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Supporting the Leeds model for personal tutoring
Skills@Library services relate to the University's model for personal tutoring, with emphasis on the following aims:
- to support the academic, personal and professional development of students
- to support students in developing their independent learning and self-management
- to raise awareness amongst tutors and tutees of the opportunities at the University of Leeds for students to develop graduate attributes and skills.
We find that student awareness of our services increases when signposted by academic staff. The personal tutoring model, which supports Leeds for Life, encourages tutors to signpost students to relevant co-curricular activities at the University and to specialist sources of advice and support, such as Skills@Library.
The personal tutoring model defines a process for supporting students at specific points in their course. Skills@Library can support this process at different stages:
- Year 1 meeting 1 (within first two weeks of Semester 1) aims to introduce a range of student support and development opportunities at the University.
Students may have been introduced to us during induction. If not, direct them to the Skills@Library website.
- Year 1 meeting 2 (start of Semester 2) aims to review the student's term 1 overall experience and progress and discuss academic and co-curricular plans for Semester 2.
Students may mention a need to develop a specific skill, either because of poor performance or out of a desire to learn more. Or you might be the one to suggest where they could develop further.
There are comprehensive resources on the Skills@Library student pages.
- Year 1 meeting 3 (end of term 2) aims to reflect on the development of graduate skills and attributes.
It is helpful to monitor progress with students, especially if they have already made specific plans to develop their skills. Learning to learn is developed through reflection and is a valuable skill throughout life.
Students can use their Leeds for Life dashboard to reflect on their progress, or your school may have a personal development plan, where students can record their plans, reflections and achievements.
If your tutee has an ongoing academic skills problem that you feel needs additional help, you can refer them to 1-to-1 support. See our referral guidelines for further information.