Personal Tutoring - What students want : First Year Students Experiences

Background: Transition: many not prepared for managing the demands

of Higher Education (e.g. Cook & Leckey, 1999) Early intervention: ‘bridge the gap between school and

university quickly & effectively’ (e.g. Lowe & Cook, 2003) Social and Academic Integration: academic and social

integration are vital during students’ first year at University, as is institutional commitment to giving support (e.g. Tinto, 1996, 2002)

Sense of Belonging: a ‘sense of belonging in students’ can make the difference between ‘dropping out’ and staying on for some students (e.g.Kember, Lee & Li, 2002)

Student Perspectives on Personal Tutoring: What do students want? Hixenbaugh P., Pearson C., Williams. D. (2006)

Aim: To explore the experiences of our first year students and personal tutors (Regent Street Campus)

Design: Questionnaire to all teaching staff Questionnaire to all first year students Interviews 1st year course representatives – Psychology,

Modern Languages, English and Law Focus Groups – 48 1st year Psychology undergraduates Interviews - with 15 1st, 2nd and 3rd year undergraduates

Results:Teaching Staff Questionnaire - Main Points:

Agreement 1st year tutees have the greatest need for personal tutoring

Majority 62% felt the personal tutoring system was working well for both staff and students

Student Questionnaire – Questions:

Considered ‘dropping out’? Who they had talked to? Personal tutoring – frequency, continuity, accessibility,

helpfulness & satisfaction, wanted, improvement

Findings:

69.8% - met personal tutor during Induction 10.5% - didn’t know the name of personal tutor 55% - stated didn’t need to see personal tutor – although

some had on 15 or more occasions

Data suggested:

Students wanted to see their personal tutor more than they needed to see them

Students gained a sense of support from the knowledge that they could approach their personal tutor – regardless of whether they needed to or not

Retention:

18.6% - considered ‘dropping out’ – financial difficulty, volume/pressure/difficulty of work, feeling overwhelmed

Data suggested:

Lack of confidence – ability to cope with demands

Social Network system – main source of support

Cause of concern – 26.3% reported not discussing this with anyone

Personal Tutoring wanted: Academic and Personal Advice Continuity Greater Accessibility

Dissatisfaction - most were actually happy with personal tutors - small number expressed dissatisfaction suggesting tutors needed to:

• Understand students better•Cooperate with students more•Be more reliable•Form closer links

Structured regular sessions with active feedback and some sessions compulsory

Student Focus Groups and Interviews:

1. First Contact with Personal Tutor:

All had met their personal tutor during induction Initial meeting positive - exchange relevant information All but one reported being happy with the initial contact

2. Personal experience of Personal Tutoring System

Amount of Contact - sporadic but all had seen personal tutors at least twice. Very little development of relationship with tutor for most

Accessibility – major issue for most students

• Practical Level – accessible through office hours, email & phone. BUT stressed need for speedy responses

• Personal Level – overall positive experience − tutors seen as ‘busy people’ reluctant to bother

them− tutors ‘gender’ raised − approachability:

› positive = sociable, helpful & understanding› negative = general manner, tone of voice, no

familiarity

Support:  Academic Support – overall positive. Academic support

seemed to take two forms: • University Processes: advice was given on

processes such as plagiarism and internal referrals, fees and module enquires

• Course Related Issues: advice in terms of referrals to appropriate material, books, websites and other staff

  Personal Support – concern none of the students had seen

their personal tutors on personal matters •   one student would have been appropriate

• others felt unable to go to their personal tutor – despite actually experiencing difficulties

Suggestions: Enforced Meetings – not just ‘drop in sessions’ Email Contact - by students Academic Tutorials – throughout 1st yr. Selection of tutors – more selective Mobile phones contact – main contact source for students Coverage for absenteeism

Conclusions: System working well in places Evidence of good practice Students wanted more structure Personal tutors should take more active role Students want to be able to relate to tutors, they should be

enthusiastic and care about them

Overall Conclusion – we should be PROACTIVE not REACTIVE

Other research findings relevant to retention:

Students both implicitly and explicitly reported that they had developed a ‘lack of motivation to attend’

Isolation – have to make a number of difficult transitional moves: directed to self-directed learning; controlled to self-control; familiarity to anonymity; teaching led tutorial to student led tutorial contact

Demoralisation – heavy work load; deadlines; perceived lack of help from staff; fear of failure

In turn this led to feelings about ‘dropping out’ – wanted better pastoral care and a clearer definition of tutoring system

What changes were made?

Major changes in particular to level 4 – across the University

Department of Psychology: Induction – social event to meet Personal Tutors, Key staff

and other staff members Tutoring linked to year long core module – Research

Methods – Practical sessions taken by tutors Full time/fractional staff only Designated Office hours - two hours per week E-Mentoring Attendance monitoring and follow up 1st Year Coordinator

Personal Tutor Policy ‘organic process’ – systematic reviews of quality and standards; Proactive Approach

Other Initiatives:

30 credit year long modules – continuity, deep learning Westminster Change Academy - joint project with SU Student Forum – agenda set by students (3 per year) Student Charter -

Has it made a difference?

Retention rates are improving year on year.

Contact: pearsoc@wmin.ac.uk