University library for a range of learning and teaching texts and journals
Internet access enabling access to relevant websites and Blackboard
PebblePAD

The assessment for this module is a 3000 word assignment. Participants will be asked to critically analyse and evaluate own and departmental approach to personal tutoring with reference to relevant themes such as the contemporary context of higher and professional education, departmental and institutional models of personal tutoring and the needs of diverse students, as well as a personal tutoring critical incident log derived from experiences as a tutor. Based on this analysis, participants will create a set of proposals for the development of personal tutoring in own department, and reflect on strategies
to improve own approach (Learning Outcomes 1, 2, 3 and 4).

This module aims to enable members of staff to explore institutional, departmental and own models of personal tutoring, and to investigate the processes which contribute to effective support and guidance for students. After an initial review of the contemporary context of personal tutoring and the models which have emerged from this context, participants will explore personal tutoring processes through discussion with practitioners and on-going critical reflection on their own developing practice. There will be a particular focus on personal tutoring in the context of equality, student retention and widening participation.

This module will typically be delivered through:
1. An induction and reflection session (3 hours); a face-to-face review and development session later in the module (2 hours); an individual tutorial (1 hour) and a series of e-learning activities. These will include a variety of teaching and learning methods, such as problem based approaches, presentations from experienced practitioners, participant-led sessions, role play, case studies, discussion boards, and a range of other interactive
face-to-face and electronic techniques. There will be a strong emphasis on activity focused learning and participation.

2. Independent study through which participants will be expected to consolidate and build upon their learning from the taught sessions by reading key texts and journal articles and undertaking follow-up tasks and work based self assessments.

Essential:
Thomas, L. and Hixenbaugh, P. (2006) Personal Tutoring in Higher Education, Trentham Books.
Recommended:
¿ Brockbank, A. and McGill, I. (2007), Facilitating Reflective Learning in Higher Education. Maidenhead: Open University Press.
¿ Neville, L. (2007) The Personal Tutor¿s Handbook. Basingstoke: Palgrave Macmillan.
¿ Stanley, N. and Manthorpe, J., Eds. (2002) Students¿ Mental Health Needs. London and Philadelphia: Jessica Kingsley Publishers.
¿ Yorke, M. and Longden, B. (2004), Retention and Student Success in Higher Education. London: SRHE.

Disability Legislation: Practical Guidance for Academics, HE Academy and Equality Challenge Unit, 2006.
A range of relevant websites.