Seminar Series

Michael Seery, University of Bristol

Abstract

Over the last decade, a substantial amount of research on learning in the laboratory has been conducted, and we can a lot of insight into what kinds of approaches foster learning in laboratory settings.* Furthermore, it is increasingly common to consider laboratory curriculum design from a programmatic perspective, and discourse about laboratory education has flourished, moving on from a dichotomy of “recipe or not” to a more holistic consideration of student learning over the course of their studies. A key prompt for faculty is to consider what it is they want the laboratory curriculum to achieve, and why the laboratory is a unique place for those goals. In this talk I share some highlights from the literature of the last decade and what we can learn from it, some case studies from practice, as well as some prompts to consider for laboratory curriculum design.

* Seery, M. K., Agustian, H. Y., Christiansen, F. V., Gammelgaard, B., & Malm, R. H. (2024). 10 Guiding principles for learning in the laboratory. Chemistry Education Research and Practice, 25(2), 383-402.

On the essay in a time of GenAI

Thomas Corbin, Deakin University, Australia Online only

Advancing Teaching through inquiry seminar-research snapshots

Dr Clíona Murray, School of Education, University of Galway, Dr Rachel Cahalane, School of Engineering, University of Limerick, Dr Éamon O’Cofaigh, School of Languages, Literatures & Cultures, University of Galway

This one-hour online seminar brings together three educators who will share insights from their recent enquiry projects in higher education. Each speaker will present a brief, practice-focused overview of their research topic, highlighting key findings and implications for teaching and learning. 

Following the presentations, attendees will have the opportunity to engage in a facilitated Q&A, where speakers will offer their advice on getting started with researching one’s teaching practice, navigating challenges, and applying evidence-based approaches in their own teaching context. 

Student Support Showcase

University of Galway

AI – Promising Climate Hero or Likely Climate Villain?

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Exploring Decolonising Pedagogies and Assessment Strategies  

Tanja Kovacic, University of Galway

Inclusive learning in the context of US and teaching large STEM classes

Kelly Hogan Viji Sathy Online only