Mentoring first year study groups - benefits from the mentors’ perspective
Journal Title: European Journal of Science and Mathematics Education - Year 2017, Vol 5, Issue 1
Abstract
The ‘study group concept’ at the University of Southern Denmark (SDU) was implemented to aid first year students’ transitional challenges. A mentor (an older student) is affiliated each study group to facilitate productive group work, bring awareness to study habits, and share his/her own experiences with life as a student. The study explores the mentors’ benefits of their employment (n=43) and compares the mentors to non?employed students. Data was obtained through a questionnaire composed of open and closed questions. Findings suggest that a large portion of the mentors have expanded their network (67%), increased their consciousness of study habits (60%), and developed academic abilities (40%). The mentors constitute a group of students highly engaged in the university community compared to the non?employed students. Awareness of the benefits of student employment is important to both decision makers and students themselves.
Authors and Affiliations
Nadia Rahbek Dyrberg| Laboratory for Coherent Education and Learning, Faculty of Science, University of Southern Denmark, Odense, Denmark, For correspondence: nrdk@sdu.dk, Claus Michelsen| Laboratory for Coherent Education and Learning, Faculty of Science, University of Southern Denmark, Odense, Denmark
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