位于愛爾蘭首都的都柏林圣三一學(xué)院已經(jīng)有400多年的歷史了，是愛爾蘭著名的古典大學(xué)之一，跟著出國留學(xué)網(wǎng)一起來了解下愛爾蘭都柏林圣三一學(xué)院基本概況吧，歡迎閱讀。
一、關(guān)于都柏林圣三一學(xué)院
About Trinity College Dublin
The University of Dublin, Trinity College was founded in 1592.Our three faculties are Arts, Humanities and Social Sciences; Engineering, Mathematics and Science; and Health Sciences.The city centre campus occupies some 51 acres (including the Trinity Technology andEnterprise Campus).There is in excess of 220,000 m2 of buildings, including beautiful historic architecture and state-of-the-art modern facilities.Students can avail of over 100 College societies and 50 active Sports Clubs.Trinity College Dublin is Ireland's No.1 University(QS World University Ranking 2016 Academic Ranking of World Universities (Shanghai), 2016).Trinity is ranked 88th in the World.(QS World University Ranking, 2017/18)Internationalisation,Trinity is ranked 41st in the World in terms of International Outlook.(Times Higher Education World University Ranking, 2016).Trinity is also ranked in the top 100 Universities in the world in the following subject areas.History.Performing Arts,Philosophy,Biological Sciences.Pharmacy and PharmacologyMaterials Science,Education,Geography,Chemistry,Law,Social Policy and Administration,Sociology,Trinity College Dublin.At Trinity College Dublin, the University of Dublin we provide a liberal environment where independence of thought is highly valued and all are encouraged to achieve their potential. We promote a diverse, interdisciplinary, inclusive environment which nurtures ground-breaking research, innovation, and creativity through engaging with issues of global significance.Located in a beautiful campus in the heart of Dublin’s city centre, Trinity is Ireland’s highest ranked university and one of the world’s top 100. It is home to 17,000 undergraduate and postgraduate students across all the major disciplines in the arts and humanities, and in business, law, engineering, science, and health sciences.Trinity’s tradition of independent intellectual inquiry has produced some of the world’s finest, most original minds including the writers Oscar Wilde and Samuel Beckett (Nobel laureate), the scientists William Rowan Hamilton and Ernest Walton (Nobel laureate), the political thinker Edmund Burke, and the former President of Ireland and UNHCR Mary Robinson. This tradition finds expression today in a campus culture of scholarship, innovation, creativity, entrepreneurship and dedication to societal reform
三一學(xué)院都柏林
關(guān)于都柏林三一學(xué)院，都柏林大學(xué)三一學(xué)院成立于1592年，我們的三個學(xué)院是藝術(shù)學(xué)院、人文學(xué)院社會科學(xué)學(xué)院、工程，數(shù)學(xué)與科學(xué)和健康科學(xué)學(xué)院。市中心校區(qū)占地約51畝(包括三一科技與企業(yè)園區(qū))，有超過22萬米的建筑，這些建筑包括美麗的歷史建筑和國家的最先進的現(xiàn)代化設(shè)施，學(xué)生可以利用這些建筑組織100多個學(xué)院社團和50個活躍的體育俱樂部。都柏林三一學(xué)院是愛爾蘭排名第一的大學(xué)，(世界大學(xué)學(xué)術(shù)排名(上海)，2016)，都柏林三一學(xué)院在世界排名第88命，(QS世界大學(xué)排名，2017/18)，都柏林三一學(xué)院在世界排名第41位。都柏林三一學(xué)院的護理專業(yè)排名第31位。都柏林三一學(xué)院英語，語言文學(xué)專業(yè)排名第32位。都柏林三一學(xué)院現(xiàn)代語言專業(yè)排名第39位。都柏林三一學(xué)院政治和國際研究專業(yè)排名第43位。都柏林三一學(xué)院在以下學(xué)科領(lǐng)域也被列為世界前100名：歷史專業(yè)、表演藝術(shù)專業(yè)、哲學(xué)專業(yè)、生物科學(xué)專業(yè)、藥學(xué)與藥理學(xué)專業(yè)、材料科學(xué)專業(yè)、教育專業(yè)、地理專業(yè)、化學(xué)專業(yè)、法學(xué)專業(yè)、社會政策與行政專業(yè)、社會學(xué)專業(yè)。在都柏林三一學(xué)院，都柏林大學(xué)我們提供了一個自由的環(huán)境，思想的獨立性被高度重視，并且都鼓勵他們實現(xiàn)自己的潛力。我們通過參與全球意義上的問題促進多樣化、跨學(xué)科、包容的環(huán)境，培育突破性的研究，創(chuàng)新和創(chuàng)造力。位于都柏林市中心一個美麗的校園內(nèi)，都柏林三一學(xué)院是愛爾蘭排名最高的大學(xué)之一，是世界排名前100位的大學(xué)之一。它擁有藝術(shù)和人文學(xué)科以及商業(yè)領(lǐng)域所有主要學(xué)科的17,000名本科和研究生法律、工程、科學(xué)和健康科學(xué)。都柏林三一學(xué)院的自主知識探索傳統(tǒng)已經(jīng)產(chǎn)生了世界上最好的、最原始的思想包括作家奧斯卡·王爾德和塞繆爾·貝克特(諾貝爾獎獲得者)，科學(xué)家威廉·羅文·漢密爾頓和歐內(nèi)斯特·沃爾頓(諾貝爾獎獲得者)，政治思想家埃德蒙·伯克(Edmund Burke)和愛爾蘭前總統(tǒng)，難民專員辦事處瑪麗·羅賓遜。這種傳統(tǒng)在今天的校園文化中發(fā)揮了充分的創(chuàng)新力、創(chuàng)造力、創(chuàng)業(yè)精神和對社會改革的奉獻精神。
二、歷史沿革
History
Trinity College Dublin was created by royal charter in 1592, at which point Dublin Corporation provided a suitable site, the former Priory of All Hallows. Its foundation came at a time when many universities were being established across western Europe in the belief that they would give prestige to the state in which they were located and that their graduates, clergy for the most part, would perform a vital service as civil administrators. By the 1590s England had two long-established universities, each with an expanding group of colleges, and Scotland four. The idea of a university college for Ireland emerged at a time when the English state was strengthening its control over the kingdom and when Dublin was beginning to function as a capital city. The group of citizens, lay and clerical, who were main promoters of the scheme believed that the establishment of a university was an essential step in bringing Ireland into the mainstream of European learning and in strengthening the Protestant Reformation within the country.
During the next fifty years the community grew: endowments, including landed estates, were secured, new fellowships founded, a curriculum devised and statutes determining internal governance were framed. The international reputation of Ussher, one of its first alumni, helped place the College on the European map. But its existence was gravely threatened at two points in the seventeenth century, first when central government collapsed in the wake of the 1641 rising, followed by the temporary eclipse of the Church of Ireland in the wake of Cromwell’s victories; secondly, with the roller-coaster events of 1689/91, when Tyrconnell’s short-lived Catholic government closed the university, expelled the fellows and students, and converted the buildings into a Jacobite barracks. The library however was spared.
The following century was an era of political stability in Ireland, thanks to the firm monopoly on political power held by the land-owning and largely Church of Ireland upper class, and the College was in material terms a great beneficiary from this state of affairs: its landed income grew very substantially in the course of the century and it enjoyed the recurring patronage of the Irish parliament across College Green, evident in the scale and quality of its new buildings. The first structure dating from this era was a massive new library (1712-32), initiated while George Berkeley, another celebrated alumnus of the College, was librarian; its size, far greater than then required, reflected long-sighted enlightenment ambitions, and it was followed by a string of other classical buildings on the western half of the campus: the Printing House (1733-4), the West Front (1752-9), the Dining Hall (c.1760-65), and the Provost’s House (1759-61). During the second half of the century Parliament Square slowly emerged, shaped by the Public Theatre (1777-86) and the new Chapel (1787-98), which were designed from afar by George III’s architect, Sir William Chambers. The great building drive was completed in the early nineteenth century by the residential quadrangles of Botany Bay and New Square.
The First World War marked a general turning point in the College’s fortunes, the human cost recognised in the hall of honour (1928), erected in Front Square. The Easter Rising of 1916 had engulfed the College environs, and Trinity was lucky to escape serious physical damage. However wartime inflation and the drastic erosion of its assets threatened the College’s peacetime future. In the new Free State that emerged after the War of Independence in 1922, Trinity lacked the benign support of government that it had always enjoyed, and the new national administration, financially weak and recovering from civil war, had more pressing priorities. Therefore, at a time when the newer universities in Britain were growing in strength and prestige, TCD found itself without the revenues required to advance research and scholarship in what was an increasingly science-centred world.
Student numbers however held up well in the inter-war period, but with very limited philanthropic support and none from the state, TCD’s capacity to develop was severely constrained. Some new disciplines were introduced at little cost, notably degree courses in commerce, economics and politics, and the first night-school diplomas, ranging from art history to public administration, were very successful. But it was only after the end of the Second World War that the university once again sought financial support from government; it was promptly given. That modest agreement in 1947 marks the beginnings of TCD’s transition towards becoming a large state-funded university, although this was not apparent until the 1970s. In the meantime, cramped by continuing church restrictions on Catholic attendance, the College increased its enrollment of students from Britain and the United States at a time when overall numbers were falling below pre-war levels. In some years around 1960, nearly half the student body was coming from outside Ireland (north and south).
The overall student population remained small until the mid-1960s, when the cap was raised by a third to 4,000. At that same point the Irish government became involved in capital investment within the College, sharing the costs of building a new library with the College’s fundraisers. In the same period private philanthropy, again led by the Guinness family, and international philanthropic trusts, notably the Wellcome, were dramatically improving the stock of medical and science buildings, and enabling the development of new disciplines such as biochemistry, genetics and preventive medicine.
The real growth in student numbers began in the 1970s, reflecting the introduction of free second-level education and of third-level student grants, the removal of the Catholic episcopal ‘ban’ (in 1970), the widening career opportunities for women and a stronger underlying economy in Ireland. Trinity’s recruitment field became much more heavily concentrated within the Republic of Ireland, and College policy in the early 1970s was to bring down the non-Irish proportion to 15 per cent. The new ‘massification’ of higher education took physical form with the construction of a large Arts and Social Sciences Building on the south side of the campus (opened in 1978). This was almost entirely funded by the national exchequer.
The diversification of the curriculum continued in the last quarter of the century, with the mushroom growth of information science and computing, the medical therapies, nursing, and teacher training, the latter developed in conjunction with the three Dublin teacher-training colleges with which TCD had become associated in the 1970s. The College also became involved in the oversight and accreditation of technical degree courses delivered across Dublin by the Vocational Colleges (until the Dublin Institute of Technology was established as an independent degree-awarding body). But a more generic change was the huge expansion of postgraduate activity, both of taught courses and research degrees, many of these closely related to the professions. And by the 1990s post-doctoral researchers, scattered across all disciplines, had become a new segment of the academic community, reflecting the scale and complexity of research teams and the opportunities for research funding at national and European levels.
There have been two major internal waves of academic reorganisation over the last fifty years: the incorporation in 1968 of all academic departments into six faculty units, headed by deans, and the integration of academic departments into schools in 2004-08, with in turn a reduction in the number of faculties to three. Faculty deans have now come to play a strategic role in the management of the university. These changes since the 1960s facilitated the incorporation of many new teaching departments (including Business Studies, Dentistry, Drama and Film Studies, History of Art, Linguistics, Mechanical and Manufacturing Engineering, Pharmacology and Pharmacy, Occupational Therapy, Physiotherapy, Psychology, Sociology and Statistics). And the recent programme of academic restructuring facilitated the establishment of five large trans-disciplinary research institutes in areas of particular international strength, one focusing on Adaptive Nanostructures and Nanodevices (CRANN), one on Neuroscience (TCIN), one on International Integration Studies (IIIS), one on research in the Arts and Humanities (the Trinity Long Room Hub), and the Trinity Biomedical Sciences Institute (TBSI).
In 1993 the College also began to boost recruitment from within Dublin city by developing a series of access programmes (TAP). The aim was to raise the number of young adults from socio-economic and ethnic groups underrepresented in higher education coming to university. At the same time, new efforts were made to recruit mature students. By 2009-10, over 15 per cent of all Irish entrants to the university were ‘non-traditional’ students, two-fifths of whom were in the mature category.
Another major change in the second half of the twentieth century was in the composition of the academic staff: it became progressively more international. Until the 1930s the great majority had been doubly indigenous, being Irish-born and Dublin University graduates, including many who returned, like Ernest Walton who came back from Cambridge in 1934 and shared the Nobel Prize for Physics in 1951, arising out of his work two decades earlier on splitting the atom. The dominance of indigenous graduates in the academic community had all but disappeared by the 1980s, and the increasingly cosmopolitan character of the College helped drive change in the curriculum, in research, and in the general appetite for innovation across the institution. There has meanwhile been a transformation in the size of the academic community: in 1950 the academic staff had totaled less than 125, far out-numbering the support staff; by 2011, in a vastly different environment, there were 676 academics and 667 research fellows and assistants, out of a total staff complement of 2,860.
In terms of physical development since 1950, the College contributed to the small stock of fine modernist architecture in Dublin, beginning with the Berkeley Library (1965-6), the Arts Building (1977-8), the Dental Hospital, the O’Reilly Institute (1989), the Ussher Library (1999-2001) and the Long Room Hub (2008-10). But by 2000 the College had begun to burst out of its campus home, with a huge expansion of its halls of residence off campus, and with Nursing, Drama, and the Social Sciences putting down new roots a short distance away. But the most ambitious construction project in the College’s history, the Trinity Biomedical Sciences Institute in Pearse St (2008-11), has become the strongest physical statement of the College’s outward movement. The opening of this development, which now houses five academic schools, coincided with the development of the Trinity Academic Medical Centre, an alliance between the university and its two main teaching hospitals, St James’s and AMNCH, Tallaght. And west along Pearse St, the Science Gallery was opened in 2008 as part of the new Naughton Institute: within a short time the Gallery has become a highly successful centre for ‘science outreach’ and art-science collaboration, exploiting to the full the potential for creative interaction between college and capital city.
都柏林圣三一學(xué)院歷史
都柏林圣三一學(xué)院是1592年由皇家特許成立的，都柏林公司提供了一個合適的地點，即所有圣器的前修道院。該基金會成立之時，當(dāng)時有許多大學(xué)都在西歐建立，因為他們相信他們會給自己所在的國家?guī)砺曂?，而他們的畢業(yè)生，大部分的神職人員，都將作為民事管理人員履行重要的職責(zé)。截止到1590年，英格蘭有兩所歷史悠久的大學(xué)，每一所大學(xué)都在擴大，而蘇格蘭有四所。愛爾蘭一所大學(xué)的想法出現(xiàn)在英國政府加強對王國的控制，以及都柏林開始成為一個首都城市的時候。作為該計劃的主要推動者的公民、世俗和神職人員，認(rèn)為建立一所大學(xué)是將愛爾蘭帶入歐洲學(xué)習(xí)主流、加強國內(nèi)新教改革的重要一步。這個新機構(gòu)的組織設(shè)計受到牛津、劍橋和歐洲大陸先驅(qū)的影響，但從一開始，它是由“教務(wù)長和研究員”管理的自治公司，致力于教學(xué)和學(xué)術(shù)，第一個和(后來證明)只有都柏林大學(xué)學(xué)位授予大學(xué)的學(xué)院。這所大學(xué)坐落在小城墻的東邊，比學(xué)生和學(xué)生所需要的小社區(qū)要大得多，而1590年代的第一座磚砌建筑只占據(jù)了現(xiàn)在的前廣場的一小部分。但從一開始，學(xué)院的圖書館就成為了優(yōu)先事項，而早期的都柏林圣三一學(xué)院的學(xué)者(尤其是Luke Challoner和Luke Challoner)收集了最初的書籍，從其他16世紀(jì)的基礎(chǔ)上標(biāo)記出了都柏林三一學(xué)院。許多早期的畢業(yè)生，在哲學(xué)和神學(xué)方面都有良好的基礎(chǔ)，他們開始在國家教會，即愛爾蘭的圣公會教堂進行神職。在接下來的50年里，這個社區(qū)發(fā)展起來了:包括有土地的地產(chǎn)在內(nèi)的捐贈基金得到了保障，成立了新的獎學(xué)金，制定了一門課程，制定了內(nèi)部治理的章程。Ussher是其第一個校友之一，他的國際聲譽幫助該學(xué)院在歐洲地圖上排名。但它的存在在17世紀(jì)的兩點上受到嚴(yán)重威脅，第一次是在1641年中央政府垮臺之后，接著是在克倫威爾勝利之后的愛爾蘭教會暫時的黯然失色。其次，隨著1689/91年的過山車事件，Tyrconnell的短命的天主教政府關(guān)閉了大學(xué)，驅(qū)逐了學(xué)生和學(xué)生，并將這些建筑改造成一個雅各派的兵營。然而，圖書館卻幸免于難。
接下來的一個世紀(jì)是愛爾蘭政治穩(wěn)定的時代,由于公司對政治權(quán)力的壟斷主要擁有土地和愛爾蘭教會上層階級,和大學(xué)在材料方面從這種狀況，一個偉大的受益者降落收入增長非常顯著的世紀(jì),它喜歡愛爾蘭議會的反復(fù)出現(xiàn)的贊助大學(xué)綠色，明顯的規(guī)模和質(zhì)量的新建筑。從這個時代開始的第一個標(biāo)志性的建筑是一個巨大的新圖書館(1712-32)，而另一位著名的大學(xué)校友喬治伯克利是圖書管理員，圖書館的規(guī)模遠遠超出了當(dāng)時的要求，反映了長期以來的啟蒙運動的雄心壯志，隨之而來的是校園西半部的一系列其他古典建筑:印刷廠(1733-4)，西線(1752-9)，食堂(c.1760-65)，以及教務(wù)長的房子(1759-61)。在20世紀(jì)后半期，國會廣場慢慢出現(xiàn)，由公共劇院(1777-86)和新教堂(1787-98)形成，由喬治三世的建筑師威廉錢伯斯先生設(shè)計。在19世紀(jì)早期，由植物學(xué)家灣和新廣場的住宅區(qū)建成，建造了巨大的建筑。本科課程是規(guī)定的一般課程，包括古典文學(xué)、數(shù)學(xué)、有限的科學(xué)知識和一些哲學(xué)著作。從19世紀(jì)30年代開始，這種情況開始發(fā)生變化，那時，人們可以在數(shù)學(xué)、倫理學(xué)、邏輯學(xué)和古典文學(xué)中，以榮譽或現(xiàn)代主義的形式，專門研究學(xué)位。1851年，在實驗科學(xué)中加入了一艘現(xiàn)代化的船(最初的物理、化學(xué)和礦物學(xué)，后來的地質(zhì)學(xué)、動物學(xué)和植物學(xué)，在1871年被分成了兩個現(xiàn)代化的、自然的和實驗的科學(xué))。同時，新的人文學(xué)科在歷史和現(xiàn)代文學(xué)的同時，成為了現(xiàn)代學(xué)科的主體。
在19世紀(jì)，職業(yè)學(xué)校也發(fā)生了轉(zhuǎn)變:從大學(xué)的基礎(chǔ)開始，神學(xué)就開始了教學(xué)的工作，但現(xiàn)在已經(jīng)系統(tǒng)化了。法學(xué)院是重組和醫(yī)學(xué)教學(xué)放在一個更為強大的基礎(chǔ),得益于在世紀(jì)初出現(xiàn)的一群醫(yī)學(xué)教師獲得國際卓越(特別是詹姆斯麥、羅伯特·格雷夫斯和威廉·斯托克斯),從業(yè)人員之間的分歧時間的臨床教學(xué)和閱覽室。工程學(xué)院始建于1842年，是英語世界中最早的此類學(xué)校之一。學(xué)生人數(shù)在后滑鐵盧一代的增長中有所增加，而這個機構(gòu)的活力從城市里的各種社團和俱樂部中得到明顯的體現(xiàn)。都柏林大學(xué)雜志(1833-82)成為愛爾蘭或英國最廣為流傳的每月評論之一，它的政治立場保守，在文學(xué)報道中具有很高的原創(chuàng)性，有時甚至具有顛覆性，與最初的大學(xué)贊助商不同。
在1830年和1900年之間二十新專業(yè)椅子創(chuàng)立,前所未有的繁榮和個人獎學(xué)金:在數(shù)學(xué)和科學(xué)威廉?羅文漢密爾頓勞埃德、喬治·菲茨杰拉德和約翰·喬利基于他們的工作生涯的大部分時間都是在學(xué)院和人文是古典學(xué)者領(lǐng)導(dǎo)領(lǐng)域的國際名人。在高高的鐵欄桿后面，維多利亞時代的大學(xué)已經(jīng)變成了一個自給自足的社區(qū)，出于對這個日益民族主義城市的同情，并把目光集中在一個不斷擴張的大英帝國，為其畢業(yè)生提供機會。在英國政府與天主教徒在愛爾蘭高等教育政策之間的60年戰(zhàn)爭中，三一學(xué)院艱難地適應(yīng)了正在改變的愛爾蘭。在1873年至1908年期間，人們提出了各種各樣的方案，使該學(xué)院成為聯(lián)邦愛爾蘭(或都柏林)大學(xué)的一員;這些都是極力而有效地抵制其獨立性的威脅。作為這方面的一部分，學(xué)院逐漸重新定位自己成為一個無教派的機構(gòu):1873年，所有的宗教測試(除了與神學(xué)院相關(guān)的)都被廢除了。然而，盡管如此，為了保持學(xué)院的獨立身份而進行的難以駕馭的斗爭意味著，在1908年，隨著聯(lián)邦國立大學(xué)的成立，關(guān)于愛爾蘭高等教育的斗爭終于解決了，它給年長機構(gòu)的捍衛(wèi)者留下了一份艱難的遺產(chǎn)。
第一次世界大戰(zhàn)標(biāo)志著大學(xué)命運的一個普遍轉(zhuǎn)折點，人們在“榮譽堂”(1928年)在前廣場樹立的人類成本。1916年的復(fù)活節(jié)起義吞沒了大學(xué)周圍的環(huán)境，而三一學(xué)院幸運地躲過了嚴(yán)重的物理傷害。然而，戰(zhàn)時的通貨膨脹和其資產(chǎn)的急劇縮水威脅到了大學(xué)和平時期的未來。在1922年獨立戰(zhàn)爭后出現(xiàn)的新自由國家中，三一缺乏政府一直享有的良好的政府支持，而新成立的國家政府，財政狀況不佳，從內(nèi)戰(zhàn)中恢復(fù)過來，有更緊迫的優(yōu)先事項。因此，在英國新大學(xué)的實力和聲望不斷提高的時候，TCD發(fā)現(xiàn)自己在這個日益以科學(xué)為中心的世界里，沒有必要獲得研究和獎學(xué)金的收入。然而，在戰(zhàn)爭期間，學(xué)生人數(shù)卻保持了良好的勢頭，但由于受到的慈善支持非常有限，而且沒有國家的支持，TCD的發(fā)展能力受到了嚴(yán)重制約。一些新學(xué)科的引入成本非常低，尤其是商業(yè)、經(jīng)濟和政治方面的學(xué)位課程，而從藝術(shù)史到公共管理等一系列學(xué)科，都取得了非常大的成功。但直到二戰(zhàn)結(jié)束后，這所大學(xué)才再次向政府尋求財政支持;這是及時。在1947年達成的這一溫和協(xié)議標(biāo)志著，TCD開始轉(zhuǎn)變?yōu)橐凰笮偷墓⒋髮W(xué)，盡管直到上世紀(jì)70年代才出現(xiàn)這種情況。與此同時，由于持續(xù)的教會限制天主教會的限制，該學(xué)院增加了來自英國和美國的學(xué)生人數(shù)，而在這個時期，總?cè)藬?shù)低于戰(zhàn)前水平。在1960年左右的幾年里，幾乎一半的學(xué)生來自愛爾蘭以外的國家(北部和南部)。
直到20世紀(jì)60年代中期，學(xué)生總數(shù)一直保持在很小的比例，當(dāng)時這個上限提高了三分之一，達到了4000人。與此同時，愛爾蘭政府也開始參與到大學(xué)內(nèi)部的資本投資中，并與大學(xué)的籌款人共同分擔(dān)建設(shè)新圖書館的費用。在同一時期，由金氏家族領(lǐng)導(dǎo)的私人慈善事業(yè)，以及國際慈善信托基金，特別是維康基金會，都在大幅改善醫(yī)療和科學(xué)建筑的庫存，并使生物化學(xué)、遺傳學(xué)和預(yù)防醫(yī)學(xué)等新學(xué)科的發(fā)展。學(xué)生人數(shù)的真正增長始于上世紀(jì)70年代，反映了免費的二級教育和三年級學(xué)生補助金的引入，取消了天主教主教的“禁令”(1970年)，為女性提供了越來越多的職業(yè)機會，以及愛爾蘭的一個更強大的潛在經(jīng)濟。三一招聘領(lǐng)域變得更加主要集中在愛爾蘭共和國,和大學(xué)政策在1970年代初是降低非比例到15%。新高等教育“大眾化”的物理形式的建設(shè)一個大型藝術(shù)和社會科學(xué)基礎(chǔ)上校園的南面(于1978年)。這幾乎完全是由國庫資助的。課程的多樣化在上個世紀(jì)的最后一個季度繼續(xù)，隨著信息科學(xué)與計算、醫(yī)學(xué)療法、護理和教師培訓(xùn)的發(fā)展，后者與上世紀(jì)70年代TCD的三個都柏林教師培訓(xùn)學(xué)院聯(lián)合發(fā)展起來。該學(xué)院還參與了由職業(yè)學(xué)院在都柏林提供的技術(shù)學(xué)位課程的監(jiān)督和認(rèn)證(直到都柏林理工學(xué)院成為獨立的學(xué)位授予機構(gòu))。但更普遍的變化是研究生活動的大幅擴張，包括教授課程和研究學(xué)位，其中許多與專業(yè)密切相關(guān)。到了20世紀(jì)90年代，博士后研究人員分散在各個學(xué)科領(lǐng)域，成為學(xué)術(shù)界的一個新領(lǐng)域，反映了研究團隊的規(guī)模和復(fù)雜性，以及在國家和歐洲層面研究資助的機會。在新的計劃中，隨著大學(xué)開始依賴于政府，它變得公開負責(zé)。對高等教育的監(jiān)督是高等教育機構(gòu)的責(zé)任，它是1971年成立的一個法定機構(gòu)，它的作用和權(quán)力在1997年的大學(xué)法案中得到了極大的擴展。上世紀(jì)90年代末，該州已成為大學(xué)收入的主要來源，都是通過直接撥款，以及政府對本科生學(xué)費實行“免費學(xué)費”政策的結(jié)果。盡管不斷增加的國家參與指導(dǎo)高等教育的貢獻國家授予學(xué)院的全部收入開始下降在接下來的十年中,到2010年降至27%,實際收入計算不到大學(xué)的研究(后者當(dāng)然來自愛爾蘭的政府機構(gòu))。所有來源的研究收入在1981年僅貢獻了100萬英鎊，而在2009年，它的峰值僅略低于9000萬歐元。
過去五十年有兩個主要的學(xué)術(shù)部門進行了重組:1968年公司的學(xué)術(shù)部門分成六個教員單位,由院長、學(xué)術(shù)部門的整合進學(xué)校,依次數(shù)量減少。現(xiàn)如今，學(xué)院的院長們已經(jīng)開始在管理學(xué)院中發(fā)揮戰(zhàn)略性的作用。自上世紀(jì)六十年代以來，這些變化促進了許多新的教學(xué)部門的成立(包括商業(yè)研究、牙科、戲劇和電影研究、藝術(shù)史、語言學(xué)、機械與制造工程、藥理學(xué)與藥劑學(xué)、職業(yè)治療、物理療法、心理學(xué)、社會學(xué)和統(tǒng)計學(xué))。和最近的學(xué)術(shù)計劃重組促進建立五大領(lǐng)域的跨學(xué)科研究機構(gòu)特定的國際力量,一個專注于納米結(jié)構(gòu)自適應(yīng)、一個在神經(jīng)科學(xué)(TCIN)、一個在國際一體化的研究(iii)、一個在研究藝術(shù)和人文學(xué)科(都柏林三一學(xué)院長房間中心),生物醫(yī)學(xué)科學(xué)研究所和都柏林三一學(xué)院(TBSI)。
隨著愛爾蘭學(xué)生人數(shù)的大幅增長，近年來，國際學(xué)生們開始了新的國際化進程，并開始重新招收國際學(xué)生，最初是在醫(yī)學(xué)領(lǐng)域，后來在所有學(xué)科領(lǐng)域都有了，尤其側(cè)重于亞洲。該學(xué)院是本科生交流項目的早期支持者(尤其是歐盟。自上世紀(jì)60年代起就一直在運作的“支持的擦擦/蘇格拉底計劃”，長期以來一直是美國訪問學(xué)生的最愛。到2010年，11%的學(xué)生來自其他歐盟國家，4%來自北美和中美洲，5%來自世界其他地區(qū)，學(xué)校共有16807名注冊本科生和研究生，這些學(xué)生分別來自來自110個國家。
1993年，該學(xué)院也開始通過開發(fā)一系列的接入項目(TAP)來擴大在都柏林市的招聘。該計劃的目的是在高等教育中增加來自社會經(jīng)濟和少數(shù)民族的年輕人的數(shù)量。與此同時，為招收成熟的學(xué)生做出了新的努力。到今年到2015年，超過15%的愛爾蘭進入大學(xué)的學(xué)生都是“非傳統(tǒng)”的學(xué)生，其中有五分之二的學(xué)生屬于“成熟”類別。
20世紀(jì)后半期，另一個重大變化是學(xué)術(shù)人員的構(gòu)成:它變得越來越國際化。直到1930年代，絕大多數(shù)雙本地，愛爾蘭都柏林大學(xué)畢業(yè)生,其中許多人回來的時候,就像歐內(nèi)斯特·沃頓1934年從劍橋回來,分享了1951年諾貝爾物理學(xué)獎和獲得獎項的作品20年前在原子分裂方面的貢獻。上世紀(jì)80年代，在學(xué)術(shù)界，本地畢業(yè)生的主導(dǎo)地位幾乎消失了，而大學(xué)日益國際化的特點，推動了課程、研究以及整個機構(gòu)對創(chuàng)新的總體需求的變化。與此同時，學(xué)術(shù)界的規(guī)模也發(fā)生了變化:1950年，學(xué)術(shù)人員總數(shù)不到125人，遠遠超過了支持人員，到2011年，在一個完全不同的環(huán)境中，有676名學(xué)者和667名研究人員和助理，總共有2860名員工。
從1950年開始的物理發(fā)展方面，該學(xué)院為都柏林的小型現(xiàn)代主義建筑提供了幫助，比如伯克利圖書館(1964-6)、藝術(shù)建筑(1977-)、牙科醫(yī)院、奧萊利學(xué)院(1989)、Ussher圖書館(1999-2001)和長室中心(2008-10)。但到了2000年，該學(xué)院已經(jīng)開始從校園里走到了校園外，校園外的宿舍大幅擴建，還有護理、戲劇和社會科學(xué)，這些都在短期內(nèi)給人帶來了新的根源。但是，在學(xué)院歷史上最具雄心的建筑工程就是梨斯圣(2008-11)的三一生物醫(yī)學(xué)科學(xué)研究所，這已經(jīng)成為學(xué)院對外運動中最強有力的物理聲明。這一發(fā)展的開始，現(xiàn)在有五所學(xué)院，與三一學(xué)院醫(yī)學(xué)中心的發(fā)展同步，這是一所大學(xué)和它的兩所主要教學(xué)醫(yī)院——圣詹姆斯和安非特——的聯(lián)盟。沿著皮爾斯圣與西方科學(xué)畫廊你可以看到2008年新開放的的諾頓研究所:在很短的時間內(nèi)畫廊已成為一個非常成功的“科學(xué)拓展”與藝術(shù)科學(xué)中心合作,充分d的利用了潛在的創(chuàng)造性的大學(xué)和首都之間的相互作用。
請繼續(xù)閱讀第二頁為都柏林圣三一學(xué)院教研優(yōu)勢、校園環(huán)境，杰出校友的介紹。