A Guide for MAP Academic Advisors

A GUIDE FOR MAP

ACADEMIC ADVISORS

maynooth access programme

CONTENTS

Welcome from the Registrar ...................................................................................... 01

Overview of Maynooth Access Programme (MAP) ................................................... 03

Students with Disabilities and Their Supports ......................................................... 06

Mature Students and Their Supports ........................................................................ 07

Access Students and Their Supports ........................................................................ 08

Role of MAP Academic Advisor .................................................................................. 09

How much Time is Required..................................................................................11

What Supports Are In Place for Me from MAP .....................................................12

Will I Get a List of The Students I Need To Meet ..................................................12

When Will I Get The LANEX ...................................................................................13

Do MAP Students Perform as Well Academically As Other Students .................13

Should I Meet With All MAP Students ...................................................................13

Do I Notify MAP of 1:1 Academic Meetings With Students...................................14

Who Do I Contact in the Access Offi ce If I Have A Query ......................................14

How Will I Know About A Student’s Accommodations .........................................15

What Are my Responsibilities in Relation To Confi dentiality ................................15

What Is Accessibility...............................................................................................16

What is a Reasonable Accommodation for Students with Disabilities ................16

Which Legislation Provides for the Support of Students with Disabilities ..........18

Will There Be MAP Academic Advisors in Other Departments ............................19

Overview of MAP Academic Advisor Role ................................................................. 20

Development and Dissemination of Good Practice .................................................. 22

English Department – Supporting Students registered with the Access Offi ce .....22

Access Offi ce - Inclusion as a Guiding Principle ..................................................24

Applied Social Studies - Extensions and Other Academic Accommodations .....25

Academic Issues Student Checklist .......................................................................... 26

MAP Academic Advisors Moodle Space .................................................................... 28

Case Studies ................................................................................................................ 29

Access Student Failing Subject .............................................................................29

Mature Student Problems with a Subject .............................................................30

Disability Issues .....................................................................................................31

Dyslexia .............................................................................................................31

Possible Learning Diffi culty .............................................................................33

Mental Health ...................................................................................................34

Hearing Impairment .........................................................................................36

Physical Disability ............................................................................................38

Visual Impairment ............................................................................................40

MAP Access Team ....................................................................................................... 42

MAP Academic Advisors List...................................................................................... 43

Feedback on Meetings Form ...................................................................................... 45

NUI Maynooth Useful Contacts Numbers ................................................................. 50

Notes ............................................................................................................................ 51

NUI Maynooth prides itself on its diverse student population. The development

of this handbook together with the embedding of academic supports within

departments is most welcome. The handbook is a resource for lecturers and

administrators informing them on the learning supports available to identifi ed

under-represented groups in NUI Maynooth.

The last decade has seen NUI Maynooth respond positively to the challenge

of widening participation among under-represented groups accessing higher

education. At national level a number of key pieces of legislation, including the

University Act 1997, the Equal Status Acts 2000-2004 and the Disability Act 2005;

have enshrined basic rights to equality of support and access to education. The

HEA, in the National Access Plan 2008-13, have articulated the need for more

coherent, integrated approaches to the principle of institution wide approaches

to mainstreaming.

The development of this handbook is a valuable source of reference for all in the

university working to achieve these objectives in the coming years.

I would like to wish both the Access Offi ce and MAP Academic Advisors well in

the continued development of supporting students and embedding good practice

into the university culture.

Yours sincerely

Dr David B. Redmond

Registrar

A GUIDE FOR MAP ACADEMIC ADVISORS | 01

The Access Offi ce at NUI Maynooth,

through the Maynooth Access

Programme (MAP), supports students

with disabilities, mature students,

school leavers from socio-economic

disadvantaged backgrounds, New

Irish and members of the Travelling

Community.

THE ACCESS OFFICE AT NUIM HAS FOUR MAIN AIMS:• To embed accessibility and diversity issues into the culture of the

University, thereby infl uencing the development of inclusive policies

and practices;

• To widen participation so that all groups in Irish society are fully

represented in the higher education student population.

• To address the delivery of specifi c supports to students, prospective

students and staff; and

• To work with the University so that students and staff with specifi c

access and support needs are treated in an equitable way.


STUDENTS IDENTIFIED BY THE ACCESS OFFICE MAY NEED SUPPORT WITH:

• Expectations of going to college and the general transition to

Higher Education

• Help applying to college and accessing admission routes

• Financial support or advice

• Academic support including the following:

• Study skills focussed on helping the student to become an

independent learner.

• Assistive technology equipment and training.

• Academic tuition if appropriate.

• Personal supports such as note takers and personal

assistants.

• Examination support when appropriate.

• Personal support and advocacy to ensure specifi c access and

support needs are treated in an equitable way.

CONTINUED

NUIM recognises that studying at

university is very different to the

experience of secondary school. Students

registered with the Access Offi ce may

have a different learning style, may have

had different experiences of education

and life and may require more support

to become an independent learner.

University students are encouraged

to take responsibility for getting their

work done and organising their time

effectively. The MAP Team plays a key

role in assisting students registered with

the Access Offi ce to develop these skills

and become an independent learner while

taking into account different learning

styles, illness and disability related issues

and diverse needs.

04 | A GUIDE FOR MAP ACADEMIC ADVISORS

WHAT SUPPORTS ARE IN PLACE FOR ALL MAP STUDENTS?

• MAP works with schools and communities

raising expectations and supporting students

applying to college.

• MAP provides pre-entry general information and

advice about how to become a student at NUIM

and the supports a student may need.

• MAP has developed admission routes to support

mature students, students from disadvantaged

backgrounds and students with disabilities to

enter NUIM.

• MAP delivers comprehensive orientation

programmes that give students a head start on

what life at NUIM is about.

• MAP Learning Advisors provide fi nancial advice

and ongoing personal support.

• MAP Learning Advisors coordinate the provision

of academic and learning supports.

• MAP provides a Peer Mentoring programme.

• MAP students can access an Online Learning

Support Resource.

• MAP offers Student + - a unique study

skills programme to help students become

resourceful, independent learners.

• MAP provides students with the opportunity to be

screened for a specifi c learning diffi culty.

• MAP provides, in collaboration with the

Academic Departments, additional Academic

Tuition where appropriate.

• MAP provides disability and diversity training for

staff at the University.


• MAP Learning Advisors complete a Needs Assessment for all

students who register with the Disability Offi ce. A Learning and

Academic Needs report (LANEX), which outlines the academic

and examination support to be provided by the Disability Offi ce

and the Academic Departments is then forwarded to the relevant

Departments.

• The Disability Offi ce approves examination supports, when

appropriate, such as extra time, smaller venue, Learning

Disability Awareness, rest breaks, use of scribe or reader, use of

PC or assistive technology when taking their examinations.

CONTINUED


STUDENTS WITH DISABILITIES AND THEIR SUPPORTS

Most students with disabilities apply for a place at NUIM through

the CAO and indicate that they have a disability or specifi c learning

diffi culty at that point. Some students will also apply to DARE

(Disability Access Route to Education) which is a supplementary

admissions route specifi cally for students with disabilities (www.

accesscollege.ie).

However, students can disclose that they have a disability at

any time in the academic year and many students will seek

supports post-entry.

Some students cross a number of areas in that they could be a

student with a disability who is also mature for example. At NUIM

in 2011 over 300 students, almost 5% of the NUI Maynooth student

body, well above the national average, are people with disabilities.

We recognise that a disability can impact upon a student’s capacity

to participate in university life and we work with learners to help

ensure that the impact is minimised and that students with

disabilities are provided with every opportunity to reach their

academic potential. The MAP Learning Advisors in the Disability

Offi ce coordinate the provision of a range of supports for students

with disabilities:

• All students are offered access to Student + - a unique study skills

programme to help students become resourceful, independent

learners. Some students will also be offered one to one support in

identifi ed areas.

• MAP offers students registered with the Disability Offi ce access to

and training in a range of assistive technology. Programmes such as

Inspiration and Read and Write Gold are available campus wide.

• MAP students registered with the Disability Offi ce can access the

Assistive Technology Centre which houses a range of assistive technology.

• The Educational Technology Offi cer will support students to convert

materials into Audio, Braille and other formats as required.

• MAP provides personal supports such as academic/ personal

assistants, note takers etc to students with disabilities when necessary.

MATURE STUDENTS AND THEIR SUPPORTS

Mature students at NUIM (over 23 years of age) may have left school early or

were unable to fulfi ll their true potential in education due to fi nancial, social

or family circumstances. Over the years their situation may have changed with

family reared, children settled in school, they may wish to change their job or

develop a more interesting career path. More recently the current economic

climate has forced many to revisit their career options and undertake a

course of study. Over 400 new mature students a year come to Maynooth to

do a degree. Typically, they describe their experience here as academically

challenging but hugely enjoyable and rewarding. The MAP Mature Student

Offi cer coordinates the provision of a range of additional supports:

• Mature Student Advisory Service – personal, fi nancial, academic advice.

• Essay Seminars in collaboration with Academic Advisory Offi ce and the

Writing Centre.

• Liaison with Academic departments on extra academic supports.

• Mature Student Society for peer support.

• All students are offered access to Student+ – a unique study skills

programme to help students become resourceful independent learners


ACCESS STUDENTS AND THEIR SUPPORTS

The NUI Maynooth Access Programme supports disadvantaged

school leavers who enter NUIM through the Higher Education

Access Route (HEAR) and Access 21 which is a supplementary

admissions route specifi cally for disadvantaged school leavers

(www.accesscollege.ie). Students typically come from areas

of socio-economic disadvantage, Travellers and New Irish

communities with low transfer rates to higher education.

In 2011/12 there are 295 access students at Maynooth supported

by MAP. The MAP Advisor coordinates the provision of a range of

supports:

• Financial Support to help with college expenses e.g. books

and rent.

• Social Support (Christmas Party, Mid-Semester and End-Of

Year Review meetings).

• Opportunities for students to participate as Leaders/

Volunteers with MAP

• A texting /e-mailing system as well as Social Media (Twitter,

MAP Area Forum on Moodle) is in place to update students

regularly on relevant information and invite them to touch

base with the MAP Advisor.

• All students are offered access to Student+ – a unique study

skills programme to help students become resourceful

independent learners.

CONTINUED


WHAT DO I HAVE TO DO?MAP Academic Advisors have a specifi c clearly defi ned

role to assist students supported by MAP with academic

course-related queries and concerns only.


CONTINUED

A MAP ACADEMIC ADVISOR IS :1. Source of support & advice for MAP students who have

academic course related queries and concerns.

2. A link between academic departments and the Access Offi ce on

academic issues relating to students supported by MAP;

3. A referral point for academic departments on issues relating to

specifi c groups of students;

4. A source of advice for Access Offi ce on academic issues;

5. A source of support & advice for academic departments on

supporting students from target groups (disability, mature,

socio-economic, Travellers, New Irish);

6. A conduit to provide diversity/equality awareness raising in

academic departments especially in relation to the Disability Act

and legal obligations;

7. A conduit for the dissemination of the Learning and Academic

Needs/Examination Accommodations (LANEX) Report to

relevant staff in the department and also protecting the

confi dentiality of the LANEX;

8. The implementer of the LANEX and ensures that the support

approved for students registered with Disability Offi ce is put in

place at departmental level.

9. A key person in the department to be aware of legal obligations

relating in particular to disability within the department; and

10. A source of information for potential students on specifi c

aspects of courses run in their department.

11. An advocate within your Department around accessibility and

diversity issues.


A MAP ACADEMIC ADVISOR IS NOT :1. A student counsellor. Students in need of counselling should

be referred to the campus counselling service and/or medical

centre;

1. A fi nancial or personal advisor to students. Students should

be referred to the Access Offi ce and/or Welfare Offi cer in the

Students Union;

2. A retention offi cer. Students at risk of dropping out should be

referred to the Access Offi ce and/or Academic Advisor’s Offi ce;

3. A person with sole responsibility to resolve all “access” issues

brought to their attention; or

4. A disability advisor. Students with disabilities should be

referred to the Disability Offi ce.

HOW MUCH TIME IS REQUIRED?You should attend the initial session which will outline the role of the MAP Academic

Advisor before the start of semester one. At this session you will receive a pack that

includes all the information you will need to smoothly integrate your role as MAP

Academic Advisor into your daily academic life.

Following that you will be invited to attend brief end-of-semester review meetings

(2 in total in an academic year). Meetings with students can be timed during your

standard offi ce hours.

In addition you will be offered the opportunity to indicate your specifi c needs in the

context of training and support and the Access Offi ce will endeavor to respond as

quickly as possible.


CONTINUED

WHAT SUPPORTS ARE IN PLACE FOR ME FROM MAP?

MAP will provide training, a support pack and end-of-semester

review meetings. We will also provide a range of support materials

in hard copy, online and in a dedicated Moodle space. You are

also encouraged to contact MAP staff any time you have a query in

relation to your role as MAP Academic Advisor.

A list of MAP staff and their roles and contact details are available in

the Handbook and on your Moodle Support Page.


WILL I GET A LIST OF THE STUDENTS I NEED TO MEET?

The supports offered to students from MAP is confi dential and access to student

information and details varies depending on the student group.

• You will not receive details about MAP students who have come through the

HEAR programme. These students will be encouraged to self-advocate to have

their own needs met. They may contact you directly or may be referred to you by

a member of the MAP team.

• In relation to mature students you can request a list of all mature students

in your Department from the Mature Student Offi cer. Students will also be

encouraged to self-advocate to have their own needs met. They may contact you

directly or may be referred to you by a member of the MAP team.

• In the case of students with disabilities, their individual support needs are always

communicated to academic departments through the Learning and Academic

Needs and Exam Report, known as a LANEX. This report is sent via email to

speed up the communication process. In relation to students with disabilities it

might be useful to have a meeting with the student to discuss items covered in

the LANEX. This would be crucial if the disability was signifi cant.

WHEN WILL I GET THE LANEX?

These reports are generally circulated at the beginning of the academic year.

A LANEX can be updated if a student’s personal or medical circumstances

change. Students who disclose a disability post-entry may register for

supports at any time so some reports will be circulated mid-semester.

Only MAP Advisors in the Disability Offi ce have the authority to change the

supports outlined on the LANEX. There are national guidelines that govern

the coordination of reasonable and appropriate supports for students with

disabilities.

All LANEX’s are circulated to the Heads of Department and MAP Academic

Advisors. MAP Advisors should familiarise themselves with these documents.

SHOULD I MEET WITH ALL MAP STUDENTS?

No. At the beginning of each academic year all students will be advised by

MAP that they should access a range of mainstream supports if they are

having academic diffi culties. Some students will feel that they need to discuss

their academic concerns with their Department’s MAP Academic Advisor to

get specifi c guidance and support and will self-refer to you.

In relation to students with disabilities it might be useful to have a meeting

with the student to discuss items covered in their LANEX. This would be

particularly crucial if the disability was signifi cant.

DO MAP STUDENTS PERFORM AS WELL ACADEMICALLY AS OTHER STUDENTS?

Yes, research over the past number of years has shown that MAP students, with the

right support, perform as well, if not better, than other students.


CONTINUED

WHO DO I CONTACT IF I HAVE A QUERY?

• In general where you have a concern about a Mature Student, you should contact

the Mature Student Offi cer, Emer Sheerin.

• If you have a concern about an Access Student you should contact the Access

Student Advisor, Loretta Mulvihill.

• In relation to students with disabilities;

• If you have concerns/queries in relation to students with Specifi c Learning

Diffi culties ( Dyslexia, Dyspraxia) you should contact Bridget Gormley, MAP

Learning Advisor

• If you have concerns/queries in relation to students with Mental Health Issues,

Asperger’s Syndrome, Attention Defi cit Disorder or Signifi cant Ongoing Illness

you should contact Ina Olohan, MAP Learning Advisor

• If you have concerns/queries relating to students with a Visual Impairment,

Hearing Impairment or Physical/Mobility issue, you should contact Maeve

McCaldin, MAP Learning Advisor

Contact details for all MAP staff are available in this Handbook, on your MAP Academic

Advisors Moodle Support Page and on the Access Offi ce website (access.nuim.ie).


DO I NOTIFY MAP OF 1:1 ACADEMIC MEETINGS WITH STUDENTS?

You should record the meetings as you would with any student.

MAP will provide you with a mechanism to record student

meetings that will be used for evaluation purposes. This will be

discussed at end-of-semester review meetings. Generally you will

not be required to notify MAP of individual meetings with students.

However, you should contact MAP immediately if you have any

questions about your role, a concern about the level of support

a student is receiving or concerns about a student’s welfare.

WHAT ARE MY RESPONSIBILITIES IN RELATION TO CONFIDENTIALITY?

Yes this is very important. We encourage students with disabilities to

disclose information on their disability/specifi c learning diffi culty to the MAP

Team before they apply to college or at any point during their studies. Such

disclosure is encouraged so that MAP staff and MAP Learning Advisors

can work with the student in ensuring that any reasonable accommodation

required is identifi ed and facilitated in conjunction with the student.

Any documentation or information presented in disclosing a support need is

held by the Access Offi ce and specifi c medical or other documentation will not

be disclosed to any third party.

Once the assessment of need has taken place the LANEX, or report outlining

appropriate supports for the student, is completed by the Disability Offi ce.

This report is disseminated at department level, usually to the Head of

Department and the Academic Advisor.

When a copy of the report is received it is important that the information is

communicated to all departmental staff who are involved with the student.

We appreciate that individual departments will have their own procedures

for communicating information. However, with the implementation of the

Disability Act 2005, it is vital that the support requirements of students are

communicated in an effective and confi dential manner to all staff who are

involved in teaching the student.

It would also be best practice that the Department/Academic Advisor holds a

copy of the report in individually created fi les for each student registered with

the Disability Offi ce in their Department.

HOW WILL I KNOW ABOUT A STUDENT’S ACCOMMODATIONS?

This applies only to students with disabilities. Any supports approved for a student

will be outlined in the LANEX.


CONTINUED

WHAT IS A REASONABLE ACCOMMODATION?

“A student is disabled if he/she requires a facility which is outside of the

mainstream provision of the college in order to participate fully in higher

education and without which the student would be educationally disadvantaged

in comparison with their peers.…an educational establishment will discriminate

against a student with a disability if they do not do all that is reasonable to

accommodate that student..”

A reasonable accommodation is ‘any action that helps alleviate a substantial

disadvantage’


WHAT IS ACCESSIBILITY?

Accessibility relates to a student’s ability to access and be fully

involved in university life. While many MAP students learn in

individual ways, a curriculum designed to be inclusive will reduce

diffi culties in the learning experienced by MAP students. There is

no need to dilute the curriculum or to reduce course requirements

for MAP students. Levelling the playing fi eld does not affect the

integrity of the degree.

Appropriate accommodations may be needed as well as

modifi cations in the way information is presented and in

methods of testing and evaluation. MAP Academic Advisors can

make college more accessible for their students by drawing on

the student’s own prior learning experiences and using available

college and department resources concerning best practice in

Teaching and Learning. The LANEX will give specifi c guidance

concerning accessibility for students with disabilities.

Specifi c advice on how to support students with disabilities in

the context of teaching and learning is provided in the DAWN

handbook ‘Teaching Students with Disabilities: Guidelines for

Academic Staff’.

The purpose of providing a reasonable accommodation is to minimise the

impact of a disability on academic performance.

Making a reasonable accommodation could involve changing procedures,

modifying the delivery of a course, providing examination arrangements,

altering the physical environment or providing additional supports such as

assistive technology, materials in alternative formats or extra tuition.

Examples of Reasonable Accommodations

• Students with physical disabilities need to have classrooms and laboratories

that are located in accessible locations.

• Students who are visually impaired are unable to see materials in visual

formats. Lecture notes in Braille or audio or digital formats allow them to

access lectures in the same way as other students.

• Lectures delivered orally are inaccessible to students who are hearing

impaired. Providing interpreters, or written notes removes this barrier and

is a reasonable accommodation

• Lectures delivered orally can also be inaccessible to students who have

signifi cant learning issues. A student who has a mental health issue or

dyslexia, for example, would benefi t from lecture notes or handouts in

advance of class.

• Students who have disabilities/learning issues could be considered for an

extension in which to complete an assignment. This could be a reasonable

accommodation in the context of the impact of their disability/learning

diffi culty.

• A reasonable accommodation during an examination could include extra

time, rest breaks, the provision of an alternative examination venue,

assistive technology or a scribe/reader.

• A reasonable accommodation could be to provide educational support

workers such as a personal assistant, laboratory assistant, note taker,

academic tutor, reader/scribe etc.

• Allowing students to demonstrate that they have achieved the learning

outcomes of the course in an alternative manner. An example would be

substituting a written assignment with an oral assessment.

An inclusive curriculum will support the learning needs of all students and

minimise the need for individual support.


CONTINUED

WHICH LEGISLATION PROVIDES FOR THE SUPPORT OF STUDENTS WITH DISABILITIES?

The Disability Act 2005 sets out to make signifi cant improvements to the everyday

lives of people with disabilities. It forms part of the Government’s National

Disability Strategy, which also includes the Employment Equality Act, 1998, the

Equal Status Act, 2000, the Equality Act, 2004, the Education for Persons with

Special Educational Needs Act, 2004 and the Comhairle (Amendment) Bill, 2004.

In short, the Act places a number of statutory obligations on public bodies, which

include Higher Education Institutions, to:


WILL THERE BE MAP ACADEMIC ADVISORS IN OTHER DEPARTMENTS SUPPORTING THE SAME STUDENTS?

We aim to have a MAP Academic Advisor in every Academic Department on

campus. MAP Academic Advisors will work individually within their subject

areas with their own students during each semester as the issues you deal

with for students will be academic and subject-specifi c in nature. The MAP

team will create opportunities for Advisors across faculties to meet, namely

at the initial training and again at the end of semester review meeting. MAP

Academic Advisors are also welcome, but not obliged, to join in with any of our

social events for students organised throughout the year. We will also supply

a list of MAP Academic Advisors across campus and contact details on the

MAP Academic Advisor Moodle Support Page to allow for peer support and

collaboration throughout the year.

WHAT HAPPENS IF I TAKE EXTENDED LEAVE OR CANNOT FULFIL MY ROLE AS MAP ACADEMIC ADVISOR?

You should notify your Head of Department to arrange and nominate a suitable

replacement. Please advise the Access Offi ce in good time to enable briefi ng of

the new appointee and their inclusion in the Moodle space.

• Make public buildings accessible to people with disabilities - by 31st

December 2015 all college buildings must comply with Part M of the Building

Regulations which deals with accessibility of buildings for people with

disabilities

• Make public services and information accessible to people with disabilities

• Be pro-active in employing people with disabilities - third level institutions are

legally obliged, to reach a minimum 3% target for the employment of people

with disabilities, under the Act’s defi nition of disability

More detailed information on college legislative obligations will be provided in

hard copy and in your Moodle space.


OVERVIEW OF ROLE OF MAP ACADEMIC ADVISOR


OVERVIEW OF ROLE OF MAP ACADEMIC ADVISOR


Yes: Discuss the issue bearing this fact in mind.

No: Discuss the issue as you would with any student.

Yes: Refer to the Disability Offi ce.


Yes: Discuss the issue bearing this fact in mind.


Yes: Discuss the issue with student.

No: Refer student to appropriate service (Medical Counselling, Academic Advisory, Welfare)

Yes: Consult the LANEX and discuss the issue. No: Refer student to appropriate service (Medical, Counselling, Academic Advisory, Welfare)

Yes: Discuss the issue with the student. No: Refer student to appropriate service (Medical Counselling, Academic Advisory, Welfare)

Yes: Agree the action with the student.

No: Contact the MAP Advisor by e-mail (cc student).


No: Contact the MAP Learning Advisor by e-mail (cc student)


No: Contact the Mature Student Offi cer by e-mail (cc student).

1Did the student disclose that they entered via the HEAR route?

Do you feel that the student has an undiagnosed disability/specifi c learning diffi culty

Is the issue academic?


Is the action to be taken clear?


Is the student mature?



1

1

2

2

2

3

3

3

ACCESS

Student

makes

contact

with MAP

Academic

Advisors

DISABILITY

MATURE

If necessary, record the meeting and email relevant Access Offi ce Advisor (cc student)

SUPPORTING STUDENTS REGISTERED WITH THE DISABILITY AND ACCESS OFFICE IN THE DEPARTMENT OF ENGLISH

1. In the fi rst half of the semester I write to all students with a

LANEX Report and invite them to meet with me.

2. At fi rst meeting:

• Introduce myself and let them know that I am available to

appropriately support them as they need me throughout the

year – but stress that it is each student’s responsibility to

manage their own relationships with individual teachers in

different class situations

• Check the student feels appropriately supported in the

department; if not what can we do to improve supports

• Check whether the student has any physical needs that

should be met asap (lift access, etc)

• Check whether they need to record lectures and so forth

• Check how well the assessment processes we have in

place have been working for the student/or how the student

anticipates them working

• Remind the student that we can review this as the year goes on

• Inform them about the sticker option for essays and for exams

(they can collect a sticker from me or the Learning Resource

Offi ce to put on papers to highlight the need for Disability

Awareness from the corrector) and give them the option of

using it or not

• Ask them to identify themselves to their seminar leaders/

tutors anyone who will be teaching/assessing them in a small

group capacity; stress the importance of the student taking

responsibility for this

• Ask them to identify themselves to large group teachers if

necessary


DEVELOPMENT AND

DISSEMINATION OF GOOD

PRACTICE

• Stress the importance of a student’s right to confi dentiality. If I think it

is wise or necessary to meet with and talk with other faculty members

I always seek the student’s permission and check with the student that

they are comfortable with me doing so.

3. Before exams I meet with everyone in the Dept who is involved with

correcting and assessing and go through the practice of Disability Awareness

especially with regard to SLDs.

4. I remind faculty at Departmental level of the importance of being familiar

with the DAWN handbook.

5. I also invite faculty to check with me if they are unsure how to support a

student who has identifi ed themselves; and I direct colleagues to the MAP

website, and the DAWN document again.

6. Before exams I write again to all students registered and ask them to check

in with me if they have any changing needs or circumstances or if they simply

just want general support.

7. Periodically I write to the students throughout the year and check in with

them, but again I stress that it is a student’s responsibility to manage their

own needs and supports with my help.

8. At Exam Meetings, student confi dentiality is maintained; I am present as

a representative of registered students and I only contribute on behalf of a

student if there is a borderline or other issue, and in such an event the details

of the student’s circumstances are not discussed.

Moynagh Sullivan, Department of English



GOOD PRACTICE IN SUPPORTING UNDER-REPRESENTED GROUPS IN NUIM

The HEA Report “Towards The Best Education for All” (2006) states that …” every

aspect of the institution’s life needs to be infused with a consciousness of social

responsibility.” NUIM has a strong sense of this social responsibility. Students

from under –represented backgrounds are steadily increasing in the university

student population from the early days of the Access programme in 1998.

This in turn has driven initiatives across departments and offi ces which may

not be about doing extraordinary things but is more about doing ordinary things

extraordinarily well. Ordinary things such as improving the quality of the learning

experience, being aware of staff development needs, listening to what people say

they need and recognising that implementing change for one benefi ts all.

In recognition that much good practice already happens across departments

and offi ces in the university the Access Offi ce in partnership with The Centre

for Teaching and Learning are devising an award for academic departments

and administrative offi ces of the university. This award will recognise innovative

inclusive practices across the university that support the learning of diverse

student groups and will have mainstream benefi ts for the general student

population. Further information available on Access Offi ce website http://access.

nuim.ie and MAP Academic Advisor Moodle space

The Access Offi ce as part of its own contribution to good practice sees the MAP

Academic Advisors and this handbook as a model of good practice within NUIM

and across the higher education sector. We look forward to hearing what you and

your department do to in the area of inclusive learning and student engagement.

We look forward to sharing these important practices with others and the

possibility of mainstreaming across the university and the sector.

Ann O’ Brien, Director of Access

DEVELOPMENT AND

DISSEMINATION OF GOOD

PRACTICECONTINUED


The Department of Applied Social Studies has a policy of considering extensions to

the submission date for academic work. The purpose of this short piece is simply

to offer a refl ection on the learning and implication that arise from the practice of

offering extensions. The option of requesting an extension is open to all students

of the Department. The extension policy is clearly outlined in Programme (Class)

Handbooks. Aspects of the policy include:

• Extensions should be requested from the subject lecturer at least 24

hours before the assignment deadline;

• At their discretion, extensions may be granted of usually no more than

1 week from the original deadline;

• The student should also communicate with their programme co-ordinator

who will liaise with the subject lecturer to ascertain if an extension is

appropriate.

• If an extension is granted the programme co-ordinator will inform the

Departmental administrator.

Extensions are considered to be acceptable if they act to support the learning of the student. In many ways the student request for an extension can open a line of communication with the student. In this communication the programme co-ordinator/advisor plays a key role. Reasons for extensions are normally linked to sickness, concerns about producing academic work, feeling overwhelmed by the demands of university, family or wider life issues which impact on student ability to produce work. It is interesting to note that after a conversation with a student the need for an extension often dissipates. However, the request for an extension can also be used as an opportunity for the co-ordinator/ advisor to encourage the student to avail of the support services of the university e.g. counselling services. Students who are registered with University Access/Disability Offi ce follow the general departmental guidelines for extensions. However, when deciding if an extension is appropriate for students registered with the Access/ Disability Offi ce the programme coordinator would also take into account the information outlined in the “Learning and Academic Needs Report”. The challenges of offering extensions are two fold, fi rstly that the granting of the extension does support student learning. For example, it is important to ensure that the granting of extensions does not become the pattern for a student. In such a situation extensions are merely dis-empowering students. Secondly, students are part of a larger class group and the balance is responding to individual student concerns and also ensuring fairness to the wider class group. However, from experience these challenges are manageable and as stated earlier the request for extensions can be an opportunity which can

support learning and indeed wider student wellbeing.

Brian Melaugh, Department of Applied Social Studies

APPLIED SOCIAL STUDIES - EXTENSIONS AND OTHER ACADEMIC ACCOMMODATIONS

CHECKLIST WITH STUDENTIt is preferable if students who contact

a MAP Academic Advisor regarding

an academic issue can be encouraged

to attempt to resolve their situation

themselves.


Has the student… Yes No N/A Comments

already approached the lecturer/ course coordinator/ tutor/ Head of Department to discuss their diffi culty?

made contact with their Class Rep to advise them of any relevant issues/ diffi culties?

linked in with fellow classmates to set up a study group or collaborate on notetaking, assignment, project, etc.?

accessed the MAP Area on Moodle (enrolment key map02) to avail of a range of electronic learning resources?

searched http://www.delicious.com to locate recommended websites on a variety of topics relevant to the skills needed at third level?

attended Student+, the blended learning support module available to all fi rst year MAP students, which combines classroom and online activities with a variety of technology enhanced learning, available through the Student+ Moodle space?

signed up for one of the Essay Writing seminars that runs throughout the year?

logged into the Library Area on Moodle (no enrolment key) to complete the Undergraduate Information Literacy Tutorial online or the Avoiding Plagiarism Tutorial or access a video series on Research Skills.

attended the Library Information Skills Training (LIST) sessions, which are 30-minute drop-in sessions (times listed on the Library Website) that cover a wide variety of library and information literacy skills?

contacted the Computer Centre to obtain a skills card and a login for the ECDL if required?

attended the Mathematics Support Centre if required?

attended the Academic Writing Centre if required?


MAP ACADEMIC ADVISORS SUPPORT PAGE ON MOODLE

THIS SPACE CONTAINS:• Resources for inclusive teaching

• Links to MAP Offi ce contacts

• Evaluation templates

• Relevant Case Studies

• Links to Mature/Disability Student handbook etc

• Delicious links to recommended academic websites

• MAP Academic Advisor handbook

• Link to MAP Area on Moodle

• Information about Maths Support Centre

• Information about Academic Writing Centre


CASE STUDIES FOR MAP ACADEMIC ADVISOR

ACCESS ISSUES

CASE 1. FAILING SUBJECTAn 18 year old student who did her Leaving Certifi cate in a DEIS school. Her Guidance Counsellor in school suggested she apply through the HEAR route. The student feels she would not be in college if she hadn’t been helped out by her Guidance Counsellor. She received her place on MH101 on reduced points (320) through the Higher Education Access Route. She is living at home. She is the fi rst of her family going to college. Her mother is a carer and her Dad is unemployed. She is studying Business, Geography and English. She did well in Business in school and received a B1 in an honours paper.

The student is struggling with Business – it is very different from school. She has also missed some time from college due to family commitments – she has 2 younger siblings. Her family do not know how to support her while she is in college. She failed one module in Business in Semester 1.

As the student is struggling with a subject it would be necessary for her to meet with the MAP Academic Advisor to fi nd out where she is having trouble and how she might be supported. She will have to repeat her Semester 1 subject – but will need support to make sure she understands Business in Semester 2. If the student had to repeat the year – she more than likely wouldn’t come back to college.

If she can get an understanding of Business in Semester 2 it will increase her confi dence in passing her Semester 1 exam in August.

The Access Advisor has referred her to study skills support and may also provide some academic tuition.


MATURE ISSUES

PROBLEMS WITH SUBJECT

Mary is a 43 year old fi rst year mature student. She is studying Anthropology,

Greek & Roman Civilisation and Sociology. Mary arrived in NUIM having

completed a FETAC Level 5 course in a Further Education college. She left

formal schooling when she was 16 in order to get a job and contribute to her

family’s fi nances. She married and has 3 children who are now in their late

teens.

Mary took the fi rst step back into education just to see how she would get on.

She had little confi dence in her academic abilities. However she found that she

did very well in Further Education, getting positive feedback and good grades

throughout her course there.

General Problem

She began her degree in Maynooth feeling confi dent of her abilities. However

she quickly found that she was struggling to meet the demands of third level.

She found the course work very demanding. The language of academia was new

to her and the level of critical analysis required in her essays was very different

from what she encountered in her FETAC course.

Specifi c Issue

Mary has failed her fi rst semester in Anthropology. She is now concerned about

falling behind in her other subjects as she is now putting much more time into

Anthropology. While working hard on Anthropology she feels she does not really

understand the subject and what is required of a student of Anthropology.

The Mature Student Offi ce has referred her to study skills support including

essay writing seminars. It is now necessary for the student to seek help from

the MAP Academic Advisor about issues specifi c to the study of Anthropology.


CONTINUED

DISABILITY ISSUES

CASE 1. DYSLEXIA

Mary is a 20 year old student studying Anthropology, History and Sociology. An educational psychologist carried out a psychological assessment recently and this confi rmed that she has Dyslexia. Mary fi nds that her reading is slow, inaccurate and she frequently misreads words. In addition she fi nds that she has short term memory diffi culties and can be easily distracted. She fi nds taking notes and listening at the same time very diffi cult. She also fi nds that organising her ideas for written assignments is a real problem as is structuring her written work. Mary fi nds it diffi cult to prioritise work effectively and to manage deadlines. She feels that she can put in a huge amount of work but fi nds that the work that she submits does not refl ect either the work that she puts in or her academic ability. She also fi nds revising for exams diffi cult and fi nds the examinations themselves very stressful. She can get confused when reading the examination questions. Mary is very bright and the psychological testing indicates very high verbal reasoning and comprehension scores.

Support

Mary is academically able and will succeed with the right support.

• Through the Disability Offi ce Mary may receive help with study skills which will focus on improving time management, meeting deadlines, effective reading and writing skills.

• She may also receive assistive technology support and training may be provided in mind mapping software such as Inspiration which is available on all public access points on campus. This package could help improve her visual memory techniques. Mary may also receive training in Read and Write Gold which would help Mary to write and correct her work independently.

• Mary would also have access to typing packages in the Assistive Technology Centre to improve her typing speed and may be provided with a Dictaphone so that she can record her lectures.

• Mary was also granted a smaller venue for her examinations, extra time to complete her exams and Learning Disability Awareness (LDA). LDA comprises an awareness of diffi culties with spelling and grammar as well as syntax, structure and cohesion. The examiner is asked to take these issues into account when marking the examination script.

The Disability Offi ce will prepare a Learning and Academic Needs (LANEX) report for Mary which outlines the support to be provided by the Disability Offi ce and the supports that would be appropriate from the Academic Departments. This report should be circulated to any staff who will be teaching Mary.



There are many teaching strategies that can be used to help Mary. See DAWN

handbook Teaching ‘Students with Disabilities: Guidelines for Academic Staff’ for

further and more detailed guidance and tips:

• Provide written material in accessible formats keeping writing style clear and concise.

• Use Moodle to make notes and overheads available on line.

• At the beginning of lectures briefl y review content of previous lecture and outline present one.

• Help students to make choices about essential reading

• Use practical multi sensory approach to cater to student’s learning style by presenting materials such as videos, fl ow charts, diagrams and audio tapes.

• Allow students to use assistive technology devices during lectures.

• Provide examination supports for in course assessments when requested.

• Be aware of the impact of the issue on the student’s performance and confi dence.

• When marking examination or written work provide Learning Disability Awareness

CONTINUED

CASE 2. LEARNING DIFFICULTY

I have a student in my class who may have a learning diffi culty. He has a lot of

academic ability but often his written work does not match my understanding

of his academic ability. I would like him to get supports but am unsure as to

how to approach this sensitive issue.

Many students with dyslexia may not have had their diffi culties identifi ed or

supported at school and so they can have had very frustrating or negative

experiences at school which may have damaged their confi dence. Most are likely

to have developed compensatory strategies for dealing with their memory and

language processing diffi culties. At third level some of these strategies continue

to be useful but other newer ways of learning may need to be adopted. Students

can fi nd their strategies under increasing pressure particularly when the academic

demands of the course increase and the volume of course material increases.

Students as a result can fi nd themselves increasingly under huge pressure. In

this case it would be useful to have a chat with the student privately to talk about

some of the academic issues that you are aware of and to give the student the

opportunity to articulate the challenges to their learning. It would be useful if

they feel that they have an issue that is worth investigating to let them know that

the Disability Offi ce can support them. The Disability Offi ce offers students the

opportunity to be screened for a possible learning diffi culty. This screening will

confi rm the possible presence of a learning diffi culty and if necessary students will

then be advised to proceed for a full assessment by an Educational Psychologist.

In some cases students may not wish to disclose that they do have a learning

diffi culty. Again the student should be reassured that disclosure is a positive

step which allows the University to support the student. Disclosure will never be

treated negatively. You might give the student the Disability Handbook for further

information and refer them to our website at http://access.nuim.ie where they can

review the supports available in their own time.

The message to get to all students is that there are excellent supports within

the University for students with learning diffi culties but the student has the fi nal

responsibility for accessing them.


CASE 3. MENTAL HEALTHJohn is a 22 year old student currently completing fi rst year of a degree in Social

Science. John has a history of mental health problems and can experience panic

attacks and high levels of anxiety particularly during examinations. He fi nds the

examinations themselves very stressful and can be distracted by the noise of other

students in exams and becomes worried about his ability to recall information.

Therefore it is diffi cult for him to sit his exams in a large venue. John can appear

lethargic and has a pattern of non attendance particularly with morning lectures.

His lecturers have been surprised by the recent decline in his course performance

as he is a very academically capable student.

Support

Mental health diffi culties are very common and can include anxiety, depression,

eating disorders and schizophrenia. Many diffi culties are temporary and may

respond to rest, counselling or medication. Individuals may also experience long

term diffi culties which are interspersed with periods of good and poor health. The

most common symptoms of mental health diffi culties are withdrawal,depression

and anxiety. Students with mental health diffi culties may have issues with

concentration in class, organising and managing their academic work and meeting

deadlines as well as issues with motivation and attendance. Symptoms of the

illness itself and side-effects of medication may both have a negative impact on

the student. As symptoms may fl uctuate, the type and level of support may also

fl uctuate: the Disability Offi ce is guided by the individual needs of the student.

John is very bright and will succeed with the right support.

• Through the Disability Offi ce, John will be assigned a dedicated Learning Advisor,

who can work with him to improve his study skills in areas such as improving

time management, meeting deadlines, effective reading and writing skills.

• He may benefi t if mentored through a study plan designed to build internal

motivation and to promote momentum in submission of assignments.

• He will also be offered assistive technology support and training can be provided

with mind mapping software like Inspiration which is available on all public

access points on campus.

• Other individualised strategies can also be explored with John to help improve

his memory techniques and to assist him with anxiety management.

• John will have access to typing packages in the Assistive Technology Centre to


CONTINUED

improve his typing speed and, as he has trouble concentrating, may be provided with a Dictaphone so that he can record his lectures.

• He will also have the use of the Assistive Technology Centre, which is a quiet space for training and studying.

• John may be granted a smaller venue for his examinations, extra time to complete his exams and rest breaks which he can use to manage his symptoms during his exams.

The Disability Offi ce will prepare a Learning and Academic Needs report (LANEX) for John which outlines the support to be provided by the Disability Offi ce and the supports that would be appropriate from the Academic Departments. This report should be circulated to any staff who will be teaching John.

There are many teaching strategies that can be used to help John. See DAWN handbook Teaching ‘Students with Disabilities: Guidelines for Academic Staff’ for further and more detailed guidance and tips:

• Provide written material in accessible formats keeping writing style clear and concise.


• At the beginning of lectures briefl y review content of previous lecture and outline present one.


• Use practical multi sensory approach to cater to student’s learning style by presenting materials such as videos, fl ow charts, diagrams and audio tapes.

• In situations where the student has poor concentration audio taping of lectures may be benefi cial

• Provide examination supports for in course assessments

• Provide extensions in which to complete written assignments or course work when appropriate and be fl exible around deadlines.

• The stress of oral presentations before a large group can sometimes cause an acceleration or relapse of symptoms. The students may be more at ease with a smaller group if a presentation is a course requirement.


• Be aware that the nature of mental health issues means that the student may experience times of particular diffi culty when he will need support and encouragement.

• If the student needs to be admitted to hospital or take time off, or has lost time due to illness, this does not necessarily mean that they need to defer or cancel their studies. The MAP Learning Advisor in partnership with the Academic Department may be able to assist in determining a contingency learning support plan.

• Review the student’s academic progress regularly and refer them back to the

Disability Offi ce if their academic progress or participation is of concern.


CASE 4. HEARING IMPAIRMENT

Daniel has a hearing impairment and is in 1st year of Arts Degree. He wears a

hearing aid and is able to follow a face to face conversation providing that that

environment is quiet and there are only one or two people present. He disclosed

his hearing impairment before entering college and the supports provided are

very effective although he has to work hard to keep up with his class. Staff are

concerned to ensure that they are providing appropriate supports for Daniel.

Support

Daniel will succeed with the right support. Some of the diffi culties that he is

experiencing in the classroom include the fact that his hearing impairment

means that he has a more limited vocabulary and he has diffi culty producing

written work without grammatical or spelling errors. He can also misinterpret

written information and has some diffi culty in absorbing new words or concepts.

• Through the Disability Offi ce Daniel will receive assistive technology support

and training and may be provided with a Dictaphone so that he can record his

lectures.

• If Daniel has particular problems in accessing some lectures he may be

provided with a note taker for those lectures.


CONTINUED

• Daniel may also be provided with additional subject specifi c academic tuition to

help him to catch up on material that he may be missing in lectures or tutorials.

• He could also be provided with specifi c study skills sessions to focus on his

reading or writing issues.

• Daniel has been provided with a smaller venue for his exams and extra time and

the invigilator is aware of his hearing impairment.

The Disability Offi ce will prepare a Learning and Academic Needs report for Daniel

which outlines the support to be provided by the Disability Offi ce and the supports

that would be appropriate from the Academic Departments. This report should be

circulated to any staff who will be teaching Daniel.

There are many teaching strategies that can be used to help Daniel. See DAWN

handbook Teaching ‘Students with Disabilities: Guidelines for Academic Staff’ for

further and more detailed guidance and tips:

• Ensure in advance that lecture theatres are T loop enabled. Be prepared for a

change of classroom or building if no other solution is available. In tutorial/small

classroom situations if the venues are not loop enabled then contact the Disability

Offi ce to access a mobile system.

• Provide written material in accessible formats keeping writing style clear and

concise.


• At the beginning of lectures briefl y review content of previous lecture and outline

present one.


• Use practical multi sensory approach to cater to student’s learning style by

presenting materials such as videos, fl ow charts, diagrams and audio tapes.


• Facilitate the use of the note taker during lectures.

• Explain new words/terminology and use examples to explain new ideas.

• Be aware that students who lip read can miss a lot of what is being said. Avoid

moving around too much and when speaking always face the audience.


• Provide extensions in which to complete written assignments or course work when

appropriate and be fl exible around deadlines.



CASE 5. PHYSICAL DISABILITY

I have been told that a student with a physical disability is starting my course.

What can I do to make sure that they able to do well on the course?

Physical disabilities can be caused by anything from arthritis to amputation to

spinal cord injury. Some physical disabilities will be static and others can be

progressive. The most common issues for students with physical disabilities

is just physical access to the building/lecture theatre, bathroom etc. They may

also have diffi culty writing, holding or manipulating objects, decreased stamina,

and diffi culties getting to lectures etc within the time constraints imposed by

timetables, periods of absence for hospital appointments or illness.


CONTINUED

There are many teaching strategies that can be used to help students with

physical disabilities. See DAWN handbook Teaching ‘Students with Disabilities:

Guidelines for Academic Staff’ for further and more detailed guidance and tips:

• Ensure in advance that lecture theatres, buildings bathroom etc are

accessible. Be prepared for a change of classroom or building if no other

solution is available.

• Provide written material in accessible formats keeping writing style clear and

concise.


• At the beginning of lectures briefl y review content of previous lecture and

outline present one.


• Use practical multi sensory approach to cater to student’s learning style by

presenting materials such as videos, fl ow charts, diagrams and audio tapes.

• Allow for the time and fatigue factors that may arise as student moves

between lectures.


• Facilitate the use of educational support workers e.g. note takers or personal

assistants during lectures.


• Provide extensions in which to complete written assignments or course work

when appropriate and be fl exible around deadlines.

• Be aware of the impact of the issue on the student’s performance. Student

may tire easily and may require rest breaks.

• Consider evacuation procedures in an emergency and ensure that if there are

class trips that transport and venues are accessible.


CASE 6. VISUAL IMPAIRMENT

I have a student who has a visual impairment on my course. What are the

supports that we should provide to facilitate her academic progress?

Many vision impaired people will have some sight. A minority of people can

distinguish light but nothing else. Some people have no central vision, others

have no side vision. It is important to be aware that everyone is different.

Students with visual impairments may have diffi culty seeing print and following

lectures with heavy emphasis on visual aids e.g. diagrams, tables, pictures

and overheads. Students may have a slower speed of reading, or diffi culty

reading for long periods. They will also have a slower speed of work when using

magnifi cation or specialist software. Students will be provided with examination

supports including papers in alternative formats, use of computer with screen

reading software, provision of a reader or scribe and extra time.


CONTINUED


There are many teaching strategies that can be used to help students with

visual impairments. See DAWN handbook Teaching ‘Students with Disabilities:

Guidelines for Academic Staff’ for further and more detailed guidance and tips:

• Reading lists may need to be provided well in advance as they may need to

be converted into alternative formats. The Disability Offi ce will work with you

on this.

• Consider the challenges that your course may present to students with

visual impairments. Work with the Disability Offi ce and the student to

fi nd solutions. Consider alternative assignments that allow students to

demonstrate their knowledge of the subject matter if a specifi c task is

impossible for them to carry out.

• Provide course material in accessible formats keeping writing style clear and

concise.


• At the beginning of lectures briefl y review content of previous lecture and

outline present one.


• Use practical multi sensory approach to cater to student’s learning style and

convey information orally about what you have written on the board or shown

on overheads.


• Facilitate the use of educational support workers e.g. note takers or personal

assistants during lectures.


• Provide extensions in which to complete written assignments or course work

when appropriate and be fl exible around deadlines.

• Be aware of the impact of the issue on the student’s performance. Student may

tire easily and may require rest breaks.

• Regularly review student’s overall academic progress and participation.

• Consider evacuation procedures in an emergency.


ACCESS TEAM

MAYNOOTH ACCESS PROGRAMME

REGISTRAR

ANN O’BRIEN

Director of Access

Extension: 4519

[email protected]

ROSE RYAN

Disability Offi cer

Extension: 6341

[email protected]

CATHERINE

DOHERTY

Senior

Executive

Assistant

Extension: 6025

access.offi [email protected]

BRIDGET

GORMLEY

MAP Learning

Advisor Specifi c

Learning

Diffi culties

Extension: 6336

bridget.gormley

@nuim.ie

SIMON AHERN

Educational

Technology

Offi cer

Extension: 6722

[email protected]

MICHAEL

MAGUIRE

Mature Support

Extension: 6724

michael.

[email protected]

INA OLOHAN

MAP Learning

Advisor

Asperger’s

Syndrome,

Attention Defi cit

Disorder, Mental

Health Issues

and Signifi cant

Ongoing Illness

Extension: 6543

[email protected]

MAEVE

MCCALDIN

MAP Learning

Advisor Visual

Impairment,

Hearing

Impairment and

Physical/Mobility

issue

Extension: 3721

maeve.mccaldin

@nuim.ie

EMER SHEERIN

Mature Student

Offi cer

Extension: 3307

[email protected]

LORETTA

MULVIHILL /

MARTHA BRANDES

Acting Outreach

Project Offi cer and

Access Student

Advisor

Extension: 6614

[email protected]

[email protected]

MAP ACADEMIC ADVISORS LIST


Department MAP Academic

Advisor

Email Ext.

Adult Education Dr. Derek Barter [email protected] 3948

Adult Education Mary Corbally [email protected] 3784

Ancient Classics Dr. Maeve O Brien [email protected] 3807

Anthropology Dr. Pauline Garvey [email protected] 3587

Applied Social Studies Ciara Shanahan [email protected] 3804

Biology Dr. Christine Griffi n christine.griffi [email protected] 3841

Business Dr. Peter Robbins [email protected] 3647

Chemistry Ria Walsh [email protected] 4530

Computer Science Dr. Aidan Mooney [email protected] 3354

Design Innovation Dr. Martin Ryan [email protected] 6346

Economics Dr. Fabrice Rousseau [email protected] 4568

Education and Froebel Dr. Catriona O Toole [email protected] 3445

Electronic Engineering Andrew Meehan [email protected] 3488

English, Media and

Theatre Studies

Dr. Moynagh Sullivan [email protected] 4607

Experimental Physics Gerard McMahon [email protected] 3552

French Dr. Kathleen Shields [email protected] 3805

Geography Dr. Chris Van Egeraat [email protected] 4714

German Dr. Arnd Witte [email protected] 3717


History Prof. Marian Lyons [email protected] 3729

Law Dr. Sibo Banda [email protected] 6630

Mathematical Physics Dr. Jonivar Skullerud [email protected] 3678

Mathematics Prof. Stephen Buckley [email protected] 3914

Music Dr. Jesse Ronneau [email protected] 3730

Nua Ghaeilge Dr. Eoghan O’Raghallaigh [email protected] 3715

Philosophy Cyril McDonnell [email protected] 3698

Psychology Dr. Bryan Roche [email protected] 6026

School of Celtic

Studies

Prof. David Stifter [email protected] 3710

Sociology Prof. Sean O Riain [email protected] 3688

Spanish Dr. Jennifer Wood [email protected] 6116


FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

Please enter the name of the student

Please describe the action that was agreed at this meeting

Please enter their student number

Please enter the date and time of the meeting

Please tick the relevant follow-up measures

The relevant follow up measure

Student absence

Notetaking

Subject specifi c queries

Extension request

Missed assignment deadline

Lecturer-related issue

Tutor-related issue

In-class assessement query

Additional Tuition request

Other

Email was sent to student to describe actions agreed

Email required to be sent to relevant MAP Advisor

Referred to non-academic student support (Medical Ctr, Counselling,

Academic Advisory, Students Union)

Referred to academic supports (Moodle, Maths Support Centre)

Other

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Notetaking


Extension request



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Notetaking


Extension request



Tutor-related issue



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Notetaking


Extension request



Tutor-related issue



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NUI MAYNOOTH USEFUL CONTACT NUMBERS

Service Availability Number Location

Academic Advisory Offi ce

Monday - Thursday

9.45am to 4.30 pm

Closed 1pm to 2pm

7083368Education House,

North Campus

Access Offi ce9.30am to 1pm

2pm to 5pm7086025

MAP Lodge,

North Campus

Admissions Offi ce9.30am to 1pm

2.00pm to 5.00pm7083822

Humanity House,

South Campus

Career Development Centre

Monday – Friday 10am

- 12.30pm (last query

12.15) / 2.30pm - 4.30pm

(last query4.15)

7083592Arts Block,

North Campus

Chaplaincy9.30am- 1pm

2.pm– 5pm7083320

Student Services

Building

North Campus

Counselling ServiceMonday to Friday 9.30am

- 1pm / 2pm -5pm7083354

Student Services

Building

North Campus

CrecheTerm Hours: 8.45am -

6.15pm :7083319

Rye Hall,

North Campus

Examinations Offi ce09.30am to 1.00pm

2.00am to 5.00pm7083820

Humanity House,

South Campus

Fees Offi ce09.30am to 1.00pm

2.00am to 5.00pm7084747

Humanity House,

South Campus

Health and Safety Offi ce9.30am to 1.00pm

2.00am to 5.00pm7086251

Student Services

Building

North Campus

International Offi ce09.30am to 1.00pm

2.00am to 5.00pm7083868

Humanity House,

South Campus

Medical Centre

Monday _ Friday

9.30am to 12.30pm

2.pm to 4.30pm

7083878Student Services

Centre, North Campus

Records Offi ce09.30am to 1.00pm

2.00am to 5.00pm7083813

Humanity House,

South Campus

Residence Offi ce9.30am- 1pm

2.pm– 5pm7083322

Student Services

Building

North Campus

Security Offi ce 7083929 Arts Block

Student Services9.30am- 1pm

2.pm– 5pm7084729

Student Services

Centre, North Campus


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NATIONAL UNIVERSITY OF IRELAND MAYNOOTH

MAYNOOTH CO. KILDARE, IRELAND. TEL: +353 (1) 7086000

maynooth access programme