Enhancing Teaching and Learning through Programme and Module Evaluation

The purpose of this interdisciplinary T&L initiative is to examine how qualitative and quantitative student feedback and evaluation of teaching approaches, at module and programme level, can support enhancement of the student learning experience and contribute to continuing professional development for staff who teach. The initiative involves two strands: 1. Exploring and piloting a range…

Teaching, Learning, and Engagement in Science & Engineering – a Collective Endeavour

The College of Science & Engineering was formed in September 2019 by the merger of two separate colleges, each with different long-established models of curricular design, teaching approaches, assessment practices, and disciplinary cultures. Under this T&L initiative, it is proposed to use the unique opportunity presented by this merger to: 1. Undertake a comprehensive review…

Structured PhD Module in Research Integrity and Impact in an Open Scholarship Era

Based upon feedback from Trinity schools and students, ‘Research Integrity and Impact in an Open Scholarship Era,’ under this T&L initiative, an existing module for incoming doctoral students will be redesigned from a pedagogical perspective and rebuilt from the ground up, making it applicable across multiple disciplines and contexts. In partnership with students and faculty…

Gateway to Digital Assessment: Partners in Learning

Digital assessment is assessment made possible through digital technologies (JISC 2010). It requires students to apply different skills than they would in traditional assessments and can lead assessors to rethink how and why they assess. Gateway to Digital Assessment supports digital learning at Trinity by enabling the development of a shared understanding of digital assessment between staff and students.…

Empowering student learning: Using comparison and feedback as drivers of self-directed learning

This T&L initiative ‘Empowering student learning: Using comparison and feedback as drivers of self-directed learning’ applies a comparison-based approach to feedback generation and use. This is transformative in nature and of immense potential value to both student learning and to teaching practice. It sees students as partners in assessment practices and invites them to take…

Integrated Formative Feedback for Learning and Growth (iFLAG)

Assessment of students in higher education increasingly emphasises the developmental role of assessment. Thus, the generation of meaningful feedback by teachers on student’s work is necessary to guide student’s future learning and performance. The School of Allied Health at the University of Limerick have introduced written feedback practices on their professional qualification programmes of Dietetics…

An Inter-Disciplinary Approach for Spatial Skill Development: Supporting First-Year Students in Working with Spatial Information

Numerous research studies have highlighted that young adolescents across the globe often struggle when learning with visual information that includes spatial data. In an increasingly visual world spatial data is now embedded across disparate disciplines including; STEM, Architecture, Business, Geography, and Medicine among others. Both 2-D and 3-D spatial data can be found in drawings,…