After the Bologna Process (2006), tutoring activities have been introduced and disseminated among most IST Programmes as a way to support expected and needed changes on the teaching and learning practices in Higher Education. Before 2003, only peer mentoring existed to support the student’s transition and there were no specific measures to either support student’s academic strengths or difficulties, or training and support activities for teachers. In this article we characterize IST Tutoring Program, highlighting the aims, outcomes and outputs of several strategies taken to promote the communication between Teachers and Students.
Strategies like training for Tutors and Tutees, Coaching or the combination of tutoring practices with soft skills training within first year introductory course are described. Low Academic Outcome Identification System (LAOS) is also referred to as a way to early identify students in stress and prevent the low academic cycle in which students tend to keep before they ask for external help.
This paper was presented at EQAF and reflects the views of the named authors only.