Bowland College Tutor’s Handbook 2007/08
Introduction
Welcome to the 2007/08 edition of the Bowland College Handbook
for College Tutors. I’m sure that you will find it a useful reference
from the guide for all matters relating to personal tutoring in the College. I
Senior Tutor
hope that in its pages you will find information on the more commonly
presented problems by tutees, and sources of referral if you feel
unable to deal with the issue yourself.

It is the responsibility of College Tutors to look out for the well being

of the tutees allocated to them (normally between six and ten
students in any one year). In Bowland College tutees are allocated

according to the kitchen they share - a College Tutor will be

responsible for all or some of the students using a kitchen in the

College. Students who are living off-campus are normally allocated to

other senior college officers. Where there are a larger number of

students using a kitchen they are allocated between two tutors. You
may find it helpful to work together with the other tutor to respond to

the needs of all the students in the kitchen rather than those

specifically assigned to you. This helps to share the workload and in

organising any social gatherings.

All Part I students are allocated to a College Tutor. Once students

enter Part II of their course the responsibility for their pastoral support

transfers to their Major department. However, in many cases Tutors

continue to take a close interest in their tutees, and you may find
some of your ex-tutees asking for help and advice although they are
no longer your responsibility. In those circumstances I am sure you

would not wish to see them turned away.

Students use the tutorial system in many ways. You may find you
have fairly minimal contact with your tutees, enough to ensure that

you are kept informed of their progress and to develop friendly

relationships with them. Developing a good relationship with your

tutees is important, as this will help them to feel more comfortable

about coming forward to ask for assistance when they are facing
difficulties. In some cases, friendships developed between tutor and
tutees continue beyond the students’ first year, and the tutor can

become a source of reference later on.

Occasionally, tutees may need to refer to the tutorial system for more

substantial support - for instance, because they are facing significant

financial hardship and are considering withdrawing, or because they

are struggling with their course and need guidance on their options. It

is then that the tutorial system shows its real value. As a member of
the University's staff you should be able to respond in a more
informed manner to a student’s needs than a well-meaning but

misguided peer.

The effectiveness of the College tutorial system is dependent on the
personalities of the individuals involved, and their ability to develop a

useful working relationship. It is in part your responsibility to make

this happen. In subsequent sections of this handbook you will find

guidance on ways of developing this relationship and on the kinds of

information it is helpful for tutors to provide their tutees during the
year.

Bowland students greatly appreciate the tutorial system. In particular,
Joe Thornberry
they have pointed to the social contact with senior members it
engenders as one of its main benefits. I hope that you too will
Vice-Principal
recognise the value of the tutorial system, both to the students in
and Senior
supporting their progress through the university, and in the rewards it
Tutor
can offer to you as a source of guidance and support.


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