Woods, Kathryn and Lees, David. 2022. Supporting Arts and Humanities Student Development and Progression through Integrating Reflection into Personal Tutoring. In: Dave Lochite; Andrew Stork and Ben W Walker, eds. The Higher Education Personal Tutor’s and Advisor’s Companion: Translating Theory into Practice to Improve Student Success. St Albans: Critical Publishing. ISBN 9781913453459 [Book Section]

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Abstract or Description

Reflective learning involves ‘learning how to take perspective on one’s own actions and experience…to allow the possibility of learning through experience’ (Amulya, 2004, p1). Reflection has a strong tradition within education, nursing, and professional studies (Rogers, 2001) but is less common within the Arts and Humanities. As reflection’s potential for supporting student progression and holistic development is increasingly understood (Hughes, 2004), different ways that reflection can be embedded in personal tutoring across disciplines has begun to be explored (Bassett, 2014).
This case study examines how reflective practices were integrated into personal tutoring in the Faculty of Arts at the University of Warwick in 2018/19, and the positive impact this had on students’ experiences of personal tutoring and wider learning. It also discusses how reflective learning resources were co-designed with students. The study shows that teaching students how to reflect on their holistic development through personal tutoring helps empower them to manage their academic, personal and career progression at university and beyond.

Item Type:	Book Section
Keywords:	personal tutoring; arts and humanities; reflection; case study
Departments, Centres and Research Units:	History
Dates:	Date Event 21 October 2021 Accepted 1 March 2022 Published
Item ID:	30760
Date Deposited:	23 Nov 2021 13:24
Last Modified:	27 Nov 2023 16:06
URI:	https://research.gold.ac.uk/id/eprint/30760

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