Trinity Education Project (TEP)

• The University-wide set of Graduate Attributes shape the kind of education that Trinity offers.
• See a more detailed version here, including breakdowns of the attributes into skills
• Additional resources to support the integration of the graduate attributes into programme delivery can be found on the Centre for Academic Practice website.

• The Programme Architecture was a term coined to refer to the restructuring of all programmes so that would both support the achievement of the Trinity Graduate Attributes and meet the five curriculum principles.
• The new architecture delivers depth and breadth in undergraduate programmes and allows for flexibility in programme pathways.
• Different programme architectures were designed for different programme types:
  • Common Architecture: a common, shared architecture which allowed new subject combinations to emerge within a structured framework. Incorporates focus on depth and breadth through Open Modules, Trinity Electives and New Minor Subjects, and delivers flexibility by decoupling the entry form the exit route.
  • Professional Architecture: applies to Single Honours Degree Programmes which are subject to external professional accreditation or shaped by professional bodies. Breadth is provided through Open Modules and Trinity Electives.
  • Science Architecture: Four distinct entry routes were created for undergraduate Science course while incorporating the courses into the revised structure as separate moderatorship streams. Streaming allows for the delivery of a core curriculum specific to each stream while providing a certain level of flexibility to students, and providing clearer pathways from first to final year.
  • Clinical Architecture: a separate structure for clinical programmes under requirements of the accrediting and statutory bodies was created. Each programme must align agreed curriculum principles with the programme architecture, and the delivery of the Graduate Attributes, while meeting their accreditation requirements.
• See the detailed information on the current  Undergraduate Programme Architecture here.

• The five curriculum principles were defined to apply to all undergraduate programmes as:
  • provide structured but flexible pathways that support the achievement of the programme-level outcomes and the development of the graduate attributes;
  • are programme-focused;
  • are research-centred; 
  • employ a range of teaching, learning and assessment strategies;
  • and are supported by appropriate technology-enhanced approaches.

• It introduced a two-semester structure, with modules taught and assessed at the end of each semester, bringing Trinity in line with the international norm, thereby facilitating global mobility, both incoming and outgoing.
• This restructure was informed by the need to encourage a broader range of formative and summative assessments, more varied approached to assessment, and create space for group work, field trips, other forms of individual and collaborative learning and reduce the intensity of teaching to create more space for extra and co-curricular activities.
• The change incorporated:
  • an earlier start to orientation/teaching 
  • 12 teaching weeks in each semester
  • one review week mid-way through each semester
  • review period prior each semester assessments
  • one week of formal assessment at the end of each semester
  • publication of provisional marks after winter assessment period
  • Set teaching hours from 9am to 6pm to create 45 teaching hours per week
  • 12 week summer research period
• Find recent, current and upcoming Academic Year Structures on the Calendar website.

• The Fixed Timetable was required to enable the Common Architecture and the Features of Open 
  Modules and Trinity Electives. 
• As part of the review of Joint Honours entry routes (undertaken outside of TEP), subjects in the new Joint Honours structure were grouped into four pillars, with rotating timeslots each year. Subjects in any pillar can, in principle, be combined with a subject in any other pillar.
• The Fixed timetable allows for:
  • Facilitate the Common Architecture, which decouples entry routes from exit routes.
  • Allow a New Subject to be taken up as a Minor in Year 2. 
  • Allow Open Modules to be taken without clashes.
  • Create dedicated time-slots for Trinity Electives.
  • Allow future addition of new subjects or new combinations with minimal disruption
  • Create a fixed timetable from year to year, allowing early publication and registration.
  • Improve efficiency and suitability of space usage by centralising timetabling of core contact hours of all shared modules.
• See the Timetabling Policy here, and find more information on the Fixed Timetable on the Central Timetabling Unit Website.

• The Progression and Awards Regulations enable the embedding of the curriculum principles and the assessment framework in addition to governing the way in which learning outcomes are achieved at module and programme levels.
• A set of shared regulations were developed:
  • Standardisation of Progression Regulations across undergraduate programmes
  • Annual progression, allowing carrying failed modules from semester to semester but not to the next year, with a Courts of Examiners to convene after Semester 2 to consider results from both semesters.
  • Progression Threshold using clear grade descriptors to represent a pass, with no threshold higher than the pass mark, and a standardised pass mark to be sued across all undergraduate programmes, except for derogations related to accreditation requirements.
  • Minimum credits to pass a year, using a balanced credit load across semesters, with all modules and components compensatable, 10 ECTS to be allowed at 'Qualified Pass', with re-assessment for all failed components at the end of August, with no aggregation.
  • Degree award calculation based on final two years' results weight at 30% and 70% respectively.
  • Number of years to complete a degree did not change, staying at 6 years for a 4-year undergraduate programme, and 7 years for a 5-year undergraduate programme.
  • Repetition of a year is not permitted more than once and a student may not repeat more than two academic years within a programme. Repetition is to occur on a module-by-module basis and will be clearly shown in a student's academic record.
  • Reassessment follows same progression regulations, including compensation, as for assessments relating to semesters 1 & 2, and is an automatic right for students who have achieved a fail grade in any module and not eligible for compensation. Students are not permitted to be reassessed in modules in which they achieved a pass grade. Different reassessment modalities are permitted and there is no capping of marks. Reschedules exams within the session will no longer be permitted.
  • Special examinations will no longer be available after 2018/19.
• Find the Undergraduate Progression and Award regulations, including approved derogations in relation to Accredited Programmes, on the Academic Affairs website and in the Calendar Part 2.

• The Standardisation of Module Sizes to 5 or 10 ECTS (20 ECTS for Capstone) were agreed for all undergraduate programmes.
• With 5 ECTS modules to be taught and assessed in one semester, and 10 ECTS modules and the 20 ECTS Capstone to be assessed over one or two semesters, while maintaining a balanced credit load across the two semesters.
• See the more on the Module Size Regulations and the Academic Credit System on the Academic Affairs website.

Gold Medals

• Gold Medals and Nomenclature of Awards in the new programme architecture were considered as part of Progression and Assessment Regulations.
• The criteria for the award of a Gold Medal have been standardised and simplified in line with the new progression regulations and the number of categories reduced.

Nomenclature of Awards

• Nomenclature of Awards was reviewed to distinguish clearly between award outcomes within the common architecture, and to add clarity with subject specialisation in the Science Architecture.
• The recommendations were:
  • The pathways towards a Major with Minor and Single Honors with Minor award to be merged as Major with Minor.
  • A Major with Minor Award will be awarded where one subject at entry, is studied continuously over the course of four years of the programme, and a second subject (minor) is studies over the last three years of the programme with a minimum of 60 ECTS at level 3 or above.
  • A Joint Honors degree will be awarded where the two subjects at entry are studied continuously over the four years of the programme. A  minimum of 100 ECTS in each subject, and a minimum of 50 ECTS in Subject 1 and Subject 2 in Sophister Years at level 3/4.
  • The inclusion of the names Science Subject on the B.A. in Science programmes, as is the case in programmes in the FAHSS. [Currently, Science programmes have received approval to award Bachelor of Science for the five Science programmes at level 8, starting with the 2026/27 applicants (Approved by Council 20 Nov 2024)].
  • With the new calculation of the degree award based on the results from JS year at 30% and SS year at 70%. It is proposed that the results from JS year in Moderatorship programmes be referred to as Moderatorship Part 1 and from the SS year as Moderatorship Part 2.
• Find the most recent information on Gold Medals and Nomenclature of Awards in the Calendar Part 2.

• In May 2020, a new Officership of the Associate Dean of Undergraduate Common Architecture (ADUCA) was established and approved by College Board. 
• The ADUCA provides academic leadership to ensure the success and future development of the courses that fall under the Common Architecture.
• ADUCA is supported by an administrative office - Undergraduate Common Architecture Office (UCAO) - reporting into Academic Services Division.
• ADUCA chairs Undergraduate Common Architecture Governance Committee (UCAGC), which is a sub-committee of USC. 
• Find the current overview of all College Officers and College Leadership on the Provost's website.
• Find UCAGC terms of reference here.
• Find more information on UCAO/TJH website.  

• To enable students' self selection of Pathways, Optional, Open and Electives modules a new new online module enrolment (OME) system was developed.
• OME was introduced on rolling basis for Common Architecture Students only from 2019/20. 
• OME functionality includes, for example:
  • Pathways:  Students on programmes that have various pathways, self-select a pathway they wish to study on. Default pathways for students who do not engage in self selection are agreed.  The facilitation of pathway and module selections at the end of their JF and SF years, for students presenting at reassessment, deferring students Off Books and Off Books with Assessment, repeat year students, transferring students, and visiting students.
  • New Minor Subject: Allocation to New Minor Subjects is based on Junior Freshman final results, on a highest mark basis, descending until all places for a minor subject are filled. If there is more than one New Minor Subject available to pick from, students select a minimum of 1 and up to a maximum of what is available, with ranked preference.
  • Open Modules: self-selected by students and allocated on a first come, first served basis.
  • Trinity Electives: initially based on selection preferences by students and a algorithm-based allocation system, from 2023/24 onwards, students are allocated on a first come, first served basis.

• The delivery of seven key differentiating features for the undergraduate curriculum, for which a Trinity Education will be known.
  • co-curriculum Reflection
  • Partners in Learning - New Assessment Framework
  • Trinity Electives
  • Open Modules
  • Global Mobility
  • Employability
  • Capstone Project
• See more info on Your Trinity education - Courses | Trinity College Dublin

• To maximise the learning from co- and extracurricular activity, the opportunity for co- and extra-curriculum reflection was facilitated on where the Trinity Graduate Attributes are attained ‘outside the classroom’, for all students.
• This was achieved by developing Trinity’s Guided Reflection Tool, an online, downloadable, interactive pdf developed to support students in capturing these learnings.
• It is housed on a dedicated Reflection Website and guides the student through a reflective practice.

• A new Assessment Framework innovated the Assessment of students which aims to:
  • embed Graduate Attributes in the curriculum
  • be coherent at programme level
  • provide opportunities for students to be actively engaged in the assessment processes
  • reflect the Curriculum Principles
  • be informed by international best practice.
• Advocating not just for the replacement of exams with similar amount of continuous assessment, rather advocating for fewer, more varied assessments across the academic curriculum.
• Encouraging a broader range of both formative and summative assessment practices, which reappraise the importance attributed to assessment of, as and for learning and seek to engage students in more integrative learning within and across the academic year.
• Find the most recent resources on Assessment methods and support at the Centre for Academic Practice Website.

• Trinity Electives were created and commenced rollout in 2019/20.
• These are standalone 5ECTS interdisciplinary modules available during SF or JS of study across Undergraduate programme. 
• Find the most recent offer of Trinity Electives on the Trinity Elective Website.

• New or existing modules that enable a student to step outside their core curriculum (totality of modules available, i.e., mandatory and optional) and expose them to relevant aspects of closely related disciplines or to disciplines which are deemed relevant to or are considered to enrich the student’s core curriculum.
• Open Modules are weighted at 5 or 10 ECTS.
• Designated Open Modules are Open Modules that are available within specific programmes for their students only to take.
• See more information for Joint Honours Open Modules here.

• Global Mobility is defined as any international experience to include but not limited to an exchange, internship, research placement, summer programme, that is closely aligned to a student’s programme of study, approved as a formal mobility programme by the relevant School and normally at least four weeks in duration.
• The changes brought about by TEP, of semesterization (including the introduction of assessment of modules taught and completed within each semester), standardization of module sizes, as well as the introduction of breadth components of Trinity Electives and Open Modules, facilitated and enhanced student mobility opportunities, both inbound and outbound. 
• Find out more information on Global Mobility on the Trinity Global website here.

• The Trinity Employability Award, run in partnership with key employers, was established in 2016 to give students learning experiences that enhance their career knowledge and readiness and that contribute to their development of the Trinity Graduate Attributes.
• This Award, managed by the Careers Service, was brought in under the umbrella of TEP in 2018
• Under TEP, several new Employability Award pathways were developed and rolled out by the  Careers Service to complement the existing Employability Award run with Intel Ireland and the Professional Services Pathway Award involving partner employers Deloitte, EY, KPMG and PwC. 
  These included:
  • Pharmaceutical Pathway Award (rolled out in 2019/20)
  • Digital Health Award (to be rolled out in 2020/21)
  • Social Action - Migration Award (to be rolled out in 2020/21)
• Find out more about the Career Awards, Scholarships & Bursaries here on the Careers website.

• A Capstone (or independent research project) of 20 ECTS was added in the final years of all undergraduate programmes.  
• Definition: The capstone project — though defined differently by different subjects — is the common element across all degree exit routes and is weighted at 20 ECTS. It requires a significant level of independent research by the student. It should be an integrative exercise that allows students to showcase skills and knowledge which they have developed across a range of subject areas and across their four years of study. It should result in the production of a significant piece of original work by the student. It should provide them with the opportunity to demonstrate their attainment of the graduate attributes.
• Find Capstone Project Criteria on the Academic Affairs website for general criteria, and see the Joint Honours website for specific guidelines on Capstone Projects in Joint Honours Degrees.