CÉIM offers benefits for everyone involved – for 1st year students, student leaders and staff, as well as the College/School.
CÉIM helps students to:
– Develop the academic and life skills to get the most out of their time at NUI Galway
– Integrate socially and widen their network by getting to know other 1st years, students in higher years and staff
– Become more actively involved in discussing matters relevant to their learning and transition to higher education
– Collaborate with fellow students to gain a greater understanding of complex coursework
– Receive and give support to improve their experience of university life
– Clarify what their goals are for their time at NUI Galway
– Increase their confidence
Research conducted at various universities globally shows that participating in a number of Peer Assisted Learning (PAL) sessions can often help students to increase their grades. This has been shown to be the case with CÉIM at NUI Galway with regular CÉIM attendees more likely to perform better academically and less likely to considering dropping out than those who attend CÉIM irregularly or not at all.
“The results show that participation in Supplemental Instruction sessions markedly improves the chances of student success in studies during the first year. Furthermore, there are clear indications that the SI program creates a positive social introduction to engineering studies. The SI sessions also improve the participants’ study techniques and develop common skills important for the engineer, such as problem solving, group work, and presenting/discussing results.”
Malm, Joakim; Bryngfors, Leif E. Mr; and Mörner, Lise-Lotte, Supplemental Instruction (SI) at the Faculty of Engineering (LTH), Lund University, Sweden. An evaluation of the SI-program at five LTH engineering programs autumn 2008., Journal of Peer Learning, 3(1), 2010, 38-50.
“…it is found that there is a clear relation between the number of Supplemental Instruction sessions (SI) attended and course success. Students with high SI attendance do best followed by students with average, low, and no SI attendance, respectively.”
Malm, Joakim; Bryngfors, Leif; and Mörner, Lise-Lotte, Improving student success in difficult engineering education courses through Supplemental Instruction (SI) – what is the impact of the degree of SI attendance?, Journal of Peer Learning, 4(1), 2011, 16-23.
Student leaders will:
– Receive intensive skills training
– Practice and develop valuable transferable skills, including leadership, facilitation, communication, active listening, organisational and teamwork skills
– Gain relevant work experience to enhance their CV
– Expand their network by working closely with other students and staff members
– Gain the satisfaction of helping 1st year students to develop their skills and settle into university life
– Increase their confidence
– Be part of piloting an innovative new peer support model at NUI Galway
– Be awarded the NUI Galway ALIVE Volunteering Certificate
– Be awarded a certificate by the College/School and the Students’ Union to recognise the training undertaken, commitment demonstrated and new skills learnt
– Participate in a focused CV workshop
– Get a CÉIM hoodie, a free locker, and reduced rates on Students’ Union Life Skills courses
– Are invited to Student Leader social events such as a Christmas party and end-of-year party
Malm, Joakim; Bryngfors, Leif; and Mörner, Lise-Lotte,Benefits of Guiding Supplemental Instruction Sessions for SI Leaders: a Case Study for Engineering Education at a Swedish University, Journal of Peer Learning, 5(1), 2012.
Benefits for lecturers:
– A reduction in the number of minor requests from 1st year students as students can approach others in their peer network or their student leader regarding minor queries
– Get regular feedback via student leaders, which can be used to improve the student learning experience
– Supports students to learn collaboratively in an informal environment
– Complements lectures and the development of transferable skills
– Fosters new links between students in different year groups, and between students and staff
– Enhances student participation in and ownership of learning and shaping the student experience
– Increases students’ sense of belonging, which helps contribute to a smoother transition to university
– Student leaders provide new forms of timely feedback for College/School staff
– Provides skills development for 1st years and student leaders to boost employability