TIC Strategy and Ethos
Trinity Inclusive Curriculum began in October 2008 with the objective of embedding inclusion within the mainstream curriculum. This involved firstly identifying actual and potential barriers to teaching, learning and assessment, and linking to enabling strategies. These enabling strategies were then introduced into the mainstream curriculum via:
- training and awareness raising activities,
- the introduction of online guidelines and resources to help staff create a more inclusive learning environment,
- the introduction of an online self-evaluation tool for the design and review of curriculum.
TIC Ethos
- Students from non-traditional learning backgrounds fall along a continuum of learner differences rather than constituting a separate category.
- Teacher adjustments for learner differences should occur for all students, not just those from non-traditional learning backgrounds.
- Curriculum materials should be varied and diverse.
- Instead of re-mediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences
Phases, goals and outputs (most recent first)
Phase 3: Implementation phase: May 10-Oct 11
- Create an online version of the self-evaluation tool incorporating resources and materials to aid user reflection on and completion of the tool
- Embed the use of this tool within TCD procedures and systems (e.g. curriculum design, quality review, awards and promotions) to ensure the continued use of the tool beyond the lifecycle of the TIC project.
- Strengthen the links between TIC and the other higher education institutions seeking to extend the use of TIC beyond TCD.
Goals - Hilary term 2010-2011:
- Continue to contribute to workshops and presentations, and organise a demonstration of TIC resources through CAPSL,
- Continue to meet key stakeholders within TCD, seek to speak at key committees (e.g. Quality),
- Continue to meet key stakeholders external to TCD, arrange to meet with stakeholders in the IUQB, HEA and DRHEA,
- Collate 10/11 statistics for non-traditional students in TCD.
Outputs - Hilary Term 2010-2011
- Organised eighteen internal demonstrations of the TIC resources, including one training session organised through CAPSL,
- External demonstrations organised through ITLA / IT Sligo, DIT and IT Tallaght,
- 84 evaluations started on the TIC self-evaluation tool, and 110 people registered to use the tool,
- Presented TIC to the Quality Committee in April 11,
- Met with interested parties external to TCD including stakeholders in the Centre for Excellent in Universal Design, IUQB, NCSE, and HEA,
- Website further developed. Testimonials and other short clips filmed and uploaded to the TIC website,
- TIC website short listed for the EGov, Education award for 2011,
- Contributed to workshops organised by CAPSL for postgraduates who teach .Statistics 10/11 collated.
Outcomes - Hilary Term : 2010 -2011
- Increased awareness and use of the TIC self-evaluation tool internally and externally,
- TIC resource website further improved,
- Continued to raise awareness of inclusion through workshops and presentations,
- Demonstrated the self-evaluation tool, and raised awareness of the tool through meetings with stakeholders.
Outputs - Michaelmas Term : 2010 -2011
- TIC Self-evaluation tool completed and launched,
- TIC resource website redesigned for ease of navigation and relaunched,
- Met with key stakeholders within TCD including the Dean of Graduate Studies, directors of teaching and learning and the Quality Office,
- Met with interested parties external to TCD including stakeholders in DIT, IADT and QUB,
- Contributed to workshops organised by CAPSL for postgraduates who teach and new academic staff.
Progress Report Michalemas 2010 (Word, 459kb)
Outcomes - Michaelmas Term : 2010 -2011
- TIC self-evaluation tool online and in use by teaching staff both within and external to TCD,
- TIC resource website navigation improved,
- Raise awareness of inclusion through workshops and presentations,
- Demonstrated the self-evaluation tool, and raised awareness of the tool through meetings with stakeholders.
Phase 2: Pilot phase: May 09-May 10
- Design and pilot an inclusive curriculum teaching, learning and assessment self-evaluation tool,
- Design a national resource via a TIC website, incorporating inclusive resources, advice on creating, and the rationale for, inclusive curriculum,
- Continue to promote Inclusive Curriculum within TCD via contributions to staff training and the dissemination of the results of phase one activities.
Phase Two Summary Report (Word, 106kb)
TIC Annual Report 2009-2010 (702kb)
Phase 1: Research phase – Oct 08-May 09
- To review the current context regarding teaching and learning in College through the collation of statistics on non-traditional students and the administration of a student survey (see statistics and the results of the survey),
- To assess the quality and standards of teaching resources against internal and external benchmarks, and to enhance inclusiveness by identifying both examples of good practices, and areas for improvement,
- To establish links with relevant stakeholders both within and outside College, to create a project identity and to raise publicity concerning the project.