ORCID Profile
0000-0002-7215-2949
Current Organisations
University College Cork
,
Karolinska Institutet
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Publisher: American Physiological Society
Date: 03-2013
Abstract: The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and in idual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 15-03-2020
DOI: 10.20343/TEACHLEARNINQU.8.1.4
Abstract: The International Society for the Scholarship of Teaching and Learning (ISSOTL) annual conference presents an exciting opportunity to meet with international colleagues from erse backgrounds and situations to commune on our common interest in the Scholarship of Teaching and Learning (SoTL). As with every ISSOTL conference, the enthusiasm for SoTL was palpable in Los Angeles in 2016. Rich discussions took place, networks were formed, and promises to keep in touch were made. Unfortunately, previous conference experiences have taught us that these good intentions often fall short once the conference bubble has burst and the reality of daily life sets in once more. In an attempt to circumvent this phenomenon, we—seven colleagues from three different countries—embarked on a research project that enabled us to maintain the relationships and fruitful discussions we had initiated at ISSOTL16. We established Small, Significant Online Network Group, or SSONG, inspired by a conference workshop on small significant networks. As a group, we met regularly online using Adobe Connect© and engaged in significant conversations around SoTL that were private, trustful, and intellectually intriguing. This article reflects our experiences in establishing and maintaining the group. We discuss how the group was formed its alignment with the concept of small, significant networks and the benefits and challenges we encountered. Four key principles of the group that have emerged will also be discussed in detail, enabling readers to consider how they could adapt the concept for their own purposes.
Publisher: Irish Learning Technology Association (ILTA)
Date: 14-01-2021
Abstract: With the increasing ubiquity of web-based tools to facilitate learning and teaching, educators across universities worldwide are now required to prepare and deliver online programs. This requirement may be part of, or in addition to their face-to-face delivery workloads, or as part of migrating programs to be delivered ‘purely online’. In moving towards these new approaches to teaching and learning, there are a number of competing and significant challenges facing staff: There is no one universal definition of online learning Existing workload models represent traditional forms of content delivery Prestige of research over teaching still largely exists across the sector (Bradwell, 2009 Keengwe & Kidd, 2010 HEA, 2014 OECD, 2005 O’Connor, 2009 Woodley, Funk & Curran, 2013). With digital skill-building very much on the Irish national agenda for higher education (National Forum, 2015), institutions are now facing important decisions around how best to support staff and foster cultural change towards new technologically-enhanced learning paradigms. This position paper draws on research undertaken at local, national and international levels and is focussed around providing an underpinning for the following: a) Working definitions of what constitutes various forms of online delivery b) Policy documentation around workload models c) Recommendations for future directions. This paper aims to provide a reference point for academics, sessional staff and heads of school regarding current best practice and recommendations for online teaching and learning in higher education.
Publisher: University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education
Date: 2019
DOI: 10.33178/LC2019.10
Abstract: Food science is the comprehensive study of food and beverages or more specifically the application of the scientific disciplines of the physical, biological, and chemical as well as engineering, microbiology and nutrition to the study of food and beverages to improve the sensory properties, safety, nutrition, functionality, sustainability and availability. UCC attracts erse cross-cultural groups of students to degree programmes in Ireland annually including 3000 international students from over 100 countries (UCC, 2018). However, anecdotally, students were underperforming (grades lower than Irish students) for some of their formative assessments due to a lack of familiarity with the Irish teaching system. For this reason, it was decided to investigate, from first principals, the experiences of these Chinese students both from their Chinese and Irish experiential perspectives in order to determine areas that could be optimised to improve their integration and promote their holistic learning experiences. The action research findings of this present study will thus be used to optimise a new bespoke degree programme, specifically catered for Chinese students, that commenced in UCC in September 2017.
Publisher: Wiley
Date: 16-07-2020
DOI: 10.1002/ASE.1992
Publisher: International Society for the Scholarship of Teaching and Learning
Date: 16-01-2023
DOI: 10.20343/TEACHLEARNINQU.11.2
Abstract: This article makes a case for SoTL practitioners to engage in what we term a pedagogy of slow. Here, “slow” connotes with waiting and patience. It takes time to learn and acquire the skills that a SoTL scholar needs. “Doing SoTL” we therefore argue, requires a pedagogy that takes time and sees time as an ally instead of as an opponent. In what the university has become, there seems little room for a pedagogy of slow that both offers and allows for time. In this article we present a case for considering engagement with the visual arts as part of a pedagogy of slow and the development of SoTL. By making the familiar strange, we acknowledge the implications of visual thinking strategies for social engagement by highlighting teaching and learning as relational. Working with colleagues in the context of continuing professional development, we collected data via focus groups and written reflections within physical and virtual gallery spaces to glean insight into participant experiences of slow looking as the antithesis to fast-paced and pressurised environments. We highlight how learning to become a SoTL scholar is an iterative process that requires time and generates what we term “productive friction.” This is the iterative process which creates dislocation and uncertainty within participants, but which also has the capacity to nudge towards a transformation of the professional self.
Publisher: American Society for Clinical Investigation
Date: 07-2021
DOI: 10.1172/JCI144201
Publisher: Scientific Research Publishing, Inc.
Date: 2018
Publisher: Elsevier BV
Date: 06-2021
No related grants have been discovered for Briony Supple.