Contents

• Introduction
  
   
• Section 1. An introduction
  • 1.1 Respective roles and responsibilities: personal and departmental tutors
  • 1.2 Requirements of the departmental tutor role
  • 1.3 Departmental and personal tutor workload
  • 1.4 A year in the life of departmental and personal tutors - proposed good practice
  • 1.5 At a glance - a brief list of useful contacts
    
     
• Section 2. Academic Progression decisions and Procedures
  • Quick Summary: Academic progression decisions and procedures
  • 2.1 Reviewing academic progress
  • 2.2 Deferral
  • 2.3 Interruption of studies
  • 2.4 Barring students from taking their examinations – a guide to the procedure for BA/BSc/LLB and General Course students
  • 2.5. AWOL Procedures
  • 2.6 Making special examination arrangements
  • 2.7 Mitigating circumstances to the Board of Examiners
  • 2.8 Medical and other emergencies during the exams
  • 2.9 Exam failure and progression rules for BA/ BSc students
  • 2.10 Students who fail to meet the School progression rules: the Student Progress Panel
  • 2.11 Follow-up and monitoring of students who have been awarded repeat registration and/ or progression
    
     
• Section 3. Academic choices and changes
  • Quick summary: Academic choices and changes
  • 3.1 Course choice
  • 3.2 Making changes
    • 3.2a Changing class
    • 3.2b Changing options or courses
    • 3.2c Changing degree programme
    • 3.2d General Course students wishing to transfer to LSE
  • 3.3 Staff-student liaison committees (SSLC)
  • 3.4 Working with academic committees
    
     
• Section 4. The pastoral role
  • Quick summary: pastoral support
  • 4.1 Organising student induction
    • 4.1a School-wide Student Mentoring Scheme
  • 4.2 Students with disabilities, dyslexia and mental health problems
    • 4.2a What to do if a student discloses a disability to you
    • 4.2b Examples of 'reasonable adjustments'
    • 4.2c Students with dyslexia
    • 4.2d Students with mental health problems
  • 4.3 Students facing difficult situations
    • 4.3a Underlying principles
    • 4.3b A range of situations
    • 4.3c Medical and mental health and other general emergencies
    • 4.3d Visas
  • 4.4 Preferential allocation of places in halls of residence
  • 4.5 Confidentiality
  • 4.6 Personal Development Planning for students
  • 4.7 Writing references for students
    
     
• Section 5. Working with others
  • 5.1 Working with class teachers, graduate teaching assistants (GTAs) and guest teachers
  • 5.2 Working with administrative support
  • 5.3 Working with the dean of undergraduate studies
    
     
• Section 6. Professional support for students: a guide to key contacts
  • Introduction
  • 6.1 Student Services Centre (SSC)
  • 6.2 Disability Office
  • 6.3 Medical centre
  • 6.4 Student counselling services
  • 6.5 Chaplaincy
  • 6.6 Students' Union
  • 6.7 Advisers to students
  • 6.8 Diversity Advisor
  • 6.9 Anti-harassment policy
  • 6.10 Disciplinary & Complaints Procedures
  • 6.11 Accommodation Office
  • 6.12Nursery
  • 6.13 Student drugs and alcohol procedure
  • 6.14 English language support: LSE Language Centre
  • 6.15 Careers advice
  • 6.16 Study skills support: Teaching and Learning Centre
  • 6.17 The Library and information skills
  • 6.18 IT training
  • 6.19 Class teacher support
  • 6.20 Additional sources of support outside the School
    • 6.20a General medical information
    • 6.20b Alcohol and drugs
    • 6.20c Contraception and pregnancy
    • 6.20d Depression, mental health and counselling
    • 6.20e Eating disorders
    • 6.20f Sexual assault
      
       
• Appendices
  • Appendix 1: A list of key dates in the academic year for personal tutors from the Mathematics department
  • Appendix 2: Example of a Tutor’s Log Sheet to record key information about Personal Tutees in Mathematics (PDF)
  • Appendix 3: The structure School governance as it relates to teaching matters and the committee and forum structures reporting to the Academic Board (PDF)
  • Appendix 4: An example of a Departmental Induction programme from the Philosophy Department (PDF)
  • Appendix 5: An example of an Individual Student Support Agreement from the Disability Office (PDF)
  • Appendix 6: Briefing on UK diversity legislation (PDF)
  • Appendix 7: List of transfer conditions for Undergraduate and General Course students by Department and year of study

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