This session presents a case study from the English Department at Manchester Metropolitan University where a first year core module was redesigned around the principle of students being taught by their personal tutors. It focuses on the way that the new module supported transition and retention, helped students develop key degree skills, and encouraged greater engagement and community building.
The module content focused on Manchester as a city, facilitating students’ extra-curricular experiences and confidence building as they settled into university life and introduced project-based learning to develop independence and foster an active and inclusive classroom. Project supervision allowed a space for scaffolded conversations about students’ academic progress as well as opening a pathway to signpost into other student services.
The module data-mapping demonstrated a positive impact for engagement and the closing of continuation gaps.