Rate My Professor Carole Scott

Scott's research specializations center on peer education, student experiences in learning support, and the efficacy of supplemental instruction. Notable publications include 'Students’ experiences and perceptions of peer assisted study sessions: Towards ongoing improvement' (2009, Journal of Peer Learning, 67 citations), which analyzes feedback for program refinement; 'Shifting the balance in first-year learning support: From staff instruction to peer-learning primacy' (2008, Journal of Peer Learning, 40 citations); '“We Were Told We’re Not Teachers… It Gets Difficult to Draw the Line”: Negotiating Roles in Peer-Assisted Study Sessions (PASS)' (2014, Mentoring & Tutoring: Partnership in Learning, 27 citations); 'How peer mentoring fosters graduate attributes' (2019, Journal of Peer Learning, 25 citations); and 'Fix, build, diagnose or guide? Evaluating the metaphors for learning advisors' (2015, ATLAANZ Journal, 6 citations). These works highlight themes of role negotiation in peer mentoring, graduate attribute development, and learning advisor frameworks. In 2016, Scott and van der Meer received the Outstanding Supplemental Instruction research award from the International Center for Supplemental Instruction for a systematic review linking such programs to higher grades, lower failure and withdrawal rates, and improved retention. She also earned the Award for Exceptional Performance by Professional Staff in 2012 from the University of Otago. Her contributions have influenced peer learning practices at Otago and beyond, with over 60 citations across her oeuvre.