How far do new models of intensive and ‘block’ delivery imply new models of personal tutoring? Some reflections and examples.
Monday, April 7, 2025 2:30 PM - 3:15 PM
CONNECTIONS AND PARTNERSHIPS
If you are a registered delegate, please login to view the full session information and resources
Session Outline
UK Higher Education is increasingly developing new delivery models including intensive or ‘block’ learning where students study only one module at a time. De Montfort University has adopted a wholesale block delivery approach since 2022 and works closely with students to evaluate their experience of this innovation. One important evaluative question is whether so different a study model as block learning calls for accompanying innovations in personal tutoring and student support arrangements, revisiting established models and approaches.
Informed by theoretical insights and literature on student transitions, belonging and acculturation (e.g. McIntosh et al, 2021; McIntosh, 2018; Thomas 2012), and drawing on institutional staff and student insight, the presentation offers reflections on this question, drawing examples from initial pilot activity at DMU in which different models of personal tutoring / academic advising have been versioned and socialized. The discussion will explore such questions as the desirability and tenability of instating a pastoral tutoring / academic tutoring distinction; the increasing importance of ‘third space professional’ roles in activity of this kind; and the benefits and distributing traditional personal tutor role across a wider team.
The discussion will conclude with some suggestions for further piloting and development, informed by the key principles of good tutoring practice as established in the literature.
Learning Outcomes
Pronounce on the perceived benefits and challenges of diversifying personal tutoring in the context of block delivery.
Bibliography
McIntosh, E., Gates Troxel, Grey D., Van Den Wijngaard, O. and Thomas, L. (2021), I(s.l.: Frontiers in Education).
Thomas, L. (2012) Building student engagement and belonging in Higher Education at a time of change( York: Advance HE).
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring