Journey together through the three years: An evaluation of the personal tutor system, a student support model embedded in a Bachelor of Nursing programme in New Zealand : A thesis presented in partial fulfilment for the requirements for the degree of Doctorate in Education at Massey University, Palmerston North, New Zealand

Student support is an important part of tertiary education with different models, systems and approaches used internationally and nationally. The personal tutor system is one such approach to student support embedded within a new Bachelor of Nursing curriculum in a New Zealand tertiary institution. Through the personal tutor system students were assigned a lecturer, an academic member of staff, at the commencement of their study, for the duration of their programme. The purpose of the personal tutor system was to offer students support with their academic development and personal guidance that involved: scheduled and ad hoc meetings; monitoring of progress; personal assistance; and directing some students to seek additional support. Using a mixed methods design, the personal tutor system was evaluated at the time the first student cohort completed the new programme. The study focused on factors that influenced the personal tutor system experience. Third year students and lecturers were invited to participate in two‐phase data collection that involved the completion of a questionnaire (third year students: n=86 and lecturers: n=19) followed by semi‐structured interviews (third year students: n=38 and lecturers: n=10). Most participants confirmed that their personal tutor system experience was positive. Interpersonal interaction between students and lecturers was a key factor, as relationships were central to the personal tutor system. Flexibility was important as the personal tutor system was not a one‐size‐fits‐all approach to student support. At times, competing responsibilities gave rise to undue tension particularly with lecturers’ availability and accessibility for support. Unfamiliarity with the personal tutor system guidelines led to different interpretations for use and consequently confusion with support expectations. However, almost all participants acknowledged the value and potential for the personal tutor system in the BN programme. Recommendations for changes to the personal tutor system included: the creation a proportional co‐ordination role for ongoing management; a review of the guidelines that linked to support resources; time integrated into the BN programme for flexible arrangements with meetings and contact; and a time allocation for lecturers’ workload with resourcing for associated responsibilities

Tutor Handbooks: Heuristic Texts for Negotiating Difference in a Globalized World

I would like to begin this article by telling a true story. When I was a graduate student earning my doctoral degree, I worked in a writing center on a midsized and predominantly white university campus. Every week I attended and sometimes facilitated the writing center’s tutor education workshop. At one of these meetings, an undergraduate tutor from a Euro- American background said that one of the things she liked about working at the writing center was that if she had a question about grammar during a conference with a client, she could simply lean over to the next table and ask another tutor for advice. In response to this statement, an African-American tutor said that she would never ask another tutor for grammar help because she felt that doing so would undermine her authority and lead clients to question her competence in Standard American English. At this point a bilingual Asian-American tutor said that clients often doubted her ability to tutor based solely on her appearance. For many of her American clients she was too foreign, while for many of her international clients she was not American enough. This discussion was a revelation for many of the Euro-American tutors, since it had never occurred to them that one’s physical appearance could bring his or her linguistic competence into question. All of the tutors learned a great deal from this remarkable discussion, and the theory and practice of the writing center shifted in ways that more fully accounted for the experiences of tutors from diverse backgrounds. I tell this story for two reasons.University Writing Cente

Tutor roles in collaborative group work

Collaborative assessed group work can create challenges for both students and tutors. Both the benefits and challenges of assessed group work are discussed with particular reference to the context of teacher education. The relevance of action research, the concept of living theory and the ethical nature of tutor practice in relation to group work are considered. The concept of 'role' is used to analyse aspects of tutor practice based on outcomes from an extended process of action research. A description of one role system of different tutor roles is given as a prompt for reflection and self-study

From Tutor-led to Student-led design education: the Global Studio

“Tutor-led” design education has been argued to be a system where lecturers are at the centre of teaching & learning activities and where educators’ tastes strongly influence students’ outcomes. Design education has also been argued not to prepare graduates for working in highly complex professional capacities synonymous with the contemporary era. We argue the role of tutors in tutor-led design education to be a factor in this. The Global Studio runs Web 2.0 enabled industry sponsored international collaborations between students. One aim is to introduce learners to “complex project situations” and consequently to prepare them for contemporary working life. It is operationally different from “tutor-led” design education as lecturers are more “distant” in teaching &learning activities and students construct conversations and outcomes primarily via interaction with peers. Feedback from home-institution students suggests many individuals struggle with making decisions without “tutor-led design education” involvement from tutors. Given the on-going change in funding provision and the continuing dissolution of “normal” structures, universities are predicted to continue to undergo extensive transformation in their remit and the way education is delivered. We ask whether tutor-led design education is maintainable and whether educators and students are prepared for the consequences of change

From A Service-Learning to A Social-Change Model

Tutor education courses that prepare students to serve as peer writing consultants often include service learning; a typical servicelearning tutor education course involves sending students to tutor in local schools, usually in underserved neighborhoods. Existing writing center scholarship on service learning tends to overlook the limitations of this model. This article advances a radically different approach for tutor education where the course acts as an incubator for social change on campus. Informed by the principles advanced by the critical service learning movement, the course described here invites students to design and implement campus-based community building projects. Ultimately, this article demonstrates that a course focused on community building, rather than tutoring theory and strategies, can effectively prepare students to serve as peer writing consultants while imparting a heightened awareness of social inequities and a deep investment in the campus community.University Writing Cente

Dialoging A Successful Pedagogy for Embedded Tutors

Over the past three years, Rider University’s Student Success Center Writing Lab has implemented an embedded tutor program for composition courses. Tutors attend class, participate in class discussions, facilitate writing workshops in class, and hold drop-in hours for students (in addition to tutors’ Writing Lab hours). The Embedded Tutor (ET) program, facilitated by Jenny Scudder (who is also the Writing Lab Director), has been successful in helping students complete skills-based courses and connect to academic support services. Initial assessment of the ET program supports the inclusion of the tutor in a skills-based course. While an ET’s training is similar to a tutor who works solely in the Writing Lab, there are key additions that are vital to the tutors’—and the program’s—succesUniversity Writing Cente

My Path to Management: Experience, Mentoring, Leadership, and Ambition

My path toward writing center (WC) management began in the fall of 2002 when I was hired as a writing tutor at Mount Ida College, a small liberal arts school outside Boston[1]. Although I had been a writing tutor for about a decade, this position was my first experience working with college students. Looking back, I realize that my journey has been marked by gaining experience and expertise as a tutor, learning from mentors, seizing leadership opportunities, and embracing my own ambition.University Writing Cente

The impact of Philippines' conditional cash transfer program on consumption

Pantawid Pamilyang Pilipino Program provides cash grants to poor households conditional on pre-determined investments in human capital. This study analyzed its impact on consumption using the 2011 Annual Poverty Indicators Survey. Average treatment effect on the treated (ATT) is estimated through propensity score matching methodology. Heterogeneous impacts are examined among the bottom 20% of income distribution. The study finds that among the total sample, per capita total expenditures is not affected by the program. In per capita monthly terms, only carbohydrates and clothing significantly increased. As expenditure shares, education and clothing registered significant positive impact. No impact is observed on health spending, both in per capita terms and as a share of expenditure. The impact of Pantawid Pamilya on consumption is more pronounced among the poorest fifth of households. Results show that households have responded to program conditionalities but there is very little room to improve consumption of other basic needs. The recent program modification of increasing education grants to older children and covering up to secondary school completion will help households sustain induced behavioral changes over time. Stronger impact on the poorest fifth of households underscores the need to improve the targeting mechanism to address leakage issues

PERBEDAAN PENERAPAN METODE PEMBELAJARAN RECIPROCAL TEACHING DAN TUTOR SEBAYA TERHADAPMOTIVASI DAN PRESTASI BELAJAR KIMIA PESERTA DIDIK KELAS X SEMESTER 2 MADRASAH ALIYAH ALI MAKSUM YOGYAKARTA TAHUN AJARAN 2011/2012

Tujuan penelitian ini adalah untuk mengetahui ada tidaknya perbedaan yang positif dan signifikan dalam motivasi dan prestasi belajar kimia peserta didik kelas X Semester 2 MA Ali Maksum Yogyakarta Tahun Ajaran 2011/2012 setelah mengikuti pembelajaran menggunakan metode ekspositori, reciprocal teaching dan tutor sebaya jika pengetahuan awal peserta didik dikendalikan secara statistik. Penelitian ini merupakan jenis penelitian factorial experimental designs dengan desain (1) tiga faktor tiga sampel, (2) tiga faktor, tiga sampel dan satu kovariabel. Populasi penelitian ini adalah seluruh peserta didik kelas X MA Ali Maksum Yogyakarta yang berjumlah 196 peserta didik dan terbagi dalam 7 kelas. Sampel terdiri dari tiga kelas, yaitu 1 kelas kontrol dan 2 kelas eksperimen. Pengambilan sampel dilakukan dengan teknik purposive sampling. Pengujian hipotesis menggunakan analisis varian (anava) dan analisis kovarian (anakova). Hasil penelitian menunjukkan bahwa (a) tidak ada perbedaan motivasi belajar kimia antara peserta didik kelas X Semester 2 MA Ali Maksum Yogyakarta Tahun Ajaran 2011/2012 yang mengikuti pembelajaran kimia menggunakan metode reciprocal teaching, tutor sebaya, dan ekspositori (b) tidak ada perbedaan prestasi belajar kimia antara peserta didik kelas X Semester 2 MA Ali Maksum Yogyakarta Tahun Ajaran 2011/2012 yang mengikuti pembelajaran kimia menggunakan metode reciprocal teaching dan metode ekspositori jika pengetahuan awal peserta didik dikendailkan secara statistik (c) ada perbedaan prestasi belajar kimia antara peserta didik kelas X Semester 2 MA Ali Maksum Yogyakarta Tahun Ajaran 2011/2012 yang mengikuti pembelajaran kimia menggunakan metode tutor sebaya dan metode ekspositori jika pengetahuan awal peserta didik dikendailkan secara statistik (d) ada perbedaan prestasi belajar kimia antara peserta didik kelas X Semester 2 MA Ali Maksum Yogyakarta Tahun Ajaran 2011/2012 yang mengikuti pembelajaran kimia menggunakan metode reciprocal teaching dan metode tutor sebaya jika pengetahuan awal peserta didik dikendailkan secara statistik. Kata kunci: reciprocal teaching, tutor sebaya, ekspositori, motivasi belajar, prestasi belajar