Effective personal tutoring in higher education
An essential text for all academics within higher education (HE) who have a personal tutoring role.
| Autor principal: | |
|---|---|
| Otros Autores: | , , |
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
St Albans :
Critical Publishing Ltd
2018.
|
| Colección: | EBSCO Academic eBook Collection Complete.
Higher Education. |
| Acceso en línea: | Conectar con la versión electrónica |
| Ver en Universidad de Navarra: | https://innopac.unav.es/record=b4255486x*spi |
Tabla de Contenidos:
- Cover; Half-title; Endorsement; Title page; Copyright information; Table of contents; Meet the authors; Acknowledgements; Foreword; Introduction; References; 1 What is a personal tutor?; Chapter aims; The role of personal tutoring within the modern academic profession; How effective personal tutoring principles link to effective teaching; Definitions of the personal tutor; Personal tutoring and coaching: definitions and history of the terms; The relationship between personal tutoring and coaching; Discussion; Models to further understand the personal tutor role.
- Student support: organisational modelsWhy is it important to know about models?; How were the models established and how have they evolved?; How might the models be applied?; Summary; References; 2 Core values and skills of the personal tutor; Chapter aims; Introduction; Section 1: What are the core values of the effective personal tutor?; What is a core value and how do I know what mine are?; How to develop the personal tutor core values; Discussion; Individual and shared core values; Discussion; Section 2: What are the core skills of the effective personal tutor?; What is a core skill?
- Different categories of personal tutor core skillsHard and soft skills; How to develop the personal tutor core skills; 1. Building genuine rapport; 2. Decision-making and problem-solving; Summary; Personal tutor self-assessment system; What it is for; How to use it; References; 3 Setting boundaries; Chapter aims; Introduction; What are boundaries?; Expertise and referral boundaries; Clear and effective referral; Temporal (time) boundaries; Boundaries with academic peers; Independence and engagement boundaries; Student peer boundaries; The difficulty of letting go and when to do it.
- DiscussionDiscussion; Expertise and referral; Temporal (time); Independence and engagement; Summary; Personal tutor self-assessment system; References; 4 Key activities: identifying and supporting student populations; Chapter aims; Introduction; What is the purpose of the personal tutor key activities?; The tracking and monitoring of students; What do we mean by non-traditional, vulnerable, disadvantaged and at risk students?; What characteristics might mean a student is at risk or vulnerable?; Tailored support or student profiling?; The tools to keep your students on track to succeed.
- Feedback to the studentHow risk is assigned to a student; Discussion; At risk meetings; Discussion; Tools to re-engage students; The case for a positive approach to re-engagement; Working with students who have additional support needs; Discussion; Safeguarding; Dashboards and learning/engagement analytics; Good practice tips when using dashboards and learning/engagement analytics; Summary; Personal tutor self-assessment system; References; 5 Key activities: effectively supporting all stages of the student lifecycle; Chapter aims; Introduction; Transitioning to university life.
