Mentoring first year study groups - benefits from the mentors’ perspective

Nadia Rahbek Dyrberg 1 * , Claus Michelsen 1
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1 Laboratory for Coherent Education and Learning, Faculty of Science, University of Southern Denmark, Odense, Denmark
* Corresponding Author
EUR J SCI MATH ED, Volume 5, Issue 1, pp. 43-54. https://doi.org/10.30935/scimath/9496
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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.
Keywords: mentors, study groups, student employment, first year

CITATION

Dyrberg, N. R., & Michelsen, C. (2017). Mentoring first year study groups - benefits from the mentors’ perspective. European Journal of Science and Mathematics Education, 5(1), 43-54. https://doi.org/10.30935/scimath/9496

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