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UTL40280

Academic Year 2026/2027

Contemporary Matters in HE (UTL40280)

Subject:
University Teaching & Learning
College:
Academic Affairs
School:
Teaching & Learning
Level:
4 (Masters)
Credits:
7.5
Module Coordinator:
Mr David Jennings
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

This module aims to offer a series of opportunities with which to explore contemporary matters in teaching and learning in Higher Education, reviewing both the current research literature and dealing with ‘of the moment’ issues.

This module will present a wide range of challenges and opportunities, which may include, but not limited to contextual influences, international competition vs collaboration in teaching and learning, emerging technology, interdisciplinarity, sustainability, technological integration of AI, student expectations and faculty development, diversity and inclusion etc.

About this Module

Learning Outcomes:

Having successfully completed this module, students will be able to:

Explore and discuss current issues, policies and strategic developments relating to teaching and learning in higher education

Identify, critique and address issues involved in teaching and learning practice

Demonstrate critical awareness of the literature around contemporary issues in higher education teaching and learning

Evaluate the relevance of case studies/literature to one’s own teaching and learning practice

Indicative Module Content:

The module provides a platform to identify and appraise matters that impact Higher Education, which in turn affects the academic community of faculty and learners. It shall introduce national and international perspectives, investigate innovative practice and explore how others are adapting to change and disruption.

This module aims to support a dialogue with the research literature and develop and engender a community of inquiry, that shall enhance and develop an individual’s own professional values and strengthen their outlook for the future.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Competent

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Competent

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Seminar (or Webinar)

15
Specified Learning Activities

60
Autonomous Student Learning

90
Online Learning

15
Total

180

Approaches to Teaching and Learning:
Teaching and Learning Strategy

The module is designed around a series of scaffolded seminars where participants will engage in discussion, debate, analysis and reflection. Using the principles of action research to engage in collaborative inquiry, supported by dialogic conversation, which shall facilitate an in-depth exploration of key issues in Higher Education.

Each session shall be proceeded by a series of readings, resources and/or videos to review and appraise.

Asynchronous online activities will be available to support one’s deliberations; such as discussion threads, reflections, group annotations etc.

The expectation is that all participants will undertake the online activities in advance of each seminar and to actively engage in all the session discussions.

Participants will be invited to identify potential themes they may wish to address and/or explore, to contribute to and lead seminar discussions on key emergent themes and matters arising.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): An annotated bibliography
Individuals must create and submit an annotated bibliography of the literature and resources they have used throughout the module.
 Week 4, Week 5 Pass/Fail Grade Scale Yes
35
 Yes
Participation in Learning Activities: Participation in dialogic inquiry
Individuals will demonstrate an ability to lead, contribute to and engage with peers, in so doing they must devise at least one inquiry .
 Week 9, Week 10 Pass/Fail Grade Scale Yes
30
 Yes
Assignment(Including Essay): A reflective statement
Individuals must illustrate how the module has deepened their understanding of issues and topics, and where relevant how it may impact practice

 Week 12 Pass/Fail Grade Scale Yes
35
 Yes

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

The module design offers a series of formative assessment opportunities in advance of each assessed submission. These will support and enhance ones’ preparation. These [may] include: Online discussion threads: - Identifying potential themes to explore Group Annotations - Of the literature and resources Group Work - Mapping dialogic inquiries Reflective journaling - Individual insights on the themes, process and future impact

Name Role
Dr John Egan Lecturer / Co-Lecturer
Dr Sheena Hyland Lecturer / Co-Lecturer
Dr Leigh Wolf Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: Odd Weeks Fri 10:00 - 12:50
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