Access & Lifelong Learning Research Collection

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UCD Access & Lifelong Learning works collaboratively to deliver initiatives that aim to attract:

  • School leavers, regardless of socio-economic background or disability
  • Adults beginning their higher education
  • Those wishing to study flexibly
  • People who wish to continue learning and pursue intellectual enrichment and fulfilment
Our centre is located on Level One of the James Joyce Library Building, and is designed to the principles of universal design.

For more information, please visit the official website.

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Recent Submissions

Now showing 1 - 5 of 8
  • Publication
    Inclusive Teaching & Learning Case Studies in Engineering, Architecture & Affiliated Disciplines
    Diversity and inclusion are core to UCD values. We seek to attract students from a wide range of social and economic backgrounds and students who reflect the true diversity of the country. And as a global university, UCD attracts international students from over 100 countries. This diversity enriches our campus, and the experience of our students. The University's strategy 2020-2024 'Rising to the Future' also recognises the importance of inclusion and diversity, in seeking to "provide an inclusive educational experience that defines international best practice and prepares our graduates to thrive in present and future societies." However, an inclusive educational experience will not be achieved by simply creating diversity in the student body. It requires that we adjust our approach in everything we do to support and encourage our students’ success. We have clearly articulated in our strategy, and further emphasised in our Education and Student Success strategy, that our goal is to "equip all our educators with the tools and resources required to embed Universal Design for Learning on an institution-wide basis".
      33
  • Publication
    Developing Universal Design In Teaching and Learning: Using a freely available eBook
    This paper discusses how you can use a freely available eBook to develop universal design in your teaching.
      133
  • Publication
    UCD Access Symposium Proceedings 2018: Marking 30 Years of Services for Students with Disabilities in UCD
    This publication contains a series of papers presented at the third Access Symposium held in University College Dublin (UCD) to mark and celebrate thirty years of services for students with disabilities. On a lovely summer day in May, passionate, inspirational and engaging speakers simultaneously whetted our appetites, challenged our view of the world, and propelled us to do more. These speakers gave us both staff and student perspectives on the inclusion of students with disabilities and left us in no doubt as to their commitment, passion and zeal for their subjects.
      84
  • Publication
    Universal Design for Curriculum Design: Case Studies from University College Dublin
    (UCD Access and Lifelong Learning, 2017-01-01) ; ;
    Universal Design is a principle-based approach to designing university teaching and learning to meet the learning needs of all students. This includes the needs articulated by the UCD students quoted here. Higher Education has become increasingly diverse, with a particularly rapid change in the last ten years. As we now strive to achieve widening participation of those students traditionally under-represented in Higher Education, and open our campuses to increasing numbers of international students, we must ensure that our teaching and learning develops in line with the student population. Universal Design (UD) offers us a framework that helps us to consider and embrace our diverse classrooms. While we may not all be experts in particular disability types, using the UD framework gives you the tools you need to take all learners in to consideration when planning and designing your curriculum.
      193
  • Publication
    Facts, Figures & Faces: New Era 21 Years
    (UCD Access and Lifelong Learning, 2018-11-01)
    Twenty-one years ago, individual leadership coupled with a pragmatic “can do” attitude identified a need, acted on it, and started the university on a journey to support inclusion and diversity. I wonder if those involved realised the transformational impact their efforts would have in a single generation. Today, we recognise the value of creating a truly diverse and inclusive university, a University for All, not only because it reflects our values, but because it is a fundamental requirement for educational excellence and institutional success.
      53