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Geraldine Mary O'Neill

Senior Lecturer In Educational Development

Office of Registrar
UCD Teaching and Learning
A001 Newman Building,
Belfield
Dublin 4

Tel: 00 353 1 7168575
Email: geraldine.m.oneill@ucd.ie

Biography

Dr. Geraldine O'Neill
PhD, PGDPSE (Open), PGDipSTAT, DipCOT
Senior Lecturer in Educational Development

Dr. Geraldine O'Neill joined the UCD Teaching and Learning in September 2001, having been Director of the School of Occupational Therapy in Trinity College Dublin. In her time in the UCD Teaching & Learning, she has been both Director of the Centre (2001-2005) and the Programme designer/co-ordinator of the `The Graduate Diploma/Certificate in University Teaching and Learning' (2003-2007). She been involved in the strategic development of teaching and learning in UCD and has supported many institutional teaching and learning projects. Recently, she has been involved in institutional projects in the areas of assessment, programme design and blended learning.

See also her 'Research Gate' page; https://www.researchgate.net/profile/Geraldine_Oneill2
 

Professional

Honours and Awards

Year: 2012.
Title: U21 Fellowship TLN
Year: 2011.
Title: A Best Paper Award at 'International Academic Conference', New Orleans.
Year: 2009.
Title: NAIRTL Grants Initiative Joint Winner (2009).
Year: 2008.
Title: HEA Funding for Teaching Projects (2001-2008)
Year: 2003.
Title: UCD President Teaching Grant Winner
Year: 2002.
Title: UCD President Teaching Grant Winner

Associations

Association: Education Developers of Ireland Network (EDIN) , Function/Role:
Association: All Ireland Society for Higher Education (AISHE) , Function/Role:
     

Conference Contributions

O¿Neill, G., Cashman, D. (2015) Development of an Irish tool to assist in the self and peer review of online programme and module design: initial findings. [Oral Presentation], Irish Learning Technology Association (ILTA), University of Limerick , 28-MAY-15 - 29-MAY-15.
O'Neill, G (2015) Assessment of Internships at Home and Abroad: UCD Case Study. [Invited Lecture], International Global Internship Conference,, University College Dublin , 09-JUN-15 - 12-JUN-15.
Clancy ,A., O Neill, G ; (2005) Experience of Using Problem-Based Learning (PBL) in the Study of Educational Theories. [Oral Presentation], ECER conference, University College Dublin , 07-SEP-05 - 09-SEP-05.
O'Neill, G., Clancy A.; (2005) A Case Study on the Experience of Using Problem Based Learning as an Approach to the Study of Educational Theories on Postgraduate Diploma in University Teaching and Learning. [Oral Presentation], European Educational Research Association Conference, UCD , 01-SEP-05.
Fisher, L., Butler, M., Keenan, P., O'Neill, G.; (2005) Student Laptop Use in Learning Practice: participant observation from inside the undergraduate classroom. [Other], World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Norfolk, VA , 24-OCT-05.
Fisher, L., Butler, M., Keenan, P., O'Neill, G. ; (2005) Use of Social Practice Theory to interpret mandatory student use of laptops in learning: an analysis of ten undergraduate business courses. [Oral Presentation], International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan , 05-JUL-05.
O'Neill, G, Redmond, B; (2008) Enquiry-Based Learning: Sharing Experiences, Preparing Students and Assessing Groups. U21 Does Teaching & Learning Translate?0 The inaugural U21 Teaching and Learning Conference, University of Glasgow , 21-FEB-08 - 22-FEB-08.
Galvin, Á, O'Neill G, Noonan, E, Jennings, D. (2013) First Year Assessment ReDesign ¿ A Programme Approach. [Oral Presentation], QAA Scotland, Enhancement and Innovation in Higher Education conference, Glasgow, Scotland , 11-JUN-13 - 13-JUN-13.
Galvin, Á, O'Neill G, Noonan, E, Jennings, D. (2013) First Year Assessment ReDesign A Programme Approach. [Oral Presentation], QAA Scotland, Enhancement and Innovation in Higher Education conference, Glasgow, Scotland , 11-JUN-13 - 13-JUN-14.
O¿Neill, G & Galvin, A. (2014), (2014) A research informed approach to the blended learning modules for large classes. [Oral Presentation], Irish Learning Technology Association (ILTA) Conference, Eurovision 2020: Technology Enhanced Learning for a New Horizon, University College Dublin , 29-MAY-14 - 30-MAY-14.
Galvin,. A. Hanratty, E., O¿Neill, G (2014) The Design & Initial Rollout of a New Institutional Blackboard Structure for Consistency & Quality of Student Learning. [Oral Presentation], Blackboard Teaching & Learning Conference, University College Dublin , 29-APR-14 - 02-MAY-14.
Galvin, A., O¿Neill, G (2014) (2014) Curriculum Mapping for Flexibility in Assessment: Institutional Example from University College Dublin. [Invited Oral Presentation], Curriculum Mapping for Flexibility in Assessment, Enhancement Themes Conference, University of Glasgow , 13-MAY-14 - 13-MAY-14.
O¿Neill, G (2014) Using participatory research and action (PRA) to initiate change to a curriculum. [Invited Oral Presentation], Students in Conversation Conference, University of Nottingham , 29-APR-14 - 29-APR-14.
O'Neill, G.; (2007) Designing a problem-based learning module on 'Educational Theories' for lecturers (Faculty) in higher education. [Oral Presentation], American Educational Research Association Conference, Chicago, Illinois, USA , 09-APR-07 - 13-APR-07.
O'Neill, G., Barrett, T.; (2007) Current Developments in Enquiry and Problem-Based Learning SIF Project. [Oral Presentation], International Colloquium on University Teaching and Learning, UCD , 01-JUN-07.
Kaohsiung, Taiwan, McMahon, T & O'Neill, G ; (2005) Genuine Peer-Observation of Teaching. [Poster Presentation], IUQB Conference, Maynooth , 01-JAN-05.
O'Neill, G.; (2005) Supporting Curriculum Revision: the Views and Practices of Educational Developers in Ireland. [Oral Presentation], All Ireland Society for Higher Education Conference, Belfast , 12-MAY-05 - 13-MAY-05.
Thakore H., McMahon T., O'Neill G. Dervan P. ; (2005) Analysis of an e-learning method as an example of a student-centred learning approach. [Oral Presentation], Association for the Study of Medical Education Annual Scientific Meeting, Newcastle , 13-JUL-05.
O'Neill, G., Mac Labhrainn, I. ; (2004) Frameworks for Qualifications in Teaching and Learning in Higher Education. [Oral Presentation], All Ireland Society for Higher Education (AISHE) Conference, Trinity College Dublin , 02-SEP-04 - 03-SEP-04.
O'Neill, G. ; (2003) Student Portfolios. [Oral Presentation], LTSN-01 Veterinary Medicine Conference, Faculty of Veterinary Medicine, UCD , 01-SEP-03.
O'Neill, G. ; (2003) Supporting Teaching and Learning in Irish Higher Education Institutes: The UCD Experience. [Oral Presentation], IUQB Conference on the Scholarship of Teaching and Learning in Higher Education, University College, Cork , 23-MAY-03 - 24-MAY-03.
O'Neill, G. ; (2002) Influences on Student-Focused and Teacher-Focused Approaches to Teaching. [Oral Presentation], Society for Research into Higher Education (SRHE), University of Glasgow , 10-DEC-02 - 12-DEC-02.
Fisher, L., Butler, M., Keenan, P., O'Neill, G.; (2005) Use of Social Practice Theory to interpret mandatory student use of laptops in learning: an analysis of ten undergraduate business courses. [International Refereed Conference], International Conference on Advanced Learning Technologies, pp. 884-886, Kaohsiung, Taiwan , 05-JUL-05 - 08-JUL-05.
O'Neill, G. & Clancy, A.; (2005) This was a joint paper based on research carried on out in this area. 'A Case Study on the Experience of Using Problem Based Learning as an Approach to the Study of Educational Theories on Postgraduate Diploma in University Teaching and Learning'. [International Refereed Conference], European Educational Research Association Conference, UCD September 2005, UCD , 01-SEP-05 - 01-SEP-05.
Fisher, L., Butler, M., Keenan, P., & O'Neill, G; (2005) This was a joint paper based on research carried on out in this area: 'Integrating laptops into undergraduate busienss curricula: descriptive narrative from a community of teaching and learning practitioners.'. [International Refereed Conference], European Educational Research Association Conference, UCD September 2005, UCD , 01-SEP-05 - 01-SEP-05.
O'Neill, G.; (2004) Teaching and Learning Strategies in Animal Bioethics. In, Design and Implementation of Case Studies in Animal Ethics Teaching. [International Refereed Conference], AFANet Project Conference, Socrates Thematic Network, Dublin , 24-JUN-04 - 26-JUN-04.

Committees

Committee : School of Education and Life-Long Learning: School Management Committee
Committee : School of Education and Life-Long Learning: Member of Post Graduate Committee
Committee : School of Education and Life-Long Learning: Chair of Teaching and Learning Committee
Committee : PhD Examination Board
Committee : European University Association (EUA) Quality Teaching and Learning Project (Lead in UCD)
Committee : Irish Medical Council Review Panel to Evaluate Medical Schools
Committee : DIT Presidents Teaching Awards Committee
Committee : UCD: University Teaching and Learning Board
Committee : UCD: University Planning Group for Strategic Innovative funding (SIF)
Committee : UCD: University Steering Group for Strategic Innovative funding (SIF)
Committee : UCD: University Group for planning/reporting Strategic Initiative Projects
Committee : UCD: University Advisory Group for Resource Allocation Model (RAM) Development: Defining Education Drivers
Committee : UCD: University Advisory Group for Strategy on Accredited Prior Learning: Experiential Learning
Committee : UCD: University Review of Promotions Criteria Committee (Teaching Section)
Committee : Trinity College Dublin: University Board
Committee : College of Human Science Teaching and Learning Committee
Committee : College of Human Science Senior Lecturer Promotions Evaluation Committee
Committee : Director of Graduate Diploma/Certificate in University Teaching and Learning & Chair of Programme Committee
 

Education

Year 2006 Institution: Open University
Qualification: Diploma Subject: Postgraduate Diploma in Profesisonal Studies in Education
Year 1990 Institution:
Qualification: Dip Stat Subject:
Year 1995 Institution:
Qualification: PhD Subject:
 

Consultancy

Client: National College of Ireland, Dublin
Client: University of Limerick
Client: National College of Art and Design
Client: Dublin City University
   

Other Activities

Established and Director of PhD Peer Support Group for PhD students in the Centre for Teaching and Learning.

Publications

Books

Geraldine O'Neill (2015) Curriculum Design in Higher Education: Theory to Practice. UCD Teaching & Learning: UCD. Available Online Link to full text [Details]
Donohoe, A. and McMahon, T. and O'Neill, G. (2008) Online communities of inquiry in higher education. : IGI Global. [DOI] [Details]
O'Neill, G., Huntley-Moore, S., Race, P.; (2007) Case Studies of Good Practices in Assessment of Student Learning in Higher Education. Dublin: AISHE. Available Online [Details]
O'Neill, G., Moore, S., McMullin, B ; (2005) Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE publication. Available Online [Details]

Book Chapters

Noonan, E., O'Neill, G. (2012) 'Student Engagement and Assessment: The First Year Experience' In: Hughes, J, Tan, E (eds). The Dynamic Curriculum: Shared Experiences of On-going Curricular Change in Higher Education. Dublin: Dublin City University. , pp.72-91 [Details]
O'Neill, G, Hung, W.; (2010) 'Making Strong Learning Connections: Students Involvement in Improving the Interconnections of Concepts in a PBL Module' In: Barrett, T., Moore, S (eds). New Approaches to Problem-Based Learning: Revitalising your practice in Higher Education. New York: Routledge. , pp.63-74 Available Online [Details]
Donohoe, A., McMahon, T. & O¿Neill, G.; (2008) 'Online Communities of Inquiry in Higher Education' In: R. Donnelly & F. McSweeney (eds). Applied e-learning and e-teaching in higher education. London: Information Science Reference (an imprint of IGI Global). , pp.262-288 Available Online [Details]
O'Neill, G., Moore, I. ; (2008) 'Strategies for Implementing Group Work in Large Classes: Lessons from Enquiry-Based Learning' In: Higgs, B., McCarthy, M (eds). Emerging Issues II: The Changing Roles and Identities of Teachers and Learners in Higher Education in Ireland. Cork: NAIRTL. , pp.75-88 Available Online [Details]
Moore, S., O'Neill, G., Barrett, T; (2008) 'The Journey to High Level Performance: Using knowledge on the novice-expert trajectory to enhance higher education teaching' In: Higgs, B., and McCarthy, M (eds). Emerging Issues II: The Changing Roles and Identities of Teachers and Learners in Higher Education in Ireland. Cork: NAIRTL. , pp.51-62 Available Online [Details]
O'Neill, G. ; (2007) 'Portfolios for Professional Development versus Portfolios for Promotion: A University College Dublin Case Study' In: O'Farrell, C (eds). Teaching Portfolio Practice in Ireland: A Handbook. Dublin: AISHE/Trinity College Dublin. [Details]
O'Neill, G., Huntley-Moore, S. ; (2007) 'Foreword' In: O¿Neill, G., Huntley-Moore, S., Race, P (eds). Case Studies of Good Practices in Assessment of Student Learning in Higher Education. Dublin: AISHE. , pp.4-8 [Details]
Campion, D and O'Neill, G. ; (2006) 'Reviewing PBL together: A case study of a PBL Programme in the Faculty of Veterinary Medicine, University College Dublin' In: Barrett, T., MacLabhrainn. I, ,Fallon, H (eds). Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. NUI Galway: AISHE and CELT. , pp.197-206 [Details]
O'Neill, G., McMahon, T.; (2005) 'Student-Centred Learning: What does it mean for students and lecturers?' In: O'Neill, G., McMahon, T.; (eds). Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE publication. , pp.27-36 [Details]
Moore, S., O'Neill, G., McMullin B. ; (2005) 'Writers' week: a vehicle for collaborative writing among educational developers?' In: Moore, S., O'Neill, G., McMullin B. ; (eds). Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE. , pp.1-4 [Details]
O'Neill, G. ; (2004) 'Teaching and Learning Strategies in Animal Bioethics' In: O'Neill, G. ; (eds). Design and Implementation of Case Studies in Animal Ethics Teaching. Proceedings of AFANet Project, Socrattes Thematic Network. Dublin: *. , pp.1-6 [Details]
 

Peer Reviewed Journals

McMahon, G., O'Donoghue, G., Doody, C., O'Neill, G. & T. Cusack (2016) 'Expert opinion regarding the preparation of entry-level physiotherapists for primary healthcare practice, examined using Biggs 3P¿s model of teaching learning'. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 27 (3):196-204. Available Online [DOI] [Details]
McMahon, S., O'Donoghue, G., Doody, C., O'Neill, G., T. Cusack (2016) 'Standing on the Precipice: Evaluating Final-Year Physiotherapy Students' Perspectives of Their Curriculum as Preparation for Primary Health Care Practice'. Physiotherapy Canada. Physiotherapie Canada, 68 (2):1-9. Available Online [DOI] [Details]
O'Neill, G., Guerin, S. (2015) 'Working with the challenge of designing and implementing a stand-alone learning to learn module in a large Arts programme'. All Ireland Journal of Teaching and Learning in Higher Education (AISHE-J), 7 (3):2401-24014. Available Online [Details]
O'Neill, G., McNamara, M. (2015) 'Passing the baton: A collaborative approach to development and implementation of context-specific modules for graduate teaching assistants in cognate disciplines'. Innovations in Education and Teaching International, . Available Online [DOI] [Details]
Geraldine O'Neill, Roisin Donnelly & Marian Fitzmaurice (2014) 'Supporting programme teams to develop sequencing in higher education curricula'. International Journal for Academic Development, 19 (4):268-280. Available Online [DOI] Link to full text [Details]
O'Neill, G., McMahon, S. (2012) 'Giving Student Groups a Stronger Voice: Using Participatory Research and Action (PRA) to Initiate Change to a Curriculum'. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 49 (2):161-171. Available Online Link to full text [Details]
Cusack, T., O'Donoghue, G., Butler, M.L., Blake, C., O'Sullivan, C., Smith, K., Sheridan, A., O'Neill, G.; (2012) 'A Pilot Study to Evaluate the Introduction of an Interprofessional Problem Based Learning Module'. Interdisciplinary Journal of Problem-based Learning, 6 (2):31-45. [DOI] [Details]
O'Neill, G.; (2010) 'Initiating Curriculum Revision: Exploring the Practices of Educational Developers'. International Journal for Academic Development, 15 (1):61-71. Available Online Link to full text [Details]
O'Neill, G,Hung, W; (2010) 'Seeing the landscape and the forest floor: changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum'. Teaching in Higher Education, 15 :15-27. [DOI] Link to full text [Details]
Kieran, P, O'Neill, G. ; (2009) 'Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutee and Tutor Experiences'. Australasian Journal of Peer Learning, 2 (1):Article 4. Available Online [Details]
McMahon, T,Barrett, T,O'Neill, G; (2007) 'Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions, confusion of practice and mutually exclusive intentions'. Teaching in Higher Education, 12 :499-511. [DOI] [Details]
Fisher, L., Butler, M., Keenan, P., O'Neill, G. ; (2005) 'Using interpretive ethnography to explore mandatory laptop use in undergraduate teaching and learning practice : research in progress'. Learning Technology, 7 :53-56. [Details]
Fischer, L., Butler, M., Keenan, P., O'Neill, G.; (2004) 'Laptop use in teaching practice: Current research in the Quinn School of Business, UCD'. Learning Technology, 6 (4):51-54. [Details]
 

Conference Publications

Galvin, A., O¿Neill, G (2014) (2014) Curriculum Mapping for Flexibility in Assessment: Institutional Example from University College Dublin Curriculum Mapping for Flexibility in Assessment, Enhancement Themes Conference. University of Glasgow Available Online [Details]
O¿Neill, G (2014) Using participatory research and action (PRA) to initiate change to a curriculum Students in Conversation Conference, University of Nottingham Available Online [Details]
Kieran, PM, Malone, DM & O'Neill, G.; (2011) Embedding Peer-Assisted Tutoring in a Chemical Engineering Curriculum: Tutor and Tutee Experiences . In: O'Mahony, Catherine eds. Engaging Minds: Fifth Annual Conference of the National Academy for Integration of Research, Teaching and Learning (NAIRTL) NUI Galway, , 09-JUN-11 - 10-JUN-11 [Details]
Cusack T., Butler M.L., Smith K., O'Sullivan C., Blake C., Sheridan A., O'Neill G.; (2011) INTRODUCING INTER-PROFESSIONAL EDUCATION IN UNDERGRADUATE HEALTH SCIENCES CURRICULA THROUGH PROBLEM-BASED LEARNING World Confedeartion for Physical Therapy Physiotherapy Volume 97 Supplement S1, [Details]
O'Neill G; (2011) 'Playing to your strengths': Empowering students through choice of assessment approaches . In: The Clute Institute eds. International Academic Conference, The Clute Institute New Orleans, , 14-MAR-11 - 16-MAR-11 , pp.501-503 Available Online [DOI] [Details]
O'Neill, G., Doyle, E., O'Boyle, K., Clipson, N.; (2010) Choice of Assessment Methods within a Module: Students Experiences and Staff Recommendations for Practice AISHE-C 2010: Dublin, Available Online [Details]
Kieran P, Malone DM, O'Neill G; (2010) Peer-Assisted Tutoring in Chemical Engineering: Development of a Tutor-Oriented Module International Soicety for Engineering Education (ISEE) 2010 Available Online [Details]
O'Neill, G.; (2009) Designing Problem Based Learning Curricula for Large Class Cohorts FACILITATE Conference Available Online [Details]
Cusack, T. Butler, ML. Blake, C. Sheridan, A. Smith, K. O¿Sullivan, C. O¿Neill, G.; (2009) A 1st Year problem-based learning module designed to introduce interprofessional education for undergraduate students undertaking professional health care programmes ProBell The 9th Finnish Problem-based Learning Conference: Negotiating Problem-based Learning [Details]
Kieran, PM & O'Neill, G; (2009) Introducing Peer-Assisted Learning to a Chemical Engineering Curriculum Students learning from students - from theory to practice KU Leuven, Belgium, [Details]
Keenan, A., O'Neill. G. ; (2008) A strategic approach to enhancing assessment practices in UCD College of Life Sciences: a two way process International Colloquium on University Teaching and Learning [Details]
Keenan, A., O'Neill. G. ; (2008) Engaging Academic Staff in a Strategic Approach to Assessment Practices in University College Dublin's (UCD) College of Life Sciences . In: ICERI eds. International Conference of Education, Research and Innovation, Madrid (ICERI 2008) http://www.iated.org/iceri2008/?section=21, Available Online [Details]
Fisher, L., Butler, M., Keenan, P., O'Neill, G. ; (2005) Student Laptop Use in Learning Practice: participant observation from inside the undergraduate classroom Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education Norfolk, VA, , 24-OCT-05 - 28-OCT-05 , pp.2562-2569 [Details]
Thakore, H., McMahon, T., O'Neill, G. Dervan, P.; (2005) Analysis of an e-learning method as an example of a students-centred learning approach Association for the Study of Medical Education. Annual Scientific Meeting. July 2005 [Details]
Thakore, H., McMahon, T., O'Neill, G. Dervan, P.; (2005) Analysis of an e-learning method as an example of a students-centred learning approach Association for the Study of Medical Education. Annual Scientific Meeting. July 2005 [Details]
                                                                                         

Research

Research Interests

Geraldine's educational research interests are in the area of curriculum design, blended learning, assessment, problem/enquiry-based learning. Her recent peer-reviewed articles include articles on sequence in the curriculum, assessment, evaluation and curriculum design, see publications. She received an award for a best paper at the Clute International Teaching conference (2011) for her paper on choice of assessment methods and received a U21 Fellowship (2012) to continue her work on a strategic approach to assessment. She was co-editor of both an on-line book on 'Emerging Issues in the Practice of University Learning and Teaching'  ( http://www.aishe.org/readings/2005-1/) and  'Case Studies of Good Practices in Assessment of Student Learning in Higher Education' ( http://www.aishe.org/readings/2007-1/ ). 
 

Recent Postgraduates

PhD Student Supervision to completion: 

          -Ann Donohoe: 
 Utilising an E-Learning Framework to Facilitate Nurses to Reflect on Clinical Practice: An Action Research Study (2012) 

          -Alison Clancy :
Perpetual Identity Constructing: A Grounded Theory Study (2012) 

 
 

Teaching

Teaching Philosophy

One of the key elements in my teaching philosophy is my believe that students learn best through active learning approaches, provided they are scaffolded to allow for a 'just-right challenge'. The design of the environment, module and programme are also essential to the enjoyable and engaging learning experience for students.
 

Enhancement of Teaching

My understanding of the pedagogy, my teaching philosophy and my discussion with my peers has had a direct impact on my teaching. In the early years of my career my preparation of teaching was strongly focused on the content and amount of information of the powerpoint slides. Now I balance this with my planning for the tasks I set for students in class and out of class. This reflects a shift in my own philosophy on teaching. By use of carefully designed assessment criteria, I work in class with students in discuss the expectation of the standard in areas such as critical thinking and reflection. For example, I use Hatton and Smiths (2005) reflective categories as a guide for students trying to deepen their reflection. Recently, I used a rubric for concept maps and posters to be transparent around the learning and expectations in these areas. I have been observed in my teaching and I have been a peer observer. I have learned a lot from both experiences. In addition I also do a lot of co-teaching and this allows me to get feedback on my approaches to teaching. I have for example, change how I manage group discussions based on feedback on this, I now wait longer to allow students to respond. Following feedback on one of my modules from students in a problem-based module, I adjusted the interaction of the lecture and group discussion to improve the scaffolding of the module (EDUC40850). I also wrote up the results of this change; O'Neill, G., Hung, W. (2010) Seeing the Landscape and the Forest Floor: Changes made to improve the connectivity of concepts in a hybrid problem-based learning curriculum. Teaching in Higher Education. 15 (1), 15-27.

Review and Enhancement of Curriculum

I would approach the design of my teaching from a curriculum design aspect, as I believe that this is a key approach to a more coherent approach to the students learning experience. I have worked on the development of a curriculum mapping tool that is available now for any staff member to use in UCD. (see Assessment Redesign project) . This approach shows up any gaps and/or over-laps on the curriculum. From there, I would use a more blended design of the teaching and learning activities and I have used Finks (2003) and Littlejon & Peglers (2006) designs to assist in this. This more blended design of in-class and out-of -class activities can be seen in the design of my module: 'Module and Programme Design in Higher Education (UTL 40150)'. In alignment with my philosophy of teaching, I believe that students should be active and scaffolded in this activity and therefore I try to use the 'specified learning activities' in the module descriptor to its maximum. I incorporate assessment FOR learning into the design of my teaching and this allows students more opportunity to judge their own progress and to take more responsibility for their learning. I devised the original 'Graduate Diploma in University in Teaching and Learning' in UCD. This curriculum has many innovative features, such as: the use of the pass/fail only to encourage collaborative learning; opportunity for choice of workshops to attend; peer and self assessment; reflection on teaching activities; use of learning contract; development of the peer observation model, etc. In my wider role as an educational developer I have been involved in the curriculum development of many UCD and external programmes, for example: UCD Veterinary Medicine, UCD Medicine, UCD Architecture, UCD Social Science.

Developing as a Teacher

Over the last ten years, I have read, researched and disseminated extensively on teaching, learning and assessment. In addition to delivering workshops regularly, I have also attended many conferences, workshops and lectures on teaching and learning. For example, this year I attended Professor Stephen Marshall's seminars on Assessment Efficiency and last year I attended the International Academic Conference for Teaching and Learning, New Orleans. I am visiting University of Nottingham this month (April 2012) to get a better undersigning of their strategic approach to assessment. As the modules that I co-ordinate in our own Graduate Diploma are related to programme design and module design, this has greatly assisted in my own understanding of the design of the learning experience for staff and students. An example of the workshops I have given to peers this year alone include: Use of Posters for Assessment; 1st Year Assessment Design; Curriculum Mapping ; Writing Programme Outcomes. I have also given external workshops, i.e. Assessment Workshop to the Dublin Business School. Accredited Programmes, I have completed as a student, include: -Postgraduate Diploma in Professional Studies in Education (Open University, 2006): -Teaching On-line, ( 5 credit module; DCU, 2011)

Innovation & Leadership

Over my last 10 years in UCD I have been involved in the strategic change of curriculum, assessment & teaching and learning activities. I have evidence this by my involvement in intern and external committees, leadership roles, pedagogical research, external examination and teaching awards.

Collaborators

Internal Collaborators

Internal: In her role as educational developer, she has been involved in teaching initiatives in all Colleges in UCD over the last few years.

External Collaborators

External:

University of Nottingham (Assessment ReDesign project and U21 Fellowship host). 

In the Enquiry/Problem-based learning project, external partners included the Centre for Excellence in Enquiry-Based Learning in the University of Manchester and the Research Group for Problem-based Learning in Finnish Higher Education (PROBELL).