PowerPoint Presentation

Developing the academic and personal tutor system1The value of a personal tutor system:It is necessary that staff be aware of the enormous value that a well-organised personal tutorial system, which gives attention to all students, can have. It can provide a closer connection of staff with students, support the student's personal and academic development with an effect on improved retention rates, give valuable feedback on the student's experience of the course and institution, and provide much needed evidence of reasons for withdrawal and failure

......is to achieve either one-to-one tutorials for more personal discussion or a weekly, timetabled tutorial for small groups of students (6-8) in each year of their study, with, where possible, the same tutor staying with a group throughout

Minimum standard is likely to be 12 hours per group of 8 students (maximum) per year:

e.g. 8x group meetings and 1 0.5 hour meeting.12 group meetings

The aim is that over the academic year 2010/11 that the University will further develop practices that will ensure that all students are offered a personal tutorial either individually or in groups of no larger than eight for a regular timetabled session.

The tutor will wherever possible stay with a group of students though their years of study in the University and we will explore ways in which we can support the development of tutors and share the best practice across departments and faculties

2The personal tutor is key to ensuring that the whole experience of the student is monitored and supported.This impacts on retention, completion, employment and satisfaction agendas.

Personal tutor is not expected to be a councillor but to be aware of the support services available and make effective referrals.

Personal tutorials are sometimes mistakenly discussed in dealing with problems.....

... however it is much more constructive to present them in the context of support and development3

The student journey4

On the journey to graduation the support that students require changes

The role is about being an academic friend to support the student in their progress through the University, to support them in managing their assessments, guiding them towards services in the University and essentially supporting the work of the Careers Service

5TransitionTransitionEngaging with the courseThe Student JourneyPersonal tutor roles

Year 1: Feedback from first assessmentIdentifying support needsEffective referralsAcademic supportReflect on development of graduate skills and attributesReview of academic progressPlanning for year 2

Year 2:Reviewing academic progress on programmeDiscussion of feedback and marks identifying overarching issuesReflecting upon graduate skills and attributesIdentification of skills gapsAcademic planning:Course choices for level 3Placement/internship application/preparationLinking to careers service support6The role of the an APT in providing academic feedbacksignpost sources of assistance, and make referrals in confidence, for specific problems to other agencies (time management and study skills, English Academy, Mathematics Support Centre, Centre for Academic Writing, Student Counselling, Accommodation Office, Student Funding, etc);

take an overview of progress across all subjects and gives accurate, objective advice;

discuss the students personal development (PDP)

Source: Coventry University Student Academic Support Framework 7Provides an opportunity to have a more holistic view of how the student is progressing not just module specific.Opportunity to identify with the learner recurring themes and issues across the course.Opportunity to identify support for the studentSupport the student in developing a personal development plan.

How can this be achieved?How is can this be rewarded and valued?

Framework for personal tutors within PsychologyLevel 3:Two sessions are to develop academic skills: literature searching and using feedback to improve courseworkThe remaining two are to develop employability skills: chiefly identifying skills gaps that may need addressing in the course of level 3.Level 2:structured around 4 meetings which covers improving their CV academic feedback (based on marked essays), library skills and employability skills

Graduate attributes how do we help students assess their development?Learning to LearnWorking with OthersProblem Solving and InnovationNumeracyIT and Online LearningCommunicationCareer ManagementInformation ManagementPersonal Development PlanningSkills: practical, legal, transferableLearning to Learn students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.Working with Others Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.Problem Solving and Innovation Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values.Numeracy Students should be able to interpret, analyse and present numerical data.IT and Online Learning Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.Communication students should be able to communicate effectively in appropriate forms in a wide variety of situations.Career Management Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations.Information Management Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources.Personal Development Planning 8Year 1Settling into UniversityFeedback from first assessmentMarksAcademic writing issuesPlagiarismDyslexia Referral to appropriate academic support student supportReflect on development of graduate skills and attributesReview of academic progressPlanning for year 2

Sigma, english language unit....9Year 2Reviewing academic progress on programmeDiscussion of feedback and marks identifying overarching issuesReflecting upon graduate skills and attributesIdentification of skills gapsAcademic planning:Course choices for level 3Placement/internship application/preparationLinking to careers service support

10Year 3/4Reviewing academic progress on programmeSupporting action planning for transitionIdentifying refereesApplying for jobs/ coursesLinking to the careers service supportDiscussion of feedback and marks identifying overarching issuesReflecting upon graduate skills and attributesIdentification of skills gaps

11Models from elsewhereMany institutions have a structured approach to personal tutoring which incorporates personal development planning:

Leeds University: Leeds for Life

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Leeds model....13Scoping the scheme for LawDefining the skills (Practical, Legal, transferable)

Career linkages and employment

Mapping to the levels.14