A Faculty Personal Tutor Model to Support Student Transition into Higher Education During a Global Pandemic

Abstract

Abstract In 2020, Science, Technology, Engineering and Math (STEM) faculty within a United Kingdom university implemented an online personal tutoring model. This model aimed to deliver a consistent experience to ∼1000 students, supporting learning and fostering a sense of belonging during a global pandemic. Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the model’s effectiveness in supporting student learning, building belonging, and providing accessible delivery. We highlight strengths and explore weaknesses, providing recommendations for implementation of this type of model at other institutions.