S2S Mentor Handbook CURRENT PDF

S2S Mentor Handbook
©Trinity Counselling, Learning Development and Student 2

Student Services, 2018
Table of Contents
Mission Statement ............................................................................................................................................... 4

S2S Mentor Role Description ............................................................................................................................... 5
Rights & Responsibilities ...................................................................................................................................... 6
What Does the Mentoring Programme Involve? ................................................................................................. 7
Structure of the Mentoring Programme .............................................................................................................. 8
Who’s my Head Mentor? ..................................................................................................................................... 9
Before you get started… .................................................................................................................................... 12
Facilitation of Social Interaction ........................................................................................................................ 13
Tips for Starting a Conversation......................................................................................................................... 14
International Students ....................................................................................................................................... 15
Mature Students ................................................................................................................................................ 16
Some Icebreaking Games................................................................................................................................... 17
Campus Tour Ideas............................................................................................................................................. 20
Library Tours ...................................................................................................................................................... 21
Sports Centre Tours ........................................................................................................................................... 26
Group Meetings ................................................................................................................................................. 27
Individual Meetings and Emails ......................................................................................................................... 28
Things to Consider when Sending Emails .......................................................................................................... 29
Mail Merge in Gmail .......................................................................................................................................... 30
Creating a Facebook Group ............................................................................................................................... 32
Too Many Emails? .............................................................................................................................................. 33
Boundaries for 1:1 Meetings ............................................................................................................................. 35
Providing Information ........................................................................................................................................ 36
Emotional Support ............................................................................................................................................. 36
Active Listening .................................................................................................................................................. 38
Reflecting, Paraphrasing, and Summarising ...................................................................................................... 40
Questions ........................................................................................................................................................... 43
Referral .............................................................................................................................................................. 46
How to Make a Referral ..................................................................................................................................... 47
If you are Contacted by the Parent/Guardian/Friend or Family Member of a Mentee: ................................... 48
If you come across News of Reported Concern for a Student: .......................................................................... 48
Consent .............................................................................................................................................................. 49
Tips for Effective Mentoring .............................................................................................................................. 50
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©Trinity Counselling, Learning Development and Student 2 Student Services, 2018
FAQs for your Mentor Group ............................................................................................................................. 51
Budgeting.......................................................................................................................................... 51
Campus Life ...................................................................................................................................... 51
Clubs and Societies ........................................................................................................................... 52
IT ....................................................................................................................................................... 52
Library ............................................................................................................................................... 53
Registration....................................................................................................................................... 53
Social ................................................................................................................................................. 54
Union ................................................................................................................................................ 60
THINGS FOR MENTOR GROUPS TO DO .............................................................................................................. 61
Google Calendar Guidelines ............................................................................................................................... 62
Using Your MyZone Calendar to Create Events................................................................................ 62
Logging Other Mentor Activities ...................................................................................................... 65
Common Pitfalls and How to Avoid Them ........................................................................................ 65
Creating a Contact Group in MyZone ............................................................................................... 66
Adding Timetables for Your Mentor group ...................................................................................... 67
Reimbursement ................................................................................................................................................. 68
How to request a reference ............................................................................................................................... 69
Graduate Attributes and Employability ............................................................................................................. 70
Withdrawal from the S2S Programme ............................................................................................................... 72
If you decide to leave .................................................................................................................... 72
If you are inactive as a volunteer .................................................................................................. 72
If you need to take some time out................................................................................................ 72
S2S Disciplinary Procedures ............................................................................................................................... 73
Complaints Procedure........................................................................................................................................ 74
Student Support Services within Trinity College Dublin: ................................................................................... 76
References ......................................................................................................................................................... 79
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Mission Statement
The S2S Mentor Programme aims to:
 Foster a community of support for first year & visiting students from more experienced students by:
 Providing a reliable and informal first port of call for all first year/visiting students
 Providing positive role models for first year/visiting students
 Simplifying the transition to Trinity
 Reducing loneliness among students by promoting inclusive social opportunities
 Allow for the personal development of S2S volunteers by:
 Promoting leadership & communication skills in volunteers

 Offering all volunteers opportunities for further involvement and personal
development
 Recognising and awarding the work of our volunteers
 Perpetuating the cycle of Mentoring through the recruitment of former mentees as
Mentors, and Mentors as Head Mentors
 Assessing volunteer feedback and using findings to ensure the programme is both
up to date and effective.
All staff and volunteers in the S2S Programme are expected to uphold, and can expect to be treated
according to:
TCD’s volunteer charter:

https://www.tcd.ie/Community/assets/doc/TCD%20Volunteer%20Charter.doc
TCD’s Dignity & Respect policy: https://www.tcd.ie/about/policies/respect.php
TCD’s Diversity & Inclusion statement: https://www.tcd.ie/diversity-inclusion/diversity-statement/
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S2S Mentor Role Description
5
Rights & Responsibilities
As an S2S Mentor in Trinity you have a number of rights, but you also have some responsibilities
which you must take seriously. The following lists are not exhaustive:
You have a right to:
 Say no.
 Have your boundaries and values respected.
 Feel comfortable while mentoring.
 Your own personal space.
 Refer a student to a different service if you feel it’s appropriate.
 Have your contribution recognised by Trinity (certificate of contribution).
 Request a reference commenting on your skills and experience as a volunteer.
 Seek debrief from a fellow volunteer or staff member whenever required.
 Withdraw from programme after consultation with the S2S Co-ordinator.
Your responsibilities include:
 Emailing your Mentor group once a week.

 Arranging at least 5 group activities during Michaelmas term, and another 5 in Hilary term.
 Encouraging your Mentor group to partake in the aspects of Trinity life which they are
comfortable with.
 Attending meetings with your Head Mentors.
 Participating in themed Trinity flag weeks e.g. Mental Health week, RAG week etc.
 1:1 meetings as requested by members of your Mentor group.
 Listening and responding to student’s needs.
 Ensuring the more vulnerable students under your mentorship are brought to the attention
of an appropriate service in a timely manner.
 Logging Mentor activity on Google calendar in order to receive your certificate and detailed
references.
 Guaranteeing that no student is forced to do
something they are not comfortable with.
 Alerting S2S Co-ordinator of any issues with
Mentor group.
 Notifying the S2S Co-ordinator as soon as
possible if you decide to end your
volunteering role with S2S.
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What Does the Mentoring Programme Involve?
There are 3 main aspects of your role as a Mentor. These things all require very different skill sets.
They are:
 To encourage & facilitate social interaction.

 To provide information.
 To give emotional support & referral if or when needed.
As a Mentor in this programme you will be matched up with a Mentor buddy. You and your buddy
will be Mentors to a group of up to 25 first year or visiting students.
During Freshers’ Week you will have the first meeting with your Mentor group. We will have lecture
theatres and rooms booked around campus for you to use for this purpose.
Once you’ve had this initial meeting with the students, you need to meet as a group regularly
throughout the term. You also need to offer individual meetings to students to discuss any questions
or concerns they might have about life in Trinity. A lot of the first years may not take up these
individual meetings, but it’s important
that they’re offered - students who need
help often don’t go looking for it, but
accept it if it’s readily available.
While we expect you to be there for your

mentor group during the day, there are a
number of boundaries which we think it’s
important to have in place. They will be
covered later.
Many students will not need to come to

group meetings after they find their feet in
their new life, but it’s still important that
you keep the meetings in place for those
students who are maybe finding it difficult
to integrate.
Of course, in doing all of this, you won’t be

alone. You’ve got the full support of your Head Mentors, the S2S Committee and the S2S staff, and
the Student Counselling Service & the Senior Tutor will be on hand in case of crisis. S2S staff will be
more than willing to provide any of the backup which you might need during the year, be it getting
the students hooked up with the appropriate supports , following up with students who dropped off
the radar or debriefing & de-stressing. You will also have each other for support.
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Structure of the Mentoring Programme
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Who’s my Head Mentor?
Head
Area Courses Emails
Mentors
Ancient and Medieval History and
Culture
Catholic & Theological Studies
Classics
Deaf Studies
Drama and Theatre Studies Diarmaid
Early and Modern Irish Hough
Arts & Humanities
English Studies
(Single Honors) [email protected]
European Studies Christo
And TSM
History Pretorius
Middle Eastern & European Languages
& Cultures Lucy Ward
Music
Psychology
Social Studies
World Religions and Theology
Computer Science and Business
Computer Science and Language
CSS Ciara Yvon
Integrated Computer Science
&
Management Science & Information [email protected]
ENGINEERING Daniel
Systems Studies
O’Reilly
Engineering
Engineering with Management
Non-EU visiting students Eilis O’Brien
INTERNATIONAL [email protected]
EU Visiting/Erasmus students Roberta
Rodrigues
Law Caroline
Law and Business Murphy
LAW Law and French [email protected]
Law and German Inari
Law and Political Science Friedmann
Nicole
MATURE General Mature Students [email protected]
Bennett
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Head
Area Courses Emails
Mentors
Dental Hygiene Aoife
Dental Nursing Broderick
Dental Science
Dental Technology Kultumi Deen-
Human Health and Disease Jalloh
MDP [email protected]
Medicine
Grace
Meagher
Pharmacy
Fergal
Midwifery
McLoughlin
Nursing & Midwifery [email protected]
Nursing (Children's Integrated, General,
Simon Vuong
ID, Psychiatric)
Rebecca
PAL NAMED MENTORS ONLY [email protected]
Hanratty
Wiktoria
Science Fangor
Mathematics Ciarán Ó Cuív

SCIENCE [email protected]
Alan
O’Doherty
Theoretical Physics
Michelle
Rybalov
Bachelor in Business Studies Ben Flood
Business, Economic and Social Studies
Business Studies and a Language Anthony
History and Political Science Harmon
Philosophy McDonald
SSP [email protected]
Philosophy, Political Science,
Economics & Sociology Daire
Political Science and Geography Hennessy
Sociology and Social Policy Aoife Murphy
Clinical Speech and Language Studies Sarah
Occupational Therapy Kennedy
THERAPIES Physiotherapy [email protected]
Frankie
Radiation Therapy Martyn
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What you do on the First Meeting
Remember that at the first meeting both you and your first years/visiting students will probably be
anxious. This is perfectly normal! You may be worried about how the group will get on together, and
they may be anxious about meeting new people, and being in a new situation. The first years/visiting
students won’t be certain about what to expect from the Mentoring programme. They may even be
sceptical about the purpose of the programme and how it will be useful to them.
When you are initially introduced to your Mentoring group, make sure you introduce yourself and
explain your role. Let the students know the structure of the Mentoring programme & outline your
availability. See structure of the Mentoring program.
Then do something fun! Ice breaking games get people warmed up and in a good mood and open to
interacting with each other. See icebreaking activities.
Once people are a bit more relaxed it might be wise to open yourself up to questions from the
group. It’s important that you’re well prepared for the kinds of questions they may throw at you.
The first years may be nervous about asking stupid questions. A way around this is to have them
write their questions on pieces of paper anonymously, put them in a pile and discuss the queries one
by one.
Between now and the first meeting spend some more time thinking about your experiences
throughout first year and what information you found out in the third term that would have saved a
lot of hassle had you known it in the very first week. Discuss it with your friends and see what they
can come up with as well. You can keep a record of the sorts of questions you and your friends
remember having and share that knowledge with your Mentor group.
You will also be giving your group a tour around the campus, the Sports Centre and the Library.
During the campus tour cover things like the lecture theatres, computer labs and course offices. Of
course, feel free to add in anything else you think is important or appropriate – these are just
guidelines. See Campus Tour Ideas for more information.
By this time, your mentees will hopefully have a good idea of what to expect at least for the first
couple of weeks at Trinity. At this point, make sure they all have your contact details (TCD email
address) and those of the S2S office ([email protected]).
Remind your mentees that you are willing to be their first port-of-call if they have any questions
should anything go wrong for them. Unless advised otherwise you will complete your S2S meet-up
at the Exam Hall where your students should be instructed to collect their ID cards.
If you want to stay and help with any queries they have during this process, and grab a cup of
tea/coffee or a bite to eat with them afterwards even better!
Finally, be sure you and your buddy have planned your next meet-up before you meet your group at
orientation, so that you can tell them when and where they’ll be meeting you again, so they know
they’ll be seeing you again soon and can ask you further questions if they arise.
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Before you get started…
● Try not to be too nervous about your first meeting. Just remember your training and take it
step by step.
● If there are a few groups outside orientation, make sure you spread out so you can tell which
group is which.
● Rooms have been booked for you, but things can go wrong. If the room is locked find the
building’s security person as soon as possible and ask them to open it.
● Make use of your Mentor buddy. When you’re taking students on tour mingle with them so
that you will be able to tell if anyone’s looking lost, or finding it difficult to connect with other
members of the group.
● Use your intuition to work out which students may need a little more assistance. Try to
engage the quieter students in conversation, and don’t let the louder students take over.
● Remember that you’re doing something really important. You’re making a difference for new
students, and you’re making a difference to Trinity. You’re also the most important part of
S2S, because without you Mentoring wouldn’t be possible – so don’t sweat the small stuff.
● Enjoy yourselves!
If you run into difficulty, or there’s an emergency, phone Ralph on 01 896 4316.
If that doesn’t work her mobile number is 085 7833 548.
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Facilitation of Social Interaction
Coming to university can be the most social time in your life, where you will make friends and
contacts for a lifetime, but it can often be quite difficult to meet new people. Students often come
to university with friends from their home town and they find themselves sticking within that
comfort zone. For those who don’t know anyone, or who have never been very social, it can be
difficult to break into a social clique. If we help provide a social group we can give people the
opportunity to meet and interact with others in their course and to practice their social skills.
Remember, this first meeting is the students’ orientation, so they won’t know what societies to join,
who to hang out with or where the important parts of Trinity are. They also won’t know each other,
so these are all things that you can use to help them begin to interact and engage with each other in
that initial meeting.
Agreeing to be an S2S volunteer means you are expected to go to Head Mentor meetings and get to
know other Mentors. This is also very important as you’ll all be working as a team. Knowing more
people within the S2S program, and interacting with your Head Mentors, means you’ll have a group
of people you can discuss issues with, receive moral support from, and bounce ideas off.
Head Mentors can also help you to organise larger course meet-ups and cross-course meet-ups,
giving your mentees even more opportunities to make new friends and establish their own informal
support networks.
 Have you included time for people to talk?

 Will every have the opportunity to talk to someone? How will you encourage them?
 Have you made sure no one is left alone/left out?
 Is someone going to welcome people and facilitate their engagement?
 What will the event look like to a first year/visiting student who is thinking of going, or who
arrives on their own?
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Tips for Starting a Conversation
Starting and maintaining a conversation is a skill; one not all of us feel comfortable with,
especially when we are feeling nervous or shy. As S2S Mentors, part of your job will be to help
people feel comfortable and relaxed. The following are some general tips for starting and
maintaining a conversation.
 Introduce yourself. For example, offer your name and ask for theirs if they don’t offer it.
Perhaps say a little about yourself. Some people feel uncomfortable about introducing
themselves straight away. However, it helps to break the ice and make the other person feel
more comfortable.
 Open conversation with a topic of common interest or a non-threatening question. For example
“How are you finding Dublin?” “What are you really looking forward to studying on your
course?”
 Ask ‘informational’ questions that will provide information on which the conversation may be
built and which may introduce a subject of interest to both. Examples:
“Where are you from?”

“What kind of music do you like?”
“Which societies are you thinking of joining?”
 Look at the person when speaking. Make sure you have eye contact, but don’t stare!
Remember, too, that different cultures have different ideas about eye contact.
 Avoid doing other things when having a conversation, i.e. sending and receiving texts, or
checking your email.
 Show that you are listening by following a comment with a further question or comment related
to what the person has said, e.g. “So you went on holidays after your leaving cert. Where did
you go?”
 Avoid asking one question after another, without

having any input yourself. Instead, try to develop a
‘sharing’ relationship.
 Smile occasionally, and avoid laughing or giggling

throughout conversation.
 Use questions and tone of voice that show you are

genuinely interested in what the person is saying to
you.
 Avoid asking questions that can be answered only

with ‘yes’ or ‘no’, e.g. ‘Do you like this’, etc.
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International Students
If you have international students in your group there are a few things that are really important to
think about and to discuss:
● Students from abroad will need additional help adjusting to the culture and the language as
well as making friends and finding their feet in their course – please offer them extra support
whenever you can. Don’t forget the New 2 Dublin meet-up group; encourage them to join
www.facebook.com/groups/New2Dublin/ so that they can keep informed of any upcoming
events.
● Some students will not be drinkers, and might be very cautious around alcohol. A common
misconception with some international students is that you’re expected to drink alcohol if you
go to a pub. Try to organise non-alcohol related events, and think about having a soft drink with
non-drinkers every now and then.
● In some cultures learning by rote is normal, and questioning a text book or a teacher is
considered highly disrespectful. Students may need to be told that it’s important to engage
with lecturers and to ask questions. They may also need extra help around critical thinking. Let
them know that they’re not expected to copy chunks of text without questioning the author or
the methodology – in fact this can be considered plagiarism, and lands a lot of international
students in great difficulty. Remember – in many languages there is no word for or concept of
plagiarism! Check http://tcd-ie.libguides.com/plagiarism for more information.
● Some students have been sponsored by their home country to attend Trinity, or have been
given support through a large contribution from their immediate family or their local
community. There may be a great deal of pressure on them to do well, and they may decide
not to socialise in order to have more study time. Respect this, but try and encourage a healthy
balance wherever possible.
● The TCD Global Room is a space designed to link Trinity to the world. Staff and students can
also relax and learn about different customs. They host a number of events throughout the
year including celebrations for a range of national holidays, film screenings, international dance,
music and art showcases, along with seminars and talks. It is staffed by a team of Student
Ambassadors. Remember to encourage international students to drop-in if they have queries
about settling in Ireland/ Trinity, and go along yourself if you have any questions or just want to
learn more about other cultures.
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Mature Students
If you have mature students in your group please think about the following and develop a
conversation with them about some of the issues below:
 Some mature students feel there is a large distance between themselves and the UG
students who have come straight from secondary education. There are differences, but the
gap isn’t always as wide as people think. Try to encourage a good mixture of interaction
with other mature students and interaction with school leavers – it’s surprising the range of
friendships that can be made!
 Mature students may have more home pressures than school leavers – they are more likely
to be working part-time, to have a family to support, a mortgage etc. Find out from them
what their concerns are, and remember the different support services around Trinity that
are available for everyone.
 While most students struggle with the transition to 3rd level education, the transition is
different for mature students. They may not have studied in an academic environment for a
long time, and may feel very daunted by the prospect. There are also certain subjects,
maths and statistics especially, that they might not have practised in detail for a long time.
Remember the Maths Help Room and the Mature Student Officer are available, as are
Student Learning Development.
 Mature students are technically any student starting university over the age of 23. Those
who are 23 or closer to this age may feel different to school leavers but may also find they
don’t fit in with the older students either.
 Sometimes mature students are closer to staff than other students in terms of age and
experience. This can lead to friction for all kinds of reasons, with other classmates as much
as with teaching staff.
Mature students should be offered guidance from the Mature Students’ Office, but sometimes
people fall through the cracks. Check to make sure they’re being supported, and encourage them
to drop-in if they feel like they may be missing out.
Remember that mature students also have a Mature Mentor Panel – ask in the S2S Office if you
need more information!
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Some Icebreaking Games
These are just a few examples of the sorts of games you can use to
get your mentees interacting with and getting to know each other.
Many more can be found at
http://wilderdom.com/games/Icebreakers.html and other websites.
Of course, you are welcome to make you own if you want to!
Toilet Roll Fact Game

Pass or toss a toilet roll to one of the group members. Ask the
person to tear off as many sheets as they want and then pass
or toss the roll to another member of the group to do the
same, and then on to another member to include the whole
group. (Tossing the roll at random is more fun as it increases
fun and expectation). Do not explain the purpose yet. Some
will take two or three sheets, some will take more.
This, and the interpretations made, will generate a lot of
amusement and comment. Be sure to have a spare roll on
hand, and obviously if splitting the group into teams ensure
sufficient supplies for each team. You then reveal the purpose: each individual must give one fact
about themselves for each piece of toilet roll they have. Those with the most modest requirements
will therefore need to say least; those tearing off a couple of dozen sheets will be under a little
more pressure...
Ringtone Personality
When introducing themselves in turn to the group, participants
must demonstrate their mobile phone ring tones, and (here's the
important bit) must explain the reason for their choice of ring tone
(or lack of interest in a 'personal' ring tone), and offer some
comment as to what this might suggest about their personality and
style.
Guess Who?
Get everyone to write on a post-it note something about themselves that nobody else in the group
would know. People then have to guess who the answer may apply to.
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Either Or
Get the group to stand in the middle of a large space. Then ask an either-or question and request
the group to split up according to how they would answer the question. For example, you could ask
them whether they prefer a sweet or savoury treat and then request that the people who have a
'sweet tooth' to go to one end of the room – and the people who have a 'savoury tooth' to go to the
opposite end of the room. Ask another either-or question, but this time ask the people to
congregate at the sides of the room so that everyone has to change position. Choose a set of either-
or questions that are relevant to the event and let the exercise continue until you feel that the
participants are starting to get to know each other.
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Campus Tour Ideas
(Favourites are in bold)
● Academic Registry.
● Global room (all tours to go here!).
● Labs, lecture theatres etc.
● Course Office.
● Toilets and 24 hour toilets.
● House 6 (SU, Travel Cards, Book Shop etc.).
● Dining Hall.
● The Buttery.
● Health Centre.
● Computer Rooms – mac lab, Arts Building and the GMB.
● Student Counselling Service.
● The Chapel.
● The Atrium.
● Different entrance and exit gates.
● ATMs and Bank of Ireland on campus.
● Careers Office.
● GMB – Snooker room and computer room, ‘’Tea and Toast Fridays’’ with the Phil.
● Seomra na Gaeilge (lovely facility above the Atrium/Buttery for anyone wanting to speak Irish or
meet Irish speakers!).
● Chaplaincy – free lunch on Tuesdays.
● IT Services – for all your computer needs.
● Maths Help Room and the Programming Support Centre.
● Players Theatre.
● Sports Pitches.
● Bike stands.
● Science Gallery.
● Museum Building.
● Goldsmith Hall, JCR.
● Instrument practice rooms, Jazz and Trad Soc room.
● Biomedical Sciences Building.
● PAV.
● 24 hour reading room.
● Senior Tutor’s Office.
● Arts Building, [lockers, security desk, lost and found, cloakroom, cafe, swipe access].
● Major Streets around Trinity, where to catch the bus, DART, LUAS.
● TAP Office.
● D’Olier Street.
● Where to find Society Rooms- House 6, The Atrium, and Goldsmith Hall.
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Library Tours
 The aim of the library tour is to provide students with a brief but comprehensive overview of library
services and spaces.
 Please be welcoming to your tour group, and reiterate throughout the tour that library staff are here to
assist students throughout their course of study in Trinity.
 Students should be reassured that if they do not remember everything from the tour, library staff will be
happy to assist on their next visit to the Library. You can also arrange a follow-up meeting with them to
go over things in more detail.
 Alert students to the Library HITS programme and ask them to use the Library website to find contact
details about their Subject Librarian, i.e. the librarian responsible for their subject areas.
 Advise that the tour will take approximately 15 minutes and that during the tour you will highlight some
key services to help get them started with using the Library.
JF LIBRARY TOURS 2018

BLU GUIDELINES FOR S2S MENTORS
Thank you, S2S Mentors, for your assistance and for being our Ambassadors for this
week. The tour should take about 15 minutes, beginning in the Lecky Library and
finishing in the Berkeley Library. Keep all entry and exit points clear. Mention the
S2S Library Video available on the Trinity in Twelve Weeks website.
LECKY LIBRARY
Bring your group into the entrance foyer of the Lecky Library where a member of Library staff will
be on hand to welcome you and your students. You will be given a Library handout to distribute.
The Lecky is part of the Berkeley, Lecky and Ussher Library Complex – three libraries
interconnected. Their ID Card or the Trinity ID App is needed at all times to gain admission to the
Library. Phones on silent please. Library regulations are on our website.
BERKELEY LIBRARY BASEMENT

Proceed down the stairs and along the red carpet to the Orientation Space. From here, point out
the Berkeley Library Basement which houses our Group Study Rooms (bookable via the Library
website), our Training Rooms, a self-service laptop loans unit, Datapac Services
(photocopying/printing/scanning), and PCs. Mention that the Library catalogue (Stella Search) is on
our website and can be searched on these PCs or from their own device. The catalogue will tell you
where a book is, be that in one of the libraries or in storage. The Library has over 6.5 million books
so the majority of titles are in stacks (storage), either on or off campus (for example Santry Stacks).
These items can be found and requested via Stella Search. The Library will e-mail them when their
item is delivered and ready for collection.
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ORIENTATION SPACE
Show the FastLane Self-Service machine in this area and mention others located in the Lecky and
on the 1st Floor of the Berkeley. Use FastLane to borrow and return books (except items from the
Counter Reserve/Short Loan Collection) without having to queue at the counter. There are training
videos about FastLane playing next to this machine and on the Library’s New Student webpage.
Beside the FastLane machines you will see a TCard Library Fines Payment Station, which allows you
to pay fines using your TCard.
In the middle of the Orientation Space, you will also notice a FundShuffle device for putting money
on your Datapac account for printing, scanning and photocopying. FundShuffle works by making it
possible to “shuffle” money from your TCard account over to your Datapac account. It can also be
used to top-up your TCard account with a debit or credit card.
Point out the door leading into the Assistive Technology Information Centre (ATIC). This service is
for students registered with the Disability Service and offers assistive technology to make
information available in a range of accessible formats.
Mention Kinsella Hall. During term the seated areas of the 1st, 2nd and 3rd floors of the Ussher can
be used 24/7 for study. Swipe card access is from the outside of the building via the Ussher Podium.
USSHER LIBRARY/LECKY LIBRARY
From the Orientation Space bring your group to their relevant book section. If the students are
doing more than one subject, just choose one. The same borrowing rules apply across all the
collections in the BLU so if it’s too far to walk to a particular section or you are running short of
time, go for somewhere close by such as the Ussher (1st floor) or Lecky (lower level).
You can borrow and take home any book with a LEN prefix. All other books, whether on the Library
shelves or in storage, can only be used in the Library. Up to 10 books can be borrowed and they can
be renewed a number of times as long as nobody else is looking for them, and your fines don’t
exceed €15. All books are free to be picked from the shelf and to browse in the Library. Books that
are not being borrowed should be returned to a trolley where they will be re-shelved by Library
staff. There is a video on the Library website and on the Library’s New Student webpage explaining
how to find a book on the shelf.
IVEAGH HALL
Bring your group upstairs to Iveagh Hall which is the name of this floor. Point out the Service
Counter:
Counter Reserve/Short Loan Collection (high demand material for use in the Library only, issued on
their card for up to 5 hours).
Other services available at the Counter: borrowing and returning books, collecting and returning
items from storage, asking staff for assistance.
The Duty Librarian can help with more detailed queries such as finding the best resources for their
assignment.
22
EXIT
Exit via the Berkeley Library. More information on Library website. Keep in touch via Twitter and
Facebook. Remind students to make contact with their Subject Librarian. Emphasize that they are
encouraged to always ask for help if they need it - we want them to feel comfortable and welcome
at all times.
JF LIBRARY TOURS 2018

HAMILTON GUIDELINES FOR S2S MENTORS
Thank you, S2S Mentors, for your assistance and for being our Ambassadors for this
week. The tour should take about 15 minutes. Keep all entry and exit points clear!
Mention the S2S Library Video available on the Trinity in Twelve Weeks website.
HAMILTON LIBRARY ENTRANCE
Bring your group to the Welcome Desk at the entrance to the Hamilton Library where Library staff
will welcome you and your fellow students. You will be given a Library handout to distribute.
Explain their ID Card or the Trinity ID App is needed at all times to gain admission. Phones on silent
please. Library regulations are on our website.
HAMILTON SERVICE COUNTER
Counter Reserve/Short Loan Collection (high demand material for use in the Library only, issued on
their card for up to 5 hours).
Other services available at the Counter: borrowing and returning books, collecting and returning
items from storage, asking staff for assistance.
The Duty Librarian can help with more detailed queries such as finding the best resources for their
assignment.
GROUP STUDY ROOM, AND STELLA SEARCH
Point out the Group Study Room (bookable via the Library website), and PCs. Mention that the
Library catalogue (Stella Search) is on our website and can be searched on these PCs or from their
own device. The catalogue will tell you where a book is, be that in one of the libraries or in storage.
The Library has over 6.5 million volumes so the majority of titles are in stacks (storage), either on or
off campus (for example Santry Stacks). These items can be found and requested via Stella Search.
The Library will e-mail them when their item is delivered and ready for collection.
23
FASTLANE AND TCARD
Show the FastLane Self-Service machine in this area. Use FastLane to borrow and return books
(except items from Short Loan) without having to queue at the counter. There is a training video
about FastLane on the Library’s New Student webpage.
Beside the FastLane machines you will see a TCard Library Fines Payment Station, which allows you
to pay fines using your TCard.
S-LEN COLLECTION
Bring students to the S-LEN collection (on the left-hand side of the FastLane area).
You can borrow and take home any book with an S-LEN prefix. All other books, whether on the
Library shelves or in storage, can only be used in the Library. Up to 10 books can be borrowed and
they can be renewed a number of times as long as nobody else is looking for them, and your fines
don’t exceed €15. All books are free to be picked from the shelf and to browse in the Library. Books
that are not being borrowed should be returned to a trolley where they will be re-shelved by
Library staff. There is a video on the Library website and on the Library’s New Student webpage
explaining how to find a book on the shelf.
ATIC AND DATAPAC
Point out the door leading into the Assistive Technology Information Centre (ATIC). This service is
for students registered with the Disability Service and offers assistive technology to make
information available in a range of accessible formats.
Beside ATIC is one of the rooms with Datapac services (photocopying/printing/scanning). There is
also a FundShuffle device in here for putting money on your Datapac account for printing, scanning
and photocopying. FundShuffle works by making it possible to “shuffle” money from your TCard
account over to your Datapac account. It can also be used to top-up your TCard account with a
debit or credit card.
JOURNALS
The journals are on the right-hand side of the FastLane area.
Journals (also known as magazines or periodicals) are important for keeping up to date with the
latest research. The journals are shelved alphabetically by title. The Library also has a vast collection
of electronic journals with access via the Library website.
UPPER LEVEL, HAMILTON LIBRARY
Take the stairs to the Upper Level.
This is where they will find the books for consultation in the Library only, including the Reference
Area (dictionaries, encyclopaedias etc.) Further seating and Datapac facilities also available.
24
EXIT
Please guide your mentees back downstairs to the Hamilton Library exit. More information on
Library website. Keep in touch via Twitter and Facebook. Remind students to make contact with
their Subject Librarian. Emphasize that they are encouraged to always ask for help if they need it -
we want them to feel comfortable and welcome at all times.
General Library Tour Pointers
Go in when you’re ready, but make sure to report to the relevant desk.
Pay attention to requested entrance and exit points.
Keep groups away from doorways etc.
Show them the toilets.
Practical demos are invaluable.
Reiterate that library staff are there to help.
You might also find it useful to send your group links to the Library “How To” videos available at
http://www.tcd.ie/library/support/shelfmarks.php
There’s also a REALLY USEFUL video guide to printing and photocopying at

https://www.tcd.ie/itservices/students/printing.php
Library opening hours vary depending on the time of year and resources available. Up-to-date hours
including weekend openings during exam periods can be checked at: http://www.tcd.ie/Library/opening-
hours/
25
Sports Centre Tours
Sports Centre tours are likely to be led by the staff in the Sports Centre, but it’s wise to go with your
group to make sure they all stay together! In saying that Sport would appreciate any help form S2S
mentors. The tour will include the following information:
1. How to activate new student card at reception during off-peak times, demo of how to scan card if
possible (like a bar code at a checkout)!
2. Student membership gives free access to gym, pool, changing facilities, and steam room/sauna.
3. FREE child membership for any Trinity College students’ children under 16. These need to be
logged with the Sports Centre and added to your account.
4. Receive preferential rates on classes, courses, bookings and services (e.g. Physio and massage).
Check website https://www.tcd.ie/Sport/holistic-therapies/ for information.
5. The pool changing village is for swimmers use only, with first floor change used for all dry activity.
6. Climbing wall procedures and learning to climb (encourage joining the club).
7. How to book classes/courses/bookings of halls etc. phone can be used but payment must be
made then by card. We will have online booking by September and this will be explained too.
8. How to join clubs.
Opening hours: Mon - Fri : 7am - 10.30pm, Saturday : 9am – 6pm, Sunday ; 9am – 6pm
*All activities cease ½ hr before closing.
Tours will be restricted to the first floor as groups are too large to tour the whole building all
together:
Ground Floor
 Introduction to tour guild and access process mentioned.
 Indicate where to pool is and timetable – explanation that steam & sauna rooms and pool
changing rooms are all downstairs as well. Draw attention to club’s time in the pool.
 Indicate where the main gym is: stretching zone, free weights area and cardio/resistance
equipment
 Show spin studio.
1st Floor - Ancillary Hall

 Brief information given as people enter over a mic by the tour guide
 General information table
 Social and participation sport information table (this is important information for those who
would like to play sport casually or are looking for an entry route to clubs so please
encourage questions at this info stand)
 Online booking information – this is new and really useful!
 Clubs information (general, not each sport, please encourage or lead questions at this info
stand, like “can beginners join clubs?”, “where can I get more information?” etc.)
 Card activation points set up for student cards
Tours exit the room via the same floor and leave the building under the science gallery arch.
There will be a virtual tour on line which will show the entire building.
26
Group Meetings
You will be arranging to meet with your Mentor group 5 times in the course of the term. By the end
of these meetings the first year/visiting students will hopefully have made friends and social
connections, and have a group of people that they can rely on for anything they need. We also hope
that they (and you) will have enjoyed the experience!
These meetings are really about social interaction, but they can also be an opportunity to check in
with your group on how they are getting on in Trinity.
The second meeting you have with your Mentor group should have at least a slightly formal
structure, in which you ask them about any concerns they have and how they are getting on in
Trinity. This can either take place before a social engagement or during it if you decide to go for a
bite to eat etc.
Be aware of any particularly shy members of your mentee group at this meeting. Please do your
utmost to include these students, but at the same time not in an obvious way that might embarrass
them. Just ask them a question or two to make sure that they are included.
It’s important that your Mentor group develops a trust in you; otherwise the likelihood of them
turning to you for support is minimal. There’s no one technique which creates trust on its own. The
experience should be fun but be respectful and responsible as well.
Not everyone will want to take part in the Mentoring programme, but your role is simply to provide
your group with an opportunity for interaction – anything else is their choice.
As the term progresses these

group meetings can become less
formalised and more about
having a bit of craic together.
There are many forms these get-
togethers could take. See Things
for Mentor Groups to Do for
some examples.
Don’t forget to arrange the next

meeting with your group during
the meet-up – they will be much
more likely to engage!
27
Individual Meetings and Emails
During the term you will be expected to be available to meet with your mentees on a 1:1 basis as
requested by them. PLEASE NOTE: This only applies to students aged 18 and over. If you have a
mentee who is not yet 18 please let them know that they can talk to a Peer Supporter 1:1 instead.
1:1 meetings should be no more than one hour long and can be anything from social support over a
cup of tea, to a chat about any difficulties that the mentee might be having (tea optional!).
You should also email your group once a week to check in. This email is just a basic, ‘Hi, how is
everything going for you? Is there anything that I can help you with?’ Students in difficulty often
don’t seek out help, but avail of it if it’s brought to them.
Your first email will inevitably include information on the library, networking, printing/photocopying
and other basics. Use the FAQ section in this handbook and the YouTube links provided in the
Library section to plan the email over the summer – if you have a draft ready to go you’ll be very
glad of it after your first meet-up!
The mentees may or not respond but at least they know that you are there if they need you. All
mentees will need different levels of contact – understand and be okay with this. But remember
that there is a difference between disrespecting someone’s right to privacy and contacting them
because you’re genuinely concerned.
Any time you make contact with or are contacted by any of your mentees, please log it in your
Google Calendar (emails are logged at 30 minutes each). Please also make sure that you CC your
Head Mentors on all general emails, and that your group are in the BCC (this protects their private
information and means they don’t get spammed with emails if people use “reply all”)!
If you are emailing a mentee about a personal query, don’t CC or BCC anyone else. You can still
log the email on your calendar though!
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Things to Consider when Sending Emails
1. Write emails TO your Mentor buddy, CC your Head Mentors and BCC your group
members.
2. Give the email an interesting title if you can – make them want to read it.
3. Keep it short wherever possible and bullet point contents at the beginning of the mail
if it goes past 1 page.
4. Consider using Google Calendar to send an invitation when you’re arranging a group
meeting; it saves you dealing with all the RSVPs and your event is already logged!
5. INVITE YOUR HEAD MENTOR TO ALL EVENTS – they need to know what’s happening
and can make sure Mentor events don’t clash with society events or other plans!
6. Don’t expect a response, but remember that over 90% read their emails last year, so
KEEP SENDING THEM!!
7. If you’re feeling adventurous the following guidelines tell you how to personalise your
emails to your groups (so that emails are individually addressed without you having to
send them individually!).
8. Consider adding some fun memes, YouTube videos, recipes, etc.. 
Stuck for what to write to your first years?

The Transition to Trinity Officer, Eimear Rouine, will be sending you information to include in
your weekly emails. Each week of the semester is themed around topics that will help
students make the transition to College. The Transition Officer will send you links to
information about College supports and services, as well as events on around College and
ideas for activities you could do with your groups that will tie in with each theme. The
themed weeks are listed below.
Week 1: 3rd September Basics

Week 2: 10th September Your Trinity Toolkit
Week 3: 17th September Getting Involved – Making the Most of College
Week 4: 24th September Study Skills
Week 5: 1st October Healthy Body
Week 6: 8th October Halfway Point Check-in
Week 7: 15th October Healthy Mind
Week 8: 22nd October Healthy Relationships
Week 9: 29th October Managing Your Money
Week 10: 5th November Looking Ahead
Week 11: 12th November Exam Skills
Week 12: 19th November End of Semester Summary
You can contact the Transition Officer at [email protected]
29
Mail Merge in Gmail
Taken from Digital Inspiration (https://www.labnol.org/internet/personalized-mail-merge-in-

gmail/20981/)
Mail Merge for Gmail lets you send personalized messages to one or more email recipients with
little effort. You can write a draft email in Gmail, specify the list of email recipients in a Google
Spreadsheet and the Mail Merge program will send customized emails to all these addresses in one
go.
Mail Merge includes several features. You can insert different (unique) file attachments from
Google Drive for each recipient, the emails can be written in plain text or formatted in rich-text
HTML and the email opens can be tracked so you’ll know if an email has been read. You can also
schedule merge and send your emails later at your preferred date and hour.
Watch this Mail Merge video tutorial to learn more.
To get started, install the Mail Merge add-on in your own Google Account.
 Install Mail Merge in your Google Account
After the add-on is installed, follow these steps to get started:
1. Go to the Google Spreadsheet, click the Add-ons menu and you’ll see a new menu called
Mail merge with Attachments
2. Click the Create Merge Template menu to clone the blank mail merge template in
your Google Spreadsheet. It contains the mandatory columns – like First Name, Email
Address, etc. – but you can add more columns.
3. Go to the Import Google Contacts menu to fetch any existing contact groups from Google
Contacts into Mail Merge. This saves time but you can also write the first name, email
addresses and other details of the recipients manually in the Mail Merge sheet.
4. If you wish to add unique attachments for your recipients, you can add them in the File
Attachments column. Go to Google Drive, right-click a file and choose Get Link to copy the
URL of that file that can paste into the sheet. You can include multiples files too but
remember to separate the file URLs by comma.
5. When you run mail merge, it will send all the mails immediately. However, you also have an
option to schedule emails and the program will automatically send them later. To schedule
an email, go to the Scheduled Date column and insert the date and time when you wish to
schedule that particular email. Use the dd/mm/yyyy hh:mm format.
Create the Mail Merge Template

Go to your Gmail account and create a draft message. You can include one or more variable fields in
the email message using the {{field name}} notation and these will be replaced with the actual
values from the sheet when the emails are sent. Let me explain.
Say you want to send an email to a group where the content of the message body is mostly similar
except a few fields like salutation, first name and city that will be unique for each message. What
you need to do is add columns in the sheet for each of these variable fields. And in your Gmail Draft,
you can refer to these variable fields as {{First Name}}, {{City}} and so on.
30
You can include file attachments in the draft message and they’ll be sent with every email. You can
also include inline images, animated GIFs, and make your message stand out with rich-text
formatting.
Now that our template is ready, switch to the Mail Merge sheet and choose Run Mail Merge to start
sending emails. Choose the Gmail draft that you created in the previous step and hit the Run
button. The add-on will instantly send emails to addresses where the Scheduled Date column is
blank while others would be put in the queue and will be sent automatically at your preferred date
and hour.
Install Mail Merge

While mail merge with Gmail is easy, you should always test your merge before sending the email
blast to a large group. Just have a single data row in the spreadsheet and put your own email
addresses in the Email Address column. Run Merge as before and see your Gmail Sent Items folder
to make sure that your outgoing emails are as expected.
Please refer to the Mail Merge Documentation for answers to common questions.
31
Creating a Facebook Group
Because not everyone checks their email as often as they should, it’s often worth setting up a
Facebook Group for your mentees. Not everyone uses Facebook, though so make sure you keep
sending the emails too!
Do not create WhatsAp Groups, or any other communication circle that involves giving people
access to your mobile number and/or each other’s mobile numbers.
To create a group log in to your Facebook account and follow these instructions:
1. From your home page, go to the Groups section on the left side menu and click More.
2. Click Create Group. A window will appear, where you'll be able to add a group name, add
members, and select the privacy settings for your group.
3. Click Create when you're done.
Once the group is created, you'll be taken to the group. To get started, click at the top right of the
group and select Edit Group Settings. From here you can add a group description, tags, set a group
email address, add a group picture and manage members.
What are the privacy options for groups?
There are three privacy options for groups: Open, Closed and Secret. The table below shows who
can join these groups and what people can see about them. For S2S group purposes we
recommend using closed.
Open Closed Secret

Anyone can join or be Anyone can ask to join or Anyone, but they have to
Who can join? added or invited by a be added or invited by a be added or invited by a
member member member
Current and former

Who can see the group's name? Anyone Anyone
members
Who can see who's in the group? Anyone Anyone Only members
Who can see the group Current and former

Anyone Anyone
description? members
Current and former

Who can see the group tags? Anyone Anyone
members
Who can see what members post

Anyone Only members Only members
in the group?
Who can find the group in search? Anyone Anyone Only members
Who can see stories about the

group on Facebook (like in News Anyone Anyone Only members
Feed and search)?
32
Too Many Emails?
It can be hard to spot Head Mentor and Mentee emails if you’re being inundated by course
information, Trinity information and all the other multitudes of emails that students can be
bombarded with. Gmail has an option to create folders and to filter mail directly to each one
so that your inbox doesn’t cram up so quickly.
BEWARE: This system isn’t flawless so it’s important to check regularly that mail is going to the
right folder. Also, if you create a folder for important messages (such as emails from your
Head Mentor) don’t forget about it just because it’s not immediately visible in your email
account!
To create a filter
1. Open Gmail.
2. Click the down arrow in your search box. A window that allows you to specify your
search criteria will appear.
3. Enter your search criteria. If you want to check that your search worked correctly, click
the search button.
4. Click Create filter with this search at the bottom of the search window. If you need to
verify the search results, you can click the x to collapse the filter options. Clicking the
down arrow again will bring the window back with the same search criteria you
entered.
5. Choose the action(s) you want the filter to take.
To keep organized, many people like to have incoming messages automatically labeled
and removed from their inbox until they can look at them later at a more convenient
time. If you want to do this, make sure to select Skip the Inbox (Archive it) and Apply
the label: when you create your filter.
6. Click the Create filter button.
Please note: When you create a filter to forward messages, only new messages will be
affected. Any existing messages that the filter applies to will not be forwarded.
To use a particular message to create a filter
1. Open Gmail.
2. Select the message in your message list.
3. Click the More button, then Filter messages like these.
4. Enter your filter criteria in the appropriate field(s).
33
To edit or delete existing filters
1. Open Gmail.
2. Click the gear in the top right.
3. Select Settings.
4. Click the Filters tab.
5. Find the filter you'd like to change and click edit or delete to remove the filter.
6. If you're editing the filter, enter the updated criteria for the filter in the appropriate
fields, and click Continue.
7. Update any actions and click the Update filter button.
You can create an unlimited number of filters, but only 20 filters can forward to other
addresses. You can maximize your filtered forwarding by combining filters that send to the
same address.
To export or import filters
If you're a filter pro and have a great filter system that you want to use in another account or
share with a friend, you can export and import filters.
1. Open Gmail.
2. Click the gear in the top right.
3. Select Settings.
4. Click the Filters tab.
To export a filter, check the box next to the filter, and click the Export button at the bottom of
the page. This will give you a .xml file, which you can edit in a text editor if you'd like.
To import a filter, click the Import filters link at the bottom of the page. Choose the file with
the filter you'd like to import and click the Open file button. Click the Create filters to finish
importing the filter.
34
Boundaries for 1:1 Meetings
While you are there for your mentees, placing restrictions on how, where and when this
happens will ensure you don’t get overwhelmed by your work as a Mentor. After all, you’ve
got a degree to be working on too! Remember the boundaries we covered during training, and
don’t forget these key ones:
 Only use your TCD email address to contact your group – don’t give them your phone number
or other personal details that would mean they could contact you and/or expect a response
immediately.
 Be clear about your role – you’re a Mentor, not a personal assistant.
 Ensure you are clear about when you are available to your mentees for 1:1 – NOT AFTER 4pm,
NEVER at weekends.
 REFER ANYONE UNDER 18 TO PEER SUPPORT (MENTORS ARE NOT GARDA VETTED UNDER
S2S).
 Meet your mentees in public places – on campus, in coffee shops, etc.
 Don’t take their issues home with you; debrief with your buddy or with a Head Mentor,
Committee Member or S2S staff member.
 Respect your mentees’ right to privacy – don’t discuss anything they tell you with people who
it doesn’t concern. Anything they tell you is confidential to the S2S service.
 If, however, they disclose information to you which highlights that they are a
significant/immediate risk to themselves or others, or that anyone under 18 is at risk, go
straight to SCS & arrange a meeting with the S2S Co-ordinator or the duty counsellor to
discuss it.
 Remember that anything you say about your volunteer role publicly will almost inevitably be
overheard by a member of a mentee group.
 Don’t take on too much – refer if you think it’s necessary.
 While friendships and relationships may develop between you and your mentees, remember
there is a slight power differential between you and your mentees – ensure that this is not
misused in any way.
Volunteers who do not respect and adhere to these boundaries could be putting themselves
and/or other people at risk, and may be subject to S2S Disciplinary Procedures as a result.
35
Providing Information
One of the easiest parts of your role as Mentor is providing first years with useful information,
whether it be about where the best place to get lunch is or what Trinity support services are
available to students. Check out the FAQs for useful pointers.
Most importantly, remember the value of saying “I don’t know”! No one is expecting you to
be an expert in everything. If someone is looking for information and you’re unsure of what to
tell them, let them know that you’ll find out, ask an S2S staff member or someone you feel
would be more equipped to answer and then get back to the person who asked. Don’t make
things up or give information you’re not sure of – that’s when it gets harder for people to trust
you!
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Emotional Support
Some of your mentees may require a bit more emotional support than others. They may be
struggling with social difficulties, adjustment to Trinity, to Dublin or to Ireland and stress with
keeping up with academic work. In some cases you will need to refer them on to someone
more qualified (we’ll get to that later). However, most of these students will only need to talk
things through and get reassurance that what they are experiencing is normal. In order to do
this it is useful to be aware of the behaviours and qualities that are effective in helping others.
Think about the people you would approach when looking for support and answer these
questions:
1. What was it about these people that made you choose them?
2. What specific aspects of their personality or behaviour did you find helpful?
3. What did they say or do which may have helped you to relax and encourage you to confide
in them?
Research participants have described their confidants as:
• Open
• Honest
• Friendly
• Sincere
• Kind
• Warm
• Patient
• Approachable
• Interested
• A good listener
When asked what specific aspects of their personality or behaviour they found helpful,
responses included:
• They are open to me and my views

• They listen to what I have to say
• They give me their undivided attention
• They are interested in me and what I have to say
• They treat me seriously
• They respect me
• I know I can trust them (confidential manner)
When asked what they said or did which helped people to relax and encouraged them to open
up, responses included:
• Reassure me that it is not unusual to find some decisions difficult

• Ask me questions that help me clarify the issues
• Listen to me in a focused manner
• Don’t tell me what to do
• Don't interrupt me
• Give me lots of reassurance
• Let me make my own decisions
37
Observe your behaviour with others over the next week and note any useful attributes and
behaviours as you practice your skills.
38
Active Listening
One of the most important skills you may use as a Mentor is active listening. Listening is
naturally a passive process, turning it into an active one takes a lot of effort & energy, but it’s
well worth it. Both your mentees and you will find the mentoring relationship a lot easier if
you remember the following checklist & listen actively.
 Stop Talking.
You can’t listen while you’re talking.
 Don’t Give Up Too Soon.
Don’t interrupt – give them time to say what they have to say.
 Concentrate on What They Are Saying.
Focus on their words, ideas & feelings.
 Look at Them.
Body Language is as important as the words they use.
 Smile & Make Appropriate Noises.
However, don’t go over the top!
 Leave Your Emotions at the Door.
Any fears, problems or worries playing on your mind can interfere.
 Get Rid of Distractions.
No phones, iPads, smart watches… anything that could draw your attention.
 Share Responsibility for Communication.
Speaking is only half of communication – if you don’t understand them, ask!
 React to the Ideas Put Forward, Not the Individual.
Even if you don’t like the person, their ideas may be good, and vice versa.
 Listen to How They Say Things.
Attitudes & reactions are as important as what is said.
 Listen for Their Personality.
How & what they say can give you an insight into what makes them tick.
 Allow Space & Time for Thinking.
Silence is Golden. Also, if you have a time limit, make that clear in the
beginning.
 Avoid Jumping to Conclusions and Making Assumptions.
They may not mean the same thing you would when they say a particular word
or phrase.
 Don’t Make Hasty Judgements.
Wait until you know all the facts before making any decisions.
 Resist the Feeling That You Must Solve the Problem.
You’re there to listen. If you focus on finding answers, you’re not listening
properly.
 Reflect, Paraphrase, Summarize.
This will ensure you don’t miss anything that the mentee is saying, and give
them the chance to correct how you interpret them.
39
Reflecting, Paraphrasing, and Summarising
As mentioned previously, listening is crucial to any S2S Mentor interaction. This chapter is
dedicated to introducing further communication skills – to reflect, paraphrase, and summarise.
These skills are not just applicable to mentoring; you are probably using most of them already
without even realising it.
Mastering these skills will be useful in a variety of settings (workplace, personal relationships,
politics, etc.) and probably throughout your lifetime.
REFLECTING
Reflecting is a very important tool used to mirror the meaning and
feelings of what someone has said (Gilliland & James, 1993,
Moursund, 1990). Usually it just involves repeating the last few
words of what was heard. This communicates that you have heard
and are absorbing what is being said.
Example
A peer is very anxious about doing an oral presentation in front of
everyone in the class. She says to you, “I won’t be able to do it. I’ll
just get up there and freeze!”
Possible reflection
Reflection: To mirror a word or
“You’ll freeze?”
statement
PARAPHRASING
Paraphrasing is the skill of restating what someone else has just said (Gilliland & James, 1993,
Moursund, 1990). The listener repeats the message in their own words, perhaps using a
concrete illustration, example or metaphor to convey more vividly what they understand has
been said.
Paraphrasing combines thoughts, feelings, and/or actions to provide a clearer picture for both
people involved in a conversation. Paraphrasing also allows a speaker to re-hear a statement
and thus verify that the listener did, in fact, listen to them. These comments therefore provide
ongoing feedback during a conversation, a constant re-tuning of the communication channel.
Finally, paraphrasing does more than simply mirror back what another person has said – it
invites the person to explore further or to understand better whatever is being discussed.
Example
A student describes a heated argument between himself and his father over the father’s
refusal to lend him money. As he talks of his anger, his eyes fill with tears.
Possible paraphrase
“Am I right in thinking that you are cross with your father for not giving you the loan, and at
the same time you are feeling upset?”
This paraphrase takes into account the content (father would not lend money), the verbalised
feelings (anger), and the nonverbal behaviour (tears).
In order for paraphrasing to be most effective, it must be accurate. Nevertheless, you should
attempt to paraphrase what another person is saying; even if you are not sure you are right. It
40
is important to invite the other person to confirm or reject a paraphrase, as it will give you the
opportunity to correct any errors of perception on your part.
Some possible introductory phrases for paraphrasing:

• I hear you saying that…
• If I understand correctly, you…
• It sounds like you…
NOT:
• You’re not making yourself clear.
• You haven’t expressed that very well.
Paraphrasing: To put a thought or statement
into your own words
Examples of paraphrasing
“I really can’t apply for that placement. It’s not that I cannot do it, I just can’t stand the
thought of the interview.”
Paraphrasing response: “You feel that you are capable of doing the placement, but don’t want
to apply because you’re daunted by interview?”
“I’m so confused. I just don’t know whether to transfer to that other course or carry on as I
am.”
Paraphrasing response: “So you’re saying that you’re unsure if you want to change course?”
Guidelines
• Be tentative and offer your impression of what someone else has said.
• Avoid telling, informing or defining the other person.
• Be respectful: don’t judge, dismiss or use sarcasm.
• Use your own words. Repeating verbatim (parroting) is not paraphrasing.
• Try to tune into the other person’s language. It is better to use exact words when
characterising an event or situation, e.g. “unsure” not “indecisive.”
• Listen to the depth of feeling expressed in the person’s voice and reflect accordingly in
your response.
• Do not add to what the person has said, and avoid interpretations and evaluations.
• Be genuine and don’t pretend you understand if you do not.
• Be brief and direct.
SUMMARISING
Summarising pulls together the main points of a discussion and organises them so that they
can be reviewed, confirmed or corrected (Moursund, 1990).
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Summaries can serve a variety of purposes, including to:
• Prioritise and focus scattered thoughts and feelings.
• Close the discussion of a particular theme.
• Begin a further discussion.
• Check understanding of the progress of the conversation.
• Prompt exploration of an idea more completely.
• Focus a conversation that seems to be going nowhere.
• Begin to consider ways forward.
Guidelines
• Put together the key ideas and feelings into broad statements of the student’s basic
meanings.
• Attend to the student’s various themes and emotional overtones.
• Be brief and direct.
• Do not add to what the person has said, and avoid interpretations and evaluations.
Example
In the following response, the listener summarises
what a peer has said and adds a question to help
the peer move forward (Moursund, 1990).
Can I just check that I’m getting this right? You’ve

told me of a few choices open to you. You could
try to deal with procrastination yourself, make an
appointment to meet with your tutor or enrol in a
study skills group. None of the options feel like a
perfect solution for you. What do you see as the
advantages and disadvantages of each of these
possibilities? Summarising: to bring all the pieces together
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Questions
Questions are an important part of a helping conversation. However, they need to be used
appropriately to benefit a discussion (Egan, 1994a).
General guidelines for questions
 Ask questions that serve a purpose.

 Ask questions that have substance to them - to help the person get somewhere, to gather
information that is useful for the person, to challenge the person to think about
something.
 Take questioning very slowly. Many people need to develop trust with a person in order to
feel comfortable with revealing personal information.
 Do not ask too many questions, so that a person feels “grilled”.
Some pitfalls of questioning
Leading questions
This type of question assumes that the questioner knows the answer, and puts it in the other
person’s mouth.
e.g. “That’s hard for you, isn’t it?” “When will you tell your parents?”
Why questions
‘Why’ questions can put people on the defensive as they can imply that the person should
know the answers. Such questions can sound critical, as though you are questioning their
judgement.
e.g. “Why don’t you tell your parents?” “Why do you not understand this?”
Intimate questions
Some questions are not appropriate to ask because they may not be relevant or may be too
personal. This can be a very fine line, but you should try to ask questions that are valuable for
progressing a specific conversation. Always be respectful and treat other people as you would
want to be treated. Avoid being voyeuristic by not asking inappropriate questions. Helping a
peer does not involve getting “juicy details”.
e.g. “Are you gay?” “And then what did you do in bed?”
Poorly timed questions

Such questions interrupt the flow of a person relating their story. In addition to being
inconsiderate, these questions can abruptly end a conversation.
e.g. “How long has this been going on for?” (Asked in the midst of someone divulging
that he smokes too much marijuana)
“Well, what will you do?” (Asked while someone is still relating the details of her
personal crisis)
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All questions are either closed or open questions.
Closed questions
Closed questions often begin with verbs like do, did, does, can, will, etc. and can be answered
with a ‘yes’ or ‘no’ response (Gilliand & James, 1993). If a specific piece of information is
needed, then a closed question may be used. Closed questions are also helpful to check facts
and to ask for clarification. However, closed questions lead to very little discussion as they
elicit a one-word response. An example is: “Do you like your course in Trinity?”. They often
elicit a one-word answer, only get short answers and pin people down. If used appropriately,
closed questions can be useful for:
Clarifying
Do you want to go to university?
Checking information
It seems to me that ... is this right?
Establishing facts
Do you want to study for another 3 years? Do you want to go to that university?
Getting someone to focus on a particular issue

You mentioned alcohol; is that a particular problem for you?
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Open questions
To get fuller, more meaningful responses questions need to be asked that are not dead-ends
(Gilliand & James, 1993). Open questions encourage people to explore their story. The goal is
to gain more detail and understanding so that the problem becomes clearer. When used,
open questions help a person to elaborate on specific relevant experiences, behaviours, and
feelings.
Suggestions for forming open questions
To begin discussion
Use “What” and “How”:
e.g. “How was that for you?” “What did you feel/do/like?”
“How can I help you?” “What is on your mind?”
To request description
“Tell me about…” “Explain to me…”
“In what way does…?”
To give a person an opportunity to expand on what is being said

“When you say he upsets you, what exactly does he say/do?”
“Could you say some more about that?”
To focus on feelings
“Could you describe your feelings?”
“How do you feel about that?”
To focus on plans
“What will you do…?” “How will you make it happen?”
“How will that help you to…?” “What are your choices?”
“What could you do that might change things?”
“What might be the difficulties in doing…?”
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Referral
It’s really important to us that you don’t end up having to deal with situations that we have
not trained you for, or that you’re not comfortable with for any reason. To ensure that such a
situation doesn’t arise, we’re going to go through the process of referring a student on to a
different service.
It’s important that you’re aware of what a referral is, the range of issues and situations that
call for referral, and where you can refer students
Remember:
 Making a referral is helping an individual access other sources of support

 Referral is a sign of strength so don’t be afraid to refer a student to a suitable service
 You should refer when:
o You are unable to be genuine, honest and impartial

o You are worried that the person might come to harm or get into deeper
problems
o You are concerned about your own circumstances (e.g. you have exams, had a
recent bereavement, etc.)
If in doubt as to where you can refer a student, check the list of student services or talk to an
S2S staff member.
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How to Make a Referral
Adapted from Brown (1998)
Referral means helping someone access other support (e.g. tutor, Peer Supporter, Counsellor).
You can signpost to services that students might find useful, but referring really means you’re
saying “This service is essential as well/instead. I can’t help you on my own with this one”.
Here are some useful pointers for referrals:
 You need to know what the problem is before you can refer, so do take the time to
hear someone out, even if you’re pretty sure you’re going to be passing the issue on.
 Choose your words carefully. Use phrases like:

o You might find it helpful to…
o You might like to talk with…
o Would you consider talking with…
o I think it might be useful for you to…
 Do not say:
o You need to see…
o You must talk…
unless you feel the issue is extremely urgent and pressing.
 Be honest. Tell the person why you are not the best person or why someone else
might be better help at that moment.
 You can continue to be supportive by keeping in touch and asking how things are
going, if it’s appropriate for you and you are comfortable doing so.
 Know your limitations and do not get out of your depth.
 Remember, ultimately it is another person’s problem -

not yours. Do not feel overwhelmed or guilty if you
cannot help.
 If in doubt, refer!
 If you’re not sure how serious an issue is, or if someone

needs immediate/urgent assistance it’s better to ask
and be wrong than to not ask and be right! Naming
your concerns will never put an idea in someone’s head,
but it will give them an opportunity to be honest and
direct with you.
 If someone needs immediate/urgent assistance bring

them directly to the Student Counselling Service. If they
refuse to go with you tell them that you will have to
report your concerns and go directly to the Student
Counselling Service, or, if it’s easier, stay with them and
phone SCS or the S2S Office or Ralph’s personal number
(085 7833 548).
47
If you are Contacted by the Parent/Guardian/Friend or Family Member
of a Mentee:
 Be friendly and listen to/acknowledge everything the parent has to say, especially if they
are concerned about their child, but do not provide or confirm any personal details about
the student in question, including saying or agreeing to anything that confirms they are a
student in TCD.
 Respond politely to the query; tell them you will contact the S2S Co-ordinator about their
query and that the Co-ordinator will be in contact with them as soon as possible.
 Pass on as many details of the query as you can to the S2S Co-ordinator as soon as you
can.
 If the S2S Co-ordinator is unavailable details of the enquiry should be passed to the
Student Counselling Service.
 If you have any reason to believe that a student is at immediate risk advise the parent to
contact the relevant support and/or emergency service and follow this up yourself by
contacting the S2S Co-ordinator or the Student Counselling Service.
If this occurs out of Trinity opening hours contact campus security if the student is on
campus and ask them to notify the Junior Dean. If the student is in Trinity Halls contact
halls security and/or the Warden or an Assistant Warden. Let the S2S co-ordinator know
what has happened and what has been done as soon as possible – you can contact Ralph
out of hours on 085 7833 548.
If you come across News of Reported Concern for a Student:
 If you have not been informed directly by Trinity but are told of reported harm to another
student through any form of social media or in any other manner please let the S2S co-
ordinator know what you have heard and where as soon as possible. If the S2S co-
ordinator is not available please contact the Senior Tutor’s Office directly:
[email protected]
Tel: 01 896 2551
 The Senior Tutor’s Office coordinates the Trinity Response in the event of harm to a
student and will contact the S2S office should the event relate to a group of students being
mentored. You will receive a phone call from the S2S Co-ordinator as soon as possible
after this notification, and will be given the opportunity to access any supports you would
like to avail of. The S2S coordinator will discuss with you the best way to make sure your
group members are aware of these supports as well. A group meeting /debrief can be
arranged for the Mentor group with a student counsellor.
 The peer support students can offer each other at times like this is invaluable but please
remember that Trinity has trained professional staff that students can be safely referred
to, and that you are never expected to undertake anything you are not fully trained for
and comfortable with. You will be supported through any action you do take as an S2S
volunteer to provide group and/or one-to-one support.
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Consent
Sex without consent is not sex.
Consent is an agreement between participants to engage in sexual activity. There are

many ways to give consent through words and actions. It doesn't have to be verbal,
but verbally agreeing to different sexual activities can help people respect each other's
boundaries.
Consent applies to everyone, regardless of gender identity, gender expression, or

sexual orientation and whether you’re in a relationship or have just met your
partner(s).
As a Mentor, your role when it comes to consent is to understand that from time to
time issues may arise as a result of increased awareness of consent and to help
students access appropriate support from:
 The Student Counselling Service

 The SU / GSU Welfare Officers
 The Dignity and Respect Contact Persons
 S2S Peer Supporters
If you’re concerned about a student’s immediate physical wellbeing you can also refer
them to the Health Centre.
Hearing about a non-consensual experience is a good example of how to use referral/

signposting to ensure a student is connected with someone who has the training to
support them.
Remember: as a Mentor you are NEVER expected to go outside of your comfort zone,
or beyond what we covered in training. There is also ALWAYS support there for you if
you want to talk about your own experience or something someone has relayed to
you.
49
Tips for Effective Mentoring
 Maintain regular contact

Showing your mentees you are interested in them will help build trust
 Always be honest
Trust is central to the mentoring relationship
 Don’t expect to have all the answers
Asking for help is wise, and sometimes people just need a friendly ear
 Help your mentees access resources & expand support networks
This will foster their independence & stand to them in the long run
 Be clear about your expectations & boundaries
Stick to your ground rules
 Avoid being overwhelmed by your mentees’ problems
It is easier to help someone when you are calm
 Respect confidentiality
Breaking it unnecessarily can damage your relationship irreparably
 If the relationship is difficult at first, stick at it
It can take time to make the transition from stranger to Mentor
 Look after yourself!
You can’t be an effective Mentor if you’re not taking care of you
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FAQs for your Mentor Group
Budgeting
What travel deals can I avail of?
Student LEAP cards are available from the Front Office in Mandella House (House 6). Find out
more about discounts and entitlements with your LEAP card at
http://www.studentleapcard.ie/#about
Where do I find good deals for food?

Keep an eye out for weekly SU emails, which normally include great deals for food in and
around campus. You can also collect an ENTS card from Mandella House (House 6) or from the
SU stand at the Freshers’ Week Fair. ENTS cards include a wide variety of discounts, including
great offers for eating out.
What do I do if my grant or funding hasn’t come through yet?

Try not to panic. Some people do experience delays in their funding. Try to budget carefully
and remember that you can contact the SU Welfare Officer for a temporary loan if things get a
bit tight. If there is an ongoing issue, you can also talk to your Tutor about applying for the
Student Assistance Fund.
Check out https://www.tcdsu.org/financial-assistance for more information.
What is the Student Assistance Fund and am I eligible to apply?

The Student Assistance Fund is a small emergency reserve for students in significant financial
difficulty. Not everyone is eligible for it, but if you’re finding finance is becoming a significant
stress in your life and basic budgeting skills aren’t to blame, talk to your Tutor – they may be
able to help you with an application.
What is a Welfare/Students’ Union Loan?

A Welfare Loan is a temporary cash sum up to the value of €100 that students can avail of
interest free if things get tricky. You will need to pay it back, but if you know that a cheque is
clearing or a grant is coming and you need a dig out until it arrives talk to the SU Welfare
Officer.
More information is available at https://www.tcdsu.org/financial-assistance
Campus Life
How do I find my way around?
You can find printable and interactive maps of campus at http://www.tcd.ie/Maps/ Directions
to and from Trinity are available at http://www.tcd.ie/Maps/directions.php
How do I know which gates are open when?

Don’t panic if your normal route in and out is blocked. Campus gates open and close at
different times, but there’s always a way off campus if you’re on campus, and it’s really useful
to learn where the gates are and what times to use them – shortcuts are always handy! Have
a look at http://www.tcd.ie/Maps/access-times.php
Where can I take money out?

There are two banks located on campus – one to the left of the Buttery/Dining Hall and one
round the corner from the Hamilton SU shop. Each bank has an ATM (cash point/hole in the
wall) where you can take money out. They are normally well stocked with €10 notes.
51
How do I get a locker in Trinity?
Lockers are situated in the Arts Building, Hamilton Building, Lloyd Building, Panoz Building ,
Biosciences Building and South Leinster Street. Lockers are assigned on a first come first
served basis during the first week of term. If you want to get a locker you need to make sure
that you go to the security desk in the Arts Building to fill out an application form and pay a
returnable deposit on the first day of term. There is a rental of €20.00 and also a deposit of
€20.00 so the total cost is €40.00.
Clubs and Societies

What’s the difference between a club and a society?
In Trinity, “club” tends to refer to a student-led sports organisation and “society” to a student-
led organisation that is not engaged directly in sports. You can find a list of TCD Clubs at
http://www.ducac.tcdlife.ie/clubs/ and of TCD societies at http://www.trinitysocieties.ie/
Is there a limit to how many clubs and/or societies I can join?

You can join as many clubs and societies as you want to – just be realistic about what you can
commit to. Most students recommend getting really involved in a few rather than trying to
spread yourself too thinly across a lot of different groups, but the choice is absolutely yours.
I didn’t join in Freshers’ Week – do I have to wait till next year?

Absolutely not! Keep your eyes on your email for “Re-freshers” events or email the
club/society you’re interested in and ask them directly – most will be able to accommodate
late members and will gladly welcome you!
How do I become a committee member?

Every club and society has its own constitution which includes a process for election to
committee (normally at an Annual General Meeting or AGM). Talk to the existing committee if
you’re interested in getting more involved and find out how to stand for nomination.
IT
How do I print/scan/photocopy?
You can find all the information you need, including a Tutorial video, at
https://www.tcd.ie/itservices/students/printing.php You can also find out here how to top up
your account, print wirelessly and scan to email.
Where are the computer rooms?

Check out the map of Campus computer rooms at
https://www.tcd.ie/itservices/facilities/kb/map.php You can even check whether rooms have
available computers at https://www.tcd.ie/itservices/facilities/pacrmaplinks.php
What’s my password?
If you’re not sure how to log-in or have forgotten your password don’t panic! All the
information you need to access your IT accounts can be found at
https://www.tcd.ie/itservices/students/username.php
52
I already have an email account, do I have to use the TCD one as well?
It’s essential that you check your TCD emails regularly – all of your course information,
updates and notifications will be sent there!
Your TCD email is run through “MyZone,” which is Google based. This means you also have
access to calendar and cloud storage functions on your email (which is really useful if you’re
one of those people who keeps forgetting to take their USB key out of the computer!)
If you’re not sure about all the functions on your email account, or if you’re looking for
instructions to send TCD emails to your personal account (or vice versa) you can find it all at
https://www.tcd.ie/itservices/email/kb/myzone_faq.php
Is it true that students can buy discounted computers and software?

Lots of different suppliers have different deals, so it’s worth having a look around and doing
some bargain hunting. Information Technology Services do have some links to discount
schemes and some advice for what to buy at
https://www.tcd.ie/itservices/students/purchasing.php
Something isn’t working properly – who can help?

TCD’s IT Services department have a host of support staff to help online, over the phone or in
person. Check out their details and opening hours at
https://www.tcd.ie/itservices/students/help.php
Library
How do I use the Library?
You can read about all the libraries’ facilities and how to use them at
https://www.tcd.ie/Library/using-library/ You will be given a tour of your relevant library as
part of your orientation and you can always go back to your S2S Mentors with any questions,
or to ask for more assistance. Remember as well that library staff are always on hand to help –
don’t be afraid to ask them anything you’re unsure of!
Is there a 24 hour library/study space?

All students can access Kinsella Hall in the Ussher Library outside of regular opening hours by
swiping their ID card at the computer room entrance. For more information visit
http://www.tcd.ie/Library/opening-hours/#accessibletabscontent1431013567191
Registration
Where do I find all the orientation information?
All the orientation information is online this year at www.tcd.ie/orientation. Be sure to check
the site regularly as timetables and information can be subject to change.
What is the Academic Registry?

The Academic Registry is a one-stop shop for all your administration needs including;
admissions, registration, fees, timetabling, exams, graduation, transcripts and more. You can
find out all about the services they offer at http://www.tcd.ie/academicregistry/about/
Where can I find the Academic Registry?

The Academic Registry (AR) is located in the Watts Building at the East End of campus (map).
Enter through the Panoz Building entrance and turn left up the stairs. Go through the red
doors on your left and The Academic Registry Service Desk is straight ahead.
53
What do I do if I’m waiting for a SUSI grant to come through to pay my fees?
During the online payment process, SUSI applicants should indicate that their Sponsor is SUSI;
they will subsequently be prompted to provide their SUSI Application Number which will begin
with ‘WO’. Trinity will accept this as proof that the student has made an application to SUSI.
The student’s liability will be calculated in the expectation that their application to SUSI is
successful. SUSI will notify Trinity of the outcome of the application for funding. Any student
unsuccessful is their application will subsequently be billed for their tuition fee by TCD.
Students who did not provide the information during the on-line process because they were
unsure or progressed beyond the relevant screen, can email Academic Registry
([email protected]) with a screenshot of their SUSI application with their name and
application number or paperwork can be returned to the Academic Registry or left in the Drop
Box at the front of the Academic Registry.
Who can I talk to if I’m having trouble registering online?

If you’re experiencing problems completing the on-line registration process you can call in to
the Academic Registry for assistance or may submit an enquiry with the subject title
‘REGISTRATION DIFFICULTY’ via email ([email protected]) or by clicking the Ask TCD
button on the registration screens.
Do I need to have module choice forms completed before Freshers' Week?

This varies from course to course so check the individual form to see when it needs to be
returned. For some you need to complete and return forms before registration so do make
sure you check!
How do I get a student ID card?

ID card collection will be timetabled as part of your orientation programme. Make sure you
have a print-out of your confirmation slip from your online registration and proof of ID
(Passport/ Birth Certificate/ Driver's License). If you have been a TCD student before, bring
your old student card with you as well.
What if I need to change my registration details?

The process for this depends on which details you need to change. Have a look at
https://www.tcd.ie/academicregistry/service-desk/update-details/ for full information.
Social
What is Trinity Ball?
Trinity Ball takes place annually towards the beginning of Trinity Term. For one night every
year campus becomes a festival ground as stages are set for live acts from Irish and
international bands. This is a ticketed event so keep an eye out for details of how and when to
get your tickets.
Where can I meet new people?

Very few people know other students when they first come to Trinity – but there are lots of
ways to meet new people and to make friends on campus. You can join clubs and societies
throughout your time here. New undergraduates will also be assigned to Mentor groups by
the Student2Student (S2S) Programme, and their Mentors will be in touch about meet-ups and
events designed to help people make new connections within their courses and across
campus.
The Student’s Union (SU) and Halls JCR will also be organising events for people to get
together, and there are a range of social spaces on campus including the SU Cafés and the
Global Room.
54
Who can I talk to?
If you’re feeling a bit stressed out or worried about anything the first thing to do is to talk
about it. From fellow students (S2S Peer Support, Niteline, SU Welfare, GSU Vice-president,
Halls JCR Welfare Team) to professional Counselling and support (Chaplaincy, Tutorial Service,
Postgraduate Advisory Service), there are a range of services on and off campus designed to
give you space and time to get things off your chest. Have a look at the links in this passage
and see what’s right for you.
Study
Do I have to buy all the books on my reading lists?
Trying to buy all the books on your reading list can become very costly very quickly! Second
hand books can be bought and sold online at the SU Bookshop:
https://www.tcdsu.org/bookshop
You can also access books through the library – ask a librarian to assist you if you’re not sure
how to find a book or need to know more about borrowing restrictions.
Some classes have a rota and students take it in turns to borrow a book and photocopy/scan
materials for everyone else in the class (provided it’s not a breach of copyright of course!) Ask
your Class Rep if you’d like to set a system like this up yourselves.
How do I know if I’m studying properly?

Independent study and research is at the heart of your degree in Trinity, and most students
need some time to adjust to this. If you’re used to being told what to read and when, having
to use your own judgement and motivation can be a lot trickier than it sounds. Don’t be afraid
to seek guidance from S2S Mentors, lecturers or your Tutors/postgraduate advisors if you’re
not sure how to make the most of your personal study time, and remember that Student
Learning Development have a host of online resources, workshops and one-to-one supports to
help you work it out.
I feel like I’m behind on my workload, what should I do?

There are lots of reasons why students sometimes feel that they’re falling behind. It might be
that you’re finding it harder to apply a new concept/theory that’s been introduced in the class,
or that you feel other members of the class have more pre-existing knowledge of something
than you do. It might simply be that you feel as though you should be fitting more into your
day than you’re managing to achieve. It could be that something has happened that has taken
away from your study time, and you don’t know how to recuperate it.
If you have been absent from classes and/or have not been able to undertake study due to
personal circumstances make sure you inform your Tutor/supervisor as soon as possible, so
that they can help you to take the time that you need, and to get back on track when you’re
ready.
If you are able to attend classes and to study but still feel that you’re behind, talk to your
lecturers and check out the time management resources that Student Learning Development
have to offer.
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What happens if I miss a class?
Check your course handbook to make sure you know what is expected from you in terms of
attendance, and whether anyone should be notified of reasons for absence from class.
If attendance is taken and/or forms part of your assessment be sure to get a medical
certificate if you have to miss a class due to sickness.
Remember that it will probably be your responsibility to obtain notes from the class and make
sure that you’re up-to-date with the course.
If you are absent from more than one class and/or for a significant period be sure to talk to
your Tutor/supervisor as soon as possible.
How do I prepare for exams?

Exam preparation begins with making sure you have clear notes from your lectures and
seminars/Tutorials that you can follow when it comes to revision.
In order to know what to expect, you can view and practice from previous examination papers,
which can be found at https://www.tcd.ie/academicregistry/exams/past-papers/annual/
Keep an eye out for useful resources and workshops from Student Learning Development as
well.
Above all, remember that balancing your revision with rest, breaks and stress management
will help you to study more effectively. You can find out about relaxation workshops available
in the Student Counselling Service at
https://www.tcd.ie/Student_Counselling/counselling/groups-workshops/ and use their online
podcasts at https://www.tcd.ie/Student_Counselling/counselling/podcasts/
How does the grading system work?

NB - Some courses may vary from this. Check your course handbook for details!
I-First Class Honors; 70-100%

II.1-Second Class Honors, first division; 60-69%
II.2-Second Class Honors, second division; 50-59%
III-Third Class Honors; 40-49%
F-Fail- F1; 30-39%
F2; below 29%
REMEMBER THAT ANYTHING ABOVE 70% IS CONSIDERED EXCELLENT.

In some countries the percentages go a lot higher, but in Ireland anything above 70% means a
top award, and anything above 80% is extremely rare!
What are Schols?

Schols refer to Foundation and Non-Foundation Scholarship Awards which are based on an
optional examination undertaken at the start of Hilary Term. For more information visit
http://www.tcd.ie/academicregistry/exams/scholarship/
How do I write references in my essays?

Your course handbook normally contains guidelines for essay writing, including which style of
referencing to use and example references to follow. If you’re not sure you’re referencing
correctly or need help referencing you can ask your subject librarian for assistance.
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What is plagiarism?
Plagiarism is the legal terminology for claiming work as your own when it was undertaken by
somebody else. To avoid any trouble, make sure you don't copy books at length or rephrase
information without acknowledging your source. Check out the guidelines concerning
plagiarism if you're unsure about your essay content, but the general rule is that your
coursework should be about what you think and why, not just about what's already been
written!
How do I use Turnitin?

Turnitin is an online platform for essay submission that is designed specifically to screen for
potential plagiarism. There are Tutorials and learning resources around using Turnitin at
http://www.turnitin.com/en_us/training/student-training
Can I get support with my study if I have a disability?

The TCD Disability Service will be able to give you all the information and support you need
around registering a disability and accessing any supports that you are eligible for. It’s
important to register with them so that they can offer you assistance. Find out how at
http://www.tcd.ie/disability/current/registration.php
What help is available if English is not my first language?

Trinity’s Centre for English Language Teaching offers courses in English for Academic Purposes
to assist students who are studying and writing in English for the first time, or students who
need a little more assistance fine-tuning their academic language. All the information about
these courses, including dates and costs, can be found at http://www.tcd.ie/slscs/english/
Can anyone proof-read my essay for me?

Proof-reading is a specialised skill and not a service that is available free of charge in Trinity.
Quite often experienced proof-readers will advertise their services on the TCD Noticeboard
(http://www.tcd.ie/Secretary/Communications/Noticeboard/) Before engaging a proof-reader
be sure to check your course handbook; some courses do not allow 3rd party proof-reading of
assessed work.
Is there any additional support for maths skills?

There is a Maths Help Room available to all students working with maths and/or statistics,
regardless of course. The earlier you pop in, the more likely they are to be able to assist you in
overcoming any issues or concerns that you have. Find out more about the service at
http://www.maths.tcd.ie/~mathshelp/
Is there any support available for programming?

There is a Programming Support Centre available to all students working with computer
programming, regardless of course. The earlier you pop in, the more likely they are to be able
to assist you in overcoming any issues or concerns that you have. Find out more about the
service at https://www.scss.tcd.ie/misc/ugpc/
What if I want to transfer course?

If you’re starting to feel that the course you’re studying isn’t right for you, the first thing to do
is to talk about why. Check in with your S2S Mentors and/or students in the years above you.
They will be able to let you know what to expect in future modules and classes. Talk to your
Tutor as well, they will be able to advise you around potential options and are the only person
who can make an official application for transfer if this is what you choose to do.
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Can I study abroad?
Check your course handbook to see what study abroad options are available to you. There is
also useful information about Erasmus and Exchange programmes at
https://www.tcd.ie/study/study-abroad/outbound/index.php
What if I need to take some time out?

If something happens that makes it hard for you to focus exclusively on your study, or if you
feel for any reason that your time in Trinity is being negatively impacted and you may need a
breather please talk to your Tutor as soon as possible. Your Tutor will have experience in what
arrangements can be made to assist you, including the option to go “Off Books”, which means
taking some time off by not registering as a student.
Timetables
Where do I find my timetable?
Your main timetable is available on the student portal at my.tcd.ie. Tutorials, seminars and
other scheduled sessions are scheduled by your course office and details will normally be
posted on course noticeboards in your school and/or emailed to you. Check your course
handbook for more information.
What do the terms mean?

Trinity College Dublin works to a very traditional calendar based on the court system.
Michaelmas Term runs from August to December, Hilary Term from January to March and
Trinity Term from April to August. For more information go to http://www.tcd.ie/calendar/
and select “Academic Year Structure”.
Why don’t my lectures start until Week 5?

Be very careful here – timetables are published according to the weeks of the term (see above
item) but teaching weeks are very different. Teaching Week 1 normally begins on week 5 of
Michaelmas Term, but can start earlier for some professional courses (e.g. Medicine, Dental
Science). Check the Academic Year Structure at http://www.tcd.ie/calendar/ to make sure you
know which dates are relevant to you!
What if there’s a change to my scheduled classes?

Very occasionally a lecture or class may need to be cancelled or rescheduled. Make sure
you’re checking TCD email regularly as you will be contacted with information as soon as
possible.
What do I do if there’s a timetable clash?

Don’t panic – this can happen from time to time. Talk to someone in your course office as
soon as possible. If you’re in a multi-disciplinary course, email both offices or, if you’re in TSM,
talk directly to the TSM office if the conflict is between your two moderatorship courses.
What do all the abbreviations on my timetable mean?

A lot of buildings and lecture theatres on campus have more than one name, or a name and a
number that aren’t necessarily used together. A lot of the names are also abbreviated. You
can find most common abbreviations at http://www.tcd.ie/Maps/facilities.php#rooms, ask for
clarification from your course office and don’t hesitate to ask your S2S Mentors for help.
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Tutors
What’s the difference between a Tutor and a Mentor?
A Tutor is an academic staff member who has undertaken additional responsibilities to ensure
that undergraduate students have a point of contact if anything, professional or personal, is
affecting their study or their Trinity experience. They are there to assist you with Trinity
administration, advocacy and support.
S2S Mentors are fellow students who have undertaken basic training to assist in your
transition to Trinity. Mentors can absolutely help if you’d like to meet more people on your
course, or if you need information or support and are not sure who to talk to. If it’s a matter
for your Tutor they will be able to assist you in approaching them.
How do I find out who my Tutor is?

Your Tutor’s information, including their contact email address, can be found on your student
profile at my.tcd.ie. If you are a visiting/exchange student you will not be assigned a Tutor,
but can contact your exchange co-ordinator or your S2S Mentors for support.
If you are a full-time undergraduate student and your Tutor is not listed on your student
profile please contact [email protected] as soon as possible.
Do I have to see my Tutor during Freshers' Week?

It’s strongly recommended! Most Tutors will email you some times that they’re available for a
quick meeting in the first couple of weeks. Take this opportunity to say hello to them and it
will be much easier for you to contact them again if and when you need them!
How do I contact my Tutor?

If your Tutor has advertised drop-in hours then you can call in to see them during those office
times. Alternatively, you can email your Tutor to ask any questions you have and/or to
arrange an appointment. Remember to address the email professionally; some Tutors like to
be addressed by their first name but unless they tell you this, address them as you would any
other academic member of staff.
What if I can’t contact my Tutor, or I don’t get a response?

Sometimes Tutors can’t respond immediately to emails. Please don’t let situations get urgent
– contact your Tutor in a timely way and allow time for a response. If a Tutor hasn’t replied
and the matter is getting more pressing check to see if they have office hours and drop-by to
check if they received your email, and if they’re available for a conversation.
If you can’t access your tutor during office hours you can email [email protected] to find out if
anyone else will be able to assist you.
What if I want to change Tutor?

You can change your Tutor easily, without being asked the reason for your decision.
 Identify a new Tutor and ask them if they would agree to take you on as one of their
tutees
 Apply to the Senior Tutor's Office giving the names of your previous Tutor and your
new Tutor.
 Consult the Senior Tutor's Office in House 27 for advice on identifying a new Tutor.
It is advisable not to change your Tutor without careful consideration.
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Union
What is a class rep?
Class Reps are the elected liaison person between a class and the Students’ Union, and
between a class and course administration. They will arrange meetings to take class
queries/concerns to the relevant staff or union member, and will arrange social events to
assist with class bonding. You can find out more about undergraduate Class Reps and their
function at
https://www.tcdsu.org/index.php?Itemid=137&option=com_content&view=article&id=13&ca
tid=13
How do I become a class rep?

Class Reps are normally elected by the class at the beginning of Michaelmas Teaching Term.
To find out more about the undergraduate election process and to register your interest go to
https://www.tcdsu.org/index.php?Itemid=137&option=com_content&view=article&id=13&ca
tid=13
Please come and talk to the S2S co-ordinator if you’re unsure of any of the above and don’t
forget to look up common FAQs and the answers at
http://www.tcd.ie/orientation/faq/undergraduate.php
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THINGS FOR MENTOR GROUPS TO DO
Please remember to make sure at least some of your activities do not involve any costs to
your group (even a cup of coffee is too expensive sometimes!)
● Meet up for a coffee.

● Plan an event at the Clockwork Door
● Lunch etc. on the cricket pitch.
● Movie nights in seminar rooms, lecture theatres etc.
● Group dinner e.g. Captain America’s (2 for 1), Mongolian BBQ.
● S2S Events (check the committee newsletter and social media feeds).
● Merrion Square.
● Stephen’s Green, Frisbee, picnic.
● Sports Centre, e.g. book a pitch, climbing wall.
● Free lunch at the Chaplaincy on Tuesday.
● Tea and Toast with the Phil on Fridays.
● Free tea [as a member of the Literary Society during library hours] in the Lit Soc room,
House 6.
● Sit in on Trad Soc session nights.
● DART Trips (not free but could be cheap if a group deal is organised).
● GMB.
● Piano room in the music soc. or instrument rehearsal space in the Trad & Jazz soc
room, Goldsmith hall.
● Temple Bar/Grand Canal Dock Markets (you can try without having to buy!)
● Story-telling evenings, i.e. Milk and Cookies.
● Keep an ear to the ground and an eye on Facebook for free events, promotions etc.
● Galleries, museums and historic buildings visits.
● City tour.
● Book of Kells.
● Games night.
● BYOB Bowling.
● Fancy Dress.
● Karaoke.
● Silent Disco.
● Organise a table quiz, poker night.
● Pool and burritos.
● See a show, go to a gig.
● Crazy Golf.
● Mario Kart – global room.
● Cycle around the city.
● Go for a walk / hike.
● Free Dublin Events.
● Day trip to the beach.
● Have a night out.
● Academic meet ups – Tips and tricks.
● Collaborations! – society events, charity events, players/campus events, combined
group event.
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Google Calendar Guidelines
You need to be able to log your S2S activity in Google calendar so that we can calculate your
hours (for award applications, elective modules, etc.) and so that we can write detailed
references based on the work you've undertaken.
It's easy when you get to grips with it, and is definitely worth the time it takes to do!
The S2S Google calendar is secure enough for you to log your Mentor activity, and unlike a
paper journal it cannot be lost or stolen. In addition, you will be able to create and share an
event (such as a movie trip) with your mentees without having to write endless emails and
reminders to them, so it’s a lot less work for you.
Your TCD e-mail services are hosted by Google, so your Myzone [email protected] e-mail account
is hosted by Gmail. Together with your Myzone e-mail account, Google provides you with
Google Calendar, Documents, Sites, Contacts etc.
Google Calendar has the advantage of being accessible from any location that has Internet
access, including mobiles devices such as Android phones and iPhones.
Google Calendar will be used to log your Mentor activity, create & share events with your
mentees and help you to see other Mentor group activities that you might want to join/get
involved in. The basic principle by which S2S Calendar works is as follows:
You already have a personal Calendar which you can access by clicking ‘Calendar’ from your
MyZone account. You will also be invited to share the S2S calendar at [email protected].
When you want to host an event, you first create an event in your personal calendar and share
it with S2S and your Mentor group.
NB – S2S have created a specific Google address for you to log your activity. Your activity is
only logged if you have added [email protected] as a guest to your event.
Your log WILL NOT WORK if you add [email protected] or [email protected] instead!
Using Your MyZone Calendar to Create Events
How to create an event

In order to create a public event (e.g. Movie trip) and share it with others (S2S, your mentees
and all other users of the S2S journal) do the following:
1. Go to MyZone, then click ‘Calendar’

2. On the weekly view (or whichever view you find the most convenient), click “Create” to
add an event to your Google Calendar. You can also select the time when the activity
happened by clicking on the time slot. You can extend it by dragging down the box, just
like in Excel.
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Click the plus bottom on the
bottom right to create an event
3. You are now in the events description page. Firstly, enter the title of your proposed
event e.g. “Meet up for Coffee/Tea!”
4. Next edit the time and date of your proposed event along with the location e.g. “The
Buttery”, and a short description of the event. Remember – Do not include any
private information in the description box for any events.
The title of your event goes here
Edit the date and time here
Add a location here
Short description of
the event here
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5. In the row marked “Visibility” leave as “Calendar default”. Everyone will be able to see
your event details.
6. Set reminders: You can set a reminder in the “Notifications” box by selecting “Add a
Notification”. Set up one preferably at least one 24 Hours before the event.
7. Now invite your guests by entering their e-mail addresses into ‘Add guests’ box. These
should include your Mentor buddy/buddies, the S2S email: [email protected], your
Head Mentors’ email address, and your group members/mentees. Make sure you
click the “Add” button! You can simplify this process by creating a group with your
contacts in your Myzone account (see page 63).
When you’ve completed

everything hit “SAVE” and
you’re done!
Add guests here, including:

 [email protected]
 Your buddy/buddies
 Your Head Mentors
 Your group (if it’s a
public event)
8. Now save the event!
9. You may be warned that [email protected] is ‘outside your organization’. Select

‘invite external guest’.
10. You will be prompted to send invitation/notification to guests. Make sure you select
‘send’.
11. Your event is saved and everyone on your “Add guests” lists will get your invitation.
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If you want to discuss a private issue email [email protected] , phone us on 01 896
2438 or drop in to the office. Do not log it on the calendar.
Logging Other Mentor Activities
S2S asks that you keep a record of all Mentor activity. If it’s a Mentor group event and you’ve
used the calendar it will already be logged. However, for other things (participating in
additional training, running a workshop, online moderating, emailing your group, one to one
meetings etc.) you can create a private event between you and S2S – it’s the same process as
above, you just don’t add your group members!
Logging these activities will mean that S2S can create a much more accurate transcript of your
volunteer activities for references, the Deans Volunteer Awards, your S2S certificate and any
other benefits we can negotiate along the way for S2S volunteers.
You can log 30mins for every email you send. If it takes more than 30mins write this in the
description box otherwise you will only be awarded 30mins by default.
Common Pitfalls and How to Avoid Them
 CHECK THE S2S EMAIL ADDRESS YOU’VE ADDED: we have (unfortunately) a

collection of email addresses, but this one is specific to the calendar and is the ONLY
one that should be used: [email protected]. Please ensure you are not accidentally
adding the S2S @tcd.ie or the S2S CSC account as these hours won’t be logged by the
system.
 DON’T RELY ON YOUR BUDDY: If you and your buddy engage in an activity together
and your buddy logs it it’s not logged on your calendar! You will, however, see the
event on your personal calendar, so it’s easy to think it has transferred over when it
hasn’t. To transfer the event correctly, edit the event from your calendar and select
“going” then save the event. Alternatively you can go to “More Actions” and select
“copy event” to duplicate it on your own calendar.
 MAKE SURE GUESTS CAN EDIT EVENT: this is a little tick box under the place where
you add email addresses. If it is not ticked, your event will be added to the calendar
but we won’t be able to find it when we search using your email address.
 DON’T LEAVE IT TO THE LAST MINUTE: Ask your Head Mentors to provide an activity
log now and then throughout the year to make sure your events are logging
properly, and get help if there are any discrepancies. If you leave it until the end of
the year there isn’t always time to fix it!
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Creating a Contact Group in MyZone
You will be given a list of students from your Mentoring group together with their e-mail
addresses before orientation week. You may want to combine these addresses into a contact
group. This way you won’t have to enter up to 25 e-mail addresses every time you want to
email your group. It will also prevent you having to enter each e-mail when you want to invite
your mentees to an event you create in the S2S calendar.
NOTE: Creating contacts is slightly different in MyZone compared to classic Gmail. This is due
to different account layouts. Steps given here reflect the setup on default MyZone layout.
1. Go to MyZone, then click ‘Contacts’
2. In the upper left-hand corner below ‘MyZone’ logo there will be an icon indicating
‘New Group’. If you bring a cursor close to it, ‘New Group’ will be displayed. It is
located to the right from ‘New Contact’ icon. Click on ‘New Group’.
3. Name your group e.g. ‘My mentee group’. Your new group will appear in the list on
the left.
4. Click on your new group and start adding contacts by clicking on ‘New Contact’ button
located on the left under the ‘MyZone’ logo.
5. Your contacts will be added to the group.
6. When sending invites from your calendar you can enter the group name (e.g. My
mentee group) rather than adding addresses individually. You can do the same thing
in your email by entering the group name in the “BCC:” section of your email page.
Remember BCCing prevents spamming!
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Adding Timetables for Your Mentor group
You may want to add details of your Mentor group’s timetable, and/or your Mentor buddy’s
timetable to your calendar so that you can see quickly and easily when your group and your
buddy are available for Meet-ups and events.
If you would like to add timetable information to your calendar you can do so by creating an
event on your calendar and marking it as “repeat weekly”.
Please ask your Mentor buddy directly if you would like a copy of their timetable.
Please contact the S2S office if you would like the timetable(s) for your Mentor group, and/or
if you would like more detailed instructions on how to create a regular event on your calendar.
S2S is here to help! If you get stuck at any point even after the tutorial, please don’t hesitate to
contact S2S.
S2S staff are happy to set up extra tutorials or one to one sessions for anyone who is
uncomfortable with their calendar.
We have designed this system to make things easier for you, so please do let us know if you’re
finding anything difficult. 
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Reimbursement
S2S has very limited funding, but will do whatever possible to make sure a volunteer is not out
of pocket as a result of their S2S activity. In order to make sure that we can reimburse you
whenever possible, please do make sure of the following:
1. Don’t pay for anything then ask for the money back
Contact the S2S Committee directly at [email protected] or by talking to your Head Mentor
or Faculty Rep in advance of an event, and agree a budget. Also agree in advance if they
will pay the costs directly or if you should pay and give them receipts to reimburse you.
WE CANNOT GUARANTEE REIMBURSEMENT RETROSPECTIVELY – ASK IN ADVANCE!
2. Don’t pay for deposits out of your own pocket
If you’re arranging an event for which a deposit is required, ask everyone who’s coming
to give you their portion of the deposit in advance. So, if you need to put €10 down to
reserve a dinner table for 10 people, get €1 of everyone in advance, even if you plan to
reimburse them at the event. If they fail to show up, they forfeit their deposit – at least
it doesn’t cost you anything!
3. Keep your receipts
We need old-fashioned paperwork, so may not be able to reimburse you if you don’t
have proof of purchase. Keep your receipts safe and get them to us asap!
4. Don’t rely on quick reimbursement
If paying for something up front leaves you in a tight spot say so directly – chances are
someone else will be able to cover. Don’t rely on a speedy reimbursement. The petty
cash box has a limited and often depleted reserve, and the society bank account still
relies on cheque book (no EFTs here unfortunately!)
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How to request a reference
S2S guarantees that every volunteer has a right to a high quality reference, and we like to
make them as personal and relevant to you as possible. Here’s a few tips to help you get the
most out of this:
1) MAKE SURE YOUR GOOGLE CALENDAR IS UP TO DATE. We can’t say it enough. We can
only write a basic reference if we don’t have information to hand about all the amazing
things you’ve done as a volunteer!
2) If you want the reference to be tailored to the job your applying for (e.g. you need us to
emphasise your group work, or your customer service skills) send us on a job
description/person specification
3) You don’t need permission – you can always put the S2S co-ordinator’s details down
when you’re asked for references on a form, or you want them on your CV/Linked-In
account.
4) Don’t ask for a letter unless you need one – lots of people spend time applying for
reference letters and miss out on applying for jobs as a result! If you’re asked to provide
letters as part of the application/interview process then request one in plenty of time. If
you’re not, just put down the co-ordinator’s details and your potential employer can
follow up. Most employers use phone calls and/or reference forms these days, so a
letter could be useless to you!
5) If you need a letter, give us time to write one. The office can get very busy, and we
prioritise these requests wherever possible, but we can’t guarantee a speedy turn-around
so give us as much notice as you can!
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Graduate Attributes and Employability
As you go through your college career and beyond, you will encounter new experiences,
overcome challenges, and develop new skills and attributes. Trinity’s vision is that every
student who graduates from College will have four Graduate Attributes: to think
independently to communicate effectively, to act responsibly, and to develop continuously.
These attributes will become a part of what you have to contribute to those around you, in
your social circle, in wider society and in the workplace.
It’s one thing to have a skill or attribute, and another thing entirely to be able to explain that
skill to someone else! Taking the time to recognize the skills you develop, to understand why
they matter, and to be able to articulate these, is an important life skill. Your graduate job
search is a long way away for now, but over the next few months and years you will be
applying for part time work, summer jobs and internships. It’s a good idea to start getting into
the habit of reflecting on, identifying and explaining your skills and attributes clearly to others,
such as prospective employers.
A simple way to reflect on your experiences and to articulate them, to yourself or to someone
else, is to identify a time where you developed or demonstrated a skill and to ask yourself
three questions: What? So What? Why?
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Here’s an example of how you might use these three questions to reflect on a Graduate
Attribute, in this case “to develop continuously”.
What?
“I was required to organise five meet-ups each term with my mentor group, but after the
second meet-up most group members stopped responding to emails, and didn’t seem to want
to engage. It was tempting to assume that meet-ups were no longer needed, but I consulted
with my Head Mentor and we agreed to try merging with other groups to give my group
members an opportunity to expand their social network. I spoke to other Mentors in my area,
identified two other groups where attendance was also becoming a challenge, and worked
with those Mentors to run an essay preparation workshop in advance of the groups’ first
assignment. We brought Student Learning Development in to help, and persuaded the class
lecturer to spend ten minutes at the end talking about what they look for, and what they hate
to see in essays. Thirty mentees came, and the feedback was really positive.”
So What?
“I really learned the importance of not trying to look at a problem in isolation, but to consult
with other people on it. The situation motivated me to find new ways of problem solving, and
to develop new skills in order to do so. My role became much more challenging in terms of
talking to other people and collaborating on a much broader project, but the networking skills I
gained from this were really valuable. I also learned that thinking outside the box and bringing
other people on board to help can have a huge impact.”
Now What?
“I really see the value of collaboration now, and actively seek opportunities to share ideas and
combine skill sets to address problems as they arise.”
Did you know? The Careers Service is available to you throughout your time in Trinity, and the team of
Careers Consultants is here to help you with recognising and articulating your skills in job applications
and interviews. Find out more about the service and book an appointment to meet your Careers
Consultant at www.tcd.ie/careers.
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Withdrawal from the S2S Programme
If you decide to leave the S2S programme we will always respect your decision – we take
the view that the wellbeing and best interests of our volunteers are paramount, even if that
means we have to say goodbye to them as a volunteer.
Your decision to leave the programme in no way affects your right to a reference, or your right
to return to the programme at a later date. However, it is essential that you notify us of your
decision as soon as possible.
If you do nothing else, please email the S2S co-ordinator as soon as possible to let them know
that you are withdrawing. If it is appropriate for you to do so, cc your buddy/buddies and your
Head Mentors in the email. If you don’t feel comfortable doing this, don’t worry – the S2S will
inform them without sharing any personal information about your reasons for withdrawing.
If you are inactive as a volunteer you will receive at least one email from your Head
Mentors to check-in on you (this is why cc’ing them on emails is so important!)
If you fail to respond to this email an inactivity report will be sent to the S2S Office, and they
will follow-up with you, including a clear deadline for response.
If you fail to respond to the S2S Office email within the specified time you will be made
withdrawn and your group members will be reassigned if necessary.
This step cannot be undone, so responding after the deadline is not an option.
Being made withdrawn due to inactivity and/or not responding to emails could have a
negative impact on your reference, and is likely to mean you will not be accepted back in to
the Mentor programme at a later date.
If you need to take some time out please let us know, so that we can discuss the best
form of cover with you. If we don’t know you’re taking a break, we may make you withdrawn
so please do keep us in the loop!
72
S2S Disciplinary Procedures
S2S reserves the right to implement disciplinary procedures with a volunteer or volunteers if
there is concern that:
 Boundaries are not being adhered to

and/or
 The volunteer(s) in question is/are not abiding by the TCD Volunteer Charter,
TCD’s Dignity and Respect Policy and/or TCD’s Diversity & Inclusion principles
and/or
 There is significant concern for the wellbeing of one or more individuals as a result of
the volunteer(s) actions
Wherever possible, the disciplinary process will begin with a conversation between the S2S Co-
ordinator and the volunteer(s) in question, in which the concern will be raised directly and the
volunteer(s) given space and time to present their perspective.
If the issue cannot be resolved through discussion the S2S co-ordinator may move on to
arrange 3rd party mediation with another member of TCD staff and/or initiate a caution
process.
The caution process involves documenting the issue/concern in the presence of the student
and agreeing actions as a result, including a time frame for these actions to be taken. A blank
version of this documentation is included on the next page for your reference.
If the volunteer(s) fails/fail to engage fully at any stage of this process, or to follow-up on
agreed actions in the agreed timeframe, they may be withdrawn from the S2S programme.
They will be given a minimum of 1 weeks’ notice of this decision, and have a right to appeal in
that timeframe through the S2S Complaints Procedure.
73
Complaints Procedure
Student2Student operates according to professional guidelines, policies and practices. If

anybody wishes to make a complaint about the service that they or anybody else received
from S2S they are invited to partake in the following complaints procedure:
All users of the Student2Student Programme (including Mentors, Mentees, Supporters and
those who have been supported, etc) who wish to make a complaint about the service they
have received are encouraged in the first instance to address their complaint directly to the
member(s) of S2S that the complaint concerns. If this proves unsatisfactory, or if they do not
feel comfortable approaching the person directly, they should make their complaint to the S2S
Co-ordinator by phone (01 896 4316) or email ([email protected]). If this is unsatisfactory you can
talk to the Administrative Officer of the Student Counselling Service, Ros Agnew, by sending an
email FAO Ros Agnew to [email protected]. Again if this is unsatisfactory you can
email the Director of the Student Counselling Service by sending an email FAO Deirdre Flynn to
[email protected] .
If the complaint involves the Director, or is a complaint that has not been addressed to the
complainant’s satisfaction by the Director, the issue should be brought to the attention of the
Chief Operating Officer, Geraldine Ruane. The Chief Operating Officer can be contacted by
telephone at (01) 896 2789 or by sending an email FAO Geraldine Ruane to [email protected].
All complaints will be dealt with in a strictly confidential manner.
Please note that you can also leave feedback anonymously via the form on our feedback page.
However, depending on the information you give in this form we may not be able to directly
address the issue with the person or people involved.
74
S2S Disciplinary Caution
The below form is designed to help S2S staff clearly identify and address issues/concerns with one or more volunteers, and requires the participation and
agreement of all parties involved.
Identify the specific Specify the agreed course of Any other support and Review Outcome (to be completed
area that needs addressing action and timeframe within resources available to assist on the next follow-up)
(cite examples if relevant) which such improvement must the volunteer(s)?
Required course of action has
occur
been achieved (please tick)
Yes No
Yes No
Yes No
Yes No
This Disciplinary Caution will be reviewed on: _____________________________________
Please note if the agreed course of action is not achieved the S2S Co-ordinator reserves the right to withdraw one or more
volunteers from the programme.
S2S Co-ordinator’s Signature: Date:
Volunteer’s Signature: Date:
Volunteer’s Signature: Date:
75
Student Support Services within Trinity College Dublin:
We recommend putting important numbers in your phone a.s.a.p!
Service Location Phone Number Website Email
Student2Student 3rd Floor, 7 – 9 01 896 2438 http://student2student.tcd.ie/ [email protected]
South Leinster
Street (Opposite Ralph: 01 896 Ralph: [email protected]
Lincoln Gate 4316
pedestrian If necessary:
entrance) 085 7833 548
Student Counselling 3rd Floor, 7 – 9 01 896 1407 http://www.tcd.ie/Student_Counselling/ [email protected]
Service South Leinster
Street (Opposite Online information is also available at
Lincoln Gate https://www.facebook.com/TrinityHeadspace/
pedestrian
entrance)
Student Learning 3rd Floor, 7 – 9 01 896 1407 http://www.tcd.ie/Student_Counselling/student- [email protected]
Development South Leinster learning/
Street (Opposite
Lincoln
pedestrian
entrance)
Senior Tutors Office Ground Floor, 01 869 2551 http://www.tcd.ie/Senior_Tutor/ [email protected]
House 27
To find your own Tutor go to your student profile
on https://my.tcd.ie or contact the Erasmus co-
ordinator for visiting/Erasmus students
76
Niteline 1800 793 793 http://www.niteline.ie Online listening available at:
(9pm-2:30am 7 http://www.niteline.ie/onlinelistening.php
days a week)
Students Union House 6 086 837 3520 http://welfare.tcdsu.org/ [email protected]
Welfare Officer
Students Union 2nd Floor, https://www.tcdsu.org/welfare [email protected]
International House 6
Officer
Graduate 2nd Floor, 01 896 1169 https://www.tcdgsu.ie/ [email protected]
Students’ Union House 6
Postgraduate 2nd Floor, 01 896 1417 https://www.tcd.ie/Senior_Tutor/postgraduateadvisory/ [email protected]
Advisory Service House 27
Global Room Academic 01 896 2097 http://www.tcd.ie/study/non-eu/global-room/ [email protected]
Registry,
Panoz
Institute
Mature Student Room M36, 01 896 1386 http://www.tcd.ie/maturestudents/ [email protected]
Office Goldsmith Hall
College Health Beside 01 869 1556 http://www.tcd.ie/College_Health/
Centre Nursery near
players
theatre
Disability Service Arts Block, 01 896 3111 http://www.tcd.ie/disability/ [email protected]
Room 2054
Dean Of Students: East Theatre 01 869 1939 http://www.tcd.ie/dean_students/ [email protected]
Dr. Kevin O’Kelly
77
Campus Security 01 896 1317
IN EMERGENCIES:
01 896 1999
Halls 01 497 1772
Reception/Security
Accommodation Office House 10 01 896 1177 (campus http://www.tcd.ie/accommodation/ [email protected] (campus
accommodation) accommodation)
01 497 1772 (Trinity [email protected] (Trinity
Hall) Hall)
Careers Office 7 – 9 South Leinster 01 896 1705 http://www.tcd.ie/Careers/ [email protected]
Street (Opposite
Lincoln pedestrian
entrance)
Chaplaincy 2nd Floor, House 27 01 896 1260 / 1901 / http://www.tcd.ie/Chaplaincy/ [email protected]
1402
Day Nursery Between Players 01 896 2277 http://www.tcd.ie/about/services/daynursery/ [email protected]
Theatre and Health
Centre
Information Aras An Phiarsaigh 01 896 2000 http://www.tcd.ie/itservices/ [email protected]
Technology Services (IT
Services)
Dignity and Respect https://www.tcd.ie/about/policies/respect.php
Officers
78
References
Budny, D. & Paul, C.A. (2004). Integrating peer mentoring into the freshman curriculum. 34th
ASEE/IEEE Frontiers in Education Conference.
Doran, M. & McDermott, U. (2007). Student Connect Mentor’s Guide. Galway: NUI.
Kracen, A., Naughton, A., O’Reilly, J., Panoutsakopoulou, V., & Rooney, N. (2003). Peer Support
Training Manual. Dublin: Counselling Service, Trinity College.
79
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What is the purpose of the mentor handbook?

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What services does Trinity College provide for students?

What services does Trinity College provide for students?

S2S Mentor Handbook

©Trinity Counselling, Learning Development and Student 2

Mission Statement ............................................................................................................................................... 4

 Allow for the personal development of S2S volunteers by:

 Promoting leadership & communication skills in volunteers

TCD’s volunteer charter:

TCD’s Dignity & Respect policy: https://www.tcd.ie/about/policies/respect.php

TCD’s Diversity & Inclusion statement: https://www.tcd.ie/diversity-inclusion/diversity-statement/

You have a right to:

Your responsibilities include:

 Emailing your Mentor group once a week.

 To encourage & facilitate social interaction.

While we expect you to be there for your

Many students will not need to come to

Of course, in doing all of this, you won’t be

Mathematics Ciarán Ó Cuív

 Have you included time for people to talk?

“Where are you from?”

 Avoid asking one question after another, without

 Smile occasionally, and avoid laughing or giggling

 Use questions and tone of voice that show you are

 Avoid asking questions that can be answered only

Toilet Roll Fact Game

JF LIBRARY TOURS 2018

BERKELEY LIBRARY BASEMENT

JF LIBRARY TOURS 2018

General Library Tour Pointers

There’s also a REALLY USEFUL video guide to printing and photocopying at

*All activities cease ½ hr before closing.

1st Floor - Ancillary Hall

As the term progresses these

Don’t forget to arrange the next

Stuck for what to write to your first years?

Week 1: 3rd September Basics

You can contact the Transition Officer at [email protected]

Taken from Digital Inspiration (https://www.labnol.org/internet/personalized-mail-merge-in-

Watch this Mail Merge video tutorial to learn more.

 Install Mail Merge in your Google Account

After the add-on is installed, follow these steps to get started:

Create the Mail Merge Template

Install Mail Merge

What are the privacy options for groups?

Open Closed Secret

Current and former

Who can see the group Current and former

Current and former

Who can see what members post

Who can see stories about the

6. Click the Create filter button.

To use a particular message to create a filter

To export or import filters

Research participants have described their confidants as:

• They are open to me and my views

• Reassure me that it is not unusual to find some decisions difficult

Some possible introductory phrases for paraphrasing: