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Moore-Cherry, Niamh
Preferred name
Moore-Cherry, Niamh
Official Name
Moore-Cherry, Niamh
Research Output
Now showing 1 - 3 of 3
- PublicationThe First-Year Experience: Assessing Expectations and Enhancing Reality(University College Dublin, 2009-06-01)
; ; ; This project aimed to assess student expectations of university on arrival and their experiences during the first year with a view to identifying key issues relating to student engagement and recommending possible enhancements at University College Dublin.90 - PublicationThe first semester of university life ; ‘will I be able to manage it at all?’This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities and their confidence in managing their new role as these factors will have consequences for their experience as first year university students. These findings are explored with a view to enhancing the quality of support for students during this key transition.
3201Scopus© Citations 46 - PublicationStudents as Partners in Peer Mentoring: Expectations, Experiences and EmotionsIncreasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.
257Scopus© Citations 12