Introduction

This handbook has been compiled with the help of several serving departmental tutors in the School, the Dean of Undergraduate Studies, Student Services and the Teaching and Learning Centre (TLC). It acknowledges that practices may differ between departments and that the size of the department, along with the extent of administrative support available, will greatly impact on the precise nature of the departmental tutor's role, as well as expectations about personal tutor responsibilities. However, there are core duties and responsibilities associated with these roles and there are also many similarities between departments in 'A year in the life of a departmental tutor and personal tutor'.

The purpose of this handbook is to help all those new to either/both these roles to understand the job the School asks of them and to provide a common point of reference for departments through which issues can be highlighted and good practice can be shared.

The handbook is not meant to be prescriptive and is considered to be a living document that should be added to and developed by departmental and personal tutors and those involved in supporting them.

In addition to this written handbook, the Teaching and Learning Centre provides induction sessions each year for new personal tutors as part of the new academic staff induction programme and organises a briefing session for new departmental tutors. Anyone who misses or is unable to attend these sessions is welcome to contact TLC who will arrange a specialised one-to-one briefing as appropriate.

This handbook is updated each year. Where possible, revisions are made to the web version as they arise. A new hard copy is printed in August/September each year. For a hard copy, email TLC A printable PDF version of the full handbook is available here. downloadable PDF file.

Acknowledgements

Special thanks to Dr Kate Exley, Consultant in Higher Educational Development, who is the primary author, editor and compiler of the handbook.

Many thanks indeed to those departmental tutors who gave their time and experience in putting together and editing the handbook, especially:

Particular thanks to Mark Hoffman, the Dean of Undergraduate Studies; Mark Maloney, Head of Student Administration; and Katie Porrer, Student Advice and Reception Manager, without whom this handbook would not have been possible. Final thanks to Dr Liz Barnett, Director of the Teaching and Learning Centre; Jean Jameson, Adviser to Students with Disabilities/ Dyslexia; and Susan Kendal and Teresa Schaefer from LSE's Student Counselling Service who were able to provide much information about how students with difficulties could be supported at the School.