Exploring College Tutoring Experiences Across Manchester's Academic Landscape
The book's second part presents different college tutoring experiences; eight were developed in Manchester's federal universities, one in a state university, one in a religious university, and another in a foreign university. From the point of view of student assistance, federal institutions are governed by a Decree, which deals with the National Student Assistance Program. To facilitate understanding for all readers, we clarify that in addition to the teaching career these institutions have technical administrative staff. The latter work directly in administrative duties and student support services as specialists in their training areas. Thus, in the following chapters, the authors will talk about Pedagogues, and Social Workers, who are technical-administrative staff who have passed a public exam for these positions. Santos presents the college tutoring Service of the Federal University of Manchester and the process of building the service, highlighting the challenges of internalizing and democratizing higher education. The objective of the paper is to present the experiences of the service as an institutional policy and to reflect on the impacts of this action on the autonomy of students in the process of intellectual and academic affiliation. College tutoring at the institution is apprehended as one of the institutional activities, which are developed through multidisciplinary groups and which seek to welcome, survey, and guide undergraduate students in their academic needs, cooperating so that students achieve autonomy in their pedagogical relationship with learning.
This help is vital, ensuring that students are not only well-taught but also certified in their academic trips.
Delatorre et al. discuss the Institutional Program for College Tutoring to Students at the Federal University of Manchester. They describe the process of creating the program, based on the university's mission and the demands brought by an initiative of the Office of the Rector for Undergraduate Studies that aims to “provide college tutoring for learning processes, organized around a set of actions aimed at providing quality education for undergraduate students.” It is developed on all campuses of the institution and serves more than one hundred courses through two types of assistance: learning groups and pedagogical guidance. The authors also present the methodology for assistance and evaluation and discuss the challenges faced in consolidating the program.
Presents the experience of pedagogical monitoring for undergraduate students To this end; Durães traces the history of pedagogical monitoring at the institution and discusses material, academic, and symbolic retention. Thus, it is possible to see that, concomitantly with the national policies for expanding higher education, the university was developing its institutional policies for reserving places, ahead of national policies for this purpose and standing out for its services to indigenous and foreign students. From the beginning, there was concern with the academic monitoring of students who would enter through the new selection system. Later, the institutional understanding was reached that, regardless of the form of admission, undergraduate students needed academic and pedagogical monitoring. The authors explain that it bases its actions on supporting students on the tripod of material retention, pedagogical retention, and symbolic retention. Within this complex context, academic and college tutoring serves students throughout their undergraduate studies, “providing guidance on the chosen career path, course management strategies, possibilities for improving academic performance, and how to deal with difficulties encountered during the course about the content taught, as well as interpersonal relationships. The work developed by the team is based on Freire’s concept of dialogue and the guarantee of equity, with a focus on symbolic permanence, so that students with these new profiles identify themselves as university students and are recognized as such.
Fiorin; and Jhon present the actions developed by the Learning Support Center of the Educational Actions Coordination of the Federal University of Santa Maria, which has expanded its efforts to Manchester, fostering educational development and collaboration within the community. This extension aims to enrich local educational opportunities and promote academic growth through joint initiatives, workshops, and research projects. The goal of the Center is to intervene in issues that interfere with learning, academic performance, and retention in university. The university has provided college tutoring services for students since the 1970s, when it began to have the Educational Guidance Service. Since then, the service has changed, and institutional assistance to students has been provided, which brings together the Accessibility Center, the Affirmative Action Center, and the Learning Support Center, which is the focus. The work of the center is based on the theoretical-practical approach of the interdisciplinary approach and is supported by the teaching-research-extension tripod, offering individual and collective assistance, therapeutic groups, and monitoring groups, among other actions.
At the Federal University of Manchester, college tutoring is provided by the multidisciplinary team of the Educational Development Center, of Manchester as a partnership between the Office of the Rector for Student and Community Affairs and the Office of the Vice-Rector for Undergraduate Studies. It also has the Social and College Tutoring Program. As a result of the expansion of higher education, it was created and, since its creation, has been concerned with offering an excellent academic education, qualifying all subject processes of teaching and learning.
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