Summary


Meetings with students to discuss what their pathway will be; students and tutors relate together and get guidance on next steps.


This video is part of a recorded interview between Dr Gavin Schwartz-Leeper, the pedagogy leader, and Zoe Nobileau, one of the project officers. This conversation contains the a full description of the pedagogy, it's objectives and the potential benefits.

  Personal Development Form


Supporting Example: Dr Alastair Smith

Sit away from desk during 1-on-1 meetings


This strategy focuses on being available and conscientious to student needs. Primarily this can be implemented during tutor meetings; it is also applicable for any one-on-one meetings with staff and students.

To ensure that the attention and focus is on the student and their needs, it is important to have the space (where possible) in an office where a discussion occur. This requires moving away from your desk (as a teacher/lecturer) and sitting down at a table to engage with the visiting student. This makes the experience more personable and can generate a positive sense of worth in the student. When answering questions from behind a desk or at a computer, students may make their queries or concerns feel less significant. Sitting away from your desk to engage with the visiting student can negate this and help build a more constructive and positive relationship between staff and students.


Measurable Benefits


  • Students feel a greater sense of worth and justification.
  • Staff can completely focus on addressing their students concerns or questions.
  • This can mediate a more positive and professional relationship between student and teacher.

How it Works


  1. Try and access a table and two chairs to supplement one’s office if possible.
  2. Move away from your computer when a tutee or student organises a meeting.
  3. Focus and engage with the students queries or concerns.

Student Feedback


This section contains quotes and comments made by students during the interview stages of the project. After gathering pedagogies such as this one, we described them to a pair of peers and asked them to reflect on the efficacy, potential and impact whereby they produced these comments:

  • “My tutor always made sure to stand up and greet me when I visited his office. This made me feel like his attention was all on me when I needed it. This fostered a great relationship as I felt less intimidated by entering his office. When we were discussing my options, it really felt like he was trying his absolute best to help me with my questions and issues.”
  • One student has a good relationship with her personal tutor after an experience of imposter syndrome. She was provided useful tips by her personal tutor; did not shy away from the emotional turmoil; privacy was cited as the to key ensuring their confidentiality. The student referenced being spoken to on an personal level, which required a human response rather than an academic approach.