Inclusive Education Framework: Personal supervision embedded into taught programmes

Dr Julie Castronovo

Psychology

J.Castronovo@hull.ac.uk

Video Case Study

Background

With large cohorts of students enrolling on Psychology programmes, teaching is mainly delivered via large lectures which can be detrimental to student experience and learning opportunities. I initially introduced small group tutorials with Personal Supervisors as module leader for first year students in 2014. These tutorials gathered much positive feedback from students. Whilst focusing on study skills, the tutorials also led to a more personalised teaching approach with students. Therefore, following changes in our curriculum with Curriculum 2016, I initiated, developed, and led the introduction of Personal Supervision scheme embedded in the Psychology programme. 

Activity

The tutorial scheme was initially developed with 1st year students, then rolled out to 2nd and 3rd year, as the first student cohort progressed through their degree. The whole scheme was fully implemented in 2017-2018.

• Each student is allocated a Personal Supervisor, who would follow them throughout their degree and who would deliver the small group tutorials. 
• Each Personal Supervisor has in general up to 8-10 students as supervisees per year group, which corresponds to the optimum size for effective higher education small group teaching (Exley & Dennick, 2004).
• In each year group, students would have 3 small group tutorials per trimester with their Personal Supervisor. ​

They aim at supporting students in their study and employability skills by: 

1. Encouraging communication, discussions with peers and tutor (e.g., in developing research projects at level 4 and level 5 for Research Skills modules), which constitute a useful tool in helping students gain a better understanding of complex subjects such as research method (e.g., development of research project design in tutorials) 
2. Allowing development of different set of skills: oral communication (e.g., individual/group presentations of research plan to get ethical approval on a research project), developing argumentation (e.g., peer-feedback on essay/research plans), team building and group work/collaboration (e.g., group research projects) 
3. Encouraging self-assessment on learning progress (e.g., practice marking of answers to exam questions, essay samples), opportunity for self-direction and independence development (Exley & Dennick, 2004; Grace & Gravestock, 2008).

The tutorials importantly provide students with support towards assignments with linked activities such as presentations, with a focus on study (e.g., essay writing, referencing, research design development) and employability skills (e.g., oral presentation skills). The fact that these tutorials are run by Personal Supervisor throughout the students’ degree allows for students and staff to develop strong personalised relationships. It allows Supervisors to have a good understanding of students’ progression throughout their degree, along with pastoral care and meaningful references. Additionally, these tutorials allow great opportunities for peer and tutor feedback throughout the students’ progression. 

The fact that the tutorial scheme runs with the same student group and Personal Supervisor throughout the programme greatly supports a constructive approach to learning and engaged active learning (Exley & Dennick, 2004). Such scheme helps providing students with an individualised and inclusive learning experience, as small-group teaching is recognised to allow for better inclusivity (Grace & Gravestock, 2008). This scheme has been commanded by the British Psychology Society during our last accreditation review in 2018. 

Impact

We believe this scheme to be a real strength in our programme, and this is reflected in students’ qualitative comments in NSS, as well as External Examiners’ feedback, which indicate a significant positive impact of the introduction of tutorials embedded within our undergraduate programmes. The impact of this embedded academic and pastoral support scheme within our programmes has also been reflected with our rise in position in several League Tables over the last few years.  

• “Personal Supervisor has been amazing with giving advice and easing us through the experience of being in uni”;
• “Tutorials to help with our assignments were good”;
• “My Personal Supervisor has been extremely helpful and supportive" [NSS Comments 2020+2021]

Similarly, Hull Psychology has significantly reduced their awarding gaps over the years, reflecting our personalised and more inclusive approach in teaching fostered via our Personal Tutorial scheme. Five years ago, our ethnicity awarding gap was 45%, but it has closed significantly to 10% in 2021. This demonstrates how effective personal supervision can support equality of opportunity for all students, but particularly for those from historically disadvantaged groups.