National Forum for the Enhancement of Teaching and Learning in
Higher Education
National Seminar Series 2014
Title: Learn to Succeed: Reflection on First Year Study Skills Series
Theme (refer to the themes outlined on the Forum website): Learning to Learn
Date: 26 September 2014
Host institution(s): University College Cork
Venue: O’Rahilly Building, 123
Number of participants: 2
Institutions represented: University College Cork
Contact: Emer Clifford
Link to recording (if applicable): N/A
Key insights from the day (in bullets):
Attendees heard of the following:

The benefits of peer assisted, research-led teaching and learning.

The capacity for social media and other online applications as feasible resource tools
that develop and sustain mutual interaction and feedback.

The viability of a study skills and reflective learning initiative through tracing the
academic development of students participating in the Learn to Succeed series.

Effective tools and approaches to embedding study skills in third level curricula.
Insights for Participants:

The event created a space for dialogue between academic and administrative staff
with strong opinions about and commitment to, the area of teaching and learning.

Support and encouragement to further develop the project, not only from colleagues
in the department in which the project took place, but also from the Head of School,
Head of Graduate Studies and other people working in the University.
National Forum for the Enhancement of Teaching and Learning in
Higher Education

Suggestions on how Learn to Succeed can be developed in the future.

It also helped to establish links for further collaborations in the area of learning to
learn.
Key contributions from the seminar to the broader Forum outlined theme (Max 300
words):
Through reflecting on the Learn to Succeed pilot project, conducted in 2013-2014 and
expanded in the current academic year, this seminar contributed to the broader theme of
teaching for transitions in the following ways: It addressed three areas of transition;
undergraduate students transitioning from secondary school to university, postgraduate
students transitioning from undergraduate studies to postgraduate degrees, and also
postgraduates at a time of pre-transition to academic employment. By disseminating
feedback on the merits and pitfall of the pilot project in an open and frank manner, as well
as the adjustments undertaken to develop the project in its second year, the seminar
presented a tangible example of how generic study skills can be embedded in a curriculum,
in a way that will also aid the transition of first year students into university life. As there
were also two Masters students involved in the project who were transitioning from
undergraduate to postgraduate degrees, their feedback proved beneficial in understanding
this area of transition. Furthermore, all of the postgraduate participants working on the
original project have aspirations of teaching one day. Therefore the opportunity to
participate in such an endeavour proved advantageous, not only in terms of gaining
experience, but also in understanding how and where current curricula fails to equip the
learner. Having a space to disseminate the outcomes of such a project, facilitated a
discussion between academic and administrative staff from various facets of the university,
most of whom are working on seminar projects—albeit independently and without prior
knowledge of other such undertakings. This permitted feedback, the exchange of ideas and
a basis for collaboration and moving such projects forward.
What we plan to do in the future building on this event (Max 300 words):
National Forum for the Enhancement of Teaching and Learning in
Higher Education
Suggestions, comments and feedback were taken on board, not alone
by the co-ordinator of the project but also by other members of staff. The original project
has been expanded for academic year 2014-2015 and it is planned to be built upon in
subsequent academic years, which will see learning support for all students in the
Department of Spanish, Portuguese and Latin American Studies in University College Cork.
Moreover, the event has opened the doors for collaboration with people working in other
areas of the university. As a result, the co-ordinator has been invited to participate on a
similar (larger scale) project but this is dependent on the approval of external funding.