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Going forward the TLU plans to take an Enhancement Themes approach to organising our programme of activities for a given academic year. This will involve the TLU, as a team, identifying and agreeing a specific area worthy of enhancement/development, known as a Theme, for the year ahead informed by both CIT’s academic strategy and by national and international strategy, policy and practice. Our ultimate goal is to improve the teaching and learning experience for both staff and students so using the identified theme as our focus we hope to encourage faculties, schools, departments, staff and students to work together to develop new ideas and models for innovative ways to enhance the learning experience of students through sharing and learning from best practice locally, nationally and internationally.


Enhancement Theme 2020/21 – Assessment & Feedback

The Enhancement Theme for the current academic year will centre on Assessment & Feedback. Given our current reality as a result of COVID-19, there has been, and there will continue to be, a strong focus on assessment and feedback and how these can be best harnessed to improve student learning and engagement while at the same time helping us as educators ascertain student understanding, demonstrate student achievement of specific learning outcomes and maintain necessary quality standards.

Therefore, we would like to draw your attention to the upcoming Thinking about Assessment Seminar Series which will run online from 15th October-20th November 2020. This seminar series has been specially developed to stimulate conversation, debate and thinking around assessment, feedback and academic integrity.

The schedule is as follows:

Date & Time



15th October 2020,

13:00 -14:00

Alternative and Authentic Assessment Strategies

Presented By:

  • Dr Eileen O’Leary, Physical Sciences & TLU
  • Prof Jim O’Mahony, Biological Sciences & TLU

Seminar Description

In this seminar we will look at alternative assessment strategies and incorporate the idea of authentic assessment. We will examine how we can vary our approach to assessment to engage students and ensure individual students are doing the work. We will share examples on how we adapted face to face exams to the distance learning environment and also look to see what others in the field suggest. We will leave time for discussion and questions to help you consider how you can alter your assessment, give consideration to academic integrity and provide opportunities for students to choose learning over cheating.

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View Slide Deck

19th – 23rd

October 2020

National Academic Integrity Week 2020

This is Ireland’s inaugural National Academic Integrity Week which aims to share guidance and best practice in upholding and cultivating academic integrity, including issues arising from academic misconduct and cheating, showcasing the voices of teaching and learning practitioners, as well as those of students themselves.


Quality and Qualifications Ireland (QQI)

QQI in collaboration with the National Academic Integrity Network (NAIN) have organised a programme of 14 online events which features events organised by the European Network for Academic Integrity (ENAI) and the International Center for Academic Integrity (ICAI) as part of International Day against Contract Cheating, in which Ireland is taking part for the first time and includes webinars organised and hosted by a variety of Irish higher education institutions and agencies.


Internal CIT Events

In addition, CIT Library will host its own in-house series of seminars for undergraduate students, the details are as follows:


Date: Wednesday, 21st October 2020, 13:00

Title: An Introduction to the Harvard referencing style for undergraduate students

Presented By: Finbarr O’Donovan, CIT Library

Webinar Description:

The Harvard citation style is one of many referencing styles available however it is the preferred referencing style for many academic departments within CIT. The Harvard style of referencing is widely used in all of the following disciplines, Health Sciences, Chemistry & Biochemistry, Biology, Linguistics, Social Studies, Arts& Humanities, Environmental Studies, Business Studies and Economics. This webinar will introduce undergraduate students to this particular referencing style and the fundamentals of referencing.

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Date: Thursday, 22nd October 2020, 13:00

Title: Understanding & being aware of plagiarism in college - a guide for undergraduate students

Presented By: Michael Costello, CIT Deputy Librarian

Webinar Description:

This webinar will introduce undergraduate students to the concept of plagiarism. Issues that will be addressed during the course of the webinar include:

  • Understand what plagiarism is.
  • Understand the importance of academic honesty.
  • Learning how to avoid plagiarizing.
  • Understanding how plagiarism is detected.
  • Being aware of the penalties for plagiarizing

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Useful Resources

In addition, TLU has hosted a number of seminars on the topic of academic integrity, the following provides links to resources from these seminars that might prove useful:


30th October2020,


Plagiarism and Collusion – Myth or Reality? Assessment for Future Needs:

A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Presented By:

  • Associate Professor Phillip Dawson, Associate Director, Centre for Research in Assessment and Digital Learning (CRADLE)

Seminar Description:

This seminar will explore concerns around academic integrity in Higher Education and how assessment redesign can eliminate many of these concerns.


The seminar will be divided into two elements. The first session aims to explore why, how and when students cheat in Higher Education. It will open up discussion and debate on academic integrity, plagiarism, collusion and contract cheating and the role we play in it as educators.

The second part of the seminar will focus on re-thinking how we assess and redesigning assessment approaches. The presenter will discuss strategies that include encouraging students to see assessment, both, as an opportunity to learn and an opportunity to demonstrate their excellence and skills. Redesigning and rethinking the tasks we ask our students to complete in order to demonstrate attainment of the desired life-long skills in tandem with module and programme learning outcomes can effectively eliminate both the desire and the opportunity to ‘cheat’.

Across the two sessions participants will be asked to self-reflect, to consider their values and establish why they assess as they do. Traditions and assumptions will be challenged & participants will be supported in the redesigning of assessment approaches.

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6th November 2020,


Redesigning Assessment and Developing Staff and Student Feedback Literacy:

A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Presented By:

  • Dr Naomi Winstone, Director of the Surrey Institute of Education, University of Surrey
  • Prof David Carless, Professor of Educational Assessment, Faculty of Education, University of Hong Kong

Seminar Description

This seminar will focus on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It will draw on student and staff expertise across two main strands.

Strand 1 will take a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis will be placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes?

Strand 2 will look at disentangling assessment and feedback and will explore the various forms of feedback used in assessment and in the absence of assessment. Assessment design will be highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase. Student Interns will share their insights on assessment and feedback including instances where students are prompted to act on feedback and occasions where they are likely to ignore feedback.

This practical and action-orientated seminar will incorporate synchronous and asynchronous elements including:

  1. Prior Preparation: reflection on recent feedback experiences and perceived benefits/action by students,
  2. In session group activity: identify individual and shared concerns and, using the session content as trigger material, to stimulate ‘new’ solutions to identify changes to feedback strategies and, enablers of change
  3. Self-reflection: time points across the seminar to consider feedback in relation to participants’ own practice and how these approaches can be improved.

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12th November 2020


Working on Reflection - Supporting Students to Reflect on Work Placement

A Seminar Funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Presented By:

  • Dr Jenny Moon, Visiting Fellow, Centre for Excellence in Media Practice, Bournemouth University

Seminar Description

Reflective practice is a key skill in many professions including education. but is particularly relevant to students in the context of work placement. We as educators expect students embarking on work placement to have, at some point in their studies, developed sufficient reflection skills to enable them effectively capture their learning from the placement experience. However, this is not always the case as students often receive little explicit instruction, practice or guidance about how to reflect.

In this seminar participants will be guided through the process of reflection and engage in reflective practices. There will be opportunities for discussion in breakout rooms. Discussions will cover how other colleagues are engaging students on reflection in placement settings. Expect to be busy at this workshop with reading, discussion, shared practice and maybe even some drawing.

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20th November 2020,


Digesting New Ideas around Assessment, Academic Integrity and Feedback

Facilitated By:

  • The TLU Team

Session Description

Join the TLU Team for a virtual coffee and digestive where we will reflect on, discuss and contextualise the key learnings from this seminar series and consider the broader implications for our own practice.

The TLU is keen to help you, as individuals and/or groups, take these learnings and translate them so that they are relevant to your own area and discipline. It is imperative that we understand your questions and concerns as these will inform the development of future seminar series.

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