James Cronin, College Lecturer in Teaching and Learning Enhancement in CIRTL UCC. James coordinates the postgraduate modules in Teaching & Learning and co-teaches the accredited programmes in continuing professional development for university staff and the international visiting scholars programme.
Since 2007, James has been researching the Scholarship of Teaching and Learning (SoTL). He is a peer reviewer for the International Journal of Teaching & Learning in Higher Education. He has published on integrative learning and applications of constructivist learning theory for the study of Information and Media Literacy. His current SoTL research focuses on integrative learning, formation of disciplinary identities, and fostering student resilience through the arts and humanities. He is a recipient of a Teaching & Learning Research and Enhancement Award (2018) and Teaching Excellence Award (2018), UCC, for collaborations with prison educators to promote resilience through the arts and humanities.
James is a graduate of UCC and UCLan, Preston, Lancashire, UK. He is currently reading for a doctorate degree on the social criticism of American intellectual Thomas Merton (1915-68). He has published in The Merton Annual and The Merton Journal on issues of social justice in the writings of Thomas Merton. He serves as a member on the strategy and outreach committee for the International Thomas Merton Society, Bellarmine University, Louisville, Kentucky. He is a contributor to Reviews in History, published by the Institute of Historical Research, School of Advanced Study University of London. He is an Honorary Research Associate in Information Studies at University College London.
View James' IRIS profile here.
College Lecturer in Teaching and Learning Enhancement,
Centre for the Integration of Research, Teaching & Learning,
University College Cork,
TEL: +353 21 420 5118
- Blackshields, D.; Cronin, J.; Higgs, B.; Kilcommins, S.; McCarthy, M.; Ryan, A (eds), (2015). Integrative Learning, International research and practice. London and New York: Routledge. For further information please click here.
- Higgs, B. and Cronin, J. (2013). “Threshold Concepts: Informing the curriculum” (pp. 161-178) Ciara O’Farrell and Alison Farrell (eds), Emerging Issues in Higher Education III: From Capacity Building to Sustainability. Athlone: EDIN. PDF here.
- Cronin, J. (2010) “Too much information: Why facilitate information and media literacy?” Paul S Ell, Kirsti Bohata and Susan Schreibman (eds), Digital Resources in the Humanities and the Arts. International Journal of Humanities and Arts Computing, Volume 4, October, pp.151-165. For further information please click here.
- Cronin, J., Higgs, B., McCarthy, M., McKeon, J (eds), (2010). In-at-the-deep-end: Postgraduate Students' Experiences of Teaching and Learning in Higher Education. Cork: NAIRTL. For further information please click here.
- Cronin, J., McMahon, J.P., Waldron, M., (2009). “Critical survey of information technology use in higher education -- blended classrooms” (pp. 203-215), Carla Payne (ed.), Information Technology and Constructivism in Higher Education: Progressive Learning Frameworks. Hershey and New York: Information Science Reference. For further information please click here.