Teaching & Learning
Sectoral teaching and learning issues and initiatives fall primarily within the remit of the IUA Registrars' Group. However, wider representative groups are formed from time to time to address specific issues as appropriate.
Responsibility for university sector engagement with and action on the Bologna Process, the National Framework for Qualifications and NQAI procedures for Access, Progression and Transfer rests with the Registrars' Group.
Use this link to access our booklet "The Universities and the National Framework of Qualifications"
IUA Registrars' Group:
Professor Paul McCutcheon, UL (Chair)
Professor Patrick Prendergast, TCD
Dr. Philip Nolan, UCD
Professor Paul Giller, UCC
Professor Jim Ward, NUIG
Dr. David Redmond, NUIM
Professor Anne Scott, DCU
Dr. Attracta Halpin, NUI
Mr. Lewis Purser, IUA
NAIRTL
The IUA support NAIRTL which stands for National Academy for Integration of Research & Teaching & Learning. It is a SIF funded collaborative project between University College Cork (lead partner), Cork Institute of Technology, National University of Ireland Galway, Trinity College Dublin and Waterford Institute of Technology.
The National Academy works with Irish higher education institutions to develop and implement policy and practices aimed at enhancing the student learning experience at both undergraduate and graduate level. The Academy supports institutions through investigation and dissemination of national and international examples and models of good practice.
Visit the website for more information using this link: http://www.nairtl.ie/
Student Feedback
The IUA recognise the value of student feedback and its importance for universities development and enhancement for the future. Student feedback and evaluation of provision is an essential part of the quality assurance process. It is a crucial factor in ensuring and maintaining student satisfaction.
A student feedback system is currently in place under the SIF (Strategic Innovation Fund) project.
For more information click the following link: http://www.iua.ie/iua-activities/studentfeedback.html
Centres for Teaching & Learning
All Universities have centres for the development of Teaching and Learning. These centres have been created as a way to continually improve the quality of teaching and learning within the universities and beyond. Links to these structures are as follows:
NUIG Centre for Excellence in Learning and Teaching (CELT)
NUIM Quality Promotion Office: Teaching and Learning
TCD Centre for Academic Practice and Student Learning (CAPSL)
UCC Academic Support: Teaching and Learning
UCD Centre for Teaching and Learning
UL Centre for Teaching and Learning
Recognition of Prior Learning
The Recognition of prior learning (RPL) is a process that permits students to gain admission to a programme of study or to acquire exemptions from certain aspects of a programme, based on demonstrated learning achieved prior to admission.
In June 2005, the NQAI adopted, in consultation with the universities, the Awards Councils and other providers, a set of principles and operational guidelines regarding the recognition of prior learning.
Accreditation of prior learning (APL) and accreditation of prior experiential learning (APEL) are important for mature students in particular. Most universities, formally or informally, use some form of APEL. For example in provision for matriculation on grounds of mature years recognises life experiences in addition to academic achievements.
All of the institutions support recognition of prior learning. Further information can be accessed through the individual websites.
Learning Outcomes
For RPL the learning outcomes refers to learner’s knowledge, understanding, skills and/or competences – what the learner knows and can do to the required standard as a result to prior learning.
Learning outcomes focus on what the student has accomplished as opposed to concentrating solely on the content of what has been taught.
One of the main advantages to learning outcomes, it that the goals for student learning are constructively aligned with both the methods used for teaching and supporting learning and the assessment on the programme.
