Building A Sustainable Institutional Advising & Tutoring - - PowerPoint PPT Presentation

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Nov 15, 2022 313 likes •609 views

Tutoring Matters Webinar Series Building A Sustainable Institutional Advising & Tutoring Infrastructure Dr. Emily McIntosh, PFHEA Director of Student Life, University of Bolton, UK Vice Chair (Research), UK Advising & Tutoring (UKAT)

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Tutoring Matters Webinar Series

Tutoring Matters is sponsored by

Building A Sustainable Institutional Advising & Tutoring Infrastructure

Dr. Emily McIntosh, PFHEA

Director of Student Life, University of Bolton, UK Vice Chair (Research), UK Advising & Tutoring (UKAT) e.mcintosh@bolton.ac.uk @emilythemac

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Webinar Presenters

Ben Walker Host Emily McIntosh Presenter

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Tutoring Matters Webinar Series

Exploring the UK Context for Personal Tutoring & Academic Advising and Stating the Case for Initiating a Culture Change

Add presenter name and affiliation

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The (volatile) UK HE Regulatory & Policymaking Landscape

BrHExit! HERA (2017) Office for Students (formerly HEFCE) Teaching Excellence Framework (TEF) Augar Review (due Spring, 2019) – fees, league tables, metrics, apprenticeships OfS Registration - Improvement Plans (and measures) Access & Participation Plans (new format 2019), clearer focus on under- represented groups TEF Metrics – Student Satisfaction, Non- continuation, Progression and Graduate Employment A cataclysmic shift in the way that we conceptualise HE and its delivery. The fundamental tenets of HE are being challenged.

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“it will never work” – suggests the tutoring system in UK is broken, unfixable and a “wicked issue” in HE, a problem never to be solved Yet, student success is now central to everything, especially achieving personalisation in the face of increasing massification and diversification of HE and achieving metrics – this cannot be achieved without a healthy, workable tutoring infrastructure! Academic tutoring and advising is essential if we are to support vulnerable and under-represented groups in HE, as expected in the Access & Participation Plan But, a historic lack of investment in sustainable tutoring infrastructure and a limited evidence-based knowledge (research) about its impact means we now have a lot of work to do And, yes, tutoring is resource intensive – but that is NOT a valid enough argument to justify long-term neglect – you only have to read Student Minds’ Report on the Role of the Academic (2018) to understand that this issue is now an urgent one! So, a call to arms – every one of us is (including students!) is responsible for building a culture of tutoring, we can all work together to grasp the problems, build the evidence and influence positive change…..this paper will talk about how we can go about it

Tutoring - A System in Flux?

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Strategic Approaches to Access & Participation – Vulnerable Groups

Focus on under- represented groups From an area of low HE participation First in family Low household income / low socioeconomic status Black, Asian and Minority Ethnic Students (BAME) Mature Students Disabled students Care Leavers To note: Data Intersectionality & Disaggregation!!!

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“Measures” of student transition and success

Getting in (access, transition) Staying in (continuation) Getting on (attainment and graduate outcomes / progression)

Effective tutoring and advising can enhance all

f these things!

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If access is being invited to the party… then achievement and inclusivity is being invited to dance…

“Marginalised learner identities” (Reay, 2010)

The Paired Peers Project – Bristol & UWE Equitable access to co-curricular and extra-curricular enrichment activities Those who are “earning and learning” (Nahar, 2017)

Acquired forms of capital (Jack, 2015)

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Tutoring to address retention, attainment and progression

We must support tutors to understand students’ contexts We must involve tutors (and students) in the design and delivery of interventions to bring about change We must be transparent about our non-continuation, attainment & progression gaps and be clear with tutors about disadvantage (and how to work with data) We must engage in regular dialogue with colleagues about what we are seeing on campus We must empower tutors to understand how important their role is to supporting all student groups Our infrastructure must recognise the institutional context, support tutors to perform the role and equip them to take on the expected responsibilities

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Tutoring Matters Webinar Series Welcome & Induction Prorgramme (16 weeks) Student Diagnostics & Early Alerts Allocation of Personal or Enhanced Personal Tutor LEAP Action Plan LEAP Online & LEAP Workshops (supported by LEAP Framework) Peer Assisted Study Support (PASS) & Peer Mentoring

The Six Dimensions of the Early Intervention & Transitional Support (EI) Model to improve retention, attainment and success

Supports transition,

rientation,

belonging and connectedness Identifies students’ academic and wellbeing needs Identifies the person most suitable to support the student Recommended academic & wellbeing activities, goal setting Learning development

pportunities (online and

face-to-face) Supports academic & social integration, belonging & connectedness

Tutoring Must “Plug In” To Other Campus-Wide Activities & Feature Heavily in the Institutional Consciousness

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Academic Tutoring Components – A Strategic & Infrastructural Approach

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A Tutoring Infrastructure – Six Essential Components

Tutoring Strategy A Robust Tutoring Model Tutoring Principles & Guidelines Training, Support & Resources A Tutorial Curriculum Tutoring Benchmark Statements

Aligned with strategy (Student

Experience, Learning, Teaching & Assessment), Access & Participation Plan, Office for Students Improvement Plans

Visible Leadership
Reward & Recognition
Integral part of student-centred

pedagogical approach

Timetabled, effectively

resourced, integrated and parity with other teaching and learning activities

Effecting a healthy

tutorial culture – providing information to support the process

Provides the

foundation for training

Based on tutorial principles and guidelines
Tackles known barriers and challenges, a focus on

vulnerable groups

Provides challenge and support
Blended learning for tutors
Encourages reflective practice
Safe space for discussion
A case study and narrative approach
Based on the student

lifecycle

Used to provide

indicative structure

1:1 and small-group

interventions

Incorporates “flipped

advising”

Building evidence,

identifying resource needs

Assessing impact on

vulnerable student groups

Ensuring the infrastructure

is effective, addresses needs

Provides structure and

consistency

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Understand & Engage with the (Emerging) Evidence Base

Student retention literature Student transition literature Student belonging literature Student engagement literature Student mental health / wellbeing literature Pedagogical research Academic advising literature

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Know Where You Are – Engaging with Benchmarking Tools

https://www.ukat.uk/profession

al-development/professional- framework-for-advising-and- tutoring/

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Know Your Students and their Context – Student Characteristics & Using Data to Inform the Tutoring Process

Student Characteristics Data LEAP Ahead Student Diagnostics Data Student Engagement Data Student "Risk" Profile

Develop Robust Actionable Insights for Tutors

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Know Your Tutoring Models (Earwaker, 1992)

Professional/Academic Model

PT provide support on professional/academic issues only Disconnects academic and personal issues Regular, but referral to specialist for wider personal issues Academic/personal boundaries unclear at times

Curriculum Model

Highly structured Regular scheduled meetings PT provides support on professional and personal development issues E.g. PDP Regular contact “ideal” model PT provide support on a range of professional/academic/personal issues difficult if large numbers of students

Pastoral Model

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Develop an Integrated Tutoring Model & Structure

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Devise Tutoring Principles

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Design A Comprehensive Training & Development Programme (and Resources)

Knowledge Skills & Coaching Systems & Processes Referrals Discussion Fora Resources

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Develop a Tutorial Curriculum &Consider Flipped Advising (Using the VLE)

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Harness The Student Voice & Student Feedback

NSS / UPSS Qualitative Comments (+ve and not so +ve) Student Tutoring “Live” Case Studies Engaging Your Students’ Union & Course Rep System Engage in Discussion about Mutual Expectations, Roles & Responsibilities Plug-in to Peer Education Systems Student-Led Teaching Awards for Tutoring

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Understand Reward & Recognition

Reward & Recognition

Tutoring MUST have parity with

ther T&L

activities

Linked to promotion criteria

Linked to Academic Performance Review Process Not just rewarded with extra hours in WAM

Aligned with UKPSF

T&L Awards, External Awards Design a senior tutoring model

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Working On Your Strategy

Gather evidence from your own Institution Appoint senior colleague to coordinate & champion Link-in, align with existing strategies and working groups Conduct Benchmarking Exercises Investigate Resource Implications Design guidelines and principles Identify Stakeholders (include HR) Use learning analytics to track impact, esp for vulnerable groups Ensure design takes into account evidence and evaluation

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Resources

https://www.criticalpublishing.com/effective-personal-tutoring-in-higher-

education - includes academic tutoring benchmarking tool (individual, institutional)

Forthcoming (2020) Special Edition of Frontiers in Education“Academic

Advising and Tutoring for Student Success in Higher Education: International Perspectives”: https://www.frontiersin.org/research-topics/9684/academic- advising-and-tutoring-for-student-success-in-higher-education-international- perspectives

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References

Hughes

& Byrom (2018) The Role

an Academic Student Minds Report https://www.studentminds.org.uk/theroleofanacademic.html

Kift & Nelson (2005) Beyond curriculum reform: embedding the transition experience. Higher

Education Research & Development Society of Australasia (HERDSA) Conference proceedings.

Lizzio (2006) Designing an orientation and transition strategy for commencing students (Griffith

University Transition Project)

Lochtie & McIntosh (2018) Becoming an Effective Personal Tutor in Higher Education (Critical

Publishing)

McIntosh & Barden (2019) The LEAP Learning Excellence Achievement Pathway – A Framework for

Student Learning Development in Higher Education. Journal of Learning Development in Higher Education.

McIntosh (2017) Working in Partnership: The Role of Peer Assisted Study Sessions in Supporting the

Citizen Scholar. Active Learning in Higher Education.

McIntosh (2016) Ideas, Concerns & Expectations: Improving the Bolton Student Journey. Student

Transition, Attainment, Retention & Success (STARS) Conference proceedings.

Morgan (2012) Improving the Student Experience (Routledge)
Thomas (2017) What Works 2, Student Retention and Success Programme Final Report (Higher

Education Academy)

Whannell & Whannell (2015) Identity theory as a theoretical framework to understand attrition for

university students. Student Success 6(2), 43-52.

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