Ryan, Barry J., Darby, Fionnuala and Ferns, Shaun (2025) Crafting and conducting a Learner Assembly – an adaptable framework that amplifies the learner voice.
Madden, Billy, Murphy, Ann, Seery, Michael K. and Ryan, Barry J. (2024) You get what you give – Reciprocal Peer Review in a Chemistry Assignment using a VLE to promote insightful feedback. Journal of Chemical Education, 101 (4). pp. 1766-1770. ISSN 0021-9584; 1938-1328
Lübeck, Gintarė, Seery, Michael K. and Ryan, Barry J. (2022) Eight steps to facilitating more equitable education in undergraduate sciences. The Biochemist, 44 (5). pp. 21-26. ISSN 0954-982X; 1740-1194
Ryan, Barry J. (2014) Graduate teaching assistants; critical colleagues or casual components in the undergraduate laboratory learning? An exploration of the role of the postgraduate teacher in the sciences. European Journal of Science and Mathematics Education Vol, 2 (2). p. 99.
Ryan, Barry J., Darby, Fionnuala and Ferns, Shaun (2024) TU Dublin Learner Assembly Framework. [Report]
Darby, Fionnuala, Ferns, Shaun and Ryan, Barry J. (2024) University Education Model: Overview. [Report]
Ferns, Shaun, Darby, Fionnuala and Ryan, Barry J. (2022) Flexible Learning Pathways Essential. [Report]
Darby, Fionnuala, Ferns, Shaun and Ryan, Barry J. (2022) UEM Guiding Principle 6 (Highly engaged student experience). [Report]
