Skills@Library services support the University's model for personal tutoring, including its aims to:
- support the academic, personal and professional development of students
- support students in developing their independent learning and self-management
- raise awareness amongst tutors and tutees of the opportunities at the University of Leeds for students to develop graduate attributes and skills.
Encourage your students to use Skills@Library
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.
Our support throughout the process
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)
Your initial meeting with a tutee 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 academic skills pages.
Year 1 meeting 2 (start of Semester 1)
The second meeting in semester 1 aims to review the student's overall experience and progress in term 1 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. Alternatively, you might be the one to suggest where they could develop further. There are comprehensive academic skills resources.
Year 1 meeting 3 (end of term 2)
The third first-year meeting 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.
Years 2 and 3, meeting 1
In the first meeting of years 2 and 3, students may wish to focus on planning for the year ahead and beyond; reflecting on overall academic progress to date and reflecting on the development of graduate skills and attributes.
Years 2 and 3, meeting 2
In the second meeting of years 2 and 3, students may need to think about their studies/progress (year 2) and transition to graduate life (year 3).
Students can use their Leeds for Life dashboard to reflect on their progress. Your school may also 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 our one-to-one support.