Abstract
In 2020, a STEM (Science, Technology, Engineering and Maths) Faculty (comprising all staff involved in the delivery of STEM programmes) within a UK university, implemented an online personal tutoring model. This aimed to deliver a consistent experience to ~1000 students, supporting learning and fostering a sense of belonging during a global pandemic.
Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the effectiveness of this model in supporting student learning, building belonging and providing accessible delivery. We highlight strengthens and explore weakness, providing recommendations for implementation of this type of model at other institutions.
Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the effectiveness of this model in supporting student learning, building belonging and providing accessible delivery. We highlight strengthens and explore weakness, providing recommendations for implementation of this type of model at other institutions.
| Original language | English |
|---|---|
| Pages (from-to) | 27-38 |
| Journal | NACADA Review: Academic Advising Praxis and Perspectives |
| Volume | 5 |
| Issue number | 1 |
| Early online date | 24 Jun 2024 |
| DOIs | |
| Publication status | Published - 24 Jun 2024 |
Bibliographical note
Copyright © 2024 NACADA Review. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-nc-sa/4.0/).Keywords
- Transition
- Academic support
- Tutor-tutee relationship
- Peer networks
- Accessibility