During the emergency online pivot, two faculties (i.e., divisions) of a large Irish university aimed to document insights about teaching and learning in the context of the COVID-19 pandemic. An anonymous online survey of all teaching staff within each faculty was undertaken, some of the results of which are presented here. Key findings focus on the use of online technology in higher education, demonstrating the differential impacts on different disciplines and year groups, and pointing to levels of educator readiness and the need for focused professional development and training to prepare staff for integrating online learning to ensure satisfactory outcomes. The emergency online pivot led to significant progress in the use of technology in higher education, and greater academic staff recognition of the benefits and scope afforded by technology. Arising from their COVID-19 experiences, staff expressed a strong preference for blended learning as opposed to learning taking place either fully online or in-person. The potential role of hybrid learning in ongoing efforts towards sustainability was also noted. Many of our findings align with recent research, which is discussed throughout. We argue that a ‘one size fits all’ approach to online education is not appropriate, with greater nuance required and consideration of the rapidly changing educational landscape and issues of environmental sustainability.

This article posits that the literary works of Irish writer and poet Christopher Nolan have been underread and underappreciated in the academy for two main reasons. First, he is a disabled writer and scholars outside of disability studies have thus avoided him. Second, his writing is neologistic, elliptical, and demanding of its readers. Likewise, his life writing does not conform to any normative narrative arc of overcoming. This article first outlines contextual biographical information about Nolan, his life, and his work. The second section outlines a theoretical framework for exploring the lack of engagement with Nolan, and how the concept of disability as method can explain the formulation of Nolan’s unique writing style. The third section centres on close reading and analysis of biographical texts, Dam-Burst of Dreams (1981) and Under the Eye of the Clock (1987).