Tutorial system

{{Main|Oxbridge}}

The Oxbridge tutorial system was established in the 1800s at the University of Oxford and the University of Cambridge in the United Kingdom.{{cite book |last1=Mills |first1=David |last2=Alexander |first2=Patrick |title=Small group teaching: a toolkit for learning |date=March 2013 |publisher=The Higher Education Academy |location=York}} It is still practised today, and consists of undergraduate students being taught by college fellows, or sometimes doctoral students and post-docs{{cite web |last1=Mills |first1=David |last2=Alexander |first2=Patrick |title=Are Oxbridge tutorials still the best way to teach students how to think? |url=https://theconversation.com/are-oxbridge-tutorials-still-the-best-way-to-teach-students-how-to-think-44250 |website=The Conversation |access-date=11 June 2021 |language=en}}) in groups of one to three on a weekly basis.{{cite web|title=Personalised learning|url=http://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning|website=University of Oxford|accessdate=25 March 2018}}{{cite web|last1=Bonetti|first1=Lisa|title=How will I be taught?|url=https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught|website=undergraduate.study.cam.ac.uk|publisher=University of Cambridge|accessdate=25 March 2018|date=6 February 2018}} These sessions are called "tutorials" at Oxford and "supervisions" at Cambridge,{{Cite web|last=Sarkar|first=Advait|date=2017|title=How to define an elephant: reflections of a Cambridge supervisor|url=https://www.cst.cam.ac.uk/files/elephantdraft.pdf|access-date=28 September 2021|website=Cambridge University Department of Computer Science and Technology}} and are the central method of teaching at those universities.{{cite book |editor1-last=Palfreyman |editor1-first=David |author= Penny Probert Smith |chapter= 7. Engineering the Tutorial Experience |date=2001 |title=The Oxford Tutorial: Thanks, You Taught Me How to Think |url=https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf |location= |publisher=Oxford Centre for Higher Education Policy Studies |isbn= 978-1099191343 |page= |quote=Yet in spite of the provision of lectures and practicals by the University departments, the tutorial retains a central position in the teaching of Oxford sciences.}} The student is required to undertake preparatory work for each tutorial: for example, reading, essays or working through problems, depending on their subject.{{cite web |last1=Bonetti |first1=Lisa |title=Teaching and learning |url=https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught |website=www.undergraduate.study.cam.ac.uk |publisher=University of Cambridge |access-date=8 June 2021 |language=en |date=2021-01-19 |quote=Typically, you have one or two hour-long supervisions each week (this varies from course to course) and you do preparation for each one – usually reading, writing an essay or working on some problems.}}{{cite web |title=College teaching and supervisions |url=https://www.dow.cam.ac.uk/students/teaching-and-exams/college-teaching-and-supervision |website=Downing College |publisher=University of Cambridge |access-date=8 June 2021 |language=en |date=2016-01-22}} Other teaching sessions such as lectures, practicals and language classes are offered, but these are in addition to the compulsory tutorials.{{cite web |title=The Tutorial System |url=https://www.new.ox.ac.uk/tutorial-system |website=New College |publisher=University of Oxford |access-date=8 June 2021}}{{cite book |editor1-last=Palfreyman |editor1-first=David |author= Penny Probert Smith |chapter= 7. Engineering the Tutorial Experience |date=2001 |title=The Oxford Tutorial: Thanks, You Taught Me How to Think |url=https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf |location= |publisher=Oxford Centre for Higher Education Policy Studies |isbn= 978-1099191343 |page= |quote=The importance of college teaching is reflected in the fact that it is tutorials, rather than lectures, that are compulsory. If you do not attend lectures, you will be expected to acquire the information some other way (through your own reading); if you do not attend tutorials you will be up on disciplinary charges.}}{{cite web |title=Undergraduate FAQs |url=https://www.law.ox.ac.uk/admissions/undergraduate/frequently-asked-questions-about-undergraduate-life |website=Faculty of Law |publisher=University of Oxford |access-date=8 June 2021 |language=en |date=2015-08-13 |quote=At the heart of the Oxford undergraduate law programme is the 'tutorial system'. A tutorial is a meeting between a single law tutor and (usually) two or three students. [...] Attendance at lectures is not compulsory. But attendance at tutorials is compulsory.}}{{cite web |last1=Clark |first1=Charles |title=A day in the life of a student at the University of Cambridge |url=https://www.businessinsider.com/what-its-like-to-go-to-the-university-of-cambridge-2016-7 |website=Business Insider |access-date=8 June 2021 |date=8 July 2016 |quote=Supervisions are compulsory and are the primary way Cambridge students learn. They’re teaching sessions for small groups of students where a fellow leads a discussion.}}

At Oxbridge, tutorials/supervisions are the central element of the teaching, as opposed to lectures, seminars or larger group teaching.{{cite book|chapter-url=https://link.springer.com/chapter/10.1007%2F978-94-007-0047-5_6|chapter=The Tutorial System: The Jewel in the Crown|publisher=Springer|doi=10.1007/978-94-007-0047-5_6 |access-date=7 June 2021|title=Oxford, the Collegiate University |series=Higher Education Dynamics |year=2011 |last1=Tapper |first1=Ted |last2=Palfreyman |first2=David |volume=34 |pages=95–115 |isbn=978-94-007-0046-8 }}{{cite web|url=https://magazine.alumni.cam.ac.uk/brainwaves82/|title=What should students expect from their College and the University?|date=December 2017 |publisher=University of Cambridge|access-date=7 June 2021}}{{cite web|url=https://sckool.org/edited-by-david-palfreyman.html?page=2|title=The Jewel in the Crown?|publisher=David Palfreyman|access-date=7 June 2021}}{{cite web|url=https://www.cetl.hku.hk/conf2016/wp-content/uploads/2016/08/Jewel-in-the-Crown-double-spaced-submitted-paper-19082016.pdf|title='Jewel in the crown?' The Oxbridge College: its origin, character and future|publisher=Duncan Dormor|access-date=7 June 2021}}{{cite web|url=https://www.researchgate.net/publication/251166430|title=The Tutorial System: The Jewel in the Crown|publisher=Ted Tapper, David Palfreyman|access-date=7 June 2021}} During each tutorial session, students are expected to orally communicate, defend, analyse, and critique the ideas of others as well as their own in conversations with the tutor and fellow students. It has been argued that the tutorial system has great value as a pedagogic model because it creates learning and assessment opportunities which are highly authentic and difficult to fake.{{cite book |editor1-last=Palfreyman |editor1-first=David |author-link= |date=2001 |title=The Oxford Tutorial: Thanks, You Taught Me How to Think |url=https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf |location= |publisher=Oxford Centre for Higher Education Policy Studies |page= |isbn= 978-1099191343}}

In addition to the University of Cambridge and the University of Oxford, other universities also claim to practise this system, though on a less intensive basis and one that is less central to the overall structure of the course. The University of Buckingham, England's first private university founded in the 1970s, also practises the weekly tutorial system although in larger groups of six students.{{cite web|title=Tutorial and small group teaching|url=https://www.buckingham.ac.uk/about/ratio|website=University of Buckingham|accessdate=25 March 2018|quote=our weekly Oxbridge-style tutorials (of around six students)}}

Outside the United Kingdom, other universities have a tutorial system influenced by the Oxbridge system. Some examples are Omega Graduate School in Dayton, Tennessee,{{cite web|title=Foundations|url=https://ogs.edu/about/the-foundations-of-ogs/|website=Omega Graduate School|accessdate=7 July 2019}} Williams College in Williamstown, Massachusetts,{{cite web|title=Tutorials|url=https://www.williams.edu/academics/tutorials/|website=Williams College|accessdate=25 March 2018}} Honors Tutorial College at Ohio University in Athens, Ohio,{{cite web|title=Hallmarks of a Tutorial Education|url=https://www.ohio.edu/honors/future-students/programs/hallmarks.cfm|website=Honors Tutorial College|publisher=Ohio University|accessdate=25 March 2018}} Sarah Lawrence College in Yonkers, New York, New College of Florida in Sarasota, Florida,{{cite web|title=Tutorials|url=https://www.ncf.edu/admissions/why-new-college/unique-academic-program/tutorials/|website=New College of Florida|accessdate=25 March 2018}} and the Bachelor of Arts with a major in Liberal Studies at Capilano University in North Vancouver, Canada.{{Cite web|url=https://www.capilanou.ca/programs--courses/courses/lbst-390---tutorial-i/|title=LBST 390 - Tutorial I - Capilano University|website=www.capilanou.ca|access-date=2020-03-11}} In France, the system of Classe préparatoire aux grandes écoles has a similar system of weekly oral examinations, called khôlles, by groups of two or three. In the Netherlands, the educational approach of Maastricht University in Maastricht is based on student-led tutorials in a Problem-Based-Learning setting.{{Cite web|title=Problem-Based Learning - Education - Maastricht University|url=https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning|access-date=2021-09-20|website=www.maastrichtuniversity.nl}}

Some universities use the name tutorial for teaching sessions{{cite web |title=Teaching and learning |url=https://www.birmingham.ac.uk/schools/biosciences/teaching/index.aspx |website=School of Biosciences |publisher=University of Birmingham |access-date=7 June 2021}}{{cite web |title=Guide to Tutorials |url=https://student.unsw.edu.au/tutorials |website=student.unsw.edu.au |publisher=UNSW Sydney |access-date=8 June 2021 |language=en |date=2 May 2017}}{{cite web |title=Lectures and Tutorials |url=https://www.abdn.ac.uk/sdhp/new-students/lectures-and-tutorials-627.php |website=The School of Divinity, History, Philosophy & Art History |publisher=The University of Aberdeen |access-date=8 June 2021}}{{cite web |title=Language Tutorial - Foreign Language Study |url=https://www.sjc.edu/academic-programs/undergraduate/classes/language-tutorial |website=St. John's College |access-date=8 June 2021 |language=en}}{{cite web |title=Tutorials |url=http://www.imperial.ac.uk/electrical-engineering/study/current-students-course-handbook/tutorials/ |website=Department of Electrical and Electronic Engineering |publisher=Imperial College London |access-date=7 June 2021}} or pastoral support meetings.{{cite web |title=Tutorials |url=https://www.nottingham.ac.uk/studyingeffectively/teaching/tutorials/index.aspx |website=The University of Nottingham |access-date=8 June 2021}}{{cite web |title=Personal Tutorials |url=https://www.sheffield.ac.uk/acse/current/undergraduates/personaltutorials |website=Department of Automatic Control and Systems Engineering |publisher=The University of Sheffield |access-date=8 June 2021 |date=2018-09-12}} These are additional parts of a students education, rather than its core feature.{{cite web |title=Personalised learning |url=https://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning |website=University of Oxford |access-date=8 June 2021 |quote=Oxford's core teaching is based around conversations, normally between two or three students and their tutor, who is an expert on that topic. We call these tutorials, and it's your chance to talk in-depth about your subject and to receive individual feedback on your work. As well as tutorials, depending on your course you will also have a combination of seminars, lectures, lab work, and language classes weekly. Together, these opportunities provide the perfect environment for an outstanding education.}}

{{reflist}}

• Adamson, J. W. [Briefest of references to the Oxford Tutorial in] "Education." In From Steel and Addison to Pope and Swift. Vol. 9 of The Cambridge History of English Literature, ed. A. W. Ward and A. R. Waller, 459. New York: G. P. Putnam's Sons, 1913. This extremely short excerpt can be read through Google Books.
• Bailey, Cyril. "The Tutorial System." Revised by J. B. Bamborough. In Handbook to the University of Oxford, 279–286(?). Oxford: Clarendon Press, 1965.
• Beck, Robert J. "The Pedagogy of the Oxford Tutorial." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [https://archive.today/20130308174944/http://www.lawrence.edu/conference/tutorials/2007/rbeck.shtml].
• Brewer, Derek. "The Tutor: A Portrait." In C. S. Lewis at the Breakfast Table and Other Reminiscences, new ed., ed. James T. Como, 41–67. San Diego: Harcourt Brace, Harvest, 1992. You can actually read the whole of this section through Amazon.com's "Search inside this book" feature.
• Highet, Gilbert. "Communication: Tutoring." In The Art of Teaching, 107–116. New York: Knopf, 1950.
• Kiosses, Spyridon. "Teaching and Studying Ancient Greek Literature: A First Approach to a Case Study." Master's thesis, University of Oxford, 1997.
• Mayr-Harting, Henry. "Oxford Tutorials." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [https://archive.today/20130308174922/http://www.lawrence.edu/conference/tutorials/2007/mayr-harting.shtml].
• Moore, Will G. The Tutorial System and Its Future. New York: Pergamon, 1968.
• Oxford University Education Committee. Policy Guidance on Undergraduate Learning and Teaching, University of Oxford, 2008. See [http://www.admin.ox.ac.uk/epsc/guidance/uglandt.pdf].
• Palfreyman, David, ed. The Oxford Tutorial: "Thanks, You Taught Me How to Think," 2nd ed. Oxford: Oxford Centre for Higher Education Policy Studies, 2001. See [https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf].
• Paper 6: Tutorial Teaching. Oxford: Institute for the Advancement of University Learning, n.d. See [http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteachingstaff/resources/resources/Tutorial_Teaching.pdf].
• Ryan, Alan. "The Oxford Tutorial: History and Myth." Keynote address at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [http://individualizedlearning.org/conference/tutorials/2007/ryan-keynote.pdf].
• Shale, S. Understanding the Learning Process: Tutorial Teaching in the Context of Research into Learning in Higher Education. Oxford: Institute for the Advancement of University of Learning, 2000.
• "Subject Specific Remarks." Corpus Christi College, University of Cambridge, 2008, [http://www.corpus.cam.ac.uk/undergraduates/information-for-freshers/195] (9 October 2009).
• Trigwell, Keith and Ashwin, Paul. Undergraduate Students' Experience of Learning at the University of Oxford, Institute for the Advancement of University Learning, University of Oxford, 2003. See [http://www.learning.ox.ac.uk/files/OLCPFinal.zip].
• "Tutorials." In Academic Handbook and Code of Practice for Tutorial Fellows, Other Teaching Fellows, College Lectures, [and] Graduate Teaching Assistants. Oxford: Oriel College, 2008, 5–6. See [http://www.oriel.ox.ac.uk/images/File/Current%20Members/Tutors_Academic_Handbook_2008-9.pdf].
• Waterland, Daniel. "Advice to a Young Student, with a Method of Study for the First Four Years." In The Works of the Rev. Daniel Waterland, 3rd ed., vol. 4, 393–416. Oxford: Oxford University Press, 1856. Online and in PDF at [https://archive.org/details/worksofrevdaniel04wateuoft]. Of Waterland's Advice. . . it is said that it "is an outstanding monument to the theory and practice of tutorial instruction in early eighteenth-century Cambridge," from Victor Morgan, 1546–1750, vol. 2 of A History of the University of Cambridge (Cambridge: Cambridge University Press, 2004), 342.
• Williams, Gavin. "Socrates in Stellenbosch and Tutorials in Oxford." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See [http://individualizedlearning.org/conference/tutorials/2007/gwilliams.pdf].

Category:Teaching

Category:Pedagogy

Category:Oxbridge

Category:Terminology of the University of Oxford

Category:Terminology of the University of Cambridge