It is expected that tutors will hold scheduled meetings with each of their tutees at least twice per semester. There are no fixed rules that dictate when these meetings should be held, but it makes sense for one to be near the start of the semester, and one later in the semester before the assessment period. Individual meetings should also be part of the induction process and you should aim to hold an individual tutorial meeting with each of your tutees during Welcome Week.
The responsibility for organising the meeting rests with you, the tutor. You should arrange appropriate times and venues for the meeting in advance and communicate these to your students. It is expected that you will use Tutorial Booker to schedule available meeting slots and allow students to sign up to a slot that is convenient for them. You should also keep a register of which students attend the meetings and proactively contact tutees who miss more than two meetings, strongly encouraging them to attend future meetings.
The focus of individual meetings should be on the academic progress of your tutees. These meetings provide an ideal opportunity for you to recognise the success and achievements of your tutees and to discuss any concerns or problems that may affect their engagement in their programme of study or in other opportunities available at the University. These meetings also provide a space for you to discuss:
- how your tutees could improve their academic performance
- how your tutees could use the feedback they have received (on formative and summative assessments) to devise an action plan that will help them to improve their academic performance and achievement
- any academic or pastoral issues which affects their academic performance, achievement, and progression
- their engagement in extra-curricular activities beyond their programme of study
Individual tutorial meetings should last for about fifteen minutes and you should advise your tutees to prepare for them by completing the tutorial record form and submitting this (via email or Moodle) to you at least a week before the scheduled meeting. It is a good idea to remind your tutees to complete and submit this form when you send electronic communications confirming the meeting time and venue. You should also prepare for the meeting by reviewing the tutorial record form submitted by your tutee and reviewing information about them such as their attendance, grades, engagement in their programme of study and any extra-curricular activities they have engaged in. You can find much of this information in SiTS/eVision, StREAM, or in records held locally in your academic area.
A suggested schedule of individual meetings with your tutees is shown in Table 1 : A suggested schedule for individual tutorial meetings.
| Course Stage | Semester | Topic |
| FHEQ L3 | Early S1 | Find out how tutees have settled into University life |
| Late S1 | Support tutees in preparing for assessments and assist those who want to apply for extension and mitigation | |
| Early S2 | Support tutees in interpreting feedback on received assessments and create an action plan that will help them improve their learning and marks | |
| Late S2 | Support tutees to reflect on their learning and development and devise action plans | |
| FHEQ L4 | Early S1 | Find out how tutees have settled into University life |
| Late S1 | Support tutees in preparing for assessments and assist those who want to apply for extension and mitigation | |
| Early S2 | Support tutees in interpreting feedback on received assessments and create an action plan that will help them improve their learning and marks | |
| Late S2 | Support tutees to reflect on their learning and development and devise action plans | |
| FHEQ L5 | Early S1 | Find out how well tutees have settled into year 2 |
| Late S1 | Support tutees in preparing for assessments and assist those who want to apply for extension and mitigation | |
| Early S2 | Support tutees in interpreting feedback on received assessments and create an action plan that will help them improve their learning and marks | |
| Late S2 | Support tutees to choose optional modules for next year (if applicable) | |
| FHEQ L6 | Early S1 | Identify any action your tutees need to take to enable them to improve their academic performance and attainment |
| Late S1 | Support tutees in preparing for assessments and assist those who want to apply for extension and mitigation | |
| Early S2 | Support tutees in interpreting feedback on received assessments and create an action plan that will help them improve their learning and marks | |
| Late S2 | Review the progress of your tutees towards their final classification goal. Celebrate Success | |
| FHEQ L7 | Early S1 | Find out how well your tutees have settled into post graduate study |
| Late S1 | Support tutees in preparing for assessments and assist those who want to apply for extension and mitigation | |
| Early S2 | Support tutees in interpreting feedback on received assessments and create an action plan that will help them improve their learning and marks | |
| Late S2 | Support tutees to reflect on their learning and development and devise action plans. Celebrate success |