Can you teach an old dog new tricks? Institution-wide pedagogical reform at an elite university in Ireland

Institution-wide pedagogical reforms are common across higher education institutions. Such reforms may be driven by rationalisation as well as recognition of the need to provide students with interdisciplinary learning experiences that equip them with the “social and analytic competencies needed in contemporary careers outside the academy” (British Academy, 2016, p.5). This paper reports on an institution-wide pedagogical reform initiative, the Trinity Education Project (TEP), at Trinity College Dublin, an elite and ancient Irish university. We describe the development of the TEP and the implementation of its Assessment Framework, which aims to bring diversity into teaching, learning and assessment through the assessment of graduate attributes in a system strongly focused on assessment of learning, examinations and lectures. Reflections on challenges are presented. Discussion centres on the extent to which it is possible, and the best approach, to achieve consensus in an educational system where autonomous disciplinary structures and traditions prevail

Stage 1 Registered Report: The experiences and perceptions of parent-child interaction therapy for parents of young children with communication difficulties: A qualitative evidence synthesis protocol.

Background: Parent-child interaction therapy refers to a group of interventions mediated by trained parents to address areas of developmental difficulties in children. In the field of speech and language therapy it is used in early intervention for children with speech, language and communication difficulties. The intervention involves training parents and caregivers on the importance of responsivity and language input in daily interactions and coaches them on strategies to implement these with the children. As the success of the intervention is heavily influenced by caregiver engagement, understanding and acceptance, it is important to consider their views. However, to date there has been limited work on synthesising parental views of this intervention. Methods: This is a protocol for a qualitative evidence synthesis of peer-reviewed qualitative papers addressing the experiences and perceptions of parent-child interaction therapy for parents of children with communication difficulties. We will complete a systematic search of 11 databases, review the reference lists and complete a cited reference search of all included studies. Two authors will independently screen tests for inclusion, initially by title and abstract, with full-text screening as necessary. Thematic synthesis will be used for all included studies. We will appraise the quality of included studies using CASP and confidence in the review findings using GRADE CERQual. Discussion: As the views of parents are pivotal in the success of this intervention, the findings from this synthesis should help to guide best practice and policy for the future implementation of parent child interaction therapy for children with communication difficulties

Developing an institutional framework for supporting supervisors of research students: A practical guide

This booklet describes the outcomes of a unique interinstitutional project undertaken in Ireland between 2008 and 2012 to develop a common framework for the support of supervisors of postgraduate research students. The experiences of the seven institutions who ultimately participated in the project are summarized in the form of a series of commentaries on approaches to such training, and a description of the primary elements of the final framework itself. It is intended that this information may be of use to any institutions interested in developing their own supports for research supervisors, and ultimately will be of benefit to the supervisors themselves and, of course, their students

Supporting Academics to Write for Publication: A holistic approach

Dissemination of knowledge from research-active academics has always been relevant in the academic landscape. However, with an increased focus on measurement of writing output, not only for individual promotion but institutional excellence, the pressure on academics to publish with the highest impact is greater than ever. The literature recommends that universities support the development of structured interventions to support academic writing, but also that a more holistic approach to academic writing support be adopted. This paper evaluates the Writing for Academic Publication Programmes offered by a research-led university in which the personal and emotional as well as the technical and intellectual aspects of writing are explored.  It argues that academics value being supported in overcoming the emotional barriers to their writing, and being part of an active community of academic writers. However, participants also note the importance of using the strategies addressed in the programme to prioritise and manage their own writing more effectively upon its completion

Rewriting the (exam) script? Assessing student learning in an unusual end-of-year context

This rapid response documents an institutional development project focused on enabling a transition to open-book assessment practices at the authors' institution. The case study outlines curricular and institutional context, before engaging in an in-depth review of development methods focused on supporting the transition to open-book examinations mandated by the emergence of COVID-19 in Ireland. Its main output is a reference resource outlining potential methods for repurposing exam questions already pre-ratified by external examiners for closed-book purposes, for novel use in open-book contexts. It also outlines potential implications for future practice in assessment

Reflective Teaching Portfolios for Continuous Professional Development at Trinity College Dublin.

The Centre for Academic Practice and Student Learning (CAPSL) at Trinity College Dublin (TCD) is in its third year of offering academic staff members a programme on developing reflective teaching portfolios. The programme’s objective is to support academic staff within a socially constructed context to develop reflective teaching portfolios that encourage analysis and evaluation of teaching that positively impacts on student learning. This case study describes the programme's theoretical grounding and how this theory is implemented in practice

Reflective Teaching Portfolios for Continuous Professional Development at Trinity College Dublin.

The Centre for Academic Practice and Student Learning (CAPSL) at Trinity College Dublin (TCD) is in its third year of offering academic staff members a programme on developing reflective teaching portfolios. The programme’s objective is to support academic staff within a socially constructed context to develop reflective teaching portfolios that encourage analysis and evaluation of teaching that positively impacts on student learning. This case study describes the programme's theoretical grounding and how this theory is implemented in practice