Academic transition and peer tutoring: A case study at the University of Padova

Academic transition and peer tutoring: A case study at the University of Padova According to the European Space for Higher Education document by the Confederation of European Rectors’ Conferences, research, teaching activities, and orientation/tutoring programs enhance the university’s educational offer. Students entering the university who are not fully aware of the challenges ahead risk abandoning their endeavours. Cognitive-social approach theories highlight the importance of preparatory activities assisting students in making appropriate decisions and in facing new challenges. Like many European counterparts, the University of Padova (Italy) has initiated tutoring services including pre-enrollment orientation, freshman welcoming activities, ongoing tutoring initiatives, and outgoing orientation. “Open Day,” an initiative organized by the University’s Tutoring Service of the Teacher Education Program, is an aspect of that service. Junior tutors, students enrolled in second-cycle degree courses, organize the initiative each year by holding workshops for new students interested in various degree courses. In this chapter it is described the University’s tutoring service in all of its manifestations and in particular focusing on the “Open Day” orientation experience. This observational study falls within the context of the project promoted by the University whose aim was to analyse developments and trends in higher education, and to assist students in achieving academic success.