UCD INNOVATION ACADEMY INNOVATION
PROJECTS
Learning for Life Postgraduate Learning
Students participated in our postgraduate accredited programmes that include Graduate Certificates, Professional Diplomas spanning creativity, innovation, leadership, entrepreneurship, entrepreneurial education and sustainability
In keeping with UCD’s commitment to Learning for Life, we engage and empower a diverse community of learners to fulfil their potential and advance our society through disruptive times
In total this year, UCD Innovation Academy delivered programmes to 629 lifelong learners across a range of accredited and executive (non-accredited) programmes.
When we delivered the following accredited programmes and in each of these programmes, they were required to submit an Innovation Project.
Here are some of their outputs and testimonials from our students who took the Professional Diploma in Creativity, Innovation and Leadership.
STUDENT PROJECTS
PROFESSIONAL
DIPLOMA
CREATIVITY, INNOVATION & LEADERSHIP
In the final module, students work on an Action Learning Project where they apply the mindset, knowledge and skills learned to date to a real world challenge of their choice.
Project Name: WildFuture
www.wildfuture.ie
Student: Oliver Farrell
What it's about:
Located on a stunning 74-acre rewilding site in West Cork that overlooks Roaringwater Bay, this innovative off-site experience takes place within a beautiful mosaic of biodiverse habitats that have been carefully cultivated since rewilding began in 1999.
The mature landscape features established trees, wetlands, ponds, and 3km of trails that provide the perfect backdrop for creative problem-solving and strategic thinking.
Oliver facilitates "rewilded thinking" sessions on the hill, helping teams break free from conventional thought patterns and discover fresh perspectives in this inspiring natural environment
PROJECTS
Project Name: Trusty & Mona, Crafting a Better World Student: Laura Sillero
What it's about:
Trusty (a cheeky dog) and Mona (a clever girl) are two handmade puppets, created from old clothes that might have ended up in the bin Together, they explore the world of textile waste in a playful way, teaching children and families that nothing is rubbish and everything has potential
What it seeks to do:
Spark curiosity and encourage creative ways to reduce waste. Each episode includes a short story, a simple craft using unwanted textiles (sometimes mixed with other reused materials), and a “fact of the day” to gently invite reflection on waste
How it’s going:
Two episodes have been launched so far. New episodes will follow every two weeks, with funny behind-the-scenes photos and short clips on social media in between It’s still early days, but the response so far has been really positive, especially from children! Sometimes, it’s the small things like a puppet show or a recycled craft that help start bigger ideas and new habits.
Participants in a Wild Future early prototype Testing and iteration is a key part of the Design Thinking methodology and students are required to develop and test a prototype before the final Pitch Day.
Prototyping can employ a range of technologies. from video - seen here - to other online and offline formats
Professional Diploma students apply the mindset, knowledge and skills they have developed throughout the programme in their Action Learning Project The project helps students to refine their Entrepreneurial Mindset competencies including a bias to action, opportunity recognition, comfort with ambiguity, risk taking and more Students work in Action Learning Sets, practicing a specific methodology that can be applied by them in the future.
PROJECTS
Project Name: Pointless Creativity
Student: Megan Killeen and Shane McElveen
Students have the opportunity to partner with a fellow classmate on their project as Megan and Shane did.
What it’s about:
A playful workshop in the style of a game show that introduces students to the basics of design thinking through a series of silly, creative challenges.
PROJECTS
Project Name: Career GPS
Student: Karl Conway
What it’s about:
When I started the Professional Diploma, I was struggling to re-enter the workforce after a career break Despite extensive multinational experience, the tech job market's supply issues made it difficult to gain traction I turned to the Irish startup scene by cold-emailing interesting companies, several responded positively Career GPS aims to replicate and formalize this approach for others facing similar circumstances in their job search.
What it seeks to do:
Career GPS provides three primary channels to help people who might have Big Tech experience pivot toward the world of startups in Ireland:
1) An AI Chatbot that is built to coach people on this journey: so advising on tailoring CVs, how to approach "cold-emailing", news about the startup scene, information on "fractional" working etc.
2) An Online Community based on a platform like Slack where people on this journey can come together to chat, advise, commiserate, and encourage 3) Live Online Workshops built around specific individual themes to educate people on the Irish startup landscape and how to land jobs
PROJECTS
AI is integrated throughout the Professional Diploma as a learning aid and creative tool Hand in hand with using AI, students apply their critical thinking skills, testing and discussing the possibilities, and limits, of AI as part of the learning experience
PROJECTS
Project Name: Techie Support
Student: Ahmed Etman
What it’s about:
Techie Support is a platform created to support tech professionals facing career instability, burnout, and job loss, especially during industry-wide layoffs It offers career coaching, financial guidance, and mental health support all in one place
What it seeks to do:
The project aims to provide a psychologically safe space for tech workers navigating uncertainty. It focuses on practical tools like job search help and budgeting advice, while also building a community of peer support through a platform that blends empathy and action
How it’s going:
Techie Support started as a prototype, and it is gaining interest for its timely relevance and social impact. I am considering the opportunity to develop it into a full startup after.
This journey wasn’t just about solving a problem; it was about learning to believe in the value of lived experiences.
My classmates constantly inspired me — their creativity, openness, and support pushed me to think bigger and go further than I thought I could.
