Workshop: Staff and Student perspectives of Personal Tutoring – Gemma Taylor – University of Derby
MA dissertation research on personal tutoring with a small case study conducted between Jan and March 18 on a UG Programme. Consider student perspective on if the tutorial scheme was fit for purpose and if this enhances the student experience, and for staff to identify any training of changes. Improvement for EDI, widening participation, retention and support. Tutors are frontline for pastoral support; create sense of belonging with relationship with tutor; influence on student engagement; effect on satisfaction, wellbeing and retention rates; development of self-motivation. Continue reading “UKAT Annual Conference 2018 – Workshop: Staff and Student perspectives of Personal Tutoring”
At the start of the academic year, some staff members have reported that students are appearing in the wrong year, or across two years. Some images are set as graphics rather than the student photograph.
Previous tutees show in ePortfolio because of a ‘grace period’ for students from the previous academic year which we apply so that returning students don’t ‘disappear’ as they come to the end of their registration period. This is to support students if there is a delay in them registering (as is frequently the case) and also it enables returning students continuing access to various systems over the summer prior to the formal start of the academic year – especially important for the numerous programmes which start before the main start of the academic year.
Our practice has been developed over the years to address the short period where registration data is so fluid that it cannot be the sole basis for identifying current tutees.
This problem is compounded because it is common practice by Schools to assign tutees to tutors on SAP for an indefinite time, so we cannot reliably use the recorded end date. We have also include admissions data so that tutors can see new tutees prior to registration.
From the 2nd of October, the ePortfolio system will revert back to registration data as the vast majority of students will have had time to register.
The University’s Framework for Personal Tutoring has been updated following the approval of revised meeting arrangements by University Learning, Teaching and Student Experience Committee in July. With effect from the start of the 2017-18 academic year, tutors should record the first meeting that is offered and those that have taken place for undergraduate students. For taught postgraduate students, tutors should record the offer of meetings in ePortfolio. If tutorial meetings do not take place, reasons why not should also be recorded.
We have clarified what should happen if meetings do not take place. If a tutor offers a meeting within ePortfolio using meeting slots, but a student chooses not to pick a time to meet with the tutor, this should be regarded as sufficient reason why the meeting has not taken place. Only if a meeting slot is not created by the tutor within ePortfolio should a reason be recorded elsewhere why a meeting has not taken place.
We have distributed to Senior Tutors a new version of the briefing slides for Senior Tutors to discuss with Personal Tutors in their School or subject area. The slides provide information which will hopefully be helpful for ensuring that Senior and Personal Tutors are familiar with University expectations. They also provide advice on how to find and signpost further support.
Additional resources for tutors have also been brought up to date and can be found on our website.
The Senior Tutors Discussion Forum will continue to meet on a quarterly basis beginning in October. A Role of the Senior Tutor Training Workshop will also be held twice this coming academic year.
If you have any questions or can suggest examples of effective practice in personal tutoring, please contact LTDS.
The University ePortfolio system was rolled out for Stage 1 Personal Tutoring during the last academic year. It has been mandatory to record meetings that you are having with your tutees in line with the Personal Tutoring Framework. For Stage 1 students, this is two meetings in the first Semester, one of which should be within the first 4 weeks of the student’s arrival at University.
Please see this video to find out how to meet this University requirement.
The rollout moves on to Stage 2 and PGT students. Again, the use of ePortfolio should be in line with the Personal Tutoring Framework, and it says that the offer of tutorial contact should be made at least once a semester.
Currently, offers of meetings can be made through meeting slots and the record meeting functionality. The development will be working on improving the “offer” functionality and we hope this to be in place before the start of the academic year.
James Field, Lecturer in Restorative Dentistry/Honorary StR in Prosthodontics, recently provided a case study that detailed the School of Dental Science’s use of ePortfolio to support personal tutoring. You can see this case study below.
Please access the QuILT website to access more University case studies.
|What did you do?
||The school worked with MSED to develop an electronic portfolio that captures and records both clinical activity, and personal reflections for BDS students. The personal reflections are able to be tagged with domains, facilitating the construction of a personal development plan which forms the basis for each tutor meeting. Student concerns can be logged against individuals on the system by members of staff, and followed up with their personal tutor.
|Who is involved?
||The eportfolio (iDentity) is used by all BDS students and staff
|How do you do it?
||The portfolio is available online – we provide basic training for new staff. Students are encouraged to enter reflective logs into the system, guided by their clinical teachers or academic lecturers. Tutor meetings occur twice a year as a minimum, and a template online allows students to draw on reflections across the term in order to construct a SWOT analysis and personal development plan. Tutors can work through this and use it as a basis for discussion. It also allows tutors to set a number of action points or goals, with time-related boundaries that the students can sign off once completed.
|Why do you do it?
||The system provides an opportunity for the students to engage with reflective practise, which forms an important part of their professional development. Once captured, it also allows them to draw on this information across the whole term to form a summary of their experiences. The system also facilitates the tutor meeting, making the content specific to that individual student and guiding the tutor towards any specific areas of concern.
|Does it work?
||The system works very well, and our students are very supportive of it. It takes a while to engage effectively with reflective practise in the early clinical stages, but we now provide a fairly comprehensive introduction to reflection in Stage 2 which the students can build on throughout the remaining years.