The document discusses the role of personal tutoring in higher education and its impact on student retention and success. It notes that while personal tutoring alone does not have a significant scalar impact on retention, it can impact individual student outcomes and resilience. Personal tutoring provides academic and pastoral support and a link between students and support services. The document examines challenges with personal tutoring and argues that institutions need to view it as a valued role and provide training for tutors. It also calls for more holistic student support systems that integrate personal tutoring and focus on developing student characteristics like persistence.
katalog stationery 2023 part#2 ini terdiri dari 15 halaman 376 jenis barang atk. disusun dari harga terendah ke harga tinggi. daftar harga 2023 ini bisa berubah sewaktu waktu bagi perusahaan yang berminat mengangkat kami sebagai vendor/supplier penyedia atk bisa kontak di whatsapp 08119227169 / email admin@alattulis.id / telp 021-6252421
Newcastle Educators aims to bring together educators across disciplines to share best practices and enhance teaching and scholarship. It holds regular informal meetings to discuss topics like the role of evidence in defining teaching excellence, differing perspectives of educators, students and institutions, and Newcastle's approach. While definitions of excellence vary, key aspects identified include pedagogic competence, research-informed teaching, and positive student relationships. The group discusses how to best recognize and support excellence through resources, incentives and reliable assessment.
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katalog stationery 2023 part#2 ini terdiri dari 15 halaman 376 jenis barang atk. disusun dari harga terendah ke harga tinggi. daftar harga 2023 ini bisa berubah sewaktu waktu bagi perusahaan yang berminat mengangkat kami sebagai vendor/supplier penyedia atk bisa kontak di whatsapp 08119227169 / email admin@alattulis.id / telp 021-6252421
Newcastle Educators aims to bring together educators across disciplines to share best practices and enhance teaching and scholarship. It holds regular informal meetings to discuss topics like the role of evidence in defining teaching excellence, differing perspectives of educators, students and institutions, and Newcastle's approach. While definitions of excellence vary, key aspects identified include pedagogic competence, research-informed teaching, and positive student relationships. The group discusses how to best recognize and support excellence through resources, incentives and reliable assessment.
This document discusses cross-institutional collaboration to enhance student transition between institutions. It notes that students' experiences are complex, involving both academic and social factors. Effective collaboration requires coordination between different departments and student support services. Barriers include separate "silos" between departments and an emphasis on institutional autonomy. The document advocates for designated staff roles to facilitate collaboration, building relationships across institutions, and being flexible to overcome cultural divides.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
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Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
The document describes a peer mentorship program designed to support first-year student success at York University. The program is situated within core first-year courses. Senior and peer mentors meet biweekly with groups of 6 students to provide academic support, foster engagement, and develop leadership skills. Evaluation found the program improved student awareness of resources and engagement. It also increased mentors' leadership abilities. The program aims to address student transitions and engagement through a highly structured mentorship model grounded in educational theory.
This document describes the development and implementation of a student mentoring program at a university nursing department. It discusses preparing faculty for the mentor role, developing the program over stages, and methods for evaluating its success. Key aspects included cultural competence training for faculty, assigning mentors and mentees, developing contracts to define their roles, monitoring student progress, and measuring outcomes like exam scores. The goal was to support diverse nursing students through relationship-building between faculty and individual students.
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
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The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
Dr. Edgar Blevins, Professor at Southern University and A&M College, presents on "Choosing Faculty Mentors & Finding 'Mentoring Communities' for Academic Success. For more information, please visit https://matc.unl.edu.
This document discusses student voice in course evaluation and the importance of authentic student partnership. It argues that surveys alone do not fully engage students and can promote a consumerist approach. True partnership involves students co-designing, co-producing, and co-evaluating their learning environment. This would provide mutual accountability and enhancements informed by both student and staff perspectives. The document provides examples of how partnership can be implemented, such as involving students in survey design, focus groups, and action research. It also outlines tests to determine the authenticity of partnership practices.
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Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
The document discusses choosing faculty mentors and finding mentoring communities for academic success, outlining the benefits of mentoring relationships, how to identify and select mentors, expectations of mentors and mentees, understanding the social environment, and developing a mentor community strategy including peer mentoring. It provides information on identifying mentors, the roles of mentors and mentees, and developing mentoring skills.
This document discusses good teaching practices in higher education. It begins by outlining intended learning outcomes around discussing good teaching, quality assurance, and evaluating practice. It then presents three main theories of teaching: teaching as telling, facilitating student activity, and making learning possible through cooperative and self-directed learning. The document also examines frameworks for good teaching from the UK Professional Standards Framework and MMU Learning, Teaching and Assessment Strategy. It provides perspectives from students and principles of good practice around areas like active learning, feedback, expectations, and intellectual challenge. Scenarios are then presented to critique different teaching approaches.
The document discusses the philosophy of Dr. Monique Holsey-Hyman regarding student affairs. Her philosophy is that student affairs should provide enrichment opportunities to promote lifelong learning for students, embrace diversity, and promote student wellness and academic/financial stability to prepare them for their careers after graduation. She believes her philosophy aligns with the core values of student affairs such as integrity, accountability, respect, and empowering students. The document also outlines her definition of student affairs, experience she can bring as Dean of Students, and her vision which includes initiatives around retention, recruitment, mentoring programs, and improving campus resources and culture.
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
The document discusses the benefits of Classroom Learning Labs (CLLs) for teacher professional development and collaboration. CLLs involve teachers observing each other's classrooms, providing feedback, and engaging in reflective conversations to improve instructional practices. Three key points:
1) CLLs encourage peer-to-peer learning and choice-driven professional development, unlike traditional top-down models.
2) Research shows collaboration improves teaching and boosts student achievement through complex problem-solving and sharing of expertise.
3) Teacher reflections indicate CLLs push them to higher levels of instruction and encourage risk-taking and reflection on teaching practices.
Beyond belonging - building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as approaches and interventions which show that the university cares, and that students and staff matter as individuals. This practical workshop will use a research-based framework and evidence informed recommendations, providing participants with tools to design and manage
programmes to enhance both student and staff experience.
Comprehensive student support a district vision and frameworkDavid Mark
This document outlines a district's vision for comprehensive student support through inclusive education. It discusses a shift towards learning services rather than student services, with an emphasis on classroom-based interventions, collaboration between staff, and meeting student needs through flexibility. Key aspects of the vision include early intervention, universal design for learning, supporting teachers, and simplifying individualized education plans. The challenges of implementing this vision at the school and district level are also addressed.
Embracing the Role of Academic Advising in Supporting Student SuccessJoshua Barron
This document discusses the important role of academic advising in supporting student success and retention. It argues that effective advising is key to promoting student engagement and integration, which are important factors that influence student intentions to stay or leave college. The document also discusses promising advising practices such as viewing advising as teaching, using collaborative reflection and decision-making, implementing advising syllabi, and promoting student self-authorship and high-impact educational experiences.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
The document describes a peer mentorship program designed to support first-year student success at York University. The program is situated within core first-year courses. Senior and peer mentors meet biweekly with groups of 6 students to provide academic support, foster engagement, and develop leadership skills. Evaluation found the program improved student awareness of resources and engagement. It also increased mentors' leadership abilities. The program aims to address student transitions and engagement through a highly structured mentorship model grounded in educational theory.
This document describes the development and implementation of a student mentoring program at a university nursing department. It discusses preparing faculty for the mentor role, developing the program over stages, and methods for evaluating its success. Key aspects included cultural competence training for faculty, assigning mentors and mentees, developing contracts to define their roles, monitoring student progress, and measuring outcomes like exam scores. The goal was to support diverse nursing students through relationship-building between faculty and individual students.
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
Presentation mental health in higher ed exploring the relevance of udl km u...Frederic Fovet
This document summarizes a workshop discussing how universal design for learning (UDL) principles can be applied to address mental health issues in higher education.
The workshop explored how classroom practices and instructional design can sometimes exacerbate student mental health problems. Applying UDL principles of providing multiple means of representation, engagement, and expression could help reduce mental health issues by offering flexibility in assignments, assessments, and participation requirements.
The document discussed perspectives from accessibility services personnel, instructors, and instructional designers. Accessibility staff noted issues students report like timed exams and rigid deadlines. Instructors discussed tensions in course delivery and assessment that could impact mental health. Instructional designers explored applying UDL solutions like alternative assignment formats or
Dr. Edgar Blevins, Professor at Southern University and A&M College, presents on "Choosing Faculty Mentors & Finding 'Mentoring Communities' for Academic Success. For more information, please visit https://matc.unl.edu.
This document discusses student voice in course evaluation and the importance of authentic student partnership. It argues that surveys alone do not fully engage students and can promote a consumerist approach. True partnership involves students co-designing, co-producing, and co-evaluating their learning environment. This would provide mutual accountability and enhancements informed by both student and staff perspectives. The document provides examples of how partnership can be implemented, such as involving students in survey design, focus groups, and action research. It also outlines tests to determine the authenticity of partnership practices.
Faculty of Economics Trisakti University - Problem Based Learning (7 Jump Step)Dwitya Aribawa
This document provides an overview of problem-based learning (PBL). It discusses that PBL is an active learning approach where students work in small groups to solve real-world problems. It contrasts PBL with the traditional lecture approach. The roles of tutors, students, chairs, and secretaries in the PBL process are described. Steps in the PBL process like understanding the problem, learning new information, and applying the solution are outlined. Evaluation of the PBL process is also discussed.
The University of Reading transformed its personal tutor system into a new Academic Tutor System (ATS) through a collaborative process. A steering group with staff and student representatives reviewed the previous system and designed the ATS to improve academic and pastoral support. The ATS provides more consistent guidance focused on academic development, with a new welfare team assisting with personal issues. Staff and students receive ongoing training and resources. Initial feedback shows the ATS has positively impacted the student experience by better directing them to support services.
Beyond belonging – building mattering into programme design, Rebecca HodgsonSEDA
Much focus is placed on belonging, but arguably what has more impact on student and staff wellbeing is knowing that we matter. 'Mattering' in higher education can be defined as
approaches and interventions which show that the university cares, and that students and
staff matter as individuals. This practical workshop will use a research-based framework and
evidence informed recommendations, providing participants with tools to design and manage programmes to enhance both student and staff experience.
The document discusses choosing faculty mentors and finding mentoring communities for academic success, outlining the benefits of mentoring relationships, how to identify and select mentors, expectations of mentors and mentees, understanding the social environment, and developing a mentor community strategy including peer mentoring. It provides information on identifying mentors, the roles of mentors and mentees, and developing mentoring skills.
This document discusses good teaching practices in higher education. It begins by outlining intended learning outcomes around discussing good teaching, quality assurance, and evaluating practice. It then presents three main theories of teaching: teaching as telling, facilitating student activity, and making learning possible through cooperative and self-directed learning. The document also examines frameworks for good teaching from the UK Professional Standards Framework and MMU Learning, Teaching and Assessment Strategy. It provides perspectives from students and principles of good practice around areas like active learning, feedback, expectations, and intellectual challenge. Scenarios are then presented to critique different teaching approaches.
The document discusses the philosophy of Dr. Monique Holsey-Hyman regarding student affairs. Her philosophy is that student affairs should provide enrichment opportunities to promote lifelong learning for students, embrace diversity, and promote student wellness and academic/financial stability to prepare them for their careers after graduation. She believes her philosophy aligns with the core values of student affairs such as integrity, accountability, respect, and empowering students. The document also outlines her definition of student affairs, experience she can bring as Dean of Students, and her vision which includes initiatives around retention, recruitment, mentoring programs, and improving campus resources and culture.
The document discusses curriculum strategies to promote students' mental health and well-being. It identifies several factors that support or pose risks to students' mental health in the learning environment. It then outlines various strategies that can be incorporated into curriculum to foster students' mental health, including framing learning in terms of progress not failure, providing early and meaningful feedback, developing a sense of belonging through collaboration, ensuring cultural inclusiveness and relevance, and supporting the development of competence and professional identity. The discussion emphasizes understanding students' individual challenges and supporting staff confidence in promoting mental health through the curriculum.
The document summarizes the TESTA methodology for improving feedback and assessment in higher education programs. The key issues identified are: (1) modular course designs make feedback less effective by separating assignments and squeezing out formative tasks, (2) the missing relational dimension of anonymous marking in mass higher education, and (3) TESTA program strategies aim to address these by rebalancing formative/summative assessment, using peer/audio/blog feedback, and shifting from a transmission to social constructivist educational model.
Educational developers face tensions in their role in the neoliberal university. They must balance supporting individual academics with meeting top-down strategic goals, using metrics that may be flawed. While teamwork can enhance student experience through collaboration, it risks unequal divisions of labor and lack of recognition for collaborative work. To improve teamwork, universities must actively promote and reward it, include more students, and address issues like gender bias that can undermine equitable participation.
The document discusses the benefits of Classroom Learning Labs (CLLs) for teacher professional development and collaboration. CLLs involve teachers observing each other's classrooms, providing feedback, and engaging in reflective conversations to improve instructional practices. Three key points:
1) CLLs encourage peer-to-peer learning and choice-driven professional development, unlike traditional top-down models.
2) Research shows collaboration improves teaching and boosts student achievement through complex problem-solving and sharing of expertise.
3) Teacher reflections indicate CLLs push them to higher levels of instruction and encourage risk-taking and reflection on teaching practices.
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The personal touch personal tutoring and the impact on retention
1. The Personal Touch -
Personal tutoring and the
impact on retention
Dr David Grey
York St John University
UKAT Research Committee
Dave Lochtie
University of Derby Students Union
UKAT Professional Development Committee
2. Objectives
The goals for this session are to consider
• Why personal tutoring is receiving renewed attention in the sector
• The key benefits of, and challenges for, personal tutoring
• How personal tutoring can impact student retention and success as
part of a package of interventions
• What we can learn from other educational systems
3. Personal Tutoring and Retention
There is no magic ‘silver bullet’ for retention
Personal tutoring is not it!
Few studies have demonstrated significant scalar impact of any one
particular activity, including personal tutoring, on retention (Webb 2017)
Personal tutoring does have a clear and demonstrable impact on the
outcomes for, and retention of, individual students
Resilience, persistence and success are more directly relevant
to students than retention
Personal tutoring can support all of these
4. Personal Tutoring in Context
Personal Tutoring
• Core activity linking student, curriculum and student services
• Integral to student progression/achievement & institutional success (Wootton 2006)
• Significant input into supporting first year students and their transition to HE
• Largely unique to UK Higher Education
• Historically, little similar in Europe
• US – though faculty advising exists, it is often supported by qualified, professional,
advisors who provide proactive intervention
• Some Australian universities introducing personal tutors (Cappa 2009)
• UK institutional policies tend to (hybrids of) Earwaker’s (1992) professional model
• Personal tutors provide academic support, academic and personal development; pastoral
support left to other professionals
Many institutions revisiting personal tutoring in light of TEF academic support
metric - personal tutoring has direct impact on this question in NSS/TEF
5. Students are human – so are tutors
Humans
• want to be accepted and valued as individuals
• behaviour often driven by fear, (false) assumptions and biases
How do doubters rationalise withdrawal?
• e.g. It’s too challenging, I can’t do it [Fear]
• Imposter Syndrome e.g. I’m stupid. Everyone else in the class
gets it and I don’t [False Assumption]
Tutor behaviour can impact on students in a positive or
negative way
• Tutors experience fears about tutoring and make assumption
about tutees
• Tutoring can promote resilience and help students overcome
fears and false assumptions
6. How Do We Support (and Retain) Students?
CONSIDER
• underlying fears, assumptions and concerns
ADVISE
• guide and explain
RESPOND
• positively and appropriately to the individual
ENHANCE
• encourage personal development
• challenges fear, question assumptions
• build resilience, promote resourcefulness
C
A
R
E
Caring implies a supportive relationship – where and how do we develop that
relationship?
7. What Works – A Model Effective Practice
What Works (Thomas 2012)
emphasised belonging and the
importance of relationships
(staff-student, peer-peer,
learning communities) in the
academic sphere
What Works 2 (Thomas 2017)
stresses need for proactive,
personalised, interventions that
are mainstream, ongoing,
monitored & followed up
coupled with an holistic
approach
Which aspects of this model can
personal tutoring impact?Taken from Thomas (2017) What Works 2 Supporting student success : strategies for
institutional change - Final Report
8. Benefits of Personal Tutoring
Personal tutors can
• Sustain a proactive, rather than reactive, individual relationship with
tutees
• Provide the context for ongoing, structured, personalised
interactions
• Facilitate a sense of belonging – to discipline and institution
• Be a stabilising force for students
• Cultivate an academic mindset and analytical skills outside the
classroom (Lindsay 2011)
• Support the acquisition of graduate attributes
• Be a powerful advocate of, and signpost to, important support
networks on campus
9. What Can We Learn from the US?
NACADA has researched approaches to advising over many years
• developmental, appreciative, proactive, coaching, teaching
• advising is a profession, underpinned by qualifications
Developmental advising (Crookston 1972, O’Banion 1994)
• Focused on growth and learning, career and life goals
• Supports growth mindsets (Dweck 2008) and resilience
Proactive advising (Glennen 1975)
• Showed a significant impact on retention but not replicated in later studies
• Naturally suited to supporting students who don’t know they need help
Rise of learning analytics fits with a proactive, developmental approach
• Help tutors identify students needing interventions, and facilitating those
interventions
UK sector generally heading towards
• Developmental, proactive, professional model
• Increased use of data and learning analytics to identify students needing
interventions
10. Personal Tutoring & Student Support
Higher Education has changed, our approach to supporting students
has not
• Personal tutoring, student support services, and the interfaces
between them are fundamentally the same as they were 50 years
ago
Development of student resilience linked to persistence and success
(McIntosh & Shaw, 2017)
• Personal tutoring and peer support central to promoting resilience
• Are tutors and tutorial/support systems conducive to cultivating
resilience?
New models of student support needed to support student
development and success in the face of contemporary student issues
• Personal tutoring significant in every stage of the student journey
11. Challenges for Personal Tutoring
Wheeler & Birtle (1993), Thomas (2006), surveys and anecdotal evidence
from sector identify challenges as:
• Staff confidence/competence
• Lack of training
• Variability of student experience of tutoring
• Impact on workloads
• Lack of institutional/individual recognition of value of tutoring and
reward/recognition for staff
• Identified as a recommendation in What Works 2
• Lack of evaluation and coordination of tutoring
These have been acknowledged in the literature for at least 25 years
• What are we doing as a sector to address them?
12. Conclusions
Personal tutoring has the potential to impact student success and retention,
but
• Institutions need to demonstrate to staff that tutoring is a valued, and a
valuable, part of their role as academics
• Better (or some!) training is required for personal tutors - build staff
confidence and capacity
• Evaluation and reflective practice by tutors is vital, leading to research which
demonstrates impact
• Personal tutoring is only part of the story
• needs to be a component in a holistic, ‘whole-institution’ (Thomas 2017) student
support system providing ‘multi-faceted interventions’ (Webb 2017)
• Tools (dashboards, learning analytics) can help but tutors need to proactively
monitor and follow up students
• New models of holistic student support needed which focus on proactive
development of the personal characteristics that lead to persistence
14. Sources
Cappa, C. (2009). Personal tutors for first year law students: Adding to the pressure or lightening the load? In Pacific Rim
First Year in Higher Education Conference. Brisbane, Australia. Retrieved from
http://fyhe.com.au/past_papers/papers09/content/pdf/2E.pdf
Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel
Dobinson-Harrington, A. (2006). Personal tutor encounters: Understanding the experience. Nursing Standard. 20(50),
35-42.
Dweck, C. S. (2008). Mindset: the new psychology of success, 2008 Ballantine Books trade pbk. ed. New York: Ballantine
Books.
Glennen, R. E. (1975). Intrusive college counseling. College Student Journal.
Gubby, L., & McNab. N. (2013). Personal tutoring from the perspective of the tutor. Capture 4(1), 7–18.
Hart, N. (1996). The role of the personal tutor in a college of further education: A comparison of skills used by personal
tutors and by student counsellors when working with students in distress. British Journal of Guidance and
Counselling,24(1), 83–96.
Lindsay, S. (2011). Do students in UK Higher Education Institutions need personal tutors? Learning at City Journal, 1(1),
40–45. Retrieved from http://openaccess.city.ac.uk/1263/
Lowenstein, M. (2005). If advising is teaching, what do advisors teach? NACADA Journal, 25(2), 65–73. Retrieved from
https://www.nacada.ksu.edu/portals/0/Clearinghouse/AdvisingIssues/documents/25-2-Lowenstein-pp65-73.pdf
McCary, J., Johnstone D. B., Valentine H., & Berry H. (2011). A comparative evaluation of the roles of student advisor and
personal tutor in relation to undergraduate student retention. Cambridge, UK: Anglia Ruskin University.
15. Sources
McIntosh, E., & Shaw, J. (2017). Student Resilience. Retrieved from http://www.unite-
group.co.uk/sites/default/files/2017-05/student-resilience.pdf
O’Banion, T. (1994). An academic advising model. NaCADA Journal, 14(2), 10–16.
Owen, M. (2002). Sometimes you feel you’re in niche time: The personal tutor system, a case study. Active Learning in
Higher Education, 3(1), 7–23.
Ralston, N., & Hoffshire, M. (2016). An individualized approach to student transition: Developing a success coaching
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Editor's Notes
UKAT is the first allied group of NACADA (the Global Community for Academic Advising) to be established outside North America. Founded in 2015 responding to a perceived need for a forum for discussion, debate and the exchange of ideas on current issues in personal tutoring and academic advising. Colleagues from across the HE and FE systems believed that there was a lack of opportunities for professional development in this area, which they felt was given a low priority in many institutions.
We believe strongly that effective advising and personal tutoring is essential for student success, and aim to bring together those engaged in this vital area of student support. As a young association, UKAT is very much a ‘work in progress’, we have formed two committees to drive the group forward one focusing on research (chaired by David Grey) and another on Professional Development (chaired by Dave Lochtie).
In early 2016, UKAT ran a pilot survey open to all 164 UK higher education institutions (HEIs) to gain some initial insight into personal tutoring and academic advising practices in the UK. This was very much a preliminary survey of personal tutoring in the UK, which we plan upon building on with future research. There were 47 respondents representing 32 different HEIs: 55% were personal tutors (faculty advisors), 21% were professional support staff working in student welfare and support services (professional, but not necessarily academic, advisors), and 21% were institutional managers (those individuals working in HE who have knowledge of the cirriculum but main responsibilities fall outside of that role). The findings of this survey were combined with the available literature and have shaped our work since including elements of this presentation. Further information here - http://www.nacada.ksu.edu/Resources/Academic-Advising-Today/View-Articles/Comparing-Personal-Tutoring-in-the-UK-and-Academic-Advising-in-the-US.aspx
We all have examples of students for whom the intervention of a personal tutor has made a profound difference to the outcomes for that student, but there is a lack of research evidence in the UK to demonstrate even this impact of tutoring on retention
Best demonstration of impact is Ormond Simpson’s ‘Rescuing the Personal tutor: lessons in costs and benefits’ (2006) example of OU scrapping PT’s in 1990’s then reintroducing a few years later at a cost of over £1 million
Personal tutoring is unique to the UK and is historically based in the in loco parentis model of moral tutors at Oxford and Cambridge. If the UK were the only education system that used personal tutoring, then personal tutoring could be seen merely as an interesting artefact of the UK context.
Elsewhere in the world, e.g. in the US, many of the functions of personal tutors are provided or supplemented by qualified professional advisors. Often, but not always, this is implemented as professional consultations which don’t provide the opportunity to develop a meaningful, supportive, pedagogic relationship with the student. Even though the US system makes extensive use of professional advisors, there still exists the role of Faculty Advisor in many institutions, which is akin to the role of a personal tutor in the UK.
Issues of student transition, retention and engagement have been a focus for research and debate in the US, UK and Australia for many years. Much work on transition and retention has been undertaken in Australia by Sally Kift and colleagues. Historically, Australian universities have not had a personal tutoring system but there has been a small but growing interest in some Australian institutions for introducing personal tutors (e.g. Cappa 2009) as a way to better support student retention and success.
So, although personal tutoring is largely unique to the UK, similar systems do exist elsewhere, and the fact that they are now being introduced in some systems suggests that personal tutoring is not merely a quirk of the UK HE system but does have an intrinsic value in supporting student success.
Earwaker (1992) identifies three models of personal tutoring – pastoral, professional and curriculum integrated. An analysis of the personal tutoring policies of UK HEI’s would suggest that many of their personal tutoring systems are tending towards (hybrids of) Earwaker’s professional and curriculum models. A national survey of personal tutoring which UKAT conducted identified the five key activities that personal tutors deal with as pastoral issues, student success, academic skill development, employability and personal development planning.
Both students and tutors are human; their attitudes and behaviours are driven by these basic human needs.
That’s not to say that any of us actively consider or treat students as being sub-human but in supporting students we need to consider them as human beings and how their human needs and characteristic are impacting their behaviours
Tutors experience fears and make assumptions about the students they supports, which can drive the behaviour of those tutors. Tutors behaviours can impact on students in a positive or negative way. Tutors may be more comfortable in providing academic advice or signposting than in providing pastoral support (Hart, 1996; Stephen, O’Connell, & Hall, 2008)
Everyone involved with students has a responsibility to CARE
Personal tutoring is about building supportive, individual relationships with students – i.e. it’s the ‘personal’
The What Works project (2012) identified belonging as being at the heart of student retention and success, with the academic sphere being the most important place for nurturing the engagement which creates belonging. Belonging results from meaningful interactions between staff and students; developing knowledge, confidence and identity as HE learners; supportive peer relations; an experience which is relevant to interests and future goals. Personal tutoring (individual and group based) can help address each of these aspects of belonging. What Works also emphasised the need for high-quality institutional data and the monitoring of student behaviour
What Works 2 (2017) followed up the original work and identified that a holistic, whole institution approach is required, that interventions for retention and success need to be proactive, mainstream (available to all, not bolt-ons), ongoing (not a one-off) and that individual student engagement needs to be monitored and followed up.
What Works 2 identified this model of effective practice for student retention and success – which of these dimensions does personal tutoring naturally address? (the pink ones – but possibly collaborative and evidence-informed too)
The personalised, one-to-one support that personal tutors can provide is often the only opportunity students have in an HEI for long-term, structured ,individual support
NACADA, the global community for academic advising, was founded in the US in 1977 and now has over 13,000 members around the world. NACADA promotes and supports academic advising in HE to enhance the educational development of students, and has been supporting scholarly enquiry into advising practices for 40 years. NACADA has identified a number of distinct approaches to academic advising, including developmental and proactive advising, both of which are particularly pertinent to the way personal tutoring is practiced in the UK
In the US, is a profession in it’s own right, heavily supported by MA/PhD level qualifications in advising theory.
Developmental Advising
'Developmental academic advising is the use of interactive teaching, counseling, and administrative strategies to assist students to achieve specific learning, developmental, career, and life goals. These goals are set by students in partnership with advisors and are used to guide all interactions between advisor and student.‘Creamer, D. G. & Creamer, E. G. (1994). Practicing Developmental Advising: Theoretical Contexts and Functional Applications. NACADA Journal 14(2), 17-24
‘a systematic process based on close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the utilization of the full range of institutional and community resources’ Winston, Jr. R. B., Enders, S. C., & Miller, T. K. (Eds.) (March 1982). Developmental approaches to academic advising. New Directions for Student Services , 17.
Terminology
Academic advising in the US is broadly synonymous with personal tutoring in the UK
Proactive Advising
Help advisors reach out to students.
Proactive approaches incorporate intervention strategies mandating advising contacts for students who otherwise might not seek advising
Despite the lack of documented impact on retention, this approach fits well with the What Works 2 recommendations for proactive approaches
Success Coaching
Over the years the field has developed and produced sub-fields such as Success Coaching which has become increasingly important in college student success as almost a sub-field of advising. Over the past decade or so, institutions including Tulane University, Rutgers University, the University of New Orleans, the University of South Carolina and the University of Cincinnati have all established coaching programs. Assessments from these
programs indicate that students who participate in such a program are more likely
to have higher grade point averages and persist than their peers.
Learning Analytics
What Works also emphasised the need for high-quality institutional data and the monitoring of student behaviour. Learning analytics and student engagement monitoring systems have been in use in the US longer than in the UK, but such systems are now starting to become commonplace as institutions recognise the value of monitoring students, and the value of their data in helping identify students who would benefit from interventions
Significant training needed to help tutors to use and interpret the data from learning analytics systems effectively, and to help students understand and interpret this data in meaningful ways
Higher education is going through an extensive period of change – fess, widening participation, NSS, teaching excellence (TEF), etc. Our approaches to teaching and learning are more student-led, more active, and better informed by research. The nature of students and the issues they present have changed, and it is widely acknowledged that mental health issues are prevalent and on the rise amongst the (younger) student population.
However, in the face of these changes, the role of personal tutors and the student support services provided by institutions, and the interfaces between them, remain fundamentally the same as they were 50 years ago. How well equipped are these systems to deal with the kind of students and student issues they need to address today?
The issue of student resilience has been given much prominence of late, and the development of student resilience has been positively linked to increased student persistence and success (McIntosh & Shaw 2017). The literature shows that resilience is not a fixed characteristic, but can be developed. Personal tutors and academic advisors have an integral role to play in cultivating resilience. Alongside peer support, personal tutors are central to helping students through the transitions encountered during their student journey, and to building the ability to persevere in the face of adversity. But are our existing personal tutoring and support systems designed to promote the conditions that help develop resilience and persistence? Do personal tutors perceive this as an integral part of their role? Do tutors and institutions understand the issues around resilience sufficiently well to construct academic environments, tutorial and student support systems that are conducive to the cultivation of resilience? In such environments, the personal tutor has a significant role to play at every stage of the student journey, and not just in supporting transition and ‘settling in’ to university
Few tutors are ever trained to be personal tutors – it is just assumed that they naturally know how to do the role from being immersed in the HE environment. As a result many staff lack confidence (and sometimes competence) to perform the role effectively; when confronted with difficult issues there is a temptation to refer issues on to avoid having to deal with the problem.
The personal tutoring role can have an impact on staff workloads, even where it is accounted for in workload models. Those staff who are not comfortable or confident in the role tend to do very little, and their students tend to seek out support from those staff known to be good at being a personal tutoring, thus increasing their workload beyond their allotted capacity. Generally, staff involvement in personal tutoring is not valued or rewarded in the majority of UK HE institutions, so where is the incentive for staff to carry out the role well?
These challenges have existed and been acknowledged in the literature for almost 25 years, but still remain as challenges now with little done to address them? Given the relevance of personal tutoring to TEF metrics and its potential for improving student development, progression and attainment, what are we doing as a sector and within our institutions to address these challenges and take personal tutoring seriously?
Some of the issues identified as challenges for personal tutoring (e.g. the lack of recognition of the value of the role, or recognition/reward for staff contribution) have been echoed as recommendations from What Works/What Works 2. For instance, What Works 2 explicitly recommends that institutions provide ‘structures to recognise, develop and reward staff engagement’
When UKAT surveyed its members about personal tutoring, many of these issues were reported by respondents, including particularly the lack of training, and not feeling valued or supported by their institution in carrying out the role of a personal tutor Norespondents indicated that the personal tutoring role is recognized in the promotion criteria for faculty. The literature suggests that often tutoring is not included in timetables or the time allocated can be insufficient, causing tutors to work beyond their contract often at the expense of highly valued research (Dobinson-Harrington, 2006; Gubby & McNab, 2013; Hart, 1996; Owen, 2002).
What will happen if we do not address issues? Almost all of UKAT's respondents stated all students have personal tutors so if they have a poor experience this may profoundly affect NSS and TEF. The literature suggests some students may be unaware they have a personal tutor (McCary, Johnstone, Valentine, and Berry, 2011) or how that tutor can help them (Gubby and McNab, 2013) and may find the personal tutoring process hurried and disappointing (Dobinson-Harrington, 2006) becoming discouraged from seeking support from a tutor that they perceive to be too busy (Owen, 2002).
MORE COMMENTS ON VALUE PLACED ON TUTORING AND GIVEN THE SAME PROMINENCE AS PERFORMANCE IN TEACHING AND RESEARCH
More academic research is required to demonstrate the impact and effectiveness of personal tutoring in supporting student success – the UK evidence base is lacking. As an organisation UKAT are seeking to address this by pushing related research further and encouraging sharing of best practice via professional development that meets the needs of tutors in modern HE.
We feel, based up on our surveys and the literature available, that in order for excellence in personal tutoring to be achieved its perceived importance amongst University leadership must be at a comparable level with teaching and research. If the field can be supported and developed in these ways it can make a real contribution to retention, resilience and persistence as part of a holistic model of support.