Micro-Credential in Supervising Taught Dissertations and Projects

Overview

Supervision is often regarded as the single most important variable affecting the success of the taught research process. The essence of supervision is a process of fostering and enhancing learning, research, and communication at the highest level. While the importance of effective supervision for student success is widely acknowledged, formal training and recognition in this specialised pedagogical area are not consistently embedded across institutions. This microcredential directly addresses this gap by providing a focused and accredited pathway for professional development in research supervision. The module's focus on practical application, the development of supervision plans, and the exploration of real-world challenges directly responds to the needs identified by supervisors themselves.

In an era of rapid technological advancement, Generative Artificial Intelligence (GenAI) is increasingly influencing the landscape of taught research. Supervisors are now equipped with new capabilities to enhance student learning, streamline project management, and support academic integrity. This module also therefore explores how GenAI can be ethically and effectively integrated into supervisory practices.

Participants in this module will complete a project through which they will develop a student-facing resource to support students completing their taught research project, accompanied by a critical and scholarly reflection that explains the rationale for their design choices.

Details

5 ECTS credits; 15 hours of class time plus peer engagement and independent learning; typically delivered mostly online with the possibility of some in-person sessions.

Entry Requirements

Participants must be working in TU Dublin. Participants must have an NFQ Level 8 (or higher) qualification or complete a Recognition of Prior Learning process to demonstrate their capacity to participate in this micro-credential.

Learning Outcomes

Upon successful completion of this module the participant will be able to:

Critically evaluate the characteristics of effective taught research learning environments, drawing on reflective practice and relevant pedagogical theory.
Analyse conceptions of taught research and supervision, with reference to disciplinary norms and emerging sectoral trends.
Review and synthesise literature, policy, and emerging technologies—including AI tools—relevant to taught research supervision to inform evidence-based and future-oriented practice.
Design and justify supervisory strategies and procedures appropriate to their own teaching context.
Apply institutional requirements and procedures for supervisors and taught research students, including ethics requirements.

Assessment

Participants will design a practical, student-facing resource to support students undertaking a dissertation or final-year project. This resource should be tailored to their disciplinary context and may take the form of a supervision handbook, digital toolkit, or similar. Alongside the resource, they will submit a critical and scholarly reflection that explains the rationale for their design choices, drawing on relevant literature, policy, and their own supervisory experience and anticipated practice. Participants are encouraged to consider the integration of AI tools in their supervision resource, with critical reflection on their pedagogical value and ethical use.

Indicative Syllabus

Foundations and Planning for Supervision

Core pedagogical approaches and initial planning considerations for effective taught supervisory practices, including setting personal goals and leveraging past experiences.

Establishing and Managing Supervisory Relationships

Defining the scope and expectations within supervisory relationships and strategising how to negotiate the student's research program and relevant regulations.

Supporting and Monitoring Student Progress

Methods and structures for actively supporting students and effectively monitoring their progress throughout their research or project.

Addressing Challenges in Undergraduate Supervision

Common problems that can arise in undergraduate supervision through scenarios, aiming to identify and promote good supervisory practices.

Assessment and Institutional Guidelines for Undergraduate Supervision

The assessment of undergraduate dissertations and projects, alongside the broader identification of institutional supervision issues and the development of comprehensive guidelines.

Leveraging AI in Undergraduate Supervision

Exploring AI tools for literature review, project planning, plagiarism detection, and formative feedback; ethical considerations and digital literacy for supervisors and students.