“I never thought how I learn,just that I learn ” – an evaluation of the impact of personal tutor support on first year students engagement with PDP. Presentation outline The research project The research project contd: Findings : The Student Perspective

“I never thought how I learn,just that I learn ” – an evaluation of the impact of personal tutor support on first year students engagement with PDP. Presentation outline The research project The research project contd: Findings : The Student Perspective www.phwiki.com

“I never thought how I learn,just that I learn ” – an evaluation of the impact of personal tutor support on first year students engagement with PDP. Presentation outline The research project The research project contd: Findings : The Student Perspective

Utterback, Joyce, Morning Show Host has reference to this Academic Journal, PHwiki organized this Journal “I never thought how I learn,just that I learn ” – an evaluation of the impact of personal tutor support on first year students engagement with PDP. Julie Savory School of Environment in addition to Life Sciences (ELS) University of Sal as long as d Presentation outline The research project Rationale Aims in addition to methodology Context Description of cohorts compared Findings The Student Perspective The Tutor Perspective Conclusions The research project Project aim: To establish if including support as long as PDP within a credited module resulted in better adjustment to HE learning in addition to engagement with the PDP process by students Rationale To gather evidence of value of PDP support to in as long as m further development of practice Context Requirement as long as all HEIs to provide structured support as long as students to engage in PDP process Widening participation – increased need as long as support as long as orientation to learning at HE level Need as long as development of “self regulatory” learners University of Sal as long as d – “partially devolved approach” Case Study School – credited in addition to non- credited approaches

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The research project contd: Methodology Evaluation of experience of three different cohorts as long as whom arrangements as long as PDP support differed Qualitative Focus groups with each cohort (22 students in total) One to one semi structured interviews with 10 tutors Independent facilitation in addition to transcription Analysis of responses to identify themes in addition to to establish if differences between cohorts with regard to: Underst in addition to ing of in addition to confidence in learning at university Ability to articulate range of skills needed to be successful Ability to identify in addition to discuss use of those skills Satisfaction with support as long as adjustment to learning at university Findings : The Student Perspective Underst in addition to ings of learning at University All 3 cohorts recognised need as long as self motivation in addition to independent learning Commented that there was less guidance than used to “you don’t get pushed ” “there is a lot less in as long as mation given” “its more up to you”

The Student Perspective contd: Ability to identify in addition to discuss use of skills as long as successful study All 3 cohorts able to identify in addition to discuss use of study skills Responses indicated very limited awareness of meta cognitive approach – more emphasis on practical study skills Cohort A – needed more prompting Cohorts B in addition to C better able to engage in discussion of use of skills more use of phrases which suggested a self review in addition to self regulatory approach “scheduling work so not last minute” “I’ve picked up what works best as long as me” The Student Perspective contd Availability of support

The Student Perspective contd Sources of support The Student Perspective contd: Satisfaction with support received from personal tutor Positive comments Cohort B – 4 comments Corhort C – 11 comments Negative comments Cohort B – 2 comments Corhort C – 1 comments

The Student Perspective contd: Types of support provided by personal tutors Discussing feedback Confidence building/moral support Benefits “its just moral support,there’s somebody there who you can talk to” “I found my personal confidence low in the first semester–the personal tutor put the confidence back in you in addition to helped you” Student perspective contd: Benefits contd “you just have a bit more confidence when you walk out of the room in addition to he’s reassured you” “the tutor encouraged in addition to advised me when I was feeling like giving up” “my last tutorial was great, because she sat down in addition to went through all the options available” Student perspective contd Concerns of those who did not have clear arrangements as long as personal tutor support Some uncertainty about what was required “you are not given many guidelines on what you should be looking as long as ,what you should be aiming at” “haven’t really had any guidance on study skills” A need as long as confidence building “I think you need more spoon feeding than just someone saying right there’s an assignment,go away in addition to research’.Where do start” Concern at lack of clear focus as long as support in addition to guidance “we’ve just been left to our own devices” “you are just a number on a course really”

Student perspective contd: How support from a personal tutor could be improved Regular meetings throughout year Clear purpose in addition to focus to meetings Needs to be as long as mal requirement to ensure participation Preference by some as long as one to one meetings Tailor support to meet needs of different groups of students Flexible use of PDP support materials Avoid over concentration on weaknesses – can be demotivating The tutor perspective Impact of PDP in addition to personal tutor support on student adjustment to studying at university Felt students had developed strategies as long as improving learning Not clear if direct correlation with PDP support “we are giving them the ammunition in addition to tool box but there is no clear evidence” Anecdotally, some felt PDP support from personal tutors had helped “there were a couple of students who started off quite weak they did improve I think engaging in this process played a part” “they can talk about how they work in addition to what strategies they use in addition to they seem to find that useful” “I don’t think the level of uncertainty,despair almost,was present with this cohort as it was in previous years” Tutor perspective contd Views on role of personal tutor Benefits Support as long as students – regular contact,confidence building “a venue,an opportunity, to actually think through what it means to study” Better insight into student experience in addition to concerns Issues Time Availability of rooms Timetable clashes Tutors do not necessarily have skills as long as role Not all tutors see value

Tutor perspective Inclusion of PDP in addition to personal tutor support within a credited module “the curriculum model” Advantages Student motivation,more willling to participate if credited Structure in addition to co-ordination when part of a credited module Disadvantages/issues Danger of tick box approach Conclusions Personal tutor support valued (discussing feedback in addition to confidence building) More consistency in support when part of credited module Inclusion in credited module results in more serious participation by students in addition to tutors in addition to more co-ordination in addition to focus PDP resources need adjusting to meet interests/concerns of different cohorts PDP activities do not need to be labelled ‘PDP’ Supporting students in a PDP process can help tutors to become more reflective practitioners Conclusions contd Unclear if PDP support results in more self regulatory learners but : Does impact on confidence in ability to study Gives students the language to discuss their learning with tutors Need as long as recognition that developing a self regulatory in addition to reflective approach takes time First year students more concerned with practical issues. “I never thought how I learn,just that I learn”

Contact details: Julie Savory School of Environment in addition to Life Sciences University of Sal as long as d email: j.savory@sal as long as d.ac.uk

Utterback, Joyce WAFN-FM Morning Show Host www.phwiki.com

Utterback, Joyce Morning Show Host

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