LCF Tutor
Handbook
2013-2014
Contents
Page
Questions and Answers
2
Introduction
3
Part One: Roles and Responsibilities 1.0 Monitoring of Tutorial Provision 2.0 Course Level Tutorial Statements 3.0 Student Responsibilities 4.0 Tutor Responsibilities 4.1 Types of Tutorials 4.2 Record Keeping 4.3 Management Responsibilities 4.4 Requirements of a Tutor 4.5 Supporting Tutors
4-24 5 6 7 7 7 12 17 18 24
Part Two: Supporting Frameworks
25-63
26-40 26 27 29 31 31 32 33 33 35
Section One: Policies/Statements 1.1 College Tutorial Policy 1.2 The Purpose of Tutorials 1.3 Minimum Entitlement 1.4 Models of Tutorial 1.5 Disciplinary Tutorial 1.6 Assessment 1.7 Quality Assurance 1.8 Complaints Procedure 1.9 Student Charter
Section Two: Support Services 2.1 Study Support 2.2 The Language Centre 2.3 UCAS Tutor Facilitation 2.4 Student Services 2.5 The Students’ Union 2.6 Library Services 2.7 Learning Technology Support Section Three: Indicative Programme of Tutorials for FE One Year Course Appendix 1: University Student Attendance Policy Appendix 2: University Tutorial Policy
41-61 41 42 45 47 57 59 61 62-63 64 65
1
Questions and Answers Q: A:
My student thinks she is dyslexic, what should I do? Refer her to the Study Support team (see Study Support page 41 and Student Services, page 50).
Q:
I have an international student whose written work is letting him down. Can anyone help? Yes, refer him to the International Tutor for that course, and ensure that he is attending his English classes at High Holborn (see pages 42-44 for details).
A: Q: A:
My tutee’s attendance is poor, what should I do? See the section on standard letters (see page 16). Record non-attendance and keep evidence that you have set tutorials up.
Q:
My tutee says she is not well enough to submit her dissertation work on time, what should I do? Talk to the Course Leader about extenuating circumstances
A: Q: A: Q: A: Q: A:
Q: A: Q: A: Q: A:
I am the Tutor for a group of FE students going through UCAS, what do I need to know? Visit the UCAS website and go to HE staff and then Guides & Manuals. The UAL login and password are U65 & w9t4ul respectively My tutees are always very quiet, they just say ‘fine’ to all my questions. How can I encourage reflection and development? See pages 20-23 for ideas. A student in my group has a disability, it may affect his studying. Who can I discuss this with? Diana Aronstam is the disability representative at LCF. Jenny Allsop is the Head of University Disability Service. Contact either person (see pages 41 and 50 for details). Retention is a problem on my course. What can I do, as a Tutor, to tackle this? See tips and suggestions on pages 18-19. I’ve just seen a student who is at crisis point, I’m worried about him. Is there anyone I can talk to? Yes, a University Counsellor is available on the Staff Support Line (see page 49). How much dissertation support should I give? See the Dissertation Handbook, available from the LCF Quality Assurance Office and pages 10-11 of this handbook.
2
Introduction Welcome to the fourteenth edition for 2013 - 2014. Tutorial contact and the written and verbal feedback to students this brings, are a vital element of the learning experience. Tutorials have been used as an effective way to reduce drop out and to increase the number of students getting first class degrees. Evidence indicates that raising the standard of the tutorial experience is an effective way to raise the standard of the whole teaching and learning experience. This handbook has been produced to support you in this important role. It brings together the information a Tutor needs in order to carry out their tutoring responsibilities in an effective way. It addresses the role of Tutors in promoting student learning and providing pastoral support, and in the management and delivery of a course. The Handbook is set out in two parts: • Part One: Roles and Responsibilities • Part Two: Supporting Frameworks Throughout the text you will see student comments that relate to various aspects of tutorial. We hope you will find this Handbook a useful resource and we would welcome any feedback that can be used to improve the next edition. Please also refer to the UAL Tutorial Policy website for additional information including tutorial forms and the Guide for Personal Tutors. http://www.arts.ac.uk/tutorial/ 1 Complete course regulations can be found at: www.arts.ac.uk/assessment/courseregulations
If you require this handbook in a different format, for example larger print, please contact the Staff Development Co-ordinator on ext 7729
1 Please note that the new MyArts intranet site will be launching this academic year. Therefore, all the My Arts web addresses you find in this handbook may be subject to change when this occurs.
3
Part One: Roles and Responsibilities
4
1.0 Monitoring of Tutorial Provision Compliance with the LCF/UAL Tutorial Policy falls within the remit of the Dean of Academic Development and Quality Assurance. A number of colleagues within their team can offer advice and guidance on the tutorial role and student entitlement. This includes: advice on the effective implementation of the tutorial policy in terms of information for students in Handbooks, use of standard documentation and levels of tutorial provision use of and access to the LCF Tutor Handbook information and support for all tutors (including Associate Lecturers undertaking tutorial roles) staff development advice checking that course level tutorial statements meet the requirements of the policy raising awareness in the College of national developments and College initiatives on tutorials, career management and retention, and disseminating examples of good practice at national and local levels
Please contact Dr Alison James, Associate Dean of Learning and Teaching on ext 2052 or email a.james@fashion.arts.ac.uk, if you have any questions about the tutorial system at LCF.
5
2.0 Course Level Tutorial Statements The tutorial policy sets out the basic tutorial entitlement across the College. In addition to this, each course is required to identify how the policy will be implemented at course level. This statement (called the course level tutorial statement) is included in each Course Handbook. It sets out the tutorial arrangements in language accessible to students. This statement is tailored to the individual needs of the course but should always include the following information: student entitlement and responsibility Tutor responsibility specific arrangements about how to arrange a tutorial any aspects of tutorial that are particular to the course It is vital that arrangements made at course level are generally understood by staff and students and that these arrangements are well matched to: the student profile the curricular structure the teaching, learning and assessment methods Changes to the tutorial level course statement should be notified to one of the following: Dr Alison James, Associate Dean of Learning and Teaching LCF Dr Julia Gaimster, Associate Dean Academic Clare Lomas, Head of Undergraduate Quality Assurance
6
3.0 Student Responsibilities The College recognises the importance of student responsibilities in the tutorial process and it is important that students are made aware of the nature and extent of their responsibilities. The Student Charter and the College Statement on Studentship are set out on pages 35-40.
4.0 Tutor Responsibilities An individual Tutor has responsibilities to a group of students to meet their entitlement to specific forms of tutorial support and to the College to ensure that appropriate record keeping and monitoring procedures are maintained.
4.1 Types of Tutorial The College tutorial policy refers to three types of tutorial function: progress, pastoral, and subject. An individual Tutor may be responsible for one or more of these functions but it is the responsibility of the Course Team to ensure that all these functions are met for students on the course.
7
4.1.1 Progress Tutorials The first tutorial meeting is the induction tutorial. This supplements the course induction and provides an opportunity for the Tutor to develop an understanding of the individual student which will inform discussion. Additional information about the student will ensure that the learning agreement and the drafting of an initial action plan relates directly to the student’s individual needs. Each student is entitled to one tutorial a term in which they have the opportunity to review their progress. Progress tutorials enable the Tutor to track a student’s achievement and attendance across the course as a whole. When areas of weakness emerge appropriate academic referrals should be made. Support available for students includes Study Support for all students and Course International Tutors who support international students. If you are concerned about progress, attainment or attendance it may be necessary to issue a formal warning to a student, and you should discuss this with the Course Leader. Once a profile of attendance and grades is established an action plan can be drawn up that outlines the decisions made and action to be taken. This may include, for example, referral timetables or new attendance targets, as well as recognising achievements. As the student progresses through the course, action plans will be informed by the student’s aspirations and goals for the period after the course. Part of your responsibility as a Tutor is to ensure that students have taken advantage of the careers education and guidance provided within the course and by the Careers Service at College and University level. You should keep up-to-date with developments in these areas. You should help students broaden their awareness of the opportunities for progression to further courses or to employment and support them in the development of action plans.
8
4.1.2 Pastoral Tutorials Personal issues can interfere with studying and affect learning. Some issues can be readily resolved by offering the student a chance to talk and share their anxieties. Other issues need action on the part of the student or Tutor. For example, a student who has been ill may need to submit an extenuating circumstances form to the Examination Board. Occasionally their needs cannot, and should not, be met within a tutorial and referral to Student Services is the appropriate action. It is important that Tutors are well informed of the support services available to students (see pages 41-61). On pages 57-58 there is a brief introduction to the services offered by the Students’ Union.
4.1.3 Subject Tutorials Precise patterns and key contents of the tutorial provision for any subject area or assignment will certainly vary from course to course and from project to project depending on the curricular and resource contexts. For example, it is inevitable that tutorial support for a major industrial placement project will be significantly different from a tutorial to give feedback on a short design project. But in all cases the following guidelines should be observed: Tutors should pose questions rather than provide answers offer advice and guidance without compromising the student’s responsibility for his or her own work ensure students receive sufficient feedback on their progress to help them form an accurate picture of their achievement to date
students should have equitable access to tutorial support
9
4.1.4 Project-Specific Tutorials The following guidance notes relate to tutorials in support of major projects, dissertations or similar student-centred course components spread over a significant period of time. Precise patterns and key contents of the tutorial provision will almost certainly vary from project to project and from course to course depending on the curricular and resource contexts. For example, it is inevitable that tutorial support for a major industrial placement project will have peculiarities differentiating it from a tutorial programme related to desk-based dissertation research. Nevertheless, it is expected that all project-specific tutorial programmes will be designed and conducted in accordance with a number of common guidelines: 1.
A first tutorial should be provided at a very early stage in the project period. Its objectives will include ensuring that the student has assimilated the brief and that there are no serious obstacles to the student getting started. At this tutorial it may be useful to remind students of course-specific, College-specific or more general guides to carrying out project work or dissertations. The organisation and delivery of the tutorial programme should also be rehearsed together with the key milestones in the project.
2. The first tutorial can often be carried out on a small group basis. With the Tutor’s encouragement an informal self-help group might be developed. A key strategy for small group tutorials is to encourage constructive (yet critical) interaction between students. 3.
The Tutor must at all times strike an acceptable balance between giving advice and guidance without compromising the integrity of students’ material responsibility for their own work. Tutors should pose questions rather than provide answers, raise issues for consideration rather than issue instructions, and offer criticism of the students’ work without actually re-working it for them.
4.
On the other hand, students require feedback on the progress of their work. If it is apparent that the development of a piece of work is likely to lead to its failure to reach the required minimum standard, then both the criticism and remedial action required should be made explicit and recorded clearly on the tutorial form. Beyond indicating whether the work is on track to receive a grade higher than/or lower than a pass mark, a tutor should avoid any indication of the mark that the completed work is likely to receive: there are many other devices for encouraging a student to greater effort or for reassuring a student that their work is of good quality.
5.
Plagiarism (either deliberate or inadvertent) can often be spotted and “nipped in the bud” at the tutorial stage before it becomes a serious matter for both student and Tutor. Tutors must be alert to this problem and proactive in minimising its incidence.
10
6.
Tutors must treat students even-handedly: no student should be given specific material assistance in a project beyond that which is generally available to all students. In a similar vein, Tutors should attempt to ensure that students do take up their tutorial entitlement - students failing to do so or simply not turning up for pre- arranged tutorials should be followed up both directly and through Year Tutors or Course Leaders.
7.
At the end of each tutorial session the student must be clear as to what is to be done or at least attempted prior to the next meeting. The student’s action plan should be set out as a written agreement on the tutorial record form. Review of the agreed action should provide the starting point for the next tutorial session.
8.
Tutors should always insist on hard evidence of progress and tasks achieved. Students should be advised that assurances that they have “done something at home”, or have “forgotten to bring it in” or that they have done something but “it’s not good enough to show anyone at the moment” will not be accepted.
9.
Whilst it is desirable that a date, time and place for the next meeting be agreed at the end of any tutorial session it is not always practical to do so. Nevertheless, there must be some joint consideration of the timing of the next meeting and agreement as to the means by which it can be confirmed.
10.
Project-specific tutorials can take place in a variety of settings including student workrooms. Where the setting is informal, it is perhaps even more important that the rigor of the tutorial and the associated paperwork is not compromised.
11
4.2 Record Keeping Tutorial records are expected to be kept. Whilst there is not one set form for use, suggested forms are available online http://www.arts.ac.uk/tutorial/guide/access.html. Alternatively please see pages 14 and 15 for examples of the tutorial record form and tutorial schedule form. The Tutor must ensure the tutorial form records the discussion and action plan clearly and in sufficient detail for a student to understand what his or her position is and what actions are necessary. In the case of a complaint or appeal, tutorial records are often required as evidence of what support and advice was given to the student. Copies should be kept by staff and student, ensuring a copy is kept in the student file and electronically.
4.2.1 Tutorial Records: Guidance on Completion It is important to complete these forms carefully because: they provide a record of the student’s development and progress other Tutors may need an accurate picture of the student’s progress they are used for the compilation of references they can form a legal record if a student lodges a complaint against the College if a student makes a complaint against you, you need a record of your interaction with that student Hopefully, very few of us will ever get to the stage of litigation and the student tutorial record will only be used for its primary function of recording the student’s successful progress through the course. Unfortunately, we do live in an increasingly litigious society and the tutorial record is your evidence of a professional relationship between you, the student and the course.
12
4.2.2 What Should the Tutorial Form Record? The tutorial record form should include: the date of the meeting its purpose those present the main issue discussed any actions agreed with deadlines where appropriate The Tutor should record any positive aspects of the student’s performance. Tutorials are not just for dealing with problems, they are also an opportunity to give recognition for progress and achievement. If the student indicates that they have a problem of a personal or sensitive nature that they do not want to be written down, you can indicate that there is a problem of a personal or medical nature without going into details. Always record any referrals that you make or suggest to the student. If there is a problem with the student’s attitude or performance on the course, be specific about the nature of the problem e.g. poor attendance, failure to meet deadlines, not acting upon advice, not producing work of the appropriate quality (poor presentation, lack of indepth research, etc.). Always indicate what they need to do in order to improve. For example: if they need to utilise a wider range of references for research suggest that they: visit X, read Y, talk to Z, look up S, contact A, etc. Make sure that the tutorial record is an accurate record of the meeting. Always ask the student to read and sign it and make sure that you both agree on the contents. Give a copy to the student. Send one to their Group Tutor if this is not you and the third copy should go to the Student Administration Unit or Course Leader as agreed. Remember to write clearly and be specific. Don’t forget to date it! Records should be kept in a secure place. However, they should be accessible to the Course Leader or other representatives of the College who might need to have access to the records if you were to be absent.
13
Tutorial Record Form Please visit http://www.arts.ac.uk/tutorial/download. html for Tutorial Forms and Guidance
University of the Arts London Tutorial Record Sheet Tutorial Type
Course Unit Title / Stage
Type of Tutorial
Course Title
Issues Discussed
Action Plan / Outcomes
Text goes here
Text goes here
Student advised to contact the following service (eg study support, counselling, etc)
Tutor Name Name of Tutor
Tutor Signature
Student Name Name of Student
Student Signature
Date
Date
14
15
Additional Tutorials
3rd Term Tutorial
2nd Term Tutorial
1st Term Tutorial
Induction Tutorial
Tutorial Schedule
Date Agreed
Staff Signature
Tutorial Schedule Form Student Signature
Tutorial Record Complete Yes/No
Student failed to attend
Letter sent
4.2.3 Student Attendance Records All academic staff are required to keep personal registers of student attendance, records of student attainment in assessment activities and to complete records of tutorials. In addition, staff are required to adhere to the following policy for recording student attendance: •
• •
•
•
A group register will be supplied to all lecturers on a course, which gives the Group Tutor’s name. Each lecturer is required to forward a copy of this register to the Group Tutor within two days of the class. The Group Tutor is responsible for recording student attendance in the University register and for monitoring the overall attendance of individual students. The Group Tutor will counsel any student who is absent from a particular class or several classes on a regular basis. If necessary, the Group Tutor will ask the Course Leader to issue a formal written warning to the student about poor attendance. The Group Tutor must inform the Student Administration Unit if any student is completely absent from College for two weeks without a medical certificate. It is essential that early contact be made with students. The Group Tutor should inform the Student Administration Unit immediately if such a student returns to College. The Group Tutor should remind students on a regular basis to keep the Student Administration Unit informed of any change of address.
4.2.4 Standard Letters There are a number of standard letters which should be used to express “concern” to students about matters such as attendance and attainment and, when it is necessary, to issue formal warnings. It is vital that these letters are sent promptly to students if you are at all concerned about their attendance or academic achievement. Timely expressions of concern or a first warning can really help. Examples can be found on the Student Administration page on Moodle. To send out a letter of concern to a student you will need to contact the Student Administrator for your course by email and request them to do this. Warnings are usually sent by email and the Student Record System keeps a copy of this. If you request a warning letter by post then a copy will be kept on the individual student file. However, in the interest of sustainability, postal letters should only be requested if you feel that the student is not sufficiently engaged to react to the email.
16
4.3
Management Responsibilities Members of staff are frequently asked to undertake the role of Group/Year Tutor. Normally staff are allocated remission to undertake these duties in relation to the number of students for whom they are responsible. The responsibilities of a Group or Year Tutor extend beyond the roles of personal Tutor and academic Tutor as set out above. The following sets out the typical responsibilities of a Group/Year Tutor. However, individual members should clarify their responsibilities with the Course Leader. For example, on some courses, the induction will be organised by the Course Leader and on some it will be the responsibility of the Year Tutor. Typically the Group/Year Tutor is responsible to the Course Leader for the following: management of the day-to-day operation of the group/year preparation of student marks and work for moderators/ examiners meetings, etc. formal communication with both the student cohort and staff relaying timetable changes and other dayto-day contingencies and events maintenance of appropriate tutorial records and regular updating of the learning agreement implementation and management of student feedback procedures representation of year/group interests at Programme Committees, team meetings, etc. monitoring of student attendance through the maintenance of appropriate records including those relating to student sickness, other personal problems and formal warnings to students liaising with the academic office to enable the preparation of year/group lists for attendance, withdrawals, etc. design and delivery of the induction programme ensuring student records are readily accessible to other team members or senior staff who may need to look at the records
17
4.4. Requirements of a Tutor 4.4.1 Improving Attendance and Retention It is a College priority to improve retention. The following is a list of suggested strategies: collect each student’s landline and mobile telephone numbers (or e-mail address or address where he or she can be quickly contacted) at the earliest opportunity encourage good attendance by taking opportunities to emphasise the rewards of further and higher education and the benefits of the course draw upon your past experience to make an early identification of students who are most vulnerable to the pressures of withdrawing from College and give them extra attention. Students, for example, with considerable family responsibilities or demanding full-time or part-time jobs, relatively less able students, students who are untypical members of the group, students with financial difficulties and late enrollers are all considered to be vulnerable aim to spend five extra minutes each day helping one of your ‘high risk’ students ensure that, as far as possible, the first term’s work contains the most stimulating and rewarding learning experiences always give clear signals to the group that any absentees are a source of major concern contact any student who is absent without giving a reason within one week or pass the information to the Course Administrator so that they can make contact within one week keep a record of reasons for non-attendance/ withdrawals so that patterns and trends can be identified and addressed
18
do not allow late arrivals or early leavers from taught sessions to go unchallenged be sensitive and supportive when students are experiencing timetable changes frequently invite students to come and see you about any difficulties they may be facing in the course always welcome back students who have been absent and ease their return to normal study With thanks to P.Lalgee, P. Molloy - Knowsley College for the above list Please See Appendix 1 for a copy of the University Attendance Policy
4.4.2 Schemes of Work, Assessment Briefs and Handbooks Academic staff are required to supply copies of schemes of work and assessment briefs to the Course Leader/Programme Director so that they can be kept in the Course File. Briefs must be approved by the Course Leader/Programme Director before being issued to students. Staff are expected to draft the academic content of Unit Handbooks, which are an essential part of course documentation. Your school Academic Administrator will set up the Unit Handbook template, adding all basic information which can be copied from the Course Handbook. Academic Administrators will then send these drafts to the Course Leader/Programme Director so that they can add the academic content such as the assessment brief and scheme of work.
19
4.4.3 Attending Team Meetings and Programme Committees and Retention All full-time teaching staff are required to make themselves available for attendance at the above meetings. All Programme Committees are scheduled in the College Calendar and staff should refer to it to check dates. You can find the college calendar as a PDF saved in the LCF-Everyone file and it will also be posted on MyArts.
4.4.4 Requisite Skills of a Tutor The most important skills you can use with your tutees are those involved in good listening. Even in counselling, (although remember you are not expected to act as a Counsellor) there is little consensus on ‘one best way’. When Truax and Carkhuff (1967) investigated the behaviours of professional Counsellors, they found that the most successful outcomes were achieved when three particular qualities were in evidence: empathy, congruence and unconditional positive regard. None of these is complex, unattainable or even dependent upon specialist expertise. All form the basis of the necessary ‘safe psychological environment’ in which someone feels able to talk about whatever concerns him or her. This is because the signs indicate that they are being properly listened to and will therefore be properly heard. Empathy is having an understanding of how someone perceives a problem and seeing the world from their point of view. It is not about feeling their feelings, which would not be helpful, but it is about understanding them. Congruence is being oneself. If you are congruent, then all the aspects of your behaviour are consistent. Your words will be reflected in your tone of voice, posture, gesture and facial expression so that all these give the same messages. This may be more difficult because of the temptation to withdraw behind a professional facade when one feels threatened. Congruence is epitomised by a willingness to admit to weaknesses and vulnerability. Tutors sometimes feel they should maintain an invulnerable exterior. However, being able to admit to one’s own weaknesses allows another person to reveal theirs, thus making trust more likely.
20
Unconditional positive regard sounds like American psychobabble but is actually a useful phrase. Positive regard is an attitude that indicates to another that they have the right to be themselves and that they have value. It is quite different from liking, since it does not depend on finding likeable qualities in another (hence the unconditional bit). The person in receipt of unconditional positive regard should be able to feel that the positive regard will not be withdrawn no matter what he or she says or does. In a climate of unconditional positive regard, an individual will feel that s/he will not be judged by another, so this aspect of the process is sometimes known as ‘being non-judgmental’. The opposite of unconditional positive regard is a ‘shock-horror’ reaction after some disclosure. There may be a temptation to react with disapproval when a student acts in a way in which society, the student’s parents or the University might disapprove. Some tutors may even feel a responsibility to react in this way. It is likely that this reaction would simply be profoundly unhelpful and alienate the student and would ultimately achieve nothing. In one sense, congruence and unconditional positive regard may seem contradictory as being non-judgmental may involve a Tutor suppressing a wish to express his/her own or any beliefs. Part of the answer to this is that it is important to distinguish between an act which one may disapprove of and the individual i.e. you may disapprove of an action perpetrated by one of your students but that is not the same as disapproving of or rejecting him or her. Having satisfied these basics, there are skills that you can learn which help the process of listening and understanding and these are listed briefly below. It is worth considering your development of these skills, not only in relation to your work as a Tutor, but also because they are skills which, once acquired, will be of considerable benefit to you in managing any relationship that you have, whether professional or personal. A surprisingly large amount of communication is made through body language, so it is worth thinking about this in regard to developing your listening skills. Look at the following list and (be honest) rate yourself against the positive and negative aspects - which do you do most?
21
Use of Body Language
Negative Positive Turning away Staying still Fidgeting Relaxed ‘open’ posture Avoiding eye contact Eye contact Crossing arms Uncrossed arms Looking around Attention on others Tapping fingers/feet Quiet hands/feet Frown/scowl Gentle/warm expression Touching nose/ears Accepting look Turning back Encouraging smile Yawning Arms relaxed Arms behind head Unconscious mimicking of Hand in front of mouth other’s body language Laughing Amazed/shocked expression Watch for these in the other person also for what they tell you about how he or she feels.
Specific Listening Skills
If possible when seeing a tutee, certainly if appointments have been booked, do what you can to keep interruptions to a minimum (obviously this is difficult if you are sharing an office) and have your phone transferred so that it doesn’t ring whilst you are with your students.
Asking questions
This skill is essential because, without asking questions, it is difficult to get anywhere in an interaction but it isn’t always as useful as you may think. It is important when questioning to use open questions rather than closed ones. Closed questions are those that may be answered with a simple yes or no. A series of closed questions will rapidly shut down the process of communication. A “who, where, what, why, how” question is likely to be more helpful. For example, “Are you unhappy with your grades?” is a closed question but “How are you feeling about your grades?” is an open question. It is also important that questions do not become interrogative.
22
If someone feels interrogated they are likely to perceive this as an intrusion and either be unwilling to respond further or even respond aggressively in order to protect his or her sense of self. Reflecting Back
Reflecting back is a crucial skill in listening and one that is easy to learn. It involves quite simply repeating back to someone what they have just said. It serves two important purposes: • it checks that you are really hearing and understanding what is being said to you • it offers the person who spoke some space and opportunity to hear what he or she is saying. This may sound ridiculous but someone who is confused and unhappy often needs to sort out an incoherent jumble of thoughts. Reflecting back what they have said helps them to do this. For example, having listened to the tutee you may respond: “You are very confused.” “You are unhappy.” Or “You seem to be saying that you feel very confused.” “What I’m hearing seems to be that you are very unhappy at present.” If you are right, you show that you have heard and understood. If you are wrong the person has the opportunity to correct you. Reflecting back can also provide a way of questioning ‘You’re very confused just now, is that right?’ By listening and reflecting back you may well identify key phrases that can alert you (and sometimes the other person) to the nature of the difficulty. Thanks to Sue Pears Wallace: University of Northumbria, HEFCE Tutoring Project.
23
4.5 Supporting Tutors Teaching and Learning Co-ordinators
Staff Development
The Quality Co-ordinators and the Associate Dean of Learning and Teaching offer support to staff carrying out a tutorial role. Staff development opportunities are regularly available at College and University level. Information is available from the Staff Development Co-ordinator on ext 7729 or email staffdevelopment@ fashion.arts.ac.uk. Staff are expected to keep abreast of changes and developments in their subject areas and in teaching and learning methods and then to introduce them, as appropriate, into their teaching. There are regular opportunities for staff development at the College and the Centre for Learning and Teaching in Art and Design (CLTAD) based at High Holborn and at the University. New staff who do not have a teaching qualification are expected to attend a course in order to obtain one. This is in line with national targets for all HE tutors to be appropriately qualified. This should be agreed in discussion with the line manager. Contact the Staff Development Co-ordinator on ext 7729 for more details.
24
Part Two: Supporting Frameworks
25
Section One: Policies/Statements 1.1 College Tutorial Policy Please do look at Appendix 2 for the UAL Tutorial Policy, which LCF adheres to. Alternatively, you can visit http://www.arts.ac.uk/tutorial/ Introduction
The context for this policy is the London College of Fashion’s commitment to student tutorial guidance as outlined in the University of the Arts London student guide to quality assurance and academic regulations. Quality tutoring is of benefit to the student, the staff and the institution. For the student it builds intellectual and interpersonal skills. It enhances employability through confidence building and self-management skills. It raises achievement through high expectations. For the institution it improves retention, achievement and progression. This policy outlines minimum entitlements. Good practice is likely to exceed these minimum standards.
Purpose
The purpose of this policy is to build on existing good practice in LCF and to create a mechanism whereby all students have access to a tutorial system of high quality regardless of course type or mode of attendance.
Definition
A tutorial is a tutee-centred communication between student and lecturer that aims to promote learning and achievement.
Institutional Issues
Financial constraints have led to a reduction in guided learning hours over several years and this has reduced the hours available for tutorials. In many cases the tutorial slot provides the single most important interaction between the student and teaching staff. Course structures need to relocate the balance of delivery in favour of the tutorial function whilst ensuring that the tutorial function for the course is integrated with all aspects of course organisation.
26
1.2 The Purpose of Tutorials Tutorial Function
Tutorials have three main functions. These are: Progress to track students’ progress, attendance and achievement to enable students to benchmark their achievement against course requirements to enable students to identify needs and to formulate academic and career goals to help students work towards these goals Pastoral to offer students an opportunity to discuss issues of a pastoral nature when this is requested Subject to offer subject-based feedback to students
Progress Tutorials
All students are entitled to tutorials in which their overall progress is identified and targets are set. These tutorials will address the totality of the students’ learning at LCF and will incorporate feedback from all aspects of the course. This tutorial function provides a platform where students’ career aspirations can be discussed and developed. These tutorials will be tracked via the paperwork system identified below. This type of tutorial offers students and lecturers a chance to reflect on achievement and attendance. This provides an opportunity for students to be referred to Academic Support if difficulties are encountered. There are many ways in which the Study Support team assists students with their work, helping them to become independent learners and to enjoy studying at LCF.
27
Pastoral Tutorials
Many students will not need pastoral support while studying at LCF. However, in some cases personal issues can interfere with studying and support is sought. Students need to know that they can discuss these issues insofar as they affect learning and progress. Some students simply need recognition of their difficulties, whilst others will need referral to the appropriate agencies such as Student Services. The confidential nature of these tutorials must be observed.
Subject Tutorials
Specific subject-based feedback on progress made is an essential part of teaching and learning. This type of tutorial may be scheduled as part of a scheme of work associated with particular units. All students need to know the progress they are making in any subject area. The organisation of teaching delivery needs to reflect this requirement. Lecturers need to consider scheduling teaching and learning to facilitate subject-based tutorials. Group or one-to-one sessions that do not have specific input but focus instead on reflection of progress made are essential to ensure the quality of teaching and learning. Students need to know exactly how this will operate at course level. The tutorial aspect of teaching and learning must be addressed at the planning stage for all subjects. Assessment feedback sheets or tutorial forms may be used to document this activity.
Tutorial Package
Tutors’ strengths often lie with one type of tutorial at the expense of another. Where this is the case, the Course Team needs to ensure that the whole tutorial function is met at course level so that all areas of student need are met.
28
1.3 Minimum Entitlement Rights and Responsibilities
This section outlines the rights and responsibilities for students and lecturers. The entitlements described are minimum standards and do not preclude courses offering more than is indicated.
Student Entitlement
All students are entitled to a tutorial package that consists of: one induction tutorial (group or one to one) one tutorial per term for the duration of their course of study at LCF (one to one for approximately twenty minutes) group tutorials (six to eight students) as required an appropriate level of confidentiality
Responsibilities of the student
All students will have the three tutorial functions met on course: progress pastoral subject. Tutors do not tutor in a vacuum. A tutorial is a communication between two parties. The following student responsibilities are essential to successful tutoring: to attend scheduled tutorials to negotiate the tutorial agenda with their Tutor to participate to be proactive to offer course/curriculum feedback to their Tutor to identify strengths and weaknesses to agree an action plan and act on it to explain any non-attendance to familiarise themselves with the Student Handbook to check Moodle and monitor their own achievement/grades to collect work with Tutor feedback and act on feedback.
29
Tutor Expectations
All Tutors can expect: to be given appropriate information, including a Tutor Handbook, in order to carry out his or her job effectively to be offered training to develop tutoring skills to receive support from ADQA
Responsibilities of the Tutor
to listen to the student to encourage the student to reflect to develop an understanding of the student so that discussion is informed to encourage the student to evaluate his or her own learning to offer reliable feedback on progress made to encourage self-directed learning to refer to or provide a link to Student Services and refer on when appropriate to ensure student has checked Moodle for grades, feedback and referrals where necessary to know the limits of own competence to offer impartial advice to offer an appropriate level of confidentiality to write the learning agreement with the tutee (for FE) to negotiate the agenda for the tutorial with the tutee.
30
1.4 Models of Tutorial Tutorial Models
Tutorials can be one-to-one, group-based, timetabled or on demand. A group-based tutorial should have no more than eight students to operate effectively. Tutorials (over and above the minimum entitlement) may be front-loaded at or towards the start of the course or concentrated at the end of a three year course. Each course must specify the types of tutorial that are available to their students and how these will meet the policy requirements.
Course Documentation
Each course will include a statement in the Course Handbook that outlines how the tutorial system will operate within the course. This document will specify the minimum hours allocated to tutorials and the purpose and outcomes expected. All Course Handbooks will specify student entitlement.
1.5 Disciplinary Tutorial In addition to the normal provision, a Tutor can ask to see a student if there is a concern about aspects of a student’s performance such as referrals, attendance or behaviour. This information may be passed on to the Tutor from another member of the Course. The tutorial may take the form of an exploratory discussion and the student may agree on action plans to rectify the situation or may be advised to seek help through Student Services. If the problem is severe, or the issue has been the subject of a previous tutorial, the student may receive a formal warning from the Course Leader. If the problem is non-attendance at tutorial the appropriate letter should be sent to the student. This can then be referred to the Course Leader if non-attendance continues.
31
1.6 Assessment All courses in the College have formal assessment procedures and the Course Leader will brief you on the assessment associated with each course. The College has an Assessment Strategy, which can be found on the College Intranet under documents and then under College Policies. It sets out the pedagogical principles of the College’s approach to assessment, the approach to internal verification and provides the template which must be used for issuing assignments to students. Marking Criteria were introduced for Years 1 and 2 in 2009-2010 and was introduced for Year 3 in 2010-2011. Full details are in Course Handbooks and on the UAL Staff Intranet. All assignments must be approved by the Course Leader before they are issued to students. Staff should ensure they keep careful records of work received and the marks allocated. In addition to allocating a grade, each Tutor is required to provide written feedback on the student’s performance using the standard pro forma. This feedback should reflect the standard of achievement against the learning outcomes, and indicate strengths and weaknesses and how the student can improve. The assessment regulations of the University do not allow for extensions to assignment deadlines. Students can submit claims for extenuating circumstances which have seriously affected their ability to complete their work to the Extenuating Circumstances (EC) Panel. There is a standard form to be completed and this, together with supporting documentary evidence, must go to the Panel via the Student Administration Unit at John Prince’s Street. You can visit the Extenuating Circumstances webpage for more information on the EC process: http://www.arts.ac.uk/course-regulations/extenuating-circumstances/ The only exception to this is accommodated assessment. Students with disability or dyslexia are issued with a ‘passport’ which entitles the students to extra time or specific forms of support to complete their work. Copies of marks should be forwarded to the Course Leader and/or the Course Administrator as soon as possible and always in good time for the Examination Board. Further information regarding resubmissions and assessment can be found on the University’s Assessment website: http://www.arts.ac.uk/assessment/courseregulations
32
1.7 Quality Assurance Quality Co-ordinators
Each academic level will have a member of staff responsible for the implementation of the policy. The Quality Co-ordinators will ensure that each course has the tutorial documentation that corresponds with the requirements of the policy. They will ensure that all Tutors have copies of the Tutor Handbook. In addition, they will identify training needs relating to the tutorial process. A Tutor Forum operates in the College. It is organised by the Associate Dean of Head of Teaching and Learning and provides a context for tutorial developments in the College.
Review
The policy and implementation plan will be reviewed by a group comprising of Tutors, students and the tutorial co-ordinators at each academic level. A questionnaire has been devised that collects information about students’ attitudes to the tutorial system in the college. A random sample of students will be asked to fill in this questionnaire each year. The use of the tutorial paperwork system will be spot checked each year on a range of courses.
1.8 Complaints Procedure If students have a concern about any aspect of their university experience, their first step should be to talk with a member of staff. By discussing the issue with the relevant tutor, college administrator or service (e.g. Student Services) it is hoped they may be able to find a resolution that works without having to go down the ‘formal complaint’ route. There are various mechanisms students can and should be encouraged to use to express constructive criticism about their experiences at the College. Wherever possible, students should be encouraged to bring issues to Course Committees via their representatives or through structured group discussions or feedback sessions. These mechanisms help to establish whether there is a genuine concern and whether it is shared by several students. The same mechanisms should be used to respond to students on issues that have been addressed.
33
It is expected that most complaints will be resolved at an informal level by those most closely involved. Any complaint made by an individual or a group of students must be taken seriously and resolved fairly. In many cases, complaints arise over simple misunderstandings of a situation and, once students are made aware of all the facts, they are satisfied. It is important, therefore, that students are given realistic expectations of their course and understand their own role in achieving its aims and objectives. Student concerns over the delivery of the curriculum, for example, can be addressed through close discussion of the Course Handbook with both the member of staff and the student. This ensures that there is a clear understanding of what is expected on all sides. However, for any complaint which cannot be resolved informally, all students should be directed to the UAL Student Complaints Procedures and referred to the Students’ Union for advice and guidance. For any further details on this process, please contact the Quality Assurance office in room 116 at John Prince’s Street, or call ext 7494. Please read the LCF Quality Assurance Handbook for further useful guidance and information. If you have any queries please contact John Melton, the LCF Quality Manager, at j.melton@fashion.arts.ac.uk
34
1.9 Student Charter Student Charter
In order to fulfil your creative and professional potential you need to know what to expect from University of the Arts London – and what the University expects from you. The Student Charter has been developed by representatives of the University, students, and the Students’ Union and seeks to ensure the best possible experience for everyone studying and working at UAL. The Charter is reviewed and updated each year.
YOUR EDUCATION
At the University staff and students work together in the co-production of education. Members of our community are expected to treat each other with respect. Diversity and individuality are celebrated.
The University should:
• •
• •
Students should:
•
•
Give you clear information about your studies, assessed work and academic options Provide a high-quality creative learning experience and an environment which enables and supports your creative and professional development. This will include access to a range of academic support services such as libraries, IT Services, the Language Centre and study support Assess your performance on the basis of clear and fair marking criteria and processes Consult you fully before making major changes that may affect your studies. Attend and contribute actively to timetabled learning activities. This is important for your intellectual, creative and professional development. Missing or being late for teaching sessions, meetings, and appointments puts both your learning and the learning experience of other students at risk Read relevant information in course handbooks and other documents, including information about support services
35
•
• • The Students’ Union should:
• • • •
Use the Virtual Learning Environment to access your course documents and check important announcements Follow the University’s rules and regulations for students Seek support and guidance when needed. Ensure that students are aware of and able to exercise their academic rights Use student feedback to drive improvements in the learning experience and environment Support students to take action on concerns Ensure students are fully consulted if their course is facing changes.
YOUR STUDENT LIFE AND PROFESSIONAL LIFE
Fulfilling your creative and professional potential is about more than just your formal learning experience. You will have access to additional opportunities and support if you need help.
The University should:
•
Provide information and professional support for: - money - housing - health and well-being (including mental health) - disability - equality, diversity and discrimination - developing and managing your career and creative practice
Students should:
• •
Find out about support services for students
•
Tell a tutor or contact the support services if you experience a problem Attend appointments you make with the support services.
36
The Students’ Union should:
• •
Provide a range of creative, sporting and student-led social activities. Provide comprehensive and professional support for: - academic appeals - accusations of academic misconduct - equalities and discrimination
YOUR IDEAS AND CONCERNS
For the University to provide the best possible experience, it is important that you have an opportunity to present your ideas and concerns.
The University should:
• • • •
Students should:
• • •
Offer opportunities for students to be represented in review, planning and policy making Ensure student involvement in evaluating and improving the quality of the learning experience Provide fair, transparent and efficient procedures for dealing with complaints, appeals, and disciplinary matters Demonstrate how the University is acting on feedback from students Take opportunities to be represented in review, planning and policy making Complete evaluations and other types of student surveys Voice concerns, including through student representatives and the complaints procedures.
37
The Students’ Union should:
• • • •
Provide inclusive and fair student democracy including elections and policy making Work in partnership with the University in the provision of effective student representation Provide students with impartial advice and guidance in relation to complaints Represent the interests of students at College, University and national level.
This charter should be drawn to the attention of students at the beginning of the programme. College Statement on Studentship
We are the only specialist fashion College in the UK and are proud of the opportunities that our academic environment offers you as one of our students. Investment in developing courses and appropriate resources have created unique opportunities for specialist study. Within this framework both staff and students are proud of our achievements and make every effort to safeguard our working and studying environment. Because many of our courses are vocationally biased, studying at the London College of Fashion not only gives a focused educational experience but also is a preparation for further study or professional life. Individual ownership of this ethos by all staff and students will help the College to continue to develop and thrive in the future. With this in mind we set out below some basic principles which will help us all to achieve these objectives:
38
Student Responsibility
You will accept responsibility for being punctual and prepared at all structured timetabled sessions including demonstrations, tutorials, seminars, lectures, studio talks and assessments. You are expected to take an active role in your own learning and to maximise your use of the teaching and learning resources offered by the College. You should be proactive in seeking personal advice from appropriate Tutors or Student Services when necessary. If you have a special needs requirement it is in your interest to inform relevant staff at an early stage in order to receive the appropriate support. You will be expected to cultivate the discipline of studying both independently and collaboratively outside of the formal teaching hours. This is seen as being both within and external to the College environment. You will need to accept responsibility for your own personal time-management and self-discipline. You should keep a diary to record the organisation of formal course studies, induction programmes, dates and places for submission and collection of work, planning an assignment, tutorials or any timetable changes. You will be expected to find out whether you have passed a unit or whether you are referred and need to submit additional work for assessment. You must ensure that you achieve the required number of units/credits needed to progress to the next stage or to complete your course. You will accept responsibility for your own personal safety (and that of others) abiding by the general Health and Safety regulations and those specific to specialist activities.
39
Communication
You will accept responsibility for organising any part-time work and external activities so as not to interfere with your studies. You will agree to respect fellow students and staff and the learning environment. You must familiarize yourself with the course Moodle site. You need to inform the Academic Registry immediately of any change of circumstances regarding your personal details, postal address, telephone number or next of kin.
You must check your course Moodle site and course/year noticeboard daily for changes to schedules.
You need to register on the system for your e-mail address which will be our main means of text communication. You should be proactive in communicating with staff across sites by using the most effective form of communication:
by Moodle by post to the Student Administration Unit by the internal delivery system by telephone to the Student Administration Unit by the corridor telephone system by e-mail by inter-site fax via your course administrator
You need to obtain advance permission for absence from your Group/Year Tutor for any reasons other than illness. You need to notify your Group/Year Tutor of absence due to ill health as soon as possible. Where appropriate you will need to accept responsibility for signing course registers.
40
Section Two: Support Services 2.1 Study Support What is Study Support?
There are many ways in which the Study Support team can assist students with their work, helping them to become independent learners and to enjoy studying at LCF. We support students in writing essays, reports or dissertations from understanding the brief, doing research, brainstorming and planning through to the actual writing stage. We show students how to structure and proof read and also how to write references, bibliographies and footnotes. We work on grammar, spelling, time management and organisation. We also offer dyslexia support.
Please note Study Support at LCF is currently undergoing some significant organisational changes. For more information on Study Support e.g the locations of the Study Support offices across LCF, the specific support services offered or advice on a dyslexic student, please email studysupport@fashion.arts.ac.uk. Alternatively, you can visit MyArts where you can also find information on Study Support and this is updated regularly.
41
2.2 The Language Centre Provision
The Language Centre offers Presessional English, Insessional English and Modern Languages programmes. It also runs a commercial English language school.
Key Language Centre Contacts for UAL Staff
Head of the Language Centre: Helen McAllister, h.mcallister@arts.ac.uk, x7388 EAP Administrator: Trelanee Winn t.winn@arts.ac.uk x6276 Room Bookings and Resources: language-resources@arts.ac.uk – Lauren Peckham and Richard Hadden, x7263 Course Leaders: Insessional: Karen Matthewman, k.matthewman@arts.ac.uk, x6132 Presessional: Conrad Heyns, c.heyns@arts.ac.uk, x7266 Modern Languages: Conrad Heyns, c.heyns@arts.ac.uk, x2228 EAP Overseas: Gareth Rees, g.rees@arts.ac.uk, x4025 Commercial English: Richard Thomas, r.thomas@arts.ac.uk, x2228 The Language Centre address and general contact information are given below in the ‘Information for Students’ section. The most up to date timetable information for current students is changing location this summer but we will update you on its location through your academic course team and at inductions. If you need any information in the meantime please email the language centre at: language-centre@arts.ac.uk
42
As well as English and modern languages courses, the Language Centre also offers the following two services to departments and staff within the University: 1. Cultural Awareness Training
This training aims to improve understanding of how we communicate across cultures. General guidance and practical strategies for successful cross cultural communication are provided. Sessions are available to all UAL staff and can also be tailor made for specific departments or groups. For further information please contact Trelanee Winn t.winn@arts.ac.uk
2. Plain English Service and Training
This training aims to assist departments in reviewing their communication both internally and externally in terms of comprehensibility and simplicity. Techniques and strategies for simplifying language are shared and participants then work together to apply these within their roles at UAL. For further information please contact Trelanee Winn t.winn@arts.ac.uk
Information for Students
The information below is given to incoming students in their handbooks and at welcome and induction events. The Language Centre offers English language support to non native speakers of English and modern languages (ML) tuition to students and staff across the University of the Arts London. All languages are taught by qualified and experienced tutors.
Location, Contact and Information
The Language Centre is centrally located on the 4th floor of 272 High Holborn, London WC1V 7EY Telephone: 020 7514 2309 Email: language-centre@arts.ac.uk Web: www.arts.ac.uk/languagecentre
43
English Language Support Tutorials (during the academic yr)
The following three forms of language support are for non native speakers of English and are free of charge.
1. English Language Support Classes
These courses run throughout the academic year. There are two types: i. Academic English skills classes - open to any student; ii. Course specific classes - designed for students studying on particular main courses.
2. Tutorials
If you would like some one-to-one time with a language tutor to look at your writing, get help understanding a difficult text, or prepare for a presentation, you can go to a tutorial. Tutorials last 30 minutes and there are sessions every week during term time at all the colleges and also at the Language Centre at High Holborn. Some of these can be booked and some are drop-in with no booking available.
3. Intensive Writing and Exam Preparation Classes
These classes run during the Christmas and Easter holidays and are offered at FE, BA and MA levels. Classes will be advertised through Insessional classes and your course teams.
Proof reading service
If you would like your written work to be proofread before you hand it in, you can bring it to The Language Centre. Proofreading costs ÂŁ25 per hour. A 2000 word text takes around one hour to proof read although this varies depending on how much correction is needed. This is not a one-to-one tutorial, you do not work on your text with a tutor. To book, please email: proofreading@arts.ac.uk with your student ID, assignment title and deadline date.
Modern Languages
The Modern Language programme is a 45 hour programme that runs in the autumn, spring and summer terms. The programme focuses on language, arts and culture. It is open to all UAL students and staff, as well as outsiders to the university. The following languages are usually offered: Japanese, Mandarin, Spanish, Italian, French and German
44
2.3 UCAS Tutor Facilitation UCAS Tutor Facilitation
As a Further Education (FE) tutor, who is working with students to facilitate the completion of UCAS applications, you are expected to: if appropriate, encourage students to apply to HE e.g. to courses within the College, other Colleges within UAL and externally. Students from backgrounds where there is no tradition of studying at HE level, should be given additional support if and when required ensure that all your students attend the sessions organised by Central Registry on filling in the UCAS form ensure that students start the research and application process in good time (at least three months before the end of the Autumn term) encourage students to consult a range of reference materials as recommended by UCAS on their website http://www.ucas.com/he_staff/ encourage students to attend Open Days at LCF, UAL and elsewhere for the courses they want to apply for ensure that students are made aware of, and keep to, timetables and closing dates. This should include realistic deadlines to allow plenty of time for references to be written by tutors and for the UCAS applications to be approved and sent to UCAS ensure that all your students attend the session on the guaranteed internal progression scheme
45
understand the University of the Arts London internal progression scheme advise students impartially with the best interests of the student in mind check their UCAS forms very carefully before the student sends the form to the referee provide students with truthful, positive and professional references refer students with problems or queries to the appropriate staff, for example, Study Support and Student Services. Tutors are not expected to have expert knowledge of all the courses available within HE but they will be expected to have knowledge of available HE courses in their discipline, particularly across UAL. The UCAS deadline for all UAL undergraduate courses is 15 January. The University Careers Service’s research has shown that it takes a minimum of 12 hours for a student to put together a successful application form including researching options and completing the form. Many students take longer than this, particularly when they are unsure of their direction. Additional time needs to be allocated for attending Open Days and presentations from HE staff about their courses. Detailed information is available on the UCAS Website http://www.ucas.com
46
2.4 Student Services The University seeks to operate a comprehensive support structure for students with personal Tutors and other College staff working in partnership with these Services to support students. Effective Referral
Referral might be made when, for example, a student needs advice about: funding and hardship immigration rules disability health or when a student wants to talk through personal issues with a Counsellor. For more information, visit http://www.arts.ac.uk/student/studentservices
Introduction and Contacts
There are Student Advisers based in offices at JPS and at High Holborn. Staff are available Monday to Friday 11:00 am to 4:00 pm at JPS and 09:00 am to 5:00 pm at High Holborn. Student Advisers will usually be a student’s first point of contact for advice and information at JPS and, if the enquiry is especially complex, or related to one of the areas covered by the other specialist teams, the adviser may arrange a longer interview so that guidance or counselling needs can be met. At JPS the office is staffed during term time in Room 124. The Student Advisers can be contacted by telephone on ext. 7679, or by fax on 020 7514 7415 or by e-mail m.waters@fashion.arts.ac.uk . The Student Centre is open all year round at the headquarters of the University of the Arts London. The address is: 272 High Holborn, London, WC1V 7EY. Nearest underground: Holborn. Telephone: 020 7514 6230 Fax: 020 7514 6219 e-mail: student.services@arts.ac.uk
47
Students are also welcome to visit any Student Services office that is convenient for them. During term-time there are also offices open at: Camberwell (Peckham Road: ext. 6354) Central Saint Martins (Kings Cross: ext. 7240) Chelsea (Millbank: ext. 7899) LCC (Elephant and Castle: ext. 6590,) The office at Elephant and Castle is open all year round Wimbledon (Merton Hall Road: ext. 9673) e-mail: student.advisers@arts.ac.uk
Student Advice and Funding
Student Advisers are not Counsellors; they offer guidance to a large number of students on matters related to finance, immigration, benefits, etc. They are often in the frontline of dealing with student distress and they are expected to make appropriate choices about their level of involvement. Like Counsellors, Student Advisers are not paramedics. In some cases, Student Advisers may be directly involved in referral processes or in managing emergency situations but they should only do so in partnership with College staff and in accordance with the guidelines. For example, they may choose not to accompany a student to hospital. The Student Funding Service processes applications for Funds, Scholarships and Bursaries that the University has been given to disperse.
Student Enterprise and Employability
This service has brought together the work of Creative Careers, ECCA, Artquest, Own-it and Art Temps (incorporating Creative Opportunities) and will be developed to focus more closely on the specific needs of UAL’s creative students and emerging graduates. ArtsTemps is the University of the Arts London’s first in house temp recruitment agency for UAL students and degree and MA graduates for up to two years after graduating. Students and graduates are employed to work within the university at any one of our six colleges.
48
Creative Opportunities is available online via the Internet and Intranet for the University. It is a weekly vacancies bulletin that brings together information about opportunities in arts, crafts, design and media to help students and graduates practice professionally and to enhance their skills and prospects. Chaplaincy
William Whitcombe is Chaplain and Faith Adviser for the University of the Arts London and Chaplain for London College of Fashion and London College of Communication telephone/text: 07872 816157 Mark Dean is Anglican Chaplain and Interfaith Adviser for the University of the Arts London and is based at Central St Martins and Camberwell, Chelsea and Wimbledon colleges. email: chaplaincy@arts.ac.uk
Counselling
Many students experiencing difficulties find it helpful to talk with someone outside of their day-to-day lives and UAL offers both individual and group counselling. Academic staff can offer helpful signposting to the service, encouraging students to contact us. At busy times of year, there might be a wait of a couple of weeks before a student can be seen for an assessment but we also offer one-off half hour urgent appointments for students who are in crisis or don’t feel they can wait. Appointments are available either through the Student Adviser at your site or Student Services reception. Students can also telephone or email or go online to make an appointment. Telephone ext. 6251 or 6900 Email: counselling@arts.ac.uk or visit: www.arts.ac.uk/student/counselling/appointment_ request.php The service is confidential. There is also support for staff working with students they are concerned about. If you are worried about a student it may be helpful for you to contact a member of Student Services to talk through your concerns.
49
Part of our role is to support you in your work with students as, thinking things through with someone else, can make a difference, even if we don’t have all the answers. Please telephone the Head of Counselling on Ext 6257 or Reception on Ext 6900 For the Mental Health Adviser see below Guidelines on working with students at risk or crisis are available at: www.arts.ac.uk/student/staff/risk.htm The university policy on Confidentiality can be found at www.arts.ac.uk/student/staff/staff.htm Mental Health Adviser
The Student Mental Health Advisers also offer telephone consultation for staff in respect of students who may have mental health difficulties. If you have concerns about a student please contact the service for a conversation and guidance. Assessment, support and referral to the NHS are offered directly to students. Students can be seen for a mental health assessment and staff members can encourage students to contact Student Services to make an appointment. Mental Health Awareness Training sessions for staff teams are available on request. The sessions are also offered through Human Resources and, Development and Learning. Please contact the Mental Health Adviser for details: Ext 6231 or 07809 552033 Email: studenthealth@arts.ac.uk www.arts.ac.uk/student/health/ss-mental-home.htm
Disability, Deaf Students and Dyslexia
The University Disability Team contacts are: Telephone: ext. 6157 Fax: ext. 6219 Textphone: 020 7493 4524 Email: disability@arts.ac.uk
50
The Disability Service can provide information, advice and help to students at any stage of their course and even before they start. Students may want information about access, support or funding available. The Disability Service will liaise with Colleges to arrange access visits or to help with arrangements for open days and interviews like Sign Language Interpretation for deaf students. Students may want to discuss issues or concerns relating to their studies confidentially and the team can raise issues with academic staff on their behalf. The Disability Service will, if appropriate, liaise with external agencies to enable a student to access a specific support service. The Disability Service can also provide information and training for staff on a range of disability-related issues including the extended Disability Discrimination legislation. For more information on the policy and provisions for Disabled Students at the University of the Arts London please see the website. Head of University Disability Service: Jennifer Alsop telephone: ext. 6157 e-mail: disability@arts.ac.uk The University has undertaken a review and restructuring of Disability and Dyslexia provision with a new combined service being launched in the Colleges in the Autumn term. While Study Support activity will be undertaken by Academic Services. More details are to follow in September 2013. International Students
Many students come to the UK in order to study at University of the Arts London. Student Services is part of the network of support services and facilities that addresses the specific needs of international students. The University offers advice and guidance to all University of the Arts London students. Student Advisers have offices at each of the University Colleges and at High Holborn, which all University students can visit. All Student Advisers can advise on the specialist needs of international students and can refer to other Student Services staff such as a Student Health Adviser or Counsellor if necessary.
51
The website also includes a wide range of information for international students who are studying or considering studying in the UK: www.arts.ac.uk/international Other departments who work closely with international students include: International Development Office at High Holborn ext. 6043 The LCF International Student Co-ordinator, and LCF International Office, Telephone: ext. 7678 The Language Centre, Telephone: ext. 7261 Housing Services, Telephone: ext. 6240 Health and Wellbeing
The Student Health Adviser and Student Mental Health Adviser provide information, guidance and support to individuals and groups on all health issues. The Health Advisers work with local healthcare providers to develop and deliver training. You should encourage all students to register with a local GP as soon as possible, especially non-UK students who may be less sure of their right to use the NHS. You should also encourage all students to get the free meningitis C vaccination from their GP. The University of the Arts London has developed a partnership with GP practices to provide healthcare for our students. Most students living in the London area will be eligible to register. They can do this online at www.ualhealth.com The website has information about contacting other local GPs for all areas of London. It also has information about other healthcare services including dentists, sexual health, mental health and drugs advice. Students from outside the European Economic Area may register with a GP if their country has a reciprocal health care agreement with the UK (a list of countries can be found on the website), or if they are in the UK for six months or more. This covers almost all students, except some on short courses. Health Adviser telephone: ext. 2988 e-mail: studenthealth@arts.ac.uk
52
Staff Support
To support you in your work with students, the Counselling Service suggests that if you are concerned about a student but uncertain how to help them, you should contact the Service manager on ext 6257. You are not breaking the student’s confidentiality by speaking with a Counsellor:
it is professional to seek support if unsure how to proceed
we will treat everything you tell us as confidential
you need not identify the student
Students should use the general number for information about the Counselling Service and to make an appointment: Telephone: ext. 6251 or 020 7514 6230 from outside the University e-mail: counselling@arts.ac.uk The following tips are adapted from the guidelines on working with students with mental health difficulties. If you are concerned about a student…
CAUSES FOR CONCERN Possible warning signs of mental health difficulties:
increasingly poor attendance a marked decline in academic performance odd or irrational behaviour the student asks for referral information from you change in physical appearance
Offer some time to talk as a positive option (“perhaps it would be helpful for you to talk to…”). Be clear how much time you can give and where. If the student gives signs of strong emotion, acknowledge their feelings (“It seems to me you are very sad/angry/ frightened. Do you want to tell me about it?”).
53
Remember your role is not to solve the problem for the student, but to listen and acknowledge their concerns and explore together what further help is needed. The student also has a right to privacy and may not want to discuss the matter. If appropriate, advise the student to consult their GP. Check with the student whether they have taken your advice. EMERGENCIES Listen, observe, keep calm, react quietly. Suggest an urgent Counselling appointment, if this seems appropriate, but remember that neither the Counsellors nor the Student Advisers are trained emergency mental health workers. If you wish, speak to the Counselling Service manager yourself: ext. 6257 or 020 7514 6257. If you think a student needs further help and they will not seek it, inform your line manager. Senior staff at the College should make the decisions. There is a mental health adviser (ext. 6231) based at High Holborn who will see students if appropriate. If the student’s behaviour is endangering his or her self or others, or if the student will not leave the premises when asked, call Security and the police. If appropriate, advise the student to contact their GP or other appropriate care worker. If the student is willing, you can help them identify the appropriate telephone number and book an appointment. You may need to try to persuade the student to admit him or herself to hospital, if appropriate. If the student is unwilling or unable to seek medical help, inform the student that you intend to ring their emergency contact number. In some cases a student may be so ill that you need to call an ambulance.
54
Services for Students on the Intranet and Internet
The Student Services page on the UAL website includes detailed information to all the services and comprehensive information covering all the areas students most commonly ask about. Choose Student Services on the intranet main menu, or go directly to http://www.arts.ac.uk/student/studentservices Please note that the UAL website will be changed in the autumn 2013, and that much of the Student Services content will be found in both the external facing pages (for applicants and parents) and in the new internal facing content as the MyArts pages are developed.
Useful Contacts:
John Prince’s Street:
ext. 7430 or 020 7514 7679
High Holborn:
ext. 6230 or 020 7514 6230
Staff Consultation line
ext. 6257 or 020 7514 6257
Others: The University Students Union:
ext. 6270 or 020 7514 6270
Language Centre:
ext. 7260 or 020 7514 7260
Accommodation Service:
ext. 6240 or 020 7514 6240
Academic Registry:
ext. 6111 or 020 7514 6111
55
When Student Services or the above offices are closed, you can contact the helplines below. You may also want to refer students to these numbers. The Samaritans 08457 90 90 90 (24 hours) (or local branch in phone book) Nightline (term-time only) (6:00 pm – 8:00 am)
Sources of Help
020 7631 0101
Shelter 0808 800 4444 (24 hours) (homelessness) Brook Advisory Services 020 7617 8000 (sexuality, relationships, pregnancy) Lesbian and Gay Switchboard
020 7837 7324
National Drugs Helpline
0800 776600
National Aids Helpline
0800 567123
Rape Crisis Centre
020 7837 1600
Victim Support
020 7735 9166
Women’s Aid
020 7392 2092
If a student is involved with the police, the Head of College needs to be notified of the situation, whether the student is the victim or the perpetrator.
56
2.5 The Students’ Union or SUARTS Course Reps
The Students’ Union works with college staff to facilitate the training and ongoing support of course reps and the structural improvements needed to ensure their relevance and success. Every student that is elected as a course rep is expected to attend course rep training. It takes place throughout the year and provides the attendee with the skills and knowledge to be the best rep that they can be. Over the last year, course reps have worked with tutors and college staff to help improve course content, change the opening hours of workshops and identified priority areas of improvement and strength. For those students that want to get even more involved in the students’ union, they can put themselves forward as a candidate in the elections where they could become the Vice President for the College or a full time elected officer (such as SUARTS President). The Students’ Union also supports a variety of student led campaigns that affect everyone. Students have the power to set these campaigns by putting ideas forward. This is known as Referenda and involves all students voting on proposals put forward by fellow students. This takes place three times a year and can dramatically change the student experience here at UAL.
Events
Freshers’ Festival is a week long exciting event that welcomes all new students to university life and asks all other students to join in the fun! This is a time to enjoy the selection of week long events from the Big Fayre to club nights at major London venues. It is also a great opportunity to grab freebies and pick up discounted UAL hoodies, merchandise and NUS Extra discount cards. There are also sessions in place throughout the week to help students meet new people from across the colleges and help everyone familiarise themselves with their place of study. The Students’ Union has several excellent value bars across the university, all of which have a full range of alcoholic beverages and bar food. They are situated at LCC, Chelsea and King’s Cross and any student can put on their own event for free at any one of these bars.
57
Creative Opportunities
Students have told us that they want more opportunities to become creative, meet students from other colleges and attend exciting events throughout London. Meeting other students can be tricky for some, so we run the ‘Connect Project’ which buddies students up with other students based on their interests and background. The feedback we have about this project is incredible, so, the more students who know about it, the more networks students will have. Our annual exhibition, Xhibit, is where students submit their work in order to be in with a chance of exhibiting. It remains the only cross discipline and cross college exhibition that happens here. Artwork of any kind may be submitted and all work is judged by a panel made up of Arts London Alumni. The Union also runs a creative programme ‘Platform’ which supports students in accessing creative opportunities inside and outside the University, including the several gallery spaces the Union runs across the University.
Sports and Societies
The Students Union encourages all students to get involved in extra curricular activities by joining a club or society. If there is not a club or society of interest, we will support any student wishing to start up their own. We have clubs ranging from Break Dancing and Radio Society to Fashion and Ultimate Frisbee.
Advice and Support
We hope that the students’ time at UAL is trouble free. However, if they do come up against any academic problems, the Students’ Union is here to help. Our full time advice workers can help sort out any problems they may have with their academic life by providing confidential advice and support. We work closely with the college and University to ensure that issues can be dealt with quickly, sensitively and with a positive outcome for all parties.
Contact
To keep in touch with the SU: www.suarts.org info@su.arts.ac.uk @suarts Or you can visit us at our main office in Holborn 272 High Holborn London WC1V 7EY
58
2.6 Library Services Resources
LCF library contains one of the most extensive collections of information on fashion in the country. Resources include over 70,000 books covering all aspects of the fashion industry including design, tailoring, costume history, styling, PR, management and marketing. These collections are complemented by books on photography, film and cultural studies. In addition, the Library holds over 150 current print periodicals, fashion forecasts, DVDS and a unique collection of fashion designer and illustration files. Resources can be accessed via the online catalogue: http://voyager.arts.ac.uk/ Electronic resources are available on and off-campus via the e-library. Current resources include over 23,000 e-journals and 115,000 e-books. http://arts.ac.libguides.com/e-library
Special Collections
The Library’s Special Collections contains rare books and periodicals reflecting the subject interests of the College from the 1800s onwards. Highlights include the Tailoring Archive, a collection of the limited edition magazine Visionaire and a growing collection of magazines. These are listed in the online catalogue: http://voyager.arts.ac.uk/
Materials Collection
The Materials Collection includes examples of both cutting edge textiles and standard, classic swatches. In additional to actual samples, information on composition and company contact details are provided. Introductory sessions may be booked with the Materials and Products coordinator via: http://www.arts.ac.uk/library/collections/lcf/
59
Joining the Library
All staff can join the Library by taking their ID card and proof of contract to the library and completing a membership form. Up to 20 items can then be borrowed from any of the University of the Arts London Libraries. A cross-college returns service allows items borrowed at one library to be returned at any other. Staff are entitled to request items to be sent from other libraries. Library staff can also provide information on external libraries and reciprocal schemes. Inter-library loans of materials, not available within UAL, are available free of charge.
Academic Support Librarians
Each course has an Academic Support Librarian who will attend programme committee meetings, identify appropriate resources and provide information skills. The librarian is responsible for identifying and purchasing resources in consultation with the course team; recommended additions to stock are always welcomed. Librarians offer subject-specific advice relating to UAL library collections; they also advise on accessing external libraries and archives. Library Services provides an information skills programme to assist students in developing independent learning skills, the realisation of their work and their personal and professional development. Contact details for Academic Support Librarians are available on the course Moodle page.
60
2.7 Learning Technology Support A full guide to the diverse services offered by the Learning Technology Support (LTS) Department is available on MyArts http://www.fashion.arts.ac.uk/about/ facilities/learningtechnologysupport/. The following is a summary of the range of services available to staff: Reprographic Services (colour, black and white and acetate) Desktop Publishing Display and Design work TV and Radio off-air recording Video Production Multimedia and Photography The department also has a range of equipment that can be used by staff for multimedia presentations. It provides a range of services from basic photocopying to document binding. Photocopying is charged to the course budget. Course Leaders are required to sign staff requests for both bulk photocopying on the Kodak machine and the Flexicards that operate in all the College’s public photocopiers. Request forms can be obtained from the Learning Technology Support Office (room 207A). LTS Staff will be happy to give advice about the range of services available or you can call them on ext. 8365 or 7450.
61
Section Three: Indicative Programme of Tutorials for FE One Year Course 1st Tutorial
This tutorial should be held during the first term as early as possible, usually within the first 4 to 5 weeks of study. These are guidelines only of the information to collect: 1. 2. 3. 4.
Age Past education Past employment The ambition of the student: a) eventual career b) next level course and whether they are interested in the University Progression scheme? 5. Is the student feeling settled and safe on the course? 6. Has the student bonded with the group or do they need changing to another group (if appropriate)? 7. Monitoring of attendance 8. Are there any study support issues? 9. Does the student understand the subjects and are the assignment briefs clear? 10. Do they know who their student group rep. is? 11. Is speaking and/or understanding English a problem? 12. Does the student have any health problems and/or family situations that need commenting on? 13. Does the student have any relevant hobbies and/or interests? Your course may have a risk register for students with serious problems that other tutors can look up if said student’s attendance is poor, is late regularly or is acting in a strange manner. 2nd Tutorial
This tutorial should deal with: the progress of work; advice on areas for development and target setting; extra assignments in specialist areas if interested; possible ideas regarding potential courses and suitability for FE.
3rd Tutorial
This tutorial is for discussing FE: Discussion on possible progression to HE courses via University Progression scheme/employment; attendance at progression talks and UCAS form filling.
4th Tutorial
This tutorial is for discussing general progress on the course and affirmation of selected courses that have been selected with tutors.
62
5th Tutorial
This tutorial is for completing the portfolio and informing the tutee’s future development. Exit profile Please note that additional tutorials can be allocated within the academic year to support progression and individual goal setting.
63
Appendix 1: Student Attendance Policy UNIVERSITY OF THE ARTS LONDON ATTENDANCE POLICY FOR HE STUDENTS The University is required to monitor your attendance and report, as appropriate, to the UK Borders Agency, the Local Education Authorities and the Student Loans Company. As such you must inform us of any changes to your contact details and /or immigration status (if relevant). As a student at the University of the Arts London you are expected to attend all timetabled sessions, including lectures, seminars, group and individual tutorials, learning support sessions, workshops, inductions and demonstrations. Regular attendance means that you can take full advantage of the learning and teaching opportunities available to you and gain the greatest benefit from the course. Poor attendance not only affects you but also affects others who rely on you in group projects and for peer learning: where group work and peer learning is central to the subject, poor attendance can lead to failure of assessment. If you regularly miss sessions you will be contacted by your Course Director or Personal Tutor and offered the opportunity to discuss any difficulties that might be affecting your attendance and ways in which the University might help you attend more regularly. If your attendance continues to be poor you will receive a warning letter, your visa or student loan could be revoked and, eventually, you will be withdrawn from the course. The University recognises that you may need to undertake part time employment to support your studies and may have other commitments such as childcare or family or religious events. However the University does expect you, wherever possible, to fit these commitments around timetabled sessions in order to take part in the course fully. If you are aware of an event (for example, an offer of work experience or a religious holiday) that is going to disrupt your attendance at taught sessions you must discuss this with your personal tutor or Course Director. This helps to ensure that you do not miss important sessions that could affect your performance at assessment and also allows the University to make sure that the requirements of the Student Loans Company and UK Borders Agency continue to be met. Remember, if you are studying with us on a student visa, the University has a legal obligation to inform the UK Borders Agency if you: • • • •
do not enrol for your course by the latest agreed start date; withdraw, or are withdrawn, from your course, take time out from your course, or exceed the number of permitted unauthorised absences; change or transfer to a course of a shorter length; break the conditions of your permission to stay in the UK.
64
Appendix 2: University Tutorial Policy 1.
Access to personal tutoring (APT)
All p/t and f/t FE students, undergraduates and postgraduate students must be able to access a minimum 20 minutes of one-to-one personal tutoring per term. In addition students should receive one group tutorial each academic year (see note 1 below). This should not be regarded as a regulated amount of tutorial time, rather a minimum which may well be enhanced on a regular basis depending on local circumstances. 2.
Minimum Standards for APT
(i) Tutorial co-ordination to be managed by a named individual in each School. (ii) One-to-one tutorial sessions to be timetabled and factored in resource allocations to courses. (iii) All students must have easy and transparent access to their personal tutor with regard to termly timetabled entitlement or when urgent pastoral needs emerge. Access should be maintained through postal access, Blackboard or through email. Students are expected to attend and will be followed up if they do not. (iv) The system for personal tutoring and the role of the Personal Tutor are described to students during their first meeting with their personal tutor; details must be made available in course handbooks and other appropriate publications as well as Blackboard and other appropriate on-line sources (‘local’ arrangements and particular support issues (e.g. for disabled students) should be made clear). (v) All Schools/Colleges need to put in place evaluation mechanisms on the operation of the Personal Tutor system. A brief report should be produced by the tutorial co-ordinator (see above) on an annual basis. (vi) Students to be given the name of their Personal Tutor during registration week or as soon as possible thereafter. (vii) Tutorials should always be conducted in an appropriate environment. (viii) Tutorials should always be appropriately documented. (ix) Tutorials should always be conducted in the context of our UAL approach to equality and diversity, recognising that particular constituencies may have specific support needs. For example international students may have particular issues to clarify; disabled students may have particular learning support needs. 3.
What is a tutorial?
Personal tutors play a crucial part in the support structure offered to students, representing an essential point of contact between the course and the student by offering a valuable opportunity to ensure a dialogue to support academic progression. Acting as an ‘interpreter’ of the academic experience and helping students make sense of it and navigate it successfully, personal tutors offer the one to one support which is most highly valued by students. Tutorials may consist of an appropriate combination of the elements below. They also might be ‘themed’ around the particular stage of the course or the assessment cycle. Group tutorials may be particularly helpful in the first year to address issues of academic and social integration and in the last year to address final assessment and transition anxiety. Personal tutors should initially: i. Explain the agreed number of 1:1 tutorials with each tutee (minimum 20 mins per term) and timetabled group tutorials (minimum one group tutorial per year). ii. Develop an appropriate ‘contract’ with the tutee, which should include arrangements for ongoing access.
65
Note 1: Group tutorial may well be provided through an extant delivery unit (such as a common induction unit).
Personal tutors should provide an opportunity to: iii. Share an overview of the tutee’s whole performance. This will normally include attendance, submission of work, satisfactory academic progress, clarification of project briefs or dissertations, helping an understanding of assessment feedback. iv.
Address under achievement or non attendance.
v.
Explain pedagogic conventions (particularly helpful for international students)
vi.
Help students develop the skills needed by autonomous learners.
vii. Assist students in developing a knowledge of the college in order to meet their needs and to provide students with information on how to access all forms of available support within the University of the Arts London. viii. Advise students on managing issues and/or complaints and to make appropriate referrals (Student Services and Students’ Union) when considered appropriate by the tutor. ix. Explain record keeping for both the effective management of the tutorial process and to evidence the process if required. x. Note and pass on to relevant staff (including study support) disclosure by a student of a disability or a particular study support or student services support need, with the permission of that student. xi.
Monitor the grades of tutees throughout the year particularly prior to exam boards.
4.
Documenting Personal Tutorials
Schools and Colleges should use a standardised pro-forma to record and ‘sign off’ (copy to student) personal tutorials and should move to electronic record keeping over the next two years. Unless there is good reason to do so information should only be released with the consent of the student (see guidance on confidentiality from Student Services). It should be noted that the Data Protection Act provides students with the right of access to their file. Where appropriate tutorial records should include ‘action points’ and completion dates. Students are expected to take responsibility for agreed actions. 5.
Communication with students
All students must be made aware of the responsibilities of their Personal Tutor. It is expected that the following information should be included within the course handbook and on Blackboard sites: (i) (ii) (iii) (iv) (v) (vi)
the purpose of the personal tutorial entitlement details (including ‘reasonable adjustment’ for disabled students where appropriate) when and how to contact personal tutor how meetings will be arranged role of related support services responsibilities of the student (see below)
66
6.
Responsibilities of the student
It is envisaged that the student will be committed to the personal tutoring process. Students will be expected to take responsibility and to be pro-active by undertaking the following: (i) (ii) (iii)
Respecting office / working hours. Ensuring that they attend sessions (or notify non-attendance when unavoidable). Responding to communication from their personal tutor.
(iv) Participating actively in sessions (individual or group) and taking agreed action between sessions. (v) Ensure an understanding of the roles and boundaries of personal tutoring. (vi) Keeping the personal tutor fully informed regarding relevant personal information that may impact on academic progression. 7.
PDP / PPD and Personal Tutoring
With the staged incorporation of PDP into PPD provision within the University the relationship between PDP and personal tutoring may well be helpful to students. The use of the accompanying on-line resource and the development of e-portfolios may also be used to support tutorial provision. 8.
Training for personal tutors
Colleges to provide: (i) A tutor handbook. (ii) Prior to the start of every academic year all teaching staff to be sent a reminder about the current requirements for any significant changes to the personal tutoring system. (iii) As part of induction all newly appointed teaching staff will be briefed about the system of personal tutoring which operates within their School / course. The University to provide: (iv) Twice a year, a staff development session on personal tutoring will be arranged centrally by CLTAD in collaboration with the Dean of Students office. All newly appointed teaching staff who are likely to become personal tutors will be expected to attend. Any experienced staff who want an update on personal tutoring skills and procedures are welcome to attend. A general handbook will be provided. (v) A website, accessible via the portal, will be developed by CLTAD for students and staff which will contain links to internal and external sources of support for personal tutoring. One of the key requirements of a personal tutor is to make effective referrals when necessary. The training course will give guidance on this, as will the website when developed.
(*Access to Personal Tutoring (APT) approved by ASDC / Academic Board – Summer, 2009) Rob Imeson Dean of Students September, 2009.
67