The National Forum, in partnership with the Further Education and Training (FET) sector, conducted a survey and interviews in 2016 of FET learners’ experiences of transition to higher education. A Forum Insight on Transition from Further Education and Training to Higher Education can be accessed here.
The first enhancement theme of the National Forum focused on transitions into and through higher education. Based on surveys and interviews with FET students, the research summarised in this insight begins to fill an important gap in our understanding of transitions, and it recognises the often substantially different experiences of those entering higher education from school, and those entering from the FET sector.
This briefing paper presents a summary of findings from a qualitative research project conducted by the National Forum for the Enhancement of Teaching and Learning in Higher Education (National Forum) exploring the role of learning technologists in supporting academic staff to enhance teaching and learning in Irish higher education.
This document describes the newly articulated National Professional Development Framework for all staff who teach in Irish higher education. The framework provides guidance for the professional development (PD) of individuals and gives direction to other stakeholders (e.g. institutions, higher education networks, educational/academic developers, policy makers and student body representatives) for planning, developing and engaging in professional development activities.
Assessment OF, FOR and AS Learning is the National Forum’s enhancement theme for 2016- 2018. The National Seminar Series 2015-2016 has already facilitated some initial conversations on this theme. Feedback captured at the National Summit for the Enhancement of Teaching and Learning in Higher Education 2015 highlighted the significant changes to assessment practices and policies that could be driven by this enhancement theme.
This Forum Insight presents a summary of some of the key European and national teaching and learning documents (see summary table overleaf) which can be used to encourage on-going dialogue and to inform teaching and learning enhancement within the context of wider drivers and issues.
This report presents a conceptual model for professional development, based on the findings of a comprehensive national consultation process. It highlights the sector’s understanding of professional development, identifies some underlying values for the model and suggestions some teaching and learning domains for structuring the process. It presents some of the ideas and challenges for the model’s implementation and it concludes with some next steps in the professional development process.
A Snapshot of Non-Accredited Continuing Professional Development for those who Teach in Irish Higher Education
This is the third of three snapshot reports arising from the professional development consultation document: Mapping Professional Development Pathways for those who Teach in Higher Education. The purpose of these report is to provide focused in-depth coverage of key topics; accredited, non-accredited and disciplinary engagement with professional development.
The aim of this series of reports is to give readers the opportunity to delve selectively or comprehensively into the underpinning research and benchmarking activity that has informed the proposals and options outlined in the professional development consultation document. Based on structured data-gathering and analysis as well as active engagement with key personnel across the sector, these snapshot reports allow the current arrangements for professional development in Irish higher education to be described and interpreted further in the context of prevailing research literature. This report gives an overview of the non-accredited continuing professional development (CPD) activity currently delivered across the sector.
During 2014/15 the Union of Students (USI) in Ireland, in partnership with the National Forum for the Enhancement of Teaching and Learning in Higher Education, undertook a pilot research project to explore students’ experiences of higher education.
Teaching for Transitions: A Review of Teaching for Transitions Related Teaching and Learning Activity and Research
The National Forum for the Enhancement of Teaching and Learning commissioned this study of scholarship that focuses on ‘Teaching for Transitions’, with particular reference to higher education in Ireland. An international element was included to allow some benchmarking with national scholarship. The question ‘how can this scholarship be more impactful on the practice of teachers in the higher education sector?’ was a key question of interest in the project. Part 1 of the study is reported here. It sets out early results and insights and makes recommendations based on investigations carried out between January and June 2015. It raises questions for further investigation.