Reflection and reflective practice are not new concepts, but despite a wealth of literature in this area it remains an often misunderstood concept due to potential popularity of the notion that has led to an assumed knowledge base. Reflection is a process that when engaged with can heighten our self-awareness, lead to transformational change at both an affective and cognitive level, generate knowledge of what constitutes ‘I’ within the context of our experiences and others and empower us to be the best version of ourselves. This webinar will explore reflection; the importance for us as personal tutors to be an effective reflective practitioner, and how facilitating reflection in our personal students by engaging in reflective dialogue, can allow the understanding of self within our students that they can use to inform their experiences in university and their respective profession. Empowering our students to be the best version of themselves.
UKAT’s free monthly webinars, Tutoring Matters, are designed to support all those engaged with personal tutoring and advising, whether that be as a practitioner, leader or in a related support role. They will also act as key professional development for those undertaking tutoring and advising roles. Facilitated by various key professionals associated with UKAT and collaborative in nature, the webinars will cover important issues for academic advising.
If you would like to facilitate a webinar, please get in touch. We are also open to suggestions from members about topics they would like to see covered. To make a suggestion, or for any other queries regarding the webinars, please email firstname.lastname@example.org.
You can book onto the webinars and find out further information by clicking on the webinar titles below (booking will go live approximately one month before the webinar is due to take place).
Everyone is welcome in our tutorials - Thursday 19 May 2022, 14:00
In 2021 as part of the University of Birmingham’s Framework for Educational Resilience (carefully designed to reduce student stress and increase student support during the global pandemic) the institution introduced weekly online group personal tutorials for all taught students aiming to provide students with an inclusive, friendly, kind, familiar and reassuring regular weekly point of contact. One of the key aims of the revised approach was for the tutorial to be the focal point of an open and learning academic community, mirroring the work of Dahlberg, Moss and Pence (2007) using ‘meaning making dialogue’ to direct change. This reconfigured group tutorial provided a unique shared academic social space breaking down barriers between students and faculty. Thus, creating an opportunity to introduce a series of co-constructed student and staff equality and diversity resources and activities for tutor and tutee to undertake together.
This session aims to:
- Explain the Framework for Educational Resilience, and outline the intuitional implementation dilemmas
- Provide some examples of online collaborative inclusive student and staff resources
- Share the comprehensive evaluation of the project
- Explore the potential of the group tutorial to create an inclusive learning community
- Consider next steps for the institution and sector
- An explanation of the reconfiguration of the group tutorial, situated in a compassionate curriculum (Hao, 2011; Gilbert, 2017)
- Stakeholders voices, a selection of vignettes portraying the student, PAT and Senior Tutor perspective
- Existing and potential models of peer learning within and beyond the reconfigured group tutorial (Clark and Andrews, 2011; Carragher and McGaughey, 2016; Lofthouse et al.,2020)
- Using ‘meaning making’ dialogue and critical discourse analysis to reconceptualise the tutorial model as a key component to create an inclusive education (Boyer, 2010; Matthews, Mclinden and Greenway 2021, Moffat, 2020)