Carlow College, St Patrick’s has identified a set of connected and interdependent attributes which, we seek to allow our students to develop. We are committed to embedding and developing these attributes in all the activities of the College and reflecting them in the design, delivery and assessment of all our academic programmes. Some of these attributes relate to knowledge and understanding in the disciplines that are core to a student’s programme of study and to specific skills and competences in these areas. Other attributes are fostered by the institution as a whole and the experience of being part of the Carlow College community.
Our aim is that graduates of Carlow College, St Patrick’s will be:
Characterised by disciplinary and interdisciplinary expertise; valuing of academic excellence and integrity; openness to discourse.
Our curricula, programme and module learning outcomes and teaching, learning and assessment strategies ensure that learners:
- develop technical ability in relation to academic writing and appropriate research skills;
- are challenged to engage in multi and inter-disciplinary analysis of problems and issues.
All level 8 programmes include a capstone project or dissertation, helping graduates practice advanced research skills and self-directed study thus preparing them for postgraduate study. Academic excellence is recognized and valued by the institution and applauded at the graduation ceremony and in rolls of honour soon to be displayed in public spaces in College. Staff research is promoted and supported by the institution to ensure that learners have access to the most up-to-date and relevant teaching.
Characterised by analytical critical and reflective skills; learners are enquiry-orientated, creative and innovative; learners demonstrate the ability to construct, deconstruct, synthesise and reconstruct knowledge.
Through the linking of theory and practice, our teaching, learning and assessment strategies ensure that learners:
- are exposed to case studies and problem-based learning;
- can reconcile conflicting interpretations and know how to deal with ambiguity;
- can draw on creative and innovative solutions to authentic problems.
Our pedagogic approaches include, wherever possible, practice placements and work-based learning.
Characterised by fluency and competency in a range of different media; learners are both articulate and good listeners, can address a variety of groups, are sensitive and appropriate to context (professional, cultural etc.)
Teaching, learning and assessment strategies provide opportunities for learners to:
- develop proficiency in digital skills and techniques;
- present to diverse groups (small groups, larger class groups, faculty);
- engage in seminars and debates;
- become active participants in a range of digital interfaces.
The college actively promotes staff/learner debates and debates between different groups of learners (mature, international etc).
Characterised by the capacity to form respectful, team-based work relationships; learners can work to group objectives, are open to the contribution of others and experienced in negotiation and facilitation. Learners develop leadership skills and demonstrate an awareness of the nature of group dynamics and the value of collective and partnership approaches to learning and the achievement of tasks.
Teaching, learning and assessment strategies:
- bring learners into contexts which moves learning from an individual to a group practice;
- incorporate class-based group-work and role-playing approaches;
- support peer learning;
- encourage self and peer assessment;
- devise criteria-based group projects..
The college encourages and supports learner societies, and SU activity. Learners are represented at programme board, academic council, and on various college committees.
Characterised by a love of learning and commitment to self-development and continuous personal development; learners will be proactive in seeking out opportunities for learning and will be open to the value of a range of disciplines.
Our curricula, programme, module learning outcomes and teaching, learning and assessment strategies ensure that learners:
- develop an appreciation of learning as a lifelong activity;
- have an awareness of current research developments including cutting-edge research;
- have been introduced to research methodologies and skills.
At Stage 4, all programmes have components or modules which focus on future directions and trends in the programme/discipline area. The careers office provides substantial information on postgraduate and CIPD options. The college regularly invites outside experts to give guest lectures and promotes the college as a conference venue. The college maintains an up-to-date Alumni database to communicate with graduates and promote ongoing learning opportunities related to the areas in which the college is active.
Characterised by the ability to fit effortlessly into a variety of workplaces and deliver results; an understanding of how the workplace works; a professional attitude; a range of transferable skills
This attribute is developed in our programmes by:
- Making employability a focus of learner learning and assessment;
- Fostering independent learning and a sense of responsibility;
- Assessments that are designed to be practice-orientated;
- Providing workplace experiences and links with professional and community bodies;
- Focusing on digital skills as well as spoken and written communication skills;
- Developing the conceptual framework to adapt and up-skill when and where necessary.