This initiative aimed to develop an online open access, interactive, communication video repository to enhance communication in the professional field of veterinary medicine.
This initiative set out to facilitate students to create their own educational resources, using 3D printing technologies pairing medicine and engineering students in teams to work together.
This initiative aimed to enhance the student learning experience for our in-person MSc students and increase student confidence and self-efficacy in toxicological and regulatory affairs topics.
This initiative proposed to create physical representations of the digital content previously created in AXON to bring the content to life for in-class engagement and group interaction.
This initiative explored ways to improve the quality of T&L experience by embedding EDI training into teaching assistants’ training courses for T&L enhancement withing and across disciplines.
This initiative aimed to enhance veterinary business management education within the professional growth strand of the veterinary medicine curriculum using blended learning.
The initiative aimed to provide professional basic training in video production skills to students on the Digital Skills module, equipping them to create their own videos to add to the module content.
The initiative aimed to enhance student's professional collaborative skills and their practical understanding of global business development, with students collaborating in virtual project teams.
This project set out to formalize and significantly expand academic advising practices in the UCD School of Civil Engineering and to develop and evaluate a hybrid-model of academic advising.
This project set out to understand the students experience with advisory information and develop an interactive tool to help students navigate the DN200 science programme pathways.
This project aimed to develop a self-assessment tool for undergraduate students to reflect on their academic progress and assess their needs for academic advising.
This project aimed to better support BA and BAH students when making key programme decisions. Learning pathways for two Brightspace modules were produced with a number of interactive elements.
This project places students and their development needs and aspirations at the heart of the programme and provides a framework for addressing needs and aspirations in a supportive way.
The project aimed to increase academic advice on a wide variety of topics, such as programme choice, careers and educational development for four SBES programmes.
This project aimed to develop a toolkit which would provide resources to enable academics consider their current processes that support academic advising mainly for mature and part-time students.
The project aimed to systematically review and evaluate the existing mentoring programme. The research outcomes were seen as providing the evidence base required to enhance our current approach.
This project aimed to provide a range of tiered academic advising workshops and engagements for intending, current and postgraduate Community Drug Programme progression students.
The aim of this project was to expand the current academic mentoring system to ensure it meets the needs of Stage 1 Food Science students.
The project aimed to design and deploy a student-centred mobile app to support academic advising based on an approach called appreciative advising.
This project aimed is to formalise, and bring coherence to, the student advising services provided in UCD initial teacher education (ITE) programmes.
This project set out to establish a proactive student contact mechanism to make targeted early interventions with students, providing early assistance to connect students to necessary supports.
This project aimed to design an Academic Advising Disciplinary Literacy framework that can be integrated across the undergraduate nursing/midwifery curriculum.
The aim of this project was to recommend suggestions and implement initiatives to enhance the current academic advisor programme in the School of Law.
This project aimed to develop a Conversational Framework and support resources, in the context of clinical veterinary workplace learning, to support the pedagogy of academic advising.
This video showcases the use of our Metacognition Design Framework and 'I-SEE' learning approaches in the module, 'The Psychology of Sport and Health II' (Health & Performance Science).
This video showcases the practical application of our Metacognition Design Framework and 'I-SEE' learning approaches in the undergraduate module, 'Veterinary Clinical Neurology' (Veterinary Medicine).
This video case study showcases the use of our Metacognition Design Framework and 'I-SEE' learning approaches in the module "DigiLife: Social Media & Participation in an Online World Case Study"
This initiative set out to work with existing postgraduate tutors in order to develop high quality professional training in university teaching and learning for all Arts and Humanities tutors.
This initiative set out to design specific lab activities based on VBA, Python and a FinTech software (FAS) in order to enrich financial mathematics theory and in turn the computational learning.
This project set out to develop a novel, cross-discipline, vertically integrated framework and associated resources to optimise the teaching, learning and assessment of Evidence Based Practice (EBP).
This project sought support for the purchase of resources and learning tools for the analysis, design and redesign of digital/spatial environments impacting people with different accessibility needs.
This initiative set out to introduce UCD tutors to Problem-Based Learning (PBL) method, aiming to enhance student learning and engagement.
This initiative introduced new Lightboard technology aiming to capture hand written content and retain student engagement in the classroom, tasks especially challenging in large auditoriums.
This initiative introduced Academics to fundamental Video Production skills through online course, aiming to streamline and frontload essential theoretical concepts reinforced by active participation.
The UCD School of Veterinary Medicine recruited 132 students in project aimed to improve stock recourses and model innovation of intravenous catheter in their Clinical Skills Centre.
This initiative aimed to empower students to recognise and assert the value of their experiences as language users and learners.
This initiative set out to collaborate with faculty, staff and students to create and implement a College-wide tutor training and recognition programme for the College of Social Sciences and Law.
This project aimed to enhance the successful outcomes for students considering and taking up the progression pathway towards undergraduate degree programme.
The School of Biology & Environmental Science and the School of Biomolecular & Biomedical Science set out understand how stress affects both undergraduate and postgraduate students.
This initiative set out to demonstrate how low-fidelity simulated models can provide insight towards nonlinear dynamical systems and their behavior, aiming to outline their use in teaching & learning.
The aim of this initiative was to enable students to gain practical experience of working with born-digital records and preservation systems, building their confidence for when becoming professional.
This initiative aimed to introduce the students to the Magma computational algebra system and especially aimed to enhance student learning of algebraic coding theory.
This initiative aimed to investigate the effectiveness of an undergraduate module designed to promote students’ psychosocial competencies important for managing their own learning at college.
The UCD Library aimed to enhance student's teamwork, communication skills and understanding of digital technology through a group competition directed towards promotion of green awareness.
This initiative set out to provide supportive network for faculty, academics and students to share learning, enhance understanding and improve practice in community engaged learning and teaching.
This project is about the development of a suite of digital resources to decrease time in the field and laboratory, increase the number of sessions and better facilitate distance learning.
The online course underpinning this initiative aimed to provide educators with a dynamic and innovative forum, exploring potential for immersive technology to optimise teaching and learning.
This initiative set out to introduce technology-related topics onto accounting modules using case studies as well as to develop a tool that encourages problem solving and group work.
This project aimed to make the teaching and learning of undergraduate Geometry more engaging and autonomously accessible to all learners by increasing students' visualisation skills.
Assistant Professor Marcus Baumann set out to improve delivery of laboratory teaching using modern chemistry experiments.
This initiative set out to support students in overcoming the technical barriers to using R, to better prepare them for practical work in other modules.
UCD School of Psychology set out to enhance student success by providing free Acceptance and Commitment Therapy based workshops and online workbooks, aimed to reduce student academic procrastination.
Dr Takfarinas Saber digitised and localised lecture materials to enable easy access and provide better cultural context for students of Beijing Dublin International College.
This initiative set out to supplement existing writing services offered by the UCD Writing Centre, by offering support to students in creative writing.
UCD colleagues are learning how to create and use digital animation to enhance student understanding of abstract and complex concepts.
UCD Access & Lifelong Learning has developed redesigned interactive workshops and resources which can be accessed by any UCD student at any time.
This short video highlights the perspective of UCD students on Intercultural Learning. The students talk about what they believe they can gain from learning from people from different cultures.
Dr Stephanie Doscher and Dr Hilary Landorf from Florida International University come together in conversation to focus on intercultural learning in UCD.
This approach uses video feedback in Brightspace to engage students taking an online programme, who cannot simply knock on the door of their module coordinator or lecturer to ask for help.
Historically, the engineer and architect were the same person before the spilt between art and science. In modern times, their relationship can be strained as they each have their own sub-culture.
On the Certificate in Safety and Health programme, assignments are designed as far as possible to be of practical benefit to students in their study and work contexts.
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.
An optimum assessment structure will measure student knowledge accurately and without bias.
The School of Chemistry and Chemical Biology delivers general (level 1-2) laboratory courses to over 2000 students each year – resulting in over 9,000 individual student experiments being carried out.
Food Diet and Health is a large general elective module which aims to give a basic understanding of nutrition, food science and food safety to students.
The Centre for Distance Learning has developed two academic skills modules which form part of the Diploma in Business Studies (DBS) programme.
Professor Pat Gibbons, Jefferson Smurfit Professor of Strategic Management shares his Teaching Strategies for Success.
This showcase is about how use of a Research Expo has brought research to life for UCD undergraduate business students who, as part-time students,
Stage one students may not have much experience sitting with uncertainty. And so when first introduced to uncertainty, it brings along its good friend anxiety.
The context was a stage 1 semester 1 module in Geography with 360 students and a focus on skills development. GEOG 10020 examined the nature and character of cities within a wide historical sweep.
There is a constant need to look for new ways of motivating students, of providing them prompt feedback and of helping them to retain the material at lectures.
Dr Geraldine O'Neill looks at how we can rethink our definition of feedback, moving away from a retrospective approach, to an approach which develops students' own judgment and self-monitoring skills.
Mechanics for Engineers is a core module taken by every engineering student in semester one of first year.
The challenge for the students is to develop a learning aid to teach the fundamentals of organ specific toxicology. They are encouraged to be creative and are free to work in any media.
Sociolinguitics 2 is a second year core module in the BA major in Linguistics. Every year this module is taken by about 75 students in semester one.
Lawyers have a reputation for using complex and archaic language, and it is often a challenge for law students to present their research in language which is accessible to others.
PSYC40150 is a 10 credit clinical module in Psychiatry which students take in stage five of their medical degree course.
Introduction to Applied Psychology is a large general elective module taken by approximately 520 students each year.
MIS20040 (eMarketing & Social Networking) is an undergraduate module (5 ECTS) offered to both Lochlann Quinn School of Business and other UCD horizon students.
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.
“Teachers open the door, but you must enter by yourself …… Tell me and I’ll forget, show me and I may remember, involve me and I’ll understand” Chinese proverb
This module ‘BMGT 2003S Management Research Project’ is delivered to UCD, part-time, undergraduate students in Singapore.
How can you help first-year students to understand the practical applications of computer science from the start of the programme.
This module is delivered in semester one and serves to provide students with an introduction to the structure and function of the four kinds of tissue that make up the human body,
Statistics is boring. This is the view that most students have of the subject when they enter UCD, and many of them keep it for their entire career. But statistics isn’t boring,
Professor Gavin Barrett, Jean Monnet Professor of European Constitutional and Economic Law shares a number of strategies including enabling students to think independently.
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.
An Introduction to Horticulture, Forestry & Land Use and Environment is a core module taken by all UCD/ South China Agricultural University (SCAU) students.
Many teachers of Irish like myself are persecuted by the very bilingual dictionaries they cherish.
Professor Anne Drummond, UCD School of Public Health, Physiotherapy and Sports Science, shares her teaching strategies for success with the UCD Community.
In some scenarios, the time constraints of modularization have become an impediment to the successful achievement of learning outcomes.
Professor Danielle Clarke, Professor of English Renaissance Language and Literature shares strategies she has been using for many years to engage and teach students.
The context was a stage 1 semester 1 module in Geography with 360 students and a focus on skills development.
In semester one of the Bachelor of Business Studies, stage two students are required to complete a 10 ECTS project-based module, HRM2001D Management Practice 1.
Feargal Murphy, a lecturer in the UCD College of Arts and Celtic Studies talks about a module he developed for the Humanities to teach Study Skills for University Learning.
The first of its kind in Ireland, UCD Smurfit School’s ICD programme offers a unique research-driven approach to systematically develop students’ key skills, particularly intercultural competence.
This initiative aimed to help students develop their cultural competencies and create more inclusive learning environments.
How can we use metacognition in the Brightspace virtual learning environment to aid student success? This video shares a framework developed by a team of UCD Fellows in Teaching & Academic Development
This initiative aimed to help students to understand the interplay of education and the societal challenges we face today and how education can address these issues and promote social change.
This animation gives some useful advice on how staff can give more constructive and actionable feedback to their students.
This animation, produced by students for students, aims to help students improve the feedback that they give to their peers.
