CTL Annual Report 2015:16

Centre for Teaching and Learning Annual Report 2015/16

The interconnected processes of teaching and learning are reflected in the incremental circle – the subtle and vital steps in the journey of the teacher-learner experience.

Centre for Teaching & Learning 2016

CONTENTS

MESSAGE FROM THE DEAN..................................................................... 2

OUR VISION............................................................................................... 5

WHO WE ARE ............................................................................................ 5

HIGHLIGHTS 2015/16................................................................................ 6

CTL STAFF ................................................................................................. 8

STUDENT ENGAGEMENT & SUCCESS ................................................... 10

LEARNER SUPPORT CENTRES .............................................................. 16

RECOGNITION OF TEACHING EXCELLENCE.......................................... 28

UL TALKS 2016........................................................................................ 31

TECHNOLOGY-ENHANCED LEARNING (TEL).......................................... 33

CPD ACTIVITIES....................................................................................... 34

RESEARCH.............................................................................................. 36

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Message from the Dean Supporting and recognising excellent teaching is at the core of our mission in the Centre for Teaching and Learning.

The 2015/16 academic year was another very active year for the Centre for Teaching and Learning (CTL). We continued to work energetically on the implementation of UL’s teaching, learning and assessment strategy – Engaged Learning, 2014–18 – during the second year of its lifespan and renewed our focus on the UL strategic plan, Broadening Horizons, 2015–19.

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All-Ireland Conference of Undergraduate Research (AICUR) – a conference for undergraduate student researchers

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Targeted learner support centre activities for students at risk

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Participation in the Irish Survey of Student Engagement (ISSE)

Our student-facing engagement has built upon the activities of previous years and introduced some innovative initiatives. Highlights include:

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Participation in the DigiLanguages project

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First Seven Weeks – a programme providing targeted support to new students

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Personal Academic Support System (PASS) – a student advisor network

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Student Engagement & Success (SES) – a campus-wide support structure to ensure high levels of student retention and completion

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Transition MOOC – a unit on the Massive Online Open Course (MOOC) network – an SES support module to help students transition from second-level to third-level education

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Supporting and recognising excellent teaching is at the core of the CTL mission. During the year we carried out an extensive review and curriculum redesign of our accredited Specialist Diploma in Teaching, Learning and Scholarship, the result of which was the launch in September 2016 of the new Graduate Diploma/MA in Teaching, Learning and Scholarship.

With face-to-face and blended modes, the programme offers opportunities for flexible learning and caters to the needs of third-level teachers, from certificate to master’s levels. (Students on the graduate diploma can opt to exit the programme with a certificate after attaining 21 credits.) Furthermore, the programme places UL in a strategic position to implement the recommendations of the national continuing professional development (CPD) framework, which is under development by the National Forum for the Enhancement of Teaching and Learning in Higher Education (‘the National Forum’).

Congratulations to graduates from the Garda College, Templemore, who were awarded certificates in Teaching, Learning and Scholarship in 2016. We welcome another large cohort from Templemore in January 2017.

Exceptional teaching at UL was acknowledged and lauded through our redesigned local teaching awards scheme, which recognises excellent teaching at faculty and university level.

In addition, UL teachers were successful in the long-standing Shannon Consortium Regional Teaching Excellence Awards and the recently established National Forum’s biennial Teaching Expert Awards.

The CTL has had great success in leading collaborative funding applications that secured significant national innovation awards for two projects: DigiLanguages and Take One Step. We continue to participate in significant ways with all National Forum initiatives.

This annual report shares some of the highlights of our year and the very important ongoing work of CTL staff around CPD, technology-enhanced learning and student engagement as well as the excellent supports provided by our learning centres (Writing, Maths, ICT, Peer Support and Science). At the end of my third year as Dean of Teaching and Learning, I continue to be

struck by the excellent work that goes on in terms of the level of advice, support, research and innovation that is provided from within a relatively small unit of the University. This is down to the commitment and dedication of the CTL team, for which I thank them most sincerely on your behalf and personally.

This is the second annual report to share the work of the CTL with the campus community. We endeavour to provide staff with support for teaching and learning and, in turn, rely on your support for the work that we do. I take this opportunity to thank all the UL teachers who have given their time to work with us over the past year. The sharing of your insights and expertise has had a positive impact on your colleagues and has enhanced the quality of their teaching.

The commitment to teaching and learning at UL is in a very healthy state. We share snapshots from 2015/16 with you on the following pages and have tried to make the report easily readable. In so doing, we continue to invite further discussion and collaboration with you and welcome ongoing and new dialogues around the implementation of our strategic commitments to teaching and learning.

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Our Vision People are at the heart of everything we stand for.

Our goal is to improve the fundamental processes involved in teaching and learning at UL. We provide comprehensive support and advice to facilitate teachers and learners while working closely with students and teaching instructors in their constant pursuit of excellence and innovation.

Who We Are The Centre for Teaching and Learning exists to encourage and facilitate excellence in teaching and learning within and beyond the University of Limerick.

The CTL provides support for, advises, recognises and facilitates all those involved in teaching and learning at UL. It does this by:

The CTL has four main aims:

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Heightening the profile and value of teaching activities

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To encourage scholarship and research in teaching and learning

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Collaboratively engaging in evidence-based research

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Enabling key teaching innovations

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To encourage innovation in teaching and learning activities

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To help ensure that effective teaching is valued, supported and developed

Offering an exceptional and extensive range of programmes, workshops and professional development opportunities

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To enhance the learning and development experience for both teachers and learners

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Highlights 2015/16

As in previous years, the 2015/16 academic year was both extremely busy and productive for the CTL, and there continues to be significant demands for the centre’s support and services. Below are some highlights.

Technologyenhanced Learning During the year, a large number of staff attended workshops and meetings. The CTL resolved 144 staff requests for support and pedagogical advice in relation to Sulis and Turnitin, UL’s two virtual learning environments (VLEs).

Mathematics Learning Centre This year the Mathematics Learning Centre (MLC) had the highest number of attendances (872) since 2011/12 at support tutorials during the autumn semester. Many of the attendees were students who used the service every week.

Regional Peer-Supported Learning Centre An analysis of all peer-supported learning group programmes offered by the Regional Peer-Supported Learning Centre shows that those who engaged with the support group scheme performed significantly better (about 20% higher grades) than those who did not.

ICT Learning Centre

CPD There is growing and active engagement and participation in interdisciplinary and cross-institutional workshops (Introduction to Teaching in Higher Education series, Conversations in the Consortium series, etc.), seminars and the peer observation network.

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The ICT Learning Centre helped 534 students during the year; statistics show a 24% higher progression rate for those students who engage with our services.

AICUR 2016 The third All-Ireland Conference of Undergraduate Research (AICUR) for student researchers was held at UL on 7 April 2016. This is an annual event for all disciplines.

Regional Writing Centre Regional Writing Centre (RWC) consultants helped 28 academic staff to integrate writing into their modules; this work had an impact on 1,344 undergraduate and postgraduate students. RWC peer tutors in academic writing conducted 961 oneto-one consultations with students.

Teaching Excellence Awards The UL Teaching Excellence Awards were presented to Dr Elaine Riordan (small group) and Dr Elaine Doyle (large group).

Dr Doyle also won the National Forum’s 2015 Teaching Expert Award. The Shannon Consortium Regional Teaching Excellence Award was presented to Dr Diarmaid Lane.

Science Learning Centre In the 2016 spring semester, over twice as many students attended support tutorials as did in the spring semester of the previous year.

Certificate in Teaching, Learning and Scholarship This new award was developed for and delivered to instructors in the Garda College, Templemore.

Congratulations to the first two cohorts, who graduated in 2015 and 2016.

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CTL Staff Dr Fiona Farr Dean of Teaching and Learning

Fiona Farr has been Dean of Teaching and Learning since 2013 in a seconded position from her academic post as senior lecturer in TESOL (Teachers of English to Speakers of Other Languages) in the School of Modern Languages and Applied Linguistics. Her key areas of expertise are teacher education, reflective practice, CPD, applied corpus linguistics and technology-enhanced language learning. She has been published widely in academic journals and has written and co-edited a number of books. Fiona is currently a visiting research scholar at Lancaster University, where she participates in a large research project, Corpus Approaches to Social Science, funded by the ESRC (Economic and Social Research Council). In addition, she leads a large-scale national project entitled Enhancing Digital Literacies for Language Learning and Teaching (2016–17), which is funded by the National Forum.

Maura Murphy Manager

Maura Murphy is the Manager of the CTL and she works closely with academic staff, heads of departments and other key groups to champion and support excellence, innovation and enhancements in teaching and learning activities within UL and throughout the sector. She manages UL’s unique First Seven Weeks Programme, which is dedicated to helping first-year students adjust to third level from orientation week through the first seven weeks of semester.

She is Finance Manager for the Centre’s Graduate Diploma/MA in Teaching, Learning and Scholarship. She is Associate Member of the National Forum for the Enhancement of Teaching and Learning in Higher Education and a member of the Student Led Learning Network. Maura is a qualified MBTI (Myers-Briggs Type Indicator) and Firo-B (Fundamental Interpersonal Relations Orientation – Business) practitioner and regularly presents learning styles, active learning and critical thinking workshops to students in UL and across the Shannon Consortium. She is co-author of How to be a Student and The Ultimate Study Skills Handbook, both published by the Open University Press.

Dr Mary Fitzpatrick Regional Teaching and Learning Advocate

Mary Fitzpatrick is a lecturer in educational development and the Shannon Consortium regional teaching and learning advocate in the CTL. She is course director of the Specialist Diploma in Teaching, Learning and Scholarship taken by An Garda Síochána.

Her research interests lie in learning and development, and one of her key areas of expertise is the professional development of teaching and learning among academics.

Mary continues to lead an inter-institutional project on regional teaching enhancement within three higher education institutions and is an elected member of the executive committees of the Educational Developers in Ireland Network (EDIN) and Staff and Educational Developers Association (SEDA). She is a Senior Fellow of SEDA and a chartered member of the Chartered Institute of Personal Development (CIPD). Mary has extensive consultancy experience in the area of human resource development in both the private and public sectors.

Dr Angélica Rísquez Lead Educational Developer

Angélica Rísquez is a lead educational developer at the CTL. She holds a PhD in educational technology and a senior fellowship in SEDA and has 13 years’ experience in educational development and research. She co-authored a book on teaching scholarship – Teaching at College and University: Key Principles and Effective Strategies (2007), and her work has been published extensively in high-impact journals. She is currently editing a book on technology-enhanced learning. Angélica is course director of the Graduate Diploma/ MA in Teaching, Learning and Scholarship and leads three of its modules. She teaches and supervises PhD students for the National Open University of Spain (UNED). She contributes to service sustainability by leading collaborative funding bids for the National Forum; recent successful bids include a regional digital skills campaign for the Shannon Consortium (Take One Step) and a focused research project (Learning Resources and Open Access).

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Sinead Spain Project Coordinator

Sinead Spain is the CTL’s project coordinator for Enhancing Digital Literacies for Language Teaching and Learning. She spent a number of years working in the banking and financial services industry before returning to education to undertake an MA in technical communication and e-learning at UL. She graduated in January 2016 with first-class honours for her project entitled Statistics and Probability for Junior Certificate Project Maths. Areas of interest include e-learning, online identity and security and online netiquette.

Karen McGrath Senior Administrator

Karen McGrath is a senior administrator at the CTL. She is an accredited mediator for the Centre for Effective Dispute Resolution (CEDR) and spent five years as manager of dispute resolution services for the CEDR in the UK. Karen returned to Ireland in 2004 and worked at UL in supporting roles in both the marketing and procurement sections before joining the CTL in 2009. Her key areas of responsibility include coordinating the First Seven Weeks programme and managing the Student Evaluation of Teaching (SET) surveys.

Victoria Kelly Senior Administrator

Vicky Kelly is a senior administrator for the CTL; she provides high-quality administrative support to both the dean and manager. She has over 15 years’ experience working in many departments within UL, and although she has had spells working in both the UK and Australia in office managerial roles, her love of UL has brought her back each time. Vicky manages or assists with many events that take place in the CTL, such as conferences, workshops and seminars.

Dr Íde O’Sullivan Lead Educational Developer and Co-director, Regional Writing Centre

Íde O’Sullivan is a lead educational developer at the CTL and co-director of the Regional Writing Centre (Ireland’s first such centre). Since 2007, Íde has led the design, delivery and evaluation of writing-support interventions at UL, grounding writing centre initiatives in good practice and sound theory. She also works with academic staff on the development of their professional writing for publication. She is a founding member and co-chair of the Irish Network for the Enhancement of Writing (INEW). Íde’s PhD investigated the role of corpus consultation literacy in enhancing language learners’ writing skills. Her current research focuses on adapting academic writing development to particular national contexts and on enhancing peer tutoring in academic writing. Other areas of interest include writing to/as/for learning, writing assessment, second language acquisition research and the development of new literacies.

Lawrence Cleary Educational Developer and Co-director, Regional Writing Centre

Lawrence Cleary is an educational developer at the CTL and co-director of the Regional Writing Centre. His background is in English, Rhetoric and Composition Studies (BA in English, Illinois State University) and English Language Teaching (MA in ELT, University of Limerick). Lawrence is currently pursuing a PhD in writing pedagogy, the focus of which is on appeals for disciplinary identity. He has taught writing to students in a number of disciplines and is currently teaching students on the BEng in Mechanical, Aeronautical and Biomedical Engineering (first years) and MEng in Mechanical, Aeronautical and Biomedical Engineering programmes. His interests lie in rhetoric, critical theory, writing pedagogy, language teaching, systemic functional linguistics, stylistics, corpus studies, learning styles and strategies.

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Student Engagement & Success » The First Seven Weeks » AICUR » Other Activities

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The First Seven Weeks initiative is designed to provide targeted support to students during the very early weeks of their time as UL students. Recognising that successful early adjustment is linked to subsequent success, we provide new students with a range of information and interact with them in ways that make them know we care about them and want them to adjust successfully to college life.

Each of the first seven weeks has its own theme designed to focus students’ attention on the various issues that we know are important for settling in and thriving at third level.

FIRST SEVEN WEEKS PROGRAMME Week 1

Welcome, settling in and finding your way around

Week 2

Study skills and time management

Week 3

Meet your advisor

Week 4

Health and wellbeing

Week 5

Learner support centres

Week 6

Civic engagement and volunteering awareness

Week 7

Critical thinking and longer-term planning

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AICUR A unique opportunity for undergraduates to share research passions on the AICUR stage

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What sets AICUR apart from many other academic conferences is the fact that the primary content is delivered by undergraduate student presenters from across all disciplines.

Attendees at the 2016 conference were presented with insights into a wide variety of topics, from the influence of the YouTube beauty community on young women to student teachers’ attitudes towards and awareness of sustainability and sustainable design – and much more in between!

What transpired on the day was the emergence of a community of hitherto unconnected researchers, brought together by a mutual desire to share their research passions on the AICUR platform. The young AICUR participants showed the value of undergraduate research in higher education and what it can achieve.

The third All-Ireland Conference of Undergraduate Research (AICUR) was held in UL on Thursday 7 April at the Irish World Academy of Music and Dance. The conference was a venture of collaboration between faculties, students and the CTL under the leadership of the Dean of Teaching and Learning, Dr Fiona Farr.

Speaker awards went to these UL students: »»

Kate Stewart, Education and Health Sciences

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Tessa Kingston, Education and Health Sciences

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Rachel Lehane, Arts, Humanities and Social Sciences

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Aoife Cooper, Education and Health Sciences

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Chris Collins, Arts, Humanities and Social Sciences

The AICUR participants were encouraged throughout the conference by Lara Coyle of The Undergraduate Awards academic awards programme and by UL panel members Dr John Heneghan, Kemmy Business School (KBS); William O’Connor, Graduate Entry Medical School (GEMS); Professor Ita Richardson, Science and Engineering (S&E); and Dr Liam Murray, Arts, Humanities and Social Sciences (AHSS). The panel members shared their insights into what it means to be a researcher in today’s world. Academic staff members from across UL came to the AICUR to acknowledge the high quality of the presented research, and many of the sessions were chaired by lecturers eager to see what the AICUR was all about.

We hope that this sense of community and sharing of knowledge will continue at next year’s AICUR (23 March 2017 at UL), which is already being planned by the organising committee: Dr Fiona Farr, Dean of Teaching and Learning (Chair); Mike Forde, UL Students’ Union; Lorna Horgan, CTL; Vicky Kelly, CTL; Dr Óscar Mascareñas Garza, Irish World Academy of Music and Dance; Dr Patricia M. McNamara, Education and Health Sciences; Maura Murphy, CTL; Dr Liam Murray, AHSS; Jill Pearson, KBS; and Dr Walter Stanley, S&E.

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Other Activities Promoting Student Engagement and Success

Work to profile and promote the Student Engagement & Success (SES) Unit was primarily developed through multimedia.

A range of explanatory videos, student mail-outs and PowToons were developed to explain the student-facing role and services of the unit.

Inaugural SES Unit Meeting

The first official meeting of the SES Unit took place at the end of January 2016.

The group comprises the Director, Student Affairs Division (Chair); Dean of Teaching and Learning; Director of Library and Information Services Division; First Year Experience and Retention Coordinator; First Year Librarian, SES; and Educational Developer, SES.

SES Drop-in Session

The SES hosted an informal dropin session for new students to meet the unit’s staff members and receive information, advice and support relating to social, personal and academic queries and concerns.

Transition Module

A two-week transition module was developed in conjunction with the Bachelor of Business Studies programme and piloted in the autumn semester. The module looks at the differences between second-level and third-level education, expectation-setting, supports and services for new students, time management and approaching the first assessment.

‘First Set of Exams’ Flyer

An information flyer for students undertaking their first set of exams in UL included a frequently asked questions (FAQ) section about the exams process, issues around timetables, study tips, what to bring and not bring to the exam and a UL jargon-buster.

Research

A ‘show and tell’ presentation entitled Making the Leap: Supporting First Year Student Transition and a poster presentation on the same topic were made at the European First Year Experience Conference, Ghent, Belgium in April 2016 by Sarah Gibbons and Michael Smalle of the Student Engagement & Success Unit. Sarah and Michael also delivered the poster presentation at the Confederation of Student Services Ireland (CSSI) annual conference at Dublin Institute of Technology in June 2016.

One-to-One Student Support

In addition to receiving support from the Student Affairs Division, first-year students were given the opportunity to attend workshops and classes delivered by the librarian for first-year student engagement and success. These sessions provided students with assistance on finding resources for class assessments, beginning research, and citing and referencing.

Personal Academic Support System (PASS)

An evaluation by staff of the second year of the PASS pilot included control group reporting. Rollout of the PASS initiative across faculties will commence in September 2016.

The CTL created PASS-related content for students on the SES website. The Meet Your Academic Advisor page includes an outline of the advisor’s role and instructions for students to follow to find out who their advisor is.

Transition MOOC

CTL is a member of a National Forum project group that is currently developing a national MOOC and open educational resource for improving the transition from second to third level. The MOOC can be found at http://www.teachingandlearning. ie/a-mooc-to-improve-the-transition-from2nd-to-3rd-level-education/.

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Learner Support Centres Student support services play a crucial role in the success of students in higher education. All of our learning centres provide a space where students can feel comfortable about raising issues that may help them to study or learn more effectively and build their confidence and self-esteem.

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Regional Writing Centre

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Mathematics Learning Centre

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ICT Learning Centre

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Regional Peer-Supported Learning Centre

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Science Learning Centre

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The centre is dedicated to helping students develop strategies to become more confident, critical and autonomous writers.

Âť Regional Writing Centre The mission of the RWC is to engage both students and staff in a burgeoning national conversation on writing and provide a framework for them to become effective, efficient, persuasive scholarly writers and writing mentors.

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Highlights of the Year

The RWC at UL offers a free and friendly place for all students (undergraduate and postgraduate) to come and address any aspect of their writing. The centre is dedicated to helping students develop strategies to become more confident, critical and autonomous writers. The RWC is also available to staff who are interested in developing their students’ writing.

The RWC takes a non-invasive, inductive approach to writing development. Peer tutors and experts work with students and staff to identify their writing practices and thus improve their strategic effectiveness.

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RWC consultants helped 28 academic staff to integrate writing into their modules; this had an impact on 1,344 students.

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RWC peer tutors in academic writing conducted 961 one-to-one consultations with students.

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The RWC designed and delivered modules to 228 staff, researchers and students.

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Participation in writers’ groups, including a PhD writers’ group, increased.

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A PhD Writers’ Week was offered as a non-residential writing retreat.

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The availability of writing space increased.

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The third annual UL One Campus, One Book initiative featured Sara Baume’s Spill, Simmer, Falter, Wither.

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The National Secondary School Essay-writing Competition 2015 attracted 252 entries from across Ireland.

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The RWC hosted the second Tutoring in Writing National Forum, and RWC consultants in writing were engaged in nine events as external advisors to six Irish higher education institutions.

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With the publication of one book chapter, three RWC booklets and two conference presentations, RWC consultants in writing continued to engage actively in research.

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The RWC was involved in the successful European Cooperation in Science and Technology (COST) Action proposal CA15221: Advancing effective institutional models towards cohesive teaching, learning, research and writing development.

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In collaboration with the INEW, the RWC secured funding from the National Forum for workshops on writing to help academic staff integrate writing into their curricula.

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» » Mathematics Learning Centre

2,816 attendances to

The purpose of the MLC is to support students’ mathematics learning across all programmes in UL. The MLC does this by:

132 support tutorials, an

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Providing a dedicated area with supervised access to help and resources

increase of 1,035

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Delivering appropriate support services for students on service mathematics courses

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Addressing the mathematics needs of special groups (e.g. mature students, adult returners, transfer students, international students)

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Researching the needs of learners in terms of materials, pedagogy, delivery systems and other support requirements

on 2014/15

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Highlights of the Year »»

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Seventeen new mathematics tutors took part in tutor training workshops in September. The workshops were also run nationwide in conjunction with the Irish Mathematics Learning Support Network (IMLSN) and two other institutions. In total, 42 tutors from six tertiary institutions took part. A description of the training day and findings from a study carried out can be found in the following article: Fitzmaurice, O., Cronin, A., Ní Fhloinn, E., O’Sullivan, C. and Walsh, R. (2016) ‘Preparing Tutors for Mathematics Learning Support’, MSOR Connections, 14(3), 14–21.

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Two MLC tutors presented their research on tutoring in the MLC at the 10th Annual Irish Workshop on Mathematics Learning and Support Centres held in NUIG.

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The UL President’s Volunteer Award (PVA) was awarded to 29 volunteers for their work in helping second-level students study for Junior and Leaving Certificate mathematics.

With 7,450 student contacts/attendances, the MLC recorded the highest attendance since 2011/12, an increase of 1,252 on 2014/15. This number comprises: »» 2,816 attendances to 132 support tutorials, an increase of 1,035 on 2014/15 »»

2,091 attendances at the drop-in centre

»» 2,543 attendances to exam revision classes in Week 13 of both semesters »»

The Leaving Certificate Helpdesk supported 122 Leaving Certificate students over 11 weeks (one lecture and one workshop per week).

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The Head Start Maths course held in August for mature students entering undergraduate programmes recorded 331 attendances by 31 students.

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The centre uses proven learner-support approaches, tutoring innovation, research

ICT Learning Centre

The ICT Learning Centre supports and promotes active learning among students of ICT-related programmes. The centre uses proven learner-support approaches, tutoring innovation, research and evaluation with the aim of developing learners who are confident and effective ICT practitioners. The main schemes currently offered by the ICT Learning Centre include:

and evaluation

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UL Cybercamp 2016 gave 60 second-level students from 24 schools an early and enjoyable insight into ICT subjects.

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Drop-in support was provided for ICT students during the two weeks prior to their repeat exams.

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During the summer months, a new tablet-based student interaction system linked to the ICT Learning Centre attendance system was developed to let tutors know that students in the centre are requesting learning support.

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Approximately 90% of the students using the centre’s support services were mainly from first year, second year, graduate diploma and higher diploma courses. Our analysis of first-year student data from four core ICT undergraduate courses shows a 24% higher progression rate for students who engage with our services.

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For the third year running, UL first-year students emerged as overall winners of the 2016 National Robocode Programming competition, competing against students from seven other institutions. The ICT Learning Centre organised the internal selection competition and mentoring of the UL students involved.

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In partnership with the Regional Peer-Supported Learning Centre, the ICT Learning Centre led a national research project entitled ICT retention – a review of the impact of retention interventions focused on students in ICT-related areas of study, which was funded by the National Forum.

The resulting report was completed and published in 2015/16 and led to the briefing document Student NonCompletion on ICT Programmes published by the National Forum.

»» A drop-in service »» Targeted topic and skills workshops »» Core programming language workshops »» Peer-supported learning groups The ICT Learning Centre works closely with the Regional PeerSupported Learning Centre – see the next section for details.

Highlights of the Year »»

There were 3,191 attendances from 534 students.

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Each week during weeks 3 to 12 of the autumn semester, the ICT Learning Centre provided 17 drop-in hours, 13 hours of peer-supported learning and over 50 hours of targeted support/workshop sessions. Additionally, 16 hours of laboratory support using pair programming was provided to students taking a first-year computer programming module.

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Each week during weeks 3 to 12 of the spring semester, the ICT Learning Centre operated 19 drop-in hours, 6 hours of peer-supported learning and over 40 hours of targeted support/workshop sessions. Additionally, 30 hours of laboratory-based prepare and repeat (PAR) sessions were provided in three core modules to 38 students who achieved a grade of C3 or lower in their autumn semester exams.

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Âť Regional Peer-Supported Learning Centre

The Regional Peer-Supported Learning Centre (PSLC) specialises in promoting proactive peer-supported learning schemes, particularly those related to the Peer-Supported Learning Groups (PSLG) academic enrichment programme.

PSLG is a group-based, student-led collaborative learner support scheme that targets difficult subjects/modules in all programmes of study offered by UL. Over the last few years, the PSLC has been actively involved in setting up and maintaining a number of PSLG schemes every academic year. Most of these schemes (82%) target first-year and second-year students in ICT-related courses, particularly those offered by the Faculty of Science & Engineering (S&E). To this effect, the PSLC works closely with the ICT Learning Centre in running PSLG programmes that focus on computer programming, software and electronicsrelated modules.

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The PSLC works closely with the ICT Learning Centre in running PSLG programmes that focus on computer programming, software and electronics-related modules.

Highlights of the Year »»

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Eleven PSLG programmes offered support across both academic semesters to over 1,900 S&E and KBS students on accounting, electronics, computer programming and computer science modules.

Other support services offered and activities organised related to student engagement, motivation, professional and transferrable skills development and outreach, including a seminar series held for undergraduate students in the Department of Electronics and Computer Engineering (ECE) on presentation and report-writing skills. The report-writing skills seminar was conducted for students undertaking master’s programmes in the Department of ECE.

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The PSLC continues to support the Transition Year Week run by the Faculty of S&E by providing staff to run lesson sessions. The sessions run by the PSLC focus on presentation skills and how to use MS PowerPoint.

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In addition to its own website, the PSLC continues to deploy and support the websites of the ICT Learning Centre and the UL Cybercamp through its webserver.

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Students who participated in the support schemes offered by the PSLC and the ICT Learning Centre did better overall (by approximately 20%) than students who did not and had a 25% better chance of achieving a C3 grade or higher in assessment.

The PSLC continues to support the UL Cybercamp run by the ICT Learning Centre by providing IT and administrative support and staff to assist and run lesson sessions.

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Âť Science Learning Centre

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The SLC developed a pilot project for identifying at an early stage ‘at-risk’ students in modules perceived as difficult and for implementing early learning support interventions.

The Science Learning Centre (SLC) provides support to undergraduates whose degrees include a science component.

In the course of the autumn and spring semesters, the SLC provided support to students by two main routes: »»

A dedicated drop-in centre

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Student-requested support tutorials

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The SLC opened in the week preceding the repeat examinations in August 2015. During that week, 25 students made 57 requests for help during 50 visits.

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With the notable exception of a large increase in students attending support tutorials in the spring semester, the overall numbers of students availing of the SLC services is in line with the previous academic year.

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Dr Thomas Harrington fulfilled the role of director of the SLC from December 2015 to September 2016. The director’s role includes providing strategic input and guidance, being involved in developing the centre’s activities and forging collaborative relationships and communication between the faculties and the SLC.

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The SLC developed a pilot project for identifying at an early stage ‘at-risk’ students in modules perceived as difficult and for implementing early learning support interventions. An evidence-based evaluation using in-class tests results, Sulis (UL’s learning management system), access metrics and data from Student Academic Administration will be used to identify effective interventions for future development.

Highlights of the Year »»

The SLC operated for the autumn semester for weeks 3–13. There were 725 attendances at the drop-in centre by 315 students. There were 1,118 attendances at support tutorials, which were provided for nine modules.

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The SLC operated for the spring semester for weeks 3–13. There were 422 attendances at the drop-in centre by 169 students. There were 941 attendances at support tutorials, which were provided for seven modules.

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The majority of students requested help with chemistry modules; other students needed help with mechanical engineering, physics and biology.

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Recognition of Teaching Excellence Excellent teaching at UL is recognised and rewarded through four teaching award schemes: (i) University of Limerick Teaching Excellence Awards; (ii) Shannon Consortium Regional Teaching Excellence Awards; (iii) the National Forum’s Teaching Expert Awards and (iv) the National Forum’s Teaching Hero Awards.

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University of Limerick Teaching Excellence Awards

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The nominations for the University of Limerick Teaching Excellence Awards come from the student body through student evaluation reports. The shortlist of nominees includes those teachers who receive the highest annually gathered scores for overall teaching effectiveness based on the results of the CTL Student Evaluation of Teaching (SET) system, which is completely voluntary.

The panel strongly recommended retaining annual awards at faculty level for individual teachers who have an outstanding impact on student learning.

To support UL academic staff to promote and showcase their innovations and excellence on a national stage and in an international context

Process

The new system comprised the following steps in 2016:

Winners

1. Up to three finalists in each faculty identified (on basis of top faculty scores on last two rounds of SET) (February 2016)

The small-group teaching award was jointly awarded to Mary Pat Butler (Department of Nursing and Midwifery) and Dr Vincent O’Connell (Department of History).

2. Nominees briefed on award application submission (dean commendations, personal statement, sources of evidence, video clip) and process (submission framework centred on discipline-specific evidence and evidence of learning impact (March 2016)

The large-group teaching award was awarded to Dr Tina O’Toole, School of Culture and Communication.

Update April 2016 Aims

Following a review in 2015 of UL’s Teaching Excellence Awards scheme, the teaching award review group recommended a new approach to focusing the entire UL community on teaching and learning excellence. The aims of the redesigned awards scheme are: »»

To encourage more staff (both academic teachers and those who provide learner support) to consider developing and showcasing their work as part of the awards process

3. One finalist per faculty recommended following a facultylevel review (April 2016) 4. Final panel review with external panel member Dr Kay Hack, Higher Education Academy and external student panel member Cat O’Driscoll, European Students’ Union, Union of Students in Ireland (May 2016) 5. Results announced and award event held (June 2016) 6. Formal award presented at conferring ceremony (August 2016)

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To promote and share excellence in teaching

Each candidate submitted the following information in support of their nomination:

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To recognise the diversity of teaching, learning and learner support activity

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To ensure that staff from all four faculties and across all learner support domains engage in the teaching and learning awards process

A short statement (1,000 words max.) outlining their approach to and achievements in the teaching of their subjects

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A letter of endorsement from their faculty dean

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A maximum of two relatively recent (i.e. within the last five years) examples of student feedback (e.g. SETs, module satisfaction surveys, focus group reports) that provide detail on students’ experiences of and responses to their teaching

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A peer observation report or a statement (1,000 words approx.) from a peer who is in a position to comment on the candidate’s teaching and has an understanding of the subjects the candidate teaches

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Video footage of the candidate teaching or speaking in their area of expertise (they can use existing footage of their teaching, such as UL Talks clips or equivalent)

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To give faculties (and discipline-specific experts) a stronger voice in endorsing excellence relevant to their disciplines and in shortlisting excellent candidates within their own faculties

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To ensure that a robust set of criteria is applied across all categories of awards and disciplines

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To ensure student input and partnership when considering which applications to award

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To renew our commitment to acknowledging and celebrating the efforts of those who have a positive impact on student learning at UL

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National Teaching Expert Awards The National Forum hosts the biennial National Teaching Expert Awards and National Teaching Hero Awards on alternate years.

Dr Elaine Doyle (left) from the University of Limerick with Professor Sarah Moore, National Forum chairperson. Professor Moore presented Elaine with a beautiful print by visual artist Martina Cleary.

All winners received a limited-edition print by Martina Cleary, produced as a

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bespoke commission for the National Forum. Entitled Doras Feasa Fiafrai – which roughly translates from Irish as ‘the doorway to inquiry and wisdom’ – the picture depicts a wonderful, plentiful tree as a symbol of growth, development and the flourishing of ideas.

The National Teaching Expert Awards 2015 celebrated and awarded Ireland’s best teachers in higher education on 10 December of that year.

The awards recognise expert teachers who are models for excellence in teaching and whose knowledge about learning impact is strong and evidence based. There were 16 winners – 11 individuals and five teams – all of whom were awarded with reference to internationally acknowledged best practice. Nominations for Teaching Expert awards submitted by their institutions underwent a rigorous assessment process by an international Teaching Experts panel. The worthy winner of the 2015 awards was UL’s Dr Elaine Doyle, Department of Accounting and Finance, Kemmy Business School.

Shannon Consortium Regional Teaching Excellence Awards Now in its eighth year, the annual Shannon Consortium Regional Teaching Excellence Awards showcases excellence in teaching and learning within the three third-level institutions of the Shannon Consortium: Limerick Institute of Technology (LIT), Mary Immaculate College (MIC) and University of Limerick (UL). Involving a detailed and reflective teaching portfolio as well as a recording of the candidates’ teaching, the Regional Teaching Excellence Awards is the most rigorous teaching awards process in the country.

This year’s awards were adjudicated by an external panel chaired by Dr Sharon Walsh (NUIG) and comprising Dr Rachael Carkett (University of Bath), Dr Martina Crehan (Royal College of Surgeons in Ireland) and Professor Steve Walsh (Newcastle University). Fourteen UL staff were nominated for the award, three of whom were shortlisted. The shortlisted candidates were: »»

Ann-Marie Creaven (Psychology, UL)

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Ailbhe Kenny (Music Education, MIC)

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John McCarthy (Management and Marketing, UL)

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Dorothy Morrissey (Drama Education, MIC)

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Pamela O’Brien (Information Technology, LIT)

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Jason Power (Design and Manufacturing Technology, UL)

The 2015/16 overall winner was UL’s Jason Power, Design and Manufacturing Technology. The adjudicating panel concluded that Jason is a “very strong and critically reflective teacher and a person who underpins inclusivity in his teaching”.

Hosting the awards ceremony at Mary Immaculate College, MIC President Professor Michael Hayes said, “The existence of the Shannon Consortium Regional Teaching Excellence Awards emphasises and celebrates the importance of teaching in higher education. It is also an example of significant inter-institutional collaboration in the region, and I would like to congratulate all shortlistees.” The adjudicating panel commented on the extremely high standard of the nominees.

UL Talks are short (fiveminute) videos showcasing our people and the ideas about which they are knowledgeable, articulate and passionate.

At the November 2015 launch of the updated UL Talks videos, it was proposed that the CTL seek the next group of UL Talks presenters through an open call for contributions. A call was subsequently sent to the UL campus inviting staff to submit a proposal for a new UL Talk for 2016.

Those interested are asked select a theme within their area of expertise and develop an outline in a way that will show how they will communicate their idea to a non-specialist audience. We encourage contributors to consider inviting students to participate in their talk and to place a focus on learning in a disciplinary context.

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Technologyenhanced Learning (TEL) Pedagogical Support in the Use of Virtual Learning Environments (VLEs)

As part of CTL’s ongoing role in providing pedagogical support in the use of Sulis and Turnitin (an online tool for managing, grading and helping to improve students’ writing), a large number of staff attended workshops and meetings during the year and the CTL resolved 144 staff requests for support and pedagogical advice in relation to the two VLEs.

Technology Enhanced Learning Unit (TELU)

Initiated in 2014, TELU is a joint venture between the CTL, the Information Technology Division (ITD), the Library and Information Services Division (LISD) and Continuing & Professional Education (CPE) to realise the commitments for TEL in engaged learning. The collaboration was launched with a series of events during which members of the community shared their experiences of educational technology in general and VLEs in particular.

DigiLanguages

DigiLanguages – Enhancing Digital Literacies for Language Teaching and Learning – is a project funded by the National Forum. The project’s goal is to develop a national framework of digital literacies for language learning and teaching in an Irish higher education context.

The project aims to extend its impact well beyond the 18-month project period by creating networks that are both self-sustaining and capable of being rolled out to a wider audience.

Representing six higher education institutions (UL, MIC, LIT, NUIG, Dublin City University and Dublin Institute of Technology), the cross-institutional project team comprises language lecturers from across a range of geographically diverse locations. The languages included in the project are French, Italian, German, Spanish, Irish and English for Speakers of Other Languages.

Learning Resources and Open Access

The CTL led a team of five universities to look at the topic of learning resources and open access – one of the National Forum’s focused research projects.

Entitled Learning Resources and Open Access in Higher Education Institutions in Ireland, the project results inform national policy around open education and, more specifically, the use of institutional repositories for the curation of open educational resources.

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CPD Activities As committed to in Broadening Horizons, UL’s strategic plan 2015–19, UL aims to empower staff to excel and achieve their potential in a collegial and supportive environment (p.34). The CTL plays a key role in contributing to the achievement of this aim by providing academic staff with a range of opportunities to engage in continuing professional development in the area of teaching and learning.

Teaching, Learning and Scholarship

From September 2016, the CTL will offer three new level 9 awards in teaching, learning and scholarship: Certificate (21 credits), Graduate Diploma (60 credits) and Master of Arts (90 credits). The Graduate Diploma replaces the previously offered Specialist Diploma in Teaching, Learning and Scholarship. The programme provides highlevel, scholarly, practice-based professional development for academic staff. It provides the skills, competencies, insights and capacities that they need in order to bring the highest-quality teaching and learning experiences to their students while helping them to manage and progress their own scholarly careers.

Peer Observation of Teaching

The observation of teaching by peers has continued to provide a forum for partners to learn both from being observed and acting as the observer. With 64 participants engaging with the process during the year and interinstitutional partnerships being established, this network is providing a valuable platform for dialogue on teaching and learning.

Teaching and Learning Workshops

The following workshops were provided by the CTL to UL and external personnel in 2015/16: »»

Shannon Consortium regional peer observation workshops facilitated by Dr Mary Fitzpatrick on 12 October 2015 and 16 February 2016

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Workshop on assessment and learning delivered by Dr Mary Fitzpatrick in GMIT on 31 May 2016

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Facilitation of writers’ retreat for MIC in May 2016

Conversations in the Consortium

UL hosted two of the six half-day events in the Conversations in the Consortium forum for discussing third-level teaching and learning – one on 9 December 2015 and the other on 26 April 2016. Speakers from UL, MIC and LIT presented on the theme of innovations for the enhancement of teaching and learning.

Introduction to Teaching at Higher Education Workshop Series

The autumn Introduction to Teaching at Higher Education Workshop Series comprised three workshops for new teachers on the following themes: (i) New to teaching in higher education, (ii) assessment and (iii) feedback and active learning.

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Twenty-one instructors from the Garda College, Templemore completed their studies for the Certificate in Teaching, Learning and Scholarship.

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Research PUBLICATIONS Cleary, L. Cleary, L. and O’Sullivan, Í. (2015) ‘The political act of developing provision for writing in the Irish higher education context’ in Lillis, T., Harrington, K., Lea, M.R. and Mitchell, S., eds., Working With Academic Literacies: Case Studies Towards Transformative Practice, Anderson, S.C., USA: The Parlour Press.

Farr, F. Farr, F. and Murray, L., eds. (2016) Routledge Handbook of Language Learning and Technology, London and New York: Routledge.

Farr, F. and Murray, L. (2016) ‘Introduction’ in Farr, F. and Murray, L., eds., Routledge Handbook of Language Learning and Technology, London and New York: Routledge.

Farr, F. and Murray, L. (2016) ‘Digital literacies for language learning and teaching: developing a national framework’ in Proceedings from the 2nd International Conference on Higher Education Advances, HEAd’16 Conference, Valencia, Spain, 21–23 June 2016.

Chambers, A., Atkinson, D. and Farr, F. (2015) ‘Research in progress: Centre for Applied Language Studies, University of Limerick’, Language Teaching, 48(2), 288–292.

Farr, F. (2015) Practice in TESOL, Edinburgh: EUP. Farr, F. and Riordan, E. (2015) ‘Tracing the reflective practices of student teachers in online modes’, ReCALL Journal, 27(1), 104–123.

Farr, F. and Riordan, E. (2015) ‘Turn initiators in professional encounters: teacher education discourse in an Irish university setting’ in Amador-Moreno, C., McCafferty, K. and Vaughan, E., eds., Pragmatic Markers in Irish English, Amsterdam: John Benjamins.

Riordan, E. and Farr, F. (2015) ‘Facilitating identity construction through narratives: a corpusbased discourse analysis of student teacher discourse’ in Cheung, Y., Said, S. and Park, K., eds., Advances and Current Trends in Language Teacher Identity Research, London: Routledge.

Fitzpatrick, M. Enright, E., Coll, L., Ní Chroinín, D. and Fitzpatrick, M. (2016) ‘Student voice as risky praxis: democratising physical education teacher education’, Physical Education and Sports Pedagogy [online], available: http://www. tandfonline.com/doi/full/10.1 080/17408989.2016.1225031 [accessed 12 April 2017].

Cross, C. and Fitzpatrick, M. (2015) ‘Delivering HRD programmes’ in Carberry, R. and Cross, C., eds., Human Resource Development: A Concise Introduction, Hampshire: Palgrave Macmillan.

guidance’, Revista Iberoamericana De Diagnostico Y Evaluacion-E Avaliacao Psicologica, 1, 39–57.

CONFERENCE PRESENTATIONS

Rísquez, A, Raftery, D. and Costello, E. (2015) ‘The open dataset on students’ perceptions of virtual learning environments in Ireland: collaborating to listen to the student voice’, British Journal of Educational Technology, 46, 1070–1074.

Farr, F.

Rísquez, A., Vaughan, E. and Murphy, M. (2015) ‘Online student evaluations of teaching: what are we sacrificing for the affordances of technology?’, Assessment and Evaluation in Higher Education, 40(1), 120–134.

Farr, F. and Murray, L. (2016) ‘Teaching into research into teaching: frameworks and findings from the DigiLanguages project’ (chaired session), Theory & Practice: Researching Teaching and Learning in Higher Education, NUI Galway, 17 June 2016.

Rísquez, A. (2015) Learning resources and open access in higher education institutions in Ireland [online] available: http:// www.teachingandlearning.ie/ wp-content/uploads/2015/07/ Project-1-LearningResourcesand OpenAccess-1607.pdf [accessed 12 April 2017].

Walsh, R.

Fitzpatrick, M. and Moore, S. (2015) ‘Exploring both positive and negative experiences associated with engaging in teaching awards in a higher education context’, Innovations in Education and Teaching International, 52, 621–631.

Walsh, R. (2015) A purpose-built model for the effective teaching of trigonometry: a transformation of the van Hiele model [online], thesis (PhD), University of Limerick, available: https:// ulir.ul.ie/handle/10344/4660 [accessed 12 April 2017].

O’Sullivan, Í.

Walshe, G.

Farrell, A., O’Sullivan, Í. and Tighe-Mooney, S. (2015) An Introduction to Higher Education Writing Centres, Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing.

Bholoa, A., Walshe, G. and Ramma, Y. (2016) ‘Curriculum implications of the integration of mathematics into science’ in Akpan, B. and Taber, K. S., eds, Science Education: An International Course Companion, Rotterdam: Sense Publishers.

Riedner, R., O’Sullivan, I. and Farrell, A. (2015) An Introduction to Writing in the Disciplines (WID) Curriculum, Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing.

Rísquez, A. Garcia-Ripa, M.I., SanchezGarcia, M.F. and Rísquez, A. (2016) ‘Learning strategies and motivational autoregulation: profiling for first year university

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Johnston, J., Walshe, G. and Ní Ríordáin, M. (2016) ‘Utilising different models of integration to enhance the teaching and learning of second level science and mathematics’ in Conference Proceedings: New Perspectives in Science Education, Florence, Italy, 17–18 March 2016.

Blin, F., Farr, F., McLoughlin, L. and Murray, L. (2016) ‘Digital literacies for language learning and teaching: developing a national framework’, presented at EuroCALL 2016, Cyprus, 24–27 August 2016.

Farr, F. and Murray, L. (2016) ‘Teaching into research into teaching: frameworks and findings from the DigiLanguages project’, presented at CELT, NUI Galway, 17 June 2016.

Farr, F., Murray, L. and McLoughlin, L. (2016) Stand at the ICT and Language Learning Fair, Dublin, 3 June 2016.

Farr, F. and Murray, L. (2016) ‘The DigiLanguages project’, presented at CALS Annual Research Day, University of Limerick, 25 May, 2016.

Fitzpatrick, M. Bradshaw, C., Pettigrew, J. and Fitzpatrick, M. (2015) ‘Assessing the competence of undergraduate midwifery students: experiences and views of midwifery students and midwifery educators’, presented at Inaugural HSE WestMidwest Nursing and Midwifery Research and Innovation Conference, Limerick, 29 April 2015.

Rísquez, A. Farrelly, T., O’Grady, M., Raftery, D., Rísquez, A., McAvinia, C., Harding, N., Costello, E., Ryan, D., McSweeney, D. and LoganPhelan, T. (2016) ‘VLEs – what lecturers want and do’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

O’Keeffe A., Breen, M., Geraghty, A., Hoyne, S., Hyland, P., Lanigan, McKillen, T., Rísquez, A., Ryan, A., Ryan, D. and Stapleton, S. (2016) ‘Using the All Aboard national digital skills framework as a diagnostic tool in the Shannon Consortium #t1step (“Take 1 Step”) project’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

Breen, M., Geraghty, A., Hoyne, S., Hyland, P., Lanigan, McKillen, T., Moloney, D., O’Keeffe A., Rísquez, A., Ryan, A., Ryan, D., Smalle, M., Stapleton, S. and Dore, L. (2016) ‘#t1step (“Take 1 Step”): raising digital skills across the Shannon Consortium’, presented at EdTech2016: ReConstituting TEL: Rising to the Challenge, Law Society of Ireland, Dublin, 26–27 May 2016.

Spain, S. Gabaudan, O., Ní Chasaide, C. and Spain, S. (2016) ‘Digilanguages.ie: a collaborative approach to building digital capacity for language learners and teachers’, presented at EdTech Conference, 26–27 May, 2016.

Walsh, R. Walsh, R. (2016) ‘An analysis of pedagogy of mathematics support tutors’, presented at 10th Irish Mathematics Learning Support Network Workshop, NUI Galway, 27 May 2016.

Walsh, R. and Fitzmaurice, O. (2015) ‘Diagnosing areas of weakness among mature STEM students at third-level, and current intervention methods employed to combat these weaknesses at the University of Limerick’, presented at 22nd International Conference of Adults Learning Mathematics (ALM22), Alexandria, VA, USA, 12–15 July 2015.

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