Academic Practice Events 2009 - 2010
CAPSL Programmes: Michaelmas Term 2009
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How to Get the Most from Mentoring Facilitator: Dr. Hilary Geber, Centre for Learning, Teaching and Development (CLTD), University of Witwatersrand, Johannesburg and currently Visiting Research Fellow within CAPSL This workshop provides a basic understanding of mentoring and how it can be used for career and personal development of academics in College. The need for mentoring and resulting benefits are explored. How to get the most from formal or informal mentoring partnerships is discussed and some practical suggestions for setting up successful partnerships are made. This workshop is best suited to academics and researchers with less than three years experience. |
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Embedding Research Led Teaching in the Curriculum at TCD Facilitator: Dr. John Willison, University of Adelaide
The seminar will provide opportunity to discuss these questions, and the workshop will enable the application of research led teaching concepts to the curriculum. Part 1: Analysing Research Led Teaching for TCD Part 2: Applying Research Led Teaching at TCD This session will apply either the Research Skill Development framework, or other concepts emerging in the morning, to specifics of research led teaching in the disciplines, schools or across disciplines. This will entail consideration of the shape curricula may need to take to realise the potential of research led teaching. |
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Teaching to Improve the Quality of Student Learning Facilitator: Prof. James Wisdom It is a practical workshop and will explore how research and new understandings can be applied to areas such as course design and assessment, selecting and using appropriate teaching methods, providing feedback on students’ work and evaluating teaching and learning. It allows participants to consider the fitness of existing and suggested approaches for differing class sizes and disciplines. |
Time: 10:30 - 12:00 Date: 2nd November 2009 Venue: Regent House |
Academic Publishing in the 21st Century: Markets and Technology, Survival and Change Facilitator: Ms. Josie Dixon Debates about the future of scholarly publishing are not a new phenomenon, and the research monograph in the humanities and social sciences has long been a focus of particular concern. Yet the sense of crisis has sharpened in recent years, and changes in the market and in technology have resulted in some fundamental shifts in academic publishers’ business. Digital media offer new opportunities, but have arguably introduced at least as many problems as they have solved. The most fundamental issues for the sustainability of scholarly publishing relate to the larger workings of the academic economy - involving not just publishers but funding bodies, research assessors and tenure committees, libraries, and all the wholesale and retail links in the international distribution chain between publisher and reader. As part of that broader picture, we need to understand the varying pressures of supply and demand, together with recent changes in the economy of print publishing and developments in electronic publishing. In this wide-ranging lecture, based on 15 years’ publishing experience in both university-press and commercial-academic sectors, Josie Dixon reviews the state of the market and the strategies scholarly publishers have developed to ensure the survival of their business. She outlines some of the new challenges brought by digital technology, including some fundamental questions relating to copyright, access, and intellectual property. While these issues are being played out most dramatically in the sciences, it is clear that they are already encroaching on humanities and social science publishing, and likely to have a major impact in the coming years. |
Date: 2nd November 4th November 5th November |
Supervising Postgraduate Research Students Dean of Graduate Studies - Prof. Carol O'Sullivan The Dean of Graduate Studies, with the support of CAPSL, will coordinate three workshops on postgraduate research supervision, one for each of the three Faculties.
Topics covered will include the role of the supervisor in admission, progression and examination of research students: regulations, issues and case studies.
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Teaching with Emotional Intelligence Facilitator: Prof. Alan Mortiboys, Birmingham City University This session invites participants to consider to what extent they need to have a developed emotional intelligence in order to be effective in their work with learners. If learners’ feelings influence their readiness and ability to learn, then the lecturer should be able to respond to, and influence positively, the feelings of learners. This session will assist participants in gauging the importance of emotional intelligence for them and will suggest simple strategies for its use with learners. It will also give guidance on how to develop emotional intelligence further. On completion of this session, participants will be able to:
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Developing Student Motivation Through Feedback Facilitator: Prof. Alan Mortiboys, Birmingham City University Whenever a student receives feedback on their progress or on their completed assessment tasks, that feedback has the potential to have an impact on the student’s motivation. This impact can depend on factors such as the timing, the content and even the tone of feedback. This session explores the alternative ways in which students can receive feedback and invites participants to critically review their current practice in this area. This session provides participants with the opportunity to:
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Writing a Teaching Philosophy Statement Facilitator: Dr. Ciara O'Farrell, CAPSL This workshop will run again in Hilary Term. |
CAPSL Programmes:Hilary & Trinity Term 2010
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Getting started with Problem-Based Learning Facilitator: Dr. Deirdre Connolly, Department of Occupational Therapy Are you interested in ways to engage your students in active and challenging learning experiences? Do you want to know more about problem-based learning (PBL)? This half-day workshop is aimed at those who are interested in finding out more about PBL and ways in which you can incorporate PBL into your teaching practices. It will give a general overview of what PBL is, how to get started with PBL, factors to consider with respect to resources, preparing students and staff, student assessment etc. There will also be an opportunity to experience PBL in action. |
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Developing a Reflective Teaching Portfolio for Continuing Professional Development Facilitator: Dr. Ciara O'Farrell, CAPSL CAPSL is pleased to announce our eighth series on developing reflective teaching portfolios for your continued professional development. In these workshops you will learn how to structure and write an evolving portfolio that provides evidence and evaluation of your work as a lecturer, and that acts as a vehicle for fostering reflection on the art and practice of teaching and learning. By the end of the programme you will have written a Teaching Philosophy Statement and at least two entries for your portfolio.
A Certificate of Completion will be awarded by CAPSL to participants who successfully complete this programme at our end of year event. |
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Advanced Reading Facilitator: Mr. Ronan McCarthy Advanced Reading will increase participants’ ability to absorb, retain and recall information. This course gives participants the skills and strategies to manage the huge volumes of information that so many people have to deal with everyday. It is a fully participative, constantly evaluated, instructor led course broken into 4 x 3hrs sessions. The dates the course will run are as follows, when registering, please ensure you can attend all dates.
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Teaching with Emotional Intelligence Facilitator: Prof. Alan Mortiboys, Birmingham City University This session is designed as a follow up to the workshop run at Trinity in November 2009. The November session invited participants to consider to what extent they need to have a developed emotional intelligence in order to be effective in their work with learners. It included the opportunity to investigate strategies for the development and use of emotional intelligence in their teaching. This session is offered in response to the feedback from November. It continues the focus on recognising and working with emotions in teaching and learning with the goal of improving the quality of students’ learning and giving teachers more satisfaction in their work. It provides the opportunity to explore further how to have a positive influence on the feelings of learners and also how to recognise and manage your own feelings as a teacher and determine how far to be open about these. |
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Introduction to Teaching at Trinity for New Academic Staff Facilitator: Ms. Ann Lahiff, Institute of Education London Participation- The sessions are highly participatory with a focus on working in small groups, engaging in active learning and exploring teaching and learning through discussion with peers from diverse discipline areas. You will also have the opportunity to do some microteaching. This is optional, but most past participants identified this as a really valuable and distinctive component of the course. What do past participants say they enjoyed about the course? “I enjoyed the microteaching session. Getting feedback from your peers and those in other disciplines is a rare opportunity.” (January 2008) |
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Enhancing your Presentation Skills in an Academic Environment Facilitator: Dr. Roisin Donnelly, DIT Learning and Teaching Centre The fact that for most people, even experienced academic presenters, getting up and presenting in front of an audience can be an uneasy experience. For today’s academic, it is important to be able to communicate thoughts and ideas effectively, using a variety of tools and medium. Happily, presentation skills are something we can learn and as a result, we want to make dynamic, lively, memorable and effective presentations in our academic environments. Whether it is presenting your research at a conference, giving Key Note speeches, making presentations to pitch ideas internally, in fact whether you are persuading, educating, or informing, this interactive workshop will provide participants with practical advice on how to improve their presentations in front of an audience. It will focus on the key stages of preparation, structure, delivery, handling question and answers and the all-important use of visual aids and current presentation technologies. |
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Teaching in a Cross-Cultural Environment Facilitator:Ms. Louise Staunton, Irish Council for International Students When you have non-native English speaking international students in your classroom, there are several important issues and classroom management strategies related to effective communication that you may need to keep in mind to help all students have a positive learning experience. International students bring a broad range of cultural perspectives to the learning environment, and this diversity has the capacity to enrich teaching and learning in the University. The half day workshop is designed to address the needs of international students as learners. The workshop will introduce issues of cultural awareness to those who teach international students, as well issues involved in cross-cultural communication. Workshop Aim: Workshop Objectives:
This course is suitable for: |
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Writing for Academic Journals Facilitator:Dr. Rowena Murray, University of Strathclyde This workshop will cover the following topics: targeting a journal, getting started, analysing abstracts, writing an abstract, outlining, drafting, and dealing with feedback from reviewers. There will be some writing and discussion activities, and participants are encouraged to bring laptops to use at this workshop. |
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Writing a Book Proposal Facilitator:Dr. Rowena Murray, University of Strathclyde This workshop will introduce a template for book proposals. There will be analysis and discussion of a completed, successful proposal. |
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Writing for Academic Journals Facilitator:Dr. Rowena Murray, University of Strathclyde This workshop will cover the following topics: targeting a journal, getting started, analysing abstracts, writing an abstract, outlining, drafting, and dealing with feedback from reviewers. There will be some writing and discussion activities, and participants are encouraged to bring laptops to use at this workshop. |
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Two Day Writing Retreat (non-residential) Facilitator: Dr. Ciara O'Farrell, CAPSL A common frustration for academics is finding quiet time to write for publication. Participating in a writing retreat can help you to benefit from dedicating a block of time to focus exclusively on your academic writing. The aim of this retreat is to provide you with an opportunity to work on or complete a piece of academic writing that you have already developed (i.e. research and organisation is complete). For this reason we ask you to identify your writing task on registration. Preference will be given to those writing for publication. The retreat will focus exclusively on writing. The majority of your time will be spent in intensive, individual writing. However, this is a task-orientated process and you will be asked to identify achievable writing outputs at the beginning of the retreat. Structured peer groups will help you to set goals and encourage progress over the two days. There will also be a peer review exercise built into the second day. Places are strictly limited to 14. |
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Writing a Teaching Philosophy Statement Facilitator: Dr. Ciara O'Farrell, CAPSL |
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Enhancing your Presentation Skills in an Academic Environment Facilitator: Dr. Roisin Donnelly, DIT Learning and Teaching Centre The fact that for most people, even experienced academic presenters, getting up and presenting in front of an audience can be an uneasy experience. For today’s academic, it is important to be able to communicate thoughts and ideas effectively, using a variety of tools and medium. Happily, presentation skills are something we can learn and as a result, we want to make dynamic, lively, memorable and effective presentations in our academic environments. Whether it is presenting your research at a conference, giving Key Note speeches, making presentations to pitch ideas internally, in fact whether you are persuading, educating, or informing, this interactive workshop will provide participants with practical advice on how to improve their presentations in front of an audience. It will focus on the key stages of preparation, structure, delivery, handling question and answers and the all-important use of visual aids and current presentation technologies. |
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Opening Doors to Digital Learning Facilitator: Ms. Catherine Bruen, Centre for Learning Technology Open Educational Resources (OER) are digitised materials offered freely and openly for educators, students and self-learners to use and reuse for teaching, learning and research (OECD, 2007).
The National Digital Learning Resources (NDLR) Service for Ireland is evolving. In 2010, the new service will be launched with some fundamental changes that will impact the future way staff of Irish Higher Education Sector, work, collaborate and develop learning resources as individuals and as members of subject discipline SMART COPs. The new NDLR service is based on the delivery, development and support of open educational resources (OER). To facilitate this, the NDLR now supports the use of Creative Commons (CC) Licenses and thus is aligned with the core principles of ccLearn. The fundamental change to the usage of the NDLR is provided by the ‘open access’ to its resources via a new environment promoting more collaborative partnerships with national and international institutions, organisations and industry. |
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Advanced Reading Facilitator: Mr. Ronan McCarthy Advanced Reading will increase participants’ ability to absorb, retain and recall information. This course gives participants the skills and strategies to manage the huge volumes of information that so many people have to deal with everyday. It is a fully participative, constantly evaluated, instructor led course broken into 4 x 3hrs sessions. The dates the course will run are as follows, when registering, please ensure you can attend all dates.
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Accelerated Learning Course: Practical Lessons from Cognitive Science Facilitator: Dr. David Delany On this advanced thinking skills course participants will learn how to use novel deep learning and adaptive problem solving techniques derived from research in cognitive science into the development of superior mental performance. The course is based on findings in cognitive science into the nature of expertise, and is rationally designed from first principles to accelerate the development of levels of insight, problem solving, and innovation associated with elite experts. Puzzles and case studies are used to illustrate the use of the techniques to systematically enhance the depth and quality of the meaningful learning, creative thinking and deep insight skills of researchers in both the sciences and the humanities. Examples are drawn from areas as diverse as neuroscience, business, the fine arts, genetics, philosophy, and engineering. Participant feedback has been extremely positive, and has lead to several research collaborations in the schools of law, business, and engineering. Dr. Delany has also successfully run the course for staff and postgrads in a range of other institutions, including Cornell University, New York. As the course is based on novel advances in the theory of learning and problem solving, the underlying ideas have been presented at several academic conferences, both national and international. The course will take place on the following dates. Please ensure you can attend all dates before registering. Wednesday 5th May 2010 |
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Smarter Lectures - making learning happen in large-group settings Facilitator: Prof. Phil Race In many contexts, student numbers continue to increase, not least as a result of widening participation policies. It is well established that just sitting in traditional lectures is not the best way for students to achieve high learning payoff. This workshop will explore how we can refresh the teaching approaches we use in large-group contexts, to maximise students’ learning then and there, rather than merely hope that they will go away and learn later from our handouts and their notes. We will look creatively at what we can get students to do even in crowded lecture theatres or large classrooms, to keep them learning actively. We will look at the value of expressing intended learning outcomes near the start of each session, so that students are aware of what they should be gaining from the session, and returning to these outcomes near the end of each session to help students to reflect on the progress they feel they have made. We will also look at how to address the physical constraints of the learning environment in lecture theatres or large classrooms, and how we can get students to work participatively even in large groups. We will analyse some of the most prevalent problems we have when working with large groups, and seek creative solutions to the most common of these problems. Intended learning outcomes |
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'Making Summative Assessment Work with large numbers of students' Assessment takes up a great deal of our time and energy - and also a great deal of students' time and energy. Yet it can be argued that assessment is broken in higher education nowadays. It takes too much of our time marking it all. And it doesn't always measure the right things. And students say that the feedback they get is too late, and too little. |
Date: Time: Venue: Cancelled |
Assessment and Modularisation This workshop will explore the role of assessment in a modularised system. It will consider assessment at both module and programme level. In the workshop you will reflect upon and refine approaches to assessment in order to aid student learning. You will identify the challenges of assessment and analyse the basic principles that underlie good assessment practices in a modular system. It will be an interactive session, its intention being to provide a forum for academic discussion on the role of assessment and modularisation within the contextual reality in which we operate. |
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APSL & WiSER Workshop: Academic Writing Groups To follow up on the recent CAPSL workshops on academic writing with Dr. Rowena Murray, WiSER and CAPSL are together hosting a workshop to introduce the concept of writing groups. The workshop will cover how to set up and participate in an academic writing group in order to improve your writing output. Attendees will learn about writing groups, discuss the benefits of joining one and learn about the practical guidelines of setting one up. Following the discussion, a number of writing groups will be set up for attendees wishing to join one. Why join an academic writing group?
WiSER and CAPSL have already set up a number of writing groups which have been successful in meeting their aims, i.e. improving writing output. Is it for me? |
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CAPSL in association with the National Academy (NAIRTL) invites you to attend the following public seminar: Dr Richard Baker, Australian National University : ‘Linking teaching and research at ANU’ This presentation will reflect on how student learning can be enhanced through integrating teaching and research. Examples will be given from initiatives at the Australian National University (ANU) to enhance the research intensiveness of the undergraduate experience. Examples will include:
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Assessment Showcase: Call for presentations The proposed seminar format is that a number of academic presenters would give a short overview of a particular form of assessment that they consider being effective and beneficial (10 minutes), to be followed by a facilitated conversation with the wider group (15 minutes). The discussion will be expected to focus on ways to improve student learning through assessment. Presenters may also wish to get feedback on their assessments, and ideas on how to develop or enrich them. The chosen assessment can be innovative, or an alternate take on a more traditional method. For this seminar we will focus only on summative assessment (i.e. assessments for which marks are awarded, counting towards an end-of year mark). If you think you might like to present an assessment, please contact ciara.ofarrell@tcd.ie or capsl@tcd.ie . |
Date: Time: Venue: A light lunch will be served. |
CAPSL Assessment Showcase This CAPSL seminar focuses on innovative summative assessment practices currently used within Trinity (i.e. assessments for which marks are awarded, counting towards an end-of year mark). Its objective is to showcase various forms of assessment that lecturers consider to be conducive to student learning, and to see whether these assessments, or their principles, can be applied in different disciplines or contexts. Six lecturers from Trinity (see below) have offered to present a short overview of a particular form of assessment that they consider being effective and beneficial (10 minutes each). Each presentation will be followed by a conversation with seminar attendees to discuss the assessment and its wider implications and possible uses across faculty (15 minutes). Book review and class presentations (BCECON) Mathematics for intending primary teachers - a reflective portfolio Investment trading project Statistics for Linguistics and Language Study: Bridging the gap between statistical theory and practice The application of service learning in a social entrepreneurship context. Case Writing Assignment |