Tutorat et gestion de projet

• Transition from secondary education to higher education
• Learning difficulties at university
• The pedagogical practice of tutoring
• Project management
• Group facilitation and group dynamics

By the end of this course, students will be able to:

• Implement team management strategies
• Support individuals according to their specific needs and characteristics
• Identify academic difficulties affecting a group or an individual
• Identify interpersonal difficulties affecting a group or an individual
• Develop a reflective practice regarding their role as a tutor

This elective course, spread across both semesters, consists of:

• Seminars on the transition from secondary to higher education, university students’ learning difficulties, tutoring, group management, project management, and group dynamics (course instructors) (24 hours)
• Individual and group support during Semester 2 (peer supervision/intervision format), provided by the teaching assistants and the Faculty Pedagogical Support Office (BAPPsyEL) (10 hours)
• The implementation of a tutoring scheme during Semester 2 (approximately 200 hours of personal work)

Attendance at the first-semester seminars of both modules is compulsory. Each student must attend at least 75% of the sessions in each module. In the event of an unjustified absence, additional coursework will be required (one assignment per module). Submission of this additional work is a prerequisite for being authorized to sit the December assessment.

Course notes

• Université virtuelle

Additional information

The tutoring activity is part of the course unit “Introduction to Epistemologies in Psychological Sciences, Educational Sciences and Speech and Language Therapy” (IEPsyEL) for first-year bachelor students. The objective of this course unit is to facilitate the transition from secondary to higher education and introduce students to the epistemologies and methodologies encountered in the fields of psychological sciences, educational sciences, and speech and language therapy. As part of this course unit, first-year students are required to complete an initial research project.

Working in groups, they will be required to:

• Observe a fact or situation related to a question arising from the psychological and educational sciences
• Analyse the observed fact or situation
• Conduct a literature review to theorize and contextualize the fact or situation
• Develop a possible intervention strategy to address the issue or situation

Each tutor supports a designated number of first-year student groups in the development of this research project by:

• Assisting groups with work organization, task distribution, deadline management, communication, and group dynamics
• Providing feedback based on the knowledge and skills already acquired within the programme

Given the specific nature of this course, which is centred on a tutoring activity, enrolment is limited to a maximum of 40 students.

Contacts

Course coordinators: Dorothée Baillet and Michel Sylin

Other contributors: Isabel Hoeven (Teaching Assistant), Azzedine Hajji (Teaching Assistant), and the Faculty Pedagogical Support Office of the Faculty of Psychological and Educational Sciences.

Campus

Solbosch

Method(s) of evaluation

• Oral presentation
• Other

Oral presentation

Other

As part of the course Tutoring and Project Management, students will be required to:

• Develop a portfolio throughout the experience, documenting the design, implementation, and critical analysis of the tutoring scheme. The portfolio will serve as evidence of learning and support the preparation of oral presentations.
• Deliver an intermediate oral presentation in December and a final oral presentation in May/June to report on their learning and reflections.
• Complete a self-assessment of their tutoring experience.

Regular attendance and active participation in all seminars organized during the first semester are essential for the development of the portfolio. Please note that students with unjustified absences from Semester 1 seminars who also fail to submit the required additional assignments will not be permitted to participate in the December assessment.

December Oral Presentation (outside the examination session)

This presentation focuses on the student's projected role as a tutor and the design of their tutoring scheme. Failure to pass this assessment, resulting in the student not being approved to undertake the tutor role, automatically leads to failure of the course unit, with no possibility of resitting in the second examination session, since tutoring activities can only take place during Semester 2.

May/June Oral Presentation

The purpose of this final presentation is to critically and reflectively examine the student's experience as a tutor, analysing their experiences, development, and learning in light of the concepts and tools addressed during the seminars.

The assessment of tutors is independent from the assessment of the first-year students they support. The grade obtained by the tutored students for their project in the course unit “Introduction to Epistemologies in Psychological Sciences, Educational Sciences and Speech and Language Therapy” does not affect the tutor’s grade in this course unit.

Mark calculation method (including weighting of intermediary marks)

The final grade for the course unit is composed as follows:

• December oral presentation (outside the examination session): 25% of the final grade
• May/June oral presentation: 50% of the final grade
• Student self-assessment: 25% of the final grade

The course coordinators retain full responsibility for determining the final grade awarded for the course unit.frfrfran

Language(s) of evaluation

• french