Academic tutoring at York St John

Academic tutoring is a partnership-based academic support system which facilitates a personalised, purposeful, and ongoing relationship between students and members of academic staff.

Academic tutoring is a partnership-based academic support system which facilitates a personalised, purposeful, and ongoing relationship between students and members of academic staff.

For full details of our academic tutoring approach, download our policy:

York St John Tutorial Policy (PDF, 0.2 MB)

Academic tutors and their roles

When students accept a place to study at York St John, they are allocated a named member of academic staff with knowledge of their course or discipline as their academic tutor. Academic tutors guide their tutees through their courses and support their academic and professional development. They act as students' first point of contact for concerns or difficulties that directly affect their studies and ability to engage with academic work.

Academic tutors provide an ongoing link between students and the University, offering practical information about how the University works and what students need to study successfully. They work collaboratively with specialist student support services and maintain up-to-date knowledge of these services to signpost students effectively. Tutors also support students in preparing for employment or further study by writing references and signposting to careers services.

Although their principal role is academic support, tutors also offer a listening ear and a support system for personal or academic struggles, within defined boundaries.

Academic tutor responsibilities

1. Act as tutees' primary point of contact, providing general scheduled support for their academic studies and development.
2. Be available to meet regularly with tutees through 1-to-1 or group tutorial sessions, as appropriate to level and course.
3. Inform and advise students on accessing specialist support services (signposting).
4. Proactively contact tutees, especially at key transition points, including before and on arrival, at the start of their course, and if they cease attending timetabled sessions without explanation.
5. Initiate and foster discussions about personal and professional development planning, encouraging completion of the Employability Profile.
6. Write professional references to support applications for further study or employment, within agreed timeframes.
7. Respond within 3 working days to email communications or meeting requests.
8. Make it clear to tutees that any disclosures they make to their tutor are considered disclosures to the University. Confidentiality is limited in cases where a disclosure indicates risk of harm to self or others, or breaches institutional policies.
9. Undertake continuous professional development and maintain familiarity with University services to provide accurate information and support.

Academic tutors are not expected to:

• Provide specialised medical or health advice or counselling.
• Offer detailed academic advice on specific assignments or mark assessed work (students should consult module tutors).
• Be available outside normal business hours or typical working patterns.
• Take on tutoring responsibilities that unbalance workloads or degrade the quality of the tutoring system.

Academic tutee responsibilities

To ensure a successful tutoring relationship, tutees should:

1. Take responsibility for resolving problems considerately and ethically, and seek support when needed.
2. Respond to tutor requests regarding unexpected absences to enable appropriate support.
3. Engage fully in preparatory activities and contribute actively to tutor meetings.
4. Support peers in tutorial groups and behave professionally, maintaining appropriate boundaries and confidentiality.
5. Keep tutor appointments (1-to-1 or group), notify tutors in advance if unable to attend, and stay in touch via agreed methods (e.g., face-to-face, Microsoft Bookings, email, Microsoft Teams, or phone).
6. Discuss academic-related difficulties openly and provide relevant information to enable effective signposting.
7. Update their Employability Profile regularly and share reflections to support reference writing.
8. Agree with their tutor on how to take forward tutorial outcomes, follow through on actions, and report progress at the next meeting.

What to expect from the academic tutoring process

The University aims to allocate tutors provisionally before students begin their studies, between confirmation and Clearing and the start of the academic year.

Tutors should meet with new tutees as close to the start of their studies as possible - typically during Welcome Week or Week 0, unless students arrive late. They should also meet with existing tutees upon resuming their studies.

Tutorial frequency by level

• Levels 3 and 4: Minimum of 6 individual tutorials and 2 group tutorials per academic year.
• Levels 5 and 6: Minimum of 4 individual tutorials and at least 1 group tutorial per academic year.
• Level 7: Typically 2 to 3 individual tutorials per academic year.
• Module tutorials: As required.

Tutorials may be conducted face-to-face or remotely using Microsoft Teams.

Academic tutoring is founded on the YSJ Principles of Academic Tutoring.