Unit information: Personal Tutoring in 2010/11

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Unit name Personal Tutoring
Unit code EDUCM5703
Credit points 10
Level of study M/7
Teaching block(s) Academic Year (weeks 1 - 52)
Unit director Dr. Gall
Open unit status Not open
Pre-requisites

The Teaching and Learning Programme requires mandatory completion of the following other units, but (except in the case of the portfolio, which must be the final unit) does not specify the order of completion: EDUCM5701, EDUCM5702, EDUCM5704 & EDUCM5705
Co-requisites

None
School/department School of Education
Faculty Faculty of Social Sciences and Law

Description including Unit Aims

This unit focuses on the skills, issues and theoretical frameworks pertinent to supporting, monitoring and progressing the learning of individual students in a higher education context. It examines these from both tutor and student points of view. Its broad aim is to clarify the role and function of the personal tutor in Higher Education. The focus will be on developing this 1:1 relationship effectively and identifying the skills and qualities that are required for effective tutoring (in group and individual contexts) in order to guide and support students throughout their learning.

This unit aims to:

  • clarify the role and function of the personal tutor in a higher education context and specifically within the University of Bristol;
  • develop participants’ support skills in terms of the range of strategies employed, their awareness of important determinants of effective relationships and their use of conceptual analytical frameworks;
  • support the development of competence and confidence in this particular aspect of teaching and learning related practice and discourse.
  • develop participants’ awareness of individuals and agencies, both within and outside the university, who are available to support staff and students with academic and personal difficulties.

Intended Learning Outcomes

Successful course participants will be able to:

  • Demonstrate knowledge and understanding of key models of personal tutor support, both academic and pastoral;
  • Demonstrate knowledge and understanding of the University of Bristol policy on personal tutoring;
  • Demonstrate awareness of individuals and agencies available
    • to support staff in their work as a personal tutor
    • to support students with pastoral or academic concerns;
  • Explain how diversity (for example in terms of age, background, culture and subject) are likely to influence need, willingness to engage, and responsiveness to such support interventions;
  • Demonstrate extended and enhanced support and progress monitoring strategies, including e-support.

Teaching Information

Teaching will be via a mixture of formal tutor input, workshop, tutorial, and supported independent study approaches. The unit will employ a range of small group interactive teaching methods and will seek to demonstrate active learning techniques. It will employ participant presentations, department-based tasks that stem from participants’ normal practice, mentor tutoring and support, and personal tutoring support from programme tutors, both face to face and via a VLE.

Assessment Information

Assessment follows two routes:

A. For the non-accredited pathway: submission of a summary of a case study covering issues raised in discussed with mentor, peers, TLHE staff relevant to the topic of personal tutoring, and reference /awareness of the Regulations and Code of Practice for Personal Tutoring.

B. For the accredited Postgraduate Certificate in Education route: a more extended (2000 words) reflective account based on participant case studies. In this account, participants would be expected to use the conceptual/theoretical frameworks developed in the unit to analyse, critique and evaluate approaches and outcomes. The assignment will demonstrate:

  • a good knowledge and understanding of key models of support;
  • a sound awareness of the University of Bristol policy for personal tutoring;
  • an understanding of how diversity will influence support needs;
  • awareness of support that is available to students and staff, both within and outside the university;
  • an appreciation of e-support approaches, possibilities and limitations.

A more detailed explanation of this point is given in the assessment criteria in the Submit assignment area. Successful completion of this task leads to the award of 10 credit points at M level.

Reading and References

Bullock, K. & Wikeley, F. (2004) Whose Learning: The Role of the Personal Tutor? Maidenhead: Open University Press.

Neville, L. (2007) The personal tutor’s handbook. Basingstoke, Palgrave.

Stephen, D., O'Connell, P. & Hall, M. (2008) 'Going the extra mile', 'fire-fighting', or laissez-faire? Re-evaluating personal tutoring relationships within mass higher education. Teaching in Higher Education, 13 (4), 449-460 (12).

Thomas, L. & Hixenbaugh, P. (Eds.) (2006) Personal tutoring in higher education. Stoke-on-Trent: Trentham.

Wheeler, S. & Birtle, J. (1993) A handbook for personal tutors. Buckingham, Society for Research into Higher Education & Open University Press.

Wilcox, P., Winn, S. & Fyvie Gauld, M. (2005) ‘It was nothing to do with the university, it was just the people': the role of social support in the first-year experience of higher education. Studies in Higher Education,30 (6), 707-722 (16).

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