Broadbent, Rebecca and Knight, Gillian (2023). A new faculty personal tutor model to support student transition into higher education, during a global pandemic. NACADA Review: Academic Advising Praxis and Perspectives , (In Press)
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.
Divisions: | College of Engineering & Physical Sciences |
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Uncontrolled Keywords: | Transition,Academic support,Tutor-tutee relationship,Peer networks,Accessibility |
Publication ISSN: | 2576-2362 |
Last Modified: | 09 Apr 2024 07:28 |
Date Deposited: | 19 Dec 2023 11:19 |
Full Text Link: | |
Related URLs: |
https://meridia ... m/nacada-review
(Publisher URL) |
PURE Output Type: | Article |
Published Date: | 2023-11-15 |
Accepted Date: | 2023-11-15 |
Authors: |
Broadbent, Rebecca
(
0000-0002-8160-5030)
Knight, Gillian |
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Version: Accepted Version
Access Restriction: Restricted to Repository staff only until 1 January 2050.
License: Creative Commons Attribution Non-commercial Share Alike