A Guide for MAP Academic Advisors

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.


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.


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.


• 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


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.


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.


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.


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.


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.


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.


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).


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.


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’


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.


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:


• 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.


OVERVIEW OF ROLE
OF MAP ACADEMIC
ADVISOR


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).


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


• 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


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


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


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.


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?


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


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.


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.


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.


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


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.


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


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
concise.
present one.
• 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 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.


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.


• 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
• 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.
concise.
present one.
• Facilitate the use of the note taker during lectures.
• Explain new words/terminology and use examples to explain new ideas.
• Be aware that students who lip read can miss a lot of what is being said. Avoid
moving around too much and when speaking always face the audience.
• Provide extensions in which to complete written assignments or course work when
appropriate and be flexible around deadlines.


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.


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.
concise.
• At the beginning of lectures brieﬂy review content of previous lecture and
outline present one.
• Allow for the time and fatigue factors that may arise as student moves
between lectures.
• Facilitate the use of educational support workers e.g. note takers or personal
assistants during lectures.
• 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.


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.


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.
• At the beginning of lectures briefly review content of previous lecture and
outline present one.
• Use practical multi sensory approach to cater to student’s learning style and
convey information orally about what you have written on the board or shown
on overheads.
• Facilitate the use of educational support workers e.g. note takers or personal
assistants during lectures.
• 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.


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


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


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


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










Other


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
Fees Office 7084747
Student Services
9.30am to 1.00pm
Health and Safety Office 7086251 Building
2.00am to 5.00pm
North Campus
International Office 7083868
Monday _ Friday
Student Services
Medical Centre 9.30am to 12.30pm 7083878
Centre, North Campus
2.pm to 4.30pm
Records Office 7083813
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


NOTES


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

maynooth access programme

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