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Use search box below to look for information on the Mary Immaculate College website. There are some helpful links to common search queries above it. Keep an eye out for the 'Ask a Question' function on certain pages and sections where you can pose specific queries to MIC staff (and see previous questions and answers underneath the question box).
A new book co-edited by an MIC historian charts the stories of Limerick’s Protestant communities during the Irish revolutionary period. Histories of Protestant Limerick, 1912-1923 is a collection of essays edited by Dr Brian Hughes, Lecturer in 20th Century Irish history at MIC, and Dr Séan William Gannon, Limerick City and County Library Services.
A new initiative from Mary Immaculate College (MIC) aims to support and share knowledge with educators to encourage opportunities to support an ethos and practice of diversity, inclusion and integration in learning settings. The MIC Teaching for Inclusion Seminar Series commences this month (September) and is free and open to the primary teaching community. The series will be delivered online meaning it will be available to teachers nationwide.
New research into the relationship between Irish adolescent students and religion suggests that religion has the potential to positively or negatively influence students’ mental wellbeing, depending on how it is used by the adolescent. The new findings come from Mary Immaculate College (MIC) Lecturer and Educational and Child Psychologist, Dr Lydia Mannion, who has conducted research with over a hundred students in Transition Year, Fifth Year and Leaving Certificate classes across ten post-primary schools in Ireland.
A new set of educational guidelines for learners with Williams syndrome (WS), a rare genetic condition that occurs randomly and affects roughly one in 20,000 people, has been developed by MIC lecturer Dr Fionnuala Tynan. My Own Williams Learning, co-written by Dr Fionnuala Tynan and Dr Jo Van Herwegen (University College London), is the product of a collaboration with learners with Williams syndrome and is supported and funded by the Williams Syndrome Foundation, based in the UK. The book is based on research from focus-group discussions and interviews with learners with WS aged 5 to 16 years, whose stories formed the basis for the educational guidelines.