Teaching Strategies for Success
Professor Anne Drummond talks about the finely honed a set of resources that she has developed to help students “navigate the university”. In addition, she illustrates how using rubrics throughout a module not alone sets student expectations but promotes autonomous and reflective learning.
A group project approach has been taken in a second year Sociolinguistics module to help students with the challenging learning curve and socially sensitive subject matter. Read more.
Professor Anne Drummond, UCD School of Public Health, Physiotherapy and Sports Science, shares her teaching strategies for success with the UCD Community Play.
Professor Danielle Clarke, Professor of English Renaissance Language and Literature, shares her teaching strategies for success with the UCD Community Play.
Professor Pat Gibbons, Jefferson Smurfit Professor of Strategic Management shares his Teaching Strategies for Success with the UCD Community. Play.
Sinead Sheerin, Veterinary Nurse from the UCD School of Veterinary Medicine is the recipient of a national Teaching Hero Award. Sinead and her students talk about the experience of a busy placement in the UCD Veterinary hospital and the importance of approachability, demonstrations and tutorials. Play.
Students have an opportunity to handle bee colonies in the apiary and experience at first hand bee activities and behaviour within the hive environment on campus. Bees play a vital role in the food chain. The honey bee colonies were established as part of a programme of staff-student projects aimed at enhancing university and community life. Play.
Structures-related civil engineering subjects requires a maturation time in the student’s mind before being fully understood. This project aims to develop highly efficient group activities that will help students to meet their learning outcomes in traditionally difficult subjects. Read more.
Strong writing skills are essential for the clear and effective communication of ideas and knowledge. Students, tutors and Dr Fionnuala Dillane talk about how the Writing Centre in University College Dublin bridges the gap between what students know and how they communicate what they know. Play.
The laboratory notebook exercise has been perceived by some students of the Physiology module to be a "colouring competition" and those without artistic abilities were at a disadvantage. Although not so, we decided to modify the assessment on foot of that feedback. Read more.
The process of selecting a suitable project topic can be a daunting one for undergraduate students. The wiki enables students to share ideas and to make suggestions to each other assisting in refining their topic focus. Read more.
The introduction of the smartphone into a lecture theatre with 100+ first year students seemed risky but so far the response has been very positive. The students were given deliberately ambiguous sentences to translate together using the dictionaries, ranging from excerpts from Harry Potter to pieces on nautical terminology and trade unionism. Read more.
An Introduction to Horticulture, Forestry & Land Use and Environment is a core module taken by all UCD/ South China Agricultural University (SCAU) students. It introduces the major global issues in horticulture and forestry in conjunction with other interactions between human beings and their environment. The challenges relate to delivery, the nature of the material and the differences in lecture/tutor-student interactions. Read more.
Mechanics for Engineers is a core module taken by every engineering student in semester one of first year. It is one of the first modules that some 320 students take upon entering university and is traditionally regarded by students as one of their most difficult stage one modules. Read more.
A class of 320 first year students of UCD Mechanical and Materials Engineering have been set a challenge to build a one meter tall paper tower that will hold one kilogram. The students work in teams and use only paper in the construction. In the video the students and the lecturer, Professor Michael Gilchrist talk about the positive impact of this learning approach. Play.
This module, BMGT3002D Undergraduate Dissertation, is a core module on the Bachelor of Business Studies (BBS) part-time programme at UCD Lochlann Quinn School of Business. Read more.
This module was designed to give first year science students the basic tools to think about their ideas in a rigorous statistical manner and to understand that this is not a dry subject which requires strong mathematical ability, but rather a necessity of life which can be of huge benefit to all. Read more.
The goal for the delivery of this module was to develop a reusable learning object which would present the key messages of the module topic in a visually attractive and engaging fashion within the Blackboard elearning environment. Read more.
This module discusses the concepts and specific skills related to electronic marketing (eMarketing), Social Networking & Web2.0. This practical oriental module requires students to design and implement an online marketing strategy for a small or medium sized organisation as part of an international online marketing challenge organized by Google. Read more.
The principal aim of the work carried out (with the support of funding through a Module Support Innovation Grant funded through the HEA’s SIF II, Enhancement of Learning project) was to encourage engagement of the students with the work they were going to be carrying out during a particular session before they arrived to the lab, and in this way change the practical sessions from a mostly-by-rote exercise to a far more planned and active learning exercise. Read more.
The Centre for Distance Learning has developed two academic skills modules which form part of the Diploma in Business Studies (DBS) programme. The modules, Induction and Returning to Learning and Developing Learning Competencies, are a core part of year one of the programme. Read more.
The capacity of students to recall and understand material covered in the latter parts of lectures is shown in educational literature to be low. The role of the active learning environment is to re-engage students at points in lectures where concentration levels are seen to be in waning. Read more.
Dr Ann Bourke aims to provide insights on learning outcomes (programme, module or session) and how they can be used to promote and support student learning. Play.
Professor Mark Rogers describes an approach which has been developed for the Science Programme, and is delivered in part through a module taken by all first year common entry science students at UCD. This module "Principles of Scientific Enquiry" encourages students to develop the key skills required by all science students through a combination of lectures, workshops and small group activity facilitated by academic staff. This episode describes the thinking and approach used in developing this module. Play.
Dr Amanda Gibney describes an approach which has been developed for the 'Creativity in Design' module, a core module for all first year engineering students at UCD. A key focus of this module is on small group studio work. This episode describes a sustainable approach to facilitation of these small group sessions. Play.
In "Future Fit:Engaging and Developing from Day One" Dr David Foster, Director of the UCD Career Development Centre highlights the expectations of graduate recruiters and the role personal development planning from day of university can equip graduates to meet these expectations and fulfill their aspirations. Play.
'Developing Skills for Professional Practice' addresses the issue of how first year students can best be prepared for professional practice, particularly in areas where they are coming into contact with members of the public. They require support in coming to learn the skills needed to work competently and professionally with the public they serve. This episode will focus particularly on the role played by simulated learning environments in enhancing the ability of first years to enter the professional workplace safely. Play.
"Is it on the Exam? - Revisiting Assessment" examines the power of assessment to drive students' learning behaviour. In particular how to use assessment in first year to move away from a surface-learning approach driven by terminal exams to more engaged deeper learning approach. Play.
Dr Patricia Kieran, a UCD lecturer in Chemical and Bioprocess Engineering gives a personal account of her experience as a Fellow in Teaching & Academic Development. Play.
The city of Dublin has an excellent infrastructure of museums, and many students who do not chose to major in art history, are interested in learning more about their contents. The module is especially appropriate for JYA and Erasmus visitors to Dublin, who may also be unfamiliar with the history of Ireland and of its art. Read more.
"Now We've Got Them - Let's Keep Them" draws on UCD and international research exploring the challenges particular to first year and highlights action points required to foster learning behaviours that will ensure success at university level. Subsequent episodes deal with a range of first year student engagement related topics including practical advice and UCD case studies. Play.
The goals of this open elective module were to provide undergraduate students from across the university with a sound knowledge of Earth systems so that they can make rational judgements about the problems surrounding climate change and environmental degradation. Read more.
The module aimed to examine the enduring importance of symbolism and metaphor and the persistence of themes in contemporary society. It also intended to address the continuing relevance and use of myth and legend. Read more.