour therapy is a brief, non-medical approach that can be helpful for a range of health problems, including anxiety and stress, depressed mood, hot flushes and night sweats, sleep problems and fatigue. CBT helps people to develop practical ways of managing problems and provides new coping skills and useful strategies. For this reason, it can be a helpful approach to try because the skills can be applied to different problems, and can improve wellbeing in general.