UCL CENTRE FOR THE ADVANCEMENT
OF LEARNING AND TEACHING
The Personal
Tutors’ Handbook
www.ucl.ac.uk/personaltutors
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© 2015-16 Edition. August 2015
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Each student in a taught programme at UCL is allocated a
Personal Tutor, who is responsible for guiding and advising
on their academic progress, their personal and professional
development as well as their general welfare.
This Handbook is intended to provide guidance and information for both new and experienced
Personal Tutors in all parts of UCL.
The sections following are starting points and all Personal Tutors are encouraged to contribute to its
further enhancement in the interests of developing a community-owned database of good practice. As
part of the ‘UCL 2034’ commitment to more closely integrating our research and teaching endeavour,
moving from ‘research-led’ to ‘research-based’ education, there may be new ways in which Personal
Tutors can encourage and guide students’ learning and development. The ways in which this may
be implemented in UCL’s variety of degree programmes are being explored in a collegial process,
as part of Connected Curriculum (www.ucl.ac.uk/teaching-learning/connectedcurriculum). We would
welcome your input to this process – please email us at connectedcurriculum@ucl.ac.uk.
“Experience tells us that a
personal approach makes all
the difference to students. I’ve
spoken before of ‘making every
contact count’ – recognising
that the time we spend with our
students is as precious to us
as it is to them. Commitment to
personal tutoring by all at UCL
offers us a real opportunity to
transform the experience of our
students.”
Professor Anthony Smith,
Vice-Provost (Education)
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Personal Tutoring at UCL:
Now and into the Future
Personal Tutoring has a long history at UCL,
although the rapid changes in higher education over
recent decades have made the learning experience
for many students less personal than used to
be the case in elite universities. Yet the need for
sensitive guidance in the personal learning journey
of students has never been greater. The responsive
nudges provided by a student’s Personal Tutor are
now more vital than ever in helping bring each of
those learning journeys to a successful conclusion.
In UCL’s Vision for 2034 (www.ucl.ac.uk/ucl-2034),
a picture of our students’ learning experience is
painted with bold brush-strokes:
“Our students will participate
in the research process and
the creation of knowledge,
supported by our academic
and research staff. They will
understand the ‘edge of
knowledge’ and learn how to deal
with uncertainty. Through this
integrated approach, they will
develop their critical independent
thinking skills, become confident
problem solvers, be well versed
in communicating complex
information and experienced at
working in a team. With these
skills, our graduates will excel
in the workplace and be highly
valued contributors across all
walks of life.”
This vision has given rise to a strategic development
of ‘The Connected Curriculum’ (www.ucl.ac.uk/
connectedcurriculum), wherein students not only
seek connections within and between fields of
knowledge, but also build personal connections
within the community of scholarship and enquiry of
which they are becoming members: connections
with each other, across phases and with alumni, as
well as with staff and their world-leading research.
These developments will no doubt influence the
evolution of the Personal Tutor role in coming
years. Staff and students alike have a vital role in
shaping the development of personal tutoring at
UCL. Colleagues are invited to join the Personal
Tutoring Working Group or to offer their perspectives
to feed into the development of the Personal
Tutor role and personal tutoring schemes. Please
contact ConnectedCurriculum@ucl.ac.uk for more
information.
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Contents
Personal Tutoring at UCL
The Role
Benefits for Students
Benefits for Personal Tutors
Benefits for Departments
Personal tutorials for all
Institutional Expectations
Departmental Custom and Practice
Personal Tutorials and PPD
What is PPD?
The role of the personal tutor
Helping students self-assess
Benefits of PPD for students
PPD and careers
Successfully integrating PPD into tutorials
Navigating Portico
Being an Effective Personal Tutor
Five principles of good personal tutoring
Essential Knowledge for Personal Tutors
Building good relationships
Individual Tutorial Topics
Group Tutorials
Knowing when to refer
Support and Guidance for Personal Tutors
Advice for New Personal Tutors
Helping Students in Difficulty
Examination Stress
Requests to Change or Withdraw from a Degree Course
Financial Difficulties
Problems for International Students
Relationship Difficulties
Harassment and Bullying
Work-related Problems
Student References
Dealing with difficult situations
Helping students transition to university
UCL’s Student Support System
Counselling/Support
Child Care
Health/Medical
Accommodation Services
Careers Advice and Jobs
Financial Services
Services for Students with Disabilities
Services for International Students
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Personal Tutoring at UCL
A university is an adult learning community in which
students are expected to show a considerable
degree of independence - to take responsibility
for their studies and conduct of their own affairs.
Students, in their turn, want to be treated as adults
and to be seen as self-sufficient. Many, however, are
quite young and away from home for the first time.
They are also coping with new styles of learning
and teaching without the level of supervision and
guidance that they have been used to at school.
The Role
The personal tutoring system provides every
students with at least one member of staff who
gets to know them as an individual, who keeps an
eye on their overall academic progress and who is
concerned for their general welfare.
Responsibilities
Foremost, a Personal Tutor’s responsibility is to
their tutees. Regard all conversations with individual
tutees as confidential: don’t discuss their problems
with anyone else without their permission, including
parents. Keep tutorials responsive to students’
needs so that they continue to benefit from the
system.
Personal tutors should:
• take an interest in all their tutees and their
activities;
• be well informed on their academic progress;
• agree a timetable for seeing each of their tutees
on a regular basis;
• set aside times when their tutees can consult
them;
• provide clear directions for appropriate points of
contact in an emergency;
• ensure that students know the contingency
arrangements when personal tutors are absent
from College for any length of time.
Immigration Advice
Immigration advice is regulated by law. Only those
advisers who have been appropriately trained and
registered with the Office of the Immigration Service
Commissioner are legally able to provide this
advice. Immigration advice, therefore, can only be
given by the appropriately trained members of staff
located in the Rights and Advice team, UCLU. Staff
should not attempt to answer any queries impacting
on students’ immigration status, but refer students to
this team.
The pastoral aspect of the role
The pastoral side of the role can often be simply
a friendly conversation at the start of the meeting.
Ask students how they are doing, find out a bit
about them and have that informal chat to build
trust and good relationships with your tutees. In this
way, if any major issues do arise your students will
feel comfortable talking to you about them before
problems escalate. If problems do arise that are
beyond your expertise then still make sure you take
the time to listen to your tutee before encouraging
them to get the proper help they need.
The academic/developmental aspect of the role
Personal tutorials offer the chance for students
to discuss their development beyond their formal
studies. Tutorials can be used by students to sound
out their thoughts, ideas and concerns with an
experienced professional, who can guide them in
the right direction, personally, professionally and
academically.
The Personal & Professional Development (PPD)
system is a useful tool to structure tutorials and
help guide students through their learning and
development which will directly influence their
success at university and beyond.
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Benefits
Benefits to Students
Benefits to Tutors
The challenges that students face
Higher Education presents most students with a
significant challenge in the way they approach
learning. For many students this involves leaving
behind the notion that knowledge is an objective
truth to be memorised but rather a process to
engage with critically. University should be a context
within which students develop and refine their own
general and subject-specific interests. They will
be making important decisions about what they
want to do next. Many students will also be living
independently for the first time, which presents its
own set of challenges.
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A more enjoyable and productive time
Personal Tutors have huge potential to make
this developmental process, both academic and
pastoral, an easier and more enjoyable time for
students; it doesn’t have to be something they
struggle through on their own. Students come to
university because they want to learn, they want to
engage in conversation with like-minded individuals
and build relationships with experts who are actively
contributing to their field. A Personal Tutor can be
a key person with whom students can have some
of these conversations. Personal Tutors can inspire
their tutees and motivate them to try harder at
university. A Personal Tutor can build up a student’s
confidence by giving them time to discuss the things
that are important to them.
A source of reassurance
Having a Personal Tutor, with whom they have
built up an authentic relationship through regular
contact and good communication, provides students
with a source of support and guidance. Students
are reassured that someone is there for them who
genuinely cares about their progress at university
and who they trust values them as an individual in
what can be a large, impersonal institution. When
they feel valued, they are more likely to come to
their Personal Tutor for support and therefore it is
less likely that any difficulties they do encounter will
reach crisis point.
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Really getting to know your tutees
Seeing them flourish during their studies
Helping them with their development
Helping them get the most out of what university
has to offer
Developing an understanding of the challenges
facing current students
An opportunity to inspire students with your
passion and experience.
Benefits to Departments
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Developing independent learners
Feedback on courses/departmental practices
Students that feel a part of their academic
communities
Students who feel cared for
Students who are aware of their strengths and
weaknesses
Students with a clearer idea of their future
aspirations
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Personal Tutorials for All
Developing students
The personal tutorial system at UCL should not
just be seen as a “safety net” for students who are
struggling or experiencing difficulty.
Personal tutorials are intended to facilitate students’
development and to help them become independent
Independent Learners
It could be argued that the foremost goal of higher
education is to create independent learners.
What exactly independent learning means can
vary between people, disciplines and contexts. In
essence it refers to a student’s ability to effectively
plan their learning. To do this they need to
understand the requirements of study and know
what is expected of them.
The Personal Tutor plays a key role in this process
by:
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Asking them direct questions about how they
learn
Discussing what being an independent learner
means and how this fits in with the learning that
is expected of them at university and specific to
their discipline and culture
Discussing with students strategies to help
them develop and monitor their own learning
Helping them develop confidence in their
abilities as learners
Listening to, and giving feedback on, their
learning progress
Motivating and inspiring students to want to
learn
Personal Tutors as role models
As an academic member of staff you have been
through the higher education system yourself
and are an expert in your field. Students can be
intimidated by academic staff but this is often
because they are inspired by them. Use that life
experience in tutorials to help guide your tutees on
their academic journeys.
Personal tutorials are an opportunity for you to talk
to your tutees about your own career trajectory, to
learners. Personal Tutors sit in a unique position
alongside of the formal course of study, enabling
them to help students make sense of what they are
learning and to synthesise the various aspects of
university life. This promotes critical reflection in
students and assists their self-efficacy by helping
them recognise what they have achieved.
International Students
The concept of independent learning can be
very alien to some of our international students.
Taking the time, early on, to explicitly tell them
what is expected of them as students at a UK
higher education institution is extremely important
to ensuring that they have every opportunity to
succeed.
Being independent doesn’t mean going it alone
Being an independent learner does not mean
going it alone at university and students should
not misunderstand this. Students at UCL are
expected to operate with a degree of autonomy
and a large amount of studying on their own
is required. However, it also mean utilising the
support available to them and part of the role of the
personal tutor can be helping them get the support
they need at the right time.
talk about your work and your passion and inspire
them in their own work. They are interested in
hearing about what you have done and take advice
or guidance based on your experiences.
However it is also important to remember that
Higher Education is constantly changing and what
was possible for you is not necessarily the reality
for our current cohort of students. Be mindful of
the challenges that they face in today’s climate as
distinct from your own.
Institutional Expectations
The provision of personal tutoring is widespread
across the UK Higher Education sector, but practice
varies considerably between institutions and
departments.
Academic Committee Requirements
Following decisions of the Academic Committee
in July 2008 and in March 2010, every UCL
department is expected to set up and conduct
personal tutoring arrangements within new
guidelines specified in Appendix AC 3/32 (09/10).
The key elements of these guidelines are:
WHAT?
The purpose of these meetings will be to support
learning and to provide pastoral care. This will
include facilitating personal and professional
development in all years of study, as well as
identifying problems and advising or making
referrals as appropriate.
In year 1, there should also be promotion of, and
coordination with, the Transition Programme now
operating in all departments.
WHEN?
In Year 1, a minimum of 5 formal meetings with
Personal Tutor, of which 3 must be one-to-one,
with further opportunities for students to drop in
on their Personal Tutor. In subsequent years,
there should be a minimum of 3 formal meetings
per year, with further opportunities for students to
drop in on their Personal Tutor.
WHO?
All academic staff are expected to contribute to
the personal tutoring scheme. Graduate students
with appropriate training may also be involved.
Personal Tutors should remain the same for each
student for the duration of their programme of
study, where practical.
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UCL Personal Tutoring Strategy
The intention behind UCL’s Personal Tutoring
Strategy is that all students:
• are given the opportunity to reflect on their
learning and academic progress and to discuss
and formulate appropriate strategies to fulfil their
potential during their studies at UCL;
• are equipped with a lifelong approach to learning
enabling continuing personal and intellectual
growth;
• are provided with pastoral support which is
tailored to their needs, enabling them to take full
advantage of their time at UCL to develop and
maintain a healthy and happy outlook on life;
• develop an awareness of the need for
professional and career development and
receive guidance on the planning and recording
of skills development throughout their studies in
order to realise their career aspirations;
• experience the benefits of working with peers
and academic tutors within a supportive
atmosphere.
The UCL Academic Manual - Part 5
(http://www.ucl.ac.uk/academic-manual/part-5)
contains several policy documents providing:
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General guidance on student support and advice
(academic and pastoral), as well as disciplinary
procedures.
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Guidance on specific matters such as study
abroad, induction procedures and provision of
information to students.
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Duties and responsibilities of role holders at
all levels of the student support system, from
Personal Tutors to Dean of Students.
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Policies, codes of practice, procedures and
guidelines pertaining to specific aspects of
student support and guidance, including mental
health, substance abuse, infectious disease etc.
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Resource links and referrals to various services,
such as careers advice, counselling etc.
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Departmental Custom and Practice
Many departments ask their personal tutors to
undertake specific tasks that help them to get to
know their tutees. Some, for example, have an
arrangement whereby all marked coursework is
returned to students via personal tutors, a system
that both informs tutors of their tutees’ academic
progress and provides a structure for maintaining
regular contact. Some tutors are asked to advise
their tutees on the specific requirements of
coursework, and perhaps to mark and comment on
an initial piece of written work. Others assist their
tutees to produce a CV, self-reference or record of
progress and achievement. Such exercises are not
only valuable for students but provide tutors with
much useful information on their tutees.
There are also strategies for groupwork. These
may be one-off briefing sessions (such as an
introduction to the library or induction in university
study methods), or regular group tutorials. A core
programme is usually drawn up for these group
sessions, but with space also for personal tutors to
pursue their own agenda. See the appropriate page
in this section for some suggestions.
In some departments, tutors meet their tutees
socially as a group at the beginning of the course
with a small entertainment allowance available to
assist this process.
All these activities help to emphasise the proactive
nature of the personal tutor’s role and the
responsibility tutors have for all their tutees, not just
those who come to them for help. Students succeed
best in a supportive environment in which they
are helped to realise their full potential, not merely
left to sink or swim. We all thrive on recognition
and encouragement and an important part of
the personal tutor’s role is to be aware of and to
acknowledge students’ efforts and achievements, to
help them build on success and to aspire to higher
goals.
The purposes of personal tutoring can be fulfilled
with variations on the main theme. Departments
and individual tutors have developed modes of
implementation and documentary guidance over
years of practice.
It is intended that this set of exemplars be a growing
resource, owned and developed by the community
of personal tutors across the institution, so that we
might develop practice in a collegial process.
Personal Tutorials and PPD
UCL has long believed in the importance of the
personal and professional development of its
students. A university education should foster not
only the acquisition of subject knowledge, but also
the advanced skills, knowledge and attributes
that will enable graduates to meet the significant
challenges ahead.
Supporting Personal and Professional Development
can act as a way for you and your tutees to get to
know each other. Ultimately you want to empower
students to deal with their own difficulties and take
control of their development - one way of doing
this is to encourage them in their personal and
professional development to draw on their strengths.
What is Personal and Professional
Development (PPD)?
The PPD process encourages students to make
active connections between the academic subjects
they study, and the informal learning opportunities
that arise in university life; making more coherent
what might otherwise be fragmented pieces of
learning in limited contexts. The focus is more on
learning than teaching, and the tutor’s role is one of
facilitation and sensitive guidance of the student on a
learning journey that is unique to them.
Some degrees have an explicitly vocational
focus, with professional accreditation, where the
required skills, knowledge, attributes and values
for membership of that profession is defined by the
accrediting body.
Building up a PPD portfolio
This should lead to a comprehensive and
evidence-based self-assessment within an
appropriate framework of knowledge, skills,
attributes and values. There is guidance for
students’ self-assessment and development
planning on the website www.ucl.ac.uk/ppd,
including links to excellent self-directed learning
resources. Students should profile their skills and
attributes in their Portico PPD pages, which can
then be made visible to their Personal Tutor to
inform discussion and guidance given.
The resulting profile will allow students to:
But for any discipline, we can ask (and help students
to answer) the question:
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“What does it mean to be a historian, a
mathematician, a geographer...?”
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Intertwined with this is the students’ personal
development, where we can encourage students
to articulate the kind of person they aspire to be in
the world, both within and outside of professional
circumstances, for instance in their family, their
community, their workplace.
By engaging students in such conversations, they will
form a clearer view of how they want to develop over
time and set aspirational goals for that development.
They then need to consider who they are now, whilst
bearing in mind that their attitudes and behaviour
may vary between different settings and contexts.
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Identify priority areas that they may wish to
develop where there is an apparent need or
opportunity in the current context
Plan how to develop by drawing on the
help and resources available to them,
particularly on the PPD website but also in
the opportunities to work and learn with the
people and facilities around them
Review and reflect periodically, to track and
record their achievements and development,
becoming more able to articulate the process
and outcomes of their learning, not only for
employability, but for their own satisfaction
and ongoing motivation.
These processes of goal setting, self
assessment, planning, developing and recording
are all vital parts of the PPD process, supported
by personal tutors at UCL.
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The Role of the Personal Tutor
PPD is not a system that many students will engage
with on their own, especially as it does not explicitly
seem to contribute to their grades.
It is vital that students see staff are committed to the
ethos of PPD. Personal Tutors, therefore, play an
important role in the PPD process by:
Personal Tutors sit in a good position to scaffold this
process, as they can provide the space for students
to start to think about their wider development. By
providing the opportunity to reflect on their future
aspirations, and the steps they need to take to
get there, Personal Tutors will give weight to the
importance of starting to think about these things
early on.
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Student are not always very good at recognising
their achievements. A Personal Tutor can help them
become more self-reflective by asking questions
to get them thinking about areas of strength.
Eventually, and done in the right way, this will
become a more natural process for students.
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Helping Students
Self-assess
Students need to take responsibility for their
personal and professional development, with the
tutor acting as a guide rather than the driver.
Tutors can help their students to self-assess by
asking them questions about their skills, attributes
and values, for example:
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What would you say is/are your greatest
strength/s?
What makes you think this is a strength of
yours?
Have you received any feedback on this?
From whom? In what context?
What other sources of evidence can you think of
to inform your self-assessment?
Which of your achievements are you proud of?
What skills and attributes helped you to achieve
this?
Why do you value it as an achievement?
How would you like to develop in future?
What would make the greatest difference
to your academic/extracurricular activities?
What makes you think you’re not very good at x?
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Introducing them to the PPD system as a part of
their tutorial meetings
Making students aware of the benefits of PPD
Directing them to the PPD website / student user
guide
Asking them questions to help them self-assess
Having them think of their overall development
- not just the progress they are making on their
formal course of study
Asking them the questions they would have liked
to have been asked when they were a student.
Benefits of PPD
to Students
Transition
Provides a framework through which students
can explore some of the skills, attributes
and knowledge relevant to university level
education. This can often be at variance to what
they have experienced before.
Academic work
Allows students to think about the areas that
they want to work on in order to succeed in
their academic studies. It also provides a space
for them to reflect on their personal strengths,
increasing confidence in their abilities.
Extra-curricular activities
Development Planning is useful for students to
pinpoint extra-curricular activities that will help
them develop in ways that enable them to meet
their goals and that is rewarding for them.
Future Aspirations
PPD helps students plan their learning journey
by helping them think about what they want to
achieve and then working backwards to identify
the steps to get there.
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PPD and Careers
At UCL a student’s learning journey is overseen by
personal tutors.
Helping students engage with PPD from the
start
Helping students to engage with PPD right
from the start can negate the stress and panic
of suddenly having to produce CVs and write
applications where they will need to clearly
articulate their strengths and provide evidence
for them.
Typically students really start to think about careers
in their 3rd year. Until then it can be largely an after
thought taking second place to their academic
studies. However, by thinking about the end-goal
early, students can:
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Start to map their strengths to their career goals
Work on any areas of weakness that would be
detrimental to them achieving those goals
Plan their extra-curricular and summer-work
accordingly. Knowing where they want to end up
will aid them with their module choices and will
be motivational during their studies.
Students who have engaged with the PPD
system will be well versed in reflecting on areas
of personal strength. Through their PPD profiles
they will have to hand specifics on where their
strengths lie and what they have done during
their time at university to develop areas of
weakness. They will have confidence in their
ability and be clearer on their future goals. Most
importantly, they will be all the more employable
for it.
Resources available at:
www.ucl.ac.uk/personaltutors/ppd/PPD-and-careers
Writing References
Through the PPD discussions that you have
with your tutees you will have access to:
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Reflections on their strengths and
weaknesses
Development plans to show how they have
built upon strengths and developed their
weaknesses
An overview of their skills, knowledge and
attributes
Clear ideas about their future aspirations
and goals
All this will help you write meaningful references
for them, making them stand out as UCL
graduates.
Students are free to ask whom they please for
a reference. If personal tutors do their job well
they will be the first choice for at least some of
their tutees.
The content of most references is likely to
include the following:
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a statement of the parameters within which
the reference is written: how long the
student has been known to the referee and
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the areas in which the referee is qualified to
comment;
the student’s academic history and general
contribution to university life;
comment on the student’s strengths and
weaknesses in relation to the job description
provided by the employer, and the evidence
on which such comment is based;
the referee’s recommendation.
Certain types of reference request contain specific
requirements e.g. criminal convictions must
be mentioned in medical references. Personal
tutors need to learn the small print as they gain
experience, and remember that students can
demand to see what has been written about them.
In all references personal tutors should ensure
that the information given is up-to-date and
accurate. Opinion and fact should be clearly
distinguished.
There are legal implications in the writing of
references, upon which the College has detailed
guidelines: these are given in the Academic
Manual (link http://www.ucl.ac.uk/academicmanual/part-5/student-references) and should be
read carefully by all personal tutors.
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Successfully Integrating PPD into
Tutorials
Students will engage with the reflective process
of PPD to different degrees. While the system is
primarily a student resource the Personal Tutor
plays an important role in helping students engage
with and get the most out of it.
Incorporating PPD into tutorials
When planning tutorials it is a good idea to
incorporate an over-arching structure that allows for:
PPD is a system that requires active engagement
and it is unlikely that students will take the initiative
to begin that process of engagement. The Personal
Tutor, then, can introduce the idea of personal and
professional development by making it a part of
the discussion during tutorials. By asking the right
questions, and encouraging students to critically
reflect on their development, the idea of PPD starts
to become a natural part of the dialogue between
tutor and tutee.
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Navigating Portico
The following guides have been produced to
help staff and students fully utilise the Portico
functionality of the personal tutoring system.
Using Portico to assign personal tutors
Making sure students are assigned a Personal
Tutor on Portico allows Personal Tutors to track the
trajectory of their tutees’ personal and professional
development. When given access by the students,
you will be able to see their development plans
and track their progress. For this reason, we
strongly encourage departments to use the process
described below, rather than internal systems, to
record and update student allocation to personal
tutors.
Portico can now be used to assign personal tutors to
multiple groups of students. The following document
has been produced to guide you through this
process.
Staff and student Portico user guides are available
at:
www.ucl.ac.uk/personaltutors/ppd/portico
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Initial discussion and audit of skills, attributes
and knowledge
Ongoing discussion and reflection of a student’s
development
Evaluation of progress and a review of goals set
Group Tutorials
It can also be a good idea to include the PPD
element in group tutorials to initiate discussion
between students about their strengths and areas
they want to work on. Hearing about the progress
and reflections of peers can encourage students to
reflect on their own development.
Being an Effective Personal
Tutor
Some people may have natural gifts in human
understanding and communication that enable them
to tune in instinctively to the Personal Tutor’s role.
Many successful tutors, however, believe that their
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expertise has come with experience and developed
gradually through reflection and self-evaluation, as
well as discussion with experienced colleagues.
Five Principles of Good Personal
Tutoring
Being approachable
It is important that your tutees feel comfortable
approaching you. Students can feel intimidated
by academic members of staff at first. They are
also acutely aware that tutors are busy people
and can feel nervous about taking up their time.
It is important to take the time to make tutees feel
welcomed and relaxed.
Students need to feel that they are not a burden on
your time and that you genuinely want to help them
get the most out of their time at university
It can take time to build up the sort of relationship
that you both feel comfortable with.
12
Being prepared to listen
Sometimes students simply want to talk to
someone when they are in difficulty or feeling low.
Students don’t necessarily want advice or expect
someone else to sort out their lives, but they
appreciate an empathetic ear, someone to be
aware and to understand without making value
judgements.
You can best help by giving them our undivided
attention and offering the space to explore their
problem, without the injection of too many ‘words
of wisdom’.
Understanding the issue
To be of help to students in difficulty, a tutor needs
to judge the extent and seriousness of the issue:
Is it real or perceived, genuine or spurious, an
isolated situation or part of a complex set of
circumstances?
Students rarely reveal the whole picture. For
example, tutees may be prepared to talk openly
to their tutor about work problems, but could be
more reluctant to discuss the personal situations
that may have contributed to the difficulties
arising.
Tutors may have to be aware of hidden agendas
and be able to pick up the nuances and hints that
can enable them to inquire skilfully to uncover the
factors underlying the issues presented.
Empowering the student
A surprising number of students don’t think
through their problems systematically for
themselves, or haven’t done so before seeking
help. Sometimes they worry unnecessarily or
unduly: in outlining a problem they may reveal
misunderstandings or misconceptions - for
example over institutional requirements or
departmental systems - that can quickly be
corrected.
The Personal Tutor’s task is usually to help
students to define and articulate their problem
and to prompt them to consider the avenues of
action open to them.
Very occasionally tutors may need to tell a
student what to do. Usually, however, it is the
student who has to decide on an appropriate
course of action. The personal tutor offers only
what is necessary to ensure that it is an informed
decision, based on careful consideration of all the
options.
Knowing when to refer
UCL provides an extensive network of support for students in relation to a wide range of pastoral issues
and special needs. The personal tutor can be a helpful point of contact in referring students to services with
the resources and expertise most appropriate to their needs. A list of relevant services is accessible on the
UCL website.
The choice to advise or refer needs to be made judiciously. On the one hand, it is disappointing to students
if the personal tutor’s only reaction to their problem is to suggest that they see someone else about it. A
decision to seek help often requires considerable effort, and students are easily deterred if they sense
they’re being passed along the line. On the other hand, a cardinal principle of personal tutoring is not to
take on more than one can manage.
For one’s own sake, as well as the student’s, it is important to realise when other people need to be
involved and particularly when a student has psychological or other problems requiring specialist help. UCL
Student Psychological Services offers some helpful guidance for staff who may wish to refer students to its
various services and resources.
Essential Knowledge for Personal
Tutors
13
Personal tutors need to know:
1
2
3
How their Department’s degree programme
works
The way courses are constructed, delivered
and assessed; departmental requirements over
the submission of coursework; rules concerning
options, modular programmes and the number of
units that have to be passed to proceed to the next
stage; examination regulations and the policy over
referrals and re-sits. Many academic problems
result from students not knowing or understanding
course and examination rules and regulations.
Details of the welfare services provided by the
College and what students need to do to obtain
help from them
All sections of the Academic Manual dealing with
regulations and procedures directly affecting
students; for example, equal opportunities, race
relations, harassment and bullying, reference
writing, plagiarism, substance use and misuse.
The precise roles of other College and
departmental staff who share responsibility
for students’ academic progress and general
welfare
Which colleagues are best equipped to provide
them with informal advice on the personal tutoring
role.
14
Building good relationships
Building good relationships with students is key
to the success of the personal tutorial system. If
you don’t get to know your tutees then you will not
build up the knowledge required to help and guide
them. You want to create an environment in which
students feel comfortable enough to approach you
about salient issues.
For simple but effective ideas to help build good
relationships please visit the personal tutoring
website at:
www.ucl.ac.uk/personaltutors/effective/buildingrelationships
Agenda items for personal tutorials will depend on
the student’s programme of study, departmental
practice and individual needs. The indicative list
of topics below is for the first year of study and is
intended as a starting point for consideration and
adaptation by personal tutors.
Individual Tutorial Topics
Beginning of Term 1
General introduction to the department and UCL, setting expectations regarding personal tutorials,
referral to Transitions Programme, Personal and Professional Development System, other support where
appropriate, any immediate problems with accommodation, finance, dislocation etc?
Middle of Term 1
Transitions Programme shifting focus to Peer Assisted Learning, review of academic and general progress,
personal and professional development review.
Any problems arising? Referral where appropriate.
Middle of Term 2
Review of academic and general progress on ‘home stretch’, guidance where appropriate,
personal and professional development review. Any problems arising?
End of Term 2
Guidance on revision for exams, stress management etc.
Aware of possible extenuating circumstances etc. and advising accordingly.
Term 3, after exams
Options for progression, personal and professional development review,
summer activities (academic and general) possibly targeted to address apparent gaps.
Personal tutorials in following years will probably
follow a similar cycle, but on a more ‘steady as
she goes’ basis, culminating in final examinations
and completion of studies. A timely referral to the
UCL Careers Service would be advisable, as would
recommendations throughout to maintain their
personal and professional development log and
personal portfolio site. These will provide a basis for
you as their tutor to write a meaningful reference for
each student, when requested.
15
Group Tutorials
Group tutorials enable personal tutors and their
tutees to get to know each other and to begin
building the mutual understanding and trust upon
which successful personal tutoring depends.
Students are more prepared to seek help from staff
whom they know and trust. Tutors, too, are better
prepared for individual tutoring if they already know
their tutees from the group sessions. Everyone
benefits from encouragement and support, not just
those who require help with specific difficulties.
Students can also be encouraged to support each
others’ learning through appropriate discussion and
mutual inquiry.
Group tutorials can also provide a context for
discussing common problems and give students an
insight into how others are responding to the kind of
difficulties that they are experiencing. This can be
particularly helpful to those who may be disinclined
or just not ready to seek individual help from a
member of staff. The sharing of experiences in a
group often alleviates anxiety: it can be reassuring
to know that one is not alone in having problems.
Group discussions can also provide early indications
of individual students’ difficulties, which can then
be followed up by the tutor before they become too
serious.
Tutorial programmes should be sufficiently flexible
to accommodate both students’ and personal tutors’
agendas as they arise. Too much improvisation,
however, will quickly lead to unfavourable
comparisons with more structured course
programmes. Group tutorials need to be planned
and organised just as carefully as any other teaching
session – perhaps more so, because the content is
less tangible. As with all teaching, students need to
be given a clear indication of the aims, objectives
and content of the tutorial programme and the role
of each session within it.
Among the topics covered in group tutorials run
by personal tutors in UCL are:
•
academic consciousness and study
management (helping students to think, to
understand, to create, to criticise, to organise
their time effectively and to develop relevant
study skills);
•
Personal and professional development
planning and review of progress;
•
information on UCL’s student support
services;
•
opportunities afforded by the University’s
extra-curricular provision;
•
relating current learning to contemporary
issues; seeing patterns and unifying
principles;
•
an introduction to London’s resources – its
museums, galleries, exhibitions;
•
choosing course options;
•
careers advice and guidance on CVs, job
applications and interviews.
16
Knowing When to Refer
It is vital to know the boundaries of the role.
Personal Tutors are not expected to deal with critical
issues that require specialist skills. Rather, staff
should know when to refer a student with a problem
to others with appropriate expertise and be familiar
with what facilities are available for such referrals.
For one’s own sake, as well as the student’s, it is
important to realise when other people need to
be involved and particularly when a student has
psychological or other problems requiring specialist
help.
The UCL Student Psychological Services offers
some helpful guidance for staff who may wish to
refer students to its various services and resources.
The choice to advise or refer needs to be made
judiciously. On the one hand, it is disappointing
to students if the personal tutor’s only reaction to
their problem is to suggest that they see someone
else about it. A decision to seek help often requires
considerable effort, and students are easily deterred
if they sense they’re being passed along the line.
On the other hand, a cardinal principle of personal
tutoring is not to take on more than one can
manage.
UCL provides an extensive network of support for
students in relation to a wide range of pastoral
issues and special needs.
The personal tutor can be a helpful point of contact
in referring students to services with the resources
and expertise most appropriate to their needs.
A list of relevant services is accessible on the UCL
website at:
www.ucl.ac.uk/current-students/support
Developmental:
UCL Personal and Professional Development
www.ucl.ac.uk/ppd
MyPortfolio
https://myportfolio.ucl.ac.uk
UCL Careers Service
www.ucl.ac.uk/careers
Skills4Work
www.skills4work.net
Palgrave Skills4Study Campus
www.skills4studycampus.com/
UCL Students Abroad
www.ucl.ac.uk/studyabroad
Welfare:
UCL Student and Registry Services
www.ucl.ac.uk/srs
UCL Student Centre
www.ucl.ac.uk/current-students/studentcentre
UCL Student Disability Services
www.ucl.ac.uk/disability
UCL Student Psychological Services
www.ucl.ac.uk/student-psychological-services/
UCL Money
www.ucl.ac.uk/current-students/money
UCLU Rights & Advice Centre
http://uclu.org/services/advice-welfare
International Student Support
www.ucl.ac.uk/iss
UCL Student Support Pages
https://www.ucl.ac.uk/support-pages/
Immigration Advice
http://uclu.org/services/advice-welfare
Support and Guidance for
Personal Tutors
The primary point of reference for Personal Tutors
is their respective Departmental Tutors who should
17
coordinate the appointment, induction and ongoing
support of Personal Tutors.
Advice for New Personal Tutors
One of the best ways to prepare for the role of
Personal Tutor is to talk to your colleagues. They
have a wealth of information and advice to help you
smoothly integrate into the role so that both you and
your students will enjoy and get the most out of the
experience.
It can also be helpful to know what to expect from
a tutorial so that you can prepare for it. Essentially,
personal tutorials are an informal chat between a
member of academic staff and their tutees. They
check the overall progression of the student. It is an
opportunity to help students reflect on their learning
in order to contribute to their overall development.
Students appreciate the time and expert guidance
on offer from someone who has done it before.
Helping Students in Difficulty
While a large part of your role as a Personal Tutor
will be concerned with the overall well being and
development of your tutees, there will be times
when some of them will experience difficulty. As
emphasised before, the better the relationship
you build with your tutees, the earlier and more
comfortable they will feel approaching you if they do
run into problems.
Common Problems
While much of a Personal Tutor’s job is responsive
and cannot be prescribed in terms of preconceived
tasks, there are certain problems that are fairly
common. We have identified some of these
problems and offer some advice on how they might
be tackled.
Mental Health Issues
If you are concerned about a student’s health,
mental condition or emotional state, try to
persuade them to obtain professional advice
without delay. In extreme situations you may
need to initiate the contact on their behalf . If a
student comes to you too ill or distressed to be
left alone, get help immediately. If concerned,
don’t be reticent to contact emergency
services (dial 222 from any UCL extension). In
an emergency the Health Centre will deal with
students, whether registered there or not.
UCL has specific guidance relating to student
mental health issues, in the Academic Manual.
In addition to its general guidance for staff,
the UCL Student Psycological Services offers
scheduled workshops on identifying and
managing student mental ill-health.
18
Examination Stress
Examinations and preparation for them cause most
of us a certain amount of anxiety and students can
become very stressed at such times.
Setting achievable goals
Some students set themselves unrealistic
revision targets and then feel overwhelmed
by the amount of work they perceive to be
necessary.
Tutors may be able to suggest alternative
approaches to revision and to look with the
student at ways of applying these to one or
two topics. It is usually helpful if students can
break their revision down into a series of quite
short manageable tasks which give a sense
of progress and achievement once they are
completed.
Opting out of Examinations
Students who cannot face an examination
sometimes seek their personal tutor’s approval
for opting out. They need to be appraised of
the consequences of missing an exam and
encouraged to reconsider their request/decision.
However, students who are genuinely ill or
emotionally disturbed should not be pressurised
to sit a paper. Students occasionally have to be
dissuaded from taking an exam when they are
clearly not in a fit state to do so. Personal tutors
advising on situations like this need to take
account of:
1. the student’s condition;
2. the status of the exam;
3. departmental and College regulations
concerning re-sitting.
Such advice should probably also involve
the Departmental Tutor or other responsible
colleague.
Counselling and Relaxation
Examination stress may, of course, be part of a
more complex situation: all kinds of emotional
and personal problems surface under the strain
of the examination system. Personal tutors
need to be able to recognise how serious
these are and when to advise students to seek
appropriate professional help e.g. UCL Student
Psychological Services.
Counsellors and specialist consultants
encourage self-referrals, both to emphasise the
confidential nature of their service and because
they need the student’s own commitment to
the counselling/consultancy process. However,
personal tutors cannot always be sure that their
advice will be taken and situations in which
students obviously require professional help
cannot be allowed to drift. A compromise is for
the tutor to telephone the appropriate welfare
service on the student’s behalf and to make a
general enquiry about procedures, waiting times,
etc in order to pave the way for the student to
make an appointment.
Training in self-relaxation techniques is also
provided by UCL Student Psychological
Services. Referrals to this service must be by
Departmental Tutors. There is a limit on places.
Special Arrangements for Examinations
Students’ anxieties about examinations may
sometimes be caused or heightened by some
physical or psychological condition that makes
it difficult for them to cope with the conditions
under which examinations are normally held.
The College makes special arrangements for
such students based on a medical assessment
of their needs by one of the doctors in the Health
Centre.
Requests to Change or Withdraw
from a Degree Course
Changes of degree course are handled by
departmental tutors, but personal tutors can provide
helpful guidance and support during the period of
uncertainty that normally precedes a decision.
Reasons for Changing
Some requests to change degree course are a
response to staff expressions of concern over
poor performance; others are less predictable
and may come from students thought to be
making reasonable progress. Decisions to seek
a change may have been thought through quite
rationally but may simply be an attempt to find
an escape route from criticism or other problems
that have arisen.
Every year there are some undergraduates who
seek a change of course or university soon after
their arrival; some even want to withdraw from
HE entirely. This is often a knee-jerk reaction
to the culture shock of coming to university,
encountering new courses and ways of working
and, in some instances, living away from home
for the first time. Reassurances sometimes help,
but if students are persistent in their request
to change course they need to be encouraged
to continue with their programme whilst they
explore other possibilities, so that they at least
have time to make a rational decision.
Limitations and Implications
Students have to appreciate that some changes
will not be possible because of specific course
requirements or pressure on places. Changes to
Medicine are never allowed.
Students need to be aware of the financial
implications of a change of course that extends
their period of study. The regulations concerning
tuition fees and loans are complicated and
students should find an early opportunity to
discuss their situation with their departmental
or faculty tutor. Personal tutors should not
approach LEAs or the Student Loan Company
on their students’ behalf.
Personal tutors should try to identify and maintain
regular contact with any of their tutees who are
unhappy, for whatever reason, at the start of their
course.
Researching Course Alternatives
Whatever the reasons for students wanting
to change their degree programme, it is
reasonable to expect them to obtain as much
information as possible on the alternatives
and, in situations where the proposed change
is within UCL, to speak to the staff responsible
for the course they think they would prefer to
follow. Having inspected the grass elsewhere,
they may decide that it is no greener than
where they are.
When a change of course is under discussion
students sometimes assume that there is no
longer any necessity to meet their current
course requirements, indeed that deterioration
in their standard of work may enhance their
chances of obtaining a transfer. They need
disabusing on this score and informing that
they will be required to see their remaining time
out satisfactorily on the original course and to
pass any exams or tests during that time. Other
departments will not welcome failures.
19
20
Financial Difficulties
The number of students experiencing financial
difficulties has increased significantly in recent
years and is likely to continue doing so. Some
students are more or less permanently hard up;
others create short-term difficulties for themselves
Part-time Jobs
It is now common for students to have part-time
employment during term, as well as a holiday
job, and some students work long hours in the
evening to the detriment of their studies and
health. There is a relationship between course
options and part-time employment in that some
options allow more time for earning than others.
by managing their money badly. Personal tutors
may help alleviate some financial problems by
directing students to the appropriate College support
services. Personal tutors should never lend money
themselves.
Financial Assistance
Whilst the College can provide valuable
support, the sums involved are not large and,
in the case of loans, are of course only a shortterm solution. Ultimately students must learn to
live within their budget and to draw up a realistic
financial plan that is not over-dependent on
part-time employment. Personal tutors may
be in a position to help students do this. Some
begin by persuading their tutees to destroy their
credit cards.
There are loans and bursaries available to
students, more information can be found on the
Student Money or Financial Advice and Support
pages or through the Student Funding Office.
The Financial Assistance Fund (FAF) provides
discretionary financial assistance for students
to help them access and remain in higher
education, particularly those students who need
financial help to meet costs that cannot be met
from other sources of funding. Students should
be aware that the FAF is intended to act as a
safety net for those in financial difficulty rather
than their main source of income.
There is also available to help students who are
experiencing financial difficulty, for unforeseen
reasons, despite best arrangements being put
into place before commencing study.
Emergency loans are available through the
Student Funding Office. Small loans (usually up
to £250) can be arranged to tide students over
short-term cash flow problems.
Problems for International Students
21
Many of the problems that students experience in
adjusting to university life are intensified for students
from abroad.
Culture Shock
As well as having to cope with a new institution
and educational environment, international
students are having to adjust to a different
national culture with often unfamiliar social
customs and conventions. They may become
very homesick.
Where English is not the first language, having
to converse with strangers all the time in a
foreign language is a strain. Some women
students come from cultures where they have
had a sheltered life and spent little time on their
own or in the company of males outside their
family. They may be vulnerable in certain social
situations or upset by conventions that they do
not understand.
Academic Difficulties
Students for whom English is a second language
may struggle with their courses. They can
receive support with their academic English
from the Centre for Language and International
Education (www.ucl.ac.uk/clie).
International students are often under
considerable pressure to succeed academically
and their expectations of themselves may
be unrealistic. The transition to a different
educational system and new approaches to
study is often more challenging than to home
students. For example, students from abroad
are sometimes unaccustomed to active learning
situations, such as participating in discussion
and working on a team project. They may have
had a much more formal relationship with their
teachers and thus be less inclined than home
students to seek help from their personal tutors.
Immigration Issues
Some international students experience
immigration problems. These range from how to
renew a visa to the special procedures for getting
married. Some students entering the country
are vetted more thoroughly than others and may
become involved in protracted negotiations with
the Home Office. Travelling to another country,
for example to participate in a field course, may
create difficulties if essential documents are at
the Home Office.
Learning and Teaching
Students may have little or no experience of
self-directed/autonomous learning and it may
cause them to feel isolated and uncertain.
Similarly, some students may be used to a
more passive style of learning which could be
interpreted as lack of engagement. In reality
these students may be silently participating or
they may be experiencing barriers to learning possibly caused by difference in prior learning
experiences, or other cultural norms influencing
participation.
Differences in academic conventions –
referencing, for example, can be a particularly
challenging skill to learn; whilst skills of
argument, encouraged in many disciplines,
may be unfamiliar and uncomfortable for many
students - especially when challenging authority
figures. Consideration also needs to be given
to ensuring fair representation within learning
materials to avoid the promotion of western
viewpoints and in order to enabling effective
student participation.
22
Relationship Difficulties
Students usually prefer to sort out problems in
their personal relationships for themselves but
staff inevitably become aware of situations that
are seriously affecting a student’s work. Some
relationship problems are, of course, so serious or
become so over a period of time, that a student has
to seek help.
If specialist assistance is required, the UCL Student
Psychological Services may be able to help or make
appropriate referrals. Relationship difficulties may
also overlap with other areas, such as Harassment
and Bullying and Socially Isolated Students.
Harassment and Bullying
If a tutee approaches you with concerns that they
are being harassed or bullied you should find a quiet
place, where you can confidentially discuss the
situation without being interrupted. You should listen
carefully to the student and make sure you fully
understand the facts, then discuss the options open
to the student in dealing with it.
All allegations of harassment or bullying should
be taken seriously and dealt with quickly and
where possible in confidence.
The student may wish to deal with the situation
informally by approaching the person behaving
inappropriately either alone or with a friend also
at UCL, to draw their attention to the fact that the
behaviour is perceived as being inappropriate and
to ask them not to repeat it. Alternatively you may
be prepared to offer to facilitate a meeting between
the two parties for this purpose but ensure you
have the student’s permission before contacting the
other party. If the matter is resolved satisfactorily
by informal means you should also ensure that the
normal working relationship is restored.
If the matter cannot be resolved informally, the
matter can be formally addressed. For details of how
the student can do this and for more information on
handling allegations of harassment and/or bullying
generally see the Academic manual (http://www.ucl.
ac.uk/academic-manual/part-5/harassment-bullying)
If you require further support when you are
approached, ask the student’s permission to obtain
further guidance about their case from either
Student Support and Wellbeing, the Advisor to
Women Students or the Rights and Advice Centre.
Students can gain further support from:
• Nightline 020 7631 0101
• Student Union Rights and Advice Centre
• Advisor to Women Students
• Student Support and Wellbeing
• The Warden of their halls of residence (if
appropriate)
Work-related Problems
Personal tutors have a responsibility along with
departmental or course tutors, and sometimes other
designated members of the departmental staff, for
the oversight of their tutees’ academic progress.
Inevitably, therefore, they will sometimes have
to initiate meetings with certain students who fall
behind with their work, miss deadlines, obtain poor
marks, fail examinations. As a general rule, the
tutor’s role is to be supportive and understanding
with respect to difficulties their students experience.
Assisting First Year Students
Most students can benefit from advice on how
to approach their university studies, particularly
in their first year; the tendency is for students
to continue with the routines they followed at
school with little adjustment to quite different
contexts and requirements.
Many students start their first year with a very
limited understanding of basic processes such
as note-taking, structuring essays, accessing
and extracting information. They may also need
help in understanding the course content or with
a particular assignment.
Different Types of Student
Various categories of student may have
particular problems: mature students because
of the length of time since they were in formal
education, ‘access’ students who experience a
significant jump in the expectations being made
of them, students for whom English is a second
language (see the Centre for Language and
International Education).
Many UCL students have identified as dyslexic,
but not all who have difficulties of this kind admit
to it until it becomes too obvious to conceal.
See the Disability Centre for further information.
Procrastination or Perfection?
Able students sometimes develop a mental
block that prevents them from starting major
pieces of coursework. Perfectionists can fail to
deliver as a result of constant re-writing as they
strive to reach their own high standards. In
these situations students need advice on how
to break assignments down into manageable
tasks with deadlines that they agree to meet,
regardless of their level of satisfaction with
what has been achieved.
Dealing with Issues
Personal tutors have a responsibility to
inform teaching staff of any extenuating
circumstances. Departmental tutors will, for
example, need to know of any situations
that help to explain an unexpectedly poor
examination performance.
At the same time, tutors must recognise
laziness and lack of commitment for what
they are and try to identify those who will go
on failing no matter how much consideration
is shown them. Students who fall significantly
short of an acceptable standard from the
outset usually give a poorer return for tutorial
support and effort than those whose work
declines significantly from a previously
satisfactory standard. The latter situation
invariably indicates some change of personal
circumstances or lifestyle that it is helpful to
know about.
23
24
Student References
Students are free to ask whom they please for a
reference. If personal tutors do their job well they will
be the first choice for at least some of their tutees.
The content of most references is likely to include
the following:
a statement of the parameters within
which the reference is written: how
long the student has been known to
the referee and the areas in which the
referee is qualified to comment;
the student’s academic history
and general contribution to
university life;
comment on the student’s
strengths and weaknesses in
relation to the job description
provided by the employer, and
the evidence on which such
comment is based;
the referee’s recommendation
Certain types of reference request contain specific
requirements e.g. criminal convictions must
be mentioned in medical references. Personal
tutors need to learn the small print as they gain
experience, and remember that students can
demand to see what has been written about them.
In all references personal tutors should ensure that
the information given is up-to-date and accurate.
Opinion and fact should be clearly distinguished.
Personal Tutors are able to review their students’
PPD records to inform the writing process.
There are legal implications in the writing of
references, upon which the College has detailed
guidelines: these are given in the Academic Manual
(link http://www.ucl.ac.uk/academic-manual/part-5/
student-references) and should be read carefully by
all personal tutors.
Dealing with difficult situations
Unexpected questions
Occasionally you will be asked
a question that you are not
prepared for or do not have
the knowledge needed to
answer. Don’t panic. Take the
time to unpack the question,
making sure you really
understand what they are
asking. You may need time
to get the information they
need, in which case, arrange a
follow up meeting.
Students who are
demanding of your time
If a student demands a lot
of your time this could signal
an underlying problem that
needs to be explored. Try to
get to the heart of that issue
so that you can work through
a solution or direct them to
someone better able to help
them. You do need to be
firm with your students and
make clear what they can
reasonably expect from you.
25
Students who are upset or
crying
The best way you can help
students who are upset is to
provide them with a private
space, be friendly and listen
to them. It is often a good
idea to arrange a follow up
meeting soon after to check
that they are ok and so they
know someone cares. At this
meeting you should further
discuss what it is that has
upset them.
Helping students transition to
university
UCL provides incoming first-year students with
pastoral and academic support via Transition
Mentors. These mentors are higher year
undergraduates in the same department who are
trained to help the first years to adjust to university
life, particularly in the first term but also throughout
the first year.
The Transition website (www.ucl.ac.uk/transition)
has a suite of resources to assist students and
mentors in this process. It is helpful for Personal
Tutors to be aware of the difficulties students can
have adjusting to life at UCL, the resources offered
by the Transition Programme and for them to refer
these to their tutees when appropriate.
26
UCL’s Student Support System
The College’s student support system is complex
and extensive and a large number of staff share
responsibility for students’ academic progress and
general welfare. The overall co-ordinator of this
network is the Director of Student Support and
Wellbeing. Every department has a departmental
tutor (some large departments have more than one).
Each faculty has a faculty tutor who co-ordinates the
work of the departmental tutors.
Personal Tutors
Personal Tutors develop a supportive, nonauthoritarian role with a small group of students
whom they get to know very well and who are
expected to consult them over any problems
that they encounter.
Departmental Tutors
Departmental Tutors allocate personal tutors
and co-ordinate their work; they are ultimately
responsible for the academic progress, welfare
and discipline of all students in their department
but, except in very small departments, cannot
hope to get to know them all individually.
Faculty Tutors
Faculty Tutors are the admissions officers for a
faculty and liaise with the Registry over student
registration, fees, examinations, and other
academic matters; they are appointed by the
Provost and charged with ensuring that each
student’s registration, academic progress and
examination entry details satisfy the relevant
degree/diploma regulations.
Faculty tutors co-ordinate the work of
departmental tutors and have overall charge
of students’ academic progress, welfare and
discipline within a faculty. They deal with a
number of serious student problems referred to
them by departmental and/or personal tutors.
They deal directly with students who need
advice on the options they face after failing or
not taking major exams and with those who
have difficulty paying their fees. They deal
with interruption of student study, deferred
assessment, and withdrawal from exams etc.
The system is not rigidly hierarchical and, although it
is assumed that students requiring help will consult
their personal tutor in the first instance, they do have
the freedom to go anywhere in the chain of seniority.
For more detailed information on each of these
roles, please visit the website at:
www.ucl.ac.uk/personaltutors/effective/knowingwhen-to-refer/ucl-support-services
The Dean of Students (Academic)
The Dean of Students (Academic) co-ordinates
the work of faculty tutors and liaises with the
Registrar on a range of issues relating to
students’ academic work and progress, edits
the College’s undergraduate and graduate
prospectuses and supervises the advertising of
programmes of study, as well as being Chair of
Education Committee and Quality Management
and Enhancement Committee.
Student Support and Wellbeing
Taking over the responsibilities of the former
Dean of Students (Welfare), UCL’s Student
Support and Wellbeing, led by Denise Long, is
responsible for:
•
•
•
•
•
•
•
International Student Welfare Adviser
Student Centre
Student Support and Events
Study Abroad for UCL students
Student Disability Services
Student Psychological Services
UCL Chaplaincy (working with Student
Support and Wellbeing)
Adviser to Women Students
There is a member of academic staff to whom
women students may turn for help either for
specifically female problems or because they
prefer to talk to a woman.
More information on the responsibilities of the
Adviser to Women Students may be found in
the online Academic Manual (link http://www.
ucl.ac.uk/academic-manual/part-5), as well as
relevant contact details.
Counselling/Support
Student Support Pages
The Student Support Pages website contains
articles and information on the major issues
affecting students. It also contains a discussion
forum which allows students to discuss their
problems anonymously.
www.ucl.ac.uk/support-pages/
Student Support and Wellbeing
Taking over the responsibilities of the former
Dean of Students (Welfare), the department of
Student Support and Wellbeing, led by Denise
Long, is responsible for:
•
•
•
•
•
•
•
International Student Welfare Adviser
Student Centre
Student Support and Events
Study Abroad for UCL students
Student Disability Services
Student Psychological Services
UCL Chaplaincy (working with Student
Support and Wellbeing)
www.ucl.ac.uk/srs/our-services/student-supportand-wellbeing
The Rights and Advice Centre
The Rights & Advice Centre is a support service
and a central point to obtain information and
confidential, independent advice on a wide range
of issues including housing, finance, immigration,
council tax, grants, social security benefits, etc.
A fortnightly legal service is also provided
through a local Law Centre. The Rights and
Advice Centre has access to a small loan fund
for students who have tried other loan sources
without success.
It also has a housing database and can help
students obtain appropriate legal advice
regarding accommodation issues, for example if
they are in dispute with a landlord.
http://uclu.org/services/advice-welfare
27
UCL Student Centre
The Student Centre brings together staff from
a number of areas in Student and Registry
Services in order to offer a more integrated
approach to the delivery of services to all
students enrolled on programmes of study at
UCL.
www.ucl.ac.uk/current-students/student-centre
UCL Student Psychological Services
The UCL Student Psychological Services
provides help to UCL students with personal,
emotional and psychological concerns.
Some of the more common issues that affect
students include problems in relationships and
with families, study related difficulties, eating
disorders, drug or alcohol misuse and concerns
related to sexual matters. These often cause
worry, and may result in anxiety or depression.
Talking to a skilled counsellor can help a student
develop a clearer understanding of a problem
and its origins, and to explore more effective
ways of dealing with it.
Students are far less likely to attend an
appointment made on their behalf. Personal
Tutors should therefore advise students to
make an appointment for themselves (they are
asked to register first). The waiting time for
a first appointment is normally within a week.
While an emergency service is not provided, the
counselling service endeavours to accommodate
students with urgent needs.
In addition, tutors are encouraged to speak to a
member of the Service if they wish to discuss a
particular student or situation. The Service will
respond to such calls at the earliest opportunity,
generally on the same day. All contact is treated
as confidential.
The service also provides training in selfrelaxation techniques which can be particularly
useful for students suffering from work or
examination related stress. Referals to this
service must be made by Departmental Tutors.
There is a limit on places.
www.ucl.ac.uk/student-psychological-services/
28
Nightline
Nightline is a service for students in London
providing advice, information or just someone
to talk to during the evening/night. It is open
throughout the night and run by student
volunteers who have undergone extensive
training and understand that university life in
London isn't always plain sailing. The service is
strictly confidential.
www.nightline.org.uk / 020 7631 0101
Equal Opportunities
The Equal Opportunities Co-ordinator is
responsible for promoting equal opportunities
for staff and students in UCL. (S)he develops
strategy at a departmental and UCL-wide
level and liaises with Departmental Equal
Opportunities Liaison Officers, harassment
advisers and student representatives. She
reports to the College’s Committee for Equal
Opportunities.
Health/Medical
The Health Centre - Gower Place NHS Practice
The Practice covers a large part of Central and
North London and most students are therefore
eligible to register. See website for eligibility
information. All UCL students, whether or not they
are within the Gower Place Practice catchment
area, may use the Practice for advice.
Students eligible to register with the Gower Place
Practice should be reminded to do so at the
beginning of their course. Students outside the
catchment area should register with a practice
close to their term-time address.
www.gowerplacepractice.nhs.uk/
The Dental Centre
The Dental Centre provides care to UCL
students, staff and members of the public.
www.ucl.ac.uk/hr/docs/equal_opportunity.php
http://thedentalcentrelondon.com/ucl-students/
UCL Student Mediator
The Student Mediator is responsible for advising
students on the resolution of complaints,
involving staff or other students or services of
UCL and which a student has not been able to
resolve by other informal means, including cases
of alleged harassment or bullying.
Emergency Medical Assistance
There is a 24-hour emergency service in case
of serious accidents or medical emergencies
requiring immediate attention:
Child Care
Day Nursery
The UCL Day Nursery provides childcare and
nursery education and is open to staff and
students of UCL. It cares for children between
the ages of three months and five years. There is
usually a waiting-list for places (especially baby
places).
www.ucl.ac.uk/current-students/support/
wellbeing/day_nursery
On-campus emergencies: Ring 222
Off-campus emergencies: Ring 999
Accommodation Services
Student Residence Services
The UCL Student Residences Office and
University of London Housing Services provide
information and advice on halls and houses
managed by UCL and London University. They
can also help staff and students who are seeking
private accommodation.
www.ucl.ac.uk/prospective-students/
accommodation/contact-us
Careers Advice and Jobs
UCL Careers Service
The careers service offers a comprehensive
careers information and advice/guidance service
to UCL students, staff and GradClub members.
The Service has an extensive library of
occupational information and employers, as well
as a range of free literature, job vacancies and
information on courses and grants. It also offers
a programme of events which includes employer
seminars and presentations, skills workshops
and recruitment fairs. These are free to all
students.
www.ucl.ac.uk/careers
Each academic department has a Careers
Liaison Tutor who has designated responsibility
for careers work in that particular department.
Through these tutors the Service organises talks
on job hunting, CVs, applications and interviews.
Volunteering
The Volunteering Services Unit assists students
in locating suitable voluntary work to develop
their personal skills.
Financial Services
29
Financial Assistance Fund
The Financial Assistance Fund (FAF) provides
discretionary financial assistance for students
to help them access and remain in higher
education, particularly those students who need
financial help to meet costs that cannot be met
from other sources of funding.
Students should be aware that the FAF is
intended to act as a safety net for those in
financial difficulty rather than their main source
of income.
www.ucl.ac.uk/current-students/money/
bursaries/access_fund
Financial support for students with
dependants
There are a number of sources of financial
support available for students with dependants.
The type of support relevant to you can depend
on a number of factors such as your status as a
student, your nationality, your course and your
financial status.
www.ucl.ac.uk/current-students/money/
bursaries/childcaregrants
http://uclu.org/services/volunteering-at-uclu
Job Shop
JobShop finds part-time and temporary
employment for UCL students in College, the
Union and with local employers. It aims to help
students who are in financial difficulties to find
employment quickly.
http://central.uclu.org/student-union/about-theunion
Student Services: Money
The student service page on money provides
information and advice to prospective and
current undergraduate and graduate students
about fees payable for University tuition,
sources of funding and scholarship opportunities
at the University.
http://www.ucl.ac.uk/current-students/money
30
Services for Students with
Disabilities
The Disability Centre
The Disability Centre is open for information,
advice and practical support to all UCL students.
This includes:
•
assessments of support need, including
diagnostic assessments for students with
dyslexia;
•
assistance to students with disabilities in
applying for grants from LEAs and Trusts;
•
up-to-date advice on special equipment that
may be required by members of staff and
students with disabilities;
•
organising note-taking/interpreter/reader
support;
•
providing information on access to all UCL
teaching space;
•
set up and installation of computer systems in
students’ homes, and initial training.
The Dyslexia Co-ordinator liaises with academic
departments, carries out diagnostic assessments
and provides tutorial support for dyslexic
students. They will also advise on a course in
English and Academic Literacy.
http://www.ucl.ac.uk/disability/
Examination Arrangements
Special examination arrangements can be
made for students with disabilities to take their
examinations in a separate room designated for
this purpose or to have use of special equipment
or facilities.
Services for International
Students
UCL International Student Support
To assist international students as much as
possible with settling into the UCL community, the
Institutional Student Support website has been
designed to guide them through their journey as a
learner at UCL.
http://www.ucl.ac.uk/iss
Immigration Advice
Immigration advice is regulated by law. Only
those advisers who have been appropriately
trained and registered with the Office of the
Immigration Service Commissioner are legally
able to provide this advice.
Immigration advice, therefore, can only be given
by the appropriately trained members of staff
located in the Rights and Advice team, UCLU.
At a time when a student may be asking about
progression, repeat study, etc, and any impact
on his or her immigration status, staff should
not attempt to answer the query, but refer the
student to this team.
There is also information held on the
International Students website that contains
links to other resources.
http://www.ucl.ac.uk/iss/immigration-visa
UCL Centre for Languages & International
Education
The UCL Language Centre offers full and
part-time English for Academic Purposes and
foundation courses for international students
as well as foreign language courses to UCL
students, staff and London’s wider academic
and professional community.
http://www.ucl.ac.uk/clie/
The Self Access Centre provides
comprehensive facilities for self-study and can
be used by UCL students free of charge.
Notes
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