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BA i gCúram agus Oideachas Naíonán
BA Degree in Early Childhood Care and Education
2014-2015
Student Handbook
Lámhleabhar
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1.1Welcome from the Dean of Education/ Fáilte ó Déan an Oideachais
Dear Student,
On behalf of my colleagues I extend a warm welcome to you to the Faculty of
Education at Mary Immaculate College. We are proud of our tradition of
teacher education and of the high standards achieved by our graduates since
the establishment of the College in 1898. As the largest Education Faculty in
Ireland, we are particularly aware of the significance of the BA degree in
Early Childhood Care and Education (ECCE) programme in developing,
promoting and sustaining a high quality education experience for all children.
We are also cognisant of our special responsibility in developing Early Years
Educators for the twenty-first century who share a professional belief in, and
moral commitment to, working towards excellence, equity, diversity and social
justice for the nation’s children.
As a student within the Faculty of Education you are part of a vibrant and innovative community which continues to
design and develop new programmes. Our BEd continues to be very successful and the BEd in Education and in
Psychology is accredited by the Psychological Society of Ireland. Both of these programmes have now been revised
and a new four-year programmes commenced last Autumn. Our commitment to ensuring our students have the
most appropriate education is evident in the extent of programme renewal within the Faculty. Third-year students
on the BAECCE now undertake an off-campus semester. This exciting initiative provides students with the
opportunity to work in a range of placements including early childhood education settings in countries with well-
developed early childhood education systems such as Norway and the United States , in developing countries and in
early education and primary school settings in Ireland. The Faculty is also involved in the development of other new
programmes; our Masters in Educational Psychology (MAEP) was accredited by the Psychological Society of
Ireland and our first cohort of Educational Psychologists graduated in October 2012. Our Graduate Diploma in
Adult and Further Education was recently accredited by the Teaching Council and the graduates of this
programme were the first professionally recognised teachers of Further Education in the country. These
programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty
in SEN, ICT, Mentoring and Teacher Development, and Professional Studies in Education, at masters and PhD
levels.
Our lecturers are very approachable and dedicated to providing you with a top quality educational experience.
Please engage with them and with your fellow students to enrich your own learning and to broaden your
understanding of what is means to be an Early Years Educator. Participate in the life of the College, join clubs and
societies, and enjoy the many sporting, social, cultural, and personal development opportunities available to you. In
closing, I wish you well in your studies and I hope that your time at Mary Immaculate College will prove both
enjoy able and rewarding.
Guím gach rath ort i rith na bliana,
Professor Teresa O’Doherty
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1.2 Welcome from the Head of Department/ Fáilte ó Cheann Roinne
Dear Student,
With my colleagues in Early Childhood Studies I am delighted to welcome you to
Mary Immaculate College and to the BA ECCE programme. We hope that you
enjoy and benefit from the many learning experiences that both the programme
and College life provides.
In the belief that high-quality early education can make the crucial difference in
helping all children to develop to their potential, we are committed to providing a programme to enable
all of our graduates to make this crucial difference in the lives of children.
As lecturers we are here to support and enrich your learning experiences in the college and on your
placements. We wish you well in the year ahead and will do our best to make your experience in the BA
ECCE beneficial and worthwhile.
Guím gach rath ort i rith na bliana,
Dr. Emer Ring
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1.3 Table of Contents
Section 1: Overview of the College Page 1.1 Welcome from the Dean of the Faculty of Education 2 1.2 Welcome from the Head of Department 3 1.3 Table of Contents 4 1.4 Introduction 6 1.5 Mary Immaculate College – A brief overview 6 1.6 Mission Statement of the College 6 1.7 The Faculty of Education A brief overview 7 1.8 Mission Statement of the Faculty of Education 7 1.9 Mission Statement for the BA ECCE 8 1.10 Qualifications Required for Entry to the BA ECCE Programme 8 1.11 CAO applicants to the BA ECCE Programme 8 1.12 Mature Applicants to the BA ECCE Programme 8 1.13 Access Applicants to the BA ECCE Programme 9 1.14 Additional Requirements for BA ECCE Students 9 1.15 Important Contact Points 10 1.16 Useful Weblinks 11 1.17 Finding your way around 11 1.18 Administration Offices / Oifigí Riaracháin 13 1.19 College Services Opening Hours 14
Section 2: Overview of the BA ECCE Programme 2.1 Introduction to the BA ECCE Programme 15 2.2 Conceptual Framework 15 2.3 Aims and Learning outcomes of the BA ECCE Programme 15 2.4 Programme Structure and Organisation 16 2.5 Practicum 23 2.6 Progression within the Programme 24 2.7 Personal and Professional Development Opportunities 25
Section 3: Student Academic Life 3.1 Library 26 3.2 Learner Support Unit 27 3.3 Computer Services 28 3.4 Access/Disability Office 31 3.5 Assistive Technology Options (AT) 31 3.6 Exams and QCA 33 3.7 Cheating and Plagiarism 34 3.8 Medical Support Services 35 3.9 Health Promotion and Health Promoting College 35 3.10 Chaplaincy 36 3.11 Counselling 37 3.12 Other Services 38
Section 4: Staff Contact list 4.1 Staff Contact list 39
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Please note that the information contained in this handbook was accurate
at the time of publication. Unavoidable circumstances may arise from
time-to-time in the College that will impact on the accuracy of the
information in this handbook. Should you discover any information
contained in the handbook to be inaccurate, please inform Paula Treacy
in the Education Office and we will amend the relevant section
accordingly. Also if you have any suggestions that you feel might
contribute further to the content of this handbook, please forward to Paula
Treacy and we will be delighted to incorporate these suggestions.
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1.4 Introduction Welcome to Mary Immaculate College. We hope that you enjoy your undergraduate studies here in the College. This handbook will provide you with much of the information that you will need over the next four years about the course content and organisation of the BA ECCE Programme. It provides key details about the BA ECCE Programme and life within the College, in addition to contact details for members of Faculty. This handbook also supplies information regarding teaching and assessment on the programme, and an overview of the supports available to you as students. It also provides details of the many social and personal development opportunities available to you as students on the BA ECCE Programme.
1.5 Mary Immaculate College – A Brief Overview Mary Immaculate College (MIC) is an autonomous third-level college, linked academically to the University of Limerick, offering undergraduate and postgraduate degrees in Education and the Arts. The College was established as a College of professional education for Catholic Primary School teachers in 1898 by Bishop O’Dwyer and the Sisters of Mercy. Seventy-five students were enrolled in the College on completion of the building in 1901. Since then, the College has expanded significantly both in terms of numbers and of programme provision, and continues to be a centre of excellence for the professional education of teachers. The College is committed to early years education and it is in this context that the BA ECCE programme was established in order to develop early years educators with the knowledge, understanding and skills to provide high-quality experiences for children in the early years.
1.6 Mission Statement of Mary Immaculate College: Mary Immaculate College, Limerick, founded in 1898, is a third level Catholic College of Education and the Liberal Arts. The College community promotes excellence in teaching, learning and research at undergraduate and postgraduate levels.
It seeks to foster the intellectual, spiritual, personal and professional development of students within a supportive and challenging environment that guarantees the intellectual freedom of staff and students.
In particular, the College seeks to foster in its students a spirit of justice and compassion in the service of others, together with an openness to the religious tradition and values of each individual.
The College promotes a sense of identity enriched by an awareness of its Catholic tradition, the cultures, languages and traditions of Ireland, and its special commitment to the Irish language.
Mary Immaculate College respects cultural diversity. It strives to promote equity in society and to provide an environment where all have freedom and opportunity to achieve their full potential.
Is Coláiste Caitliceach triú leibhéal Oideachais agus Saorealaíon é Coláiste Mhuire Gan Smál, Luimneach, a bunaíodh in 1898. Cuireann pobal an choláiste ardchaighdeán feabhais chun cinn ó thaobh múinteoireachta, foghlama agus taighde ag an leibhéalcéime agus iarchéime.
Déantar iarracht forbairt intleachtúil, spioradálta, phearsanta agus ghairmiúil na mac léinn a chothú laistigh de thimpeallacht chabhrach agus dúshlánach a chuireann saoirse intleachtúil na foirne agus na mac léinn chun tosaigh.
Tá sé mar aidhm ag an gColáiste, go háirithe, cothrom na féinne agus comhbhá a chothú ina gcuid mac léinn agus iad ag freastal ar dhaoine eile, chomh maith le bheith oscailte do na traidisiúin agus do na luachanna reiligiúnacha a bhíonn ag gach duine aonair.
Cuireann an Coláiste féinaithne chun cinn a bhfuil traidisiún Caitliceach an Choláiste mar chuid shaibhir di, chomh maith le cultúr, teangacha agus traidisiúin na hÉireann agus tiomantas speisialta an Choláiste don Ghaeilge.
Tá ómós ag Coláiste Mhuire Gan Smál d’éagsúlacht cultúir. Oibríonn an Coláiste chun cothromaíocht a chur chun cinn sa tsochaí agus chun timpeallacht a chur ar fáil ina mbeith an tsaoirse agus an deis ag gach duine a gcumas iomlán a bhaint amach.
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1.7 The Faculty of Education – A Brief Overview The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts. The Faculty of Education at Mary Immaculate College is proud of its tradition of education and of the high standards achieved by graduates since its establishment in 1898. The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 25 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research.
The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship undergraduate honours programmes include the following:
BA in Early Childhood Care and Education, which focuses on the development of educarers,
professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings.
B.Ed., which is a full-time four-year programme and is the professional qualification required for teachers in primary schools.
B. Ed. in Education and Psychology. This four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology.
The Faculty also offers a number of postgraduate programmes. The Professional Master’s in Education is a recognised teaching qualification for primary level teachers who already possess a Level 8 degree. In addition a suite of postgraduate and master’s degree programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in master’s and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Curriculum Development Unit, the Centre for Educational Disadvantage Research and the Transforming Education through Dialogue Project, all within the Faculty of Education, reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels.
Faculty members cover a wide range of expertise and professional interests and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the crèches, pre-schools and primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and these settings. The Faculty is greatly facilitated by the settings and practitioners who make their settings available to students for professional practices, a crucial aspect of Mary Immaculate College’s BA ECCE programme.
1.8 Mission Statement of the Faculty of Education: To foster the social, emotional and intellectual development of our students; to promote and enhance their well-being during their time in college, and to provide opportunities for them to access a range of cultural activities.
To encourage students to aspire to standards of excellence in their professional lives compatible with their individual potential.
To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers in the national primary schools system. To empower such teachers to deal not alone with pupils and in- school colleagues but with parents, local communities, colleagues generally, other professionals.
To engender in our graduates a commitment to the full, social, emotional, intellectual development, and cultural diversity of the children they teach so that as citizens of the future they are competent, assured and caring members of society.
To promote and develop educational research and the application of existing research for the benefit of schools and of the community.
To promote among our graduates an openness to research and methodological innovation and to help them to foster a sense of ongoing professional and personal development.
To engender in students and graduates a positive, critical attitude to change in their professional lives and the capacity to develop skills and competences to deal with changing needs and demands.
To promote and develop educational thought and practice for the benefit of the community, both local and national.
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1.9 Mission Statement of the BA ECCE Programme: We foster excellence within a culture of respect, support and intellectual creativity for all those who work for and with young children.
1.10 E n t r y R e q u i r e m e n t s f o r t h e BA ECCE Programme All applicants are required to fulfil at time of enrolment the minimum entry requirements of the University of Limerick. These are: At least Grade C3 in two subjects at Higher Level in the Leaving Certificate (or approved equivalent)and Grade D3 in four subjects at Ordinary or Higher Level including Mathematics, Gaeilge or another language and English. The following are accepted as approved equivalents in fulfilling minimum entry requirements for the BA ECCE programme:
• National University of Ireland Matriculation Certificate
• University of Dublin (TCD) Matriculation Examination • Northern Ireland Schools Examination Council
GCSE/GCE (Advanced Level)
Candidates may fulfil minimum entry requirements from more than one sitting of the Leaving Certificate. Foundation Level Mathematics is acceptable in fulfilling minimum entry requirements. It is not accepted for specific subject requirements or points’ calculation.
1.11 P o t e n t i a l Applicants to the BA ECCE Programme
1. School Leavers who apply and compete through the CAO system.
2. Mature Students – Mature Student Direct Entry System – Interview and written test.
3. Up to 10% of places available to FETAC Level 5 entrants through the CAO system. Please
refer to the Department of Reflective Pedagogy and Early Childhood Studies portal on the MIC website (www.mic.ul.ie) for further information.
4. Up to 10% of places available in the 2nd year of the programme. Please refer to the
Department of Reflective Pedagogy and Early Childhood Studies portal on the MIC
website (www.mic.ul.ie) for further information.
5. Entry into the 3rd
year of the programme for MIC Diploma holders in Early Childhood
Care and Education.
6. Entry into the 4th
year of the programme for pass degree holders (Level 7) in Early
Childhood Studies. 7. Registration is contingent upon Garda Vetting approval.
1.12 Mature Applicants to the BA ECCE Programme Mary Immaculate College is committed to improving access to higher education for adults. If you are at least 23 years old on the 1 January of the year of entry to College you are considered a mature student. Mature students wishing to apply for MI004 / MI007 have the following options:
• Apply through the CAO only. • Apply directly to the College only. • Apply through the CAO and directly to the College.
Mature students wishing to apply directly to the College should note the following:
Application Requirements
• Applicants must not be less than 23 years of age on 1st January of the year of entry. • Closing date for receipt of completed applications in the College is in April 2012. • Application forms are available on request from the Admissions Office, Mary Immaculate College.
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Interview All mature applicants who make a direct application to the college must attend for interview. Mature students who do not meet the normal minimum entry requirements may be considered for admission if, having attended for interview, they satisfy the College Authorities as to their ability to benefit from and sustain the programme. In addition to the interview, such applicants may be required to take a short written test before admission.
Offer of Place Mature students who have accepted the offer of a place as a result of the mature student competition having applied directly to the College will thereby be precluded from receiving a CAO offer of a place on that programme.
Fees Mature students who have not registered on a college programme within the past 5 years are eligible for free fees. Graduates who wish to register on an undergraduate programme as mature students are not eligible for free fees. Additional information on fees is available from the Department of Education and Skills: Student Support Unit, Tel 0506-21363.
Grants A single student grant scheme was introduced in the Government budget 2011. Details are available at: www.studentfinance.ie
Scholarships Gaeltacht University Scholarships, 1916 Commemoration Scholarships awarded on the results of the Leaving Certificate and Irish Language Third-Level Scholarships are tenable in the College. Details are available from the Higher Education Grants Section, Department. of Education and Skills, Tullamore, Co.Offaly, Tel 0506-21363.
Additional Information Admissions Office Tel 061-204929/204348 Email [email protected]
Registration for the BA ECCE is conditional upon receipt of Garda vetting approval.
1.13 Access Applicants to the BA ECCE Programme The College’s commitment to educational equality and its efforts to promote educational participation among groups from areas of socio-economic disadvantage and other groups traditionally under-represented in third-level education lies at the heart of its mission statement. The College participates in the Higher Education Access Route (HEAR) programme and applications for entry to 2013/2014 are assessed according to the criteria of this route. HEAR is a third- level admissions scheme for school leavers from areas of socio-economic disadvantage and has been established by a number of higher education institutions. Mary Immaculate College may reserve up to 5% of its places on each relevant undergraduate programme in any given year for eligible HEAR applicants. Potential candidates must come within a margin of 40 CAO points below the standard entry requirements for the course in the year in question. Students who secure a place through HEAR are offered a variety of academic, personal and social supports while studying at Mary Immaculate College, which are coordinated though the Access office. The Access/Disability Officer provides information to students on access/disability issues and co-ordinates support and the provision of assistance and services for students. An ethic of confidentiality is applied with all students.
1.14 Additional Requirement for BA ECCE Students Health Declaration: All registered students for the BA ECCE degree programme are required to complete a health declaration questionnaire. Submission of the completed questionnaire to the College Medical Officer is a requirement of the Department of Education and Skills.
Garda Vetting: The registration of all successful candidates on the BA ECCE Programme (CAO and direct routes) is conditional upon receipt of Garda vetting approval. The College introduced Garda Vetting in January 2008 for all students over the age of 18 years who have substantial unsupervised access to children and vulnerable adults during the course of their studies at Mary Immaculate College. Garda Vetting is only conducted in respect of students between the ages of 16 years and 18 years, on receipt of the written consent of a parent or guardian. Applications for Garda Vetting from students under the age of 18 must be accompanied by a completed Parent/Guardian consent form. Each student receives a Garda reference number to be used in all applications to schools and Early Childhood Centres. Upon request, letters detailing Garda reference numbers are issued to students. Disclosures from the Garda Vetting unit are managed by the Assistant Registrar.
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1.15 Important Contact Points
Dean of Education: Professor Teresa O Doherty Contact: [email protected] Office: 304a (061) 204995
Head of Department Reflective Pedagogy and Early Childhood Studies
Dr. Emer Ring Contact: [email protected]
Office: (061) 204571
Year Co-ordinators of the BA ECCE Programme:
Co-ordinator for ECCE Year 1 Deirdre Breatnach Contact: [email protected] Office: (061) 204565
Co-ordinator for ECCE Year 2 Des Carswell Contact: [email protected] Office: (061) 204961
Co-ordinator for ECCE Year 3 Dr. Mary Moloney Contact: [email protected] Office: (061) 204316
Co-ordinator for ECCE Year 4 Lisha O’ Sullivan Contact: [email protected] Office: (061) 204385 Dr. Emer Ring will take on this role for the Autumn Semester 2014/2015 Aum
Co-ordinator of Placement Dr. Jennifer Pope Contact:[email protected] Office: (061) 4581
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Higher Executive Officer – Education Office Fintan Breen, Higher Executive Officer Education Office Contact: [email protected] Office: (061) 204906
Whom should I contact? If you have a concern or query in relation to general academic issues, please contact your Year Co-ordinator. The following are details of the Year Co-ordinator Year Name of Co-ordinator BAECCE 1 Deirdre Breathnach BAECCE 2 Des Carswell BAECCE 3 Dr. Mary Moloney BAECCE 4 Dr. Emer Ring Autumn Semester Lisha O’Sullivan Spring Semester If you have a concern relating to examinations/repeats/link-ins etc. please contact Paula Treacy in the Education Office (061 204925).
You may also go to the Education Office, Third Floor, Main Building, if you have a general query.
Text and E-mail Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. For less urgent matters please e-mail staff as this approach will mean that you are not spending long periods trying to find them. Remember they will be in classes and out on Placement Supervision during both semesters. Also it is important to ensure that you have provided the Education Office with your correct e-mail address and consult your e-mail regularly in order to keep yourself informed of issues and developments related to the BA ECCE programme.
1.16 Useful Weblinks Faculty of Education: http://www.mic.ul.ie/education/default.htm
Staff Contact List: http://www.mic.ul.ie/phonebook/phone.asp
Students’ Union: http://www.misu.ie/
1.17 Finding Your Way Around/ Eolas na Slí The following is an outline of the signage system and main areas of the College:
Foundation Building (Main Building)
• All rooms beginning with G, e.g. G01, refer to the ground floor of the Foundation Building with the exception of G65 to G69 and G70, which are to the rear of the quadrangle, between the Foundation Building and the Library.
• Rooms beginning with 1, i.e. 101 are on the first floor, Foundation Building. • Rooms beginning with 2, e.g. 204, are on the second floor, Foundation Building. • Rooms beginning with 3, e.g. 302, are on the third floor, Foundation Building. • Offices beginning with R are located in the Residential Block. All rooms beginning with RG, e.g. RG1,
are on the ground floor of the Residential Block. Rooms beginning R1, e.g. R101, are on the first floor of the Residential Block.
Library Building (Áras an Phiarsaigh)
All rooms beginning with L refer to the Library Building. Rooms beginning with LG, e.g. LG1 (Main Issue Desk) are ground floor in the Library Building. Rooms beginning with L1, e.g. L107, refer to mezzanine floors (not fully first floor). Rooms beginning with L2 are what would normally be referred to as first floor, but because of the
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mezzanine (between floors) are now designated second floor, e.g. L203, (AV Library). Where dashes exist between numbers on signs, e.g. L102 - L112, this means those specific numbers plus all those in between.
Gerard House (opposite Main Gate on South Circular Road) • All room nos. with N e.g. N1, N2, N3, etc. are located in Gerard House which is across the South
Circular Rd., opposite the Main Gate of the College.
Mount Building (opposite Main Gate on South Circular Road)
• All rooms beginning with M, e.g. M1, M2, etc., are located in the Mount building, which is across the South Circular Road, opposite the Main Gate of the College. In order to access this building you have to go through Gerard House. The offices of the ECCE team are located on the first floor of this building. As access to these offices requires the use of a security card, it is advisable to let the lecturer you are visiting know in advance of your visit so that he/she can arrange for you to be provided with access to the offices.
Summerville House
• All room nos. with S, e.g. SG01, S101, S201, etc. are located in Summerville House. • Rooms beginning with SG, e.g. SG01, are on the ground floor. • Rooms beginning with S1, e.g. S101, are on the first floor. • Rooms beginning with S2, e.g. 202 are on the second floor.
Tailteann Tailteann provides a range of indoor and outdoor facilities. T1, T2 are the main teaching gyms/dance studios on campus. Indoor facilities include a weights’ room, two indoor soccer courts, IBA approved basketball court, three volleyball courts, six badminton courts, and table tennis facilities. Outdoor facilities include: a full-size GAA pitch, training pitch, astro-turf tennis court and 480m astro-turf running track.
Teamhair / Tara
Level 0 – Rooms begin with: T-0 –Room Number: Student Forum, Student Union, Student Lounge, An Siopa, Bank of Ireland. Level 1 – Rooms begin with: T-1- Room Number: 500 Seater Theatre, 300 / 150 / 100 Seat Lecture Theatres, Simulated Classroom, Microteaching Rooms. Level 2 - Rooms begin with T-2- Room Number: Lecture Rooms. Level 3 – Rooms begin with T-3- Room Number: Computer Laboratories, Lecture Rooms, Medical Centre.
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1.18 Administration Offices/Oifigí Riaracháin The following is an outline of the administration offices in the College: Accounts Office (Room 104) Location: First floor, Foundation Building Services: All financial concerns:
• Paying of tuition fees. • Fees for accommodation in College Residence. • Paying of Student Service Charges.
Education Office (Room 304) Location: Third Floor, Foundation Building. Opening hours: 10.00am – 12.30pm and 2.15pm – 4.30pm Monday to Friday
Services: All matters relating to the Education component of the B. Ed. Degree and all matters relating to the BA ECCE including:
• Liaising with Dean of Education. • Liaising with Education Faculty Academic Staff. • Administration of Placement. • Submission of coursework/assignments. • Facilitation of script viewing for students and management of the grade re-check and placement appeals process.
• Distribution of course specific materials.
• International students taking Education Modules.
Student Services (Room 112) Location: First floor, Foundation Building. Services:
Admissions: Information re: entry to College.
Registration: Subject choices, registration for courses, timetables for lectures, arrangements for conferring of degrees, transcripts, letters confirming student status, stamping of Social Welfare forms, etc. E-mail: [email protected]
Examinations: Timetables, entry forms, regulations, results.
Grants: Local Authority maintenance grants. E-mail:[email protected]
Access/Disability: Co-ordinates the services available and provides information and advice on access issues. Email: [email protected]
The following website address will advise students of important dates and how to avail of results on-line:
http://www.mic.ul.ie/studentservices/Noticeboard.html.
Curriculum Development Unit (Room 302) Location: Third floor, Foundation Building. Service: Sale of Curriculum Materials. Opening hours: 9.00am – 12.45pm and 2.00pm – 5.00pm Monday to Friday Website: [email protected]
Buildings’ Maintenance Office (Room G39) Location: Ground Floor, Foundation Building
Service: Facilities The Buildings Maintenance Manager is Mr. Brian Kirby. Tel (061) 204586
Security Location: On Corridor Entrance to Canteen, Foundation Building. Service: College and Campus Security Personnel can be contacted on (061) 204982 or by contacting the Main Reception desk.
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1.19 College Services Opening Hours
Students’ Union Office 9.00-17.00 (Mon, Tues, Thurs, Fri) 10.30-17.00 (Wed)
An Siopa (SU Shop) 8.30-20.30 (Monday-Thursday) 8.30-16.30 (Friday)
The Student Lounge 9.00-22.00
The Canteen Canteen Deli Bar
Breakfast 8.15-11.30 Afternoon 14.30-16.15 11.00-16.00
Lunch 11.45-14.15 Evening 16.15-18.45
MIC Library In Semester: 9.30-22.00 (Monday-Friday) 14.00-18.00(Saturday)
Out of Semester: 9.30-17.00 (Mon-Fri) UL Library 8.30-23.00
Computer Laboratories 9.00-22.00
Student Services Office 10.00-12.45 and 14.00-16.00
Education Office 10.00-12.30 and 14.00-16.30
Learner Support Unit 10.00-12.00 and 12.00-16.00 (Monday/Tuesday/Thursday)
Medical Centre Nurse available 10am-4pm.
Health Promotion Office 9.00-17.00 (Monday-Friday)
Counsellors Nessa Breen: 9.30-2.30 (Tuesday-Thursdays) Brid O'Connell: 9.30-17.00 (Monday and Tuesday) 10.00-15.00 (Friday) 'Daily Drop-In' 13.30-14.30 in S102 (Monday-Tuesday) and C5 (Wednesday- Friday) for a chat, without an appointment
Chaplaincy 9.00-17.00 (Monday-Friday)
Bank of Ireland College Branch: 10.00-12.30 and 13.30-15.00 (Mon,Tues,Thurs,Fri) 10.30-15.00 Wednesday
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Section 2
2.1 Introduction to the BA ECCE Programme The BA ECCE is a full- time four years degree programme designed to provide an exciting and challenging programme for those interested in working with young children in a range of educational settings. Mary Immaculate College, with its long tradition of excellence in teaching and learning in the early years has designed this degree programme in Early Childhood Care and Education in response to the Department of Education and Science’s White Paper on Early Childhood Education, Ready to Learn. The college recognises that quality provision in the early years is crucial in helping each child develop to their full potential. Quality provision “...depends in a crucial way, on the quality and training of the personnel involved...” (National Forum Report, 1998, p.103). The benefits that accrue from quality early childhood education and care apply to all children and in particular children from areas of socio-economic disadvantage. This degree programme focuses on the holistic care and education of young children in a diversity of settings. Today, the BA ECCE programme is more relevant than ever before. Why? In 2010, the Government introduced the Free Pre-School Year in ECCE scheme which gives children access to a free pre-school year of appropriate programme-based activities in the year before they start primary school. This scheme is directly linked to the qualifications and experience of the staff working directly with the children participating in the scheme. In order to qualify for increased funding, all pre-school leaders in participating ECCE settings must hold a nationally accredited Major Award in Early Childhood Care and Education at Level 7 or Level 8. The BA ECCE at Mary Immaculate College is a level 8 programme and qualifies for this increased funding (www.dcya.ie).
2.2 Conceptual Framework of the BA ECCE Programme The programme is inter-disciplinary in design and offers students the opportunity to become specialists in the care and education of young children between birth and six years of age. Recent government reports, along with a growing body of international research, highlight the importance of the early years period in human development. The programme focuses on the concept of the term “educare” and as such views the education and care of young children from a developmental perspective, which is holistic, yet, tailored to suit individual needs. Specialisation in the combined areas of care and education demands a deep knowledge of both theory and practice. Theoretical underpinnings encourage students to understand the nature of child development within an ecological framework that is influenced by such things as the concept of family in contemporary society, the community, societal attitudes and values, social policy and a host of historical, philosophical, sociological and international factors. Work placement allows students an opportunity to learn from experience through supervised work practice. Allied to experiential learning in this way is the opportunity for students to engage in reflective practice. The process of reflective practice establishes the foundation for observation, which is an essential element in meeting the developmental needs of children. This in turn facilitates curriculum planning, assessment, conducting research and analysing the findings.
2.3 Aims and Learning Outcomes of the Programme On completion of the BA ECCE programme students will be able to:
Employ the theory, key concepts and pedagogical practice pertaining to the field of early childhood education and care.
Design and implement early learning programmes that effectively link theory to practice while meeting and assessing children's diverse learning needs through on-going critical reflection.
Display professional and ethical practice within a wide range of ECCE environments and in the field of research.
Collaborate with colleagues, parents, other professionals and communities to forge strong teamwork alliances on behalf of young children.
Adopt leadership and advocacy roles around the issue of children's rights in relation to change, policy, legislation and global issues.
Demonstrate proficiency in communication skills and the use of ICT for teaching, analytical and research purposes.
Adopt an on-going, proactive role in managing their personal and professional learning needs to equip them adequately for a career in early childhood care and education that will inevitably be subject to change across their life-time.
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2.4 Programme Structure and Organisation
BA ECCE Modular Programme Organisation
Autumn Spring Ancillary Programme
YEAR 1 Semester 1 EN 4141 [6] EN 4151 [6] EN 4161 [6] EN4171 [6] EN4181 [6]
Semester 2 EN 4142 [6] EN 4152 [6] EN 4162 [6] EN 4172 [6] EN 4182 [6]
Totals
Credits = 30
Credits = 30
Total Credits = 60
Autumn Spring Ancillary Programme
YEAR 2 Semester 3
EN 4233 [6]
EN 4253 [6]
EN 4263 [6]
EN4273 [6]
EN4283 [6]
Semester 4
EN 4244 [6]
EN 4254 [6]
EN 4264 [6]
EN 4274 [12]
Totals
Credits = 30
Credits = 30
Total Credits = 60
Autumn Spring Ancillary Programme
YEAR 3 Semester 5
EN 4385 [6]
EN 4355 [6]
EN4375 [6]
EN4365 [12]
Semester 6
EN 4356 [30]
Totals Credits = 30 Credits = 30 Total Credits = 60
Autumn Spring Ancillary Programme
YEAR 4 Semester 7
EN 4457 [6]
EN 4467 [6]
EN4477 [6]
EN4487 [6] EN4497 [6]
Semester 8
EN 4408 [6]
EN 4418 [6]
EN4428 [6]
EN4448 [6] EN4458 [6]
Totals Credits = 30 Credits = 30 Total Credits = 60
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The following table outlines how contact time is organised in each semester:
BA ECCE 1 Semester 1 Weeks 1-12 Lectures Week 13 Study Week Weeks 14-15 Exams
BA ECCE 1 Semester 2 Weeks 1-12 Lectures Placement during semester EN4182 -2 Week Block Placement
Birth – 3 years
Week 13 Study Week Weeks 14-15 Exams
BA ECCE 2 Semester 3 Weeks 1-12 Lectures
Placement during semester EN4283 -3 Week Block Placement
3-5 years
Week 13 Study Week Weeks 14-15 Exams
BA ECCE 2 Semester 4 Weeks 1-12 Lectures Placement during semester EN4274- 3 Week Block Placement
3 - 5 years
Week 13 Study Week Weeks 14-15 Exams
BA ECCE 3 Semester 5 Weeks 1-12 Lectures Placement during semester EN4365 - 3 Week Block Placement
Birth – 3 years
Week 13 Study Week Weeks 14-15 Exams
BA ECCE 3 Semester 6 Weeks 1-12 EN4356 Off-Campus Semester
BA ECCE 4 Semester 7 Weeks 1-12 Lectures Placement during semester EN4347 - 2 Week Placement
Pre-school setting
Week 13 Study Week Weeks 14-15 Exams
BA ECCE 4 Semester 8 Weeks 1-12
Lectures
Placement during semester EN4448-2 week Placement
Week 13 Study Week Weeks 14-15 Exams
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BA ECCE Module Outlines:
Semester 1 EN4141
6 ECTS
Foundation Studies in Early Childhood Care and Education Students will be introduced to the programme on two levels:
(a) information technology and its application to learning and communication at third level. (b) the concept and practice of Early Childhood Care and Education (ECCE); the
principles of ECCE; the concepts of ‘whole child’ and ‘holistic development’.
EN4151
6 ECTS
Child Development 1 This module introduces students to current theories relating to child development with an emphasis on development from conception to adolescence; participants will become familiar with the major developmental tasks and issues at each stage of development and develop an understanding of the biological and environmental influences on development.
EN4161
6 ECTS
Language Development in Early Childhood Early speech and language development; pre-linguistic communication; language rules systems; early phonological, semantic, morphological, syntactic and pragmatic development; the biological basis of speech and language acquisition; the linguistic shaping of thought; the adult’s role in progressing early communication; basic communication difficulties; an introduction to bilingualism and optimising bilingualism in early years settings.
EN4171
6 ECTS
The Role of Play in Development 1 In this module students will be introduced to: historical and contemporary theories of play; the development of play for babies and children from birth to six years; various categories of play; the role of play in supporting development across domains; the role of the adult in providing for adult directed play and free play; the provision of developmentally appropriate play materials and suitable play environments.
EN4181
6 ECTS
Professional Development 1 Babies and toddlers as young learners - key principles; effective communication with babies and toddlers; sensorial learning in the early years; ‘Heuristic’ play with objects; introduction to interaction play; promoting young children’s physical development; introduction to reflective practice; foundations of good practice in caring for young children and manual handling techniques
Semester 2 EN4142
6 ECTS
The Pedagogy of Early Childhood Students will be introduced to pedagogical practice; early childhood pedagogy and how it is embedded in the natural contexts of childhood viz. relationships and play; learning and the young child; early childhood as a foundation for life- long learning; the role of the adult in pedagogical practice; behaviour management; developmentally appropriate practice and cultural considerations; pedagogical practice and special educational needs; quality issues; the role of reflective practice and assessment and an introduction to research-based evidence on the benefits of quality early childhood education.
EN4152
6 ECTS
Child Development 2 Students will explore child development from the perspective of cultural and individual diversity; identify key theoretical concepts from a variety of psychological paradigms; examine contemporary issues that influence children’s development; study patterns of atypical child development including developmental delay and childhood psychopathologies; review current research methods used to study child development and evaluate contemporary research literature on the topic.
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EN4162
6 ECTS
Child Health and Well Being 1 Students will be introduced to the basis anatomy and physiology of children; the immune system, role of immunisation and the Irish immunisation schedule; signs and symptoms of common infections; preventing the spread of infections and infestations; food and nutrition; an awareness of the different ways of feeding babies and young children to ensure healthy growth and development; nutritional conditions that may affect a child; epidemiology of childhood accidents and how to prevent accidents and reduce risk of SIDS (Sudden Infant Death Syndrome).
EN4172
6 ECTS
Models of Curriculum Students will be introduced to the concept of curriculum in relation to early childhood care and education; guiding principles of curricular models designed for young children nationally and in a range of countries including New Zealand, the US, UK, Scandinavian countries and other European countries; introduction to the concept of intervention models in early childhood; historical and cultural influences on curriculum; influence of Piaget and Vygotsky; introduction to some of the pioneers of early childhood education e.g. Froebel, Montessori, Steiner and Malaguzzi.
EN4182
6 ECTS
Professional Development 2 Students will be introduced to enhancing the holistic development of very young children; evaluating the ‘educare’ environment for babies and toddlers; effective communication with babies and toddlers; the role of the adult in promoting the development of very young children; appropriate care routines for babies and young children; safety and hygiene in the early years environment; observation skills in practice; professionalism in practice; the reflective ‘educarer’ and compilation of Year 1 placement portfolio
Semester 3 EN4233
6 ECTS
Educational Psychology Students will be introduced to the field of educational psychology; the manner in which key psychological processes and concepts impact on the field of learning; the nature of intelligence; multiple intelligences; effective teaching methodologies and how learning is enhanced through a knowledge of the theoretical underpinnings of attention, motivation, memory and information processing; cultural diversity and gender issues in early childhood; assessing individual difference in the areas of intelligence and learning and the socio-cultural context of learning;
EN4253
6 ECTS
Child Health and Well Being 2 This module will address common chronic conditions e.g. asthma and allergies, diabetes; epilepsy; introduction to genetic and congenital disorders; physical and intellectual disabilities; role of screening, surveillance and early intervention in promoting children’s well-being; impact of disabilities on families; contemporary theories of grief; broad determinants of health including social and emotional well-being and inequalities in the health of children and families; prematurity and low birth weight; key principles of health promotion and strategies to promote child health and children’s understanding of health and well-being.
EN4263
6 ECTS
Creativity Students will explore media, techniques and processes used in the creative arts; how pre-schoolers communicate ideas and experiences; the safe use of art materials and resources; guidelines to the principles of architecture and design in early childhood settings; product, fashion and graphics; expressing personal experiences creatively; exploring the concept and practice of ‘creativity’; creativity across the early childhood curriculum; exploring a variety of creative media and techniques in an individual capacity, in small groups and in collaborative work and designing a portfolio.
of creative practices .
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EN4273
6 ECTS
Child, Family and Community 1 This module introduces participants to a range of sociological terms and concepts necessary for the exploration of the relationship between families, educational settings and the community; identifies the historical and current relationships between families, educational settings and the community; identifies societal influences that reflect family formation today; identifies and appraises the functions of early childhood care and education in contemporary Ireland.
EN4283
6 ECTS
Professional Development 3 Students will learn to work with pre-school children in a manner that supports their learning and development; promote play in learning activities; explore pedagogical practice and teaching methodologies first hand; employ observation techniques and reflective practice; learn how to embrace diversity and difference in the pre-school environment.
Semester 4 EN4244
6 ECTS
Child, Family and Community 2 This module provides participants with an overview of international and national policies affecting early childhood care and education relative to the child, the family and the community; an overview of early childhood education infrastructural development in Ireland; an overview of the role of statutory and voluntary sector early childhood organisations relative to the child, the family and the community; an examination of the role of the educarer relative to contemporary policy; an examination of the centrality of reflective practice in assessing the quality of institutional practices aligned to policy objectives relative to the child, the family and the community
EN4254
6 ECTS
Language Acquisition and Early Literacy Students will explore the current theories informing debate about language acquisition; enhancing speech and language development in the early childhood setting; bi/multilingualism; from oral to written language; a ‘language-rich’ environment; language acquisition and Ireland’s National Quality Framework for Early Childhood Education; identifying problems in young children’s speech, language and communication; working with parents of a child with communication difficulties; the concept of ‘multiliteracies’; stimulating adult/child language interactions; skilfully choosing and reading a suitable children’s book; designing a
‘shared book’.
EN4264
6 ECTS
The Role of Play in Development 2 In this module students will be introduced to factors which influence children’s play including culture, gender, socio-economic status and individual diversity; strategies for assessing play and learning in early childhood settings; characteristics which define quality play experiences; the role of play as an effective pedagogy in the early years curriculum; current theory and research on play in the early years curriculum; suitable play interventions in specific contexts such as therapeutic hospital play, play therapy, play tutoring and play work.
EN4274
12 ECTS
Professional Development 4 Students will experiment with different teaching methodologies in practice; plan, present, implement and evaluate learning activities; learn how to support play and learning through interaction; embrace the challenge posed by cultural and linguistic diversity in pre-school settings along with catering for special educational needs.
Semester 5 EN4385
6 ECTS
Curriculum Guidelines for the Early Years (Under 3’s) Students will explore the application of the knowledge of curriculum through a study of curriculum design techniques; apply the concept of holistic development to the early years curriculum; recognise the need for breadth and balance in a curriculum; learn the need to adopt a balanced approach in relation to child initiated and adult initiated behaviour; value relational pedagogy as a foundation for appropriate behaviour management; accommodate the concept of difference; see how assessment links with learning reflexively.
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EN4355
6 ECTS
Child, Family and Community 3 This module provides a comprehensive analysis of the concept of ‘quality’ ECCE from the perspective of the child, the family and the community; an exploration of approaches and strategies that enhance partnership and collaboration with parents in a range of educational settings leading to the design and appraisal of same; applied project designed to enhance skills in working with families and/or community agencies.
EN4375
6 ECTS
Research Methods Introduction to paradigms of research; researching within early childhood care and education qualitative and quantitative modes of research; description and evaluation of the various research methodologies; appropriate selection of data collection methods, clear analysis and interpretation of data and critical reflection on findings; ethical principles of research; confidentiality and security of information; critical appraisal of research papers; understanding the issues involved in writing proposals and conducting a small scale research study.
. EN4365
12 ECTS
Professional Development 5 Students will be introduced to professionalism in the early years context; devising and implementing appropriate holistic daily activities for very young children; relational pedagogy within an integrated curriculum for very young children; observational and research tools; devising and compiling a learning programme for very young children and professional and personal development through reflective practice..
Semester 6 EN4356
30 ECTS
Professional Development 6. During Off-Campus Placement experiences, students will be introduced to: professionalism within ECCE workplaces; effective communication and interpersonal skills; working for and with others; teamwork within early years settings; on site work-based learning within a range of settings both national and international involved in the delivery of services to young children and families; recent and relevant research in the field of provision in the early years and submission of a report on the placement learning experience.
Semester 7 EN4457
6 ECTS
Sociological and Global Perspectives in the Early Years Students will encounter contemporary post structural sociological and feminist theories exploring children’s socialisation; media representations of children; the historical meanings of ‘childhood’; the Irish discourses of pre-school childhood, state intervention, poverty, children’s work in the family, the ‘global child’, and challenging or new family forms; discourse analysis applied to media (film) and comparative analysis of pedagogic practice in early childhood settings.
EN4447
6 ECTS
The Early Years: Historical and Philosophical Perspectives and Analysis
Students will be introduced to the historical development of the concept of childhood in Greek and Roman civilisations and trace the progression of this theme to the present day. Students will encounter the philosophical perspectives of some of the principal contributors to the enduring concept of ‘childhood’ including Jean Jacques Rousseau, Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, Rudolf Steiner, the McMillan Sisters, John Dewey, Loris Malaguzzi and Howard Gardner. Students will apply conceptual analysis to specific discourses of early years education such as ‘child-centred’; ‘play’, ‘holistic development’ ‘educarer’, ‘values’, ‘inclusion’ and ‘profession’. Specific links will be made between the historical development of early years education, the work of significant philosophers of education and current policy and practice in the field of early years education.
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EN4477
6 ECTS
Curriculum Guidelines for the Early Years 3-6 Students will learn how to design, plan and implement a curriculum that is holistic in its orientation for pre-school children; value the key role of play, activity based learning and creativity; implement key elements of information and communication technologies in the pre-school; present all subject areas in an integrated and interrelated way; adopt sound pedagogical practice and a child-centred approach; familiarise themselves with the Primary School Curriculum; learn how assessment links with learning and understand the concept of quality in the early years.
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EN4487
6 ECTS
Professional Development 7 Students will experience partnership and collaboration within the pre-school setting; employ specialist teaching methodologies and curricular planning techniques; display competence in the use of educational software with pre-school children and expand their professional expertise in the areas of observation, reflection and assessment.
EN4497
6 ECTS
Dissertation 1 In this module students will be introduced to the process of selecting and refining suitable research topics within the area of ECCE ; writing a literature review; gaining access to research sites; the application of quantitative and qualitative research methods of data-collection and analysis; the process of conforming to ethical standards during the research process and working collaboratively with programme staff in refining the research topic.
Semester 8 EN4438
6 ECTS
Including Children with Special Needs in the Early Years
The historical development of provision for children with special needs will be explored from both national and international perspectives. Current policies and legislation relating to inclusion and special needs provision will also be examined. The concept of inclusion will be interrogated, models of disability will be examined and societal attitudes to disability deconstructed. The pivotal role of developing partnerships with families, other professionals and the wider community will be highlighted. The criticality of early identification and intervention will be considered and students will develop a range of observation, assessment, intervention and inclusion strategies to support both early identification and intervention. The implications of specific special needs on children’s development will be explored with a particular focus on individualised planning and transition planning. Students will be encouraged to draw, as appropriate, on their experiences of participation in other modules of the programme and in particular on their placement modules. EN4418
6 ECTS
Early Childhood Care and Educational Management This module explores quality in practice in ECCE settings; essential characteristics of early childhood leaders; multi-professional teamwork in early childhood care and education; sociological understanding of the organisation of work; sources of conflict within early childhood settings; constructive approaches to conflict management; effective implementation of change; action research to facilitate decision making and problem solving; development and reflective analysis of policies and mechanisms of institutional quality assurance in accordance with national standards and regulations.
EN4428
6 ECTS
Teaching and Learning for Cultural and Linguistic Diversity This module explores the critical issues facing teachers and young children in contexts of increasing cultural diversity in Ireland; the interactivity of race, ethnicity, gender, class, ability and community; the twin and interrelated themes celebrating diversity in young children’s lives and confronting social injustice and oppression; culturally and developmentally appropriate teaching and learning approaches and the immersion method of language acquisition.
EN4448
6 ECTS
Professional Development 8 Students will examine the system of primary school education in Ireland today; compare and contrast the role of the teacher and the ‘educarer’ when dealing with children up to six years; collaborate within the infant classes to support the children’s learning and development; progress the skills of observation and reflection and acquaint themselves with the research literature in this area.
EN4458
6 ECTS
Dissertation 2 In this module students will: carry out a piece of active research in the area of ECCE ; collect data using sound research methods; analyse collected data; develop recommendations based on findings; adhere to ethical principles; participate in a structured supervision process and present the research project in the form of a dissertation.
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2.5 Practicum
ECCE Professional Development Modules incorporating Practicum
As part of the modules in Professional Development, ECCE students undertake practicum (placement) within a variety of ECCE settings throughout the four years of the BA ECCE programme. These placements give students an opportunity to integrate fully into ECCE settings in a learning capacity and to develop as professionals in the field. Placements take place in both Autumn and Spring semesters as follows:
Professional Development
Module
Semester Focus Age –Group Duration of Placement
Professional Development 1
Autumn
Children under 3 years
(as viewed through
DVD material)
(No setting-based
placement in Autumn
semester Year 1)
Professional Development 2
Spring
Children under 3 years 2-week block
(6 hours per day)
Professional Development 3
Autumn
Children from 3-5 years 3-week block
(3 hours per day)
Professional Development 4
Spring
Children from 3-5 years 3-week block
(3 hours per day)
Professional Development 5
Autumn
Children under 3 years 3-week block
(6 hours per day)
Professional Development 6
Spring
Off-Campus Semester
(Student-Selected age
group)
Placement/s undertaken
over full semester (See
note below)*
Professional Development 7
Autumn
Children from 3-5 years 3-week block
(3 hours per day)
Professional Development 8
Spring
Children 4-6 years
(Infant classes –primary
schools)
10 day block (school day)
*The Professional Development 6 module was created within the revised ECCE programme in order to
enable students to expand their knowledge and skills through extended work- based learning or study
(Erasmus) in an Irish or International context (Erasmus gives students the opportunity to study for a
period of 3-12 months at a university or higher education institution in another participating country).
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2.6 Progression within the programme
At the end of each semester, students are awarded a grade for each module for which they are registered and have been assessed on. This represents the quality of their performance in that module. The following table details all grades and standards.
Academic Grades and Standards Grade Standard Affects Quality Credit
Average A1 First Honours Yes A2 First Honours Yes B1 Honours 2.1 Yes B2 Honours 2.1 Yes B3 Honours 2.2 Yes C1 Honours 2.2 Yes C2 Third Honours Yes C3 Third Honours Yes D1 Compensating Fail Yes D2 Compensating Fail Yes F Fail Yes NG Fail Yes P Pass in a module taken on a pass/fail basis No N Failure in a module taken on a pass/fail basis No G Audit: verifies attendance only No I Certified illness/immediate family bereavement (uncapped repeat) No M Awarded in the case of projects spanning multiple semesters or
sequences of definitely linked modules No
The quality and standard of a student’s academic performance is expressed as an average numerical value that is based on the grades they have received in the credited modules they have been assessed on. This numerical value is known as the Quality Credit Average (QCA) and is calculated on a semester and cumulative basis for each part of the programme. Once a BA ECCE student moves onto Part 2 of the programme, a new QCA calculation begins and this new QCA determines the starting base for their final degree award. The following table shows that grades A1 to NG are each given a numerical value known as a quality point value (QPV) on a scale from 4 to 0. A student can obtain a QPV of a maximum of 4.0 to a low of 0.0 for a module. The individual module QPVs are then used to calculate the cumulative QCA.
Grades and QPV
Grade QPV A1 4.00 A2 3.60 B1 3.20 B2 3.00 B3 2.80 C1 2.60 C2 2.40 C3 2.00 D1 1.60 D2 1.20 F 0.00
NG 0.00
While D grades can be awarded, it is important to note that there are no D grades awarded for ECCE placements (grades range from A1 to C3 and F). The BA ECCE degree is awarded at First Class (1), Second Class: Grade 1 (2.1) Second Class Honours: Grade 2 (2.2), or Third Honours. To be eligible for the award of the BA, a student must pursue all the approved courses of study for at least six semesters of 15 weeks each and must pass the prescribed University of Limerick examinations as delineated below:
Students must secure a minimum QCA of 2.0 and obtain grades from A to D2 in all modules of Part 1
of the degree programme (Year 1), including a Pass in their ECCE centre based practicum before progressing to Part 2 (Year 2 and Year 3).
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To qualify for the award of BA degree, students must secure a minimum QCA of 2.0 and obtain grades from A to D2 in each of the modules of Part 2 with the exception of ECCE Practicum where students are required to obtain a minimum C3.
To qualify for the award of BA First Honours or Second Honours, a student must attain an overall QCA of 2.6. Where a student holds a QCA of between 2.5 and 2.59 she/he is within the discretionary band, and based on published criteria for discretion, she/he may be awarded a 2.2 degree.
A Third Class Honours degree is awarded when a student obtains:
• an overall QCA 2.49 or less and
• an overall QCA 2.50 -2.59 but does not meet the published criteria for discretion.
2.7 Personal and Professional Development Opportunities
Mental Health Matters: Mental Health programmes: The Health Promotion Office makes a number of mental health programmes available to all students during the academic year. Mental Health Matters is a 12-hour programme facilitated by Mental Health Ireland. The programme is primarily peer-led and takes place over a six-week period each year in Semester 1. SafeTALK is a half-day programme that prepares participants to identify persons with thoughts of suicide and to highlight suicide first-aid resources. Specific skills involved in ‘suicide alertness’ are taught with the expectation that the person learning them will use these skills to help reduce suicide risk in their communities. Gatekeeper Training Course is a 12-hour programme which also focuses on suicide awareness and prevention. The course is open to students and staff. ASIST (Applied Suicide Intervention Skills Training) provides the opportunity for participants to learn how to use suicide first-aid when required and on the application of the Suicide Intervention Model (SIM). This two-day course takes place each year following the summer examinations. It is open to both students and staff.
Manual Handling Training Course For ECCE students Following completion of the Manual Handling course; participants will have the skills and techniques required for the safe lifting, pushing, pulling, carrying or moving a load. They will gain practice on the manual handling skills and techniques covered during the training session, and gain feedback from a trained manual handling instructor.
Manual Handling Course Objectives On completion of the course participants will be able to:
o Lift and handle loads safely. o Recognise a load which is too heavy or awkward. o Understand the limitations of the spine and muscular system. o Avoid manual handling by using mechanical aids where possible o Improve their Posture, Fitness levels and Flexibility following the training to prevent back
injuries
First-Aid Training Programme For ECCE students Prior to completion of the four-year programme all students are provided with the opportunity to participate in a first-aid training programme and are provided with a certificate as evidence of their attendance at the training.
Careers’ Day For ECCE students In the fourth-year of the programme students are invited to a careers’ day where they receive advice in relation to job applications, CVs, and job interviews. Opportunities in the field of ECCE are also explored.
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Section 3: Student Life:
‘Giving you a voice, helping you to use it, enriching your college experience’
Mary I Students’ Union (MISU) is the representative body of students within Mary I. Like any union such as INTO, IMPACT etc, MISU aims to stand up and fight for its members. The SU’s main aims are to:
Give students a say in their own student/college life. Protect and represent students in academic and non-academic matters. Create a positive college experience for students. Help new students integrate into college life Facilitate extra-curricular activities for students.
MISU works to achieve these aims by:
Working together with all college departments to ensure that key relationships are developed and
maintained. Providing assistance, information, services, guidance, security and entertainments for the student
population. Providing the best possible balance between academic and social experiences.
Being an approachable and welcoming point of contact for students, even if it’s just for a chat! Encouraging increased student participation in extra-curricular activities.
Improving the college physical environment
Every student within Mary I is automatically a member of the SU when they enter Mary I, so make sure we hear your voice and you get involved.
See www.misu.ie for more details.
3.1 The College Library The library is situated on the first and second floors of the building complex on the western side of the College campus. The Library contains over 200,000 books and periodicals, available either for lending or for reference. There is, in addition to the main collection of materials, a Children’s Library and an Audio Visual Materials Library. Facilities are provided both for private study and for using the wide range of audiovisual
media available in the Library.
Material Available for Borrowing: Books from the Lending Collection and the Children’s Library. Books on 3-day loan. These are marked with the yellow 3-day loan sticker and shelved with the lending collection.
Books on 4- hour loan. These are items that are in high demand and they are shelved in a separate section.
Audio Visual items.
The main issue desk is on the ground floor. All material, apart from audio-visual material, is issued and returned from this desk. Audio-visual material can be borrowed from the Audio-Visual Library desk on the
first floor. Number of books/items allowed:
Students Number of Items Loan Period
All 1st and 2nd Year Undergraduates
o 5 General Lending o 4 AV/Children’s o 1 One Day Loan o 2 Four Hour Loans
2 weeks
3rd Year Education Education Postgraduates
o 7 General Lending o 5 AV/Children’s o 1 One Day Loan o 2 Four Hour Loans
2 weeks
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Other 3rd Year Undergraduates
o 6 General Lending o 5 AV/Children’s o 1 One Day Loan o 2 Four Hour Loans
2 weeks
All 4th Year Undergraduates
o 10 General Lending o 5 AV/Children’s o 1 One Day Loan o 2 Four Hour Loans
2 weeks
All Education Undergraduates Education Postgraduates
o 10 Textbooks
1 day
All Other Undergraduates Masters & Doctorates Postgraduate Diplomas
o 5 Textbooks
1 day
Postgraduate Diploma
o 10 General Lending o 4 AV/Children’s o 1 One Day Loan o 2 Four Hour Loans
4 weeks
Masters Students
o 15 General Lending (Including AV/Children’s)
o 1 One Day Loan o 2 Four Hour Loans
4 weeks
Doctorate Students
o 15 General Lending (Including AV/Children’s)
o 1 One Day Loan o 2 Four Hour Loans
4 weeks
Photocopying – Where are the copiers? 1 coin operated colour/black & white copier near the textbooks on the ground floor. 2 copiers in the ground floor education area. 1 copier in the short loans area. 4 microform printers in the AV Library.
Where can I get a photocopying card? You will need a photocopying card to use the photocopiers (except the coin operated one). These cards can be bought from the vending machines in the library foyer. Cards are also available to buy in An Siopa, the Students’ Union Shop.
3.2 Learner Support Unit (LSU)
Introduction and background The Learner Support Unit provides academic support for students taking a degree at Mary Immaculate College. The centre aims to improve the quality of learning by supporting students in the transition to third-level study. Among its staff are an Academic Support Counsellor and Academic Support Tutors.
Students are welcome to drop in to the centre for advice on any aspect of learning. The LSU has put together a study skills’ handbook to provide useful and practical advice on learning at third level. This is also available online, along with other supports, on the LSU website: www.mic.ul.ie/lsu.
Services One-to-One Tutoring on Learning: students are welcome to call to the LSU for one-to-one advice on
aspects of learning at third level. LSU tutors are available to assist students in areas such as essay planning, study skills, exam techniques.
Pre-exam planning: the LSU offers help in planning individual study programmes especially in the lead up to exams. This will help you make the most of your time and it will be useful for future exam study planning.
Advice on essay writing: independent and confidential advice is given on how to improve the structure and writing style of student essays.
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Website: the LSU website www.mic.ul.ie/lsu/index.htm offers advice on learning. It will also show you how to reference your essays and provides online access to LSU tutors via an email connection from the site.
Materials • LSU Study Skills Handbook: Facing New Challenges • Website: http://www.mic.ul.ie/lsu/index.htm
3.3 Computer Services
Here are some handy tips for getting the best use out of the computer facilities in the College. If you have any problems, just ask any of the IT technicians.
To use your e-mail off campus, go to https://www.webmail.micstudent.mic.ul.ie Login with your username i.e. Firstname.MiddleInitial.LastName (If Middle Name Registered) and password Your student e-mail addresses are in the following format: [email protected] e.g. [email protected]
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Printing The printing system is linked to your student ID card. If you have any questions please ask the computer laboratory assistants (CLAs) who will be more than happy to help you.
Laptops If you wish to use your laptop on the College wireless network, please ask the computer laboratory assistants (CLAs) who are located in Room G36.
Computer Laboratories opening hours Public access Computer laboratories are open from 09:00-22:00 (Monday- Friday). Computer labs are open on Saturday mornings from 09:00 to 13:00 from Week 6 onwards.
Importance of backing up You are responsible for your own files, whether they are stored on the network or on removable media, e.g. CD, USB. Remember to always keep more than one copy of your work. Use memory sticks or CD-R/CD-RW to back-up important work.
Logging on to Student computers Username: Firstname.MiddleInitial.LastName (If Middle Name Registered) Password: This will be made known at the beginning of term Domain: MICStudent
Accessing Lecture Notes Lecture notes may be accessed on the Moodle platform both on campus and from home.
Accessing Email when off-campus
Step 1 https://www.webmail.micstudent.mic.ul.ie/
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Step 2 In the “Domain \ Username” box, enter DOMAIN “micstudent” followed by a backslash and then you network logon name. Enter your password in the “Password” box e.g. micstudent\joe.m.murphy
Step 3 Click on “Sign In”
Email can now be accessed and viewed
To Access Moodle
Step 1 http://www.vle.mic.ul.ie
Step 2 Click on “Create New Account”
Step 3 Lecturer will issue keys to allow students to register for certain courses
Scanning A USB Key
Open “My Computer” (Start / My Computer) Highlight the USB drive ( e.g. E: ) Right Click and select Kaspersky (K) Click on “Scan”
The USB key will then be scanned for viruses
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3.4 Access/Disability Office The Access/Disability Officer, Ms Maura Moore, coordinates the services available and provides information and advice on access issues. Students from under-represented groups in third level, including students from areas of socio-economic disadvantage, students with a disability, mature students and other minority groups, are encouraged to contact the Access/Disability Officer to become familiar with the supports available. The following supports are offered by the Access/Disability Office. It is important to note that the list is not exhaustive and other services and supports will be considered on an individual basis.
Daily drop in support: information, advice and advocacy assistance, liaising with academic and
administrative departments in addition to other student support services
Financial assistance: Information on the Student Assistance Fund, assistance with applications (deadlines apply), information on other sources of funding available as well as advice on money management and entitlements
Needs’ Assessments: Evaluation of students’ needs for the purpose of disability funding
applications and supports
Disability Parking: If you require disability parking on campus, you must give a copy of your permit to the Access Officer
Disability Supports: Specialised computing facilities, Assistive Technology, Technological Aids and
various Educational Supports
Special Accommodation for Exams: A request for accommodations for exams such as time allowances, smaller venue, etc. must be made to the Access Officer at least two weeks prior to the commencement of exams. Request forms are available from the Access Officer. Please note that all requests should be supported by relevant documentation
Further Information: The Access Notice-board (facing Quad) displays all significant deadlines and notices. Please email [email protected] if you wish to make an appointment to meet with the Access Officer.
3.5 Assistive Technology Options Assistive Technology is any use of technology which helps you perform a task more easily. Assistive Technology, or AT, does this by enhancing a person's capabilities and independence, making the environment more accessible for all.
The following list contains some of the most commonly used IT aids and products in Mary Immaculate College together with the relevant links to the information on each vendor’s website. However if there is any assistive technology not listed here, which you require, please do not hesitate to raise your query with the disability officer.
Microsoft Accessibility
Microsoft products can make your computer easier and more comfortable to use by taking advantage of the many accessibility features built into Microsoft software packages.
http://www.microsoft.com/enable/default.aspx
Microsoft Office Accessibility
Microsoft has improved the accessibility features in Microsoft Office 2007, making it more accessible. Microsoft Office 2007 has also improved compatibility with other assistive technology products.
http://www.microsoft.com/enable/products/office2007
TextHelp
TextHelp provide the software Read and Write Gold 7.1 which is available on all designated Student PC’s in the College. http://www.texthelp.com
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Apple Accessibility
Apple has provided new and innovative solutions for people with disabilities, allowing them to access and enjoy using advanced technology products such as the Mac, iPod, iPhone, and Apple TV.
http://www.apple.com/accessibility
IPhone Accessibility
For those students with an iPhone, Apple have released the IPhone 3G S. This IPhone has built in accessibility features including voice over, voice control, zoom, white on black contrast and intelligent keyboard with predictive text entry together with many more features.
http://www.apple.com/accessibility/iphone/vision.html
The iPhone User Guide in Accessible HTML can be found at the following link:
http://support.apple.com/manuals/#iphone
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3.6 Exams and QCAs
What is a QCA (Quality Credit Average)? It is the quality and standard of your academic performance; it is expressed as an average numerical value that is based on the grades you receive in the credited modules on which you have been assessed. QCAs are calculated for you by the university by means of a software package and are clearly displayed on your transcript. Your transcript (results) can be viewed every week of the semester except during exam week.
Checking your Exam Results Following the approval of results for each semester, you can view your grades from the previous semester on the web. You may print a copy of your transcript from the site. NOTE this is not an official transcript (there is a charge from student services for the issuing of an official transcript) http://www.mic.ul.ie - go to: current students - exam results. (You will need your password, which is the same one you use for registering your academic modules).
How to calculate your QCA The relevant information on how to calculate your QCA is in your Student Handbook, it can be accessed on the web: www.mic.ul.ie - go to - current student - Student Services office and click the link to the student handbook. If you are still unsure of your QCA or how to calculate it, contact the Students’ Union Vice- President / Education Office or Students’ Services.
Appealing of results If you happen to find yourself in the situation where you receive a result you don’t feel you deserve, you are entitled to appeal that result. Complete the Grade Recheck Form which is available from Student Services. The form must be returned within two weeks of the official release of exam results. You will have to pay a €25 deposit (€50 for P l a c e m e n t A p p e a l s ) with the form. Your deposit is refundable only if the grade is changed as a result of the recheck. Remember grades can be lowered by a recheck, so be sure you really believe the grade awarded is incorrect before applying. The faculty member responsible for the module rechecks the grade and has to have returned the completed grade recheck form by the end of the third week. If you are still not satisfied with the result of your recheck you can appeal the decision to the Dean of Education.
Repeats’ Criteria Repeat exams usually take place during the last week of August or the first week of September. You can only repeat a maximum of 4 modules provided you have completed 2 academic semesters in the year. Students who only completed one semester in an academic year can only repeat a maximum of 2 modules. All repeat modules are capped at a C3. Only Grades Lower than a C3 may be repeated i.e. D1, D2, F, NG, ’I’. The minimum standard for progression to the next year of the programme after the repeat is a QCA 2.00 with no deficient grades i.e. F, NG or ‘I’. There is a fee payable on registration for repeating all modules except ‘I’ grades.
“I” Grades ‘I’ grades shall be awarded only in cases where the student has not completed all of the requirements for the module and has submitted certifiable evidence of medical and/or psychological illness or immediate family bereavement. ‘I’ grades shall not be assigned in response to a plea made in respect of pressure of work. ‘I’ grades are normally cleared during the repeat examination period. All repeat modules other than ‘I’ Grades are capped at a C3. ‘I’ Grades are uncapped.
Exam Checklist
Check your timetable to make sure all your exams during this exam session are listed. If there
are any problems with the timetable then you should contact Student Services. Know the exact location, date and starting time of your exam. Check the main notice board in
reception regularly for any updates or changes which may be made to the timetable. Be there on time, at least 20 minutes before the Exam starts. Have your Student ID card and
check your seat number. If you lose your ID card, you must obtain a replacement card from Student Services at a cost of
€15 before going to the Examination Centre. Make sure you place your Student ID card on your desk during your exam. If you have any problems with the exam, or questions about the paper, raise your hand and ask the invigilator. You cannot leave during the first or last 30 minutes of the exam
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Make sure you take the correct exam paper If you miss an end-of-semester examination, contact Student Services for advice, as a matter of urgency.
Leave of Absence In line with University of Limerick Academic Regulations, a student may apply for a leave of absence from their course of study if he/she fulfils the following conditions:
Completion of one semester at the University on the programme for which he or she is currently enrolled.
Be in good academic standing.
Students lodge a Leave of Absence application with the Student Services Office before the end of the semester preceding that in which they intend to take leave. Acceptable reasons for granting leave of absence include: certified illness, financial hardship, family bereavement or psychological, emotional or social problems.
3.7 Cheating and Plagiarism The College has strict rules to ensure that any works which students present for assessment are actually the result of their own efforts, skills and knowledge. Two of the forms of cheating, which apply to written coursework are identified here. If you are in any doubt as to whether something might be regarded as cheating, ask the lecturer responsible for the relevant module or module section. Remember, it is your responsibility to ensure that your work does not violate any of the regulations with regard to cheating. Cheating in an examination is defined as the use, possession, or attempted use, of unauthorised material, unauthorised collaboration or attempted collaboration, copying or attempted copying. Cheating is considered an offence under the Code of Conduct and suspected cases will be referred immediately to the Discipline Committee.
Plagiarism A student must ensure that any work submitted by her/him for assessment is genuinely her/his own, and is not borrowed, copied or stolen, in part or in whole, from another published or unpublished source. If you are making use of ideas, facts or quotations which are derived from a published or unpublished source - even from work you have written yourself - you must acknowledge this each time you do so by the use of a form of referencing which is recommended or approved by the relevant lecturer. It is not enough to list your sources in a bibliography at the end of the work. Nor is it acceptable to change some of the words or the order of sentences if, by failing to reference properly, you give the impression that this is your own work. For safety’s sake, it is best to use your own words unless you are specifically quoting from a properly referenced source.
Syndication You must also ensure that the work which you submit has been prepared by you alone unless you are specifically instructed that a piece of work for assessment is to be produced jointly with other students. If you collude with other students to produce a piece of work jointly, or copy each other’s work and pass them off as individual efforts you are engaged in syndication, a form of cheating. Obviously, copying someone else’s work without their knowledge is also cheating. If you believe that another student has copied, or has attempted to copy, your work you should notify the relevant lecturer or Head of Department immediately in order to protect your own interests.
Remember:
You must not pass off the ideas and work of others as your own.
To do so is a type of intellectual property theft that is treated very seriously by the College.
Please note that under the college’s Code of Conduct it is a serious disciplinary offence to “engage in academic cheating in any form whatsoever”. Under section 4.2 of the code:
The college Discipline Committee shall be entitled to impose penalties including suspension or expulsion where, in its view, the gravity of the complaint or offence or the College disciplinary record of the offender shall so warrant.
Normally the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion.
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3.8 Medical Support Services The Medical Centre provides urgent, private and confidential acute medical care during College term. This service is free of charge and strictly confidential. It does not replace your own GP. Do register with a local GP for the duration of your studies in Limerick.
The College Medical Doctors are: Dr. Finola Malone Dr. Stephen Roche Dr. Alicia Flynn Dr. Emer O’Connor
The College Nurses are: Helen O’Dea and Ann-Marie McCarthy
The College Nurse is available from 10am to 4pm at: Tel: 061 204343.
The Medical Centre provides a service for students with acute illnesses only. Otherwise students should attend their own GP. Students must meet with the Medical Centre Nurses from Monday to Friday, between 10.00am to 12.30pm to seek an appointment with the doctor who will be on campus from 2.00pm to 4.00pm. Please note that Medical Centre Nurses are on duty during Student Examinations (according to timetable schedule).
Weekend and ‘after hours cover’ is not provided by the Medical Centre and students who need medical treatment at such periods should proceed to their own GP. Students who need urgent medical treatment should proceed to the Accident and Emergency Department at the Mid-Western Regional Hospital Tel: 061 301111 which provides 24-hour cover or to St. John’s Hospital Tel 061 415822 which is open from 8am to 8pm Monday to Friday.
Out of hours DOCTOR ON CALL 087-2506744
The cost of this service is not covered by the College.
3.9 Health Promotion and Health Promoting College Mary Immaculate College was the first third level institution in Ireland to be designated a Health Promoting College. This initiative commenced in 1996 in collaboration with the Health Promotion Unit of the Department of Health and Children and also the Health Service Executive (formerly the Mid-Western Health Board). The initiative aims at promoting the health and well being of all members of the College community through policy development, the provision of programmes and activities and the implementation of specific health promotion strategies. A wide range of services are available to both students and staff. Examples of services include the following:
Mental Health Matters training SafeTalk, Gatekeeper and ASIST training (suicide awareness and prevention) Yoga classes Massage therapy
Bord Bia Cookery demonstrations Blood Pressure Checks Advice on a range of life style topics, for example Healthy Eating, Physical Activity, Coping with stress, Smoking Cessation, Sexual Health, Alcohol and Other Drugs
Many events are organised to coincide with national or regional health promotion initiatives, for example:
Healthy Eating Week
National Breast Cancer Awareness month Happy Heart Week National No Smoking Day
Mental Health Week World AIDS Day
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The Health Promotion team works in collaboration with the Students’ Union, the Chaplaincy team, the Health Centre, the Counselling Service, the Student-Parent Coordinator, the Access and Disability Office, the Catering and Maintenance Departments, the Learner Support Unit, and other relevant Services and Departments. We also work with the radio service Wired FM and the MISU web site to highlight health-related events or issues.
The Health Promotion Office is located next to Canteen. Please call to the office to share any ideas or requests you may have in relation to health issues. In the office you can also find printed information on a wide range of health and lifestyle topics for your personal use and/or to support your course work.
Look out for notices on the electronic bulletin boards, posters, fliers and stands which we will have on display throughout the year. A weekly newsletter detailing upcoming events is also published on the LAN (Student Notes) and sent by email to all students and staff members.
3.10 Chaplaincy The College welcomes students of all faiths and none. The facilities of the College chaplaincy service are available to all students. The Chaplaincy Team strives to promote the spiritual and psycho/social development of the entire College community, staff and students. The team facilitates the discussion of social, spiritual and theological issues .It is possible to discuss issues of concern in confidence. The College Chaplain provides religious services, according to the Roman Catholic rite, in the College Chapel. Arrangements are in place to provide services for non-Catholic Students. The Chaplaincy service strives to support students during times of bereavement, illness and during occasions of personal or family upheaval. We also honour students’ joys and celebrations.
Opportunities for faith sharing exist for those who wish to avail of them. The Chaplaincy team will arrange retreats for students wishing to partake in such spiritual exercises.
Mass is celebrated in the College Chapel each day. See notice boards and website for details. One may light a candle in the College Chapel or write a request in the Intention Book. The College Chapel and the Meditation Room are always open to students who wish to pray, reflect or just be in a quiet place. It is also possible to sit in the meditation garden. This garden is on your left beside the meditation room as you go into Aras McAuley. We have a symbol free prayer space for those who may wish to use such for prayer at specific times G.33.B.
The Chaplaincy hospitality room G.14 is open 9.00.am - 5.00.p.m. Tel: (061)204339 or email [email protected] You are welcome to drop in at anytime. A member of the chaplaincy team will usually be available to help you. In each semester co-op students (3rd year BA students) work on the chaplaincy team. You will meet them in room G.14. Being students themselves, they can easily empathise with your needs and concerns.
Chaplaincy Team:
Fr. Michael Wall, Office G.48 tel. (061) 204331. Mobile 086 2550436
e-mail: [email protected]
Rev Patricia Hanna C of I. chaplain is available by appointment in G14. Tel. 061 204339
The Co-op students Tel 204339 Room G.14 (061) 204339. email [email protected]. If you ask, the team will do its best to help you.
For details of events, look at the college notice boards and the chaplaincy website.
http://www.mic.ul.ie/chaplaincy/. The website has much information on Church and Faith Services and
contacts around Limerick City along with links to many prayer and information sites.
Check us out on facebook
http://en-gb.facebook.com/people/Chaplaincy-Mary-Immaculate/
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The Mass to open the College Academic year 2012/13 takes place early in the semester and you are cordially
invited to attend and participate. Everyone is welcome
'In going to College, be focused, set yourself targets and goals; don't drift. Keep calm and have a sense of
humour. Cherish your friends and keep close to your family. Be confident, you can do it! From time to time, take
time out to think, play and pray and when down or in trouble, talk to someone.'
3.11 Counselling Counselling is available to all students, free of charge. This service provides all students with the opportunity to talk in a confidential setting about any issues which they may not feel comfortable discussing with anyone else. A counselling relationship is one of warmth and safety, where a student feels supported.
Support is provided for many issues, such as: Stress, Panic/anxiety attacks, Crisis pregnancy, Eating disorders, Bereavement, Exam stress, Post-abortion, Depression, Relationships, Sexual/emotional/physical abuse, Gender Issues, Bullying, Confidence/ Self- esteem issues, Feeling Suicidal, Family Issues, Addictive Behaviors, and others.
You can contact the Service directly in the following ways:
Email any of the following: [email protected] or [email protected] Call in to ‘Drop-in’, any weekday during term time. This is an hour set aside for students to call in to see a counsellor without an appointment, for a confidential chat. Phone either 204919 / 204948
The counsellors are available at the times advertised on their notice board in the Information Alley: Fact sheets are available on http://www.mic.ul.ie/counselling
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3.12 Other Services Banking An ATM machine is located in the College and a banking service is provided each day in the College.
Bookshop An Siopa sells an assortment of books covering a wide variety of subjects at student friendly prices. The SU also organises a Book Fair once a semester which gives students an opportunity to buy and sell second hand books. Check out www.misu.ie for further details.
Shop The Students’ Union shop, An Siopa, retails stationery and teaching practice materials, food, phone credit, stamps, newspapers at discounted prices, drinks and takeaway tea, coffee, speciality coffees and hot chocolate. An Siopa opening hours are: Monday-Thursday 8.30am – 8.30pm; Friday 8.30am – 4.30pm
Post Your post can be collected each day at the Reception Desk and there is a post-box in the Reception area for outward mail, with a daily collection at 5.00 p.m.
Keys Issuing Bedroom keys will be available at Reception Desk on Registration Day for those residing in the College Residence. In the interests of security you are advised to keep your bedroom and locker locked at all times when not in use. Note: Mary Immaculate College is not responsible or liable for damage to, or loss of, personal property.
Lockers Lockers are dotted around campus and work on a first come first serve basis. Students can purchase a small lock from any hardware shop and attach it onto a locker of their choice.
Notice Boards Administration staff will need to contact you from time to time on matters pertaining to their respective offices, and will use the relevant notice boards for this purpose. You will find the following notice boards in the Reception area:
Uachtarán/President Cláraitheoir/Registrar An Fhoireann/Staff
Members of staff will also need to acquaint you of unscheduled events, change of plans etc. These notices may appear on the notice boards situated along the ‘Information Corridor’- beside the main stairs in the Foundation Building. Please make it a habit to look at the notice boards each morning; otherwise you may miss out on important information. Many other notice boards which will contain news items of concern to you are to be found in various areas of the College.
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4.1
STAFF OF THE FACULTY OF EDUCATION
* Indicates that the Faculty member is currently on leave
Dean of Education
Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
[email protected] (061)204995
Assistant Dean of Education
Angela Canny, B.Soc. Sc., M.Soc. Sc, (NUI), Ph.D. (Warwick) [email protected] (061)204598
Director of Continuing Professional Development
Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL),
M.A. in Classical Irish(NUI), Ph.D.
[email protected] (061)204950
Director of the Curriculum Development Unit
Eucharia McCarth*y, B.Ed.(NUI), M.Ed.(UL) [email protected] (061)204508
Replaced by Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed.
Lead. (NUIM), Grad. Dip. SEN (UL)
[email protected] (061)204520
Director of School Placement
Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham)
(061)204519
There are five academic departments within the Faculty of Education:
Department of Reflective Pedagogy and Early Childhood Studies
Department of Arts Education and Physical Education
Department of Learning, Society and Religious Education
Department of Language, Literacy and Mathematics Education
Department of Special Education
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Department of Reflective Pedagogy and Early Childhood Studies
Head of Department
Emer Ring, B.Ed., (Carysfort College of Ed.), PG Dip in
Special Ed., (SPD); BL, (Univ. of London); M.Ed., (SPD); PG
Cert in Autism (Children), (SPD), M.Ed. (Autism), (Univ. of
Birmingham); Diploma in Irish, (NUIG); PhD, (SPD)
[email protected] (061)204571
Early Childhood Care and Education
Deirdre Breathnach, B.Ed.,(NUI) M.Ed.(UL) [email protected] (061)204565
Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) [email protected] (061)204581
Lisha O'Sullivan, B.A. Early Childhood Studies (UCC), M.A.
Non-directive Play Therapy (Univ. of York)
[email protected] (061)204566
Des Carswell, B.Sc.,(UCD and Vrije Univ. Amsterdam),
Masters in European Social Policy Analysis
[email protected] (061)204961
Mary Moloney, Cert in Psychology, (NUIM), Diploma in
Nursery Management, (UCD), MEd in Early Childhood Care
& Education (MIC), PhD (MIC).
[email protected] (061)204316
Educational Methodology/Teaching Practice
Fiodhna Gardner-Hyland B.Ed. (MIC); PG Dip. In Primary
Ed., (DES); MA in Ed., (MIC); PhD, (Univ. of Leicester)
[email protected] (061)204766
Educational Methodology
Teresa McElhinney, B.Ed. (NUI), M.Ed.(NUI)
ICT in Education
[email protected] (061)204542
Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) [email protected] (061)204941
Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed. Lead.
(NUIM), Grad. Dip. SEN (UL)
[email protected] (061)204520
Microteaching
Kathleen Horgan, B.Ed.,(NUI) M.Ed.(TCD), Ph.D (NUI) [email protected] (061)204328
Director of Teaching Practice
Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham)
(061)204519
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Department of Arts Education and Physical Education
Acting Head of Department
Déirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic
Practice, (UL)
[email protected] (061)204553
Drama
Michael Finneran*, B.Ed.(DCU), M.A, Ph.D. (Warwick) [email protected] (061)204976
Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in
Education (Thomond) Grad Dip in Dance (UL), Cert in
Community Dance Leadership (Laban Guild)
[email protected] (061)204521
Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM [email protected] (061)204526
Music Education
Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music.Ed.(UL),
GRIAM, ALCM, Ph.D. (Univ of London)
[email protected] (061)204945
Ailbhe Kenny*, B.Ed., M.Ed.(DCU), Ph.D. (Cambridge) [email protected] (061)774721
Visual Arts Education
Tanya Power, NDD, M.A.(NUI) [email protected] (061)204388
Anne-Marie Morrin, B.A., H.Dip. Art and Design Education
(NCEA), M.A. (UL)
[email protected] (061)204552
Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art
and Design Education), B.A.(WIT), M.A. in Interactive
Media(UL)
[email protected] (061)204936
Eamonn Mitchell, B.Ed., M.Ed.(UL) [email protected] (061)204518
Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) [email protected] (061)204350
Physical Education
Deirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic
Practice, (UL)
[email protected] (061)204553
Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) [email protected] (061)204912
Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) * [email protected] (061)204569
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Department of Learning, Society and Religious Education
Acting Head of Department
Carol O’Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.
(DCU)
[email protected] (061)204928
Psychology of Education
Suzanne Parkinson, B.Ed., Dip.Psych.(TCD), M.Sc.(QUB)
Ph.D.
[email protected] (061)204958
Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL),
MAEP (UCD)
[email protected] (061)774701
Marie Ryan, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP
(UCD)
[email protected] (061)204372
History of Education
Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious
Studies(MIC), Ph.D.(UL)
[email protected] (061)204995
History of Education/ Policy of Education
Eilís O’Sullivan, NT, MA (UL), Ph.D. (UL) [email protected] (061)
204384
Philosophy of Education
Tony Bonfield, B.Ed., M.Ed. (NUI), TEFL Cert (MIC),
Ed.D.(Univ. Of Sheffield)
[email protected] (061)204970
Aislinn O Donnell, BA (TCD), MA (UCD), PhD (Univ. of
Warwick)
[email protected] (061)204354
Religious Education
Patricia Kieran, B.Rel.Sc. (Mater Dei), M.Th.,
Ph.D.(London)
[email protected] (061)204965
Daniel O’Connell, Dip.Phil., B.D.,(NUIM), Grad.Dip. in
Holistic Dev.(All Hallows) M.Ed., Ph.D.(Boston College)
[email protected] (061)204966
Maurice Harmon, Dip Phil, BD, H.Dip. in Pastoral
Studies, (Maynooth), MA (Fordham University)
(061)204720
Sociology of Education
Angela Canny, B.Soc. Sc., M.Soc.Sc.(NUI),
Ph.D.(Warwick)
[email protected] (061)204598
44
Educational Disadvantage
Sandra Ryan, BEd (NUI), M.A., Ph.D (Western Michigan) [email protected] (061)204984
Transforming Education Through Dialogue
Ann Higgins*, B.Ed., Dip. Remedial Ed., Ph.D.(UL) [email protected] (061)204979
Ruth Bourke, B.A (UL), M.Ed (Adult Ed) (UL) [email protected] (061)774715
Social, Environmental and Science Education
Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed. (NUI)
Ed.D. (Sheffield Hallam)
[email protected] (061)204983
Eileen O’Sullivan, B.Ed., M.Ed.(UCC) [email protected] (061)204975
Maeve Liston, BSc, PhD (UL) [email protected] (061)204726
Social, Personal and Health Education
Carol O’Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D (DCU) [email protected] (061)204928
Inclusive Education
Anne O’Byrne, B.Ed.(NUI), M.Ed.(UL) Dip.Special Ed.
Dip.Remedial Ed., Dip. Comp.
[email protected] (061)204389
MA in Educational Psychology
Siobhan O’Sullivan B.Sc. in Ed.(UL), H.Dip.Psych.(NUI),
M.Sc.(Univ.Coll.London)
Course Co-ordinator
[email protected] (061)204536
Certificate in Contemporary Living Co-Ordinator
Órla Slattery, BA, (MIC); MA in Philosophy, (MIC)
(061)204735
Department of Language, Literacy and Mathematics Education
Head of Department
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061)204329
Gaeilge
Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) [email protected] (061)204329
Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) [email protected] (061)204342
Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) * [email protected] (061)204359
45
English
Áine Cregan, B.Ed, M.Ed.(NUI),Ed.D (Harvard) [email protected] (061)204902
Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D (UL) [email protected] (061)204971
John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI),
ALCM (T.D. Clarinet) Ed.D.(Univ.of Sheffield)
[email protected] (061)204533
Mathematics Education
Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in
Ed.(Calif. State), Ph.D.(Ariz. State)
(061)204978
Mairéad Hourigan, B.Sc., M.Sc., Ph.D. (UL) [email protected] (061)204504
Marie Lane, B.Ed. (UL), M.Ed. (UCD) [email protected] (061)204991
Modhanna Múinte na Gaeilge
Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D. [email protected] (061)204371
TJ Ó Ceallaigh, B.Oid. (UL), M.Oid. (UCC) Dioplóma
Iarchéime san Oideachas Gairmiúil (NUIG)
[email protected] (061)204325
Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) [email protected] (061)204973
Department of Special Education
Head of Department
Patricia Daly, B.A., HDE (NUI), M.A., Ph.D. (Ohio State
Univ.)
(061)204309
Margaret Egan, B.Ed.(TCD), M.Ed.(UL) [email protected] (061)204337
Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies (NUI) [email protected] (061)204580
Eucharia McCarthy*, B.Ed.(NUI), M.Ed.(UL) [email protected] (061)204508
Trevor O’Brien BEd (DCU), MEd, ADAES - Advanced Diploma in Applied Educational Studies (Hull), Dip Social Studies (UCC)
[email protected] (061)774780
46
Administrative Staff
Education Secretary
Fintan Breen [email protected] (061)204906
Education Office
Marie Quaid
Caroline Ní Chadhain
Zeta Penny
Helen Heffernan
Paula Treacy
Perry Meskell
Rose Higgins
Nora O’Donoghue
(061)204310
(061)204358
(061)204924
(061)204923
(061)204925
(061)204551
(061)204551
(061)204923
Continuing and Professional Development
Sheila O'Callaghan [email protected] (061)204549
Special Education
Mairead Horan [email protected] (061)204563
Curriculum Development Unit
Josephine Frahill [email protected]
(061)204366