Designing a Personal Tutorial Questionnaire
How to [best] retrieve feedback from 1st Year Students in relation to their Personal Tutorial, focusing on its impact on their academic experience, well-being and sense of belongingwhen transitioning into higher education.
by Ben Hirt
REFLECTION ON SURVEY RESULTS
Results that have come in have shown some surprising outcomes. Keeping in mind that only 51% of first year students have participated in the survey, the result still provides a first step of understanding student’s perspective when entering into higher education.
The questionnaire and questions need to be revisited and possibly adapted in content and structure. As I’ve chosen an Agree to Disagree Scale in conjunction to statements as questions, the clarity and conciseness of certain statements might not have been given. Free text indicates, that students might have not been entirely clear on the context and framework of the questionnaire in relation to their personal tutorial only. Some students have commented on the overall Uni experience, influenced by departments outside of our course. At this stage, it is unclear to me how to possibly calibrate the questionnaire and space in order to achieve more specific feedback in relation to our BA Animation Course and Year 1.
The implementation and structure of the questions themselves (the psychology of questions) possibly leaves room for improvement. By choosing statements in relation to answers provided on a scale, an “acquiescence bias” could have an effect on students responding taking the survey. The survey itself could be possible expanded thematically in order to retrieve more specific feedback on a student’s comfort and sense of belonging when transitioning into higher education. My hope would be for students to ultimately feel “home” in our program and at University, influencing their work and learning outcome whilst at University.
Reflecting on positionally and inclusivity: Although I have offered to conduct all personal tutorials myself (and have become the “to go to” person when in trouble), it is unclear to me if I am the right fit as Year 1 Lead. My role, ethnicity and gender could be preventing students from feeling comfortable to feel comfortable and share their struggles (intersectionality). Although my experience and impression conducting all persona tutorials has been only positive, trusting and inclusive, my opinion is obviously biased and cannot be taken as a reference. Hence, it would be ideal to expand the personal tutorial team in order to offer more diverse tutor body, allowing students to choose a tutor and person of confidence themselves. The main challenge constitutes in keeping an accurate, calibrated track record of all conversations and content of the meeting in order to promptly assist students in need.
Overall, my research project and questionnaire does feel like a first step and at the very beginning of understanding the implications of Personal Tutorials in Year 1.
When researching possible fields of implications when conducting personal tutorials with students transitioning into higher education, the following topics and subjects came up:
Academic Support and Guidance:
Social and Emotional Well-being:
Effective personal tutorials hinge on a few key factors:
Although all of the topics and subcategories are in general relevant to students transitioning into higher education, I am in need of a more custom approach when trying to distinguish potential themes for my questionnaire. As my questionnaire is solely revolving around a first year student’s personal tutorial experience and its impact, themes and subcategories have to be redefined/adjusted.
Doing some preliminary research around questionnaires, the following topics have been suggested when conceiving an online questionnaire in relation to students transitioning into higher education.
Academic Involvement:
Social Integration and Well-being:
Belonging and Connection:
Challenges and Opportunities:
TOPICS AND QUESTIONS TO BE INCLUDED IN THE ONLINE QUESTIONNAIRE ON THE IMPACT OF PERSONAL TUTORIALS CONDUCET IN YEAR 1
When analysing the CSS Student Survey 2021/22, the following survey categories received the lowest ratings:
Following this lead and further examining all of the 3 categories [student voice, organisation & management, Welfare Resources & Facilities (Mental Wellbeing Services 2023)], all questions will be in service of all 3 categories in relation to the personal tutorial when investigating the student experience.
When thinking about conceiving an online questionnaire [pilot] for 1st Year students transitioning into higher education and the BA Animation Program at LCC, it has been brought to my attention throughout various conversations with colleagues in my department, that the questionnaire has to be brief and concise. As the average attention span amongst students (but society enlarge) is getting shorter, considering factors such as age, language, disability, learning styles and other various challenges, the online questionnaire is estimated to take a maximum of 10 minutes to complete. However, this time frame limits the amount of questions to be asked within the survey and shifts the focus on the quality of questions asked.
Voluntary
Participation in this questionnaire is completely voluntary.
Privacy
Your feedback is most valuable when you feel free to express your true opinions without fear of judgment.
Security
Your responses will be securely stored in via password protected and encrypted file via Microsoft OneDrive.
Consent
By continuing with this questionnaire, you are indicating your consent to participate in this research study.
ONLINE QUESTIONNAIRE [PILOT]
* The questions above have not yet been sequences correctly and are a work in progress under the survey pilot scheme. As questions prompt an emotional response and reaction, asking for an intuitive selection, questions have to be possibly adapted/changed in the future.
During my research on questionnaire design, I have come across the following resources that were quite useful:
Structure and phrasing:
Content and scope:
Examples of effective questions:
Additional tips:
Since arriving at UAL and taking on the role as a Year 1 Lead in the BA Animation course at LCC, I have tried in various way to foster a sense of community and belonging amongst students and tutors alike. In Spring of 2021, I therefor founded P!nkFlea, a socialiser for all Year 1 Students on our course. P!nkFlea usually takes place on the 14th floor of the tower block and is held on Friday afternoons and into the evening. Students can bring snacks, drinks, games, work, socialise or simply hang out. Since starting the project, more students from different courses and across all years have joined (on and off).
P!nkFlea has helped many 1st Year student to socialise, integrate, find new friend and make new connections (across all years and courses) when transitioning into higher education.
Ever since arriving at UAL and LCC, I’m convinced that a strong sense of community and belonging will make a difference in a student’s commitment and journey in our program. Until today, I have yet to find out and research, if this theory holds true in practice. A first year student’s life at University is complex, filled with many challenges such as academic performance, time management as well as balancing life outside University. London is a attractive destination, especially for a student in their 20’s. Every student brings their unique perspective, story, voice and motivations to the program. It is therefor extremely difficult to form any conclusive opinions on the impact and efforts of socialising venues.
Reduces Feelings of Isolation and Loneliness:
Leaving familiar surroundings and social circles can be isolating for first-year students. A strong sense of community provides a support system and helps them combat loneliness and homesickness. They find belonging, acceptance, and opportunities to build new friendships with like-minded individuals.
Enhances Academic Performance:
Feeling connected to peers and faculty can motivate students to engage more actively in their studies. They receive academic support, study tips, and encouragement from peers, and feel more comfortable seeking help from professors within a supportive environment. This leads to better academic performance and higher retention rates.
Improves Mental and Emotional Wellbeing:
Belonging to a community fosters a sense of security and belonging, which reduces stress and anxiety associated with adjusting to a new environment. Students feel valued and accepted, providing them with emotional support and helping them cope with academic pressures and personal challenges.
Promotes Personal Growth and Development:
Engaging with diverse individuals from different backgrounds and perspectives expands students’ worldviews and challenges their own beliefs. This fosters personal growth, builds self-confidence, and allows them to develop valuable social and communication skills.
Increases Engagement and Satisfaction:
Feeling connected to the university community through clubs, organizations, and social events makes first-year students feel more engaged with their college experience. They’re more likely to participate in campus life, embrace new opportunities, and develop a stronger sense of pride and belonging to their institution.
Universities and colleges can actively foster a sense of community by:
Ever since the post-covid area and starting my position as Year 1 Lead in the BA Animation Course at London College of Communication, I have prioritised personal tutorials (former pastoral tutorials) with 1st year students during Block 1 and 2.
Transitioning into higher education comes with many challenges for students. Almost 95% of students in Year 1 are usually coming from outside of London or abroad. Out of the remaining 5% of home students, very few call London their home. Meaning, most of all students in Year 1 are foreign visitors at best when first arriving in London or the UK.
Struggles such as finding work (a job to finance their studies), finding accommodation, figuring out their student finances, getting their student status sorted or simply adjusting to the academic environment. Assisting students in the first few month of their transition into university life and classes seems crucial in order for them to feel comfortable in their new environment.
Taking a proactive approach in contacting students and ask them (on a voluntary basis) to participate in a one on one, personal tutorial, has helped our course in many ways. Having a better understanding of each student’s situation and circumstances helps orient both, the course team and student.
Creating Through a Personal Lens:
Animation courses often encourage students to develop their own artistic styles and tell stories that resonate with them. This allows students to inject their personal identities and unique perspectives into their work, feeling seen and heard through their creative expression.
Celebrating Diverse Voices:
Instructors who actively promote and celebrate the diversity of backgrounds, experiences, and identities within the classroom create a welcoming space for students to express themselves authentically. Encouraging open dialogue and respecting different points of view fosters inclusivity and allows students to feel valued for who they are.
Individualized Approaches:
Recognizing that each student learns and works differently is crucial. Providing personalized feedback, offering flexible options for completing projects, and respecting individual learning styles allow students to feel acknowledged for their unique ways of approaching the craft.
Building Community and Support:
Creating a strong sense of community within the animation program can be transformative. Fostering collaboration, peer support, and open communication allows students to connect with others who share their passion but may come from different backgrounds or have different perspectives. This sense of belonging and mutual respect empowers individuals to feel comfortable expressing their authentic selves.
Beyond Animation Skills:
Recognizing and valuing students’ contributions beyond their technical skills is important. Appreciating their humor, empathy, storytelling abilities, and unique perspectives shows that they are valued not just as animators but as individuals with something valuable to offer.
Open Communication and Mentorship:
Creating open channels for communication with instructors and mentors allows students to voice their concerns, seek guidance, and feel heard. Mentorship programs can provide personalized support and help students navigate challenges while staying true to their individual identities.