ENGAGED LEARNINGTeaching, Learning and Assessment Strategy
2014–18
E L
Table of ContentsMESSAGE FROM THE PRESIDENT 3
WHY ENGAGED LEARNING? 4The Framework 6The Strategic Context 8Graduate Attributes 10Employability: The UL Edge 12A Commitment to Quality in All Our Activities 12Articulating the Strategy 13
STREAM 1: ENGAGEMENT THROUGH BROADENING 14Broadening Learning Outcomes 14Broadening the Curriculum 15Broadening Delivery Modes 15
STREAM 2: ENGAGEMENT FOR EXCELLENCE 21Teaching, Learning and Learner Supports 21Grading, Assessment and Feedback 22Transition and Retention 23
STREAM 3: ENGAGEMENT TOWARDS EMPLOYABILITY 29Employer Engagement 30Cooperative Education 30Careers and Employability 31
REFERENCES 36
E L
2
ENGAGED LEARNING
Message from the President I am delighted to present Engaged Learning: University of Limerick Teaching, Learning and Assessment Strategy 2014–18. UL has built a reputation on the high quality of its student experience, and in keeping with our pioneering spirit, we are further extending our commitment to students through this strategy by involving and empowering them in the process of shaping their own learning experiences.
Research shows that students achieve higher levels of success when they are actively and deeply involved in their education. This does not just relate to academic success – active engagement also contributes to social and personal development. Students who participate actively in the full spectrum of university life achieve better academic results and report higher levels of satisfaction with their university experience.
Engaged Learning will build on our existing strengths, will focus our endeavours on deliberate and measurable activities that enhance student learning outcomes and will further our students’ educational and personal development. Students are not empty vessels to be filled with knowledge. We have much to learn from one another, and we believe this is best achieved through active engagement, the joint construction of knowledge and the sharing of experiences and understandings.
To this end, we have created a broad framework to capture the most pertinent characteristics of an engaged approach to teaching, learning and assessment. The framework, which has been tested against international evidence, will guide our activities and expand our students’ exposure to the world around them. We will continue to seek excellence by applying academic rigour, enhancing
support systems and measuring levels of success. In addition, we will continue to drive our employability mission through our Cooperative Education, practice placement and careers programmes and our extensive networks with business and industry.
We know we are working from a strong base; the UL ethos continually inspires us to strive for excellence and to pioneer new ways of supporting our most precious resource – our students. This is evidenced by the fact that our graduate employment rate is consistently higher than the national average. We are therefore confident that with ongoing vigilance, our graduates will leave UL as self-motivated and reflective lifelong learners with the ability to think critically and demonstrate intellectual maturity, both in the workforce and in an increasingly complex and digital society.
I commend this resource and the many staff behind its development, and I look forward to working with all members of the UL community to achieve the strategy’s stated ambitions.
Professor Don BarryPresident, University of Limerick
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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
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ENGAGED LEARNING
Why Engaged Learning? At the University of Limerick (UL) we have high ambitions for our students. Each member of the University community, whether academic, practitioner or support staff, wants students to emerge as leaders, critical thinkers and innovators with strong intellectual, ethical, cultural and community-focused values.
4
5
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
Our students and graduates will make a difference: they will contribute to their communities and organisations and will act effectively, creatively and responsibly in a wide range of settings. To achieve these goals, our students must be engaged and motivated and our teachers must create rigorous and imaginative learning contexts in which learning can thrive. Challenging students on the one hand and supporting them on the other are at the heart of our teaching and learning mission.
We realise that meaningful engagement is vital to optimise the student experience and enhance learning outcomes.i Engaged Learning: University of Limerick Teaching, Learning and Assessment Strategy 2014–18 is underpinned by the simple yet powerful proposition that students should be actively and deeply involved in their education. The strategy consciously emphasises the concept of engagement, which we recognise as being clearly associated with educationally purposive activities, academic achievement and broader student success. Moreover, we know that engaged students will graduate to become engaged employees and engaged alumni: “Feeling supported and having deep learning experiences means everything when it comes to long-term outcomes for college graduates.” ii
Engagement also benefits teachers.
Motivated students acquire a deeper understanding of their disciplines and provide staff with a more rewarding and satisfying teaching experience.
From the student’s point of view, engagement involves “participation in educationally effective practices, both inside and outside the classroom, which leads to a range of measurable outcomes”.iii From the institution’s point of view, engagement is “the process whereby institutions and sector bodies make deliberate attempts to involve and empower students in the process of shaping the learning experience”.iv
Many of the features that support positive student engagement are already in place at UL: teachers who excite students about their learning and who care about their students as individuals; work placement (i.e. Cooperative Education and practice placements); the final year project; and abundant opportunities to become actively involved in extra-curricular activities.
6
ENGAGED LEARNING
THE FRAMEWORK
The purpose of this strategy is to build on these notable strengths by further developing a learning environment that engages our students in intellectually stimulating activities. The strategy embraces a broad framework for engagement, as depicted below.
The framework, which has been tested against international evidence, captures the most pertinent characteristics, or pillars, of an engaged approach to learning, i.e. academic rigour, enriched educational experiences, a supportive campus environment, active and collaborative learning and meaningful student/staff interaction.
ACADEMIC RIGOUR A disciplined and rigorous approach to learning challenges students by setting high expectations for their academic performance and matches their potential and ability. Equally, a rigorous approach to programme design and continual curriculum development that is characterised by an ethos of research-led teaching and learning will be a defining feature of the strategy.
ENRICHED EDUCATIONAL EXPERIENCES Enriched learning opportunities, both inside and outside the formal class setting, cultivate the development of desirable graduate attributes. Learning opportunities include co-curricular and extra-curricular activities and practices.
SUPPORTIVE CAMPUS ENVIRONMENT A supportive campus promotes student success and positive social and working relationships between students.
ACTIVE AND COLLABORATIVE LEARNING Intensive and active involvement in their education enhances students’ learning. Different forms of teaching and assessment, including self-directed and long-term exercises, better prepare students for the uncertainty they face during and after university.
MEANINGFUL STUDENT/STAFF INTERACTION Academics act as mentors and role models for students through their interaction with them inside and outside the classroom. The interaction deepens students’ learning by allowing them to witness at close quarters how experts deal with complex problems and difficult material.ENGAGED
LEARNING
AcademicRigour
EnrichedEducationalExperiences
MeaningfulStudent/Staff
Interaction
SupportiveCampus
Environment
Active andCollaborative
Learning
ENGAGEDLEARNING
AcademicRigour
EnrichedEducationalExperiences
MeaningfulStudent/Staff
Interaction
SupportiveCampus
Environment
Active andCollaborative
Learning
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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
Engaged Learning sets out how we will continue to develop our approach in a way that aligns with our institutional strategy and embraces the principles of broader national priorities. In particular, the strategy focuses on the achievement of our strategic objectives in a manner that preserves our reputation as a pioneer in Irish higher education. This is deeply rooted in Pioneering & Connected, the University of Limerick Strategic Plan 2011–2015v and the University of Limerick Graduate Attributes Statementvi (adopted by the UL Academic Council in 2013). The strategy is also informed by the UL Broadening Strategy, the UL Institutional Review and our Mission-Based Compact with the Higher Education Authority (HEA).
Engaged Learning demonstrates the importance that the University of Limerick places on excellence in terms of the quality of education that we offer our students. In adopting this strategy, we are confident that our graduates will leave UL as self-motivated and reflective lifelong learners with the ability to process information, think critically and demonstrate intellectual maturity both in the workforce and in an increasingly complex and digital society.
developing a learning environment that engages our students
8
ENGAGED LEARNING
THE STRATEGIC CONTEXT
Pioneering & Connected commits us to providing our students with a distinctive experience through which they are challenged and inspired to reach their full potential. Pioneering & Connected identifies the following key objectives through which this strategic commitment is being achieved:
— Fostering excellence and innovation in pedagogy with an emphasis on encouraging small-group and self-directed learning experiences
— A balance of breadth and depth in the curriculum that develops our students’ independent lifelong learning capacity so that our graduates are versatile and adaptable
— Continued commitment to Cooperative Education as an intrinsic and distinctive part of the UL student experience
— The provision of a specific and coordinated series of supports and experiences for first-year students during their transition to third level
— Increased access to and flexible delivery of programmes of study that are relevant to the needs of students and society
— Nurturing of co-curricular and extra-curricular learning through community-living on a vibrant campus of outstanding quality supported by an unequalled range of sporting and cultural facilities and opportunities
— Strong alignment between research and teaching
— The provision of experiences that instil the spirit of European and global citizenship in our students through increased internationalisation of the UL student experience
— Continued internationalisation of our curricula
— Fostering the development of a culture of lifelong learning in our communities and enhancing skill levels to attract investment and economic development
Engaged Learning builds on commitments in Pioneering & Connected and represents a more detailed articulation of our stated commitment to provide an outstanding and distinctive learning experience to every one of our students.
UL has always been a pioneer of effective approaches to teaching, learning and learner support.
In framing this strategy, we have also taken cognisance of the external policy environment, with particular reference to the National Strategy for Higher Education to 2030vii, the Report to the Minister for Education and Skills on System Reconfiguration, Inter-Institutional Collaboration and System Governance in Higher Educationviii, and Supporting a Better Transition from Second Level to Higher Education: Directions for Changeix.
UL is committed to meeting and exceeding the ambitions expressed in the National Strategy for Higher Education to 2030, where “a commitment to specific improvements in the teaching and learning environment in respect of the breadth of curriculum and skills assessed as well as in the quality of teaching itself” is identified as being vital to a high-quality student experience. The long-term vision for higher education in Ireland outlined in the National Strategy is that all students will have access to teaching “that has been kept up to date and relevant through scholarship, research and professional development”. It also suggests that “academic staff should make full use of the range of pedagogical methodologies available to them and be qualified as teachers as well as in their chosen discipline” and that “all research and scholarship in higher education institutions should enhance the quality of undergraduate and postgraduate teaching” x. We will continue to ensure that these qualities form an inherent part of the student experience, and we will foster creative approaches to teaching and learning with engagement as a major overarching goal.
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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
10
ENGAGED LEARNING
GRADUATE ATTRIBUTES
Engaged Learning articulates the pedagogical values and curricular foundations to which UL is committed; it emphasises that while academic rigour and discipline-specific excellence are at the very core of our purpose, we build on that base to promote cross-disciplinary fluency. We are committed to further developing teaching and learning across all programmes in order to ensure that every one of our students will, through their engagement with the curriculum, acquire and display particular key attributes – the UL graduate attributes. These graduate attributes form an intrinsic part of both Engaged Learning and the University’s framework for broadening the curriculum, as depicted below.
ArticulateCollaborativeResponsible
CreativeProactive
Knowledgeable
CriticalAnalysis
ConfidentEngagement
WRITTEN, VERBAL& DIGITAL
COMMUNICATIONSKILLS
IMAGINATION REFLECTION
CROSS-DISCIPLINARY PROFICIENCY & FLUENCY
DISCIPLINE-SPECIFIC EXCELLENCECurr
icul
ar F
ound
atio
ns
Ped
agog
ical
Clim
ate
G
radu
ate
Att
ribut
es
Enhanced Employability
STUDENT LEARNING PYRAMID
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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
These are the key graduate attributes that will continue to guide our institutional policies, our learning environment and our commitment to broadening the curriculum. By providing a strong disciplinary learning experience combined with a broad curriculum, we will ensure that our students are strongly positioned to:
— Think and communicate excellently both within and across disciplinary fields
— Commit to effective analysis of issues, combined with the capacity to articulate their ideas verbally and in writing and through the effective use of ICT
— Adopt proactive orientations based on strong reflexivity and mindfulness
— Build on their confidence to state their positions and think for themselves combined with a commitment to responsible collaboration
— Engage in critical thinking along with a firm commitment to civically engaged, ethical and responsible action
— Respond creatively to intellectually challenging and real-world problems
By ensuring a strong, well-designed, regularly reviewed and dynamically delivered curricular base, we aim to ensure that UL students become knowledgeable, proactive, creative, responsible, collaborative and articulate.
GRADUATEATTRIBUTES
KNOWLEDGEABLE
COLLABORATIVE
ARTICULATE
PROACTIVE
RESPONSIBLE
CREATIVE
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ENGAGED LEARNING
Employability is at the core of our teaching mission
Since the establishment of the University in 1972, employability has been at the core of our teaching mission and continues to be central to our distinctive approach to higher education in Ireland. The inclusion of Cooperative Education and work placement in our programmes is one of the specific strengths of UL and is, for many students, an incentive to choose UL over other Irish universities and colleges. The result of these sustained efforts
means that we occupy a position of immense strength with respect to graduate employability compared to other institutions in Ireland. This is what is meant by the UL Edge: the employment record of our graduates is intimately linked to their UL student experience and stems from our conscious efforts to ensure that we never lose sight of this vital goal.
EMPLOYABILITY: THE UL EDGE
A COMMITMENT TO QUALITY IN ALL OUR ACTIVITIES
The University of Limerick supports the view that the ‘quality of teaching, scholarship and external engagement of academic staff must be continuously reviewed as part of a robust performance management framework’ and that ‘reliable and consistent data on the outcomes of higher education from the perspective of both students and employers should be publicly available and feed into a process of continual development’.xi
This strategy demonstrates the importance that UL places on the quality of the education it offers to students. By prioritising teaching and learning at the University, we are confident that our graduates can leave this institution as self-motivated and reflective lifelong learners with the ability to process information, think critically and demonstrate intellectual maturity in the workforce and society. This approach will significantly contribute to our growing reputation for excellence in teaching, learning and scholarship, both nationally and internationally.
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TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
Articulating the StrategyThe University of Limerick philosophy emphasises the empowerment of teachers and students to innovate, enhance and transform the learning environment in a manner that builds on current excellence across all faculties of the University and ensures the highest standards of quality on our programmes.
To this end, we are committed to providing strong support and development for staff and students, who, together, make the learning environment come alive. The range of staff and student supports that focus on continual professional development informed by regular feedback and assessment is crucial to the values that we espouse.
Engaged Learning comprises the following three key streams:
— Stream 1: Engagement through Broadening — Stream 2: Engagement for Excellence — Stream 3: Engagement towards Employability
Each stream has specific aims, objectives, targets and timeframes and is supplemented by a detailed implementation plan.
14
ENGAGED LEARNING
STREAM 1ENGAGEMENT THROUGH BROADENING
BROADENING LEARNING OUTCOMESMeaningful and coherent third-level education programmes reflect an alignment of learning outcomes with the teaching, learning and assessment practices that provide students with the opportunities to achieve success.
Programme review and enhancement: Each programme should (i) demonstrate an alignment between what students are intended to know and are able to do (curriculum); (ii) provide opportunities for learning and practice (teaching and learning); and (iii) specify new modes of assessment that support learning. The systematic and formal review of programmes for the purposes of enhanced and relevant offerings is a key commitment within this element of the strategy. Structured reviews will specifically focus on evidence-based alignment of programme content with current research and each programme’s international dimension.
Other key aspects of the review will be conducted around specific criteria such as subject content knowledge, learning outcomes, graduate attributes, employability/employer feedback on programme content, generic and transferable skills, teaching and learning resources on programmes (space, technology, etc.) and alignment with professional accreditation requirements, where appropriate.
It is anticipated that this new initiative will ensure that all programmes at UL are subject to a rigorous five-year cyclical programme review process that meets the standards specified in the Standards and Guidelines for Quality Assurance in the European Higher Education Area.xii
A comprehensive range of actions will define the UL student experience. We will implement an undergraduate teaching and learning development programme that offers students wider choice and new modes of provision through strategic developments in technology-enhanced learning and continuing professional education (CPE). The programme will focus on generic and transferable skills and experiential learning opportunities that are achieved through regular programme review and the conscious adoption into programme planning of our Graduate Attributes Statement. This will be achieved through an institution-wide approach that focuses on broadening learning outcomes, broadening the curriculum and broadening delivery modes across all disciplines.
The variety of broadening mechanisms offers rich potential and will allow each programme to fulfil its broadening requirements in a manner that best suits that programme’s particular needs.
15
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
BROADENING THE CURRICULUM The variety of broadening mechanisms offers rich potential and will allow each programme to fulfil its broadening requirements in a manner that best suits that programme’s particular needs.
Broadening entry routes: A key element of our approach to broadening the curriculum will be the development of broader programme entry routes for students while ensuring disciplinary excellence within each learner’s specialism. For a number of revised programmes, the focus of the first part will be on the acquisition of general competencies with specialisation being deferred until later years. This reform will support students’ transition from second to third level. Students will be enabled to make better-informed choices in relation to specialisation. Broadening module offerings: UL has identified a range of mechanisms to broaden the curriculum, such as institutionalising flexible choices, offering sustained study options and new interdisciplinary modules (broadening modules) that often reflect interdisciplinary research being undertaken in UL, leveraging the Cooperative Education experience, aligning a substantial piece of work in final year with the broadened curriculum strategy (e.g. the UL Practicum) and broadening assessment.
BROADENING DELIVERY MODES Broadening the curriculum, including aspects of assessment and feedback, will also be achieved in part through the pedagogically appropriate use of technology. This approach clearly recognises the changing nature of learning and the learning environment in the digital information age of today. In addition, a dedicated continuing professional education (CPE) unit aimed at increasing the numbers of non-traditional learners (through part-time, distance and e-learning provision) will be developed. The resultant increase in the diversity of the University’s student population will be in line with our strategic objectives.
Development of technology-enhanced pedagogy: The use of technology in pedagogically appropriate and beneficial ways is a key component of this strategy. A strategically directed and coordinated approach, including the provision of pedagogic and technical support, is essential to ensure that the use of technology for educational purposes, both on and off campus, continues to grow.
Continuing professional education (CPE): Widening participation and lifelong learning are key elements of Pioneering & Connected, which aims to increase the diversity of the student population. In addition to providing high-class supports for full-time students, UL is expanding its part-time, distance and e-learning provision with a view to enhancing access, widening participation and promoting lifelong learning. This will be managed by a new institution-wide CPE unit, which will offer an integrated service for flexible learners who wish to avail of the University’s educational offerings.
Students will be enabled to make better-informed choices in relation to specialisation
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ENGAGED LEARNING
STR
EAM
1: E
NG
AG
EMEN
T T
HR
OU
GH
BR
OA
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1.1:
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TCO
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Act
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14
1.1.
3:
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17
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
STR
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1: E
NG
AG
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T T
HR
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BR
OA
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com
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)
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dent
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g di
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ach
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ner’s
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. For
a n
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mes
, the
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ultid
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rder
to s
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PhD
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rogr
amm
esM
ultid
isci
plin
ary
and
cros
s-fa
culty
“b
road
enin
g” m
odul
es a
vaila
ble
from
20
15/1
6 on
war
ds
18
ENGAGED LEARNING
STR
EAM
1: E
NG
AG
EMEN
T T
HR
OU
GH
BR
OA
DEN
ING
1.3:
BRO
AD
ENIN
G D
ELIV
ERY
MO
DES
Act
ivit
yA
ims
Out
com
esTa
rget
s
1.3.
1:
Dev
elop
men
t of
tech
nolo
gy-e
nhan
ced
peda
gogy
To b
road
en p
rogr
amm
e de
liver
y m
odal
ities
(par
t-tim
e, p
rofe
ssio
nal
accr
edite
d pr
ogra
mm
es, b
lend
ed a
nd
e-le
arni
ng, e
tc.)
thro
ugh
a st
rate
gic
focu
s on
ICT
and
e-le
arni
ng
To h
ave
an in
stitu
tion-
wid
e le
arni
ng
tech
nolo
gy in
fras
truc
ture
in p
lace
A c
oher
ent a
ppro
ach
and
supp
ort
fram
ewor
k fo
r tec
hnol
ogy-
enha
nced
te
achi
ng a
nd le
arni
ng
Info
rmat
ion
Tech
nolo
gy D
ivis
ion
(IT
D),
Cen
tre
for T
each
ing
and
Lear
ning
(CT
L),
Libr
ary
& In
form
atio
n Se
rvic
es D
ivis
ion
(LIS
D) a
nd C
PE w
orki
ng w
ith fa
culti
es
to a
lign
UL
lear
ner m
anag
emen
t sy
stem
s an
d de
velo
p a
cohe
rent
te
chno
logy
-enh
ance
d le
arni
ng s
trat
egy
A ra
nge
of a
ppro
pria
te te
chni
cal a
nd
peda
gogi
c su
ppor
ts fo
r tho
se w
ishi
ng
to e
nhan
ce te
achi
ng th
roug
h th
e us
e of
te
chno
logy
Esta
blis
h an
inst
itutio
n-w
ide
tech
nolo
gy-
enha
nced
lear
ning
com
mitt
ee (2
014)
UL
tech
nolo
gy-e
nhan
ced
lear
ning
st
rate
gy jo
intly
led
by IT
D, C
TL,
LIS
D
and
CPE
(201
5)
1.3.
2:
Con
tinu
ing
prof
essi
onal
edu
cati
on
(CPE
)
To b
road
en p
rogr
amm
e de
liver
y m
odes
th
roug
h th
e es
tabl
ishm
ent o
f a n
ew U
L C
PE u
nit t
hat w
ill d
rive
the
deve
lopm
ent
of U
L’s
part
-tim
e, b
lend
ed, d
ista
nce,
e-
lear
ning
and
oth
er C
PE o
fferin
gs
To h
ave
an in
stitu
tion-
wid
e le
arni
ng
tech
nolo
gy in
fras
truc
ture
(as
abov
e) th
at
supp
orts
CPE
Exis
ting
and
new
pro
gram
mes
de
velo
ped
and
adop
ted
for m
ulti-
mod
al
deliv
ery
(full-
time,
par
t-tim
e, d
ista
nce,
fle
xibl
e, b
lend
ed a
nd C
PE m
odes
)
CPE
bus
ines
s pl
an a
dopt
ed a
nd
oper
atio
nal (
2014
)
A s
uite
of n
ew o
fferin
gs a
vaila
ble
from
ne
wly
est
ablis
hed
UL
CPE
uni
t (20
15
onw
ards
)
Incr
ease
d pe
rcen
tage
of fl
exib
le le
arne
rs
(par
t-tim
e, d
ista
nce,
e-le
arni
ng) a
s a
prop
ortio
n of
ove
rall
stud
ent p
opul
atio
n (1
7% o
f tot
al s
tude
nt p
opul
atio
n by
201
6)
UL
tech
nolo
gy-e
nhan
ced
lear
ning
st
rate
gy (a
s ab
ove)
(201
5)
19
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
20
ENGAGED LEARNING
21
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
STREAM 2ENGAGEMENT FOR EXCELLENCE
The University of Limerick endorses a range of mechanisms that will enhance the quality of our teaching and learning support services and further formalise a standard set of recommendations in relation to grading, assessment and feedback across the institution.
The Centre for Teaching and Learning (CTL) is a major asset that provides a solid base from which to further improve our teaching quality. During the lifetime of the Engaged Learning strategy, the CTL will expand the range of institution-wide initiatives that promote good teaching and learning practices. Central to this approach will be an initial, independent external review of the CTL and its supporting activities with particular reference to institution-wide practice. In addition, we will review all teaching and learning spaces throughout the campus to assess whether or not the available spaces are fit for purpose and responsive to changing methods of learning. These foregoing actions will be complemented by specific supporting activities that focus on teaching, learning and learner supports; grading, assessment and feedback; and transition, retention and attainment.
TEACHING, LEARNING AND LEARNER SUPPORTS At UL, we believe that student learning is not just confined to engagement in the classroom but is also promoted by the provision of a comprehensive suite of institution-wide supports for teachers and learners alike.
Preliminary review: We will conduct a review of the CTL to assess its orientation, supporting activities and resources. We will also carry out an internal audit of UL’s teaching and learning infrastructure.
Initial and continuing professional development: The CTL will develop a competency framework for the initial and ongoing training and development of all staff and postgraduate students with teaching responsibilities. The CTL is committed to devising appropriate, accredited training and development programmes to support early-career academics and will align strongly with relevant developments within the National Forum for the Enhancement of Teaching and Learning in all of these undertakings. In addition, the CTL will put in place appropriate strategies to support the integration of research into teaching.
21
22
ENGAGED LEARNING
Evaluation of teaching: The CTL will continue to provide the student evaluation of teaching (SET) service. This service gathers students’ opinions on a range of factors that indicate the quality of the module and provides teachers with detailed quantitative ratings and qualitative information on teaching, module content and delivery and the student learning experience. To augment this process, we are currently piloting a generalised light assessment of the quality of modules. Known as the Module Satisfaction Survey (MSS), this programme will be extended and will focus on the assessment of the module as a whole. The results of the MSS will form a routine and comprehensive part of our commitment to recognising excellence and identifying issues that call for action. This approach will form the basis of a wider commitment to the early identification of teaching and learning challenges and issues.
Endorsing excellence in teaching: UL has developed a strong awards system, which is endorsed by the regularity with which institutional award-winners are also recognised at regional and national levels. During the course of this strategy, we will explore how the current awards system can be aligned with institutional goals, graduate attributes and the broadening strategy; in this exercise, we will be guided by comparative data at national level. The engagement of faculty deans in the awards process will help to ensure that award-winners are representative of all disciplinary backgrounds. We will aim to participate actively in the national programme for teaching awards that is being introduced by the National Forum for the Enhancement of Teaching and Learning.
GRADING, ASSESSMENT AND FEEDBACKOver the lifetime of the Engaged Learning strategy, key innovations in grading and assessment to promote greater engagement across all disciplines will be initiated as part of the broadening strategy and will be supported by the CTL.
Review grading and assessment policies and procedures: To promote innovations in assessment, we will identify module grading and assessment mechanisms that can provide more varied and useful forms of feedback to students. In addition, clear frameworks to enhance comparability, fairness and consistency of grading and assessment will be articulated and implemented at faculty level.
Module evaluation: Central to the introduction of grading and assessment innovations will be the development of a simple, generalised and mandatory module evaluation system that focuses on module assessment as a whole.
Review of student surveys: The Quality Support Unit (QSU) surveys students to assess their level of satisfaction with programmes and services. The findings of the surveys are presented at institutional level and in individual reports for each programme and department. However, the current approach tends to be retrospective – students do not always see the changes they suggest when it matters to them. The system will be reviewed and updated to ensure that it engages fully with the findings of the Irish Student Survey of Engagement (ISSE). We will also ensure that students are made aware of the results of surveys before they graduate and that they are in a position to observe any actions taken on foot of their feedback.
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
23
maximising the retention and academic attainment of our students
TRANSITION AND RETENTION At the heart of Engaged Learning is the aspiration that each UL student will succeed. We are therefore committed to maximising the retention and academic attainment of our students and will allocate resources and adopt policies to this end. We will increase the range of technological supports that focus on student retention and attainment and will adopt an analytical, evidence-based approach to identifying the most effective strategies and supports for students.
Supporting transition and retention: In 2010, we introduced the First Seven Weeks programme to provide targeted support to first-year students. Coupled with a strong orientation programme, the First Seven Weeks programme was designed to facilitate the transition from second- to third-level education. Nevertheless, difficulties with early student performance and engagement are a global phenomenon in higher education and require additional strategic attention and focus. To further enhance the effects of the good measures already in place, we will undertake an analysis of the entire process of transition, retention and student engagement and adopt a series of new interventions as outlined below.
ENGAGED LEARNING
24
STR
EAM
2: E
NG
AG
EMEN
T F
OR
EX
CEL
LEN
CE
2.1 T
EAC
HIN
G, L
EARN
ING
AN
D L
EARN
ER S
UPP
ORT
S
Act
ivit
yA
ims
Out
com
esTa
rget
s
2.1.
1 Pr
elim
inar
y re
view
To
con
duct
an
exte
rnal
revi
ew o
f CT
L re
sour
ces
and
serv
ices
and
an
inte
rnal
au
dit o
f UL’
s le
arni
ng in
fras
truc
ture
(li
brar
y, cl
assr
oom
s, te
chno
logy
, etc
.)
An
inde
pend
ent r
evie
w o
f CT
L, it
s or
ient
atio
n, s
uppo
rtin
g ac
tiviti
es a
nd
reso
urce
s
Inst
itutio
n-w
ide
audi
t/re
port
of t
each
ing
and
lear
ning
spa
ce a
nd re
sour
ces
Revi
ew c
ompl
eted
by
sprin
g se
mes
ter
2014
/15
Aud
it co
mpl
eted
by
sprin
g se
mes
ter
2014
/15
2.1.
2:
Init
ial a
nd c
onti
nuin
g pr
ofes
sion
al
deve
lopm
ent (
CPD
)
To in
trod
uce
a m
anda
tory
pro
gram
me
for l
ectu
rers
and
pos
tgra
duat
e st
uden
ts
who
are
firs
t-tim
e te
ache
rs in
hig
her
educ
atio
n
To p
rovi
de fl
exib
le C
PD o
ppor
tuni
ties
to s
tren
gthe
n th
e te
achi
ng, l
earn
ing
and
scho
lars
hip
skill
s of
aca
dem
ic s
taff
To p
rom
ote
scho
lars
hip
arou
nd te
achi
ng
and
lear
ning
in h
ighe
r edu
catio
n
A s
hort
, flex
ibly
del
iver
ed a
ccre
dite
d pr
ogra
mm
e fo
r new
UL
teac
hing
sta
ff w
ho d
o no
t hol
d a
rele
vant
teac
hing
qu
alifi
catio
n
A d
raft
com
pete
ncy
fram
ewor
k to
re
cogn
ise
teac
hing
sta
ff co
mpe
tenc
ies
and
ongo
ing
deve
lopm
ent n
eeds
Ann
ual r
evie
w a
nd re
finem
ent o
f the
U
L Sp
ecia
list D
iplo
ma
in T
each
ing,
Le
arni
ng a
nd S
chol
arsh
ip
From
AY
201
6/17
onw
ards
, all
new
st
aff w
ith te
achi
ng re
spon
sibi
litie
s to
co
mpl
ete
intr
oduc
tory
-leve
l ped
agog
ical
tr
aini
ng in
adv
ance
of t
each
ing
at U
L
Incr
ease
d nu
mbe
r of t
each
ing
staff
with
ad
vanc
ed-le
vel p
edag
ogic
qua
lifica
tions
or
eng
aged
in h
ighl
y re
leva
nt C
PD
(incl
udin
g te
achi
ng a
nd le
arni
ng
rese
arch
) act
iviti
es
2.1.
3:
Eval
uati
on o
f tea
chin
gTo
con
tinue
to s
uppo
rt a
nd p
rom
ote
incr
easi
ng le
vels
of s
taff
enga
gem
ent
with
the
volu
ntar
y st
uden
t eva
luat
ion
of
teac
hing
(SET
) pro
cess
A c
ompr
ehen
sive
sys
tem
for i
dent
ifyin
g an
d de
finin
g pr
ofes
sion
al d
evel
opm
ent
need
s th
roug
h SE
T
Full
impl
emen
tatio
n of
revi
sed
SET
(e
nd A
Y 2
016/
17)
2.1.
4:
Endo
rsin
g ex
celle
nce
in
teac
hing
To re
view
and
dev
elop
UL’
s te
achi
ng
awar
ds s
yste
m w
ith a
vie
w to
st
rate
gica
lly a
ligni
ng it
mor
e cl
osel
y w
ith re
leva
nt re
gion
al a
nd n
atio
nal
syst
ems
New
rout
es to
reco
gnis
ing
and
awar
ding
ou
tsta
ndin
g te
achi
ng
Best
pra
ctic
e di
ssem
inat
ed th
roug
h an
aw
ard-
win
ners
’ for
um
Full
impl
emen
tatio
n of
the
new
aw
ards
sy
stem
(AY
201
6/17
)
25
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
STR
EAM
2: E
NG
AG
EMEN
T F
OR
EX
CEL
LEN
CE
2.2
GRA
DIN
G, A
SSES
SMEN
T A
ND
FEE
DBA
CK
Act
ivit
yA
ims
Out
com
esTa
rget
s
2.2.
1:
Revi
ew g
radi
ng a
nd
asse
ssm
ent p
olic
ies
an
d pr
oced
ures
To p
rom
ote
inno
vatio
ns in
ass
essm
ent
To re
view
mod
ule
asse
ssm
ent
mec
hani
sms
and
to p
rovi
de u
sefu
l fe
edba
ck to
stu
dent
s
Inno
vativ
e as
sess
men
t as
a br
oade
ning
m
echa
nism
An
inst
itutio
n-w
ide
appr
oach
to
asse
ssm
ent,
grad
ing
and
feed
back
that
is
cle
arly
com
mun
icat
ed to
sta
ff an
d st
uden
ts
Scop
ing
exer
cise
on
asse
ssm
ent
inno
vatio
n co
nduc
ted
by C
TL
by
2015
/16
Prod
uctio
n of
a U
L gr
adin
g, a
sses
smen
t an
d fe
edba
ck p
olic
y by
201
6/17
2.2.
2:
Mod
ule
eval
uati
on
To e
mbe
d a
sim
ple,
gen
eral
ised
and
m
anda
tory
mod
ule
eval
uatio
n sy
stem
th
at fo
cuse
s on
mod
ule
asse
ssm
ent
as
a w
hole
The
full
rollo
ut o
f the
mod
ule
satis
fact
ion
surv
ey (M
SS) s
uppo
rted
by
the
QSU
Pilo
t MSS
dur
ing
2014
/15
Fully
rolle
d ou
t MSS
by
2015
/16
2.2.
3:
Revi
ew s
tude
nt
surv
eys
To e
ngag
e fu
lly w
ith th
e fin
ding
s of
the
Iris
h St
uden
t Sur
vey
of E
ngag
emen
t (I
SSE)
and
resp
ond
appr
opria
tely
To e
valu
ate
the
impl
emen
tatio
n an
d re
spon
se fr
amew
ork
arou
nd U
L su
rvey
s
Inte
rven
tions
to re
spon
d ap
prop
riate
ly
to s
igni
fican
t find
ings
of t
he IS
SE
agai
nst n
atio
nal a
nd in
tern
atio
nal
benc
hmar
ks
New
sur
vey
proc
edur
es d
evel
oped
Fully
inte
grat
ed m
echa
nism
s an
d m
anag
emen
t sys
tem
s fo
r res
pond
ing
to
the
ISSE
and
UL
surv
eys
in p
lace
by
AY
16
/17
26
ENGAGED LEARNING
STR
EAM
2: E
NG
AG
EMEN
T F
OR
EX
CEL
LEN
CE
2.3
TRA
NSI
TIO
N A
ND
RET
ENTI
ON
Act
ivit
yA
ims
Out
com
esTa
rget
s
2.3.
1:
Supp
orti
ng tr
ansi
tion
To
sup
port
all
aspe
cts
of s
tude
nt
tran
sitio
n by
pro
mot
ing
full
enga
gem
ent
at th
e ve
ry in
itial
sta
ges
A c
oher
ent a
nd in
tegr
ated
sup
port
ive
fram
ewor
k ar
ound
all
aspe
cts
of th
e
first
-yea
r exp
erie
nce
Ded
icat
ed re
sour
ces/
inte
rven
tions
to
supp
ort t
rans
ition
s fr
om s
econ
d to
th
ird le
vel
A re
vise
d an
d en
hanc
ed F
irst S
even
W
eeks
pro
gram
me
(201
6/17
)
Fully
revi
sed
stud
ent a
dvis
or s
yste
m
(201
6)
Revi
sed
man
agem
ent s
truc
ture
for a
ll le
arne
r sup
port
uni
ts (2
015)
2.3.
2:
Enco
urag
ing
rete
ntio
nTo
targ
et in
itiat
ives
rela
ted
to p
asto
ral
supp
orts
and
aca
dem
ic p
ract
ice
in fi
rst
year
and
bey
ond
Impr
oved
use
of d
ata
anal
ytic
s to
su
ppor
t ret
entio
n ac
tiviti
esRe
vise
d st
uden
t adv
isor
sys
tem
(201
6)
and
lear
ner s
uppo
rt u
nit m
anag
emen
t st
ruct
ure
(201
5) (a
s ab
ove)
Rete
ntio
n offi
cer a
ppoi
nted
by
2015
Dat
a-dr
iven
indi
cato
rs o
f stu
dent
s at
ris
k de
velo
ped
(201
6)
27
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
ENGAGED LEARNING
28
29
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
bringing the world of work into the learning environment
Our pioneering focus on learning that is intrinsically linked to the world of work has placed us in a pre-eminent position in terms of employability: the UL Edge. Our traditional attention to employability is now matched by external policy shifts towards graduate work-readiness across the entire higher education sector. The Bologna Expert Colloquium, Leuven Communique, Expert Group for Future Skills Needs and HEA have all identified the need for meaningful partnerships between higher education and the world of employment: work placements, employer input into the curriculum and embedded employability modules have been widely cited as mechanisms to achieve these goals. While the objectives and actions outlined in streams 1 and 2 are key to improving the quality of our graduates, we will put in place specific employment-focused initiatives to ensure that UL graduates stand apart from others in terms of their confidence and work-readiness.
Bringing the world of work into the learning environment is a defining feature of the UL student experience. We understand that there is significant confluence between what academics value and what employers seek. A key to our success in employability is our commitment to building knowledge alliances between employers and the academic community and to maintaining our economic and social connectedness.
These close linkages have placed us in a position of considerable strength with respect to the work-readiness and employability of UL students and graduates. Tangible manifestations of the University’s employability strategy include:
— Responsiveness to employer feedback in programme provision
— Cooperative Education and practice placement— The careers and employability programme
During the lifetime of this strategy, the work of the Cooperative Education and Careers Division will become even more closely integrated with the academic units of UL. This will not only apply to undergraduate placements and graduate opportunities but also to further aligning programme content with employer needs; continuing to enhance and incorporate online accredited careers development training; articulating a UL employability statement; developing generic and transferable skills, careers advice and information; and strengthening formal employer links to academic leadership throughout the University.
STREAM 3ENGAGEMENT TOWARDS EMPLOYABILITY
30
ENGAGED LEARNING
EMPLOYER ENGAGEMENTThe two significant independent indicators of graduate employability are participation in work placement and employer input into programme design and review. Our commitment to being connected reflects the importance of the higher education sector to sustainable economic growth. Key activities, including research, CPD, student recruitment and course development, require broad partnership with employers in order to be successful and connected. Extensive links with industry and business provide an effective conduit for exchange around current and future graduate labour market requirements and accordant programme design. Under this employability theme, the University reaffirms its long-standing commitment to responding to labour market intelligence in terms of programme review and development. Employer input and targeted employer/academic skills colloquia, together with the embedding of clearly defined employability-related learning outcomes as part of the programme review process, will be central to the way we design and review our programmes. The newly established CPE unit will focus on the development of programmes that will attract increasing numbers of non-traditional work-based learners/professionals as well as those who are out of work and wish to retrain or upskill in order to re-engage with the labour market.
COOPERATIVE EDUCATIONWe believe that academia and work provide complementary modes of learning. Our Cooperative Education programme testifies to our commitment to employer-engaged scholarship as a valid form of pedagogy. The Cooperative Education placement exposes students to the world of work and its differing environments, demands and expectations and allows students to see the connections between acquired subject knowledge, associated skills and their wider applications. This planned, accredited, work-based learning, which commences in first year with a comprehensive preparatory programme, allows students to engage with employability and the world of work. As part of the process of reflecting on employability skills, students are required to self-assess key transferable skills (such as IT literacy, problem-solving and organisational awareness) prior to and following their placement. This allows the students to measure their skills development and focus on this learning as a formal element of their placement. This dual learning model facilities a smoother transition from learning to work, the evidence for which is our consistently high graduate employment rate, currently trending well above the national average for the university sector.
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
31
CAREERS AND EMPLOYABILITY The need for students to develop employability skills as a formal component of their learning experience has long been recognised; the University delivers a range of academically accredited career development modules to undergraduate and postgraduate cohorts. Our careers and employability programme helps students to develop skills and knowledge that will make them more likely to be successful in their chosen occupations for the benefit of themselves, the workforce, the community and the economy. The programme is predicated on engaging with students from the first year of their academic programme and aims to give them a noticeable
advantage when making informed career choices, accessing the graduate employment market and becoming employees of choice. We seek to support students in gaining an understanding of the world of work and competence-based reflective learning and to showcase their experiences and employability skills to employers. Relevant activities include individual consultations, universal events and targeted sessions, including a programme that is co-delivered with employers.
a noticeable advantage when making informed career choices
32
ENGAGED LEARNING
STR
EAM
3: E
NG
AG
EMEN
T T
OW
AR
DS
EMPL
OYA
BIL
ITY
3.1 E
MPL
OYE
R EN
GA
GEM
ENT
Act
ivit
yA
ims
Out
com
esTa
rget
s
3.1.
1:
Empl
oyer
inpu
t to
pro
gram
me
desi
gn
To a
lign
unde
rgra
duat
e pr
ogra
mm
e co
nten
t mor
e cl
osel
y w
ith e
mpl
oyer
ne
eds
To m
axim
ise
empl
oyab
ility
lear
ning
an
d st
imul
ate
entr
epre
neur
ship
on
appr
opria
te p
rogr
amm
es
Stru
ctur
ed e
mpl
oyer
eng
agem
ent
cent
ral t
o U
L pr
ogra
mm
e de
sign
and
re
view
pro
cess
(Str
eam
1)
Expl
icit
empl
oyab
ility
-rela
ted
lear
ning
ou
tcom
es o
n al
l pro
gram
mes
A re
gion
al e
mpl
oyab
ility
foru
m to
in
clud
e em
ploy
ers,
stat
e de
velo
pmen
t ag
enci
es a
nd p
olic
y bo
dies
to in
form
U
L’s
teac
hing
, lea
rnin
g an
d re
sear
ch
mis
sion
New
pol
icy
in re
latio
n to
wor
k-ba
sed
doct
oral
pro
gram
me
deve
lopm
ent a
nd
co-s
uper
visi
on a
rran
gem
ents
All
prog
ram
mes
to h
ave
expl
icit
empl
oyab
ility
-rela
ted
outc
omes
(e
mbe
dded
with
in th
e 5-
year
cyc
lical
pr
ogra
mm
e re
view
pro
cess
in 2
014/
15)
Empl
oyer
foru
m e
stab
lishe
d by
Se
ptem
ber 2
015
Form
al in
dust
ry/a
cade
mic
rese
arch
po
licy
adop
ted
by 2
016
3.1.
2:
Empl
oyer
feed
back
To d
esig
n a
bien
nial
em
ploy
er s
urve
y on
the
wor
k re
adin
ess
of g
radu
ates
and
th
eir a
bilit
y to
con
tinue
to le
arn
(sub
ject
to
fund
ing)
Feed
back
from
em
ploy
ers
rega
rdin
g U
L gr
adua
te p
repa
redn
ess
Bien
nial
sur
vey
of e
mpl
oyer
s
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
33
STR
EAM
3: E
NG
AG
EMEN
T T
OW
AR
DS
EMPL
OYA
BIL
ITY
3.2
CO
OPE
RATI
VE
EDU
CAT
ION
Act
ivit
yA
ims
Out
com
esTa
rget
s
3.2.
1:
Coo
pera
tive
Ed
ucat
ion
prog
ram
me
deve
lopm
ent
To re
info
rce
UL’
s co
mm
itmen
t to
the
role
of C
oope
rativ
e Ed
ucat
ion
(“C
o-op
”)
as a
n in
trin
sic
and
dist
inct
ive
part
of
the
stud
ent e
xper
ienc
e an
d to
mai
ntai
n U
L’s
lead
ing
posi
tion
natio
nally
and
in
tern
atio
nally
To e
xpan
d th
e in
tern
atio
nal p
lace
men
t pr
ogra
mm
e
Effec
tive
plac
emen
t pro
gram
me
with
st
rong
bal
ance
acr
oss
disc
iplin
e,
indu
stry
sec
tor a
nd g
eogr
aphi
c lo
catio
n (n
atio
nal a
nd in
tern
atio
nal)
1,600
+ pla
cem
ents
ann
ually
(201
4–18
)
Plac
emen
t rat
e of
90%
+ (20
14–1
8)
Empl
oyer
inpu
t int
o al
l Co-
op
prep
arat
ory
prog
ram
mes
in b
oth
deliv
ery
and
cont
ent
20%
of a
ll C
o-op
pla
cem
ents
to b
e in
tern
atio
nal (
2014
–18)
3.2.
2:
Enab
ling
grea
ter
acce
ss to
wor
k-ba
sed
lear
ning
, ret
rain
ing
an
d up
skill
ing
To d
rive
the
deve
lopm
ent o
f UL’
s pa
rt-
time,
ble
nded
, dis
tanc
e, e
-lear
ning
and
ot
her C
PE o
fferin
gs ta
ilore
d to
indu
stry
ne
eds
and
deliv
ered
flex
ibly
for w
ork-
base
d le
arni
ng, r
etra
inin
g an
d up
skill
ing
Exis
ting
and
new
pro
gram
mes
de
velo
ped
and
adop
ted
for m
ulti-
mod
al
deliv
ery
(full-
time,
par
t-tim
e, d
ista
nce,
fle
xibl
e, b
lend
ed a
nd C
PE m
odes
) to
attr
act m
ore
wor
k-ba
sed/
in-c
ompa
ny/
prof
essi
onal
lear
ners
Ann
ual r
etra
inin
g an
d up
skill
ing
prog
ram
mes
des
igne
d an
d de
liver
ed
(Spr
ingb
oard
/IC
T U
pski
lling
)
CPE
bus
ines
s pl
an a
dopt
ed a
nd
oper
atio
nal (
2014
)
A s
uite
of n
ew o
fferin
gs a
vaila
ble
from
ne
wly
est
ablis
hed
UL
CPE
Uni
t (20
15
onw
ards
)
Incr
ease
d pe
rcen
tage
of fl
exib
le le
arne
rs
(par
t-tim
e, d
ista
nce,
e-le
arni
ng) a
s a
prop
ortio
n of
ove
rall
stud
ent p
opul
atio
n (1
7% o
f tot
al s
tude
nt p
opul
atio
n by
201
6)
34
ENGAGED LEARNING
STR
EAM
3: E
NG
AG
EMEN
T T
OW
AR
DS
EMPL
OYA
BIL
ITY
3.3
CA
REER
S A
ND
EM
PLO
YABI
LITY
Act
ivit
yA
ims
Out
com
esTa
rget
s
3.3.
1:
Car
eers
and
em
ploy
abili
ty
prog
ram
me
deve
lopm
ent
To m
aint
ain
UL’
s le
adin
g po
sitio
n as
th
e to
p Ir
ish
univ
ersi
ty fo
r gra
duat
e em
ploy
men
t
To d
evel
op, w
ith e
mpl
oyer
s, a
rang
e of
targ
eted
em
ploy
abili
ty (a
ccre
dite
d an
d no
n-ac
cred
ited)
pro
gram
mes
for
unde
rgra
duat
es a
nd p
ostg
radu
ates
To a
ddre
ss, w
ith e
mpl
oyer
s, th
e ge
neric
sk
ills
requ
ired
for e
ffect
ive
enga
gem
ent
in s
ocie
ty a
nd th
e w
orkp
lace
on
unde
rgra
duat
e an
d po
stgr
adua
te
prog
ram
mes
To in
itiat
e a
Prof
essi
onal
Dev
elop
men
t m
odul
e fo
r pos
tgra
duat
e st
uden
ts, c
o-le
d w
ith e
mpl
oyer
s
Targ
eted
em
ploy
abili
ty p
rogr
amm
es,
whi
ch w
ill in
clud
e to
pics
suc
h as
pr
ofes
sion
al d
evel
opm
ent;
build
ing
a ca
reer
por
tfolio
; ide
ntify
ing
skill
s ne
eds,
inte
rest
s an
d pr
efer
ence
s; sk
ills
and
com
pete
nces
for t
he w
orld
of w
ork;
de
velo
pmen
t of e
-por
tfolio
s an
d C
Vs;
and
plan
ning
for u
nder
grad
uate
and
po
stgr
adua
te s
tudy
Furt
her r
efine
and
em
bed
the
Car
eer
Dev
elop
men
t mod
ule
for r
esea
rch
stud
ents
into
the
stru
ctur
ed P
hD m
odel
Car
eer D
evel
opm
ent p
rogr
amm
e fo
r Sp
ringb
oard
stu
dent
s
Com
puls
ory
empl
oyab
ility
ski
lls s
elf-
asse
ssm
ent a
nd re
flect
ion
for a
ll C
o-op
st
uden
ts
Acc
redi
ted
prep
arat
ory
elem
ent o
f the
C
oope
rativ
e Ed
ucat
ion
prog
ram
me
Incr
ease
d pa
rtic
ipat
ion
in a
ccre
dite
d an
d no
n-ac
cred
ited
empl
oyab
ility
pr
ogra
mm
es b
y un
derg
radu
ate
and
post
grad
uate
stu
dent
s
Gra
duat
e em
ploy
men
t lev
els
at le
ast 1
2%
abov
e th
e na
tiona
l ave
rage
for u
nive
rsity
se
ctor
(ann
ually
mea
sure
d fr
om 2
014–
18)
Expa
nsio
n of
the
num
ber o
f po
stgr
adua
te s
tude
nts
unde
rtak
ing
accr
edite
d em
ploy
abili
ty m
odul
es
Gen
eric
ski
lls p
erso
nal d
evel
opm
ent
plan
pro
vide
d fo
r all
rese
arch
po
stgr
adua
te s
tude
nts
(AY
201
5/16
)
Shar
ing
of C
o-op
ski
lls-d
evel
opm
ent
data
with
facu
lties
and
dep
artm
ents
(AY
20
16/1
7)
Acc
redi
tatio
n fo
r Coo
pera
tive
Educ
atio
n pr
epar
ator
y pr
ogra
mm
e
(AY
201
7/18
)
3.3.
2:
UL
empl
oyab
ility
st
atem
ent
To o
utlin
e U
L’s
dist
inct
ive
appr
oach
to
empl
oyab
ility
, refl
ectin
g a
com
mitm
ent
to a
chie
ving
max
imum
kno
wle
dge
exch
ange
from
the
clas
sroo
m to
the
wor
kpla
ce
Com
plet
ed U
L em
ploy
abili
ty s
tate
men
t ou
tlini
ng th
e su
ppor
ts p
rovi
ded
to
deve
lop
stud
ents
’ em
ploy
abili
ty s
kills
an
d as
sist
thei
r tra
nsiti
on in
to fu
ture
ca
reer
s
UL
empl
oyab
ility
sta
tem
ent a
dopt
ed b
y Ja
nuar
y 20
15
TEACHING, LEARNING AND ASSESSMENT STRATEGY 2014-18
35
36
ENGAGED LEARNING
REFERENCES
i The Higher Education Academy (2010) Student Engagement Literature Review https://www.heacademy.ac.uk/sites/default/files/StudentEngagementLiteratureReview_1.pdf (accessed 23 August 2014)
ii Gallup/Purdue University (2014) Great Jobs, Great Lives: The 2014 Gallup-Purdue Index Report. West Lafayette, IN: Purdue University.
iii Kuh, G.D., Kinzie, J., Buckley, J.A., Bridges, B.K. and Hayek, J.C. (2007) Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations. ASHE Higher Education Report, Vol 32, No 5. San Francisco: Jossey-Bass.
iv HEFCE (2008) Tender for a Study into Student Engagement. Bristol: Higher Education Funding Council for England.
v University of Limerick (2011) Pioneering & Connected: Strategic Plan 2011–2015, http://www2.ul.ie/pdf/897822806.pdf (accessed 23 August 2014)
vi University of Limerick (2012) Our Graduate Attributes, http://www3.ul.ie/ctl/sites/default/files/GraduateAttributes_03July2012%20(3).pdf (accessed 23 August 2014)
vii Department of Education & Skills (2011) National Strategy for Higher Education to 2030 http://www.hea.ie/sites/default/files/national_strategy_for_higher_education_2030.pdf (accessed 23 August 2014)
viii Higher Education Authority (2013) Report to the Minister for Education and Skills on system reconfiguration, inter-institutional collaboration and system governance in Irish higher education, http://www.education.ie/en/Publications/Policy-Reports/HEA-Report-to-the-Minister-for-Education-and-Skills-on-Irish-higher-education.pdf (accessed 23 August 2014)
ix Supporting a Better Transition from Second Level to Higher Education: Key Directions and Next Steps (2013) http://transition.ie/files/kdns.pdf (accessed 23 August 2014)
x Ibid. Page 11
xi National Strategy for Higher Education to 2030; Page 11
xii ENQA (2009) Standards and Guidelines for Quality Assurance in the European Higher Education Area, http://www.enqa.eu/wp-content/uploads/2013/06/ESG_3edition-2.pdf (accessed 23 August 2014)
ul.ie
Ollscoil Luimnigh, Luimneach, ÉireUniversity of Limerick, Limerick, Ireland
Guthán/Telephone: +353 61 202700Facs/Facsimile: +353 61 330 316
desi
gned
@ c
oppe
rree
d.co
m
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