StudentTutoring

Number of credits: 3

Description of the subject

Conditions for work or study:

There are no specific conditions.

Content:

Lectures:

What is and what is the purpose of student tutoring
The role and tasks of student tutors
Operation of the student tutoring IT support
Knowledge of student rights and responsibilities, the functioning of faculty and university bodies
The functioning of ŠOU Ljubljana and their services
Examples of good tutoring practice

Tutorials:

Establishing contact and mutual trust
Strategies and timing of study
Ways of coping with stress

Independent work during the year:

Tutoring on an as-needed basis
Attending meetings with the Tutor Coordinator
Participation in student enrolment and faculty information days

Seminar:

At the end of the academic year, the student writes a report on the tutoring sessions, FAQs, and any specifics, with the aim of improving the tutoring system, as well as the studies in general.

Objectives and competences:

Objectives:

• the functioning of the higher education system
• knowledge of students' rights and responsibilities,
• knowledge of the University of Ljubljana student organisation,
• the basis of communication,
• study strategies,
• problem solving,
• overcoming stress

Competences:

• guidance and counselling skills
• application and transfer of study strategies
• interpersonal communication
• identifying individual problems
• time management
• recognising and coping with stress
• planning and recording work
• preparing and writing reports
• synthesising experience and making recommendations for improvement
• reflecting on your own experience and transferring your knowledge and skills to others

Intended study outcomes:

Knowledge and understanding of:

functioning of the higher education system, knowledge of students' rights and duties, knowledge of the functioning of the University of Ljubljana student organisation, basic communication, study strategies and their application, stress, problem solving, interpersonal communication, recognition of individual problems, guidance and counselling skills, application of study strategies, time management, recognition of stress and coping with stress, preparation and writing of reports, synthesis of experience and formulation of recommendations for improvement, reflection on own experience and transfer of knowledge to others

Methods:

Lectures, reflection, solving questionnaires, simulations, role-play, videos, making plans, practical examples and use of manuals.

Resources

Law, Statutes and other documents of the UL and its members:

1. Law on Higher Education (Official Gazette of the Republic of Slovenia No. 67/93, 99/99, 64/01, 100/03 and 63/04, consolidated text 100/04)
2. Statutes of the University of Ljubljana, adopted 21.12.2004
3. UL Tutoring System, adopted 24.04.2007
4. UL members' internal acts governing tutoring

General materials:

UL Tutor Handbook

Professional materials

1. Barker, A. (2000). Improve Your Communication Skills. London : K. Page :The Sunday Times, (pp. 22-55).
2. Brajša, P. (1993). Pedagogic communication. Glotta Nova. Ljubljana, (pp. 19-28).
3. Hargie, O. (ed.)(2006). The Handbook of Communication Skills. 3rd edition. London, New York : Routledge, (pp. 37-70).
4. Jerome, P.J. (1995). Coaching through effective feedback : a practical guide to successful communication. London : Kogan Page, (pp. 9-43).
5. Keller, G., Binder, A. , Thiel, R. (2000). Better motivation - more successful learning. Learning Habits Training. Ljubljana: Center for Psychodiagnostic Means, d.o.o., (pp. 18-25; 31-35).
6. Pečjak, S., Košir, K. (2002). Self-regulatory skills and effective learning. In: Chapters in Educational Psychology. Ljubljana: Department of Psychology, Faculty of Arts, University of Ljubljana, (pp. 139-157).
7. Pečjak, V. (2001). Learning, memory, thinking. Ljubljana: Faculty of Social Sciences, (pp. 48-53; 96-98).
8. Požarnik, B.M. (2000). The psychology of teaching and learning. Ljubljana: Državna založba Slovenije, (pp. 166-182).
9. Požarnik, B.M., Magajna, L., Peklaj, C. (1995). The challenge of diversity. Nova Gorica: Educa, (pp. 143-150; 161-167).
10. Woolfolk, A. (2002). Educational psychology. Ljubljana: Educy, (pp. 317-381).
11. Field, T.M., McCabe, P.M., & Schneiderman, N. (1985). Stress and coping. Hillsdale, Vol. 11: Lawrence Erlbaum Associates, (pp. 3 - 12).

Studies on which the course is based

• 0 year - cycle - Extracurricular activities