Submissions from 2022
Using the Community of Practice model to shape approaches to Education for Sustainable Development across disciplines in a Technological University context: A Roundtable Podcast, Patrice Behan, Shaun Ferns, Sheona Foley, Olivia Freeman, Odette Gabaudan, Alacoque McAlpine, Cormac H. MacMahon, and Lucia Walsh
Submissions from 2020
Supporting Academic Synergies Through co-Evolution of Teaching and Research Excellence from Evidence-Based Practice., Roisin Donnelly and Deirdre McQuillan
Submissions from 2019
A Phenomenographic Study to Investigate what we Mean by the Term “Professional Skills” – Preliminary Findings, Una Beagon and B. Bowe
Engineering Skills Requirements: a Systematic Literature Review (2009-2016), Una Beagon and Brian Bowe
Infusing critical thinking into Business Programmes. Video Case Studies:, Roisin Donnelly
Moving Modalities: An Exploration on how Switching Modes of Reader, Writer and Reviewer can Enhance Academic Writing Pedagogy., Roisin Donnelly, Claire McAvinia, and Ita Kennelly
Open Practices in Academic Professional Development Programmes, Roisin Donnelly, Pauline Rooney, Claire M. McDonnell, and Muireann O’Keeffe
A Critical Analysis of Creativity in Sustainable Production and Design, Thnmas Epson, Shannon Chance, and Shushma Patel
Developing all learners through analytics: a collaborative consultative approach to professional development and support, Pauline Rooney, Geraldine Gray, Lee O'Farrell, and K.C. O'Rourke
Submissions from 2018
Identification and Preliminary Review of Doctoral Theses in Engineering Education That Have Used Phenomenological Methods, Shannon Chance and I. Direito
A Model for Spurring Organizational Change Based on Faculty Experiences Working Together to Implement Problem-Based Learning, Shannon Chance and Gavin Duffy
Preliminary Findings of a Phenomenological Study of Middle Eastern Women’s Experiences Studying Engineering in Ireland, Shannon Chance and Bill Williams
National Professional Development Framework: Establishing and Recognising an Inclusive Community of Practice for Higher Education Teachers., Roisin Donnelly
Ireland’s Higher Education Teachers Have a National Professional Development Framework, Now What?, Roisin CA Donnelly and Theresa Maguire
The #VLEIreland Project, Claire McAvinia and Angelica Risquez
Towards a Truly Interdisciplinary Approach to Product Design Education, Colm O'Kane and Robert Tully
Assessment Strategies to Promote Peer Learning in an Online Course, Pauline Rooney and Caitríona Ní Shé
Submissions from 2017
A Longitudinal Study of Middle Eastern Women’s Experiences Studying Engineering Abroad: Emerging Results, Shannon Chance, Bill Williams, and Allison Wagner
Seeking to Identify Student and Staff Perspectives on the Nature of Pedagogical Support for Academic Writing., Roisin Donnelly and Maria-Jose Gonzalez
Submissions from 2016
Developing Graduate Attributes to meet the Grand Challenges: What Pedagogical Factors Influence The Development of Graduate Attributes and Does Engineering Education Ensure Graduates Can Address The Global Grand Challenges?, Una Beagon and Brian Bowe
A Phenomenological Study of Irish and Portuguese Women’s Experiences of Receiving Family Support When Studying STEM Subjects at Technical Institutes, Shannon Chance and B. Williams
A Survey of Digital Games Used in Irish Schools: the Drill and Practice has Turned Digital, Mariana Rocha, Brendan Tangney, and Pierpaolo Dondio
Submissions from 2013
EU-OPTIMUS – A CASE STUDY OF A HOLISTIC SYSTEMS-APPROACH PEDAGOGY IN TECHNOLOGY EDUCATION, Ciara Ahern and Mark McGrath
Policies that Enhance Teaching and Learning, Shannon Chance, Pamela L. Eddy, Gavin Duffy, Brian Bowe, and Jen Harvey