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Tutoring Matters Webinar Series
Tutoring Matters Webinar Series
Tutoring Matters is sponsored by
Building A Sustainable Institutional Advising & Tutoring Infrastructure
Dr. Emily McIntosh, PFHEA
Director of Student Life, University of Bolton, UK
Vice Chair (Research), UK Advising & Tutoring (UKAT)
@emilythemac
Tutoring Matters Webinar Series
Webinar Presenters
Ben WalkerHost
Emily McIntoshPresenter
Tutoring Matters Webinar Series
Exploring the UK Context for Personal Tutoring & Academic Advising and Stating
the Case for Initiating a Culture ChangeAdd presenter name and affiliation
Tutoring Matters Webinar Series
The (volatile) UK HE Regulatory & Policymaking Landscape
BrHExit! HERA (2017)Office for Students (formerly HEFCE)
Teaching Excellence Framework (TEF)
Augar Review (due Spring, 2019) – fees, league tables,
metrics, apprenticeships
OfS Registration -Improvement Plans (and
measures)
Access & Participation Plans (new format 2019), clearer focus on under-
represented groups
TEF Metrics – Student Satisfaction, Non-
continuation, Progression and Graduate Employment
A cataclysmic shift in the way that we conceptualise
HE and its delivery. The fundamental tenets of HE
are being challenged.
Tutoring Matters Webinar Series
“it will never work” – suggests the tutoring system in UK is broken,
unfixable and a “wicked issue” in HE, a problem never to be solved
Yet, student success is now central to everything, especially achieving
personalisation in the face of increasing massification and diversification of HE and achieving metrics – this cannot be achieved without a healthy, workable
tutoring infrastructure!
Academic tutoring and advising is essential if we are to support
vulnerable and under-represented groups in HE, as expected in the Access
& Participation Plan
But, a historic lack of investment in sustainable tutoring infrastructure and a limited evidence-based knowledge
(research) about its impact means we now have a lot of work to do
And, yes, tutoring is resource intensive – but that is NOT a valid enough
argument to justify long-term neglect –you only have to read Student Minds’ Report on the Role of the Academic
(2018) to understand that this issue is now an urgent one!
So, a call to arms – every one of us is (including students!) is responsible for
building a culture of tutoring, we can all work together to grasp the problems,
build the evidence and influence positive change…..this paper will talk
about how we can go about it
Tutoring - A System in Flux?
Tutoring Matters Webinar Series
Strategic Approaches to Access & Participation –Vulnerable Groups
Focus on under-represented groups
From an area of low HE
participationFirst in family
Low household income / low
socioeconomic status
Black, Asian and Minority Ethnic
Students (BAME)Mature Students
Disabled students Care LeaversTo note: Data
Intersectionality & Disaggregation!!!
Tutoring Matters Webinar Series
“Measures” of student transition and success
Getting in (access, transition)
Staying in (continuation)
Getting on (attainment and
graduate outcomes / progression)
Effective tutoring and advising can enhance all of these things!
Tutoring Matters Webinar Series
If access is being invited to the party…then achievement and inclusivity is being
invited to dance…
“Marginalised learner identities” (Reay, 2010)
The Paired Peers Project – Bristol & UWE
Equitable access to co-curricular and extra-curricular enrichment activities
Those who are “earning and learning” (Nahar, 2017)
Acquired forms of capital (Jack, 2015)
Tutoring Matters Webinar Series
Tutoring to address retention, attainment and progression
We must support tutors to understand students’
contexts
We must involve tutors (and students) in the design and delivery of interventions to
bring about change
We must be transparent about our non-continuation,
attainment & progression gaps and be clear with tutors
about disadvantage (and how to work with data)
We must engage in regular dialogue with colleagues
about what we are seeing on campus
We must empower tutors to understand how important
their role is to supporting all student groups
Our infrastructure must recognise the institutional context, support tutors to
perform the role and equip them to take on the
expected responsibilities
Tutoring Matters Webinar Series
Welcome & Induction
Prorgramme (16 weeks)
Student Diagnostics & Early Alerts
Allocation of Personal or Enhanced
Personal Tutor
LEAP Action Plan
LEAP Online & LEAP Workshops
(supported by LEAP Framework)
Peer Assisted Study Support (PASS) & Peer
Mentoring The Six Dimensions of
the Early Intervention
& Transitional Support
(EI) Model to improve
retention, attainment
and success
Supports
transition,
orientation,
belonging and
connectedness
Identifies
students’
academic
and
wellbeing
needs
Identifies
the person
most
suitable to
support the
student
Recommended
academic &
wellbeing
activities, goal
setting
Learning development
opportunities (online and
face-to-face)
Supports
academic &
social
integration,
belonging &
connectedness
Tutoring Must “Plug In” To Other Campus-Wide Activities & Feature Heavily in the Institutional Consciousness
Tutoring Matters Webinar Series
Academic Tutoring Components – A Strategic & Infrastructural Approach
Tutoring Matters Webinar Series
A Tutoring Infrastructure –Six Essential Components
Tutoring Strategy
A Robust Tutoring Model
Tutoring Principles & Guidelines
Training, Support & Resources
A Tutorial Curriculum
Tutoring Benchmark Statements
• Aligned with strategy (Student Experience, Learning, Teaching & Assessment), Access & Participation Plan, Office for Students Improvement Plans
• Visible Leadership• Reward & Recognition• Integral part of student-centred
pedagogical approach
• Timetabled, effectively resourced, integrated and parity with other teaching and learning activities
• Effecting a healthy tutorial culture –providing information to support the process
• Provides the foundation for training
• Based on tutorial principles and guidelines• Tackles known barriers and challenges, a focus on
vulnerable groups• Provides challenge and support• Blended learning for tutors• Encourages reflective practice• Safe space for discussion• A case study and narrative approach
• Based on the student lifecycle
• Used to provide indicative structure
• 1:1 and small-group interventions
• Incorporates “flipped advising”
• Building evidence, identifying resource needs
• Assessing impact on vulnerable student groups
• Ensuring the infrastructure is effective, addresses needs
• Provides structure and consistency
Tutoring Matters Webinar Series
Understand & Engage with the (Emerging) Evidence Base
Student retention literature
Student transition literature
Student belonging literature
Student engagement
literature
Student mental health
/ wellbeing literature
Pedagogical research
Academic advising
literature
Tutoring Matters Webinar Series
Know Where You Are – Engaging with Benchmarking Tools
• https://www.ukat.uk/professional-development/professional-framework-for-advising-and-tutoring/
Tutoring Matters Webinar Series
Know Your Students and their Context – Student Characteristics & Using Data to Inform the Tutoring Process
Student Characteristics
Data
LEAP Ahead Student
Diagnostics Data
Student Engagement
Data
Student "Risk" Profile
Develop Robust Actionable Insights for Tutors
Tutoring Matters Webinar Series
Know Your Tutoring Models(Earwaker, 1992)
Professional/Academic ModelPT provide support on professional/academic issues only
Disconnects academic and personal issuesRegular, but referral to specialist for
wider personal issues
Academic/personal boundaries unclear at times
Curriculum Model
Highly structured
Regular scheduled meetings
PT provides support on professional and personal development issues
E.g. PDP
Regular contact “ideal” model
PT provide support on a range of professional/academic/personal issues
difficult if large numbers of students
Pastoral Model
Tutoring Matters Webinar Series
Develop an Integrated Tutoring Model & Structure
Tutoring Matters Webinar Series
Devise Tutoring Principles
Tutoring Matters Webinar Series
Design A Comprehensive Training & Development Programme (and Resources)
Knowledge
Skills & Coaching
Systems & Processes
Referrals
Discussion Fora
Resources
Tutoring Matters Webinar Series
Develop a Tutorial Curriculum &Consider Flipped Advising (Using the VLE)
Tutoring Matters Webinar Series
Harness The Student Voice & Student Feedback
NSS / UPSS Qualitative
Comments (+ve and not so +ve)
Student Tutoring “Live” Case Studies
Engaging Your Students’ Union & Course Rep System
Engage in Discussion about Mutual
Expectations, Roles & Responsibilities
Plug-in to Peer Education Systems
Student-Led Teaching Awards for
Tutoring
Tutoring Matters Webinar Series
Understand Reward & Recognition
Reward & Recognition
Tutoring MUST have parity with other T&L activities
Linked to promotion
criteria
Linked to Academic
Performance Review Process
Not just rewarded with extra hours in
WAM
Aligned with
UKPSF
T&L Awards, External Awards
Design a senior
tutoring model
Tutoring Matters Webinar Series
Working On Your Strategy
Gather evidence from your own
Institution
Appoint senior colleague to coordinate &
champion
Link-in, align with existing strategies
and working groups
Conduct Benchmarking
Exercises
Investigate Resource
Implications
Design guidelines and principles
Identify Stakeholders (include HR)
Use learning analytics to track impact, esp for
vulnerable groups
Ensure design takes into account evidence and
evaluation
Tutoring Matters Webinar Series
Resources
• https://www.criticalpublishing.com/effective-personal-tutoring-in-higher-education - includes academic tutoring benchmarking tool (individual, institutional)
• Forthcoming (2020) Special Edition of Frontiers in Education“Academic Advising and Tutoring for Student Success in Higher Education: International Perspectives”: https://www.frontiersin.org/research-topics/9684/academic-advising-and-tutoring-for-student-success-in-higher-education-international-perspectives
Tutoring Matters Webinar Series
References
• Hughes & Byrom (2018) The Role of an Academic Student Minds Reporthttps://www.studentminds.org.uk/theroleofanacademic.html
• Kift & Nelson (2005) Beyond curriculum reform: embedding the transition experience. HigherEducation Research & Development Society of Australasia (HERDSA) Conference proceedings.
• Lizzio (2006) Designing an orientation and transition strategy for commencing students (GriffithUniversity Transition Project)
• Lochtie & McIntosh (2018) Becoming an Effective Personal Tutor in Higher Education (CriticalPublishing)
• McIntosh & Barden (2019) The LEAP Learning Excellence Achievement Pathway – A Framework forStudent Learning Development in Higher Education. Journal of Learning Development in HigherEducation.
• McIntosh (2017) Working in Partnership: The Role of Peer Assisted Study Sessions in Supporting theCitizen Scholar. Active Learning in Higher Education.
• McIntosh (2016) Ideas, Concerns & Expectations: Improving the Bolton Student Journey. StudentTransition, Attainment, Retention & Success (STARS) Conference proceedings.
• Morgan (2012) Improving the Student Experience (Routledge)
• Thomas (2017) What Works 2, Student Retention and Success Programme Final Report (HigherEducation Academy)
• Whannell & Whannell (2015) Identity theory as a theoretical framework to understand attrition foruniversity students. Student Success 6(2), 43-52.
Tutoring Matters Webinar Series
Tutoring Matters Webinar Series