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Our next free webinar is on the subject: ‘Everyone is welcome in our tutorials\u2019.\u00a0<\/strong><\/p>\n Thursday 19th May 2022 – 14.00hrs<\/p>\n About This Webinar<\/strong><\/p>\n In 2021 as part of the University of Birmingham\u2019s Framework for Educational Resilience (carefully designed to reduce student stress and increase student support during the global pandemic) the institution introduced weekly online group personal tutorials for all taught students aiming to provide students with an inclusive, friendly, kind, familiar and reassuring regular weekly point of contact. One of the key aims of the revised approach was for the tutorial to be the focal point of an open and learning academic community, mirroring the work of Dahlberg, Moss and Pence (2007) using \u2018meaning making dialogue\u2019 to direct change. This reconfigured group tutorial provided a unique shared academic social space breaking down barriers between students and faculty. Thus, creating an opportunity to introduce a series of co-constructed student and staff equality and diversity resources and activities for tutor and tutee to undertake together.<\/p>\n This session aims to:<\/p>\n Explain the Framework for Educational Resilience, and outline the intuitional implementation dilemmas
\nProvide some examples of online collaborative inclusive student and staff resources
\nShare the comprehensive evaluation of the project
\nExplore the potential of the group tutorial to create an inclusive learning community
\nConsider next steps for the institution and sector
\nAn explanation of the reconfiguration of the group tutorial, situated in a compassionate curriculum (Hao, 2011; Gilbert, 2017)
\nStakeholders voices, a selection of vignettes portraying the student, PAT and Senior Tutor perspective
\nExisting and potential models of peer learning within and beyond the reconfigured group tutorial (Clark and Andrews, 2011; Carragher and McGaughey, 2016; Lofthouse et al.,2020)
\nUsing \u2018meaning making\u2019 dialogue and critical discourse analysis to reconceptualise the tutorial model as a key component to create an inclusive education (Boyer, 2010; Matthews, Mclinden and Greenway 2021, Moffat, 2020)<\/p>\n