CÉIM helps students to:
- Develop the academic and life skills to get the most out of their time at University of 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 University of 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 University of 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.