Nurturing Bright Futures - Student Workbook

Dear Reader,

In this booklet, you will find a collection of print-friendly versions of all the infographic posters, worksheets and reflective exercises in the Nurturing Bright Futures programme

If you would prefer not to print, all the individual worksheets on the Nurturing Bright Futures platform are interactive, once fully downloaded. Remember that Nurturing Bright Futures is a flexible, self-paced tool so feel free to complete the modules and the worksheets and reflective exercises in the order that works best for you!

This programme is aligned with the UN Sustainable Development Goals and UCC’s pledge to Leave No One Behind. Through Nurturing Bright Futures, we commit to supporting good health and well-being, enabling a quality education and reducing inequalities, developing skillsets for decent work and economic growth and a robust industry, innovation and infrastructure eco-system. This programme also seeks to empower individual and collective climate action and build sustainable cities and communities of learners.

We wish you every success with your future choices and we sincerely hope that these resources help you to begin, belong and belong the person you want to be!

Warm regards,

Team UCC

ORGANISER NURTURING BRIGHT FUTURES

This resource is designed to accompany the Nurturing Bright Futures course and help you get organised when it comes to thinking about your degree programme choices and your next steps in the decision-making process. PROGRAMMES THAT INTEREST ME:

THINGS TO DISCUSS FURTHER WITH MY GUIDANCE COUNSELLOR AND/OR TEACHERS:

FOR EACH OF THE COURSES OF INTEREST, AM I CLEAR ON:

1. The entry requirements

2. The modules for first year

3. The degree outlets/streams after first year (if applicable)

4. The work placement and study abroad options available

5. The career options and opportunities

6. The further study options at UCC

#BEGINBELONGBECOME#BEGINBELONGBECOME

ORGANISER NURTURING BRIGHT FUTURES

MY OPINION ON THE COURSES I LOOKED AT:

THINGS TO DISCUSS FURTHER WITH MY FAMILY AND FRIENDS:

#BEGINBELONGBECOME#BEGINBELONGBECOME

additional Notes

Nurturing bright futures is a fun, self-empowerment, self-reflective tool for you and will help guide you in making your Future degree and Career choices.

Do it by YOURSELF, WITH your FRIENDS, YOUr PARENT/guardian OR your GUIDance counsellor.

Through the use of video lessons, podcasts, articles, exercises, quizzes and other helpful resources, this programme will give you the lowdown on college life.

Go at your own pace.

Feel free to Dip in and out in no Particular order.

It will Take you about 8 hrs to complete in total.

The next chapter in your story starts right here

Nurturing Bright Futures: Reflective Activity –Handout

You are at a very exciting stage of your life. You are about to finish school in the next year or so and will be starting college soon or you are returning to higher education as a mature student. Whatever your background and individual situation are, this exercise might be very insightful. For example, do you want to find out what your strengths are?

Do you know which areas need development? You can find out more if you set aside 15-20 minutes now and consider the questions below. Repeat this process for as many strengths as you can think of!

What have others complimented me about? What does that suggest are some of my strengths?

What have others had to help me with on multiple occasions? Does that tell me anything about any areas I need support with?

What projects in school drain my energy or make me feel uncomfortable? Does the type of activity help inform me about my strengths or areas for improvement?

What do my strengths look like to me? For example, if a strength is being organised, maybe you make lists, keep your desk clean, are always on time, or never miss a deadline..

GOAL SETTING

WHAT IS A GOAL?

A goal is something you want to achieve. It is not an activity; it is not a task. It is an aim or a purpose. Goals are the first step towards planning for your future and goal setting is the process by which you achieve your goals.

GET SMART ABOUT SETTING YOUR GOALS

If you want to succeed, you need to set goals. Without goals, you lack focus and direction. Goals also help you measure success. To accomplish your goals, you need to plan and structure them properly as a goal without a plan is just a wish. So, you need to get smart about goal setting, I mean S.M.A.R.T!

AMATTAINABLE

10 STEPS TO GOAL SETTING SUCCESS

10 9

MEASURABLE

If you can’t measure your goals, you can’t manage them.

Your goals should be challenging yet achievable.

8

RRELEVANT

Your goals should be relevant to the direction you want your life and career

SPECIFIC

Your goals must be clear and well defined. For example: “I will write 500 words of my assignment this week”.

Whenever you set a goal, set a time limit on it as it will push you to actually work on it.

Whenever you set a goal, set a time limit on it as it will push you to actually work on it. Remember to evaluate and revisit your goals at regular intervals – this will help you to stay agile and adapt your goals to keep pace with your evolving life and career plans.

USEFUL RESOURCES:

What accomplishments along the way will ensure that you reach your goal?

Who will help you stay the path with your goal?

What will your checkpoints be? (end of day, end of week tracking)

How will you deal with the barriers and the distractions that may prevent you from reaching your goal?

6

5

4

3

7 2 1

What barriers will prevent you from realising your goal?

What steps are required in order to realise your goal?

Why is this goal meaningful for you?

How will you know when you reach your goal?

Be specific about when you will reach your goal.

State your specific goal.

Based on content developed by the UCC First Year Experience Office and the UCC Student Counselling and Development Service.

NAME:

SMART GOAL SETTING WORKSHEET

WHAT IS MY GOAL?

SMART GOAL CHECKLIST

TICK WHERE APPROPRIATE

SPECIFIC S M A R T

MEASURABLE

ATTAINABLE

RELEVANT

TIME-BOUND

Is the goal clearly written? Is it clear what needs to be done and any support that may needed?

Does this goal clearly define the measurement of how many, how much and/ or how often?

Can I get the support and resources needed to achieve this goal? Is it a realistic goal?

Will this goal make a significant difference to my personal life/ success in my studies?

Have I set a clear and specific completion date?

KEY MILESTONES IN THIS GOAL

Milestone

Deadline

WHY IS THIS GOAL IMPORTANT TO ME?

WHAT IS MY GOAL COMPLETION DATE?

WHAT ARE THE POTENTIAL CHALLENGES TO COMPLETING THIS GOAL?

Resources I need

Graduate Attributes

GROWTH MINDSET? WHAT IS A

According to psychologist, Carol Dweck, there are two types of mindsets: a fixed mindset and a growth mindset. In a fixed mindset, intelligence is viewed as static whereas with a growth mindset intelligence can be developed.

Have you heard the phrase “use it or lose it”? When we use a particular part or process of our brain, the connections in that part of the brain are strengthened. What we don’t use, we lose!

We are not born with a fixed level of intelligence and everyone can develop their abilities through:

• hard work

Scientists now know that you can influence the structure of your brain, because our brains are like plastic and we can mould them!

• effective strategies

• seeking support from others

• seeing setbacks as opportunities to build new skills

Everyone is a mixture of fixed and growth mindset so try to nurture and strengthen your growth mindset. 1. 2.

Grow your brain in the way you want, by thinking carefully about what you want to focus your attention and efforts on.

Shift your perspective from ‘what am I studying’ to ‘how am I learning’?

3. 4. 5. 6.

Think about how you learn best? Who and what has helped you achieve your learning goals up to now? Also consider what doesn’t work well for you.

CULTIVATE A GROWTH MINDSET FOR HIGHER LEVEL LEARNING TIPS TO YET!

Add the word ‘yet’ to statements to reinforce your belief that you can grow your abilities over time, for example; “I don’t feel confident with academic writing....yet”.

UCC RESOURCES TO HELP

Try to identify the people you can go to for support. Seeking support is a key growth mindset behaviour.

Notice the times when your fixed mindset voice is loud. Can you speak back to your fixed mindset persona? What can you say to yourself to strengthen your growth mindset?

ADDITIONAL RESOURCES ON GROWTH MINDSET

• https://www.youtube.com/watch?v=hiiEeMN7vbQ

• https://www.youtube.com/watch?v=M1CHPnZfFmU

• https://mindsetscholarsnetwork.org/

Credit: Content written by Dr. Eithne Hunt (Department of Occupational Science and Occupational Therapy, UCC) based on the work of Professor Carol Dweck and colleagues in the Mindset Scholars Network https://mindsetscholarsnetwork.org/

Funded by the Higher Education Authority Innovation and Transformation Programme

MULTIPLE INTELLIGENCES EXPLAINED

You have many types of intelligences, some of which you utilise and develop further through your school subjects, others you will develop and express outside of your academic experience. People usually have one to two dominant types. It is very useful to know what your dominant types are, as it can help you understand yourself and others.

SPATIAL INTELLIGENCE (PICTURES SMART)

If you are strong in spatial intelligence, you will think and process information in pictures and images and can visualise them in first, second and third dimensions. You have excellent visual receptive and fine motor skills. You use your eyes and hands to make artistic or creatively designed projects. You excel at reading maps and enjoy building with Lego and putting together 1,000-piece jigsaw puzzles.

LOGICAL-MATHEMATICAL INTELLIGENCE (MATHS SMART)

If you are strong in logical-mathematical intelligence, you will enjoy working with numbers. You can easily interpret data and analyse abstract patterns. You have a well-developed ability to reason and are good at chess and computer programming. You think logically, in terms of cause and effect.

INTERPERSONAL INTELLIGENCE (PEOPLE SMART)

If you are strong in interpersonal intelligence, you will have a natural ability to interact with, relate to and get along with others effectively. You are a good leader and are able to use your insights about others to negotiate, persuade and obtain information. You like to interact with others and usually have lots of friends

BODILY-KINESTHETIC INTELLIGENCE (BODY SMART)

If you are strong in bodily-kinesthetic intelligence, you will experience and be highly aware of the world through touch and movement. You have a special harmony between your body and your mind. You can control your body with grace, expertise and athleticism.

NATURALISTIC INTELLIGENCE (NATURE SMART)

If you are strong in naturalistic intelligence, you will have a keen interest in the environment and feel a strong connection to the natural world. You enjoy being in nature and want to protect it from pollution and destruction. You can easily recognise and categorise plants, animals and rocks.

INTRAPERSONAL INTELLIGENCE (SELF SMART)

If you are strong in intrapersonal intelligence, you will have a deep awareness of your own feelings, ideas and goals. Students with this intelligence usually prefer time alone to process and create.

MUSICAL INTELLIGENCE (MUSIC SMART)

If you are strong in musical intelligence, you will think, feel and process information primarily through sound. You have a superior ability to perceive, compose and/or perform music. Musically smart people constantly hear musical notes in their head.

VERBAL-LINGUISTIC INTELLIGENCE (WORD SMART)

If you are strong in verbal-linguistic intelligence, you will love words and will use them as a primary way of thinking and solving problems. You are a good writer or speaker and, oftentimes, you are both. You use words to persuade, argue, entertain and/or teach.

Funded by the Tomar Trust

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services. Sources: Frames of Mind: The theory of multiple intelligences and Intelligence Isn’t black and white: There are 8 different kinds. Howard Gardner.

MULTIPLE INTELLIGENCES WORKSHEET

Multiple intelligences influence your learning style and can have an important role in choosing your future career direction. People usually have one to two dominant types. It’s very useful to know what your dominant types are as it can help you understand yourself.

Tick the box for any of the statements below that you believe apply to you. You may select as many as you like.

1. I enjoy reading books.

2. I have always liked Maths and Science classes best and I do well in them.

3. I enjoy drawing, painting and doodling.

4. I love being outdoors and enjoy spending my free time outside.

5. I have a pleasant singing voice and I like to sing.

6. I’m the kind of person others come to for advice.

7. I have some important goals for my life that I think about often.

8. I love animals and I spend a lot of time with them.

9. I like English, Social Studies and History better than Maths and Science.

10. I try to look for patterns and regularities in things, such as every third stair on the staircase has a notch in it.

11. I like to figure out how to take apart and put back together things like toys and puzzles.

12. I am an active person and if I can’t move around I get bored.

13. I frequently listen to music because I enjoy it so much.

14. I like going to parties and social events.

15. I think I am a very independent person.

16. I enjoy watching nature shows on television like the Discovery Channel, National Geographic and Nova.

17. I am good at using words to get others to change their mind.

18. I enjoy playing around with a Chemistry set and am interested in new discoveries in science.

19. When I watch a movie or video, I am more interested in what I see than what I hear.

20. I think I am well coordinated.

21. I can play a musical instrument.

22. I don’t like to argue with people.

23. Sometimes I talk to myself.

24. It’s fun to observe animals and birds, to watch their habits, and to learn more about them.

25. I’m good at Scrabble and other word games.

MULTIPLE INTELLIGENCES WORKSHEET

26. I believe that almost everything has a logical explanation.

27. When I close my eyes, sometimes I can see clear images in my head that seem real.

28. I have good skills in one or more sports and learn new sports quickly.

29. I can easily keep time to a piece of music.

30. I enjoy getting other people to work together.

31. I like to spend time alone thinking about things that are important to me.

32. I’m very good at telling the various differences between different kinds of birds, dogs, trees.

33. I like to learn new words and know their meanings.

34. I like to play games and solve brainteasers that require tactics and strategy.

35. I am good at reading maps and finding my way around unfamiliar places.

36. I don’t like organised team sports as much as individual sports activities, such as tennis, swimming, skiing, golf or ballet.

37. I know the tunes and titles of many songs and musical pieces.

38. I consider myself a leader (and others call me that).

39. I would rather spend a vacation in a cabin in the woods than at a fancy resort.

40. I enjoy visiting zoos, natural history museums or other places where the world is studied.

41. It’s easy for me to memorise things at school.

42. It is fun for me to work with numbers and data.

43. I like some colours better than others.

44. I don’t mind getting my hands dirty from activities like painting, clay, or fixing and building things.

45. Sometimes I catch myself singing along with a television jingle or song in my mind.

46. When I have a problem, I’ll probably ask a friend for help.

47. I think I know what I am good at and what I’m not so good at doing.

48. I like being outside whenever possible; I feel confident and comfortable there.

49. I like to look things up in the dictionary or encyclopedia.

50. I like to ask people questions about how things work or why nature is the way it is.

51. I sketch or draw when I think.

52. Sometimes when I talk with people, I gesture with my hands.

MULTIPLE INTELLIGENCES WORKSHEET

53. I like to make up my own tunes and melodies.

54. I have at least three close friends.

55. I have hobbies and interests that I prefer to do on my own.

56. I like camping and hiking.

57. I like to talk to friends and family better than watching TV.

58. I have an easy time understanding new Maths concepts in school.

59. I enjoy reading things more when they have lots of pictures and drawings.

60. I would rather play a sport than watch it.

61. Often I keep time to music by tapping to the beat or humming the tune when I am studying or talking on the phone.

62. I am easy to get to know.

63. I want to be self-employed or maybe start my own business.

64. I want to become a volunteer in an ecological organisation (such as Greenpeace or Sierra Club) to help save nature from further destruction.

65. I like to write things like stories, poems and reports.

66. I like things better when they are organised, categorised or measured.

67. I am good at playing Pictionary, doing jigsaw puzzles, and solving mazes.

68. I like to “ham it up” in skits, plays, speeches, sports or other types of activities.

69. I can tell when music notes are off-key.

70. I feel comfortable most of the time, even in the midst of a crowd.

71. I like to spend time by myself thinking about things that I value.

72. When I was younger I used to dislodge big rocks from the ground to discover the living things underneath.

73. I’m really good at describing things in words.

74. I think I am good at working with numbers and data.

75. I am better at remembering faces than names.

76. I like working with my hands in activities such as sewing, carving, or model-building.

77. I know what I like and don’t like in music.

78. I am good at making new friends.

79. I like to think about things before I take any action.

80. I have a green thumb and I am really good at keeping plants alive and healthy.

Funded by the Tomar Trust

MULTIPLE INTELLIGENCES WORKSHEET

Tick the corresponding box for the numbers below that you ticked on your Multiple Intelligence checklist above. Then count how many you have in each column and write/type that number at the bottom of each column.

Which are your highest scoring columns? These indicate your preferences and strengths in each of the intelligences.

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services. Adapted from: V Chislett MSc and A Chapman 2005-06, based on Gardner’s Multiple Intelligences Model. Funded

YOUR SUBJECTS AND

THE CLUES TO YOUR FUTURE COURSE

ASK YOURSELF:

1. 2. 4.

WHAT THREE SUBJECTS DO I ENJOY STUDYING THE MOST?

3.

WHAT ARE THE MOST INTERESTING PARTS OF THESE SUBJECTS?

6.

CAN YOU NAME 3- 6 THINGS THAT YOU ARE LEARNING FROM STUDYING THESE

5.

WHAT ARE THE LEAST INTERESTING PARTS?

WHAT TYPES OF COURSES ARE LINKED TO EACH OF THESE SUBJECTS?

WANT TO INVESTIGATE MORE ABOUT HOW YOUR FAVOURITE SUBJECTS MIGHT LINK YOU TO YOUR FUTURE CAREER?

RESEARCH AND EXPLORE!

7.

SOME USEFUL LINKS!

YOU LIKE THE SUBJECTS

There are many factors that influence how much you like or dislike a subject. There are internal factors and external factors. Internal factors can link to the way you think and ways that you naturally like to learn. You may find that you have a natural gravitation towards some subjects, that you feel more motivated, engaged and enthusiastic when you have homework and revision to do. External factors can include your teachers, friends, parents, and siblings.

PICK THE THREE SUBJECTS THAT YOU ENJOY STUDYING MOST IN SCHOOL

SUBJECT 1:

Imagine that you could design your own syllabus. What parts of this subject would you like to spend more time learning? What parts would you choose to spend less time on?

WHAT ARE THE MOST INTERESTING PARTS OF THIS SUBJECT?

WHAT ARE THE LEAST INTERESTING PARTS OF THIS SUBJECT?

CAN YOU NAME A MINIMUM OF 3 THINGS THAT YOU ARE LEARNING FROM STUDYING THIS SUBJECT?

CAN YOU THINK OF CAREERS WHERE THIS SUBJECT MIGHT BE USEFUL?

Brainstorm. Write down all the types of work that you can think of.

YOU LIKE THE SUBJECTS

SUBJECT 2:

Imagine that you could design your own syllabus. What parts of this subject would you like to spend more time learning? What parts would you choose to spend less time on?

WHAT ARE THE MOST INTERESTING PARTS OF THIS SUBJECT?

WHAT ARE THE LEAST INTERESTING PARTS OF THIS SUBJECT?

CAN YOU NAME A MINIMUM OF 3 THINGS THAT YOU ARE LEARNING FROM STUDYING THIS SUBJECT?

CAN YOU THINK OF CAREERS WHERE THIS SUBJECT MIGHT BE USEFUL? Brainstorm. Write down all the types of work that you can think of.

YOU LIKE THE SUBJECTS

Imagine that you could design your own syllabus. What parts of this subject would you like to spend more time learning? What parts would you choose to spend less time on?

WHAT ARE THE MOST INTERESTING PARTS OF THIS SUBJECT?

WHAT ARE THE LEAST INTERESTING PARTS OF THIS SUBJECT?

CAN YOU NAME A MINIMUM OF 3 THINGS THAT YOU ARE LEARNING FROM STUDYING THIS SUBJECT?

CAN YOU THINK OF CAREERS WHERE THIS SUBJECT MIGHT BE USEFUL? Brainstorm. Write down all the types of work that you can think of.

YOUR LEARNING PREFERENCES

THE ACTIVE/REFLECTIVE SCALE:

HOW DO YOU PREFER TO PROCESS INFORMATION?

ACTIVE LEARNERS

Learn by doing something with information.

REFLECTIVE LEARNERS

Learn by thinking about information.

THE SENSING/INTUITIVE SCALE:

HOW DO YOU PREFER TO TAKE IN INFORMATION?

SENSING LEARNERS

Prefer to take in information that is concrete and practical.

INTUITIVE LEARNERS

Prefer to take in information that is abstract, original and oriented towards theory.

SOME TIPS

ACTIVE LEARNERS

• Schedule regular meetings with teachers/lecturers or seek out other students interested in same or similar topics and organise discussion groups

• Find creative ways to use the material learned

• Talk about material learned with family and friends

VISUAL LEARNERS

• Seek out diagrams, graphs, sketches, schematics, photographs, flow charts, or other visual representations of material

• Seek out video or Internet animations of material

• Organise material into a concept map (or flow chart)

• Colour code your notes

THE VISUAL/VERBAL SCALE:

HOW DO YOU PREFER INFORMATION TO BE PRESENTED?

VISUAL LEARNERS

Prefer visual presentations of material – diagrams, charts, graphs, pictures.

Prefer explanations with written and spoken words.

THE SEQUENTIAL/GLOBAL SCALE:

HOW DO YOU PREFER TO ORGANISE INFORMATION?

SEQUENTIAL LEARNERS

Prefer to organise information in a linear, orderly fashion.

VERBAL LEARNERS GLOBAL LEARNERS

Prefer to organise information more holistically and in a seemingly random manner.

TO MAXIMISE YOUR NATURAL LEARNING PREFERENCES

SENSING LEARNERS

• Schedule time to reflect on material

• Don’t just read – stop periodically to review the material and think of possible questions or applications

• Write short summaries of materials read

• Use reflective writing tasks (i.e. journals, blogs, etc.)

REFLECTIVE LEARNERS VERBAL LEARNERS

• Write summaries and outlines of material learned

• Convert diagrams, graphs, etc., into written descriptions

• Meet with teachers regularly to discuss material

• Organise discussion groups with other students

• Explain material to family and friend

• Make connections and apply your learning to real world contexts

• Seek out specific examples of concepts and procedures

• Brainstorm about real world connections with your teacher/tutor/ lecturer, other students, family, or friends

SEQUENTIAL LEARNERS

• Learn material in steps

• Ask advising teacher/tutor/lecturer to fill in any skipped steps when explaining information

• Take time to organise material in logical order

• Try to strengthen global skills by connecting the dots and relating new topics to material already learned

• Seek out interpretation and theory to link together facts

• Try to find theoretical connections to material learned

• Discuss theories and interpretations with your teacher/tutor/lecturer

• Take care not to miss the details when producing work to assess

INTUITIVE LEARNERS GLOBAL LEARNERS

• Generate the big picture before trying to master the finer details

• Seek out general review articles that summarise literature before reading individual research papers

• Skim through readings before you read material carefully

• Instead of spending a little time on a subject daily, try to schedule larger blocks of time less often to immerse yourself in the subject

• Find connections to material already learned

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services.

YOUR PERSONALITY YOUR COURSE AND YOUR FUTURE CAREER

Your personality has a big influence on your career; in fact, your career choice can be an expression of your personality!

John Holland, a renowned psychologist and emeritus professor of sociology, dedicated decades of research into personalities and careers. He discovered that there are six core types of “career-relevant personalities” and work environments:

1) Realistic-“Do-ers” 2) Investigative-“Thinkers” 3) Artistic -“Creators” 4) Social- “Communicators”

5) Enterprising-“Persuaders and Influencers” and 6) Conventional –“ Organisers and Planners”.

The ideal career is one where your personality is valued, useful and celebrated. In other words, your personality helps you to be successful and happy in your career.

In general, most people have a personality pattern that is made up of two or three of the personality types below. It is useful to know your “career-relevant” personality type. Find your type(s).

“The DO-ERS”

• Are usually interested in THINGS such as buildings, mechanics, equipment, tools and electronics.

• Have a primary focus on careers which involve building, fixing, operating or designing things.

• Typically have high manual skills, or a fine aptitude for practical design as found in various forms of engineering.

“THE INVESTIGATORS”

• Like working with knowledge and ideas and prefer careers that require an extensive amount of analytical thinking.

• Like figuring out problems mentally.

• Have a scientific approach to everything, believing that with enough knowledge all problems would be solved.

• May prefer thought to action and enjoy the challenge of solving problems with clever technology.

“THE CREATORS”

• Like work that involves using personal imagination to create something new (e.g. a new design, colour scheme, piece of art or music, etc.)

• Are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc.).

• May be drawn towards traditional artistic pursuits such as painting, sculpture, singing, or music.

• May show more interest in design, such as architecture, animation or crafts, such as pottery/ceramics.

“THE COMMUNICATORS”

• Enjoy spending lots of time with people, and often make a profession out of providing some form of care or assistance to them.

• Like a work environment where they meet and discuss issues that concern individuals, often in a supportive and nurturing role.

• Often seek out positions where there is direct contact with the public in some advisory role, whether a receptionist or a counsellor.

• Many are drawn towards careers in the caring professions and social welfare area, whilst others prefer teaching and other ‘informing’ roles.

“THE PERSUADERS and INFLUENCERS”

• Like situations that involve using resources for personal or corporate economic gain.

• Like commerce, trade and making deals and some are drawn to sales and marketing occupations.

• May end up owning their own business, or managing a section in larger organisations.

• Tend to be very goal-oriented and work best when focused on a target.

• Like challenging situations and are good at leading or motivating others.

“THE PLANNERS”

• Like work that involves organising information.

• Like clear routines and instructions and enjoy checking facts and figures.

• Are comfortable following well-defined rules and enjoy work that involves organisation and routine.

• Are interested in work that offers security and a sense of being part of a larger process. They may be at their best operating under supervisors who give clear guidelines, and performing routine tasks in a methodical and reliable way.

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services. Adapted from content from careers.govt.nz.

STEVE JOBS

OPRAH WINFREY GRETA THUNBERG TIM CANTERBURY (THE OFFICE)

AOIBHINN NÍ SHÚILLEABHÁIN STORMZY

Module 2

Degree Choices & Future Careers

Graduate Attributes

CONNECTING THE DOTS:

MAKING CLUED-IN DEGREE CHOICES

The subjects you study, the way you like to think and learn and the type of personality you have all provide clear clues to the type of degree that would suit you.

CLUE 1: CLUE 3:

FOLLOW YOUR HEART:

Don’t choose a course based on what people have told you, or on labour market trends. Opinions and trends vary and change.

DIG

DEEPER:

DON’T JUDGE A COURSE BY ITS TITLE

Some students find themselves on courses that are completely different to how they imagined, based either on their impression of the course title or the flashy pictures in the prospectus. This can contribute to dissatisfaction with course choices.

CLUE 2:

ASK YOURSELF: WHAT ARE YOUR FAVOURITE SUBJECTS AND INTERESTS?

If you don’t choose a course which interests you, it will make it difficult to motivate yourself and you are less likely to achieve your best results. Remember that third level is not like most schools, and the onus is on you to be self-motivated and self-aware.

CLUE 4: CLUE 5:

DON’T BE OVERLY INFLUENCED BY POINTS:

Points are often based on the demand for the course but this doesn’t mean that a similar course in another institution won’t give you the same breadth of knowledge and opportunities to excel within that area.

RESEARCH IS KEY: INVESTIGATE EVERY ASPECT OF THE PROGRAMME

• See if there are any course videos available

• Read the course description in detail - you can often find more relevant detail on their webpages

• Get an opinion from students who are doing the course, there may be past pupils from your school, neighbours, friends in your wider community network, etc.

• Talk to staff at the Open Day and follow up if you have further questions

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services.

CAREER CLUSTER survey

Activities

that describe what I like to do:

Garden, plant, cultivate, learn how things grow and stay alive

Make the best use of the earth’s natural resources

Protect the environment

Be outdoors in all kinds of weather

Plan, budget and keep records

Operate machines and keep them in good repair

DIY

Activities

that describe what I like to do:

Read and follow blueprints and/or instructions

Picture in my mind what a finished product/design looks like

Work and create with my hands

Perform work that requires precise results

Solve technical problems

Appreciate and learn from beautiful, historic or interesting buildings

Follow logical, step-by-step procedures

Activities

that describe what I like to do:

Use my imagination and creative ideas to communicate new information to others

Perform in front of others

Read and write

Play a musical instrument

Perform creative, artistic activities

Use video and recording technology

Design brochures and posters, logos, web pages

In this survey, there are combinations of activities, personality qualities and school subjects. Tick all of those that you think describe you or an aspect of you and those that interest and appeal to you.

Then type or write the total number for that section in the box. Select as many or as few as you wish. Don’t overthink it; rely on the fact that you do know yourself. You have the ability to imagine and visualise; trust your instinct.

Personal Qualities

that describe me:

Self-reliant

Nature lover

Physically active Planner

Creative problem-solver

subjects

I like in school:

Maths

Biology, Ecology

Chemistry, Physics

Agricultural Science

Geography

Personal Qualities

that describe me:

Curious

Good at following directions

Pay attention to details

Good at visualising possibilities

Patient and persistent

1 2 3

Personal Qualities

that describe me:

Creative and imaginative

Good communicator/good

vocabulary

Curious about new technology

Relate well to feelings and thoughts of others

Determined/tenacious

subjects

Maths, Applied Maths

Design

Communication

Graphics

Physics

I like in school: subjects

Construction Studies

Engineering, Technology

I like in school:

Art

English

Classics

Music,

Speech & Drama

Creative digital technology/

multimedia

Total number: Total number: Total number:

Activities

that describe what I like to do:

Perform routine, organised activities but can be flexible

Work with numbers and detailed information

Be the leader in a group

Make business contact with people

Work with technology/IT systems

Create reports and communicate ideas

Plan my work and follow instructions without close supervision

Activities

that describe what I like to do:

Communicate with different types of people

Help others with their homework or to learn new things

Go to school

Direct and plan activities for others

Handle several responsibilities at once

Learn and share new information and knowledge with others

Help people overcome their challenges

Activities

that describe what I like to do:

Work with numbers

Work to meet a deadline

Make predictions based on existing facts

Have a framework of rules by which to operate

Analyse financial information and interpret it to others

Handle money with accuracy and reliability

Follow business, economic current affairs and news

Personal Qualities

that describe me:

Organised

Practical and logical

Patient

Tactful

Responsible

Business, Economics

Accounting

Maths

English

Geography

Personal Qualities

that describe me:

Friendly

Decision-maker

Helpful

Innovative/Inquisitive

Good listener

5 6

Personal Qualities

that describe me:

Trustworthy

Orderly

Organised

Logical

Methodical or efficient

I

Language, Literature

History, Geography

Social Studies

(Home Economics)

Maths

Science

Accounting

Maths

Economics

Business

Physics, Chemistry

Activities

that describe what I like to do:

Be involved in politics, community activism

Discuss, defend and debate ideas and political and current affairs topics

Plan activities and work cooperatively with others

Enjoy learning factual and detailed information

Perform a variety of research, administrative duties, compile reports and recommendations that may change often

Analyse information and interpret it to others

Travel and see things that are new to me

Activities

that describe what I like to do:

Work under pressure

Help sick people and animals feel better

Make decisions based on logic, evidence and information

Participate in health, science and First Aid classes

Respond quickly and calmly in emergencies

Work as a member of a team

Follow guidelines precisely and meet strict standards of accuracy

Activities

that describe what I like to do:

Work in changing, often fast-paced environments, places and activities

Work with all ages and types of people

Organise activities/events and functions in which other people enjoy themselves

Have a flexible schedule

Manage activities, tasks and teams

Communicate easily, tactfully and courteously

Learn about other cultures, welcome and communicate with others

Personal Qualities

that describe me:

Good communicator

Idealistic

Service-minded

Well organised

Problem-solver

English Literature

History

Politics and Society

Geography

Maths

Business, Economics,

Accounting

8

Personal Qualities

that describe me:

Compassionate and caring

Good at following directions

Conscientious and careful Patient

Good listener

Biology

Chemistry

Physics

Social Studies

(Home Economics)

Language Arts

9

Personal Qualities

that describe me:

Tactful

Self-motivated

Work well with others

Outgoing

Slow to anger

Language

Arts/Speech

Foreign Language

Social Studies

(Home Economics)

Business

Geography

Activities

that describe what I like to do:

Care about people, their needs and their problems

Participate in community services and/or volunteering

Listen to other people’s viewpoints

Help people be at their best

Interact with people from preschool age to old age

Think of new ways to do things

Build relationships with different kinds of people

Activities

that describe what I like to do:

Work with computers

Reason clearly and logically to solve complex problems

Use machines, techniques and processes

Read technical materials and diagrams and solve technical problems

Adapt to change

Play video games/Apps and figure out how they work

Concentrate for long periods without being distracted

Activities

that describe what I like to do:

Work under pressure even in the face of danger/emergency

Make decisions based on my own observations

Interact with other people, advise/ guide on legal processes and rights

Be in positions of authority

Respect rules and regulations

Debate and win arguments

Observe and analyse people’s behaviour

Personal Qualities

that describe me:

Good communicator/good listener

Caring

Non-materialistic

Uses intuition and logic

Non-judgmental

Personal Qualities

that describe me:

Logical/analytical thinker

See details in the big picture

Persistent

Good concentration skills

Precise and accurate

Personal Qualities

that describe me:

Adventurous Dependable

Community-minded

Decisive

Practical

Total number:

Language, Literature

English

Social Studies

(Home Economics)

Geography, History

Politics and Society

Foreign Language

Maths, Applied Maths

Physics, Chemistry

Technology

subjects I like in school: subjects I like in school: subjects I like in school:

Design, Communication, Graphics

Accounting, Business Economics

Total number:

Total number:

Language, Literature

Physical Education

History, Politics & Society

Construction, Engineering

Social Studies

(Home Economics), Geography

Activities

that describe what I like to do:

Work with my hands and learn best that way

Put things together

Do routine, organised and accurate work

Perform activities that produce concrete, physical results

Apply maths to work out solutions

Use hand and power tools and operate equipment/machinery

Visualise objects in three dimensions from flat drawings

Activities

that describe what I like to do:

Shop and be aware of changing consumer trends and fashions

Take initiative to design and create ads and websites, marketing campaigns

Make displays and promote ideas

Give presentations and enjoy public speaking

Persuade people to buy products or to participate in activities

Communicate my ideas to other people

Take advantage of opportunities to make extra money

Activities

that describe what I like to do:

Interpret formulas

Find the answers to questions

Work in a laboratory

Figure out how things work and investigate new things

Explore new technology

Experiment to find the best way to do something

Pay attention to details and help things be precise

Personal Qualities

that describe me:

Practical Observant

Physically active

Step-by-step thinker

Coordinated

subjects

I like in school:

Maths, Applied Maths

Chemistry

Physics

Engineering

Construction

14

Personal Qualities

that describe me:

Enthusiastic

Competitive

Creative

Self-motivated

Persuasive

subjects

I like in school:

Language Arts

(Literature)

Business

Economics

Art

Music

15

Personal Qualities

that describe me:

Detail-oriented

Inquisitive

Objective

Methodical

Mechanically inclined

subjects

I like in school:

Maths, Applied Maths

Physics

Chemistry

Biology

Engineering

Agricultural Science

Total number:

Total number:

Total number:

that describe what I like to do:

Manage projects

Be observant and have quick reflexes

Solve mechanical problems

Design efficient processes

Anticipate needs and prepare to meet them

Schedule and plan a sequence of actions

Move things from one place to another

Cluster No. Description

Agriculture, Food & Natural Resources, Environmental Sciences

The production, processing, distribution, development and protection of agricultural products and resources including food, wood products, natural resources, horticulture and other plant and animal products/resources.

Total

(Type or write in the corresponding total for each band)

Architecture & Construction

Careers in designing, planning, managing, building and maintaining the built environment.

Arts/Humanities, Creative Use of Digital Technology & Communications

Creating, designing, producing, exhibiting, performing, writing and publishing. Creative digital media content including visual and performing arts and design, journalism, public relations, marketing and entertainment services.

Cluster No. Description Total

4

Business, Management & Administration

5 6

Education

Business Management and Administration careers encompass planning, organising, directing and evaluating business functions essential to efficient and productive business operations. Business Management and Administration career opportunities are available in every sector of the economy.

7 8 9

Finance

Planning, managing and providing education and training services and related learning support services.

Planning, services for financial and investment planning, banking, insurance and business financial management.

Government & Public Sector Administration

Managing, coordinating administering governmental functions, processes and policies, including administration at local and national government departmental level / public sector bodies / diplomatic services and EU.

Health Science

Providing medical, health, diagnostic, treatment and therapeutic services.

Hotel / Hospitality / Tourism / Event Management

Encompasses the management, marketing and operations of hotels, restaurants, facilities, tourism, recreation / cultural events, conferences, trade shows / exhibitions, travel-related services, conferences.

Cluster No. Description Total

(Type or write in the corresponding total for each band)

Human & Social Services

/ Human Resources

Preparing individuals for employment in career pathways that relate to families and human needs.

Information Technology

Legal, Public Safety & Security

IT occupations in technical and professional careers related to the design, development, support and management of hardware, software, multimedia and information systems integration services. Planning, managing and providing legal, public safety, protective services and including professional and technical support services.

Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering.

Marketing & Sales

Designing, planning, managing and performing marketing strategies activities to reach organisational objectives.

Science, Technology, Engineering, & Maths

Planning, managing and providing scientific research and professional and technical services (e.g. physical science, social science, engineering), including laboratory and testing services and research and development services.

Manufacturing/Industrial Processes across all Production Sectors

My top three clusters of interest are:

How do these clusters relate to subjects you are currently studying?

Module 3

Decision-making Styles

Graduate Attributes

INFLUENCES AROUND ME

We are surrounded by so many influences: friends, family, educators, the media, social media, the economy and even where we live!

It can be beneficial to think about the influences around you, especially when you are in the process of making important decisions about what to study at Higher Level.

Wishful thinking

How much of your decisions are based on what you hope the job will be like rather than a real understanding?

Bandwagon effect

How much of your thoughts about what courses and careers are appropriate, come from other people’s opinions (family, friends, classmates)? Are you putting too much emphasis on what others say?

Are you relying too much on using only one factor to evaluate career options (e.g.

Leaving Cert points)? To what extent are you undervaluing other factors that might lead to job satisfaction because you are focusing on one or two

Focusing

WHICH OF THESE ARE TRUE FOR YOU?

STEREOTYPING MERE EXPOSURE EFFECT

Are you judging the attractiveness of certain careers based on limited information and a lot of assumptions?

Are you just considering course and career options that you’ve happened to hear a lot about, rather than trying to uncover other ideas? Are you drawn towards or put off particular courses and

Are you giving too much weight to an option because you like or respect the person who told you about it?

AUTHORITY BIAS

WHAT STEPS AND ACTIONS CAN YOU TAKE TO EXPAND YOUR HORIZONS AND EXPLORE ADDITIONAL OPTIONS?

DECISION-MAKING STYLES

Sequential decision makers need lots of specific information, the details of what is being asked, instructions on the best way of doing things, evidence that particular procedures work best, and steps for doing the task correctly. The sequential decision maker might ask: “What are the steps? Who’s done this before? How do I know if I’m right? Where are the directions? What’s the end result supposed to look like?”

BRIEF DESCRIPTIONS OF THE SEQUENTIAL LOGICAL GLOBAL PERSONABLE

Logical decision makers want the specifics, but more than that they want reasons, secure positions, and a clear understanding of the possible results of the different choices. They tend to balance one set of choices in relation to others. They exercise objective and critical judgment in order to not make choices based on personal feelings. While they know no single choice is optimal, they try to make the best choices(s) from amongst the available options. The logical decision maker might ask: “Have we examined all the possibilities? Have we correctly defined the problem? Do we have enough evidence? Can we defend our choice(s) based on a critical analysis of all the data?”

Global decision makers want to explore all the possibilities. They need the specifics, but more than that, they need a feeling of “fit,” of elegance, of an expanded and more inclusive view of what’s possible. They are not restrained so much by data as by exploring the possible. They feel the need to be more creative. Their decisions tend to be more inclusive and focused on what’s good for everyone. They think in images and express themselves artfully. The global decision maker might ask: “Isn’t there a better way? Have we explored all the possibilities? How can we visualize this? What new images need to be created? What’s an artful way to express this problem? What metaphors and visual devices do we need to express our decision-making processes and conclusions?”

Personable decision makers need lots of specific information, good problem definitions, and the sharing of other people’s experiences. But even more than that, they need to explore their own and other people’s feelings about the decision(s) being faced. They want the decision-making process to be collegial, cooperative, and sensitive to the individual’s needs. They decide best where the environment is relaxed, friendly, and supportive of individual needs. They search for both consensus and a feeling of “group ownership” of process and conclusion. Personable decision makers might ask: “How do I feel about what I’m doing? Do I have all the specific facts as well as feelings? Is this a good decision for me as well as for others?” They tend to look for precedent, to benefit from the experience of others, to be somewhat precise about details and procedures, and to keep good records. Their approach tends to emphasize the practical and the doable.

Based on content developed by Mary McCarthy, Careers Advisor, UCC Career Services.

MY DECISION-MAKING STYLE

Developed by Harvey F. Silver & J. Robert Hanson

Adapted for University College Cork Graduate Attributes Programme, from the Georgia Department of Education

MY DECISION-MAKING STYLE

INSTRUCTIONS

This is an informal survey to look at one’s approach to making decisions. There are no right or wrong answers. As you think about how you make decisions, one or more of the categories will sound “right.” Assign the number values you think best represent your decision-making processes. Please don’t skip any items.

DIRECTIONS

Each question has four possible responses. You may distribute five points over the four responses in whatever ways best suit your decision-making style. For example, in question one, if your approach to decision making emphasizes option ‘a’ strongly, then you might assign a four to letter a. If to a lesser degree you tend to take one step at a time, then you might assign a one to letter d.

You may choose to distribute the points as follows:

I do this nearly all the time = 5

I do this frequently = 4

I do this more than half the time = 3

I do this infrequently or not at all = 0

When you assign less than a five to a given response, you then may assign the remaining number(s) to a second or third choice. For example,

When assigning numbers to choices, the total can never be more than five for each question.

MY DECISION-MAKING STYLE

1 MY APPROACH TO DECISION MAKING EMPHASIZES:

a. _______ thinking about the decision, examining it from different perspectives, analyzing the alternatives, and selecting the most logical solution.

b. looking beyond the facts to the broader picture, trusting my intuition in deciding what needs to be done.

c. “getting in the middle of the decision,” finding out how I and others feel, and choosing an alternative that feels right and will be acceptable.

d. taking one step at a time, relying on my past experience to guide me, and choosing an alternative which is pragmatic and down to earth.

2 AS A DECISION MAKER, I MOST VALUE:

a. flexibility.

b. thorough analysis.

c. diplomacy.

d. decisiveness.

3 AS A DECISION MAKER IN HIGH STRESS SITUATIONS, I AM MOST LIKELY TO GET:

a. so involved in the details that I lose sight of the big picture.

b. carried away with new ideas to the extent that I ignore the immediate details.

c. so involved in analyzing the decision that I fail to recognize interpersonal needs, my own and those of others.

d. so enmeshed in my feelings, I may fail to think things through thoroughly.

MY DECISION-MAKING STYLE

4 WHEN I’M MAKING A TOUGH DECISION I PREFER WORKING WITH:

a. imaginative people.

b. _______ realistic people.

c. intellectual people.

d. _______ friendly people.

5 AS A DECISION MAKER, I TEND TO PAY MORE ATTENTION TO:

a. _______ logic.

b. _______ feelings.

c. _______ possibilities

d. _______ actions.

6 AS A DECISION MAKER, I’M MORE LIKELY TO BE:

a. _______ quick.

b. _______ analytical.

c. _______ imaginative.

d. _______ emotional.

MY DECISION-MAKING STYLE

INSTRUCTIONS FOR SCORING

When scoring your responses, transfer the number you assigned for each question to the same letter below. For example, if on the first question you assigned a four to the letter d and a one to the letter a, it would look as follows:

DOMINANT DECISION-MAKING STYLE

TOTAL POINTS

My dominant decision-making style is

Brief Descriptions of the Decision-Making Styles

Sequential

Sequential decision makers need lots of specific information, the details of what’s being asked, instructions on the best way of doing things, evidence that particular procedures work best, and steps for doing the task correctly. The sequential decision maker might ask: “What are the steps? Who’s done this before? How do I know if I’m right? Where are the directions? What’s the end result supposed to look like?”

Logical

Logical decision makers want the specifi cs, but more than that they want reasons, defensible positions, and a clear understanding of the possible results of the different choices. They tend to balance off one set of choices in relationship to the others. They exercise objective and critical judgment in order to not make choices based on personal feelings. While they know no single choice is optimal, they try to make the best choices(s) from amongst the available options.

The logical decision maker might ask: “Have we examined all the possibilities? Have we correctly defined the problem? Do we have enough evidence? Can we defend our choice(s) based on a critical analysis of all the data?”

Global

Global decision makers want to explore all the possibilities. This process includes what exists as well as that which can be imagined. They need the specifics, but more than that they need a feeling of “fit,” of elegance, of an expanded and more inclusive view of what’s possible. They are not restrained so much by data as by exploring the possible. They feel the need to be more creative. Their decisions tend to be more inclusive and focused on what’s good for everyone.

They think in images and express themselves artfully. The global decision maker might ask: “Isn’t there a better way? Have we explored all the possibilities? How can we visualize this? What new images need to be created? What’s an artful way to express this problem? What metaphors and visual devices do we need to express our decision-making processes and conclusions?”

Personable

Personable decision makers need lots of specific information, good problem definitions, and the sharing of other people’s experiences. But even more than that they need to explore their own and other people’s feelings about the decision(s) being faced. They look for ways to draw out their own and others’ values. They want the decision-making process to be collegial, cooperative, and sensitive to the individual’s needs. They decide best where the environment is relaxed, friendly, and supportive of individual needs.

They need to talk extensively to make sure each person’s point-of-view has been expressed and heard. They need continual verbalizations of steps taken and conclusions drawn. They search for both consensus and a feeling of “group ownership” of process and conclusion.

Personable decision makers might ask: “How do I feel about what I’m doing? Do I have all the specific facts as well as feelings? How does the process relate to my prior experience? Do I like (dislike) what’s happening? Is this a good decision for me as well as for others? Will this decision be difficult for others to understand and accept?”

They tend to look for precedent, to benefit from the experience of others, to be somewhat precise about details and procedures, and to keep good records. Their approach tends to emphasize the practical and the doable.

Page 7. Adapted for UCC’s Graduate Attributes Programme from content devised the Georgia Department of Education. Content adapted and developed by Mary McCarthy, Careers Advisor, UCC Career Services.

Module 4

Transitioning to Higher Education

Graduate Attributes

WHAT IS

CRITICAL THINKING?

Critical thinking is clear, rational, logical, and independent thinking. It’s about improving the way you think by analysing, assessing, and reconstructing how you think. It’s thinking on purpose, in a consciously self-regulating and self-correcting way.

[Source: The Critical Thinking Workbook, Global Digital Citizen Foundation]

At University, you will be expected to engage and unlock your critical, creative and lateral thinking skills in order to argue, appraise, analyse, consider, evaluate, justify and reason. Critical thinking is a complex skill that takes practice but the more you do it, the better you get!

TOP TIPS TO IMPROVE YOUR CAPACITY TO BE A CRITICAL THINKER

HAVE AN OPEN MIND

be open to feedback and conflicting views

BE INQUISITIVE

CREATE SPACE FOR REFLECTION BE RESOURCEFUL

cultivate your curiosity to fully understand something

TRUST YOUR OWN JUDGMENT BE ATTENTIVE

believe in your own ability to receive and internalise feedback positively and constructively

focus and concentrate and be aware of context

be willing to identify and optimise resources to solve problems BE

GOAL-ORIENTED PERSEVERE BE ORGANISED

embrace the process of learning new things

be resilient and motivated to work through complex tasks

ADDITIONAL RESOURCES:

be orderly, systematic and conscientious

Adapted from the article What are the Key Dispositions of Good Critical Thinkers? by Dr. Michael Hogan

refine the skill of arriving at balanced and considered decisions

BE SCEPTICAL

challenge ideas, question evidence, look at findings from different perspective

BE CREATIVE

visualise and generate ideas and think outside the box’

SEEK OUT THE TRUTH

seek and offer both reasons and objections

SCHOOL VS UNIVERSITY: WHAT’S THE DIFFERENCE?

University IS different to school. Attendance is different, class sizes are different, assessment is different, even the teacher-student relationships are different. Below are some of the differences you will encounter as you transition to University life.

SCHOOL: UNIVERSITY:

• Teachers

• Classes

• Small Classroom

• Managed Learning

• Homework

• Set Curriculum

• You were told what to do

• Set schedule 9am-4pm

• One School Building

• Roll call

• Living with Parents

• Constant reminders from teachers and parents

• Subjects you were required to take and may not have liked

• School sports

• Lecturers

• Lectures, Seminars, Tutorials

• Large Lecture Theatres

Independent, self-directed learning

Assignments and Deadlines

Choice, flexibility and electives

You take responsibility for yourself

free time between lectures

Sprawling campus

• No roll call

• You manage your life

You manage your time and set your priorities

Subjects you choose and are passionate about Clubs, societies and new friends

FURTHER RESOURCES

ASKING FOR

As you embark on your University journey, you may experience challenges along the way that you did not expect. Your Programme Coordinator and College Office Staff will be there to support you with any academic issues. If you find that you are struggling with any aspects of your wellbeing or student life, there are plenty of support services to offer assistance.

Other Useful Services

MINDING YOUR MENTAL HEALTH

Starting University is a period of great change. Some students may find this change more challenging than others. A lot of these challenges are outside your control and having an emotional reaction to a challenging situation is perfectly understandable and, in fact, is quite normal.

THE WARNING SIGNS

FEELING STRESSED

FEELING INSECURE OR UNSETTLED

FEELING

HELPLESS OR A LACK OF CONTROL

INCREASED ANXIETY

WHAT CAN YOU DO?

Take control of negative thoughts.

BECOMING IRRITABLE MORE EASILY

HAVING TROUBLE SLEEPING, NIGHTMARES

USE/MISUSE OF ALCOHOL OR DRUGS

HAVING IRRATIONAL THOUGHTS

Check in daily and pay attention to your mood.

Pace yourself. This is not a sprint. Don’t over-work or push yourself.

Focus yourself, list your worries and the things you can control. List three things that you have achieved.

Don’t neglect your basic needs.

FEELING ANDNUMBEMPTY

REMEMBER

CHANGESMAJOR IN PATTERNEATING

Taking care of your Mental Health is one aspect of your health and wellbeing. For more information, check out UCC’s other resources on: Building your Resilience, Self-Care, Self-Compassion, Physical Activity, Sleep and Asking for Help.

FURTHER RESOURCES

Clear your mind, get some fresh air or do some exercise.

Cut down on alcohol and drugs.

Remind yourself of the strengths and skills you bring to this challenge.

Stay connected with friends and family.

It’s important to control as much as you can in this situation. these are some things you can do to help decrease your stress levels.

Based on content developed by the UCC Student Counselling and Development Service.

THINGS TO DO BEFORE YOU START UNIVERSITY

Starting University is an exciting but busy time for new students, particularly if you are moving away from home. To help ease the transition to University, there is a lot you can to do to prepare.

ORGANISE YOURSELF

One of the biggest challenges for new students is time management. Get a planner. Start using the calendar on your phone. Download some useful apps for making lists and scheduling tasks.

ARRANGE YOUR ACCOMMODATION

A big stress each year for new students and their parents is accommodation. There are plenty of options available but make sure you start early and keep an eye on application windows. The UCC Accommodation and Community Life Office are there to offer advice.

MONEY, MONEY, MONEY

Open a student bank account. Check if you are eligible for a grant. Research scholarships and bursaries. Learn how to manage your money. Think about what costs you are going to have in University. For advice on budgeting check out the Student Budgeting Advice Service

WHAT TO PACK

Think carefully about what you are going to bring to University. Make a list. Divide your list into sections such as clothes, toiletries, household items, electricals and don’t forget any important documentation you might need.

GET TO KNOW YOUR NEW CITY

Cork is a friendly, vibrant, compact and safe city. Do your research and find out where’s good to eat, drink, play, shop and recharge your batteries. If you are living off campus, it’s also a good idea to familiarise yourself with your route into college.

LEARN MORE ABOUT YOUR COURSE

The more you know now about your course, the more confident you will feel starting University. Find out who your course coordinator is. Read the course handbook. Check out what modules you will be doing via the University Book of Modules.

CHECK OUT CLUBS AND SOCIETIES

Clubs and Societies are a fantastic way to make friends, learn new skills and get involved at University. UCC has over 50 sports clubs and 100 societies for you to choose from!

GET TO KNOW THE CAMPUS

Take a virtual tour Download the campus map. Become familiar with building codes. Visit campus and join a guided tour. Get involved at open days and information sessions. There are multiple ways for you to get to know your new campus.

LEARN TO COOK

Takeaways and fast food are expensive. Before starting University try mastering a few simple go-to recipes that you can easily rely on such as spaghetti bolognese, pasta bake, curry, stir-fry, etc. Your bank account and friends will thank you!

USEFUL RESOURCES:

GRADING

DECODING THE JARGON TRANSITIONING TO UNIVERSITY:

STUDENTS’ UNION (SU)

is run by students, for students. The SU provides academic assistance to students, support to students in need, lobbies the University and the government on issues affecting students, and provides entertainment on campus.

TRANSITION IN

BACHELOR’S DEGREE

is a primary degree, usually called an undergraduate degree. This normally requires at least three years of full-time study. The most typical degrees are BA (Bachelor of Arts) and BSc (Bachelor of Science). All UCC undergraduate degrees are honours programmes, Level 8 NFQ.

PROGRAMME/COURSE OF STUDY

In UCC, we use the terms programme and course interchangeably to reference the degree you will register to study in UCC.

VIRTUAL LEARNING ENVIRONMENT (VLE)

is an online area where tutors and lecturers upload notes, materials, etc. for you to download.

ORIENTATION

contains descriptions of all modules offered in the University’s programmes.

is a style of education in which students learn via electronic and online media as well as traditional face-to-face teaching.

is an academic staff member responsible for the academic management of a course.

THE CALENDAR DEADLINE

is the official publication of important dates, regulations and degree schedules for each academic year.

is a date by which assignments/ essays must be submitted. Marks are deducted for late submissions.

JOINT DEGREE OR JOINT HONOURS DEGREE

is a course where you spend equal time studying two disciplines, e.g. History and Film Studies.

is a component of your course. Your course is made up of modules which are different topics that are essential to your learning. Each module accounts for a percentage of your degree.

is a day of talks, workshops and tours for first years and international students. It is also an opportunity to meet your Peer Support Leader, academic mentors and staff members from your department.

ELECTIVE

is a module of your choice, as opposed to required or mandatory (core) modules.

is a system used for submitting assignments via your VLE, designed to detect plagiarised materials.

WORK PLACEMENTS COURSE COORDINATOR SCHOOL

are offered on certain courses and involve working in an industry relevant to your course for a period of time.

THE BOOK OF MODULES PLAGIARISM SEMESTER

is to pass off the work or ideas of another as your own (without crediting the author).

TURNITIN

A prerequisite is a module that must be completed before you can take another module.

TUTORIALS

BLENDED LEARNING FRESHER

are small group discussions that complement lectures.

LECTURE

is a type of class where an academic presents to a group of students. Lectures are, funnily enough, taught by lecturers !

is an operational unit of the University that carries out teaching, research and scholarship functions e.g. School of Medicine.

DEPARTMENT

is a branch of a school concerned with a specific area of study. i.e. Speech and Hearing Sciences is a department within the School of Clinical Therapies.

is a division of the academic year, 15 weeks in length. In UCC, the year is divided into two semesters, September-December and January-May.

is a first-year student at university.

STUDENT SOCIETIES

are where people with similar interests can get together and are a great way of meeting new friends. UCC has over 100 societies!

Funded by the Tomar Trust

SELF-CARE KEEP WELL:

Self-care is anything that you do to take care of your physical, mental and emotional wellbeing. Self-care will mean different things to different people at different times in their lives. It is not a one size fits all.

During busy periods of our lives, such as starting or resuming university, we can often let healthy habits and routines slide. That’s why it is extra important to tune into your self-care needs as your circumstances change and develop a self-care routine that addresses your evolving needs. Consider how you spend your time across the 24 hours of your day and think about how your daily activities nourish or deplete your battery.

PRESS PAUSE AND RECHARGE YOUR BATTERIES:

1. SLEEP

Sleep is your superpower and is vital for physical and mental wellbeing. It is critical for learning, helping you to recharge your brain and achieve your potential in the classroom by maximising your attention and memory. Sleep recharges your health, helping you to look and feel your best.

3. GET OUTSIDE

Being in nature is a great way to rest your mind, lower stress, promote happiness and improve productivity. Getting outdoors can be restorative because it re-fires our senses. Why not walk to college, eat outside, visit your local park or beach?

YOUR SELF-CARE PRESCRIPTION!

4. EXERCISE

Exercise is not just beneficial physically, but also mentally. Exercise increases cardiovascular activity, burns extra calories, but most importantly, it releases endorphins in the brain, which help to decrease the stress hormones in the body, like cortisol.

2. HAVE FUN

Laughter eases tension and helps reduce stress. Spending some time each day doing activities that give you pleasure is essential for wellbeing. What leisure activities can you try out at college? Look up the clubs and societies that you would like to join. Getting involved in activities outside of lectures is a great way to meet new people and develop your skills and talents.

5. TAKE A MOMENT

Press pause and take a moment just for you to relax. Turn off your phone, read a book or magazine, meditate. A digital detox can completely reset your mind.

USEFUL RESOURCES:

Self-care is any activity that is restorative to you and your needs. Why not take some time now to write out your own self-care prescription? Your prescription might include exercise, mindfulness, reading, watching funny movies, listening to a podcast, baking, going for a coffee or FaceTiming a friend. Remember to renew your self-care prescription regularly. You could put a reminder into your phone to do so.

Adapted from Everyday Matters – Healthy Habits for University Life, the digital badge created for UCC students to support them to develop healthy time use habits and positive habits of mind.

Developed by Dr. Eithne Hunt, Occupational Therapist and Lecturer, UCC. e.hunt@ucc.ie | @MindMeMindYouIE | everydaymatters@ucc.ie

Funded by the Higher Education Authority

SELF-COMPASSION

Self-Compassion means giving yourself the same kindness and care you’d give to a good friend, especially when you’re having a difficult time. Self-compassion doesn’t mean feeling sorry for yourself. It is accepting that life can be hard at times and that everyone has ups and downs.

THE THREE ELEMENTS OF SELF-COMPASSION

Mindfulness, Connectedness and Self-Kindness (Neff & Germer, 2018)

MINDFULNESS

This means tuning into, naming and validating how you are feeling. Recognise and acknowledge your own suffering without exaggerating or minimising it. So maybe…. “I feel worried about what college will be like.” This is mindfulness.

CONNECTEDNESS

TAKE CARE OF YOU!

BE A FRIEND TO YOURSELF

During your tough times, tune into the way you talk to yourself. Would you talk that way to your best friend?

Just imagine how you would feel if you were overwhelmed and a friend or loved one walked into the room, gave you a hug, sat down beside you, listened to your distress, and then helped you work out a plan of action. That mindful and compassionate friend can be you. (Neff

& Germer,

2018)

Adapted from Everyday Matters

Developed by Dr. Eithne Hunt, Occupational Therapist and Lecturer, UCC. e.hunt@ucc.ie | @MindMeMindYouIE | everydaymatters@ucc.ie

Then gently remind yourself that you are not alone or weak or flawed for feeling pain, worry, anger or sadness. Connectedness is also referred to as common humanity. So “most people are probably feeling apprehensive about college this semester too”.

SELF-KINDNESS

Offer yourself compassion through physically soothing gestures or comforting words. In short, befriend yourself. It’s important to use gestures and words that feel authentic and helpful for you. Resting a hand on your stomach or cupping one hand in the other can be comforting. Statements like “I am ok”, “this will pass” can be very helpful.

USEFUL RESOURCES:

TEND & BEFRIEND:

– Healthy Habits for University Life, the digital badge created for UCC students to support them to develop healthy time use habits and positive habits of mind.

FINDING YOUR ACCOMMODATION

When starting University, it’s important for you to find the right accommodation, a place where you can feel safe and at home. There are plenty of options to choose from and, here at UCC, we will support you every step of the way.

In your search for safe and affordable accommodation, make sure to contact the Office of Accommodation and Community Life who provide an advice service for prospective UCC students.

UCC CAMPUS ACCOMMODATION

There are 5 student apartment complexes managed by UCC located within a short walking distance of campus. Campus Accommodation usually opens for applications in mid-February each year and remains open for one month. All applicants are included in a random selection lottery.

PRIVATELY-OWNED STUDENT COMPLEXES

Most privately-owned student complexes operate on a first-come, first-served basis. Bookings normally open in January/February each year and it’s highly recommended that you put your name down for a place as soon as possible.

HOUSE SHARE

If you are interested in a house share you should start your search as early as possible but you may find that there is more availability in April and May. Register with StudentPad, an exclusive service available to UCC students, as landlords and home-owners post available properties throughout the year.

TOP TIPS

Application windows, as well as the location, price and standard of accommodation available all tend to be very different so it’s best to be organised.

• Start your search in January

• Research all options

• Know what your accommodation preference is

• Know your budget

• Have a Plan B

• Make a note of application deadlines

• If you are not successful, stay on the waiting list

• Always remain proactive in your search for accommodation

‘DIGS’ (OWNER-OCCUPIED HOMES)

‘Digs’ are when you rent a room in a family house. Bills and some meals (maybe breakfast and dinner) are usually included. If you find something suitable it is important that you view it in person and meet with the homeowner before making a commitment. Digs are also posted to StudentPad.

FURTHER RESOURCES

PÁIRC UÍ CHAOIMHHOME OF

CORK GAA

2.

cork is... a sporting city •

IRISH INDEPENDENT PARKCORK HOME OF MUNSTER RUGBY WORLD-FAMOUS SKIBBEREEN ROWING CLUB

•

CORK CITY FC

HOME TO ROY KEANE AND SONIA O’SULLIVAN

•

•

76 ALL-IRELAND TITLES 3. 11. 10.

Cork is...

SITUATED ON AN ISLAND IN THE MIDDLE OF THE RIVER LEE IN THE REBEL COUNTY, CORK HAS MUCH TO OFFER AND IS MANY THINGS TO MANY PEOPLE.

is...

CITY GAOL NANO NAGLE PLACE THE GLUCKSMAN

CORK

• ENGLISH MARKET

4.

HAUNTEDEXTREMELY LUCKY E.G. ‘WE WERE HAUNTED WITH THE WEATHER’ ALLERGICSTRONG DISLIKE E.G. ‘I STARTED BACK TO WORK THIS MORNING, I WAS ALLERGIC’. HOW BADEXPRESSION FOR SOMETHING GREAT E.G. ‘I WON €50 IN THE LOTTO! HOW BAD!’

I WILL YEAH –EXPRESSION FOR NO E.G. ‘WILL YOU HELP ME WITH THIS HEAVY BAG?’ ‘I WILL YEAH’ MOCKIE AH –SOMETHING FAKE E.G. ‘THAT JACKET’S MOCKIE AH LEATHER!’

CRAWFORD ART GALLERY

TRANSITIONING TO UCC AS AN INTERNATIONAL STUDENT:

WHAT TO KNOW BEFORE YOU GO!

VISA AND IMMIGRATION

• A visa is a certificate in your passport or travel document that shows you’re authorised to land in a country.

• Not everyone requires a visa but all non-EU nationals must comply with Immigration regulations.

• Immigration is permission to reside in a country.

• In Ireland you obtain an Irish Resident Permit (IRP) card.

GETTING TO CORK

Getting to Cork city from your home country may involve several modes of transport.

To help you make as smooth a journey as possible, please click here to view some basic information about airports, intercity buses, local buses and train services.

The cost of living may vary greatly and the following factors will impact your costs:

• type and standard of accommodation

• cooking for yourself or eating in campus restaurants

• course textbooks and equipment

• leisure activities

• transport costs

For a breakdown of estimated monthly living costs click here.

FEES AND LIVING COSTS HEALTH INSURANCE

• You must have health insurance.

• It is a mandatory requirement for immigration purposes.

ACCOMMODATION

Campus Accommodation is university-owned and managed apartment-style living.

Other Housing options include:

• purpose-built student apartment complexes

• rooms in a private house or apartment.

Check out the Accommodation and Community Life Office for more information on accommodation options.

Adapted from UCC’s International Office Student Support website where you can find more information on transitioning to UCC as an International Student.

Additional Resources:

https://www.numbeo.com/cost-of-living/

Funded by the Higher Education Authority Innovation and Transformation Programme

TRANSITIONING TO UCC AS AN INTERNATIONAL STUDENT:

HOW TO THRIVE WHEN YOU ARRIVE!

University College Cork is committed to making your transition to third level education a positive one.

REGISTRATION AND ORIENTATION

Before actually starting your lectures, you will be invited to complete:

• Registration

• Orientation

• A Welcome Programme

For details on the steps involved in registration, click here.

You will:

• learn about the student services available to all students.

• take an in-depth tour of campus.

• meet with academic staff and be informed of what will be required in your programme of study.

• hear about the many Clubs and Student Societies on campus.

• get to know your fellow classmates during the social events sponsored by the Students’ Union.

WELCOME PROGRAMME

Organised by the International Office, this social programme provides a great opportunity to make new friends and to familiarise yourself with UCC and Cork. Participation is free of charge and includes a broad range of activities to suit all tastes!

FRESHERS’ FEST

UCC also organises a welcome weekend for new students called Freshers’ Fest. The fest (festival) takes place the weekend before term starts.

It involves activities such as:

• drama

• music

• cookery demonstrations

• exhibitions

• tours of campus, the library, the Glucksman Gallery and the Mardyke Sports Arena

• academic and life skills workshops

GETTING CONNECTED

We know how important it is for the international student community to get and stay connected. The Student IT Services website is the one-stop-shop to find out about:

• setting up wireless internet access on your own device

• using the print service

• student services log on

• UCC Student Email

• Canvas

• UCC Portal

OPENING A BANK ACCOUNT IMMIGRATION

Please check out our website for more information!

• If you are a non-EU passport holder, you must register with Immigration to obtain long term permission to reside in Ireland.

• You should register with Immigration before the Immigration date stamped in your passport, at port of entry/airport, expires.

• Remember to renew your registration with Immigration Services annually.

Adapted from website where you can find more information on transitioning to UCC as an International Student.

Additional Resources:

Funded by the Higher Education Authority Innovation and Transformation Programme

https://www.numbeo.com/cost-of-living/

Climate

Many students find that the Irish climate affects them a lot, as you may be used to a warmer, drier and sunnier climate.

WHAT IS CULTURE SHOCK? TRANSITIONING INTO UNIVERSITY:

“Culture shock”

describes the impact of moving from a familiar culture to one which is unfamiliar. It includes the shock of a new environment, meeting lots of new people and learning the ways of a new country.

It also includes the shock of being physically apart from the important people in your life - your family, friends, colleagues, teachers and your support network.

Values

Cultures are built on deeply embedded sets of values, norms, assumptions and beliefs. It can be surprising and, sometimes, distressing to find that people do not share some of your most deeply held ideas.

Rules of behaviour

Every culture has unspoken rules which affect the way people treat each other. These may be less obvious but, sooner or later, you will probably encounter them and, once again, the effect may be disorientating.

Language

Constantly listening and speaking in a foreign language is mentally exhausting. If English is not your first language, you may find it takes some time to adjust to a different daily soundtrack.

Food

You may find Irish food strange. It may taste different, be cooked differently, or it may seem bland, or heavy compared to what you are used to.

social norms

Some social behaviours in Irish culture may confuse, surprise or even offend you.

Dress

If you come from a warm climate, you may find it uncomfortable to wear heavier clothes.

TIPS TO DEAL WITH CULTURE SHOCK TRANSITIONING INTO UNIVERSITY:

culture shock Remember..

Although culture shock is normally a transient phase, it is perfectly normal and natural to experience lots of different emotions.

It is important to know there are things you can do to minimise anxiety. Recognising the stage you are at, and the emotions you might be experiencing, will help you better negotiate and successfully navigate the acclimatisation process.

familiar things

Keep reminders of family and home close by; they will help keep you grounded and connected.

Keep in Touch

Try to balance maintaining contact with home with taking time to get to know your new environment.

Food

Identify where you can buy familiar food and introduce your housemates to your signature dish!

step of the way.

Exercise

Take regular exercise. Why not join one of UCC’s Clubs? This is a great way to stay fit, healthy and meet new friends.

Make Friends

from your own culture or from others. Sign up for one of UCC’s Societies and meet like-minded people and spark new interests.

support services

There are lots of supports here to help you transition into, through and out of UCC.

Embracing the process and the different stages will develop your self- compassion, resolve, resilience and coping skills and, if you need help, we are here to support you every

THE STAGES OF CULTURE SHOCK TRANSITIONING INTO UNIVERSITY:

Coming to university can be an exciting but also daunting prospect and, invariably, you will experience a whole range of emotions as you acclimatise to the culture of university life. The process of culture shock can be illustrated by a model known as the “W” curve (illustrated below). This may not capture your journey entirely, but it can be very helpful and empowering to understand the different stages of culture shock that you and your fellow students may experience.

The process can be broken down into five stages: Honeymoon, Distress, Reintegration, Autonomy and Independence.

WELCOME TOUCC

USEFUL RESOURCES:

Adapted from the UK Council for International Student Affairs website and developed in conjunction with the UCC International Office.

OF CULTURE SHOCK UNPACKING THE 5 STAGES

1. HONEYMOON

This is the initial stage when you first arrive in a new culture. You may find differences in the new culture are intriguing and you may feel excited, stimulated and curious. At this stage, you are still strongly connected to the close memory of your home culture.

5. INDEPENDENCE

In this final stage, you will assert your independence and will be able to appreciate that differences and similarities are valued and important. You may feel full of potential and confident to trust yourself in all kinds of situations. Most situations become enjoyable and you are able to make choices, according to your preferences and values.

2. DISTRESS

At the next stage, differences in the culture may make you feel confused, isolated or inadequate, as cultural differences intrude and your familiar supports, network and safety net (e.g. family and friends) are not immediately accessible.

3. REINTEGRATION

At this stage, you may reject the differences in the new culture. You may experience anger or frustration or feel hostility towards the new culture. You may be aware of how much you dislike it, compared to your home environment. Don’t worry, as this is quite a healthy reaction and a normal part of the acclimatisation process. You are reconnecting with your own core values and those of your own culture.

4. AUTONOMY

You may start to accept differences and similarities, as you gain more experience and perspective. You may feel more comfortable, competent and confident, as you become increasingly more familiar with the new culture. You will feel better equipped to navigate and negotiate new situations.

USEFUL RESOURCES:

Adapted from the UK Council for International Student Affairs website and developed in conjunction with the UCC International Office. Funded

TRANSITIONING INTO UNIVERSITY:

HOW TO REGISTER WITH THE DISABILITY SUPPORT SERVICE

Meet Roísín and Joe, two UCC students, who walk us through the process.

Great News! I got my offer for UCC!

Congratulations! That’s brilliant! It’s important that you register with Disability Support Service early!

How do I register with the Disability Support Service?

What sort of documents will I need to register?

It’s easy, all you need to know is on their website.

You can find a list of documents required here:

What’s a “Needs Assessment”?

A Needs Assessment takes approximately 30 minutes to an hour and it is an opportunity for you to meet an Advisor to discuss the supports you may previously have had in either school, Further Education or College. You’ll also discuss the requirements of your course and any elements that may be potentially challenging as a result of your Disability or Learning Difficulty.

Cool!

if I am still having difficulty even after supports have

Be sure to make an appointment with an Advisor to request a review of your accommodations. They are really helpful and nice to deal with, so no need to

Let’s go!

FOR MORE INFORMATION CONTACT DSSINFO@UCC.IE

Seirbhís Tacaíochta do Dhaoine faoi Mhíchumus

Funded by The Tomar Trust

Module 5

Realities of University Life

Graduate Attributes

THRIVING IN FIRST YEAR TIPS ON

In UCC, we have a First Year Experience Coordinator, whose job is to ensure that you successfully complete your first year, and that you have the best possible experience. As you embark on your university journey, our First Year Experience Coordinator is here to support you, whatever the problem may be - together you will find a solution.

SOME TIPS FOR YOUR FIRST FEW WEEKS ARE INCLUDED HERE, AND WILL HELP YOU THRIVE IN FIRST YEAR:

FIRST SIX WEEKS

Get organised. Buy a big wall calendar – know when and where your lectures, tutorials and labs are. Know when your assignments are due and note exams dates.

SECOND SIX WEEKS

Find the ideal place for your study – a cosy corner in the library might be your best option.

Decide to meet one new person every week. Class mates are a great resource if you have to miss a lecture!

Strive for good results. Set goals for yourself and work hard to achieve them.

2 2 3 3 4 START HERE! START HERE!

Take advantage of the study resources. Get to know your subject librarian.

Consider forming a study group.

Go to your lectures. By attending lectures you will receive vital information and tips that will NOT be on Canvas.

1 1

Take part in Orientation.

4 5

Get to know your Academic Advisor/ Mentor.

Get the balance right. If you want to play hard, you must study hard.

Don’t feel pressure to make hasty decisions. This is not a race!

11

5 6

Eat well. Get enough sleep. Exercise every day.

Stay in touch with your

Take responsibility for yourself and your actions. Being an adult means taking responsibility for everything that happens to you

Academic Staff schedule offi ce hours specifi cally for the purpose of meeting you. Take advantage of that time.

9 9

Get involved in Student Life.

10

Stay Healthy.

6 7

7 8 8

Prioritise your life and don’t procrastinate. Complete assignments and get good results – give yourself deadlines.

Keep track of your money. Make an appointment with the UCC Budgetary Advisor if you are struggling fi nancially.

Adapted from UCC’s Admissions Office First Year Advice website where you can find more information and advice for First Year. https://www.ucc.ie/en/study/undergrad/orientation/first-year/

Funded by the Higher Education Authority Innovation and Transformation Programme

Seek professional help when you need it.

TIPS FOR SAVING

THINK OF THE BIG PICTURE

Are you trying to save money for something big? It'll help keep you motivated

REFILL AND REUSE

Use a refi llable water bottle or fi ll a thermos with your favourite hot beverage!

PLAN YOUR WEEKLY MEALS

Get organised ahead of time with cheap cuts of meat, pasta or different vegies!

MAKE A SHOPPING LIST

Before you hit the shops, prepare a shopping list and stick to it!

ASK FOR HELP

If your fi nances do fall apart, it is ok to ask for help! Welfare Offi cers know what they're doing and know how to help you.

GO BARGAIN HUNTING

Check out op shops for those bargain buys on things like furniture, clothes, white goods and accessories!

NEEDS VS. WANTS

Think before you buy treats, is this a need or a want? Could this money be put towards your goal?

GET EVERYONE INVOLVED

Tell your friends and family that you're trying to save money and plan cheap activities with them.

ERGONOMIC TIPS TO IMPROVE YOUR WORK/STUDY SPACE AT HOME

Working and studying from home is becoming increasingly more prevalent. It is important that you ensure your home workspace is ergonomically laid out. Ensuring your work desk/work station is set up correctly will facilitate good posture and reduce the likelihood of musculoskeletal disorders.

IMPROVE YOUR WORKSPACE AT HOME:

POSITION YOUR SCREEN CORRECTLY

1.

To reduce eye strain, position your screen arm’s length from your face.

GET UP AND MOVE

Awkward wrist, arm and shoulder positions may lead to discomfort and/or injury. Adjust the height of the keyboard if possible so that your wrists are in line with your forearm.

Break up long spells of screen work with rest breaks (at least 5 minutes every hour) or changes in activity.

Glare on the screen should be avoided to reduce eye strain. To reduce glare, situate the screen away from the window light and close blinds/curtains when necessary.

Avoid awkward, static postures by regularly changing position from sitting to standing.

Every 20 minutes, for 20 seconds focus on an object 20 feet away. This allows your eye muscles to rest.

Adjust your chair so your feet are flat on the floor or use a foot rest if required. Ensure your lower back is fully supported by the lumbar support in your chair. Ideally you should have an office otherwise use a cushion.

Adapted from the HSE Guideline Document on Working from home during COVID-19 –Workstation Setup.

3. 6. 7. 4.

KEEP WELL:

WORKING/STUDYING FROM HOME KEEP WELL:

REGULAR STRETCHING:

The following stretches can be performed at any time during the day. All of the stretches should be performed slowly and in a controlled manner. Not everyone has the same range of movement; so, if at any time, you feel any discomfort or pain beyond the intended stretch, do not push beyond it, stop and return to centre.

Adapted from the HSE Guideline Document on Working from home during COVID-19 –Workstation Setup.

1.

5.

8.

6.

9.

7.

10.

2.

3.

4. Funded

Eat a varied diet eat a wide range of foods from all the key food groups including carbohydrates, proteins, and fats.

Hydrate

water is always best. To check you are drinking enough you should be visiting the bathroom every 2-3 hours, and your pee should be relatively clear.

Good nutrition is an important component of a healthy lifestyle. A sound nutrition plan:

• helps you maintain a healthy weight

• reduces your risk of chronic diseases such as cancer and heart disease

• improves your ability to learn, your memory and alertness

NUTRITION KEEP WELL: 12 TIPS FOR HEALTHY NUTRITION

Eat real food aim to consume mostly those foods which are very close to their natural state.

Fruit and Veg eat a variety of different coloured fruit, vegetables and salad every day and ideally consume at least five servings a day.

Choose wholegrain

Portion sizes eat appropriate portion servings according to your body size and physical activity levels.

brown rice, wholegrain bread, oats, brown pasta give that all important intake of essential fibre.

Limit junk food such as biscuits, savoury snacks and confectionery. These foods are not required for a healthy diet and can be high in calories, artificial fats, sugar and salt

Healthy microbiome include probiotic rich foods such as kefir, natural yogurt and fermented foods such as sauerkraut as well as prebiotic foods such as bananas, onions, leeks, asparagus, and garlic.

Vitamin D eating oily fish once a week helps meet the recommended intake of vitamin D. A supplement is ideal during Winter and Spring.

Protein include protein in most meals throughout the day, choose lean meat, poultry and fish (oily is best) - eggs, peas, beans and lentils are very good alternatives.

Cooking methods bake, steam, boil or stew food instead of frying or deep frying.

Healthy Fats

a balanced diet should include healthy monounsaturated and polyunsaturated fats. The best sources include avocados, olive oil, whole nuts, seeds, and fatty fish (e.g. salmon, tuna).

Adapted from UCC’s Keep Well website where you can find more information and resources for eating well and overall health and wellbeing.

Graduate Attributes

ZZZZ

SLEEP KEEP WELL:

Sleeping well directly affects your mental and physical health. Neglecting it can take a serious toll on your daytime energy, productivity, emotional balance, and even your weight.

HEALTHY SLEEP AND BEDTIME HABITS

Keep sleep and wake times regular (7-9hrs) and in sync with your body’s natural sleep-wake cycle

Stop studying at least an hour before sleep

Avoid use of phones and other screens for an hour before bedtime

Exercise during the day as this will aid sleep

Develop a bedtime routine (wash face, read, do a relaxation technique or some stretches)

Avoid alcohol, caffeine or large meals in the evening

[Sources: The National Sleep Foundation, 2015; Vandekerckhove & Cluydts, 2010; LifeMatters study and exams presentation and Helpguide.org]

Adapted from UCC’s Keep Well website where you can find more information, resources and tips on healthy sleep habits and overall health and wellbeing.

Graduate Attributes

‘‘PUT ME DOWN AND GO TO BED’’

KEEP WELL: PHYSICAL HEALTH

We all know that keeping physically active is one of the best ways to keep our bodies and minds healthy.

SO, WHAT ARE THE BENEFITS?

BETTER MOOD & ability to manage stress & anxiety

BETTER IMMUNITY & overall health

BETTER SLEEP BETTER SELF-ESTEEM &

BETTER YOU

BETTER QUALITY OF LIFE

Being physically active doesn’t have to mean running a marathon or training every day at the gym. Your ideal activity is one you enjoy doing and that fits into your schedule.

The amount of physical exercise you should do differs for everyone and it’s important you only undertake what feels right for you currently, depending on your own personal circumstances. Check out UCC’s Keep Well website for advice on how much and what kind of physical activity is right for you.

EVERY STEP COUNTS, SO GET ACTIVE!

ucc Resources additional Resources

KEEP WELL: PHYSICAL HEALTH

WHAT ARE THE STEPS TO A PHYSICALLY FITTER ME?

AIM FOR AT LEAST 150 MINUTES PER WEEK

MODERATE] INTENSITY VIGOROUS] INTENSITY

ENGAGING IN ACTIVE TRANSPORT

CYCLING

GAMES AND ACTIVE PLAY

SWIMMING

BRISK WALKING

DANCING

Remember to also include activities to develop muscular strength, flexibility and bone health a few times a week.

AIM FOR AT LEAST 75 MINUTES PER WEEK

RUNNING

STAIRS

SPORT

OR A COMBINATION OF BOTH

TOP TIPS!

• Build it up slowly over 30 days

• Break it down into shorter sessions throughout the week (e.g. 5 x 30mins)

SKIPPING GYMNASTICS

JUMPING YOGA/PILATES

CLIMBING SWIMMING

• Build physical activity into your routine

• Walk and talk!

• Pick exercise you enjoy

• Get social and get active with a friend!

Adapted from UCC’s Keep Well website where you can find more information, resources and tips on keeping physically active and overall health and wellbeing.

Module 6

Graduate Attributes and Values

Graduate Attributes

MY GRADUATE ATTRIBUTES AND VALUES

CREATORS, EVALUATORS AND COMMUNICATORS OF KNOWLEDGE

SOCIALLY RESPONSIBLE

INDEPENDENT AND CREATIVE THINKERS

EFFECTIVE, GLOBAL CITIZENS WHO RECOGNISE AND CHALLENGE INEQUALITY

DIGITALLY FLUENT

ATTRIBUTES VALUES

RESPECT: For self, others and the environment

RESILIENCE: Perseveres, shows capacity for problem-solving and personal well-being

AMBITION: Aims high, displays exemplary work ethic and strives to succeed

INTEGRITY: Trustworthy, ethical and dependable

COMPASSION: Empathetic,demonstrates care for self and others

Creator, Evaluator and Communicator of Knowledge

Write for your school newspaper/school website.

Get involved in your school’s Open Nights.

Start your own blog.

Participate in the BT Young Scientist & Technology Exhibition and other competitions.

______________________________(my own ideas)

SOCIALLY RESPONSIBLE

Get involved in Green-School initiatives. Walk, cycle or take your scooter to school.

Participate in your local Tidy Towns cleanup.

Keep up to date on political developments at home and overseas.

Volunteer – spend some time with senior citizens, offer to walk your elderly neighbour’s dog, etc.

Keep fit and well and look after your physical and mental health. _______________________________(my own ideas)

Independent and Creative Thinker digitally fluent

Join the debating team.

Get involved in the school musical.

Participate in UCC Entrepreneurship Summer Camps

Learn how to play an instrument.

_________________________________(my own ideas)

Effective global citizen who recognises and challenges inequality

Perfect your foreign language skills and open doors to a global world.

Get involved in the Model UN initiative

Volunteer with a charity in your locality and make a difference in your community.

Get involved in fundraising for local and overseas organisations that combat global issues.

Learn about the UN’s Sustainable Development Goals (SDGs) and think about how you can make a difference.

_________________________(my own ideas)

Take part in a CoderDojo course. Do the ICDL.

Take the free UCC pre-entry course on building your digital literacy skills.

Use mind mapping and store all your notes on your phone. _________________________(my own ideas)

AT UCC DEVELOP YOUR GRADUATE ATTRIBUTES:

Creator, Evaluator and Communicator of Knowledge

Get involved with UCC Student Media - write an article for UCC Express, Motley Magazine or host a slot on UCC 98.3FM

Join the Journalism and Media Society, Government and Politics Society or DJ Society

Start your own blog.

Sign up to become a Peer Support Leader

Do the SPEAK Digital Badge in the Skills Centre

Do the UCC Student Inc. Accelerator Programme for Student Entrepreneurs.

Independent and Creative Thinker

Join one of the creative societies (e.g. Dramat, An Cumann Dramaíochta, Comedy, Film, Photographic, Choral).

Build your own ideas at the Philosophical society.

Build the future at the Architecture society

Make that move and join the Chess Club!

Take the Independent Thinking Digital Badge in the Skills Centre

Take the Avoiding Errors in Critical Thinking Digital Badge in the Skills Centre

Deadlines!!

DIGITALLY FLUENT

Take the Creating and Maintaining a Professional Presence Online Digital Badge in the Skills Centre

Join the Net Soc.

Avail of free computer training run by Student IT Services

Offer to take on the role of Social Media Officer in your Club or Society.

Socially Responsible

Undertake a UCC Works Awards as a Student Volunteer

Sign up to become a Made2Move Mentor and get a UCC Works Award and a Digital Badge.

Join the Disability Activism and Awareness society

Take part in the Swap Shops on campus.

Take the Bystander Intervention Digital Badge.

Take the Everyday Matters: Healthy Habits for University Life Digital Badge in the Skills Centre

Join one of the UCC Clubs and get physically active.

Help yourself and others Keep Well.

Get involved in UCC Green Campus and Envirosoc initiatives.

Effective global citizen who recognises and challenges inequality

Join one of the political or charitable societies: e.g. Engineers with Borders, Surgeon Noonan, Friends of MSF, etc.

Join the Enactus society and create sustainable projects that change people’s lives.

Open doors to a global world and perfect your language skills. Broaden your horizons and perspectives by joining one of the language societies or the International society.

Take the university-wide module on Sustainability and learn more about the UN’s 17 SDGs

#BeginBelongBecome

Tour of Cork CITY!

Funded by the Tomar Trust

Graduate Attributes

CERTIFICATE OF COMPLETION

This award is presented to

NURTURING BRIGHT FUTURES COURSE

DATE: for successfully completing the