Tutor's Handbook
October 2004
Contents
Foreword ………..
Introductory note
PART ONE – THE PERSONAL TUTOR SYSTEM
1.Introduction
1.1The structure of the tutorial system
1.2Personal and Academic Records (PARs)
1.3The selection and appointment of tutors
1.4Key personnel within the tutorial system
2.Towards a job description
3.Defining boundaries
3.1The scope of the tutorial role
3.2When is a tutor off duty?
3.3Confidentiality
3.4Helpful ways of talking
3.5Referral to others
3.6Legal aspects of tutoring
3.6.1 Criminal law
3.6.2 The law of contract
3.6.3 The law of torts
3.6.4 Data Protection
3.6.5 The Special Educational Needs and Disability Act (SENDA)
3.6.6 Seeking legal advice
PART TWO – ADVICE FOR PARTICULAR CIRCUMSTANCES
4.Entry to University
4.1The first tutorial meeting: establishing a good relationship and practicalities
4.2Homesickness
4.3Career planning and part-time work
5.Common issues
5.1Change of programme
5.2Programme suspension
5.3Students away from the University on courses, placements, teacher training, etc
5.4Jury Service
5.5Neglect of work, unsatisfactory progress, discipline
5.6Examination failure
5.7Financial issues
5.8Third parties
5.9Bad news and crisis
5.10Harassment
5.11Staff/student personal relationships
5.12Physical/mental health
5.13Disability
5.14Specific learning difficulties (dyslexia and dyspraxia) and Asperger Syndrome
5.15Alcohol and illegal drugs
5.16Withdrawing from the University
6.Part-time, mature and international students
6.1Part-time students
6.2Mature students
6.3International students
7. Emergencies
7.1Security
7.2Duty doctor
7.3Duty counsellor
7.4Duty Hall Staff
7.5Student Services Directorate
7.6Death of a student
PART THREE – OTHER "EXPERT" RESOURCES
8.The Careers Advisory Service
9.The Library
10.The Study Advisers
11.The International Student Adviser
12.English language support for international students
13.The University Medical Practice
14.The Counselling Service
15.The University Chaplaincy
16.The Hall Warden
17. The Students' Union: Student Information and Advice
18.The Centre for Staff Training and Development
19.Other sources of information
20.List of contacts by subject
Foreword Professor David Rice
Pro-Vice-Chancellor
I am delighted to introduce this edition of the Tutor's Handbook. The personal tutorial system has long been one of the strengths of this University, and has a vital role to play in enabling students to gain the maximum benefit from their time here.It is a key part of the wider Strategy for Teaching and Learning, and is important in further enhancing the high quality of the learning experience which this University aims to offer its students.
Tutors provide an important point of contact for students with the University and are a useful source of advice and guidance. In addition, tutorial meetings offer students the opportunity to reflect on their academic and personal development and to plan for their future.
The Tutor's Handbook is both an important means of highlighting the major responsibilities involved in the role of personal tutor and a valuable resource for information on the wider student support services available within the University.
This Handbook is a valuable resource to help tutors in fulfilling their role, and I recommend it to you.
Introductory note
This Handbook is intended both for new tutors and as a reference source for experienced tutors. It aims to provide tutors with the information they need to:
- understand the tutorial system and their role within it
- be clear about what scheduled tutorial support they are expected to provide
- have an understanding of the kinds of problems that students are likely to present and possible approaches to dealing with them
- be aware of the limits of what they are able/expected to achieve.
Part One defines and explores the tutorial role, and tutors are encouraged to read this to ensure they are up to date with arrangements within the tutorial system (in particular, there are new procedures relating to the Special Educational Needs and Disability Act). Parts Two and Three are for reference when the need arises: Part Two offers guidance for tutors when facing particular circumstances, and Part Three gives information on other support services.
Grateful thanks are due to all those who have contributed to this Handbook, and in particular to Peter Ross, Faculty Directors of Teaching and Learning, Sub-Deans, Judith Hunter, Anita Morey and Tony Simons.
The Handbook is published on the web at:
Copies are also available from Joy Collier (ext 7148, email ).
Note: The term “tutor” as used throughout this Handbook should be understood to refer to the role of “personal tutor” rather than to a general teaching role.
PART ONE – THE PERSONAL TUTOR SYSTEM
1.Introduction
On their arrival at Reading all undergraduate students receive the following description of the personal tutor system:
"Your Personal Tutor
One of the most important people you will meet while you are a student at Reading is your Personal Tutor, usually a member of academic staff. Your Tutor’s duties are:
- to see you regularly to develop your Personal and Academic Record (PAR)
- initially to help you in the transition as you settle in to university, and to help you make the most of your time at Reading
- to advise and support you regarding your studies, and help you with any academic or personal difficulties that may affect your progress
- to provide reports and references for future academic or career choices.
Obviously this relationship relies upon regular contact and mutual confidence between you and your Tutor. As a bare minimum, you must see your Personal Tutor at least once a term at a time agreed with your Personal Tutor. But you should also take the initiative to see your Personal Tutor whenever you have something you would like to talk over, and you should feel free to do so at any time.
If it appears that the relationship between Personal Tutor and student is not working as it should, either party can request a re-allocation. You should discuss this in the first instance with the Sub-Dean of your Faculty."
Students are also given a copy of the Statement of Learner Responsibilities (see setting out what is expected of them during their time at the University.
1.1The structure of the tutorial system
The tutorial system is based on scheduled tutorial meetings, normally on a one-to-one basis, between tutors and their tutees. The minimum requirement is for three such meetings per year. For first-year undergraduates, the first meeting takes place during Freshers Week. Subsequent meetings are timed according to School needs to coincide with key points in the academic year, such as examination results or module choice. These are structured and recorded through Personal and Academic Records (PARs), which are used to set the agenda and provide a brief record of what was discussed (see 1.2 below). The tutorial system also encourages students to take the initiative to meet with their tutors to discuss any problems or issues which arise at other times. Such meetings will be in addition to scheduled tutorial meetings.
1.2Personal and Academic Records (PARs)
The PAR is an integrated set of documentation designed to promote and record student progress and achievement. It is developed by students in partnership with their tutor over the duration of their programme. It is very flexible and each School has developed its own model, wherever possible in consultation with students, to ensure maximum relevance to the needs of both staff and students. It is the process of reflection and self-evaluation involved in the creation of their PAR which is of particular value to students, and as such it is a tool for promoting development rather than an end in itself.
Whilst PARs will be customised for each School, most will include:
- an introduction explaining the purpose of the PAR and any other information regarding the tutorial system which it may be useful to include
- a timetable indicating when tutorial meetings are scheduled
- introductory information about the student
- an agenda for each scheduled personal tutorial meeting
- a record form for each scheduled meeting (this may be in the form of a checklist which also serves as an agenda or can be a separate sheet, but should be signed by both tutor and student)
- information on module marks and feedback from module leaders, etc
- some provision for students to identify and reflect on their skills
- some provision for students to identify and reflect on possible career choices
The PAR has three main functions:
- to maximise student academic achievement and transferable skills
- to encourage students to reflect on and take greater responsibility for their own learning
- to streamline administration for academic staff.
The PAR offers benefits for all involved. It facilitates students' personal development, and helps to guarantee them a minimum standard of tutorial support. For tutors, it enables a more effective use of tutorial time and provides a valuable resource when writing references. It also provides documented evidence of the quality and extent of tutorial support for internal or external audit, and enables better monitoring of student progress.
Further information on PARs, including specimen documentation, is available at
1.3The selection and appointment of tutors
The role of tutor is a compulsory part of the work of all academic staff, unless formally agreed otherwise with the Head of School. Academic staff are expected to assess their performance as tutors alongside their other roles as part of their Staff Development Review.
A tutor may wish to reduce a tutorial load, or even to cease being a tutor either permanently or temporarily, and this should be discussed in the first instance with the Head of School. Staff Development Review also provides an appropriate opportunity for such discussion as the balance of workloads. However, with current staff/student ratios, it is the norm that each member of academic staff will serve as tutor for a significant part of his or her career in the University.
1.4Key personnel within the tutorial system
- Faculty Directors of Teaching and Learning
Administer Faculty-level warnings for neglect of work or unsatisfactory progress and make referrals to the University Board for Teaching and Learning;
approve suspensions and re-admissions.
- Sub-Deans
Allocate tutees; approve change of programme; advise on students giving cause for concern.
Note: There are no longer any Senior Tutors with this role.
- Heads of School
Appoint tutors; administer School-level warnings for neglect of work or unsatisfactory progress and refer to Faculty Director of Teaching and Learning if necessary (may delegate to School Director of Teaching and Learning).
- School Directors of Teaching and Learning
Administer School-level warnings for neglect of work or unsatisfactory progress.
- School Disability Representatives
Responsible for ensuring that the needs of students with any form of disability are met, for example make special arrangements for examinations.
- School Offices (or equivalent)
Provide information to tutors about their tutees (attendance, illness, neglect of work, etc) and report on their progress to the University.
- Wardens of Halls of Residence
Responsible for the welfare and discipline of students in their Hall.
Tutors should of course be aware of others in different parts of the University who also have a role in the tutorial system.
2.Towards a job description
The prime responsibilities of the personal tutor are:
- to assist tutees in their academic development whilst at university.
This will involve advising and supporting tutees in matters directly related to academic work, and in other areas of their life where these are affecting their ability to complete their studies successfully.
- to represent the University to the tutee and the tutee to the University.
To do this effectively it is essential that tutors liaise with other parts of the University as appropriate.
In order to carry out the responsibilities described above the tutor will normally be expected to undertake the following activities.
The maintenance of regular contact with each tutee
Formal contact is maintained through at least one scheduled tutorial meeting per term. The purpose of such meetings is to monitor the student's academic progress and identify any difficulties which may have arisen, to encourage them to reflect on and review their own development, and where appropriate to assist them in planning the next stage of their degree programme. The meetings are timetabled according to School needs at different points in the year, and tutors are required to be available at these times.
Informal contact is also important. To facilitate regular communication, it is helpful to have a weekly timetable of available "surgery" times posted on the office door to allow students to book a time to see their tutor. The method of communication between tutor and tutee should normally be email, and tutors should ensure that their tutees are aware of this.
The level of contact is likely to vary with different phases of the tutee's university career, with more support needed in the early stages to fulfil the stated aim of the tutorial system to help students in their transition to university.
Giving support to tutees
The pastoral care of tutees is an important part of the tutor's role. It is valuable for students to know that their tutor will 'be there' for them, as a listening ear, giving encouragement etc, as well as dealing with specific issues as and when they arise.
The development of Personal and Academic Records (PARs)
The tutor is responsible for assisting tutees to develop their PARs. Records of scheduled tutorial meetings should be included in the PAR, as should a brief record of requested tutorial meetings. The PAR encourages students to reflect on and evaluate their academic and personal progress, including key skills, and to take greater responsibility for their own learning, and tutors should support the student in this. (See also section 1.2: Personal and Academic Records (PARs).)
Supporting students in their career development
Tutors should encourage their students to make use of the Careers Advisory Service, and to think about career planning as early as possible and include this in their PAR. (Where a student does not have career aspirations after their degree, for example if they are already retired, this will not apply and their PAR should reflect their individual circumstances.) Undergraduates normally study Career Management Skills (CMS) as part of their degree programme (see section 8: The Careers Advisory Service) and tutors can support them in this through PARs.
Following up students who are not making satisfactory progress
Where a School/Departmental Office has notified a tutor that a student's behaviour or progress is giving cause for concern, the tutor should endeavour to see the student, to ascertain whether there are any underlying problems which need to be addressed, and to make clear that improvement is necessary. Where appropriate the tutor may find it helpful to contact the Warden if a student lives in Hall since Wardens are often aware of circumstances which may not be readily available to the tutor, or the Sub-Dean if a change of programme, or suspension or withdrawal needs to be explored.
Liaison with other members of academic staff
The tutor has a co-ordinating role and should communicate with colleagues who have some influence on or interest in the student's development, eg through teaching, marking modular assignments, dealing with examination matters etc. This is both to keep themselves informed about their tutees and where appropriate (with due regard to confidentiality) to pass on relevant information to colleagues. The structure of some programmes (for example, those with external placements) means that there may be a person or people other than the tutor who have a tutor-like role, and in such cases it is especially important that the appointed tutor ensures that they are kept aware of any issues concerning their tutees.
Maintaining awareness of other sources of support within the University
The tutor is often the first port of call, especially in a student's early days or if a problem arises. Whilst a tutor is not expected to be a repository of all knowledge, they should be able to act as a gateway to the rest of the University. For this tutors need to maintain awareness of the existence and responsibilities of other members of the University whose knowledge, assistance or advice may be sought or to whom a student may need to be referred. Such people may include Wardens of Halls, Study Advisers, counsellors, members of the Student and Academic Services Directorates, Sub-Deans, Directors of Teaching and Learning, careers advisers, the Chaplaincy and many others.
Liaising with School Offices (or equivalent)
If tutors become aware that a student is absent or unwell, they must report it to their School Office (or equivalent). School Offices will then report to Student Services, in order to meet the legal requirement to inform the Local Education Authority if a student is absent for a period of 28 days or more. School Offices are also responsible for passing information such as change of circumstances or copies of significant correspondence to Student Services. Tutors must therefore ensure that they keep their School Offices fully informed.
Providing information regarding Examinations
Tutors are responsible for liaising with their School Disability Representative if they have a tutee who needs special arrangements for examinations, for example if they are dyslexic or have a physical disability. The School Disability Representative will contact the Examinations Office to arrange the necessary provision.
If a student has experienced significant personal or medical problems which they wish to have taken into consideration, they are required to complete an Extenuating Circumstances Form (available from School Offices). Tutors should urge any student with a case for extenuating circumstances to submit a Form to this effect to the School Office of the School responsible for their programme of study.
When a student's case is to be considered by Failures Committee, tutors will be asked to provide written comments.
There are detailed procedures which must be followed for all of the above situations. These can be found in the Examinations and Assessment Procedures Handbook, available from the Examinations Office, or on their website at http//: Tutors should note that in accordance with the Data Protection Act and Human Rights Act they must ensure that the student has given written consent before they disclose any information.