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maynooth access programme




                              A GUIDE
                             FOR MAP
                            ACADEMIC
                            ADVISORS
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 Office If I Have A Query ......................................14
   How Will I Know About A Student’s Accommodations .........................................15
   What Are my Responsibilities in Relation To Confidentiality................................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 Office .....22
   Access Office - 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 Difficulty .............................................................................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 identified
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 Office 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 Office 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 influencing 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 specific supports to students, prospective
    students and staff; and
•   To work with the University so that students and staff with specific
    access and support needs are treated in an equitable way.




                                  A GUIDE FOR MAP ACADEMIC ADVISORS | 03
CONTINUED
                   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 specific access and
                       support needs are treated in an equitable way.




NUIM recognises that studying at              to take responsibility for getting their
university is very different to the           work done and organising their time
experience of secondary school. Students      effectively. The MAP Team plays a key
registered with the Access Office may          role in assisting students registered with
have a different learning style, may have     the Access Office to develop these skills
had different experiences of education        and become an independent learner while
and life and may require more support         taking into account different learning
to become an independent learner.             styles, illness and disability related issues
University students are encouraged            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 financial 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 specific learning difficulty.
•   MAP provides, in collaboration with the
    Academic Departments, additional Academic
    Tuition where appropriate.
•   MAP provides disability and diversity training for
    staff at the University.

                                              A GUIDE FOR MAP ACADEMIC ADVISORS | 05
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 specific learning
                difficulty at that point. Some students will also apply to DARE
                (Disability Access Route to Education) which is a supplementary
                admissions route specifically 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
                Office coordinate the provision of a range of supports for students
                with disabilities:




                •   MAP Learning Advisors complete a Needs Assessment for all
                    students who register with the Disability Office. A Learning and
                    Academic Needs report (LANEX), which outlines the academic
                    and examination support to be provided by the Disability Office
                    and the Academic Departments is then forwarded to the relevant
                    Departments.
                •   The Disability Office 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.


06 | A GUIDE FOR MAP ACADEMIC ADVISORS
•   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
    identified areas.
•   MAP offers students registered with the Disability Office 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 Office can access the
    Assistive Technology Centre which houses a range of assistive technology.
•   The Educational Technology Officer 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 fulfill their true potential in education due to financial, 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
Officer coordinates the provision of a range of additional supports:
•    Mature Student Advisory Service – personal, financial, academic advice.
•    Essay Seminars in collaboration with Academic Advisory Office 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



                                        A GUIDE FOR MAP ACADEMIC ADVISORS | 07
CONTINUED

                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 specifically 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.




08 | A GUIDE FOR MAP ACADEMIC ADVISORS
WHAT DO I
HAVE TO DO?
MAP Academic Advisors have a specific clearly defined
role to assist students supported by MAP with academic
course-related queries and concerns only.




                     A GUIDE FOR MAP ACADEMIC ADVISORS | 09
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 Office on
                     academic issues relating to students supported by MAP;
                3.   A referral point for academic departments on issues relating to
                     specific groups of students;
                4.   A source of advice for Access Office 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
                     confidentiality of the LANEX;
                8.   The implementer of the LANEX and ensures that the support
                     approved for students registered with Disability Office 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 specific
                    aspects of courses run in their department.
                11. An advocate within your Department around accessibility and
                    diversity issues.




10 | A GUIDE FOR MAP ACADEMIC ADVISORS
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 financial or personal advisor to students. Students should
       be referred to the Access Office and/or Welfare Officer in the
       Students Union;
  2.   A retention officer. Students at risk of dropping out should be
       referred to the Access Office and/or Academic Advisor’s Office;
  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 Office.




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 office hours.
In addition you will be offered the opportunity to indicate your specific needs in the
context of training and support and the Access Office will endeavor to respond as
quickly as possible.




                                             A GUIDE FOR MAP ACADEMIC ADVISORS | 11
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 confidential 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 Officer. 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 significant.




12 | A GUIDE FOR MAP ACADEMIC ADVISORS
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 Office 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.




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.




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 difficulties. Some students will feel that they need to discuss
their academic concerns with their Department’s MAP Academic Advisor to
get specific 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 significant.




                                          A GUIDE FOR MAP ACADEMIC ADVISORS | 13
CONTINUED      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.




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 Officer, 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 Specific Learning
       Difficulties ( 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 Deficit Disorder or Significant 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 Office website (access.nuim.ie).



14 | A GUIDE FOR MAP ACADEMIC ADVISORS
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.




WHAT ARE MY RESPONSIBILITIES IN
RELATION TO CONFIDENTIALITY?
Yes this is very important. We encourage students with disabilities to
disclose information on their disability/specific learning difficulty 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 identified and facilitated in conjunction with the student.
Any documentation or information presented in disclosing a support need is
held by the Access Office and specific 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 Office.
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 confidential 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 files for each student registered with
the Disability Office in their Department.



                                          A GUIDE FOR MAP ACADEMIC ADVISORS | 15
CONTINUED
                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
                difficulties 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 field does not affect the
                integrity of the degree.

                Appropriate accommodations may be needed as well as
                modifications 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 specific guidance
                concerning accessibility for students with disabilities.

                Specific 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’.




 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’



16 | A GUIDE FOR MAP ACADEMIC ADVISORS
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
    significant learning issues. A student who has a mental health issue or
    dyslexia, for example, would benefit 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
    difficulty.
•   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.




                                          A GUIDE FOR MAP ACADEMIC ADVISORS | 17
CONTINUED




WHICH LEGISLATION PROVIDES
FOR THE SUPPORT OF STUDENTS
WITH DISABILITIES?
The Disability Act 2005 sets out to make significant 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:




18 | A GUIDE FOR MAP ACADEMIC ADVISORS
•   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 definition of disability
More detailed information on college legislative obligations will be provided in
hard copy and in your Moodle space.




 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-specific 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 Office in good time to enable briefing of
 the new appointee and their inclusion in the Moodle space.



                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 19
OVERVIEW OF ROLE
                                         OF MAP ACADEMIC
                                         ADVISOR




20 | A GUIDE FOR MAP ACADEMIC ADVISORS
OVERVIEW OF ROLE OF MAP ACADEMIC ADVISOR
                        Did the
                        student          1   Yes: Discuss the issue bearing this
                                             fact in mind.
                        disclose that
                        they entered         No: Discuss the issue as you would
                        via the HEAR         with any student.
                        route?
                                         2   Yes: Discuss the issue with student.
            ACCESS      Is the issue         No: Refer student to appropriate
                        academic?            service (Medical Counselling,
                                             Academic Advisory, Welfare)


                        Is the action
                                         3   Yes: Agree the action with the
                                             student.
                        to be taken
                                             No: Contact the MAP Advisor
                        clear?
                                             by e-mail (cc student).
                        Do you feel
                        that the
                        student has an   1   Yes: Refer to the Disability Office.
                        undiagnosed          No: Discuss the issue as you would
                        disability/          with any student.
                        specific
                        learning                                                    If necessary,
Student                 difficulty                                                   record the
makes                                    2   Yes: Consult the LANEX and
                                             discuss the issue. No: Refer
                                                                                    meeting
                                                                                    and email
contact                 Is the issue
           DISABILITY                        student to appropriate service         relevant
with MAP                academic?
                                             (Medical, Counselling, Academic        Access
Academic                                     Advisory, Welfare)                     Office
Advisors                                                                            Advisor (cc
                                             Yes: Agree the action with the
                        Is the action
                                         3   student.                               student)
                        to be taken          No: Contact the MAP Learning
                        clear?               Advisor by e-mail (cc student)




                        Is the
                                         1   Yes: Discuss the issue bearing this
                                             fact in mind.
                        student              No: Discuss the issue as you would
                        mature?              with any student.


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

                        Is the action    3   Yes: Agree the action with the
                                             student.
                        to be taken
                                             No: Contact the Mature Student
                        clear?
                                             Officer by e-mail (cc student).



                                              A GUIDE FOR MAP ACADEMIC ADVISORS | 21
DEVELOPMENT
          AND
DISSEMINATION
      OF GOOD
     PRACTICE       SUPPORTING STUDENTS
                    REGISTERED WITH THE DISABILITY
                    AND ACCESS OFFICE IN THE
                    DEPARTMENT OF ENGLISH
                    1.   In the first half of the semester I write to all students with a
                         LANEX Report and invite them to meet with me.
                    2.   At first 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
                             Office 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




    22 | A GUIDE FOR MAP ACADEMIC ADVISORS
•   Stress the importance of a student’s right to confidentiality. 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 identified 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 confidentiality 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




                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 23
DEVELOPMENT
          AND
DISSEMINATION
      OF GOOD
     PRACTICE
       CONTINUED




    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 offices 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 benefits all.


    In recognition that much good practice already happens across departments
    and offices in the university the Access Office in partnership with The Centre
    for Teaching and Learning are devising an award for academic departments
    and administrative offices 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 benefits for the general student
    population. Further information available on Access Office website http://access.
    nuim.ie and MAP Academic Advisor Moodle space


    The Access Office 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



    24 | A GUIDE FOR MAP ACADEMIC ADVISORS
APPLIED SOCIAL STUDIES - EXTENSIONS
AND OTHER ACADEMIC ACCOMMODATIONS
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 reflection 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 Office follow the
general departmental guidelines for extensions. However, when deciding if an
extension is appropriate for students registered with the Access/ Disability Office
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, firstly 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


                                           A GUIDE FOR MAP ACADEMIC ADVISORS | 25
CHECKLIST WITH
                                         STUDENT
                                         It is preferable if students who contact
                                         a MAP Academic Advisor regarding
                                         an academic issue can be encouraged
                                         to attempt to resolve their situation
                                         themselves.




26 | A GUIDE FOR MAP ACADEMIC ADVISORS
Has the student…                                Yes No N/A     Comments

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

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

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 first 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?



                                                A GUIDE FOR MAP ACADEMIC ADVISORS | 27
MAP ACADEMIC
                                         ADVISORS SUPPORT
                                         PAGE ON MOODLE




             THIS SPACE CONTAINS:
             •   Resources for inclusive teaching
             •   Links to MAP Office 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




28 | A GUIDE FOR MAP ACADEMIC ADVISORS
CASE STUDIES
                                            FOR MAP ACADEMIC
                                            ADVISOR




 ACCESS ISSUES
CASE 1. FAILING SUBJECT
An 18 year old student who did her Leaving Certificate 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 first 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 find 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
confidence 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.


                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 29
CONTINUED




  MATURE ISSUES
 PROBLEMS WITH SUBJECT
 Mary is a 43 year old first 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 finances. She married and has 3 children who are now in their late
 teens.
 Mary took the first step back into education just to see how she would get on.
 She had little confidence 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 confident 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.
 Specific Issue
 Mary has failed her first 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 Office 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 specific to the study of Anthropology.




30 | A GUIDE FOR MAP ACADEMIC ADVISORS
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 confirmed that she has Dyslexia. Mary finds that her reading is slow,
inaccurate and she frequently misreads words. In addition she finds that she has
short term memory difficulties and can be easily distracted. She finds taking notes
and listening at the same time very difficult. She also finds that organising her
ideas for written assignments is a real problem as is structuring her written work.
Mary finds it difficult to prioritise work effectively and to manage deadlines. She
feels that she can put in a huge amount of work but finds that the work that she
submits does not reflect either the work that she puts in or her academic ability.
She also finds revising for exams difficult and finds 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 Office 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 difficulties 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 Office will prepare a Learning and Academic Needs (LANEX) report
for Mary which outlines the support to be provided by the Disability Office and the
supports that would be appropriate from the Academic Departments. This report
should be circulated to any staff who will be teaching Mary.


                                           A GUIDE FOR MAP ACADEMIC ADVISORS | 31
CONTINUED




 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 briefly 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, flow 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 confidence.
 •    When marking examination or written work provide Learning Disability Awareness




32 | A GUIDE FOR MAP ACADEMIC ADVISORS
CASE 2. LEARNING DIFFICULTY
I have a student in my class who may have a learning difficulty. 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 difficulties identified or
supported at school and so they can have had very frustrating or negative
experiences at school which may have damaged their confidence. Most are likely
to have developed compensatory strategies for dealing with their memory and
language processing difficulties. At third level some of these strategies continue
to be useful but other newer ways of learning may need to be adopted. Students
can find 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 find 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 Office can support them. The Disability Office offers students the
opportunity to be screened for a possible learning difficulty. This screening will
confirm the possible presence of a learning difficulty 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
difficulty. 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 difficulties but the student has the final
responsibility for accessing them.




                                           A GUIDE FOR MAP ACADEMIC ADVISORS | 33
CONTINUED




 CASE 3. MENTAL HEALTH
 John is a 22 year old student currently completing first 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 finds 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 difficult 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 difficulties are very common and can include anxiety, depression,
 eating disorders and schizophrenia. Many difficulties are temporary and may
 respond to rest, counselling or medication. Individuals may also experience long
 term difficulties which are interspersed with periods of good and poor health. The
 most common symptoms of mental health difficulties are withdrawal,depression
 and anxiety. Students with mental health difficulties 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 fluctuate, the type and level of support may also
 fluctuate: the Disability Office is guided by the individual needs of the student.
 John is very bright and will succeed with the right support.
 •   Through the Disability Office, 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 benefit 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

34 | A GUIDE FOR MAP ACADEMIC ADVISORS
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 Office will prepare a Learning and Academic Needs report (LANEX)
for John which outlines the support to be provided by the Disability Office 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.
• Use Moodle to make notes and overheads available on line.
• At the beginning of lectures briefly 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, flow charts, diagrams and audio tapes.
• In situations where the student has poor concentration audio taping of lectures
    may be beneficial
• Provide examination supports for in course assessments
• Provide extensions in which to complete written assignments or course work
    when appropriate and be flexible 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 of the impact of the issue on the student’s performance and confidence.
• Be aware that the nature of mental health issues means that the student
    may experience times of particular difficulty 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 Office if their academic progress or participation is of concern.



                                          A GUIDE FOR MAP ACADEMIC ADVISORS | 35
CONTINUED




 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 difficulties 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 difficulty producing
 written work without grammatical or spelling errors. He can also misinterpret
 written information and has some difficulty in absorbing new words or concepts.
 •   Through the Disability Office 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.


36 | A GUIDE FOR MAP ACADEMIC ADVISORS
•   Daniel may also be provided with additional subject specific 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 specific 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 Office will prepare a Learning and Academic Needs report for Daniel
which outlines the support to be provided by the Disability Office 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
    Office to access a mobile system.
•   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 briefly 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, flow charts, diagrams and audio tapes.
•   Allow students to use assistive technology devices during lectures.
•   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 examination supports for in course assessments when requested.
•   Provide extensions in which to complete written assignments or course work when
    appropriate and be flexible around deadlines.
•   Be aware of the impact of the issue on the student’s performance and confidence.



                                             A GUIDE FOR MAP ACADEMIC ADVISORS | 37
CONTINUED




 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 difficulty writing, holding or manipulating objects, decreased stamina,
 and difficulties getting to lectures etc within the time constraints imposed by
 timetables, periods of absence for hospital appointments or illness.



38 | A GUIDE FOR MAP ACADEMIC ADVISORS
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.
•   Use Moodle to make notes and overheads available on line.
•   At the beginning of lectures briefly 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, flow charts, diagrams and audio tapes.
•   Allow for the time and fatigue factors that may arise as student moves
    between lectures.
•   Allow students to use assistive technology devices during lectures.
•   Facilitate the use of educational support workers e.g. note takers or personal
    assistants during lectures.
•   Provide examination supports for in course assessments when requested.
•   Provide extensions in which to complete written assignments or course work
    when appropriate and be flexible 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.




                                          A GUIDE FOR MAP ACADEMIC ADVISORS | 39
CONTINUED




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




40 | A GUIDE FOR MAP ACADEMIC ADVISORS
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 Office will work with you
    on this.
•   Consider the challenges that your course may present to students with
    visual impairments. Work with the Disability Office and the student to
    find solutions. Consider alternative assignments that allow students to
    demonstrate their knowledge of the subject matter if a specific task is
    impossible for them to carry out.
•   Provide course 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 briefly 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 and
    convey information orally about what you have written on the board or shown
    on overheads.
•   Allow students to use assistive technology devices during lectures.
•   Facilitate the use of educational support workers e.g. note takers or personal
    assistants during lectures.
•   Provide examination supports for in course assessments when requested.
•   Provide extensions in which to complete written assignments or course work
    when appropriate and be flexible 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.




                                           A GUIDE FOR MAP ACADEMIC ADVISORS | 41
MAYNOOTH ACCESS PROGRAMME
  ACCESS TEAM

                                      REGISTRAR


                                    ANN O’BRIEN
                                  Director of Access
                                   Extension: 4519
                                 ann.obrien@nuim.ie




      ROSE RYAN              LORETTA            EMER SHEERIN          CATHERINE
    Disability Officer       MULVIHILL /         Mature Student          DOHERTY
    Extension: 6341     MARTHA BRANDES              Officer               Senior
     rosario.ryan@        Acting Outreach       Extension: 3307         Executive
        nuim.ie         Project Officer and      emer.sheerin@           Assistant
                           Access Student           nuim.ie          Extension: 6025
                               Advisor                               access.office@
                          Extension: 6614                                nuim.ie
                         loretta.mulvihill@
                               nuim.ie
                        martha.brandes@
                               nuim.ie




   BRIDGET           INA OLOHAN           MAEVE           SIMON AHERN          MICHAEL
   GORMLEY          MAP Learning         MCCALDIN           Educational        MAGUIRE
 MAP Learning           Advisor        MAP Learning         Technology      Mature Support
Advisor Specific       Asperger’s       Advisor Visual         Officer        Extension: 6724
    Learning          Syndrome,         Impairment,       Extension: 6722      michael.
   Difficulties     Attention Deficit       Hearing         simon.ahern@        maguire@
Extension: 6336    Disorder, Mental   Impairment and          nuim.ie           nuim.ie
bridget.gormley     Health Issues     Physical/Mobility
   @nuim.ie         and Significant         issue
                   Ongoing Illness    Extension: 3721
                   Extension: 6543    maeve.mccaldin
                     ina.olohan@         @nuim.ie
                        nuim.ie




42 | A GUIDE FOR MAP ACADEMIC ADVISORS
MAP ACADEMIC ADVISORS LIST

Department               MAP Academic                Email                        Ext.
                         Advisor

Adult Education          Dr. Derek Barter            derek.barter@nuim.ie         3948

Adult Education          Mary Corbally               mary.e.corbally@nuim.ie      3784

Ancient Classics         Dr. Maeve O Brien           maeve.obrien@nuim.ie         3807

Anthropology             Dr. Pauline Garvey          pauline.a.garvey@nuim.ie     3587

Applied Social Studies   Ciara Shanahan              ciara.shanahan@nuim.ie       3804

Biology                  Dr. Christine Griffin        christine.griffin@nuim.ie     3841

Business                 Dr. Peter Robbins           peter.robbins@nuim.ie        3647

Chemistry                Ria Walsh                   ria.walsh@nuim.ie            4530

Computer Science         Dr. Aidan Mooney            amooney@cs.nuim.ie           3354

Design Innovation        Dr. Martin Ryan             martin.ryan@nuim.ie          6346

Economics                Dr. Fabrice Rousseau        fabrice.rousseau@nuim.ie     4568

Education and Froebel    Dr. Catriona O Toole        catriona.a.otoole@nuim.ie    3445

Electronic Engineering   Andrew Meehan               andrew.meehan@eeng.nuim.ie   3488


English, Media and       Dr. Moynagh Sullivan        moynagh.sullivan@nuim.ie     4607
Theatre Studies

Experimental Physics     Gerard McMahon              gerard.mcmahon@nuim.ie       3552


French                   Dr. Kathleen Shields        kathleen.m.shields@nuim.ie   3805


Geography                Dr. Chris Van Egeraat       chris.vanegeraat@nuim.ie     4714


German                   Dr. Arnd Witte              a.witte@nuim.ie              3717



                                                A GUIDE FOR MAP ACADEMIC ADVISORS | 43
History                Prof. Marian Lyons         marian.lyons@nuim.ie          3729


  Law                    Dr. Sibo Banda             sibo.banda@nuim.ie            6630


  Mathematical Physics   Dr. Jonivar Skullerud      jonivar@thphys.nuim.ie        3678


  Mathematics            Prof. Stephen Buckley      head@maths.nuim.ie            3914


  Music                  Dr. Jesse Ronneau          jesse.ronneau@nuim.ie         3730


  Nua Ghaeilge           Dr. Eoghan O’Raghallaigh   eoghan.oraghallaigh@nuim.ie   3715


  Philosophy             Cyril McDonnell            cyril.mcdonnell@nuim.ie       3698


  Psychology             Dr. Bryan Roche            bryan.t.roche@nuim.ie         6026


  School of Celtic       Prof. David Stifter        david.stifter@nuim.ie         3710
  Studies

  Sociology              Prof. Sean O Riain         sean.oriain@nuim.ie           3688


  Spanish                Dr. Jennifer Wood          jennifer.wood@nuim.ie         6116




44 | A GUIDE FOR MAP ACADEMIC ADVISORS
FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

1   Please enter the name of the student




2   Please enter their student number




3   Please enter the date and time of the meeting




5   Please tick the relevant follow-up measures

         Student absence                            Lecturer-related issue
         Notetaking                                 Tutor-related issue
         Subject specific queries                    In-class assessement query
         Extension request                          Additional Tuition request
         Missed assignment deadline                 Other


6   Please describe the action that was agreed at this meeting




7   The relevant follow up measure

         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


                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 45
FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

1   Please enter the name of the student




2   Please enter their student number




3   Please enter the date and time of the meeting




5   Please tick the relevant follow-up measures

         Student absence                            Lecturer-related issue
         Notetaking                                 Tutor-related issue
         Subject specific queries                    In-class assessement query
         Extension request                          Additional Tuition request
         Missed assignment deadline                 Other


6   Please describe the action that was agreed at this meeting




7   The relevant follow up measure

         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


46 | A GUIDE FOR MAP ACADEMIC ADVISORS
FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

1   Please enter the name of the student




2   Please enter their student number




3   Please enter the date and time of the meeting




5   Please tick the relevant follow-up measures

         Student absence                            Lecturer-related issue
         Notetaking                                 Tutor-related issue
         Subject specific queries                    In-class assessement query
         Extension request                          Additional Tuition request
         Missed assignment deadline                 Other


6   Please describe the action that was agreed at this meeting




7   The relevant follow up measure

         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


                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 47
FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

1   Please enter the name of the student




2   Please enter their student number




3   Please enter the date and time of the meeting




5   Please tick the relevant follow-up measures

         Student absence                            Lecturer-related issue
         Notetaking                                 Tutor-related issue
         Subject specific queries                    In-class assessement query
         Extension request                          Additional Tuition request
         Missed assignment deadline                 Other


6   Please describe the action that was agreed at this meeting




7   The relevant follow up measure

         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


48 | A GUIDE FOR MAP ACADEMIC ADVISORS
FEEDBACK ON MAP ACADEMIC ADVISOR MEETING

1   Please enter the name of the student




2   Please enter their student number




3   Please enter the date and time of the meeting




5   Please tick the relevant follow-up measures

         Student absence                            Lecturer-related issue
         Notetaking                                 Tutor-related issue
         Subject specific queries                    In-class assessement query
         Extension request                          Additional Tuition request
         Missed assignment deadline                 Other


6   Please describe the action that was agreed at this meeting




7   The relevant follow up measure

         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


                                            A GUIDE FOR MAP ACADEMIC ADVISORS | 49
NUI MAYNOOTH USEFUL CONTACT NUMBERS
  Service                     Availability               Number          Location
                              Monday - Thursday
                                                                     Education House,
  Academic Advisory Office     9.45am to 4.30 pm          7083368
                                                                      North Campus
                              Closed 1pm to 2pm
                              9.30am to 1pm                            MAP Lodge,
  Access Office                                           7086025
                              2pm to 5pm                              North Campus
                              9.30am to 1pm                          Humanity House,
  Admissions Office                                       7083822
                              2.00pm to 5.00pm                        South Campus
                              Monday – Friday 10am
                              - 12.30pm (last query                    Arts Block,
  Career Development Centre                              7083592
                              12.15) / 2.30pm - 4.30pm                North Campus
                              (last query4.15)
                                                                     Student Services
                              9.30am- 1pm
  Chaplaincy                                             7083320         Building
                              2.pm– 5pm
                                                                      North Campus
                                                                     Student Services
                              Monday to Friday 9.30am
  Counselling Service                                    7083354         Building
                              - 1pm / 2pm -5pm
                                                                      North Campus
                              Term Hours: 8.45am -                      Rye Hall,
  Creche                                                 7083319
                              6.15pm :                                North Campus
                              09.30am to 1.00pm                      Humanity House,
  Examinations Office                                     7083820
                              2.00am to 5.00pm                        South Campus
                              09.30am to 1.00pm                      Humanity House,
  Fees Office                                             7084747
                              2.00am to 5.00pm                        South Campus
                                                                     Student Services
                              9.30am to 1.00pm
  Health and Safety Office                                7086251         Building
                              2.00am to 5.00pm
                                                                      North Campus
                              09.30am to 1.00pm                      Humanity House,
  International Office                                    7083868
                              2.00am to 5.00pm                        South Campus
                              Monday _ Friday
                                                                     Student Services
  Medical Centre              9.30am to 12.30pm          7083878
                                                                   Centre, North Campus
                              2.pm to 4.30pm
                              09.30am to 1.00pm                      Humanity House,
  Records Office                                          7083813
                              2.00am to 5.00pm                        South Campus
                                                                     Student Services
                              9.30am- 1pm
  Residence Office                                        7083322         Building
                              2.pm– 5pm
                                                                      North Campus

  Security Office                                         7083929        Arts Block

                              9.30am- 1pm                            Student Services
  Student Services                                       7084729
                              2.pm– 5pm                            Centre, North Campus



50 | A GUIDE FOR MAP ACADEMIC ADVISORS
NOTES




        A GUIDE FOR MAP ACADEMIC ADVISORS | 51
NOTES




52 | A GUIDE FOR MAP ACADEMIC ADVISORS
NOTES




        A GUIDE FOR MAP ACADEMIC ADVISORS | 53
NOTES




54 | A GUIDE FOR MAP ACADEMIC ADVISORS
NATIONAL UNIVERSITY OF IRELAND MAYNOOTH
MAYNOOTH CO. KILDARE, IRELAND. TEL: +353 (1) 7086000




              maynooth access programme

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A Guide for MAP Academic Advisors

  • 1. maynooth access programme A GUIDE FOR MAP ACADEMIC ADVISORS
  • 2. 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 Office If I Have A Query ......................................14 How Will I Know About A Student’s Accommodations .........................................15 What Are my Responsibilities in Relation To Confidentiality................................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 Office .....22 Access Office - 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 Difficulty .............................................................................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
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  • 4. 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 identified 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 Office 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
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  • 6. The Access Office 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 influencing 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 specific supports to students, prospective students and staff; and • To work with the University so that students and staff with specific access and support needs are treated in an equitable way. A GUIDE FOR MAP ACADEMIC ADVISORS | 03
  • 7. CONTINUED 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 specific access and support needs are treated in an equitable way. NUIM recognises that studying at to take responsibility for getting their university is very different to the work done and organising their time experience of secondary school. Students effectively. The MAP Team plays a key registered with the Access Office may role in assisting students registered with have a different learning style, may have the Access Office to develop these skills had different experiences of education and become an independent learner while and life and may require more support taking into account different learning to become an independent learner. styles, illness and disability related issues University students are encouraged and diverse needs. 04 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 8. 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 financial 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 specific learning difficulty. • MAP provides, in collaboration with the Academic Departments, additional Academic Tuition where appropriate. • MAP provides disability and diversity training for staff at the University. A GUIDE FOR MAP ACADEMIC ADVISORS | 05
  • 9. 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 specific learning difficulty at that point. Some students will also apply to DARE (Disability Access Route to Education) which is a supplementary admissions route specifically 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 Office coordinate the provision of a range of supports for students with disabilities: • MAP Learning Advisors complete a Needs Assessment for all students who register with the Disability Office. A Learning and Academic Needs report (LANEX), which outlines the academic and examination support to be provided by the Disability Office and the Academic Departments is then forwarded to the relevant Departments. • The Disability Office 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. 06 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 10. 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 identified areas. • MAP offers students registered with the Disability Office 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 Office can access the Assistive Technology Centre which houses a range of assistive technology. • The Educational Technology Officer 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 fulfill their true potential in education due to financial, 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 Officer coordinates the provision of a range of additional supports: • Mature Student Advisory Service – personal, financial, academic advice. • Essay Seminars in collaboration with Academic Advisory Office 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 07
  • 11. CONTINUED 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 specifically 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. 08 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 12. WHAT DO I HAVE TO DO? MAP Academic Advisors have a specific clearly defined role to assist students supported by MAP with academic course-related queries and concerns only. A GUIDE FOR MAP ACADEMIC ADVISORS | 09
  • 13. 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 Office on academic issues relating to students supported by MAP; 3. A referral point for academic departments on issues relating to specific groups of students; 4. A source of advice for Access Office 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 confidentiality of the LANEX; 8. The implementer of the LANEX and ensures that the support approved for students registered with Disability Office 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 specific aspects of courses run in their department. 11. An advocate within your Department around accessibility and diversity issues. 10 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 14. 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 financial or personal advisor to students. Students should be referred to the Access Office and/or Welfare Officer in the Students Union; 2. A retention officer. Students at risk of dropping out should be referred to the Access Office and/or Academic Advisor’s Office; 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 Office. 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 office hours. In addition you will be offered the opportunity to indicate your specific needs in the context of training and support and the Access Office will endeavor to respond as quickly as possible. A GUIDE FOR MAP ACADEMIC ADVISORS | 11
  • 15. 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 confidential 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 Officer. 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 significant. 12 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 16. 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 Office 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. 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. 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 difficulties. Some students will feel that they need to discuss their academic concerns with their Department’s MAP Academic Advisor to get specific 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 significant. A GUIDE FOR MAP ACADEMIC ADVISORS | 13
  • 17. CONTINUED 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. 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 Officer, 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 Specific Learning Difficulties ( 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 Deficit Disorder or Significant 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 Office website (access.nuim.ie). 14 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 18. 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. WHAT ARE MY RESPONSIBILITIES IN RELATION TO CONFIDENTIALITY? Yes this is very important. We encourage students with disabilities to disclose information on their disability/specific learning difficulty 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 identified and facilitated in conjunction with the student. Any documentation or information presented in disclosing a support need is held by the Access Office and specific 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 Office. 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 confidential 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 files for each student registered with the Disability Office in their Department. A GUIDE FOR MAP ACADEMIC ADVISORS | 15
  • 19. CONTINUED 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 difficulties 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 field does not affect the integrity of the degree. Appropriate accommodations may be needed as well as modifications 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 specific guidance concerning accessibility for students with disabilities. Specific 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’. 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’ 16 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 20. 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 significant learning issues. A student who has a mental health issue or dyslexia, for example, would benefit 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 difficulty. • 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. A GUIDE FOR MAP ACADEMIC ADVISORS | 17
  • 21. CONTINUED WHICH LEGISLATION PROVIDES FOR THE SUPPORT OF STUDENTS WITH DISABILITIES? The Disability Act 2005 sets out to make significant 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: 18 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 22. 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 definition of disability More detailed information on college legislative obligations will be provided in hard copy and in your Moodle space. 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-specific 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 Office in good time to enable briefing of the new appointee and their inclusion in the Moodle space. A GUIDE FOR MAP ACADEMIC ADVISORS | 19
  • 23. OVERVIEW OF ROLE OF MAP ACADEMIC ADVISOR 20 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 24. OVERVIEW OF ROLE OF MAP ACADEMIC ADVISOR Did the student 1 Yes: Discuss the issue bearing this fact in mind. disclose that they entered No: Discuss the issue as you would via the HEAR with any student. route? 2 Yes: Discuss the issue with student. ACCESS Is the issue No: Refer student to appropriate academic? service (Medical Counselling, Academic Advisory, Welfare) Is the action 3 Yes: Agree the action with the student. to be taken No: Contact the MAP Advisor clear? by e-mail (cc student). Do you feel that the student has an 1 Yes: Refer to the Disability Office. undiagnosed No: Discuss the issue as you would disability/ with any student. specific learning If necessary, Student difficulty record the makes 2 Yes: Consult the LANEX and discuss the issue. No: Refer meeting and email contact Is the issue DISABILITY student to appropriate service relevant with MAP academic? (Medical, Counselling, Academic Access Academic Advisory, Welfare) Office Advisors Advisor (cc Yes: Agree the action with the Is the action 3 student. student) to be taken No: Contact the MAP Learning clear? Advisor by e-mail (cc student) Is the 1 Yes: Discuss the issue bearing this fact in mind. student No: Discuss the issue as you would mature? with any student. 2 Yes: Discuss the issue with the student. No: Refer student to Is the issue MATURE academic? appropriate service (Medical Counselling, Academic Advisory, Welfare) Is the action 3 Yes: Agree the action with the student. to be taken No: Contact the Mature Student clear? Officer by e-mail (cc student). A GUIDE FOR MAP ACADEMIC ADVISORS | 21
  • 25. DEVELOPMENT AND DISSEMINATION OF GOOD PRACTICE SUPPORTING STUDENTS REGISTERED WITH THE DISABILITY AND ACCESS OFFICE IN THE DEPARTMENT OF ENGLISH 1. In the first half of the semester I write to all students with a LANEX Report and invite them to meet with me. 2. At first 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 Office 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 22 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 26. Stress the importance of a student’s right to confidentiality. 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 identified 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 confidentiality 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 23
  • 27. DEVELOPMENT AND DISSEMINATION OF GOOD PRACTICE CONTINUED 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 offices 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 benefits all. In recognition that much good practice already happens across departments and offices in the university the Access Office in partnership with The Centre for Teaching and Learning are devising an award for academic departments and administrative offices 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 benefits for the general student population. Further information available on Access Office website http://access. nuim.ie and MAP Academic Advisor Moodle space The Access Office 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 24 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 28. APPLIED SOCIAL STUDIES - EXTENSIONS AND OTHER ACADEMIC ACCOMMODATIONS 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 reflection 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 Office follow the general departmental guidelines for extensions. However, when deciding if an extension is appropriate for students registered with the Access/ Disability Office 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, firstly 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 25
  • 29. CHECKLIST WITH STUDENT It is preferable if students who contact a MAP Academic Advisor regarding an academic issue can be encouraged to attempt to resolve their situation themselves. 26 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 30. Has the student… Yes No N/A Comments already approached the lecturer/ course coordinator/ tutor/ Head of Department to discuss their difficulty? made contact with their Class Rep to advise them of any relevant issues/ difficulties? 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 first 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? A GUIDE FOR MAP ACADEMIC ADVISORS | 27
  • 31. MAP ACADEMIC ADVISORS SUPPORT PAGE ON MOODLE THIS SPACE CONTAINS: • Resources for inclusive teaching • Links to MAP Office 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 28 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 32. CASE STUDIES FOR MAP ACADEMIC ADVISOR ACCESS ISSUES CASE 1. FAILING SUBJECT An 18 year old student who did her Leaving Certificate 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 first 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 find 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 confidence 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. A GUIDE FOR MAP ACADEMIC ADVISORS | 29
  • 33. CONTINUED MATURE ISSUES PROBLEMS WITH SUBJECT Mary is a 43 year old first 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 finances. She married and has 3 children who are now in their late teens. Mary took the first step back into education just to see how she would get on. She had little confidence 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 confident 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. Specific Issue Mary has failed her first 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 Office 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 specific to the study of Anthropology. 30 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 34. 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 confirmed that she has Dyslexia. Mary finds that her reading is slow, inaccurate and she frequently misreads words. In addition she finds that she has short term memory difficulties and can be easily distracted. She finds taking notes and listening at the same time very difficult. She also finds that organising her ideas for written assignments is a real problem as is structuring her written work. Mary finds it difficult to prioritise work effectively and to manage deadlines. She feels that she can put in a huge amount of work but finds that the work that she submits does not reflect either the work that she puts in or her academic ability. She also finds revising for exams difficult and finds 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 Office 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 difficulties 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 Office will prepare a Learning and Academic Needs (LANEX) report for Mary which outlines the support to be provided by the Disability Office and the supports that would be appropriate from the Academic Departments. This report should be circulated to any staff who will be teaching Mary. A GUIDE FOR MAP ACADEMIC ADVISORS | 31
  • 35. CONTINUED 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 briefly 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, flow 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 confidence. • When marking examination or written work provide Learning Disability Awareness 32 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 36. CASE 2. LEARNING DIFFICULTY I have a student in my class who may have a learning difficulty. 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 difficulties identified or supported at school and so they can have had very frustrating or negative experiences at school which may have damaged their confidence. Most are likely to have developed compensatory strategies for dealing with their memory and language processing difficulties. At third level some of these strategies continue to be useful but other newer ways of learning may need to be adopted. Students can find 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 find 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 Office can support them. The Disability Office offers students the opportunity to be screened for a possible learning difficulty. This screening will confirm the possible presence of a learning difficulty 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 difficulty. 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 difficulties but the student has the final responsibility for accessing them. A GUIDE FOR MAP ACADEMIC ADVISORS | 33
  • 37. CONTINUED CASE 3. MENTAL HEALTH John is a 22 year old student currently completing first 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 finds 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 difficult 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 difficulties are very common and can include anxiety, depression, eating disorders and schizophrenia. Many difficulties are temporary and may respond to rest, counselling or medication. Individuals may also experience long term difficulties which are interspersed with periods of good and poor health. The most common symptoms of mental health difficulties are withdrawal,depression and anxiety. Students with mental health difficulties 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 fluctuate, the type and level of support may also fluctuate: the Disability Office is guided by the individual needs of the student. John is very bright and will succeed with the right support. • Through the Disability Office, 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 benefit 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 34 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 38. 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 Office will prepare a Learning and Academic Needs report (LANEX) for John which outlines the support to be provided by the Disability Office 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. • Use Moodle to make notes and overheads available on line. • At the beginning of lectures briefly 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, flow charts, diagrams and audio tapes. • In situations where the student has poor concentration audio taping of lectures may be beneficial • Provide examination supports for in course assessments • Provide extensions in which to complete written assignments or course work when appropriate and be flexible 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 of the impact of the issue on the student’s performance and confidence. • Be aware that the nature of mental health issues means that the student may experience times of particular difficulty 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 Office if their academic progress or participation is of concern. A GUIDE FOR MAP ACADEMIC ADVISORS | 35
  • 39. CONTINUED 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 difficulties 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 difficulty producing written work without grammatical or spelling errors. He can also misinterpret written information and has some difficulty in absorbing new words or concepts. • Through the Disability Office 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. 36 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 40. Daniel may also be provided with additional subject specific 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 specific 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 Office will prepare a Learning and Academic Needs report for Daniel which outlines the support to be provided by the Disability Office 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 Office to access a mobile system. • 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 briefly 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, flow charts, diagrams and audio tapes. • Allow students to use assistive technology devices during lectures. • 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 examination supports for in course assessments when requested. • Provide extensions in which to complete written assignments or course work when appropriate and be flexible around deadlines. • Be aware of the impact of the issue on the student’s performance and confidence. A GUIDE FOR MAP ACADEMIC ADVISORS | 37
  • 41. CONTINUED 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 difficulty writing, holding or manipulating objects, decreased stamina, and difficulties getting to lectures etc within the time constraints imposed by timetables, periods of absence for hospital appointments or illness. 38 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 42. 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. • Use Moodle to make notes and overheads available on line. • At the beginning of lectures briefly 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, flow charts, diagrams and audio tapes. • Allow for the time and fatigue factors that may arise as student moves between lectures. • Allow students to use assistive technology devices during lectures. • Facilitate the use of educational support workers e.g. note takers or personal assistants during lectures. • Provide examination supports for in course assessments when requested. • Provide extensions in which to complete written assignments or course work when appropriate and be flexible 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. A GUIDE FOR MAP ACADEMIC ADVISORS | 39
  • 43. CONTINUED 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 difficulty 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 difficulty reading for long periods. They will also have a slower speed of work when using magnification 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. 40 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 44. 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 Office will work with you on this. • Consider the challenges that your course may present to students with visual impairments. Work with the Disability Office and the student to find solutions. Consider alternative assignments that allow students to demonstrate their knowledge of the subject matter if a specific task is impossible for them to carry out. • Provide course 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 briefly 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 and convey information orally about what you have written on the board or shown on overheads. • Allow students to use assistive technology devices during lectures. • Facilitate the use of educational support workers e.g. note takers or personal assistants during lectures. • Provide examination supports for in course assessments when requested. • Provide extensions in which to complete written assignments or course work when appropriate and be flexible 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. A GUIDE FOR MAP ACADEMIC ADVISORS | 41
  • 45. MAYNOOTH ACCESS PROGRAMME ACCESS TEAM REGISTRAR ANN O’BRIEN Director of Access Extension: 4519 ann.obrien@nuim.ie ROSE RYAN LORETTA EMER SHEERIN CATHERINE Disability Officer MULVIHILL / Mature Student DOHERTY Extension: 6341 MARTHA BRANDES Officer Senior rosario.ryan@ Acting Outreach Extension: 3307 Executive nuim.ie Project Officer and emer.sheerin@ Assistant Access Student nuim.ie Extension: 6025 Advisor access.office@ Extension: 6614 nuim.ie loretta.mulvihill@ nuim.ie martha.brandes@ nuim.ie BRIDGET INA OLOHAN MAEVE SIMON AHERN MICHAEL GORMLEY MAP Learning MCCALDIN Educational MAGUIRE MAP Learning Advisor MAP Learning Technology Mature Support Advisor Specific Asperger’s Advisor Visual Officer Extension: 6724 Learning Syndrome, Impairment, Extension: 6722 michael. Difficulties Attention Deficit Hearing simon.ahern@ maguire@ Extension: 6336 Disorder, Mental Impairment and nuim.ie nuim.ie bridget.gormley Health Issues Physical/Mobility @nuim.ie and Significant issue Ongoing Illness Extension: 3721 Extension: 6543 maeve.mccaldin ina.olohan@ @nuim.ie nuim.ie 42 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 46. MAP ACADEMIC ADVISORS LIST Department MAP Academic Email Ext. Advisor Adult Education Dr. Derek Barter derek.barter@nuim.ie 3948 Adult Education Mary Corbally mary.e.corbally@nuim.ie 3784 Ancient Classics Dr. Maeve O Brien maeve.obrien@nuim.ie 3807 Anthropology Dr. Pauline Garvey pauline.a.garvey@nuim.ie 3587 Applied Social Studies Ciara Shanahan ciara.shanahan@nuim.ie 3804 Biology Dr. Christine Griffin christine.griffin@nuim.ie 3841 Business Dr. Peter Robbins peter.robbins@nuim.ie 3647 Chemistry Ria Walsh ria.walsh@nuim.ie 4530 Computer Science Dr. Aidan Mooney amooney@cs.nuim.ie 3354 Design Innovation Dr. Martin Ryan martin.ryan@nuim.ie 6346 Economics Dr. Fabrice Rousseau fabrice.rousseau@nuim.ie 4568 Education and Froebel Dr. Catriona O Toole catriona.a.otoole@nuim.ie 3445 Electronic Engineering Andrew Meehan andrew.meehan@eeng.nuim.ie 3488 English, Media and Dr. Moynagh Sullivan moynagh.sullivan@nuim.ie 4607 Theatre Studies Experimental Physics Gerard McMahon gerard.mcmahon@nuim.ie 3552 French Dr. Kathleen Shields kathleen.m.shields@nuim.ie 3805 Geography Dr. Chris Van Egeraat chris.vanegeraat@nuim.ie 4714 German Dr. Arnd Witte a.witte@nuim.ie 3717 A GUIDE FOR MAP ACADEMIC ADVISORS | 43
  • 47. History Prof. Marian Lyons marian.lyons@nuim.ie 3729 Law Dr. Sibo Banda sibo.banda@nuim.ie 6630 Mathematical Physics Dr. Jonivar Skullerud jonivar@thphys.nuim.ie 3678 Mathematics Prof. Stephen Buckley head@maths.nuim.ie 3914 Music Dr. Jesse Ronneau jesse.ronneau@nuim.ie 3730 Nua Ghaeilge Dr. Eoghan O’Raghallaigh eoghan.oraghallaigh@nuim.ie 3715 Philosophy Cyril McDonnell cyril.mcdonnell@nuim.ie 3698 Psychology Dr. Bryan Roche bryan.t.roche@nuim.ie 6026 School of Celtic Prof. David Stifter david.stifter@nuim.ie 3710 Studies Sociology Prof. Sean O Riain sean.oriain@nuim.ie 3688 Spanish Dr. Jennifer Wood jennifer.wood@nuim.ie 6116 44 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 48. FEEDBACK ON MAP ACADEMIC ADVISOR MEETING 1 Please enter the name of the student 2 Please enter their student number 3 Please enter the date and time of the meeting 5 Please tick the relevant follow-up measures Student absence Lecturer-related issue Notetaking Tutor-related issue Subject specific queries In-class assessement query Extension request Additional Tuition request Missed assignment deadline Other 6 Please describe the action that was agreed at this meeting 7 The relevant follow up measure 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 45
  • 49. FEEDBACK ON MAP ACADEMIC ADVISOR MEETING 1 Please enter the name of the student 2 Please enter their student number 3 Please enter the date and time of the meeting 5 Please tick the relevant follow-up measures Student absence Lecturer-related issue Notetaking Tutor-related issue Subject specific queries In-class assessement query Extension request Additional Tuition request Missed assignment deadline Other 6 Please describe the action that was agreed at this meeting 7 The relevant follow up measure 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 46 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 50. FEEDBACK ON MAP ACADEMIC ADVISOR MEETING 1 Please enter the name of the student 2 Please enter their student number 3 Please enter the date and time of the meeting 5 Please tick the relevant follow-up measures Student absence Lecturer-related issue Notetaking Tutor-related issue Subject specific queries In-class assessement query Extension request Additional Tuition request Missed assignment deadline Other 6 Please describe the action that was agreed at this meeting 7 The relevant follow up measure 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 47
  • 51. FEEDBACK ON MAP ACADEMIC ADVISOR MEETING 1 Please enter the name of the student 2 Please enter their student number 3 Please enter the date and time of the meeting 5 Please tick the relevant follow-up measures Student absence Lecturer-related issue Notetaking Tutor-related issue Subject specific queries In-class assessement query Extension request Additional Tuition request Missed assignment deadline Other 6 Please describe the action that was agreed at this meeting 7 The relevant follow up measure 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 48 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 52. FEEDBACK ON MAP ACADEMIC ADVISOR MEETING 1 Please enter the name of the student 2 Please enter their student number 3 Please enter the date and time of the meeting 5 Please tick the relevant follow-up measures Student absence Lecturer-related issue Notetaking Tutor-related issue Subject specific queries In-class assessement query Extension request Additional Tuition request Missed assignment deadline Other 6 Please describe the action that was agreed at this meeting 7 The relevant follow up measure 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 A GUIDE FOR MAP ACADEMIC ADVISORS | 49
  • 53. NUI MAYNOOTH USEFUL CONTACT NUMBERS Service Availability Number Location Monday - Thursday Education House, Academic Advisory Office 9.45am to 4.30 pm 7083368 North Campus Closed 1pm to 2pm 9.30am to 1pm MAP Lodge, Access Office 7086025 2pm to 5pm North Campus 9.30am to 1pm Humanity House, Admissions Office 7083822 2.00pm to 5.00pm South Campus Monday – Friday 10am - 12.30pm (last query Arts Block, Career Development Centre 7083592 12.15) / 2.30pm - 4.30pm North Campus (last query4.15) Student Services 9.30am- 1pm Chaplaincy 7083320 Building 2.pm– 5pm North Campus Student Services Monday to Friday 9.30am Counselling Service 7083354 Building - 1pm / 2pm -5pm North Campus Term Hours: 8.45am - Rye Hall, Creche 7083319 6.15pm : North Campus 09.30am to 1.00pm Humanity House, Examinations Office 7083820 2.00am to 5.00pm South Campus 09.30am to 1.00pm Humanity House, Fees Office 7084747 2.00am to 5.00pm South Campus Student Services 9.30am to 1.00pm Health and Safety Office 7086251 Building 2.00am to 5.00pm North Campus 09.30am to 1.00pm Humanity House, International Office 7083868 2.00am to 5.00pm South Campus Monday _ Friday Student Services Medical Centre 9.30am to 12.30pm 7083878 Centre, North Campus 2.pm to 4.30pm 09.30am to 1.00pm Humanity House, Records Office 7083813 2.00am to 5.00pm South Campus Student Services 9.30am- 1pm Residence Office 7083322 Building 2.pm– 5pm North Campus Security Office 7083929 Arts Block 9.30am- 1pm Student Services Student Services 7084729 2.pm– 5pm Centre, North Campus 50 | A GUIDE FOR MAP ACADEMIC ADVISORS
  • 54. NOTES A GUIDE FOR MAP ACADEMIC ADVISORS | 51
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  • 56. NOTES A GUIDE FOR MAP ACADEMIC ADVISORS | 53
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  • 59. NATIONAL UNIVERSITY OF IRELAND MAYNOOTH MAYNOOTH CO. KILDARE, IRELAND. TEL: +353 (1) 7086000 maynooth access programme