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 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.

"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 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"

"Assessment is probably the most important thing we can do to engage students in their learning. However, not all forms of assessment are created equal! Whilst there are many benefits of using authentic assessment approaches and providing feedback, teaching staff can face challenges in terms of large class sizes and their own constraints around resourcing and time. This session was an interactive workshop for staff which focused on redesigning assessments to make them a more authentic experience for students whilst ensuring they are manageable from a staff perspective. Participants were invited to send any assignment briefs, or past exam questions that they would like help with redesigning so that they are more authentic, prior to the session. A selection of these were then used as “live” cases at the session. Contact bali@cit.ie for more information."

Assessment is probably the most important thing we can do to engage students in their learning. However, not all forms of assessment are created equal! Whilst there are many benefits of using authentic assessment approaches and providing feedback, teaching staff can face challenges in terms of large class sizes and their own constraints around resourcing and time. This session was an interactive workshop for staff which focused on redesigning assessments to make them a more authentic experience for students whilst ensuring they are manageable from a staff perspective. Participants were invited to send any assignment briefs, or past exam questions that they would like help with redesigning so that they are more authentic, prior to the session. A selection of these were then used as “live” cases at the session. Contact bali@cit.ie for more information.

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

"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"

"Miles Davis, musical creator extraordinaire, once asserted that sometimes it takes a long time to play like yourself. The 21st century’s complexity and uncertainty requires unprecedented cognitive, affective and operative flexibility, inquiry and creativity. As educators, we are for a short, albeit significant, time company on our students’ developmental journeys. We must be acutely aware of the increasing demands on our students to acquire the competence, capacity and capability to develop authentic life plans – to play like themselves - if our curricula are to support students meet the demands of the curriculum of life (Robert Kegan). The significant challenges for our students are thus challenges of the Self (awareness of values, deepest beliefs and purposes). To be good company on our students’ journeys educators should engage students qua persons; immersing them in teaching and learning environments that challenge and support such Self-development. Accordingly, educators must disrupt ourselves (Randy Bass), embedding an ontological dimension to our curricula so that we cultivate within our students the competence, capacity and capability to live life as inquiry. Scaffolding such reflective practice requires the cultivation of space for students to explore how (for instance) disciplinary understanding is shaping who they are becoming as they transition through formal education in preparation for transition out to (primarily) professional environments. As educators we hold a key to these existentialist doors through how encounters with curricula are designed. If an overarching purpose of Higher Education is framed as the cultivation of intentional learning capacity embodying ‘assessment as learning’ then educators must scaffold students to unlock these existential doors. This may be psychologically and developmentally difficult, but it is perhaps an imperative if students qua graduates are to successfully engage with the unknown, unknowns and unknown knowns of the 21st century. In this workshop, the facilitator shared his own experiments embedding reflective practice into his curricula. He sharde his experiences in designing, implementing and assessing student-centred reflective assessment performances (for example Critical Incident Analysis; Immunity to Change Maps; Picturing Your Future Self Diagrams; Transformative Learning Videos and Lived Experience Portfolios) that explicitly integrate knowing, doing and being; an integration of epistemology with ontology. The aims of this workshop were, to: Justify the concept of reflective practice as a key part of a student-centred curriculum Offer a rationale for reflective practice as a core component of assessment as learning Outline how to embed reflective practice into the curriculum Construct different ways of designing, implementing and assessing student-centred reflective assessment performances The through line of this workshop was to plant (or re-enforce) the seed that we qua educators ought to privilege our role as mentors enabling our students to sing their own ‘developmental’ songs, giving them the courage, to quote Miles Davis again, to don’t play what is there, play what is not there."

"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 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"

Having a module aim helps relate the topic to the whole. Clear module aims are really useful in helping to select content. This seminar will introduce the concept of thoughtlines and how module aims can be used to remind students of the aim(s) and how material is related to the aim.

"The assessment design decisions framework consists of six categories: • Purposes of assessment • Context of assessment • Learner outcomes • Tasks • Feedback processes • Interactions Each category in the framework is explored in this guide, with a series of assessment considerations. • Explanatory text • Key questions for educators to consider • Links to online and print resources • Links to other relevant parts of the guide • Short vignettes of educator experiences. Educator experiences have been drawn from both interview data and our own experiences. Direct quotes have been edited to enhance clarity of meaning and ease of reading"

This Framework helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and data from a study of Australian university assessment practices. The Framework identifies the key considerations in assessment design, including the effects of assessment on learning

"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."

This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches.

"This seminar explored concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns. The seminar was divided into two elements. The first session explored why, how and when students cheat in Higher Education. It opened up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators. The second part of the seminar focused on re-thinking how we assess and redesigning assessment approaches. The presenter discussed strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’. Across the two sessions participants were asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions were challenged & participants were supported in the redesigning of assessment approaches."

"Examinations and assessments in education vary greatly depending on the stage of a programme, the discipline being examined and the prescribed learning outcomes. The most important feature of any examination relates to its suitability in allowing a student display their knowledge and competence through a fair, consistent and authentic means of assessment. Never before has this process been under more threat from essay mills, contracting cheating companies, and artificial intelligence algorithms, all of which are now freely available to vulnerable and misguided students. This seminar updated participants on the scale of the problem locally, nationally and internationally, the types of challenges every lecturer and student is now facing, and what can be done to protect against breaches of academic integrity through the design of authentic assessments."

Examinations and assessments in education vary greatly depending on the stage of a programme, the discipline being examined and the prescribed learning outcomes. The most important feature of any examination relates to its suitability in allowing a student display their knowledge and competence through a fair, consistent and authentic means of assessment. Never before has this process been under more threat from essay mills, contracting cheating companies, and artificial intelligence algorithms, all of which are now freely available to vulnerable and misguided students. This seminar updated participants on the scale of the problem locally, nationally and internationally, the types of challenges every lecturer and student is now facing, and what can be done to protect against breaches of academic integrity through the design of authentic assessments.