Lightning Talks
Monday, April 7, 2025 10:00 AM - 10:45 AM
LIGHTNING TALKS
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Apple|Banana|Orange
Learning Outcomes
["Audience members understand the purpose of applying the COM-B model and other behaviour change tools to understand the implementation of their own university practices that promote positive engagement through personal tutoring. Audience members understand what are the influences on personal tutors’ implementation of a coaching approach during personal tutoring sessions that can be targeted through systematic intervention development.; Consider the benefits of incorporating supplementary group personal tutor meetings across year groups in taught programmes.",
"Reflect on how multi-year group personal tutor meetings can empower students to recognise the value of their own voice, unique perspective and experience, and utilise peer to peer support within the wider student community.",
"By the end of the session, participants will:
• Have an understanding of a demonstrably successful and reproducible strategy for improving student outcomes through early identification of students experiencing academic challenges and consistent targeted intervention
• Understand the challenges of sustaining successful approaches in an environment of constant change, and have an awareness of how these can be mitigated."]
Bibliography
[Alzen, J. L., Burkhardt, A., Diaz-Bilello, E., Elder, E., Sepulveda, A., Blankenheim, A., & Board, L. (2021). Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion. Innovative Higher Education, 46(5), 539–563. https://doi.org/10.1007/s10755-021-09554-w
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Brevik Saethern, B., Glømmen, A. M., Lugo, R., & Ellingsen, P. (2022). Students’ experiences of academic coaching in Norway: a pilot study. International Journal of Mentoring and Coaching in Education, 11(4), 349–363.
Michie, S., van Stralen, M. M., & West, R. (2011). The behaviour change wheel: A new method for characterising and designing behaviour change interventions. Implementation Science : IS, 6(1), 42–42. https://doi.org/10.1186/1748-5908-6-42
Michie, S., Atkins, L., & West, R. (2014). The behaviour change wheel : a guide to designing interventions / Susan Michie, Lou Atkins, Robert West. Silverback Publishing.
Mukadam, A. A., & Kassam, R. (2020). A Coaching Approach to Personal Academic Tutoring in Higher Education. Student Empowerment in Higher Education: Reflecting on Teaching Practice and Learner Engagement, 1, 73-94.
Seraj, S., & Leggett, R. (2023). The challenges of personal tutoring in higher education: Applying a coaching approach at a UK higher education institution. International Journal of Evidence Based Coaching & Mentoring, 21(1). https://doi.org/10.24384/gyz9-fk22
Stuart, K., Willocks, K., & Browning, R. (2021). Questioning personal tutoring in higher education: an activity theoretical action research study. Educational Action Research, 29(1), 79-98.
Toro-Troconis, M., Voce, J., Alexander, J., Vasant, S., & Frutos-Perez, M. (2021). Using Behaviour Change as a Critical Frame of Reference to Understand the Adoption of Learning Design Methodologies in Higher Education. World Journal of Education, 11(2), 1-14.",
"Brown, J.B. (2022) Camera-on/camera-off: Visibility in the design studio, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao
Cornelius, V. et al. (2016), Implementation and evaluation of a formal academic-peer-mentoring programme in higher education. Active Learning in Higher Education, 17 (3). https://doi.org/10.1177/1469787416654796
Grey, D. & Osborne, C. (2018) Perceptions and principles of personal tutoring. J. Fur. High. Educ. 42, 1–15
Mcclean, D & Hourigan, N. (2013). Critical Dialogue in Architecture Studio: Peer Interaction and Feedback. Journal for Education in the Built Environment. 8. 35-57. 10.11120/jebe.2013.00004.
Thomas, L. (2012). Building Student Engagement and Belonging in Higher Education at a Time of Change. Paul Hamlyn Foundation. Vol. 100. London: Paul Hamlyn Foundation",
"O’Shea, S., May, J., Stone, C., and Delahunty, J. (2024). First-in-family students, university experience and family life: Motivations, transitions and participation. Springer Nature: https://link.springer.com/book/10.1007/978-3-031-34451-0
Shrestha, S., Elliot, E., Goldstraw, D. and Wolstencroft, P. (2024) ‘Time for change: The anti-discriminatory personal tutoring framework, Manchester Metropolitan University’, Advance-HE EDI Colloquium: Pedagogies of Liberation: Challenge, change, compassion, collaboration. Sheffield, 18 June 2024.
Yosso, T.J. (2005) ‘Whose culture has capital? A critical race theory discussion of community cultural wealth’, Race Ethnicity and Education, 8(1): 69-91. https://doi.org/10.1080/1361332052000341006."]
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and TutoringP3 - Commit to students, colleagues, and their institutions through engagement in continuing professional development, scholarly enquiry, and the evaluation of professional practices
R5 - Promote student understanding of the logic and purpose of the curriculum
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
P2 - Appreciate students’ views and cultures, maintain a student-centred approach and mindset, and treat students with sensitivity and fairness
C3 - Academic advising and tutoring approaches and strategies
R3 - Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
R7 - Collaborate effectively with campus services to provide support to students