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works well that students have access to an academic (personal tutor) who is not involved with their teaching/classes

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works well that students have access to an academic (personal tutor) who is not involved with their teaching/classes

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The attendance monitoring (C6/C7) procedure used to work well, but it has become over-complicated and takes up a lot of staff time. It needs to be simplified.

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Training could be improved for personal tutors facing students with real crisis situations (e.g. mental health crises)

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staff within the school supporting personal tutors as questions arise (but a bit ad hoc)

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staff within the school supporting personal tutors as questions arise (but a bit ad hoc)

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We offer great PGT programmes but attract small numbers of students. Staff time and resource dedicated to these programmes is vastly disproportionate to income accrued. We are looking into online PGT degrees, but again, this would require a lot of staff time. This is an ongoing challenge for us.

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Re: personal tutoring, Our job is not to be counsellors, but to be a point of initial contact/guidance to other university services

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Lateness penalties for assessed work have become overly punitive

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pt is good. If the pt is in another school, then staff need to keep in contact with one another. if it works, it's good. but if it is not working, then it doesn't work. so it depends on who you are allocated. This is more of an issue if the staff tutor is in another dept.

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at crunch moments in the year, there are challenges in making an appointment with a pt.
during the pandemic, in art history the drop in sessions felt a bit strange/awkward.
before the pandemic, it was easier to put a face to a name. hopefully things will ne easier now.
the personal t system doesn't appear to be in place for Theology Certificate students who are studying online.
more helpful than the pt system was a session in which phd students ran a group session. this took responsibility away from the academics. the student liked this.
this particular session met weekly, for S1 of Y1 and it was rewarding. would like to see this replicated

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staff should be better at signposting. directing students to different academic units who offer professional support in specific fields.
staff are not councillors: students recognise this. but staff could be more familiar with mental health conditions. recognising symptoms etc.

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I think we could offer more interdisciplinary courses, especially at 1st and 2nd year, with staff from different departments teaching. There is some overlap (e.g. introductory ethics is taught in both Philosophy and Divinity) which could be reduced too.

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students are not 100% clear about the role of pts, and how this works at a University level. better communication would be beneficial here.

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The course change process takes place far too early, and requires a ridiculously long form. Same thing for new courses. Minor changes should be able to be proposed and approved online quickly, and at relatively short notice. There is no reason why it should take 10 months to propose and approve a change to assessment.