"For students, sometimes the most important outcome is emotional support"

What tasks do tutors perform at universities
How and why the Tutor Support Center appeared at Tyumen State University
How a tutor is similar to a coach and how they differ
What qualities and competencies are necessary for a tutor at a university
How tutors work with students is organized
What requests do tutors work with
How a tutor works with specific requests
What difficulties do tutors face when working with students
How a tutor can evaluate the results of his work
What tutor tasks can curators and senior students take on

Course with employment: "The Profession of a Methodologist from Scratch to PRO"

In this interview, you will get information about:

how tutoring appeared in Russian universities and how the Tutor Support Center at Tyumen State University came into being;
how a tutor is fundamentally different from a coach;
what a university tutor should know and be able to do and whether it is necessary for this job, special education;
how is tutoring support organized at Tyumen State University;
with what requests do students come to the tutor and how is work with individual cases structured;
since the tutor is not a private tutor, then how can he help a lagging student, and since he is not a psychologist, then how can he help resolve a conflict;
can curators or senior students assume the functions of a tutor.

Head of the Tutoring Support Center at Tyumen State University (TSU). Previously, he worked as a coach and business trainer, and is also the author and presenter of programs for personnel adaptation and development. He has experience in creating effective educational solutions and supporting employees in their professional growth.

What tasks do tutors perform at universities?

Tutoring support has become an integral part of the educational process in Russian universities in recent decades. This approach was introduced in response to the need for individualization of learning and improving the quality of education. In a rapidly changing world and with growing demands on students' professional skills, tutoring provides more in-depth support in their studies.

Tutors, acting as mentors, help students not only master the course material, but also develop critical thinking, self-organization, and planning skills. They facilitate adaptation to the learning environment, which is especially important for first-year students. Thus, tutoring creates more favorable conditions for learning and contributes to the successful completion of the program.

The introduction of tutoring in Russian universities is also associated with international trends in education, where similar practices are already successfully applied. This experience has become the basis for the creation of effective tutoring models adapted to Russian realities. Thus, tutoring represents an important step towards improving the quality of higher education in Russia.

In the English tradition, the term "tutor" The term "tutor" refers to a tutor, most often a teacher specializing in a particular subject. In Russia, the concept of tutoring was introduced by Petr Shchedrovitsky, Tatyana Kovaleva, and their colleagues. In our country, a tutor has come to refer to a specialist responsible for individualizing the educational process in educational institutions such as schools and universities. Even within a linear education structure with general curricula, a tutor works with students, creating individualized educational paths. This allows each student to receive a personalized approach to learning, which promotes a deeper understanding of the material and the development of essential skills.

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A tutor is a professional with deep reflection and complex life experience. Such a specialist not only imparts knowledge but also helps students develop critical thinking and independence. Tutors have the ability to analyze and adapt teaching approaches, taking into account the individual characteristics of each student. This makes them an important part of the educational process, facilitating more effective learning and personal growth. Universities have several approaches to solving problems. First and foremost, this involves forming work groups where students can discuss and analyze problems together. Another important aspect is the use of modern technologies, such as online courses and collaboration platforms, which allow for expanded access to information and resources. Furthermore, instructors can conduct seminars and workshops where students can apply theoretical knowledge in practice. It is also important to develop critical thinking and analytical skills, which will help students find effective solutions. Thus, the integration of various methods and approaches allows for successful problem-solving in the educational environment. Universities can approach the development of tutoring from various angles. For example, Tomsk State University (TSU) initially focused on working with talented students with high potential. However, over time, this approach has evolved, and now tutors at TSU interact with all students, regardless of their level. This allows for more effective support of the learning process and the development of skills for all students, which in turn contributes to a more competitive educational environment.

At RANEPA, tutoring support has been actively developed within the framework of the Liberal Arts concept. This educational model gives students the opportunity to independently shape their academic plan within the university. Our experience aligns with this approach, as the Individual Educational Trajectories (IET) model at TSU was developed using principles similar to Liberal Arts. We strive to create conditions for maximum flexibility and independence for students, which contributes to their personal and professional development. The integration of tutoring support into the educational process allows for more effective adaptation of educational programs to the needs of each student, which in turn improves the quality of education and satisfaction with the educational process.

A tutor at a university performs several key functions aimed at supporting and developing students. A tutor's primary role is to provide individual support to students, including assistance in mastering the curriculum, organizing the learning process, and advising on choosing educational paths. Tutors help students adapt to the learning environment, develop their independence and critical thinking. They may also coordinate group projects, conduct seminars and trainings, and facilitate communication between students and teachers. It's important to note that a tutor's role includes not only academic support but also emotional support, helping to create a comfortable atmosphere for learning and personal growth.

When we first started, our understanding of the tutor's role was rather superficial. To gain a deeper understanding of what a tutor is, we studied the experiences of other professionals and attended the Summer Tutoring University. This approach helped us better understand the key aspects of a tutor's work and their importance in the educational process.

A tutor is a student's personal assistant who assists them in developing an individual educational path. This definition remains relevant today, although its content is constantly being enriched by new aspects and approaches to teaching. Tutors play a key role in the educational process, helping students achieve their academic goals and develop the necessary skills.

In our work, we focus on two key aspects. The first aspect is navigation in the educational space. Our primary task is to explain the university structure to students, demonstrate how the Individual Educational Trajectory (IET) system is organized, and familiarize them with available opportunities, including informal education. It is important to convey to students that elective courses are not optional classes, but mandatory components of the curriculum that can be selected from a range of options. We strive to provide students with the necessary information so that they can make the most of their educational opportunities.

As part of the Individual Educational Trajectory, tutors actively engage in student motivation, goals, and values. Over the past year and a half, tutoring at Russian universities has seen a trend toward working with self-competencies. It has become clear that dividing skills into hard and soft skills has its limitations, as some skills cannot be clearly assigned to one of these categories. This requires a new approach to assessing and developing students' competencies, which will undoubtedly be relevant in school education as well.

We most often use the prefix "self" to refer to processes such as self-determination and self-awareness. It is important to note that this concept also includes self-management, which implies the ability to organize one's own activities. Effectively working with a set of competencies that facilitate learning is one of the key tasks of a tutor. A tutor should not only help students master the material but also develop their self-organization and self-regulation skills, which in turn facilitates a deeper understanding of the educational process and increases its effectiveness.

The second aspect of a tutor's work is an individual approach to each student. This allows for a deeper understanding of the student's needs and tailors the educational process to their learning style. This approach promotes more effective learning and increases student motivation. A tutor assists not only in mastering the material but also in developing critical thinking and independence, which is also an important part of the educational process.

The transition from school to university requires students to assume greater independence and responsibility, which can present certain challenges for first-year students. This is especially true when it comes to developing a personal educational path. It is important to understand that adapting to university life involves not only academic tasks but also time management, self-organization, and the development of critical thinking skills. Proper planning and a conscious approach to the educational process will help students overcome new challenges and successfully integrate into the university environment.

A tutor can significantly assist students in determining their career path and navigating the labor market. They conduct individual consultations, help identify the student's strengths and interests, and analyze current labor market trends. A tutor can offer helpful career advice based on personal preferences and market needs. They can also assist with resume writing and interview preparation, which will increase the student's chances of successful employment. Consulting with a tutor is an important step toward making an informed career choice and building a successful career.

Universities such as TSU have tutors who provide career counseling. Our institution has also worked with graduates planning to enroll in a master's program after their fourth year. However, such initiatives remain isolated. At Tyumen State University, career counseling is provided by the Career Center, while tutors primarily focus on supporting first-year students. However, we are considering expanding our approach to career counseling. Final-year students preparing to begin their professional careers are showing a strong interest in tutoring support. This underscores the importance of creating a systemic support system for students during the transition from study to work.

How and Why the Tutoring Support Center Was Established at Tyumen State University

The Tutoring Support Center was created in response to the growing need for individualized learning and student support. We strive to offer high-quality educational services that will help students achieve their academic goals. Our team consists of experienced tutors ready to provide personalized support and assistance in mastering the course material. We believe that every student is unique and requires an individualized approach, which is the foundation of our work. The Center actively collaborates with educational institutions to provide comprehensive support and improve the level of education.

In 2017, four of our institutes (Philology and Journalism, Chemistry, Psychology and Pedagogy, History and Political Science) introduced the practice of Individual Educational Pathways (IEPs). This innovation demonstrated the need for student support, especially for those who had recently graduated from high school and entered university. For new students who had to adapt to a new educational environment, IEPs were an unfamiliar experience. The university had not previously implemented such a practice, and senior mentors were unable to effectively support incoming students. Therefore, at a strategic session of the university management, where I did not work at the time, we came to the conclusion that it was necessary to introduce the position of a tutor who would provide the necessary assistance and support to students in their educational process.

Photo: Tyumen State University

In the first year, the tutoring function was assigned to teachers, but this approach proved ineffective. Teachers already had a significant workload, and combining tutoring with their main teaching responsibilities led to a situation reminiscent of traditional private tutoring. However, the main goal of tutoring was not in-depth instruction in individual subjects, but to present students with all the possibilities of the educational space and explain how they can use these resources for their development.

In 2018, the first team of tutors was formed, who support students with individual educational trajectories. These specialists provide support without being tied to specific disciplines, which allows for the educational process to be effectively adapted to the needs of each student.

How a tutor is similar to a coach and how they differ

The difference between a coach and a tutor lies in their tasks and approaches to teaching. A coach focuses on developing the client's personal and professional skills, helping them achieve their goals and unlock their potential. Their primary role is to provide support and motivation, as well as facilitate self-reflection and decision-making. A tutor, on the other hand, is more focused on the educational process. They provide knowledge, help students master the material, and develop the skills necessary for successful learning. A tutor can work with both individual students and groups, providing a more structured approach to learning. Thus, coaches and tutors perform different functions: a coach emphasizes personal growth and motivation, while a tutor focuses on educational aspects and knowledge transfer. Understanding these differences will help you choose the right professional based on your goals and needs.

Tutors often define their professional identity through negation, using phrases like, "We're not psychologists, we're not teachers." This begs the question: who are we then? The most difficult thing is separating from coaching. I received my education at the International Erickson Coaching University and worked in this role. Despite the similarity of tasks and goals, there is also a value overlap between the ethical codes of a coach and a tutor. It is important to clearly define the unique aspects of tutoring to emphasize its distinction from other professions and more accurately convey the essence of our work to clients.

There are two main differences between a tutor and a coach. First, a tutor is limited to the educational context and has deeper knowledge in this area, as their focus is on the learning process. In contrast, a coach typically uses questioning techniques outside of a specific context. However, in recent years, coaches have emerged who work directly in companies, which allows them to take into account the specific conditions and goals of an organization. Interestingly, if a tutor works freelance and is not affiliated with an educational organization, they are also not required to consider the context, making them more similar to a coach.

The second difference is more significant. In an educational setting like Tyumen State University, we can and should provide specific recommendations to students. This doesn't mean imposing an opinion, but rather an opportunity to say, "If you're interested in this area, here are the available options." Navigation is a core function, which is also relevant for schools.

Coaches have a strict ethical standard prohibiting them from making direct recommendations. Even if a coach believes that a client would benefit from completing, for example, an MBA, they have no right to impose this opinion. The coach's primary task is to help the client come to informed decisions independently. This principled position emphasizes the importance of individuality and personal responsibility in the coaching process.

What qualities and competencies are needed for a tutor at a university?

A tutor working at a university must possess a number of key knowledge and skills. Firstly, it is important to understand the educational process and the specifics of the educational program in order to effectively support students in their studies. The tutor must be able to develop individual support plans, taking into account the needs of each student.

Communication skills are equally important. The tutor must be able to listen and give feedback, creating an atmosphere of trust and support. In addition, knowledge of modern teaching methods and technology will also be a great advantage, allowing you to use various tools to improve the educational process.

The tutor must be able to identify and analyze the problems faced by students and provide them with the necessary resources to solve them. The ability to work in a team and interact with faculty, administration, and other university specialists is also an important aspect of a tutor's work.

Therefore, a university tutor must be a highly qualified specialist, capable of providing support and assistance to students in their academic and personal development.

When our Tutoring Support Center began working fully with first-year students, we faced the need to expand our team of tutors from four to 15 people. This recruitment process prompted us to consider the necessary competencies. We identified two main areas. The first is the tutor's hard skills, which imply the ability to effectively use pedagogical, psychological, and coaching tools. These skills are key to a tutor's professional work and ensure high-quality support for students.

Soft competencies and self-competencies play an important role in professional work, although in the past we did not always clearly distinguish between them. Soft competencies include leadership, effective communication, creative thinking, teamwork, and understanding of others. These skills are essential for successful teamwork and achieving shared goals. Developing these competencies helps not only in the professional sphere, but also in personal life, contributing to the improvement of interpersonal relationships and an increase in overall productivity.

Photo: Tyumen State University

The soft competencies model perfectly matches our tasks at the university. However, freelance tutors may lack certain skills. For example, at our university, there are approximately 200 students per tutor, and we often work with groups. However, leadership skills are not required for a tutor who works individually. Similarly, teamwork skills may not be necessary for some tutors, as we have many group activities, and some prefer to work independently. For tutors, a balance between soft and self-competencies and professional skills, or hard skills, is important. Soft skills, such as communication, empathy, and learning ability, help establish trusting relationships with students and adapt the educational process to their needs. On the other hand, hard skills provide the necessary expertise and practical knowledge in a specific field, which is key to effective teaching. Ideally, a tutor should develop both types of skills to most effectively support students in their educational journey.

To successfully interact with students, it is important to develop soft and self-competencies that enable trusting communication and a better understanding of their needs. At this stage, it is necessary to focus on emotional intelligence, active listening, and empathy. After developing these fundamental skills, it is time to move on to mastering specialized professional tools and skills. As part of this strategy, we organized a summer school for tutors just beginning their careers in education. This event helps newcomers acquire the necessary knowledge and skills to effectively support and guide students in their learning process.

An important aspect of a tutor's work is understanding the educational context and the model in which it operates. Different universities use different approaches, which influences the tutor's methods of interaction with students. A thorough understanding of these differences allows tutors to effectively adapt their teaching strategies and approaches, which contributes to a higher quality of learning.

Tutoring education is an important aspect of tutors' professional training, but specialized education is not always mandatory. At our center, all tutors are appropriately qualified and undergo regular training, which enables them to work effectively with students. We emphasize practical experience and an individual approach to each student, which helps achieve high learning outcomes.

Tutoring education is legally recognized as an opportunity for advanced training for people with any basic education. It can be obtained even after starting work. We adhere to this concept, believing that specialized education is not a mandatory criterion for obtaining a tutoring qualification.

Our tutors have a diverse background, including physics, chemistry, history, and sociology. However, it is worth noting that most of them have a background in psychology. This is explained by the similarity in values between tutors and psychologists. However, a background in psychology was not the primary criterion for selecting our tutors. We value a diversity of knowledge and experience, which allows us to provide high-quality and comprehensive support to our students.

When we were forming our team, tutoring at universities was just beginning to gain popularity. As a result, candidates with tutoring experience and education who sent us their resumes were mostly working independently or at educational institutions. This didn't quite meet our requirements, as professionals who successfully work freelance often face difficulties when transitioning to a university environment due to lower salaries. Furthermore, school staff members have their own specific work styles, focused on different goals and educational models, which also didn't meet our expectations.

Who exactly proved suitable in this situation?

On our team, the most suitable candidates were those without tutoring education or experience, but with a desire to acquire them. We organized professional development for all new employees, teaching them the fundamentals of the profession. Some of them decided to continue their studies in master's programs. I believe the choice depends on the specific situation: in some cases, it is better to start with basic education, while in others, it is better to develop the necessary skills on the job.

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One of the key tasks of a tutor is to find personal meaning. This is a process that helps students realize their goals and motivation for learning. Tutors guide students in understanding their unique needs and interests, which contributes to a deeper understanding of the subject and improves the quality of education. This approach not only enhances personal engagement but also promotes the development of critical thinking, which is an important aspect of successful learning.

How is the work of tutors with students organized?

You mentioned that you have 15 tutors on your team, and each of them has approximately 200 students. Could you clarify who these students are? Are they students from their first to final years, or are they primarily first-year students?

These are first-year students, and we distribute them equally among all tutors. Each student is assigned a tutor to whom they can turn for assistance. At the beginning of the educational process, we offer several general activities, after which the work usually continues on an individual basis. Some students require in-depth consultations and are willing to work proactively, while others prefer to figure things out on their own.

Senior students also sometimes seek help. This most often occurs when they have questions after moving to their second year. In such situations, they may request consultations or assistance with their individual educational trajectory. However, such requests are not very common.

Students who transferred from other universities that did not use the Individual Educational Trajectory (IET) model sometimes contact a tutor. They need help to more deeply understand and master this model. However, such cases are quite rare.

You have already mentioned that you intend to focus on working with senior students. Will this be limited to career counseling?

We, together with the university library and the Academic Competencies Lab, have launched an initiative within the learning center aimed at holding events for students aimed at developing study skills. One of the areas, focused on working with information and databases, is implemented by the library and laboratory. Our section focuses on how to effectively prepare for study.

Open student events are a unique opportunity for students, especially first-year students, to delve into current topics and exchange knowledge. Although the primary focus will be on first-year students, participation in the events is open to all students interested in the stated topics. These meetings foster a community where everyone can share experiences and gain new knowledge.

All students can sign up for an individual consultation with a tutor. This is an excellent opportunity to receive personalized help and advice on academic issues, as well as to understand complex topics. Tutors are ready to support students in their learning process and help them achieve their goals.

We are completely open to all student inquiries, regardless of year. We have no restrictions, and we are ready to respond to all requests.

The main challenge is that transforming individual consultations into a regular process can be challenging for tutors. In the initial stages, when we strive to meet with all students, the schedule becomes significantly overloaded. We are actively working to optimize this process to ensure access to consultations for everyone who wants them, while avoiding imposition. We understand that students' support needs vary and strive to adapt to these differences.

Only the initial meetings, which are of an introductory nature, are mandatory. They allow the parties to present their interests and goals to each other, and to determine whether further cooperation is worthwhile. These meetings lay the foundation for future relationships and help establish trust between partners.

This year, we have updated the program in accordance with the new "2 + 2 + 2" individualization model. The first course will be entirely devoted to the core disciplines that are common to all students. It is important to note that mandatory tutoring is integrated into the program at several key points. However, students will still have the option to opt out of tutoring, as the university offers a greater degree of freedom than school. However, it is worth remembering that opting out of some mandatory components may result in expulsion from the university.

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What requests do tutors handle?

Students often contact us with a variety of individual requests related to their educational process and professional development. Key questions include choosing a specialty, difficulties in mastering the course material, and the need for consultations on writing coursework and theses. In addition, many are interested in internship and practical training opportunities, as well as career prospects in their chosen specialty. Students often need help preparing for exams and recommendations on effective study methods. We strive to provide comprehensive information and support for each of these requests to help students achieve their educational and career goals.

During their studies, students encounter a variety of difficulties, for example, the phrase: "I can't figure it out, I don't understand." Technical issues often arise, especially with the Modeus system, which is responsible for individualizing the learning process. To avoid becoming a technical support service, we decided to organize tutorials for students. During these sessions, we provide instructions, explain how to use the system, and answer any questions that arise. This significantly improves understanding and facilitates the learning process. At school, only a few students had experience working with a tutor and understood the types of requests they could make. Most often, requests are formulated as tasks, such as: "I want to understand my goals and develop a plan to achieve them." This emphasizes the importance of an individual approach and support in the educational process. A tutor can help students not only identify their aspirations but also determine specific steps to achieve them, which significantly improves the effectiveness of learning. Sometimes students come to us with problems related to the educational process. For example, they may be experiencing difficulties with a particular subject or teacher. In one memorable case, one student faced six outstanding grades after a session. Together with his tutor, he developed a plan to address these issues, successfully re-passed all outstanding exams on time, and continued his studies with renewed vigor. This example demonstrates how support and the right approach can lead to positive academic results.

It's common for people to realize they've chosen the wrong direction. This can happen for a variety of reasons: changing interests, lack of information about the profession, or the influence of others. It's important to understand that such a conscious choice is normal. If you feel that your current direction doesn't align with your goals and desires, you should consider changing your major. Consult with counselors or career specialists for support and advice on next steps. Changing your direction can be the key to a successful and satisfying career in the future.

We do have cases of transferring from one direction to another, while working with a tutor. In the future, such situations will become more common, as the educational space will become increasingly open to such changes.

Photo: Tyumen State University

In the traditional linear system, transferring between programs can be quite difficult due to significant academic differences. In the IET model, transferring after the first semester is easy, while after the second semester it's a bit more complicated, but still quite straightforward. In the "2 + 2 + 2" system, students can seamlessly transition between tracks after the first year of study. This creates additional advantages for tutors, as it allows them to work more effectively with students. We won't actively encourage students to switch, but we will emphasize that if they are unsure of their choice, they always have the option of switching to another track.

Some people approach tutors with requests that actually require the intervention of a psychologist. Often, such cases are related to emotional or psychological issues that cannot be resolved through educational support. It's important to understand that a tutor can help with learning and skill development, but to resolve deeper internal conflicts or stressful situations, it's necessary to consult a specialist in psychology. Thus, correctly diagnosing the client's needs is a key element in choosing the right specialist.

Sometimes situations arise when a tutor may find themselves in a difficult situation. If I, as a tutor, offer a person tools for navigating the educational space, they may prove ineffective, since they have more pressing issues that require solutions in the personal sphere. However, we have experience with parallel support, when the student, together with a psychologist, works through personal issues and focuses on their experiences, while the tutor helps them achieve educational goals. This approach, although based on the experience of only a few students, demonstrates great effectiveness in providing comprehensive support.

How a tutor works with specific requests

Working with a student's request consists of several key stages. First, the request is analyzed, during which the student's details and requirements are clarified. An action plan is then developed, which includes research and gathering the necessary materials. Following this, work on the content begins, including writing and editing. The final stage involves checking for compliance with requirements and standards, and finalizing the document. This process ensures high-quality work and meets the student's needs.

The effectiveness of processing a request depends largely on its specifics, but several universal stages can be identified. The first and most important step is establishing a trusting relationship. This creates an atmosphere of mutual trust, which allows for an open discussion of the request. Even if the issues are purely organizational, such as technical support or navigation, it is important to establish contact. This facilitates more productive interaction and increases the chances of a successful solution.

At this stage, the request is clarified, which helps to identify the essence of the problem. This is an important process during which it is necessary to carefully analyze and clarify all aspects of the request. A correct understanding of the problem is key to a successful solution.

This stage is critical, since the initial request may not reflect the person's true needs. For example, a student may come to us with a problem of falling behind in a subject, but in reality, they need to understand their educational goals. They may wonder if they really want to study at all and whether a particular educational institution is right for them. Understanding these internal issues allows for more effective problem-solving and achieving desired educational results.

At the contract stage of coaching, the client's goals are defined. It is important to ask the key question: "What do I want to achieve in this situation?" It often happens that a person needs support and the opportunity to discuss their thoughts with someone. As a result of such interaction, they can find their own solutions and understand the situation independently. This process not only helps identify the client's desires but also promotes their personal growth and development.

In some cases, it is necessary to develop a detailed plan or make a difficult decision. For example, if your goal is to become a highly qualified economist in four years, it is important to understand what this actually entails.

A tutor can have a significant impact on the educational process. Their job is to support and assist students in mastering the material. A tutor provides personalized guidance, explains complex topics, and helps develop effective learning strategies. This enables students to better understand the subject, improve their academic performance, and become more confident in their knowledge. Interacting with a tutor promotes the development of critical thinking and self-regulation skills, which are essential for successful learning. The tutor uses a variety of tools and techniques to help students take specific actions or make informed decisions. For example, they may suggest using Descartes' square to analyze the possible consequences of a situation, considering both positive and negative scenarios. If a student is experiencing difficulties controlling emotions, the tutor can recommend emotional self-regulation techniques. Tools such as the Life Balance Wheel can also be used for effective goal-setting and prioritization. As part of art therapy, the tutor can offer creative exercises, such as drawing or writing a story, to help students better understand and describe their current life situation. These approaches promote deeper understanding and effective problem-solving among students.

Photo: Tyumen State University

After completing the assignment, the student evaluates the results of their work and discusses them with the tutor. It is important to agree on further steps: determine the date of the next meeting and the initiator of communication. This is usually left to the student's discretion. If a student doesn't show up for a meeting, it's appropriate to ask, "Hi, how are you? Is everything okay?" when you meet at the university. This will help maintain contact and build trust.

A tutor can provide significant support to struggling students, despite not having a full-time tutoring role. The main task of a tutor is to create a favorable educational environment and help students master the course material. A tutor can offer an individual approach to each student, identifying their strengths and weaknesses. They help develop self-organization, motivation, and critical thinking skills.

Furthermore, a tutor can organize additional classes aimed at deepening understanding of complex topics, as well as provide resources and recommendations for independent study. An important aspect of a tutor's work is supporting the development of communication skills, which facilitates more productive interactions with teachers and peers.

Thus, tutor support becomes an important tool for students seeking to improve their academic performance and overcome learning difficulties.

A case study I often use in my examples concerns helping students formulate a plan to achieve their goals. However, the main problem is often that students cannot always define their goals. Many of them, when faced with retaking exams, experience uncertainty and ask questions such as: "Do I want to continue my studies?", "Is this field of study right for me?", "Is studying at this university convenient for me?" These thoughts require careful analysis and support so that students can find answers and move forward on their educational journey.

A user's request may be directly related to their current problems. Even if this is not the case, we always strive to discuss issues that are important to them. We conduct an open dialogue about what is happening, identifying what is truly important to the person. Our goal is to help them set goals not only in terms of drawing up specific plans. Sometimes the tutor themselves find the answer to the question of why they need it. In such cases, situations arise when, having identified their goal, they can move towards it without having to formulate a detailed plan. There are also cases when people face difficulties, and the reasons for retaking exams are not related to their studies, but are caused by family circumstances, health, or other factors. We are ready to support such students and help them overcome difficult times.

Some students may experience disorientation and difficulty adapting when returning to university after an extended absence. They may feel lost and unsure of how the educational process is organized and what is expected of them. In such cases, it is important to provide support to help students "ground themselves" and understand their current situation. It is necessary to explain how the educational process functions, what steps they need to take for successful studies, and also introduce them to available services and resources that can help with adaptation. Effective student support facilitates their successful integration into the educational process and improves the quality of education.

The query "I have problems with my teacher" is quite common. In such situations, a tutor can play a key role. They provide support to the student, helping them understand the difficulties that have arisen. A tutor can act as a mediator to establish a more constructive dialogue between the student and the instructor. They can also help identify the causes of conflict and offer strategies for resolving them. A tutor can also suggest alternative approaches to learning, which can facilitate interaction with the instructor. Thus, a tutor becomes an important resource for students facing challenges in the educational process.

We strive to help students understand the issues that have arisen, set clear goals, and find ways to achieve them. Our role is not mediation, so we do not conduct preliminary discussions with students and instructors. We are responsible for the tutorial process, while the student must take responsibility for further actions. In our dialogue, we focus on the following questions: what is the problem, what is the student's personal responsibility, what can they change, and what steps will they take to improve the situation.

There are various approaches to problem-solving. Some students recognize that difficulties arose due to poor communication and approach the instructor to discuss the situation. Others understand that their own actions may have played a role in the problem, admitting that they were careless in their statements or behavior. Cases in which instructors act unfairly are extremely rare. Most often, students strive to understand the causes of the difficulties and find solutions.

We have had several cases in our practice that left a lasting impression. One of them involved the successful implementation of a digital marketing strategy for a small company, which led to a significant increase in its client base. We used a comprehensive approach, including website SEO optimization, content marketing, and targeted advertising, which increased brand visibility and attracted new clients.

Другой запоминающийся кейс связан с разработкой уникального контента для крупного предприятия, что способствовало улучшению взаимодействия с аудиторией и укреплению имиджа компании. Благодаря тщательному анализу целевой аудитории и актуальных тенденций рынка, мы смогли создать материалы, которые не только информируют, но и вдохновляют потенциальных клиентов.

Эти примеры показывают, как важна индивидуальная стратегия и тщательное планирование для достижения успешных результатов в сфере маркетинга и продвижения.

У одной студентки при поступлении возникла дилемма: выбрать химию или журналистику. Она решила поступить на химию, но в процессе обучения начала сомневаться, действительно ли это ее путь. Работая с тьютором, она осознала, что может продолжать изучать химию и одновременно выбирать элективные курсы по журналистике. В результате она прошла несколько таких курсов, пообщалась с однокурсниками и в итоге приняла решение перевестись на журналистику. Сейчас она учится на выпускном курсе и довольна своим выбором.

There are numerous examples confirming that career guidance in schools is ineffective. The number of such cases is likely to increase, as students often enter universities with uncertain goals and interests. It is important that universities provide students with the opportunity to explore their aspirations and, if necessary, change their course of study. This will help young people make informed choices and increase their chances of a successful career.

Challenges Tutors Face When Working with Students

Students often have different expectations of their interactions with a tutor. Some may expect a tutor to guide them every step of the way, as if holding their hand, and to provide ongoing support. At the same time, there are students who prefer to completely refuse help and ignore their tutor's suggestions. These different approaches can impact the learning process and how effectively a student can master the material. It's important to understand that interactions with a tutor should be mutually beneficial and take into account the individual needs of students.

Of course, such situations do occur. The former is usually easier to accept because we know how to work with them. We openly communicate our principles to tutors, similar to how coaches do: "My responsibility is here, yours is here." If a student is constantly supported, they may face difficulties later when that support disappears.

The situation of students refusing to work with a tutor is complex and multifaceted. On the one hand, it is important to respect their wishes and right to choose. On the other hand, many students do not understand the value of tutor support and do not realize its benefits. Our goal is to demonstrate how a tutor can support the learning process, improve academic performance, and develop skills. By explaining the benefits of tutoring, we can change students' attitudes toward this tool, demonstrating how it promotes a deeper understanding of the material and the successful completion of academic tasks.

Since 2018, we have been actively developing our positioning, improving our communication methods with potential students. We analyze how to effectively present ourselves, identify key entry points for initial contact with applicants, and develop strategies for engaging with them. Furthermore, we are taking steps to effectively respond to situations where students do not communicate. Our goal is to create an attractive and accessible image that will help attract more students and establish strong relationships with them.

One-size-fits-all solutions in this area cannot yet be offered, as a common culture of interaction is necessary. With the emergence of such a culture, students will begin to understand that a tutor acts on request. If there is no request, a tutor does not appear. If there is, the student must approach them, and the tutor will respond to the request. A feeling of imposition often arises, which causes a certain awkwardness. We must work on this, and perhaps over time, the problem of positioning will become less pressing.

How can a tutor evaluate the results of their work?

The Tutoring Support Center demonstrates a number of significant results that can be measured and evaluated according to several criteria. Firstly, we take into account the level of satisfaction of program participants by conducting regular surveys and questionnaires. Secondly, we analyze the dynamics of student academic performance, which allows us to track their progress and academic success. Thirdly, an important indicator is the number of successful completions of tutoring programs and transition to the next level of education. We also consider feedback and recommendations from participants, which helps us improve the quality of the services provided. Thus, the results of the Tutoring Support Center's work are not only quantitative but also qualitative, confirming its effectiveness in the educational process.

Previously, I thought that difficulties in measuring results were unique to us. However, during discussions with colleagues from other educational institutions at the Summer Tutoring University, it became clear that, despite differences in context and goals, we face similar challenges. One such challenge is impostor syndrome, when doubt arises as to whether the results are truly the result of our work.

It is important to be able to document the results of our work and demonstrate them to others, as this helps strengthen the role of tutoring support. However, it is important to remember that the results of our work are primarily the achievements of the students themselves. Correct recording of these successes will help not only in assessing the effectiveness of the tutoring work, but also in the further development of students, which is a key element of the educational process.

Photo: Tyumen State University

As part of the organizational process, we always record the results of interaction with students. This includes meeting history, the number of contacts, and the types of interactions—group tutorials or individual lessons. We also consider data from face-to-face meetings and correspondence. All this information is carefully collected for analysis and improvement of the educational process.

In the near future, we plan to focus on analytics, in particular predictive analytics, which will allow us to make forecasts based on the collected data. At a minimum, we will work on correlation analysis to identify existing links between various variables. For example, we are interested in whether there is a relationship between working with a tutor and the number of students who transfer to other programs. This research will help us better understand the impact of tutor support on student academic mobility and optimize educational processes.

Do you have internal criteria for assessing the quality of your work?

We regularly organize reflection circles where we discuss current situations and emerging challenges, share experiences, and receive feedback from colleagues. As part of these meetings, we exchange methods, tools, and case studies. We also periodically hold educational events. Recently, for example, we held an internal TED Talk conference, covering three sections: "Tutor Support," "Higher Education," and "The Modern Student." These events contribute to the team's professional development and deepen understanding of current trends in the educational process.

During a roundtable discussion with colleagues studying in the master's program, the question arose of whether the number of tutorials is the primary performance evaluation criterion. I expressed the opinion that if we approached this issue from a purely formal perspective and evaluated performance solely based on quantitative indicators, I would prefer to leave my position. Certainly, the number of tutorials can influence the quality of teaching, and it should be taken into account, but reflection sessions provide a much clearer picture of the actual situation and the effectiveness of the tutor's work. This approach is significantly more beneficial than relying solely on statistical data.

Do you collect feedback from students? Receiving feedback is an important aspect of the educational process. This allows us to identify strengths and weaknesses in the curriculum and understand student satisfaction with the quality of services provided. Regularly collecting feedback helps us improve curricula and tailor them to student needs, which in turn can increase student engagement and success. Feedback can be collected through surveys, interviews, or online platforms, making the process convenient and accessible for all participants in the educational process.

We are actively working to develop a model for continuous student feedback. This will not only allow us to record significant cases but also to obtain high-quality results that can be demonstrated to others. We strive to provide data that reflects student opinions and their impressions of the program.

Feedback helps us identify biases in perceptions of the educational process. Our primary goal is to design the ideal educational path, but for students, the most important outcome is emotional support. They note: "I found someone I can talk to, express myself, and not face judgment." Without receiving feedback, we would not have known about such needs. It's important to consider these aspects to create a more effective learning environment.

Sometimes it feels like the work you've completed leaves much to be desired, but a tutor may have a completely different opinion of the result. It's important to remember that feedback isn't always immediate, and success may become apparent later. It's not uncommon for a teacher to receive no information about how well a student has perceived the material. This underscores the importance of feedback in the educational process, which helps both the teacher and the student assess the level of knowledge acquisition and adjust future work.

Feedback sometimes comes in unexpected ways. For example, at the end of 2021, a university held an essay competition where participants noted the influence of tutors on their understanding of the course material, with phrases like, "The tutor really helped me, and I realized something important." In our practice, much is tied to internal feelings, and sometimes a person doesn't recognize the results of their work because they don't have clear criteria for evaluation. This awareness can be achieved through developing a culture of open communication and dialogue with tutors. I hope that we can develop this practice in the future.

What tasks can tutors and senior students take on as tutors?

A tutoring center is an important element of a university's educational infrastructure, contributing to the improvement of the learning process and student support. However, its necessity depends on the specifics of the institution and existing services. Psychologists and curators can perform some of the functions of tutors, but their tasks often differ. Tutors focus on academic support and student adaptation, while psychologists deal with emotional well-being, and curators are responsible for organizing the learning process. Thus, the presence of a tutoring center can significantly improve the quality of education and increase student satisfaction by offering them specialized assistance and mentoring. It's important to remember that every educational institution is unique, and the choice of support structure should be based on student needs and the specific characteristics of the institution. A tutor position at a university is not mandatory for all educational institutions, but it is essential in cases where individualized learning is required. A tutor can be called a mentor or academic coach—a specialist who helps students navigate the educational environment, discover their potential, identify their interests, goals, and motivation, and plan their future educational path. Artificial intelligence will not be able to assume this role in the coming years. In addition, the function of a tutor differs from the work of a psychologist, since psychologists, as a rule, focus on personal aspects, rather than educational ones.

Photo: Tyumen State University

The tasks of tutors are often limited to the adaptation of students and their involvement in various activities. This activity doesn't always meet students' needs and is sometimes focused on the interests of the university. If a mentor is an employee of the educational institution without additional responsibilities, they can effectively fulfill the role of a tutor. However, in cases where a mentor is also responsible for extracurricular activities, organizing competitions, and performing other tasks, their ability to support students may be significantly limited. It is important that mentors are able to focus on students' needs to provide high-quality support and assistance in their educational process.

In peer-tutoring practice, there is a model in which senior students perform some tutoring functions. However, for this model to be successfully implemented, it is necessary to have the support of an experienced team of tutors who will help senior students develop a value-based approach and a deep understanding of their role. We implemented a similar system in the Faculty of Psychology, where we established a rule: senior students acting as mentors for first-year students should not develop friendships with them. Students often seek friendly communication, which can interfere with the creation of an individual educational trajectory in a "subject-to-subject" format. If an upperclassman becomes a friend, this can lead to expectations of advice and the delegation of some responsibility, which complicates the performance of tutoring functions. It is impossible to completely transfer these functions to upperclassmen, but individual elements, such as adaptation and navigation in the educational process, can be successfully transferred.

"For students, sometimes the most important outcome is emotional support"

Contents:

What tasks do tutors perform at universities?

How and Why the Tutoring Support Center Was Established at Tyumen State University

How a tutor is similar to a coach and how they differ

What qualities and competencies are needed for a tutor at a university?

How is the work of tutors with students organized?

What requests do tutors handle?

How a tutor works with specific requests

Challenges Tutors Face When Working with Students

How can a tutor evaluate the results of their work?

What tasks can tutors and senior students take on as tutors?