Peer Learning in Action David Dowling, CIM Student Leader, NUI - - PowerPoint PPT Presentation

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Peer Learning in Action David Dowling, CIM Student Leader, NUI - - PowerPoint PPT Presentation

Peer Learning in Action David Dowling, CIM Student Leader, NUI Galway Maeve Charles, CIM Student Leader, NUI Galway Sarah Doherty, CIM Student Leader, NUI Galway Amber Walsh Olesen, CIM Coordinator, NUI Galway Students Union rla


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David Dowling, CÉIM Student Leader, NUI Galway Maeve Charles, CÉIM Student Leader, NUI Galway Sarah Doherty, CÉIM Student Leader, NUI Galway Amber Walsh Olesen, CÉIM Coordinator, NUI Galway Students’ Union Órla O’Donoghue, CÉIM Administrator, NUI Galway Students’ Union

Peer Learning in Action

@CEIMnuigsu

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Academic Peer Learning – Building Learning Communities

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Brief Introduction to CÉIM Simulated CÉIM session Quick look at the research Personal experiences of taking part in CÉIM

Q & A

Agenda

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CÉIM peer learning – a strengths-based approach

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CÉIM Leaders facilit itate small ll group le learning

1st year students drive the agenda for CÉIM sessions Leaders do not teach

  • they redirect

questions to the group

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Tim imeline

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Stakeholders

Students & Student Leaders Students’ Union College/School/Discipline Student Services, Library, CELT etc.

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How CÉIM works

1st year students in a specific discipline are assigned to CÉIM groups (Opt-out scheme) CÉIM group 1 (2-3 student leaders) CÉIM group 2 (2-3 student leaders) CÉIM group 3 etc. (2-3 student leaders) Timetabled CÉIM sessions run for 9-10 weeks in both Semester 1 & 2 Attendance is taken Weekly debrief sessions for leaders with staff – idea sharing and problem solving

  • Co-curricular activity complementing lectures and tutorials
  • Part of the academic and pastoral supports ecosystem
  • Supports engaged, independent learning (metacognition)
  • Discipline specific

‘Working in smaller groups really

helped me learn, especially things I didn’t understand.’ ‘I feel that my grades would certainly have been very different had I not had the support and advice of my CÉIM leaders.’

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Student leaders

Rigorous recruitment process – online application form and group interviews 2 days’ intensive facilitation training Facilitate weekly CÉIM sessions Attend weekly discipline-specific debrief meetings Ongoing training Observed running sessions 2-3 times Receive CÉIM leadership certificate and digital badge, and volunteering award

Student leaders volunteer about 2 hours per week There are currently 55 student leaders 8%-20% of 1st year cohorts have applied to be leaders to date ‘It has changed my view on college completely’ ‘Encouraging the students to reach answers themselves…this is what sets CÉIM apart from tutorials and lectures.’

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CÉIM Digital Badges

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CÉIM Leader Hub – An online portal for idea sharing

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CÉIM vid ideo

https://www.youtube.com/watch?v=CK-tmKw06Oo&feature=youtu.be

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How do we measure the im impact of f CÉIM

  • n 1st

st year students?

Impact on academic

  • utcomes

Correlation between: (1) CÉIM session attendance & (2) Grades Impact on transition, wellbeing, learning

  • etc. (as self-reported

by students) 1st year student survey

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General l satis isfaction – Engineering

20 40 60 80 100

% satisfied with CEIM sessions % would encourage new 1st years to participate in CEIM

56 56 83 86 85 92

2013/2014 2014/2015 2015/2016

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Transit ition to university – Engineering

Year 1 (2013/14) Year 2 (2014/15) Year 3 (2015/16) % of 1st year students who agree that CÉIM helped them settle into university life N/A 64% (S1) 80% (S2) 67% (S1) 85% (S2) % of 1st year students who agree that CÉIM helped them get to know people in their year N/A 86% (S1) 80% (S2) 83% (S1) 92% (S2)

‘Three of the people that I met through CÉIM are now amongst my closest group of friends.’ ‘First year can be very stressful for a teenager; CEIM can help students realise they are not the

  • nly ones who feel pressure and it

can help them integrate into university life faster.’

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Academic ic success – Engineering

0% 20% 40% 60% 80% 100%

2013-14 2014-15 2015-16

54% 53% 55% 61% 62% 63%

Mean Final Result Outcomes for Never/Irregular and Regular CÉIM Attendees, 2013-2016 Never/Irregular (0-4 sessions) Regular (≥ 5)

  • 8% average higher grades were consistently achieved by CÉIM regular attendees in comparison to

non-attendees over the period 2013/14 to 2015/16.

  • 12% higher grades were achieved by 1st year Engineering students who attended more than two thirds of CÉIM

sessions in comparison to students who never attended in 2015/16.

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Reasons for considering dropping out – Engineering

0% 10% 20% 30% 40% 50% 60% 70% 80%

Struggling to keep up with the course work Concerned this course will not help me achieve my future goals Realised this is not the subject area for me Haven’t settled in very well and feel lonely

72% 28% 6% 6%

Reasons for considering 'dropping out‘ (Semester 1 2015/16), n=18 (Students could select multiple answers)

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Potential fu future research

  • Non-traditional students’ participation in peer learning
  • Include lecture attendance in the analysis
  • Long-term impact on Student Leaders (employability, confidence etc.)
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Get more information

http://bit.ly/1OACW3I

Find out more

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GET IN IN TOUCH

amber.walsholesen@nuigalway.ie