Professor Joe Carthy |
Graduate Diploma 2004-05 |
"I undertook the GDip in UTL in 2004-05. I had already 21 years of lecturing experience and so was somewhat sceptical about how much I could benefit from such a programme. How wrong I was! I found it to be an exciting and re-energising process. It profoundly changed my approach to teaching, influencing all aspects of my practice – in the lecture hall, in student assessment and in curriculum design. This in turn has led to greater student engagement in my modules and greater job satisfaction for me. In my "earlier" teaching career, my focus was on the dissemination of knowledge based on the premise that I was the "expert" and that my duty was to "pass on” a thorough grounding in my discipline (Computer Science). This mirrored my own student experience of lecturing which was of an entirely of a didactic style and the "good" lecturer was the one who provided excellent notes and a clear exposition of his/her field. However, my views have changed radically after having received a practical (and theoretical) grounding in such topics as teaching and learning theories; curriculum design; assessment methods; student learning styles; lecturing techniques for small and large audiences, problem-based learning and so on.
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I also found the GDip UTL peer observation process to be really valuable, it allowed me discover areas where student learning could be improved while at the same time reaffirmed aspects of my good practice. I believe peer observation is a frequently misunderstood practice - it's not about a colleague observing one of your lectures to point out your flaws. It is a deeper process to be undertaken by a trained observer with pre and post observation discussions not only to assist you in your development but one where the observer also benefits. In practical terms I am now using a variety "new" lecture delivery and assessment techniques such as learning journals where students write reflective entries on their learning from lecture material and group projects where students produce prototype and make group presentations. This year one group of nine created a lasting learning memory for themselves and the entire class by delivering their presentation in song, to the tune of Bare Necessities (from The Jungle Book). I also get much more student feedback on my teaching and the coursework, especially during delivery of my modules as opposed to waiting until the modules have finished, leaving no opportunity to make appropriate adjustments based on the feedback. Before undertaking the Diploma, my approach to lecturing and examining, was based on what I had experienced as a student and I suspect that to be the case for many academics. The UTL programme introduces participants to a very wide diversity of techniques in lecture delivery, assessment methods, collecting student feedback, addressing different learning styles and curriculum design. I found that one of the key strengths of the programme was the emphasis on practical examples that can be readily incorporated into your teaching activities. I thoroughly recommend the programme to any academic interested in developing and enhancing their teaching."
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Dr Aoife Ahern |
Graduate Diploma 2007-08 |
"I completed the Diploma in Teaching and Learning in 2008 and would highly recommend this course to lecturers, both new and experienced. I found that doing this diploma reinvigorated my interest in teaching and introduced me to new ideas and methods of teaching. I also found the opportunity to meet with others in the university who are also using new and innovative methodologies of teaching to be invaluable. |
The opportunity to discuss teaching developments and innovations with others interested in this area from across the university is excellent and the feedback and ideas one gets from other colleagues taking the diploma is very worthwhile. The guidance offered by those teaching on the programme gave me the courage to try new methods of teaching and to things in a more innovative way than before. With the back-up of pedagogical theories learnt on the diploma and practical expertise from the excellent course directors, it is much easier to embark on making real changes to teaching than without these supports. I also found the chance to experience some teaching methodologies as a student very enlightening. In my last module on the diploma, we got the chance to be students of a problem based learning module. I found this to be very interesting and it offered a valuable insight into how our students might experience some of these methodologies." Dr Aoife Ahern |
