Supporting GEES undergraduates at Ulster through the use of Senior Student Tutor (SST) workshops

Martin Eaton

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    Undergraduate intake into the School of Environmental Sciences, Ulster comprises students studying honours degree programmes in environmental science, geography and marine science, and students following a two-year non-honours Associate Bachelors degree (ABD) in environmental studies. Longitudinal induction sees first year students interacting with studies advisers and senior student tutors (SSTs) in small group activities. The main aim of these workshops is to help level four students prepare for their end-of-semester, modular examinations. This case study outlines the organisation and rationale for this peer-mentoring scheme and determines its impact upon first year examination performance. Results reveal a positive causal relationship between workshop participation and subsequent success. It is argued that faculty suffering from student progression problems traceable to weaknesses in examination performance could benefit from adopting this locally controlled, low cost, small-scale, peer-mentoring model.
    LanguageEnglish
    Title of host publicationUnknown Host Publication
    Number of pages1
    Publication statusPublished - Apr 2012
    EventHEA STEM Annual conference 2012 - Imperial College London/Royal Geographical Society
    Duration: 1 Apr 2012 → …

    Conference

    ConferenceHEA STEM Annual conference 2012
    Period1/04/12 → …

    Fingerprint

    tutor
    mentoring
    student
    examination
    science
    first-year student
    bachelor
    induction
    honor
    small group
    performance
    semester
    geography
    participation
    costs
    school

    Keywords

    • Examination assessment
    • first year students
    • peer-mentoring
    • senior student tutors

    Cite this

    @inproceedings{bc2fb608867b42809fe912581bd237f4,
    title = "Supporting GEES undergraduates at Ulster through the use of Senior Student Tutor (SST) workshops",
    abstract = "Undergraduate intake into the School of Environmental Sciences, Ulster comprises students studying honours degree programmes in environmental science, geography and marine science, and students following a two-year non-honours Associate Bachelors degree (ABD) in environmental studies. Longitudinal induction sees first year students interacting with studies advisers and senior student tutors (SSTs) in small group activities. The main aim of these workshops is to help level four students prepare for their end-of-semester, modular examinations. This case study outlines the organisation and rationale for this peer-mentoring scheme and determines its impact upon first year examination performance. Results reveal a positive causal relationship between workshop participation and subsequent success. It is argued that faculty suffering from student progression problems traceable to weaknesses in examination performance could benefit from adopting this locally controlled, low cost, small-scale, peer-mentoring model.",
    keywords = "Examination assessment, first year students, peer-mentoring, senior student tutors",
    author = "Martin Eaton",
    year = "2012",
    month = "4",
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    booktitle = "Unknown Host Publication",

    }

    Eaton, M 2012, Supporting GEES undergraduates at Ulster through the use of Senior Student Tutor (SST) workshops. in Unknown Host Publication. HEA STEM Annual conference 2012, 1/04/12.

    Supporting GEES undergraduates at Ulster through the use of Senior Student Tutor (SST) workshops. / Eaton, Martin.

    Unknown Host Publication. 2012.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    TY - GEN

    T1 - Supporting GEES undergraduates at Ulster through the use of Senior Student Tutor (SST) workshops

    AU - Eaton, Martin

    PY - 2012/4

    Y1 - 2012/4

    N2 - Undergraduate intake into the School of Environmental Sciences, Ulster comprises students studying honours degree programmes in environmental science, geography and marine science, and students following a two-year non-honours Associate Bachelors degree (ABD) in environmental studies. Longitudinal induction sees first year students interacting with studies advisers and senior student tutors (SSTs) in small group activities. The main aim of these workshops is to help level four students prepare for their end-of-semester, modular examinations. This case study outlines the organisation and rationale for this peer-mentoring scheme and determines its impact upon first year examination performance. Results reveal a positive causal relationship between workshop participation and subsequent success. It is argued that faculty suffering from student progression problems traceable to weaknesses in examination performance could benefit from adopting this locally controlled, low cost, small-scale, peer-mentoring model.

    AB - Undergraduate intake into the School of Environmental Sciences, Ulster comprises students studying honours degree programmes in environmental science, geography and marine science, and students following a two-year non-honours Associate Bachelors degree (ABD) in environmental studies. Longitudinal induction sees first year students interacting with studies advisers and senior student tutors (SSTs) in small group activities. The main aim of these workshops is to help level four students prepare for their end-of-semester, modular examinations. This case study outlines the organisation and rationale for this peer-mentoring scheme and determines its impact upon first year examination performance. Results reveal a positive causal relationship between workshop participation and subsequent success. It is argued that faculty suffering from student progression problems traceable to weaknesses in examination performance could benefit from adopting this locally controlled, low cost, small-scale, peer-mentoring model.

    KW - Examination assessment

    KW - first year students

    KW - peer-mentoring

    KW - senior student tutors

    UR - http://journals.heacademy.ac.uk/doi/abs/10.11120/stem.hea.2012.051

    UR - http://journals.heacademy.ac.uk/doi/abs/10.11120/stem.hea.2012.051

    M3 - Conference contribution

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    ER -