Meeting Preparation

Meeting Preparation

Below you can find the proposed meetings for each year group between Personal Tutors and students.

Suggested scheduled meetings can be held in September, November (level 1 only), January and March (levels 1-3 only).

This is by no means an exhaustive list and further meetings may be scheduled throughout the year by individuals from any year group. Likewise, the content structure is by no means meant to be exclusive or prescriptive, but a suggestion of those topics which it may be of relevance to discuss at these particular junctures in the academic year. Different schools will have different meeting formats and deadlines which apply to their students and these will need to be flagged up to the relevant students – eg Internships, Turing programme applications etc.

It is suggested that scheduled group meetings may last 30-60 mins. Individual meeting timings will depend on student's circumstances, but may be considerably shorter. It may be that individual one-to-one meetings are, when possible, scheduled as drop-in sessions during a Personal Tutor's office hours which are specifically set aside for students contact. Some meetings may also be through Blackboard Collaborate or Microsoft TEAMs. Much will depend on a Personal Tutor’s individual availability as to the “when” and “how” to meet.

After the meeting, think about if it would be useful to follow up the student in a few days (depending on what was discussed) and make a note to action this.

Virtual Meetings

While face-to-face meetings are preferred, you may (particularly when you are off campus) also use Blackboard Collaborate. Blackboard can be useful for: holding ‘drop-in’ sessions at a scheduled period that suits your office hours; specific slots for tutees to log in to ‘meet’ you; or for a virtual meeting with multiple students in real time video, audio or text chat. You’ll find general guidance on using Blackboard Collaborate at the above link. Basic tools include whiteboard facility, ability to add notes to meetings and document sharing. If you need further assistance, contact the eLearning team directly.

You could also ‘meet’ using MS TEAMs. This is a more private way of meeting than in Collaborate. It is not advisable for you to share your personal contact details with a student.

You are free to schedule meetings at any other point in the academic year as you require them.

For those personal tutors who feel they need assistance, use these guidelines for organising meetings. For advice on using MyAberdeen contact the eLearning team. You can browse resources to assist you in preparing for these scheduled meetings by year group level, or by month. You may find the Frequently Asked Questions pages on these StaffNet pages useful too for information such as what to record.

You are encouraged to take a note of attendance at meetings and, although not obligatory, you may wish to make a record of your meetings. You can use this pro forma (or in Word format). This is for your own reference and for you to support the student as appropriate given obligations of confidentiality. Keep written records in a secure place or if they are on a computer ensure that there is a password to limit those who can obtain access to the computer. This can be an issue if you are using a home computer.

Suggestions on how to run a successful PT meeting

Suggestions for Personal Tutors in running lively and useful group meetings with Tutees.

Most of this will work just as well on video calls, but remember perhaps also guidance on mute, cameras or on off, raising a hand.

Agree format. Discuss the expectation that this is Tutee-driven, and you are the facilitator.
Explain what you are trying to achieve, but avoid long introductory monologues.
A good first task is to help students to articulate what they want from the session. Make it clear if what they are looking for is beyond the scope of the group meeting.
If relevant, give Tutees time to think and practice responding to questions in pairs or small groups, and then invite them to feed back in the whole group.
State explicitly that group meetings are different from information sessions or formal lectures. Move the furniture so that Tutees are sitting round small tables and can see and hear each other.
After an unfamiliar activity, ask Tutees ‘What was that like? What did you learn? What was helpful? What got in the way?’ This will provide you with useful feedback for future sessions.
After an exploratory activity, in which lots of different ideas and experiences have been discussed, it can be helpful to draw things together with a short summary: “So the group has come up with three main points: x, y and z.”
After each meeting, reflect on what happened. Ask the Tutees to write up any notes or actions to be agreed.
Feed any good practice back to the Senior Personal Tutor Forum.
Plan for the next meeting.

Level 1 Students

September
To be scheduled to take place in Welcome Week, or by the end of September, by PTs. It is the responsibility of each Personal Tutor to contact their students to invite them to a meeting. Details of the format for each School are available on the Student Schedule of Meetings - September page. Your SPT will have prepared an initial guidance document which you may find of assistance in having conversations about studies in your School. This should also help you in referring students to the best person. Potential discussion areas include: welcome, introduction to the role of Personal Tutoring, support and other essential student services, settling in and an introduction to Graduate Attributes, a more detailed list can be seen below: Welcome to the University of Aberdeen, How are you getting on? Roles & Responsibilities of the Personal Tutor System (PTS) A mutual introduction and setting the scene: ask your students about themselves and tell them a little about you. Encourage them to relax, be friendly and easy going and ensure they know you are there to help them. Set atmosphere of assistance so they will be happy to come back! Direct them to Registry Officers or InfoHub with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator. Your School will have prepared an initial guidance document which you may find of assistance. Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs). Raise awareness of the various support services available to students Set expectations/parameters of what it means to be a student at Aberdeen University: Out of 16,000 applicants, they have been successful. Studies at university are much more student-led than they may be used to – there will be less people telling them what to do than they may have experienced to date, so they will have to manage workloads, deadlines, social life and finances themselves. There are support services available to them across the University if they need help with any matters and the PT is there to signpost this help. Much of a University career is about self-reflection and self-motivation. Their work ethic needs to remain high, and not be allowed to slip with new-found freedom. General ‘housekeeping’ – check that students are happy and settling in and that they have considered the following: GP registration bank accounts accommodation academic fairs AUSA societies fairs the University week – when are their lectures, Wednesday afternoons are free for co-curricular activity any other salient points you might think of All these things will either still be needed in the Blended environment (eg doctor) or will still be operating, albeit in a different way (student societies). Find out if they have missed anything. It is important not to overload them at this meeting; keep info brief. Orientation – perhaps set tasks to link to meeting topics outlined for November and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings. Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant. Make sure that they have completed registration. Stress the importance of checking their University email account regularly and that all emails from the University will be sent to it, even if the student has used a personal email account. Be aware that some students might not use email much otherwise so this message might need to be reinforced. Introduction to Graduate Attributes Before the meeting: encourage students to complete the Aberdeen Graduate Attributes topic on PD1002, the prescribed online course for level 1 students. At the meeting: Now that you have had time to look at the Aberdeen Graduate Attributes, let’s discuss why we have them. Do you have any questions about them? Which skills do you think you might seek to develop during year 1 at University? How can students reflect upon and develop them during their time at University? What is the difference between the curriculum and the co-curriculum? Where can students find resources to support them in recognising and developing these attributes? The Careers and Employability Service offers a range of initiatives to help students develop their skills. Resources are also available via ACHIEVE
November
Across their Level 1 curriculum, students will experience a range of different types of assessment. Some courses will conclude with a traditional end-of-course unseen exam; others will have 100% coursework assessment. Students taking a 6th-century course, for example, will have 100% coursework assessment and no exam. Some courses have exam exemption if students achieve a certain level of marks in their coursework. Students may also find it helpful to discuss the other forms of assessment which they may encounter, especially if they are new to them. Our students come from a variety of educational backgrounds. The School and the course guide will have set out how to request extensions and evidence needed. Do be aware that for some forms of assessments (which can include in person exams, online exams, MCQs) it may not be possible for there to be an extension. For others, such as essays, an extension may be possible and in some situations this can be very useful – do be aware, however, that this can lead one extension to run into another deadline. Students should be encouraged to reflect on this with their personal tutor and as needed with Student Support. It is possible for students to have provision for agreed extensions which means that they do not need to provide evidence each time. It is a question for discussion with the School what extension, if any, is possible in any situation. It should be stressed to students that any requests for extensions must be made (like any request) using their University email account and that replies will be sent to their University email account. Exam revision Ideally, revision is a planned process! It is generally not a good idea to leave revision until the last minute. While some students do seem to thrive on last-minute 'cramming', it is widely accepted that for most students this is not the best way to approach an exam. Potential discussion areas include: What does revision involve? What works? What might you try? What resources are there to help? Some suggested resources for revision and exam techniques: Course-specific information about the format of each exam, other forms of assessment and preparation techniques should be given by the relevant course coordinator/team. Past exam papers are available through the Exam Papers Database. These can guide students as to the type of exam questions to expect and can be used as timed practice questions before the exam. Students should check that the past papers are still a relevant example of the exam that they will be taking. ACHIEVE generic resources on Revision and Exam Skills for students include tips on planning and managing revision and exams. Student Learning Service Revision and Exam Techniques Workshops. All workshop places will be bookable in advance through the SLS website. Some points for students to consider: What is the format of each? Examples: Will there be multiple-choice / short answer / essay questions? How many questions will they have to answer? Will there be a choice of questions? How will each form of assessment be marked? Examples: Will there be multiple-choice / short answer / essay questions? How many questions will they have to answer? Will there be a choice of questions? How will the exam be marked? Will there be equal weighting given to each answer? What is the deadline for completion or where will the exam be held? How did I submit my answers? Exams: the process How does it work at Aberdeen for formal exam diets? Students receive their exam timetables through their Student Hub or MyTimetable, which include the time, date and location of each exam. Students with special provisions/adjustments (extra time/use of computer/own room etc.) are informed of their particular arrangements. There is exam timetable information for students on the Infohub website: Students are advised to arrive at the exam location in good time as they are normally admitted into the exam hall/room approximately 10 minutes before the start of the exam. Students are not allowed to join the exam after the first 30 minutes. Students will be given all necessary stationery (exam booklets/graph paper) but must bring their own pens and pencils. Take lots. Food is not allowed; bottled water can be taken into the exam room. Mobile phones must be turned off and left with bags/coats in the designated place in the exam room. Phones cannot be used as clocks / calculators or dictionaries. It is sometimes possible for students, for whom English is not their first language, to take a paper copy of a dictionary into an exam but they should check in advance that this is permitted. No electronic dictionaries may be used. Students are not permitted to leave the exam room during the last 30 minutes of the exam. Some courses may have online exams. Usually these will be completed over a particular period (48 hours or more); sometimes students are to complete these over a fixed period within a longer period (eg 3 hours within 48 hours) and occasionally at a specific time. Course coordinators will provide details of this. Course results, which will appear as a single Common Grading Scale (CGS) grade for each course, will be issued to students through their Student Portal. The pass grade for all courses is D3.
January
Meeting focused on Assessment reflection As this will have been the first diet of exams and assessment for this cohort of students, there may well be questions in their minds as to what happens next. At the time of your meeting, the students will not yet have received their course results. Some of the students may not have had any formal exams and assessment but instead will have had to submit course work for their final assessment(s). Receiving and interpreting the results All course results for the December diet of exams and assessment will be delivered via the Student Hub. For each of the courses they took, students will receive a final course grade, which will be expressed as a single grade on the Common Grading Scale (CGS), which will be issued to students through their Student Hub during February. They will need to understand that a final grade of D3 or above indicates a pass and they will see noted ‘A’ (for achieved). A final grade of E1 or below indicates that they have not passed the course and they will see noted ‘NA’ (not achieved). The calculation of a final course grade will take into account all marks achieved in summative (the results count toward the final grade) assessments. Each assessment will form a percentage of the final grade (see relevant Course Guide or the Undergraduate Online Course Catalogue for the percentage weighting of each assessed element). What happens if a student does not pass a course? If a student does not pass a course there will be a resit opportunity, during the resit period to try to complete the course. The prescribed resit format for each course can be found in the relevant Course Guide or the Undergraduate Catalogue of Courses. If a student was unable to sit an exam or assessment due to notified illness, or other circumstances, there will not be a final course result. The opportunity to complete the course (in the prescribed format for that course) will be during the resit period in the summer. Will there be feedback on exams and assessment? The University policy on providing feedback on exams and assessment can be found in the Institutional Framework for the Provision of Feedback on Assessment (page 2): Feedback on examinations should: Be provided as soon as possible after the exam diet. Where appropriate, be offered as generic feedback. Be available to individual students upon request feedback and feedback logs
March
Exam reflection and assessments, self-reflection of Graduate Attributes and co-curricular opportunities Exam reflection and assessment materials can be found under Resources This meeting might include a recap and discussion of the students’ thoughts on and experience of the Graduate Attributes thus far. Suggested activity: DIAMOND NINE Download Diamond 9 Quick Guide for Personal Tutors Download Graduate Attribute cards Active Citizenship Learning and Personal Development Academic Excellence Critical Thinking & Effective Communication

Level 2 Students

September
Initial welcome, Graduate Attributes and co-curriculum development It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed. A mutual introduction to any new tutees. Setting the scene: ask them about themselves and tell them a little about you. Encourage them to relax, be friendly and easy going and ensure they know PTs are there to help them. Set atmosphere of assistance so they will be happy to come back! What is a Personal Tutor? Your SPT will have prepared an initial guidance document which you may find of assistance in having conversations about studies in your School. This should also help you in referring students to the best person. Remind them to check that they have completed their full online registration for the new term and that this includes completion of the Online Registration and registering for their courses via MyCurriculum as this is required for the student to get their SAAS funding Reflect on their first year, note that a lot of change has come about, consider challenges and achievements. Reflect about what they wish they had known this time last year – [feed this back to the SPTF so that materials can be enhanced if needed for new students; similarly within the School]. Think about their career aspirations and consider whether they have changed. Does this impact their course choices? Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings. Use the Careers and Employability Service website for discussions on co-curricular activities - what are the involved with; what else could they consider? At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary. At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support. Have they checked their Student Hub – if anything is flagging up, then they can come and see their PT individually. Feedback logs on MyAberdeen –encourage them to complete feedback and share with PTs at later meetings if relevant. Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs). Graduate Attributes Suggested questions to explore with returning students: Which of the Aberdeen Graduate Attributes seemed most relevant to you in your Year 1 curriculum and/or co-curriculum? Why? Can you give examples? With a thought for the future, which of the Aberdeen Graduate Attributes do you think you might seek to develop or enhance during Year 2 at the university?
January
Focus on assessment reflection and feedback. Any relevant school deadlines Suggested questions for group reflection on exam and assessment preparation: How did you go about preparing for your exams and assessments? When did you start? Was this early enough, do you think? Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive. Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning. Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc.? These, too, are active learning activities. Did you access past exam papers (through the Library database) and practise timed answers? Suggested questions for group reflection on the assessments: How was your time management? Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly? Did you struggle in the assessment to show what you know while still answering the question? Did you move beyond just reciting your notes? Were there parts of the assessment that you found easy? Which bits were difficult? Why was this? How can you improve in the areas you found tricky? (e.g.: Did you find essays more difficult than Multiple Choice Questions (MCQs)?) Some questions to consider on receiving the assessment results: Are your results as you expected? Are your results as good as you had hoped for? Do you think your results are a fair reflection of the effort you put in? What techniques did you use? How do you think you could improve? What can I do to improve? Request individual feedback on your assessment paper(s) if generic course feedback still leaves you feeling unsure Access online resources on revision and exam and assessment skills on ACHIEVE Attend a Student Learning Service workshop to help develop your revision and exam and assessment techniques Request an individual Study Advice Session with the Student Learning Service to help develop your revision and exam and assessment techniques Attend in-course revision and/or exam and assessment techniques sessions, if offered Access the Library past exams papers database to practice exam answers Feedback and feedback logs
March
Focus on assessments, honours entry and self-reflection of progress with Graduate Attributes Assessment reflection and feedback resources Suggested questions to explore: How do you think you have progressed and developed during this academic year? What challenges have you faced or overcome? Can you give examples to evidence this? They could also be directed to the Bringing Graduate Attributes to Life website.

Level 3 Students

September
Initial welcome, feedback and co-curriculum It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed. What is a Personal Tutor? Direct them to Registry Officers or InfoHub staff with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator. Your School will have prepared an initial guidance document which you may find of assistance. Students often ask at this time how their final degree will be assessed so do be ready to discuss this: note also that this cohort of studies will continue to have the benefit of the No Detriment Procedures put in place by the University in 2020 in response to assessment after COVID-19. See UG Degree Classification. Reflect on the previous 3 years, note that a lot of change has come about, consider challenges and achievements. This will be the final year for some students - how are they going to make the most of it? It will be the start of Honours for others – highlight that the 1st year of Honours can be reasonably unstructured with autonomous work, before finals in the subsequent year. Ask them to think about learning strategies to cope with changes, and signpost SLS courses to support them. At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary. At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support. Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings. Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant. Talk about co-curricular activities - what are the involved with; what else could they consider? Highlight internships – what they are, how they apply, when deadlines come up. Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs). Suggested questions to explore: How would you identify and articulate your development of Graduate Attributes to potential placement/internship providers and employers? How could you evidence or provide examples to support what you say? Remember that the Graduate Attributes will be developed and enhanced through both the curriculum and the co-curriculum. Suggested activity: Repeat the DIAMOND NINE exercise. Have your priorities changed since Year 1? If so, why? Feedback and feedback logs
January
Focus on assessment reflections and feedback and any relevant school deadlines. Resources for assessment reflection Suggested questions for group reflection on exam preparation: How did you go about preparing for your assessments? When did you start? Was this early enough, do you think? Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive. Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning. Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc? These, too, are active learning activities. Did you access past exam papers (through the Library database) and practise timed answers? The Library has an online guide for students on accessing past exam papers Suggested questions for group reflection on the assessments: How was your time management? Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly? Did you struggle in the assessment to show what you know while still answering the question? Did you move beyond just reciting your notes? Were there parts of the assessments that you found easy? Which bits were difficult? Why was this? How can you improve in the areas you found tricky? (eg: Did you find essays more difficult than Multiple Choice Questions (MCQs)?) HONOURS STUDENTS Did you think you show understanding and thought as well as knowledge? Do you think you showed what your ideas were building on? Did you acknowledge the critical work of others? ALL STUDENTS Some questions to consider on receiving the assessment results: Are your results as you expected? Are your results as good as you had hoped for? Do you think your results are a fair reflection of the effort you put in? What techniques did you use? How do you think you could improve? What can I do to improve? Request individual feedback on your assessment paper(s) if generic course feedback still leaves you feeling unsure Access online resources on revision and exam skills on ACHIEVE Attend a Student Learning Service workshop to help develop your revision and assessment techniques Request an individual Study Advice Session with the Student Learning Service to help develop your revision and assessment techniques Attend in-course revision sessions, if offered Access the Library past exams papers database to practice exam answers
March
Employability: A Quick Guide for Personal Tutors For students to be ready to enter the current competitive graduate recruitment market your tutees should have already started to think about their skills development, career planning or postgraduate study options. To enhance their employability in third year encourage your tutees to attend careers fairs, register for email vacancy alerts through the Careers and Employability Service, (highly recommended!) and take part in employer networking opportunities. Students are also encouraged to make appointments to help them start their career planning or to discuss their career options with the designated Careers Adviser for their degree subject. At this stage, students also should start to think what appears or could appear on their Enhanced Transcript. The transcript records students’ courses and grades as well as co-curricular activities. It has impact on students’ employability as it functions as evidence for recruiters and helps students to identify and make the most of their skills. What is employability? The University uses the term ‘employability’ to describe the set of skills and attributes that make graduates likely to gain employment and be successful on their chosen career path. How do your tutees access support for their employability and career planning? The Careers and Employability Service provides information, advice and guidance to support students with career decisions and career planning. The Service is located on the 2^nd Floor of the Students' Union Building, and is available to all students at the University of Aberdeen and this is also extended to recent graduates and alumni. Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/ Suggested questions to use at your meeting: How have you made use of the Careers and Employability Service this year? What careers or postgraduate options interest you? What do you know about the careers or postgraduate options that interest you? What ways can the and Employability Careers Service help with your career planning? How can you complete your CV to enhance your employment or further study prospects? Who can help you with this? What are your plans for the upcoming summer vacation? Have you managed to secure a work placement, internship or some form of work experience? In what ways could you identify and articulate your development of Graduate Attributes to potential placement/internship providers and employers?

Level 4 Students

September
September Initial welcome, Graduate Attributes and Employability It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed. What is a Personal Tutor? Direct them to Registry Officers or InfoHub staff with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator. Your School will have prepared an initial guidance document which you may find of assistance. Students often ask at this time how their final degree will be assessed so do be ready to discuss this; note also that this cohort of studies will continue to have the benefit of the No Detriment Procedures put in place by the University in 2020 in response to assessment after COVID-19. See UG Degree Classification. Reflect on the previous 3 years, note that a lot of change has come about, consider challenges and achievements. This will be the final year for most students - how are they going to make the most of it? Discuss deadlines they might need to know about in different aspects of this year. Deadlines for Carnegie Trust PhD and Nuffield Summer bursaries etc. NB. Application for PG students in Aberdeen is later than in other institutions, so don’t be caught out. Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant. At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary. At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings. Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs). Graduate Attributes Suggested questions to explore: How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes? How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams? What sort of evidence/examples will you be able to give to support your employment/course applications? Employability (refer to the Careers and Employability Service) Suggested Meeting Agenda Remind students about the opportunity to discuss their options and job-hunting strategy, or lack of them, with a careers adviser. Encourage students to search and apply for vacancies in the autumn, whether this is for work or further study. Remind students that they can meet employers to find out more about what they offer at careers fairs and employer presentations. Ensure students are aware that they can receive feedback and advice on their applications before they submit – the Careers and Employability Service can help with this Ensure students know that they will receive Enhanced Transcript as a supplement to their degree certificate, and encourage them to find out what their transcript will include, and if they are involved with any approved co-curricular activities that could be recorded on it. The Enhanced Transcript has impact on students’ employability as it functions as evidence to recruiters and helps students to identify their skills. Suggested questions to use at your meeting: What are your ideas about what you would like to do after you graduate? (Online career planning tools are available on the Careers Service website.) Have you signed up to receive email vacancy alerts from the Careers Service? (https://abdn.targetconnect.net/home.html) Which careers fairs or employer presentations are you planning to attend on-campus? How do you plan to make use of the resources and support available to enable you to create an up-to-date and targeted CV, write effective applications and prepare for interviews? Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/
January
Aberdeen Graduate Attributes in practice - suggested questions to explore: How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes? How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams? What sort of evidence/examples will you be able to give to support your employment/course applications? Employability (refer to the Careers and Employability Service) Remind students that a range of employers continue to visit the University in the second-half session, depending on their circumstances encourage your tutees to attend these employer events. Ensure students are aware that they are welcome to continue using the Careers and Employability Service after they finish their studies at Aberdeen. Let students know about completing the Graduate Outcomes Survey and that they will be contacted 15 months after they finish their studies. Discuss reference requests as the majority of students applying for work or further study will need to include at least one academic reference. Encourage students to gain permission from their academic referee before supplying their contact details on applications. Suggested questions to use at your meeting: At our September meeting, we discussed your plans for after graduation, how are your plans progressing? How have you sought advice on making employment or further study applications from the Careers and Employability Service? How will you use the Careers and Employability Service to help you prepare for interviews or assessment centres? Have you thought about who will provide an academic reference as this is a usual requirement for graduate applications and postgraduate study? Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/ Resources for exam reflection for all students ALL STUDENTS Suggested questions for group reflection on exam preparation: How did you go about preparing for your exams? When did you start? Was this early enough, do you think? Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive. Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning. Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc.? These, too, are active learning activities. Did you access past exam papers (through the Library database) and practise timed answers? The Library has an online guide for students on accessing past exam papers: https://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs007.pdf Suggested questions for group reflection on the exams: How was your time management? Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly? Did you struggle in the exam to show what you know while still answering the question? Did you move beyond just reciting your notes? Were there parts of the exams that you found easy? Which bits were difficult? Why was this? How can you improve in the areas you found tricky? (e.g.: Did you find essays more difficult than Multiple Choice Questions (MCQs)?) HONOURS STUDENTS Did you think you show understanding and thought as well as knowledge? Do you think you showed what your ideas were building on? Did you acknowledge the critical work of others? ALL STUDENTS Some questions to consider on receiving the exam results: Are your results as you expected? Are your results as good as you had hoped for? Do you think your results are a fair reflection of the effort you put in? What techniques did you use? How do you think you could improve? What can I do to improve? Request individual feedback on your exam paper(s) if generic course feedback still leaves you feeling unsure Access online resources on revision and exam skills on ACHIEVE Attend a Student Learning Service workshopto help develop your revision and exam techniques Request an individual Study Advice Session with the Student Learning Service to help develop your revision and exam techniques Attend in-course revision and/or exam techniques sessions, if offered Access the Library past exams papers database to practice exam answers

September

September Initial welcome, Graduate Attributes and Employability

It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed.

What is a Personal Tutor?
Direct them to Registry Officers or InfoHub staff with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator. Your School will have prepared an initial guidance document which you may find of assistance. Students often ask at this time how their final degree will be assessed so do be ready to discuss this; note also that this cohort of studies will continue to have the benefit of the No Detriment Procedures put in place by the University in 2020 in response to assessment after COVID-19. See UG Degree Classification.
Reflect on the previous 3 years, note that a lot of change has come about, consider challenges and achievements.
This will be the final year for most students - how are they going to make the most of it?
Discuss deadlines they might need to know about in different aspects of this year. Deadlines for Carnegie Trust PhD and Nuffield Summer bursaries etc. NB. Application for PG students in Aberdeen is later than in other institutions, so don’t be caught out.
Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant.
At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary.
At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support
Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings.
Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs).

Graduate Attributes

Suggested questions to explore:

How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes?
How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams?
What sort of evidence/examples will you be able to give to support your employment/course applications?

Employability (refer to the Careers and Employability Service)

Suggested Meeting Agenda

Remind students about the opportunity to discuss their options and job-hunting strategy, or lack of them, with a careers adviser.
Encourage students to search and apply for vacancies in the autumn, whether this is for work or further study.
Remind students that they can meet employers to find out more about what they offer at careers fairs and employer presentations.
Ensure students are aware that they can receive feedback and advice on their applications before they submit – the Careers and Employability Service can help with this
Ensure students know that they will receive Enhanced Transcript as a supplement to their degree certificate, and encourage them to find out what their transcript will include, and if they are involved with any approved co-curricular activities that could be recorded on it. The Enhanced Transcript has impact on students’ employability as it functions as evidence to recruiters and helps students to identify their skills.

Suggested questions to use at your meeting:

What are your ideas about what you would like to do after you graduate? (Online career planning tools are available on the Careers Service website.)
Have you signed up to receive email vacancy alerts from the Careers Service? (https://abdn.targetconnect.net/home.html)
Which careers fairs or employer presentations are you planning to attend on-campus?
How do you plan to make use of the resources and support available to enable you to create an up-to-date and targeted CV, write effective applications and prepare for interviews?

Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

January

Aberdeen Graduate Attributes in practice - suggested questions to explore:

How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes?
How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams?
What sort of evidence/examples will you be able to give to support your employment/course applications?

Employability (refer to the Careers and Employability Service)

Remind students that a range of employers continue to visit the University in the second-half session, depending on their circumstances encourage your tutees to attend these employer events.
Ensure students are aware that they are welcome to continue using the Careers and Employability Service after they finish their studies at Aberdeen.
Let students know about completing the Graduate Outcomes Survey and that they will be contacted 15 months after they finish their studies.
Discuss reference requests as the majority of students applying for work or further study will need to include at least one academic reference. Encourage students to gain permission from their academic referee before supplying their contact details on applications.

Suggested questions to use at your meeting:

At our September meeting, we discussed your plans for after graduation, how are your plans progressing?
How have you sought advice on making employment or further study applications from the Careers and Employability Service?
How will you use the Careers and Employability Service to help you prepare for interviews or assessment centres?
Have you thought about who will provide an academic reference as this is a usual requirement for graduate applications and postgraduate study?

Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

Resources for exam reflection for all students

ALL STUDENTS

Suggested questions for group reflection on exam preparation:

How did you go about preparing for your exams? When did you start? Was this early enough, do you think?
Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive.
Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning.
Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc.? These, too, are active learning activities.
Did you access past exam papers (through the Library database) and practise timed answers? The Library has an online guide for students on accessing past exam papers: https://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs007.pdf

Suggested questions for group reflection on the exams:

How was your time management?
Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly?
Did you struggle in the exam to show what you know while still answering the question?
Did you move beyond just reciting your notes?
Were there parts of the exams that you found easy? Which bits were difficult? Why was this?
How can you improve in the areas you found tricky? (e.g.: Did you find essays more difficult than Multiple Choice Questions (MCQs)?)

HONOURS STUDENTS

Did you think you show understanding and thought as well as knowledge?
Do you think you showed what your ideas were building on?
Did you acknowledge the critical work of others?

ALL STUDENTS

Some questions to consider on receiving the exam results:

Are your results as you expected?
Are your results as good as you had hoped for?
Do you think your results are a fair reflection of the effort you put in?
What techniques did you use?
How do you think you could improve?

What can I do to improve?

Request individual feedback on your exam paper(s) if generic course feedback still leaves you feeling unsure
Access online resources on revision and exam skills on ACHIEVE
Attend a Student Learning Service workshopto help develop your revision and exam techniques
Request an individual Study Advice Session with the Student Learning Service to help develop your revision and exam techniques
Attend in-course revision and/or exam techniques sessions, if offered
Access the Library past exams papers database to practice exam answers

Level 5 Students

September
Initial welcome, Graduate Attributes and Employability This applies only to degrees which have 5 years of undergraduate study It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed. Your SPT will have prepared an initial guidance document which you may find of assistance in having conversations about studies in your School. This should also help you in referring students to the best person What is a Personal Tutor? Direct them to Registry Officers or InfoHub staff with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator. Reflect on previous years, note that a lot of change has come about, consider challenges and achievements. This will be the final year for most students - how are they going to make the most of it? Discuss deadlines they might need to know about in different aspects of this year. Deadlines for Carnegie Trust PhD and Nuffield Summer bursaries etc. NB. Application for PG students in Aberdeen is later than in other institutions, so don’t be caught out. Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant. At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary. At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings. Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs) Suggested questions to explore: How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes? How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams? What sort of evidence/examples will you be able to give to support your employment/course applications? Employability (refer to the Careers and Employability Service) Suggested meeting agenda: Remind students about the opportunity to discuss their options and job-hunting strategy, or lack of them, with a careers adviser. Discuss the importance of work placements/study abroad to employers, and the importance of communicating this experience to recruiters. Encourage students to search and apply for vacancies in the autumn, whether this is for work or further study. Remind students that they can meet employers to find out more about what they offer at careers fairs and employer presentations. Ensure students are aware that they can receive feedback and advice on their applications before they submit – the Careers and Employability Service can help with this. Suggested questions to use at your meeting: What did you enjoy most about your work placement/study abroad? How has the experience changed you? What are your ideas about what you would like to do after you graduate? How will your work placement/study abroad experience help you with your career planning? Have you signed up to receive email vacancy alerts from the Careers and employability Service? (https://abdn.targetconnect.net/home.html) Which careers fairs or employer presentations are you planning to attend on-campus? How do you plan to make use of the resources and support available to enable you to create an up-to-date and targeted CV, write effective applications and prepare for interviews? Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/
January
Aberdeen Graduate Attributes in practice - suggested questions to explore: Suggested questions to explore: How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes? How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams? What sort of evidence/examples will you be able to give to support your employment/course applications? Assessment Reflection Suggested questions for group reflection on exam preparation: How did you go about preparing for your assessments? When did you start? Was this early enough, do you think? Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive. Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning. Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc? These, too, are active learning activities. Did you access past exam papers (through the Library database) and practise timed answers? The Library has an online guide for students on accessing past exam papers: https://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs007.pdf Suggested questions for group reflection on the exams: How was your time management? Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly? Did you struggle in the assessments to show what you know while still answering the question? Did you move beyond just reciting your notes? Were there parts of the assessments that you found easy? Which bits were difficult? Why was this? How can you improve in the areas you found tricky? (eg. Did you find essays more difficult than Multiple Choice Questions (MCQs)?) HONOURS STUDENTS Did you think you show understanding and thought as well as knowledge? Do you think you showed what your ideas were building on? Did you acknowledge the critical work of others? ALL STUDENTS Some questions to consider on receiving the exam results: Are your results as you expected? Are your results as good as you had hoped for? Do you think your results are a fair reflection of the effort you put in? What techniques did you use? How do you think you could improve? What can I do to improve? Request individual feedback on your exam paper(s) if generic course feedback still leaves you feeling unsure Access online resources on revision and exam skills on ACHIEVE Attend a Student Learning Service workshop to help develop your revision and exam techniques Request an individual Study Advice Session with the Student Learning Service to help develop your revision and exam techniques Attend in-course revision and/or exam techniques sessions, if offered Access the Library past exams papers database to practice exam answers Employability (refer to the Careers and Employability Service) Suggested Meeting Agenda Remind students that a range of employers continue to visit the University in the second-half session, depending on their circumstances encourage your tutees to attend these employer events. Ensure students are aware that they are welcome to continue using the Careers and Employability Service after they finish their studies at Aberdeen. Let students know about completing the Graduate Outcomes Survey and that they will be contacted 15 months after they finish their studies. Discuss reference requests as the majority of students applying for work or further study will need to include at least one academic reference. Encourage students to gain permission from their academic referee before supplying their contact details on applications. Suggested questions to use at your meeting: At our September meeting, we discussed your plans for after graduation, how are your plans progressing? How have you sought advice on making employment or further study applications from the Careers and EmployabilityService? How will you use the Careers and Employability Service to help you prepare for interviews or assessment centres? Have you thought about who will provide an academic reference as this is a usual requirement for graduate applications and postgraduate study? Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

September

Initial welcome, Graduate Attributes and Employability

This applies only to degrees which have 5 years of undergraduate study

It is the responsibility of the tutor to contact the tutee to arrange a meeting. This could be done online via Microsoft TEAMS or Collaborate or in person, as agreed.

Your SPT will have prepared an initial guidance document which you may find of assistance in having conversations about studies in your School. This should also help you in referring students to the best person

What is a Personal Tutor?
Direct them to Registry Officers or InfoHub staff with general course queries - queries relating to specific courses should be directed to the relevant Course Co-ordinator or Degree Programme Co-ordinator.
Reflect on previous years, note that a lot of change has come about, consider challenges and achievements.
This will be the final year for most students - how are they going to make the most of it?
Discuss deadlines they might need to know about in different aspects of this year. Deadlines for Carnegie Trust PhD and Nuffield Summer bursaries etc. NB. Application for PG students in Aberdeen is later than in other institutions, so don’t be caught out.
Feedback logs on MyAberdeen – encourage them to complete feedback and share with PTs at later meetings if relevant.
At this group meeting, talk generally about problems that they may be facing and encourage them to make individual appointments with you if they feel it is necessary.
At individual appointments you can discuss particular circumstances – resits, learning strategies, signpost services etc. Explore ways in which they might tackle their problems – ask the student to reflect on their experience/failure/disappointment and then it should become more obvious where they can be referred to for additional support
Orientation – perhaps set tasks to link to meeting topics outlined for October and February. Give them links to online resources for these topics. This will generate student-led input into the subsequent meetings.
Highlight how to contact you – what your office hours are, how to contact you, and what the response time will be – recommended 3 day turn around on email contact (see FAQs)

Suggested questions to explore:

How do the challenges of final year dissertations/projects draw on your development of the Aberdeen Graduate Attributes?
How do the Aberdeen Graduate Attributes relate to the qualities and competencies sought by employers or postgraduate course (academic or professional) recruitment teams?
What sort of evidence/examples will you be able to give to support your employment/course applications?

Employability (refer to the Careers and Employability Service)

Suggested meeting agenda:

Remind students about the opportunity to discuss their options and job-hunting strategy, or lack of them, with a careers adviser.
Discuss the importance of work placements/study abroad to employers, and the importance of communicating this experience to recruiters.
Encourage students to search and apply for vacancies in the autumn, whether this is for work or further study.
Remind students that they can meet employers to find out more about what they offer at careers fairs and employer presentations.
Ensure students are aware that they can receive feedback and advice on their applications before they submit – the Careers and Employability Service can help with this.

Suggested questions to use at your meeting:

What did you enjoy most about your work placement/study abroad? How has the experience changed you?
What are your ideas about what you would like to do after you graduate? How will your work placement/study abroad experience help you with your career planning?
Have you signed up to receive email vacancy alerts from the Careers and employability Service? (https://abdn.targetconnect.net/home.html)
Which careers fairs or employer presentations are you planning to attend on-campus?
How do you plan to make use of the resources and support available to enable you to create an up-to-date and targeted CV, write effective applications and prepare for interviews?

Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

January

Aberdeen Graduate Attributes in practice - suggested questions to explore:

Assessment Reflection

Suggested questions for group reflection on exam preparation:

How did you go about preparing for your assessments? When did you start? Was this early enough, do you think?
Did you sit with your lecture notes and read and re-read them over and over again? This ‘passive’ learning activity is generally shown to be unproductive.
Did you do any active learning, reconstructing the material into a different form when revising? This is generally shown to promote greater understanding and deeper learning.
Did you test yourself: use online tests/quizzes, brainstorm with friends, use quizzes in textbooks etc? These, too, are active learning activities.
Did you access past exam papers (through the Library database) and practise timed answers? The Library has an online guide for students on accessing past exam papers: https://www.abdn.ac.uk/library/documents/guides/dbs/qgdbs007.pdf

Suggested questions for group reflection on the exams:

How was your time management?
Do you think you allowed yourself time to read through the instructions and the questions on the paper thoroughly?
Did you struggle in the assessments to show what you know while still answering the question?
Did you move beyond just reciting your notes?
Were there parts of the assessments that you found easy? Which bits were difficult? Why was this?
How can you improve in the areas you found tricky? (eg. Did you find essays more difficult than Multiple Choice Questions (MCQs)?)

HONOURS STUDENTS

Did you think you show understanding and thought as well as knowledge?
Do you think you showed what your ideas were building on?
Did you acknowledge the critical work of others?

ALL STUDENTS

Some questions to consider on receiving the exam results:

Are your results as you expected?
Are your results as good as you had hoped for?
Do you think your results are a fair reflection of the effort you put in?
What techniques did you use?
How do you think you could improve?

What can I do to improve?

Request individual feedback on your exam paper(s) if generic course feedback still leaves you feeling unsure
Access online resources on revision and exam skills on ACHIEVE
Attend a Student Learning Service workshop to help develop your revision and exam techniques
Request an individual Study Advice Session with the Student Learning Service to help develop your revision and exam techniques
Attend in-course revision and/or exam techniques sessions, if offered
Access the Library past exams papers database to practice exam answers

Employability (refer to the Careers and Employability Service)

Suggested Meeting Agenda

Remind students that a range of employers continue to visit the University in the second-half session, depending on their circumstances encourage your tutees to attend these employer events.
Ensure students are aware that they are welcome to continue using the Careers and Employability Service after they finish their studies at Aberdeen.
Let students know about completing the Graduate Outcomes Survey and that they will be contacted 15 months after they finish their studies.
Discuss reference requests as the majority of students applying for work or further study will need to include at least one academic reference. Encourage students to gain permission from their academic referee before supplying their contact details on applications.

Suggested questions to use at your meeting:

At our September meeting, we discussed your plans for after graduation, how are your plans progressing?
How have you sought advice on making employment or further study applications from the Careers and EmployabilityService?
How will you use the Careers and Employability Service to help you prepare for interviews or assessment centres?
Have you thought about who will provide an academic reference as this is a usual requirement for graduate applications and postgraduate study?

Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

Introduction to Graduate Attributes

Exam revision

Exams: the process

Meeting focused on Assessment reflection

Exam reflection and assessments, self-reflection of Graduate Attributes and co-curricular opportunities

Initial welcome, Graduate Attributes and co-curriculum development

Graduate Attributes

Focus on assessment reflection and feedback. Any relevant school deadlines

Focus on assessments, honours entry and self-reflection of progress with Graduate Attributes

Initial welcome, feedback and co-curriculum

Focus on assessment reflections and feedback and any relevant school deadlines.

Employability: A Quick Guide for Personal Tutors

What is employability?

How do your tutees access support for their employability and career planning?

September Initial welcome, Graduate Attributes and Employability

Graduate Attributes

Employability (refer to the Careers and Employability Service)

Aberdeen Graduate Attributes in practice - suggested questions to explore:

Employability (refer to the Careers and Employability Service)

Initial welcome, Graduate Attributes and Employability

Employability (refer to the Careers and Employability Service)

Information about Careers and Employability Service provision is available on the website: www.abdn.ac.uk/careers/

Aberdeen Graduate Attributes in practice - suggested questions to explore:

Assessment Reflection

Employability (refer to the Careers and Employability Service)