PSP guidance provided by a teacher

As a teacher providing guidance, your task is to offer support and guidance on the content of studies and disciplines at various stages of studies in accordance with the practices of your faculty and degree programme. This includes guidance on students’ personal study plans (PSP). 

The goals of guidance are to support student progress and smooth learning processes and to promote student-centred learning. Guidance ensures that students receive sufficient and timely support for their studies. At its best, guidance supports students in building their identity as experts in their field. Guidance also promotes student wellbeing and integration into the academic community. 

As a teacher providing guidance, you act as a contact person for students in your degree programme and, if necessary, help them find, or refer them to, the correct support services. In PSP guidance, it is good to bear in mind that students are responsible for their own studies, including making choices and formulating plans.

Further information about the definition of guidance and the role of teachers is available at What does student guidance include?

Degree programmes are responsible for arranging guidance 

PSP guidance is based on the rector’s guidelines for academic supervision, guidance and progress monitoring at the University of Helsinki (PDF) (Rector’s Decision HY/201/00.00.06.00/2017).

Degree programme steering groups are responsible for the system of student guidance and its smooth functioning. They are also responsible for ensuring that each student is assigned a teacher, who advises and supports the student with the personal study plan. If a group of teachers is responsible for this guidance, their duties will be defined and communicated to the students. Related responsibilities must be included in the work plans of teaching and research staff in a clear and concrete way. 

Degree programmes have different goals and practices for guidance. Guidance may be offered under the relevant teacher’s leadership in groups or seminars or as separately agreed individual meetings. In many degree programmes, guidance meetings are included in specific courses, such as an orientation course or a course in academic expert skills.'

You can find information on guidance practices in your degree programme and faculty at the bottom of this page. The instructions on ways of implementing guidance describe how guidance can be organised and how a safe and inclusive atmosphere can be created in group guidance.

Work on the personal study plan (PSP) is a process that continues throughout the degree programme to support progress and the development of expertise. All degree requirements include drawing up a study plan in the Sisu system. In narrow terms, PSP guidance can refer to practical advice for drawing up a study plan. At its best, the process involves providing students with timely guidance supporting their studies and development as experts.

Topics such as those below can be considered collaboratively in guidance. This path visualisation (pdf) also shows some typical stages of studies and describes some of the associated questions and topics of reflection. As a teacher providing guidance, you need not have answers to all student questions. The Guidance Compass for teachers offers tips for discussing topics and information on key support services to which you can refer students.

• Integration into the study and scholarly community in the degree programme (particularly at the beginning)
• Academic expert skills, such as study and communication skills and scholarly thinking
• Ability to study at different stages of studies
• Planning degree programme studies and optional studies
• Recognition of prior learning or studies
• Scheduling exchange studies and selecting a potential host university
• Continuing to and selecting master’s studies
• Traineeships, career planning and growth into the role of an expert
• Resuming studies after a break or changing fields
• Other study-related choices and transition points

When writing a study plan, it is important to consider student resources and health so that students are able to schedule their studies based on personal resources. Individual arrangements should be discussed as part of guidance whenever you think they might benefit the student in question. If necessary, you can serve as the contact person for a student in need of such arrangements, cooperating with the faculty’s accessibility contact person or education coordinator.  

Sisu as a guidance tool

The Sisu system supports student progress monitoring and guidance. Detailed instructions for using Sisu in PSP guidance can be found at Sisu instructions: PSP guidance.

Education coordinators create guidance groups in Sisu based on the needs of each degree programme. Students can see the name of their teacher providing guidance in Sisu. As a teacher providing guidance, you can explore your students’ study plans, comment on them and respond to students’ comments. As messages and notifications are displayed only in Sisu, you should agree on related practices with students at the outset. You can also use Sisu to monitor student progress. 

Students need not submit their Sisu study plan for approval to their teacher if the plan complies with the Sisu rules. The plan is flexible and can be updated as studies progress – it need not be drafted fully at once.

You need not respond to notifications about applications and requests (e.g., relating to the degree structure). Teachers providing guidance do not process applications in Sisu. This is done by education coordinators and student advisers who consult teachers if necessary. However, as a teacher, you can see the applications the students in your group have attached to their study plans.  

• You can watch the video Sisu and Oodikone in support of guidance (in Unitube) and the recording of the orientation session for PSP teachers (in Finnish) held on 8 March 2021. 
• Further information for students about drawing up study plans can be found under Study planning and guidance in the Studies service.

Other tools and material 

• HowULearn surveys 
  Guidance discussions can draw on the results of HowULearn surveys. HowULearn supports students’ active engagement in their studies and provides individual feedback in support of studying. To obtain the survey results, you can contact the person you are guiding, the education coordinator or the degree programme director. 
• Guidance support cards (PDF)
  The support cards include questions addressing the typical academic growth of university students as their studies progress. You can also select questions from the cards and send them to students in advance for use in guidance discussions. Some faculties have created their own version of the cards. 
• Model for the ability to study (Finnish Student Health Service website)
  Developed by the Finnish Student Health Service and the Finnish Institute of Occupational Health, the model helps in analysing factors that influence students’ ability to study. The model can be used in guidance, for example, to identify students’ current strengths, resources and challenges affecting their ability to study.
• Material bank for career planning and growth as experts
  Created by career counsellors, the material bank contains information on career planning and concrete tools in support of guidance. 
• Kudin.fi self-assessment tool and Kudin.fi guidance cards (PDF, in Finnish)
  Kudin.fi is a self-assessment tool supporting student career planning during studies. You can ask your students to complete their questionnaires of choice on the website before a guidance meeting and then use the questionnaire feedback as the basis of discussion. The Kudin.fi guidance cards are designed to support student career skills and can be used for further work on self-assessment as part of guidance. 
• A PSP for enhancing language skills
  The guidance of, in particular, international students must address the issue of Finnish and Swedish skills and their impact on employment in Finland. A ‘language PSP’, or a personal study plan for language studies, can help students in independently evaluating their language learning.
• Instructions in the Studies Service
  You can refer students to seek study-related support and information independently from the Studies Service. For example, the Guidance Compass brings together all student advice and guidance services and helps in finding the right person or unit. 

Orientation and training

You can use the Moodle training Introduction to guidance for teachers to explore the duties of teachers providing guidance or develop your guidance independently. This self-study training consists of reading, videos and short assignments. In addition, degree programmes and faculties can arrange their own information sessions for teachers providing guidance. 

The Moodle course is available in English at https://moodle.helsinki.fi/course/view.php?id=51708. No course key is required.

The Centre for University Teaching and Learning (HYPE) offers training aimed at guidance providers. Further information can be found at Education and qualifications. 

Tending to your own wellbeing

As a teacher providing guidance, it is important to understand your limits to ensure that you are able to cope. You need not know everything. If you have questions, contact the University’s guidance, counselling and advice services or ask the student to do so. The Guidance Compass for teachers outlines the most common topics emerging in guidance and describes the support services and instructions you can refer students to explore. 

If you need assistance with coping, contact your supervisor or occupational health. Further information on occupational health is available on Flamma (requires login). 

Challenging guidance situations 

You may occasionally have to navigate challenging guidance situations. For information and guidelines, see the resources on the page Challenging supervision and guidance situations. If you are concerned about a student, you can consult a study psychologist by phone, for instance. Further information is available at Support from study psychologists. 

IT support

• If you have technical problems with Sisu, you can send an email to uni-help@helsinki.fi.
• User support for other teaching tools can be found on the Instructions for Teaching website.
• The IT Helpdesk can assist you if you have a technical problem involving IT services or you wish to reach your campus on-site support.

Policy guideline of the degree programme committee (Faculty of Biological and Environmental Sciences) concerning student guidance and supervision as well as supervising teachers

Background: A rector’s decision (20 October 2017) on student guidance and supervision will take effect in all degree programmes on 1 August 2020. The objective of the decision is to establish an overview of student guidance and supervision and the monitoring of student progress.

The decision applies to first- and second-cycle degrees as well as doctoral education, and its purpose is to ensure that each student receives sufficient guidance, supervision and support. The decision will clarify the division of labour and cooperation between teaching staff and University Services. Guidance and supervision can include the provision of information and advice, PSP activities, special guidance and supervision services, the supervision of theses and the monitoring of student progress. Degree programmes provide guidance and supervision in each student’s native language (Finnish, Swedish or, if agreed by the student, English). English-language master’s programmes can also provide guidance and supervision in English only. The forms of guidance and supervision used can include individual or group meetings as well as software solutions.

A supervising teacher for each student of the Faculty of Biological and Environmental Sciences

The steering group of each degree programme is responsible for assigning a supervising teacher to each student. This teacher is responsible for the student’s guidance and the supervision of the student’s personal study plan (PSP). Degree programmes can decide on the practical arrangements required and, for example, whether the supervising teacher is to supervise the student throughout the degree programme or whether a new supervising teacher is to be assigned each year. The supervising teacher can provide guidance and supervision as part of other activities in the degree programme, using various approaches.

To ensure sufficient guidance, supervision and support for each undergraduate (first- and second-cycle degree) student of the Faculty of Biological and Environmental Sciences throughout their education, the following minimum objectives must be achieved during each year of study:

The supervising teacher

• Agrees with the student on communicating primarily via the helsinki.fi email address and commits to responding to the student’s queries via this channel within a reasonable time
• Makes communications easy for the student
• Provides the student with the opportunity for at least one face-to-face meeting each academic year
• Organises at least one group meeting per academic year for the supervised students who started in the same year
• Commits to supporting the student in his or her studies
• Monitors the student’s progress (the number of credits completed) each academic year using, for example, the Sisu system or Oodikone; this monitoring takes place in the first year of study and in subsequent years so that the student is able to graduate within the target duration for the degree programme in question (i.e., the student completes 55–60 cr per year).

Both the supervising teacher and the supervised student are responsible for the success of the guidance and supervision process. The student must respond to the supervising teacher’s queries (e.g., by answering the teacher’s email messages). The supervising teacher strives to reach the student, but if the student fails to respond to repeated queries (e.g., three times at intervals of one month or more), the supervising teacher is no longer responsible for providing guidance and supervision to the student.

It is possible to designate a group of supervising teachers rather than an individual supervising teacher, but in this case the supervision responsibilities must be clearly defined and communicated to the students.

Supervising teachers can together promote cooperation, for example, by organising joint activities for all students in the degree programme. At the beginning of studies, the supervising teacher must make particular efforts to ensure that students are successfully integrated into the degree programme.

Special attention is paid to the guidance and supervision of international students admitted to master’s programmes. In the case of a joint programme coordinated by more than one faculty, the teachers of the faculties or equivalent units involved contribute to the guidance and supervision of students, as decided by the degree programme steering group.

The duties of supervising teachers are included in the workload of all members of the teaching and research staff. Each person designated as a supervising teacher can include the related activities in his or her work plan. To ensure that degree programmes provide guidance and supervision as outlined in the relevant rector's decision, it is important for these duties to be shared by as many teachers as possible. The directors of degree programmes, together with supervisors in the university salary system (YPJ), seek supervising teachers from among the teachers of their own faculty or, in the case of joint programmes, other faculties or units.

University Services provides information on the progress of supervised students for supervising teachers or degree programme directors at agreed intervals.     

Policy guideline adopted by the degree programme committee, effective as of September 2019 

Kasvatustieteellisen tiedekunnan ohjausmallin kuvaus (pdf, currently in Finnish only)

In the Master’s Programme in Urban Studies and Planning (USP), academic mentors are selected according to the faculty of the student's degree (a student can check their tutoring teacher from Sisu): 

• Faculty of Arts: Associate professor Florencia Quesada Avendaño 
• Faculty of Biological and Environmental Sciences: University lecturer Johan Kotze 
• Faculty of Science: University lecturer Petteri Muukkonen
• Faculty of Social Sciences: University lecturer Jani Vuolteenaho 

Students are informed whom their academic mentor is during the orientation week, in the USP’s Student Guidebook, and in the Instructions for Students.

Guidance is mainly provided to groups or to all students at once. Students can request personal meetings with their academic mentor. It is the student’s duty to contact their academic mentor for a personal meeting. The study programme organizes four common mentoring events per year for first year students (twice in the autumn, mid-September and early-December; and twice in the spring, Mid-February and in May). These common mentoring events consist of a common part and small group meetings. For second year and older students, two meetings are organized, one in the autumn (September), and one in spring (February).

The Sisu platform and a Moodle page are used to support guidance. During the first spring, students do their Personal Study Plans (PSP) (and preliminary scheduling) in the Sisu platform, and they upload those as a PDF file to the Moodle page to be accepted and commented on by their academic mentor. This procedure will be explained during the common academic mentoring event. PSPs will be revaluated during the second study year (second autumn). 

Focus areas of guidance at different stages of studies are: 

First autumn: 

• September:
  • Getting to know students
  • Ensuring sufficient information in terms of starting the studies and progressing in them.

• November/December: 
  • Ensuring sufficient information about obligatory and optional studies during the first spring. 
  • Showing where to find information about courses, timing, and registration.
  • Drawing up a personal study plan (PSP)

First spring: 

• February: 
  • Discussing student’s feelings about master’s level studies (successes, issues, interests, plans) 
  • Career insights, looking for an internship, internship aid provided by Career Services etc. 
• April-May: 
  • Discussing student’s preliminary plans for their MSc thesis work.
  • This guidance is partly organized during the Master’s seminar, and students are encouraged to join the seminar even during the first spring. 
  • Study opportunities during the summer: Open University, book exams, etc. 

Second autumn: 

• September: 
  • Second study year; checking PSPs and individual timetables for the second study year 

Second spring: 

• February: 
  • Styles and parts of the Master’s thesis and the evaluation process 
  • Graduation practices 

Guidance responsibilities 

Eläinlääketieteellisessä tiedekunnassa on käytössä Opintojen ohjaus ja opintojen etenemisen seuranta –toimintamalli (ks. linkki alla).

Ohjausmallin tavoite

Opintojen ohjausmalli tukee opiskelua ja valmentaa työelämään. Ohjausta ja tukea annetaan erityisesti oman toiminnan johtamisessa, viestintä- ja vuorovaikutustaidoissa, tieteellisissä taidoissa ja ajattelussa sekä oman asiantuntijuuden tunnistamisessa. Valtaosa ohjausmallin osaamistavoitteista on integroitu eläinlääketieteen kandiohjelman ja eläinlääketieteen lisensiaatin koulutusohjelman opetussuunnitelmiin kaikille pakollisiin opintojaksoihin. Ohjausmallin osaamistavoitteiden toteutumista seurataan kokovuosipalautteiden osana sekä HowULearn –kyselyjen avulla.

Ohjausmallissa opintojen alkuvaiheessa painotetaan erityisesti hyvien opiskelu-, ajanhallinta- sekä ryhmätyöskentelytaitojen kehittymistä ja loppuvaiheen opinnoissa painotus on työelämävalmiuksissa. Opiskelijoilla on mahdollisuus niin halutessaan henkilökohtaiseen ohjaukseen kaikissa opintojen vaiheissa. Opetusohjelmaan varataan lisäksi aikaa opiskelua tukeville yhteisille tilaisuuksille. Ohjausmallia koordinoivat nimetyt vastuuopettajat.

Opintojen etenemisen seuranta

Koulutusohjelmat seuraavat opiskelijoiden opintojen edistymistä Helsingin yliopiston opiskelija- ja opintodatan analysointiväline Oodikoneen avulla. Oodikoneen data perustuu opintorekisterijärjestelmä Oodin tietoihin ja sen avulla voidaan seurata esim. eri opintojaksojen tai tenttien suorittamisaktiivisuutta sekä yksittäisen opiskelijan tai vuosikurssin opintopistekertymää tiettynä ajanjaksona. Seurannan tavoitteena on tunnistaa mahdolliset opintojen etenemistä hidastavat opintojaksot tai tentit sekä tarjota erityistä tukea opiskelijoille, joilla on opintojen etenemisessä haasteita.

Henkilökohtainen opintosuunnitelma ja ohjaavien opettajien antama neuvonta

Opiskelija on vastuussa omasta oppimisestaan sekä opintojen etenemisestä. Mikäli opiskelijalla on henkilökohtaisesta syystä tarve suorittaa opintoja lukuvuosi- ja vuosikurssikohtaisista suunnitelmista poikkeavassa järjestyksessä, tulee opiskelijan ottaa yhteys ko. opintoja järjestävän osaston ohjaavaan opettajaan sekä laatia henkilökohtainen opintosuunnitelma (HOPS). Ohjaavat opettajat neuvovat HOPS:n laatimisessa ja poikkeusjärjestelyt (mukaan lukien mahdolliset ylimääräiset tenttimisajankohdat) sovitaan ohjaavien opettajien sekä asianosaisten kurssien opettajien kanssa. Ohjaavat opettajat antavat opintoneuvontaa ja heidän puoleensa voi kääntyä esim. erilaisissa opintoihin liittyvissä ongelmatilanteissa. Ohjaavien opettajien yhteystiedot ja tarkemmat HOPS-ohjeet löytyvät Opiskelijan ohjeista.

Oheisesta liitteestä löydät ohjausmallin kokonaisuudessaan: 

Liite_Opintojen_ohjausmalli.pdf

Liitteessä esitellään ohjausmalli koulutusohjelmittain ja opiskeluvuosittain sisältäen vastuuopettajat, tavoitteet, arvioitu lisäresurssien tarve, seuranta sekä toteutus. Ohjausmalli on hyväksytty eläinlääketieteellisen tiedekunnan tiedekuntaneuvostossa 11.2.2020 ja se otetaan käyttöön 1.8.2020.

What is required of a PSP supervisor (minimum requirements)

The board the degree programme is responsible for appointing each student a supervisor (tutor in Sisu), who offers the student study guidance and support in drafting the study plan (PSP). Degree programmes decide on the practicalities of arranging study guidance and for example, whether or not students retain the same supervisor throughout their studies. PSP supervision is mainly the responsibility of permanent teaching staff members. PSP supervision is taken into account when drafting the teacher’s work plan and the number of hours allotted to PSP supervision is agreed upon with the teachers’ supervisor.

There are minimum objectives set for PSP supervision, which have to be met each year of the student’s studies. This ensures that every degree student of the Faculty of Humanities will receive a sufficient amount of guidance and support during all stages of their degree.

The supervising teacher

• Makes a plan with the student to keep in touch, primarily via email (helsinki.fi accounts are to be used), and commits to replying to the student’s messages within a reasonable amount of time.
• Makes it easy for the student to be in contact.
• Offers the student a chance to have a least one meeting in person each academic year (using the teacher’s regular office hours is recommended).
• Arranges for a least one group session each academic year for all the supervisees in the same year of studies.
• Commits to supporting the student in their studies.
• Monitors the students study progress (accumulation of credits) on a yearly basis with the help of for example the SISU system. The aim is for each student to complete 55-60 credits per year. The student’s personal needs and circumstances need to considered however.
• Evaluates the student’s personal study plan at least once during the first year of BA studies and once during the first semester of MA studies.

Successful study guidance is the responsibility of both the supervising teacher and the student. The student is obligated to respond when contacted (for example reply to the supervisor’s emails). The supervising teacher strives to reach the student, but if the student fails to respond, the supervisor’s responsibility towards the student ends.

Estimated time used for PSP supervision per student

Recommendation:

• In principle, each supervisor has a maximum of 12 students per year of studies.
• First year BA students: 2 group sessions and brief personal sessions: a maximum of 16 hrs (30 min/student x 12, plus group sessions (2 x 5 hrs), including preparation time).
• Second and third year BA students: 1 group session: 5 hrs including preparation time. Possible personal sessions are held during the supervisor’s regular office hours.
• First year MA students: 1 group session plus brief personal sessions: a maximum of 11 hrs.
• Second year MA students: 1 group session per year: 5 hrs including preparation time. Possible personal sessions are held during the supervisor’s regular office hours.

In sum, 26 hours of PSP supervision during BA studies (teacher x years 1-3 of studies) and 16 hours during MA studies (teacher x years 1-2 of studies). Altogether 42 hours per year per teacher, if the teacher supervises both BA and MA students at the same time.

• Students who do not progress in their studies as expected are advised to attend the yearly group sessions.

Division of labour

It is recommended that PSP supervisors work together with student advisers (and education coordinators) and utilize the different university-level services available. Themes relevant to study guidance can also be integrated into the teaching of the degree programme.

What is the purpose of a PSP?

With the help of the personal study plan (PSP) students can

• Define goals for their studies and future working lives
• Plan their studies in a purposeful way
• Recognize and develop their skills

The aim of the personal study plan is to help students progress smoothly in their studies and grow into experts in their chosen fields of study. It helps students integrate into the university community, get to know other students and staff members and prepare for the transition into working life.

The purpose of the PSP is also to encourage students to consider their personal strengths, interests and goals. At its best, drafting a study plan can make students more motivated and committed to their studies and help them see their degrees as a coherent whole. (Source: University of Eastern Finland, Open University)

With the help of the personal study plan, the supervisor is able to monitor students’ study progress and obtain valuable information about possible problem areas. It can also function as a tool for gathering and giving feedback.

Students are responsible for the choices they make and for the progress of their studies. The supervisor’s role is to support students in their development into experts in their field and help them find solutions for any issues arising during their studies.

PSP supervision is based on the Rector’s decision about study guidance and the monitoring of study progress in the University of Helsinki (Rector’s Decision HY/201/00.00.06.00/2017).

The topics of each PSP meeting (BA & MA) are based on Guidance and supervision guidance cards and on the ”Kohti osaamisperustaisia tutkintoja Helsingin yliopistossa” paper written by the university pedagogical university lectures.

These questions can be used as support in both individual and group PSP meetings. The supervisors can modify the questions to better suit the degree programme and the field of study.

GUIDANCE CARDS

BA  1st MEETING

START:

• How are you? How have your studies got started?

LEARNING:

• Why did you choose  this field of study?
• How does it feel to study here?
• What interests you?
• What kind of a learner are you? / Which studying  methods suit you the best?
• How have you found the beginning of your studies here?
• What are your expectations for your field of study?
• Are you familiar with the research conducted   in your degree programme and its basic concepts?
• Do you know where you can find information related to your studies?

COMMUNITY:

• How does our university seem as a study environment?
• How would you like to participate in communal activities?

AIMS:

• What plans have you made for your 1st academic year?
• What kind of plans have you got for the next few years? (e.g. in progression of studies, student exchange, choosing  a study line…)
• What points do you remember from this meeting?
• Feedback on this meeting /degree programme.

BA 2nd MEETING

START:

• How are you? How have your plans getting on since our last meeting?
• How are your studies progressing?
• Is there anything that  you are wondering about specifically?

LEARNING:

• How do you feel about studying here?
• Which courses have you chosen and why? What optional studies are you taking?
• What has been the best way for you to learn new things?
• Has there been group work  on your courses? Did you like it?  If you haven’t had it, would you like to have it?
• Do you know what kinds of digital skills are required in your degree programme nd how you can develop your own skills?
• Do you know what kinds of learning outcomes this degree programme  aims to improve? What does expertise in your own field mean?
• Do you know what kind of working life orientation your degree programme/university offers?

COMMUNITY:

• How is the university community (teacher, staff, students) part of your everyday student life?
• How does it support you?
• In what ways could the sense of community be improved?

AIMS:

• What kind of plans do you have (e.g. advancing in your studies, optional studies/modules, student exchange, internship …)?

SUMMARY:

• What points do you remember from this meeting?
• Feedback on this meeting /degree programme.

BA 3st MEETING

START:

• How are you? How have your previous study plans advanced?

LEARNING:

• How do you feel about studying here ?
• Which study methods  do you find are most suitable for you?
• How does writing texts go?  Have you found a study method that suits you ? Do you feel you would need support  or help in writing texts?
• Feedback on the BA degree as a whole: what was good about the degree, what could be improved? What have you learnt? Can you tell which are the most important contents of this field  of study? Do you recognize the key concepts and methods in this field?

COMMUNITY:

• How does the university community support you in becoming an expert?

AIMS:

• What kind of plans do you have?
• Are you planning to continue  to a MA programme? Which MA programme? Will you be moving to working life?
• Do you know what career options you have?

SUMMARY:

• What points do you remember from this meeting?
• Feedback on this meeting /degree programme.

MA 1st MEETING

START:

• How are you? How have your MA study plans advanced?
• Why did you choose  this MA programme?

LEARNING:

• What kind of a learner are you? / Which study methods are most  suitable for you?
• What interests you most  in this MA programme?
• Do you know what kind of research  is being conducted in your degree programme  and what the key theories and basic concepts are?
• MA studies are often more independent than BA studies. How is your time management?
• Have you already thought about a possible topic for your Master’s Thesis ?
• Do you know what kind of working life orientation possibilities you have during your MA studies?
• How would you assess your interaction skills and how would you be able to improve them during your MA studies ? What about your digital skills?

COMMUNITY:

• Do you feel like you belong to the university community?
• How would you describe the identity of an expert  in this MA programme?

AIMS:

• What are your short-term plans (e.g. studies, student exchange, internship…)?

 SUMMARY:

• What points do you remember from this meeting?
• Feedback on this meeting /degree programme.

MA 2nd MEETING

START:

• How are you? How have your previous study plans advanced?

LEARNING:

• How have you found studying in this MA programme?
• How has your knowledge improved during your studies in this programme/during your university studies?
• How is your work with your thesis advancing? Would you need help in writing? Is your work systematic and is your time-management optimal?
• Feedback on the MA degree as a whole: what is good about it and what could be improved? What have you learnt?
• Do you recognize the main concepts and methods of your field? How can you implement what you have learnt?

COMMUNITY:

• How would you describe expert identity  in this MA programme?
• How does the university community support you in becoming an expert?

AIMS:

• Do you know what your career options are? What do you plan to do after graduation?
• Are you interested in post-graduate  studies?

SUMMARY:

• What points do you remember from this meeting?
• Feedback on this meeting /degree programme.

Objectives of the Bachelor's and Master's level guidance of the Faculty of Agriculture and Forestry

• To treat students with respect and strengthen their integration into the university community.
• To support students in developing their self-esteem and in making choices that are conducive to their academic and professional paths
• Provide guidance in a timely manner, taking into account the important entry and transition phases
• Guidance is accessible, clear, professional and fair.
• We identify and accommodate students with special or higher support needs

Bachelor level guidelines

According to the Rector’s decision, each student has a designated supervising teacher. Teaching and research staff provide guidance related to teaching and research, which requires consideration of the content of studies and disciplines, such as guidance related to the personal study plan (PSP) and supervision of theses.

The curriculum of the bachelor's programme includes a course for the first year, which deals with the themes of integration into university studies and the university community. Supervising teacher (s) will be assigned to students in the programme. The degree programmes process the progress data of first-year students annually and decide on the processing of the data as well as the supervision measures.

The curriculum of the bachelor's programme includes topics related to career planning and the development of expertise for the second year studies as a separate course or integrated into an existing course. The degree programmes process the progress data of second-year students annually and decide on the processing of the data as well as the supervision measures.

The curriculum for the third year of the bachelor's programme includes a course that deals with themes related to the development of expertise, master's degree studies and graduation. The themes can be integrated into the course leading to the bachelor's thesis (eg a bachelor's seminar or a bachelor's thesis writing course) or another course compulsory for all students in the programme / module. The degree programmes process the progress data of third-year students annually and decide on the processing of the data as well as the supervision measures.

Implementation of the guidelines

1. Each bachelor's programme’s curriculum shall include a compulsory course that includes themes related to integration into university studies and the university community.
2. The student receives information about his / her supervising teacher, the agreed method of communication and meets his / her supervising teacher.
3. Each student has received guidance before choosing a discipline or modules. Note! the time varies from programme to programme.
4. All students whose study progress is delayed are contacted and offered guidance.
5. Each student has an up-to-date personal study plan for the second year.
6. The curriculum of the degree programme includes a compulsory course in the second year of study, which deals with the development of expertise and the direction of career paths and the selection of master's studies + PSP.
7. A compulsory course related to career planning and graduation is recorded in the curriculum of the degree programme.

Guidance responsibilities

It is the responsibility of the steering boards of the Bachelor's and Master's degree programmes of the Faculty of Agriculture and Forestry to ensure that students who are perceived to be behind in study schedule are contacted and offered guidance as described by the programme steering board. The programmes collect feedback on guidance as part of the student feedback system.

The supervising teacher is the student's primary support in matters relating to their degree programme and in helping them to building expertice. The Bachelor's and Master's programmes have defined minimum objectives for supervision based on a common faculty policy.

Students are responsible for their studies and their progress. Students must have a valid study plan (sisu). Students are offered guidance. Attending students  will be contacted personally via sisu/email. It is the student's responsibility to follow up and respond to messages.

Cooperation between guidance actors: mutual consultation on guidance issues. Guidance services to support teachers are described, including the services of the Special Guidance Service (see Guidance compass for teachers). The faculty regularly organises an annual joint induction meeting of the actors involved in the guidance of the training programmes (supervising teachers + teaching services), where the contact methods are agreed.

Implementation methods of guidance

The supervising teachers (PSP teachers) of the programme or the responsible supervisor will monitor their students as part of the PSP guidance process. The Oodikone provides information on the student's progress, after which the supervising teacher can contact the student personally. If necessary, guidance is enhanced with the support of a special counsellor (study psychologist or guidance counsellor).

An online course is available on Moodle for the induction of supervising teachers: Introduction to guidance for teachers. The OPA (Student and Teaching services) will inform supervising teachers about the course.

The programme-specific induction is carried out by the person designated by the programme. The supervising teachers are selected by the steering boards. Students are allocated to supervising teachers' squidance groups as decided by the Steering Boards. The recommended number of supervisees per teacher is max. 25-30 per supervising teacher. A lower maximum number may be decided by the programme steering board.

Objectives of the Bachelor's and Master's level guidance of the Faculty of Agriculture and Forestry

• To treat students with respect and strengthen their integration into the university community.

• To support students in developing their self-esteem and in making choices that are conducive to their academic and professional paths

• Provide guidance in a timely manner, taking into account the important entry and transition phases

• Guidance is accessible, clear, professional and fair.

• We identify and accommodate students with special or higher support needs

Master's level guidelines 

Master´s Degree Programme´s curriculum (first year) includes a course focused on introduction and preparation to Academic University studies and integration to University community. Each student will be assigned a teacher or a group of teachers responsible for PSP supervision.

Degree Programmes will monitor and deal the study progress data (first year students) and will decide on data processing and actions on supervision and guidance.

Master´s Degree Programme´s curriculum includes (second year) a course which links the themes carrier planning, building expertise and graduating.  The themes can also be integrated e.g. to Master´s seminar.

Degree Programme´s board will annually monitor and deal the study progress data and will decide on data processing and actions on supervision and guidance. (Rector´s Decision HY/801/00.00.06.00/2017,  24.10.2017)

Implementation of the guidelines

1. Degree Programme has agreed with relevant Bachelor´s Programmes how to provide information about the Master´s Degree programmes to Bsc-students.
2. Master´s Programme´s curriculum includes a course with themes integrating to Academic University Studies, career planning, and building expertise (e.g., portfolio).
3. Each student has a supervising teacher.
4. Students with slow study progress will be contacted. Programme provides guidance.
5. PSP-guidance: Master´s Programme´s curriculum includes an information in which course(s)  guidance is integrated. 

Guidance responsibilities

It is the responsibility of the steering boards of the Bachelor's and Master's degree programmes of the Faculty of Agriculture and Forestry to ensure that students who are perceived to be behind in study schedule are contacted and offered guidance as described by the programme steering board. The programmes collect feedback on guidance as part of the student feedback system.

The supervising teacher is the student's primary support in matters relating to their degree programme and in helping them to building expertice. The Bachelor's and Master's programmes have defined minimum objectives for supervision based on a common faculty policy.

Students are responsible for their studies and their progress. Students must have a valid study plan (sisu). Students are offered guidance. Attending students  will be contacted personally via sisu/email. It is the student's responsibility to follow up and respond to messages.

Cooperation between guidance actors: mutual consultation on guidance issues. Guidance services to support teachers are described, including the services of the Special Guidance Service (see Guidance compass for teachers). The faculty regularly organises an annual joint induction meeting of the actors involved in the guidance of the training programmes (supervising teachers + teaching services), where the contact methods are agreed.

Implementation methods of guidance

The supervising teachers (PSP teachers) of the programme or the responsible supervisor will monitor their students as part of the PSP guidance process. The Oodikone provides information on the student's progress, after which the supervising teacher can contact the student personally. If necessary, guidance is enhanced with the support of a special counsellor (study psychologist or guidance counsellor).

An online course is available on Moodle for the induction of supervising teachers: Introduction to guidance for teachers. The OPA (Student and Teaching services) will inform supervising teachers about the course.

The programme-specific induction is carried out by the person designated by the programme. The supervising teachers are selected by the steering boards. Students are allocated to supervising teachers' squidance groups as decided by the Steering Boards. The recommended number of supervisees per teacher is max. 25-30 per supervising teacher. A lower maximum number may be decided by the programme steering board.

You can see the info when changing the language of the page to Finnish.

The guidance practises are described in the Student's instructions.

These instructions are only in Finnish. You can see them by changing language at the top of this page.

As a whole the Guidance model for the Bachelor’s Programme in Pharmacy and the Master’s Programme in Pharmacy (pdf) is in Flamma.

These instructions are only in Finnish. You can see them by changing language at the top of this page.

As a whole the Guidance model for the Bachelor’s Programme in Pharmacy and the Master’s Programme in Pharmacy (pdf) is in Flamma.

Please select the Finnish version of the page.

How is the academic mentor determined and where can I find information on my students?

The education coordinator contacts the student at the beginning of their studies. The student then decides on a preliminary study track. Based on the chosen study track, the education coordinator assigns an academic mentor to the student, and the student is added to the academic mentor’s group in Sisu. The academic mentor is added to the conversation, giving both the student and the academic mentor each other's contacts and some instructions. Later, if you want to know who your students are, you can check in Sisu (Teacher role: My tutored students). Please note that it is not possible to send emails in SISU. Possible messages from students are not forwarded to your email. Even though students are instructed to contact their academic mentors by email in the article targeted to students, please remember to check your messages by signing in to Sisu.

For students that enter the master's programme via admission, the allocation of academic mentors generally occurs in August-September. For students that graduate from a bachelor's programme at the University of Helsinki, this could be at any time of year.

Is guidance included in certain courses or in a certain time frame?

Students are expected to participate in Master’s studies seminar I at the beginning of their studies as an introductory course to the practicalities of the programme. Later on in their studies, the student receives guidance regarding thesis work in Master’s studies seminar II.

What are the focus areas of guidance at different stages of studies?

When first starting in the programme, the student is guided towards finding their own study track and understanding the structure of studies. When the student has found the study track that interests them the most, guidance is given to find and complete studies relevant for that track and for their future. Once enough studies have been completed to start writing the thesis, the guidance focus shifts towards thesis work. The academic mentor need not be the thesis instructor.

Is guidance given mostly to individuals or to groups?

In Master’s studies seminars, guidance is given to a group. Otherwise, guidance is often individual between the student and either their academic mentor or the education coordinator of the programme.

How do communications work? Do students request guidance, or is it the duty of mentors to contact students?

Once a student is first assigned an academic mentor, it is recommended for them to agree on a meeting time to discuss and plan the first 60 credits of studies. The academic mentor is assumed to take an active role in initiating the first meeting. Students are also encouraged to contact their academic mentor. After the initial meeting, students should contact their academic mentor or education coordinator whenever they need more guidance.

What tools are used to support guidance?

Sisu is used to check and edit the student’s study plan. Moodle is used during courses to deliver guidance materials. The programme’s webpages and Instructions for students may be used as other sources of information.

Are study plans reviewed at specific checkpoints?

Study plans are made and reviewed at the beginning of studies, but otherwise the student is free to update their plans and contact their academic mentor or education coordinator when needed.

How are academic mentors selected and students divided between them?

The education coordinator or a member of the board of the programme finds potential members of staff to be academic mentors. Students are divided between academic mentors by their study tracks and specialisations. Academic mentors are often, but not always, specialisation directors.

Is there a recommendation on the number of students guided per mentor?

One academic mentor should get a maximum of 15 new students per year. The exact amount of students can be difficult to predict, as students are free to choose and change specializations. In popular specialisations, mentoring responsibilities can be divided between more than one teacher, negotiated with the education coordinator.

How is the induction of academic mentors organised and who is responsible?

The education coordinator contacts the student at the beginning of their studies. The student is asked to decide on a preliminary study track that can be changed later. Based on the chosen study track, an academic mentor is assigned to the student, and the student is added to the academic mentor’s group in Sisu. The academic mentor is added to the conversation, giving both the student and academic mentor instructions.

What are the minimum duties of academic mentors?

An academic mentor should ideally be present at the orientation event at the end of August, offering students a first opportunity to get to know their mentor and ask questions about the study track.

An academic mentor should ideally contact students guided by them at least once in an academic year, unless the student has already contacted them recently.

The minimum duty of an academic mentor is to respond to their students' questions and offer to meet them when needed. Responsibilities are defined in the table Who should the student contact? below. In case the student has a question or problem with which the academic mentor cannot help, the academic mentor should be able to recommend some university services targeted to students, or redirect their question to a relevant person. You can get acquainted with some university services in Instructions for students article Where can I get guidance and advice or the table below.

Who should the student contact?

The same table can be found on Instructions for students article Study planning and supervision.

These instructions are available only in Finnish. For more information, please change the language of this page to Finnish.

These instructions are available only in Finnish. For more information, please change the language of this page to Finnish.

The aim is to:

• Support student progress, smooth studying processes and the development of expertise
• Ensure that those completing a degree in the Faculty’s degree programmes have access to sufficient and timely guidance and supervision
• Enhance and ensure equal access to guidance, supervision and support in the Faculty’s degree programmes
• Clarify the division of duties and further develop cooperation between teaching and research staff and University Services

In this context, guidance and supervision refer, in accordance with the relevant rector’s decision, to supporting the learning process of students, and their development, training and growth into experts. The system of guidance and supervision encompasses communication, advice and special support.

Work on the personal study plan (PSP) is a process that continues throughout the degree programme to support progress and the development of expertise. The personal study plan enhances the planning of studies and the management of the study process. The drawing up of a personal study plan and the monitoring of student progress are supported through supervision, guidance and advice. Drafting a personal study plan is required for all degrees and takes place in the Sisu system.

Division of duties and responsibilities related to guidance and supervision at the Faculty of Social Sciences

Teaching and research staff provide guidance and supervision related to teaching and research activities that require consideration of the content of studies and scientific fields, such as guidance and supervision related to the personal study plan (PSP) and theses. A supervising teacher or group of teachers also ensures that students are integrated into their degree programme as well as their study and academic community.

Guidance and supervision are provided through close cooperation between supervising teachers and Teaching and Learning Services. Teaching and Learning Services provides advice on the degree structure and graduation and is responsible for information, advice and special guidance in their area of expertise, such as advice on student exchange and traineeships, career guidance, and the consultation and guidance offered by the University’s counselling psychologists.

The degree programme steering groups are responsible for organising guidance and supervision and ensuring that each student is assigned a supervising teacher or group of teachers who are responsible for the supervision related to the drafting of the personal study plan (PSP). If a group of teachers is responsible for the supervision, their duties must be defined on a student-specific basis and communicated to students.

Guidance and supervision in the bachelor’s and master’s programmes of the Faculty of Social Sciences

The provision of guidance and supervision may, in practice, vary by faculty and degree programme. As a rule, the degree programme steering groups must ensure that all students in each programme are assigned a supervising teacher for the duration of their studies. The supervising teacher may stay the same throughout studies or, if necessary, a new supervising teacher may be appointed. Students must be informed of any changes.

In accordance with decisions made, students are divided into supervision groups (also known as tutoring groups) in Sisu. Teachers can serve as supervising teachers only to students assigned to their groups.

Degree programme steering groups must decide together with the scientific fields how the supervising teachers are appointed and how the continuity of guidance and supervision as well as the provision of information to students are ensured in case of staff changes. To enhance the continuity of guidance and supervision, supervising teachers should generally be employed on a permanent basis or on a long contract. If this is not possible or would lead to the allocation of too many students to permanent staff, exceptions can be made.

The recommended maximum number of students to be supervised by a single supervising teacher is 12 students per year of studies.

Guidance and supervision responsibilities are included in the work plans of teaching and research staff. However, as a rule, PSP supervision cannot replace teaching sessions in work plans, but rather such supervision is included in the working hours allocated to teaching.

The estimated working hours devoted to PSP supervision are as follows:

• A supervising teacher supervising the recommended maximum number of students from each year of study in a bachelor’s programme, totalling up to 30 hours per academic year
  • This may include group meetings, including preparation, with first-year bachelor’s students and short one-on-one meetings or activities related to the PSP in Sisu. In addition, recommended methods include one-off group meetings with those who have selected their study track or with second- and third-year bachelor’s students. Any one-on-one meetings with second- and third-year bachelor’s students take place during the teacher’s regular office hours.
• A supervising teacher supervising the recommended maximum number of students from both years of study in a master’s programme, totalling up to 15 hours per academic year
  • This may include group meetings with first- and second-year master’s students as well as brief one-on-one meetings with first-year students. Any one-on-one meetings with second-year master’s students take place during the teacher’s regular office hours.
• A supervising teacher providing PSP supervision to first- to fifth-year bachelor’s and master’s students, totalling up to 45 hours per academic year
• If the teacher supervises students of several master’s programmes, the estimated number of hours spent on supervision can be exceeded.

University Services offers support, training and material for the guidance and supervision provided by teaching and research staff.

Guidance and supervision in bachelor’s programmes

Bachelor’s programmes with several study tracks and in which students select their study track during their studies:         

• All students starting in the programme must be assigned a supervising teacher right at the beginning of their studies.
• When students select their study track, they must be assigned a supervising teacher who represents the study track in question, or the student must otherwise be ensured sufficient guidance and supervision regarding studies in the study track. In this connection, the supervising teacher appointed at the beginning of studies may stay the same or be changed.

Bachelor’s programmes with no study tracks or in which students select their study track at the very beginning of their studies:

• All students starting in the programme must be assigned a supervising teacher right at the beginning of their studies.
• If a student belongs to a study track, the supervising teacher must represent that study track.

Guidance and supervision in master’s programmes

• All new students starting their studies in a master’s programme through a student admissions process must be assigned a supervising teacher. If a student belongs to a study track at the very beginning of their studies, the supervising teacher must represent the track in question.
• In master’s programmes, those serving as supervising teachers must be named for each study track and academic year. They serve as supervising teachers to students who will complete their bachelor’s degree during the academic year and who will then continue their studies in one of the master’s programmes and its study tracks available to them. Teaching and Learning Services notifies students of the supervising teacher of the master’s programme when they graduate as bachelor’s degree holders. If possible, the supervisor stays the same as in the bachelor’s programme.

Duties of a supervising teacher

Below is a list of the recommended duties of a supervising teacher with regard to students at different stages of studies.

Supervising teachers in bachelor’s programmes

Supervising teacher for students starting their studies

• Serves primarily as the representative of the degree programme
• Organises a group meeting with the supervised students once or twice during the first academic year
• Acquaints new students with studies and research in the degree programme and with the academic community, and enhances their commitment; this can be implemented as a joint meeting of the supervision groups in the degree programme
• Helps students gain an overview of the studies required for the degree and of related time management
• Reviews study plans (PSP) and their feasibility with students
• Provides first-year students with the opportunity for a one-on-one meeting at least once per academic year and, afterwards, in connection with regular office hours

Supervising teacher after the selection of the study track

• Organises a group meeting for the supervised students at least once per academic year
• Acquaints students with studies and research in the study track as well as with the completion of the bachelor’s degree; this can be implemented as a joint meeting of the supervision groups in the study tracks
• Reviews study plans (PSP) and their feasibility with students
• Any one-on-one meetings can be held during the teacher’s regular office hours.

Supervising teachers in master’s programmes

• Organises a group meeting with the supervised students at least once per academic year
• Acquaints new students with studies and research in the degree programme and any study tracks included in the programme, and enhances their commitment; this can be implemented as a joint meeting of the supervision groups in the master’s programmes or study tracks
• Helps students gain an overview of the studies required for the degree and of related time management, particularly with regard to the master’s thesis
• Reviews study plans (PSP) and their feasibility with students
• Provides students with the opportunity for a one-on-one meeting at least once per academic year; any one-on-one meetings can be held during the teacher’s office hours

Faculty Council Decision 11.5.2021

This content in unfortunately only in Finnish at the moment. To see it in Finnish, please change the language of the page.

Hops-ohjaus ympäristö- ja elintarviketalouden kandiohjelmassa.

Academic mentoring: teacher’s perspective

• Normally, four mentors are assigned, one from each department/study track.
• The academic mentors are assigned to freshers before or during their first semester. The students can learn who their mentor is, e.g., from Sisu or introductory e-mail.
• The students are assigned to mentors according to their likely study tracks, or randomly for those who do not yet know. The students may be re-assigned in the spring after choosing a study track.
• The workload is about 15 students per mentor.
• The mentor group coordinator is responsible for induction of new mentors. A meeting with new mentors, or general mentor group meetings may be organized to this end.
• The mentoring is provided individually or in mentor groups
• During Period 1 and 2, the mentors send an introductory e-mail to their mentees and invite them to one or two meetings.
• In Periods 3-4, the mentors contact students to offer help with their study plans.
• Should new mentors have any questions, they can get help from the mentor group coordinator, past years’ mentors, or study track responsible persons.
• The mentors periodically check the students’ progress from SISU or Oodikone and try to contact slowly progressive students and offer help.
• The materials related to guidance, such as FAQ, who is who in the program, exemplary study plans etc., are collected at the Moodle page. The students are also encouraged to enroll.

Ohjaavan opettajan ohjauksen tavoitteena on tukea opiskelijoiden opintojen etenemistä ja sujumista sekä edistää opiskelijakeskeistä oppimista. Tietojenkäsittelytieteen kandiohjelmassa ohjaus toteutetaan osana akateemisten taitojen opintojaksoa ja opintojakson ja ohjaamisen avulla varmistetaan, että opiskelijat saavat opintoihinsa tukea riittävästi ja oikea-aikaisesti. Parhaimmillaan ohjaus tukee opiskelijan identiteetin kehittymistä oman alansa asiantuntijaksi. Ohjauksella tuetaan myös opiskelijoiden yliopistoyhteisöön integroitumista ja hyvinvointia. Ohjaava opettaja toimii opiskelijan ensisijaisena yhteyshenkilönä koulutusohjelmassa. Ohjaustyössä käytetään tukena Sisun opintosuunnitelmaa. Jos opiskelijan yhteydenotto liittyy käytännön opintoasioihin, ohjaava opettaja voi ohjata hänet ottamaan yhteyttä esimerkiksi koulutussuunnittelijaan tai opintoneuvontaan.

Ohjaavalle opettajalle osoitetaan saapumiserän suuruudesta riippuen 40-60 opiskelijan ryhmä, jota hän ohjaa yhdessä pariksi valittavan alumnimentorin kanssa opiskelijan ensimmäisen opintovuoden ajan. Ryhmien toiminta käynnistyy fukseille, ohjaaville opettajille ja alumnimentoreille järjestettävän tilaisuuden yhteydessä ja opettaja-alumni-pari järjestää omalle ryhmälleen ryhmätapaamiset samana syksynä vielä kahteen kertaan, samoin seuraavana keväänä. Ohjaavan opettajan toimi jatkuu kyseisen ryhmän jäsenille jokaisen opiskelijan osalta siihen saakka, että opiskelija on valmistunut kandidaatiksi. Toisesta vuodesta alkaen tapaamiset ovat opiskelijalähtöisiä (ja henkilökohtaisia); opiskelija on oikeutettu ottamaan yhteyttä ohjaavaan opettajaansa opintoihin liittyvissä kysymyksissä.

Ohjauksessa tärkeää on opiskelijan kohtaaminen, opiskelijan mahdollisiin tarpeisiin vastaaminen ohjaavan opettajan työn rajat huomioiden sekä eteenpäin ohjaaminen silloin, kun opiskelija tarvitsee muuta tukea.

Ohjaavan opettajan tehtävässä keskeistä ovat vuorovaikustustaidot. Ohjaavan opettajan ei tarvitse osata neuvoa tai antaa opiskelijalle ratkaisuja, vaan tukea opiskelijan omaa ajattelua ja kasvua. Vuorovaikutustaidoista keskeisin on taito kuunnella sekä kiinnostuksen osoittaminen opiskelijan tilannetta kohtaan. Eri opiskelijoilla voi eri aikoina olla hyvin erilaisia omia tavoitteita ja tarpeita ohjaavan opettajan antamalle ohjaukselle. Näiden tavoitteiden ja tarpeiden selvittäminen on yksi keskeinen ohjaavan opettajan tehtävä.

Akateemisten taitojen vastuuopettaja kutsuu syksyllä aloittavat ohjaavat opettajat ja alumnimentorit työpajaan touko-kesäkuun vaihteessa. Työpajassa tuotetaan tämän ohjausryhmän oma ohjausdokumentti, -aikataulut ja -säännöt.  Oheisessa taulukossa on tiivistettynä ohjauksen vastuualueita, -henkilöitä ja -aikatauluja.

Opettajan perehdytys opiskelijoiden ohjaukseen -Moodle-alusta

These instructions are available only in Finnish. For more information, please change the language of this page to Finnish.

Ohjauskäytännöt

Kemian kandiohjelmassa opiskelijoiden ohjaaminen aloitetaan kaikille pakollisella opintojaksolla KEK413A Kemian orientaatio. Kyseisellä opintojaksolla käsitellään muun muassa tutkintovaatimuksia, valinnaisia opintoja, opintojen ajoittamista sekä tutustutaan opintotietojärjestelmä Sisuun. Opintojakson aikana esitellään myös kemian osastoa, suomalaista kemianteollisuutta ja kemian alan uramahdollisuuksia.

Toisena opiskeluvuotena kemian kandiohjelma järjestää kaikille pakollisen Kemistin urasuunnittelu -opintojakson, joka nimensä mukaisesti antaa työkaluja konkreettiseen urasuunnitteluun ja työnhakuun. Kolmantena opiskeluvuotena opiskelijat tekevät kandiharjoittelun ja kandidaatintutkielman, joiden aikana opiskelijat saavat ensikosketuksen tieteelliseen tutkimustyöhön sekä valmiuden jatkaa opintojaan maisteriohjelmissa. Eri maisteriohjelmien tarjoamista mahdollisuuksista kannattaakin keskustella myös kandiharjoittelun ja -tutkielman ohjaajien kanssa.

Edellä mainittujen opintojaksojen lisäksi, opiskelijat saavat henkilökohtaista ohjausta omaopettajalta, joka tukee opiskelijoita koko opintojen ajan yhdessä yleistä opinto-ohjausta antavien henkilöiden kanssa. Omaopettajat ottavat yhteyttä oman ryhmänsä opiskelijoihin ensimmäisen opiskeluvuoden syyskuussa ja samassa yhteydessä he sopivat opiskelijoidensa kanssa, kuinka yhteydenpitoa jatketaan. Omaan omaopettajaan voi olla yhteydessä matalalla kynnyksellä. Yleistä kemian opintojen opinto-ohjausta antaviin henkilöihin opiskelijat voivat olla yhteydessä sähköpostitse milloin tahansa ja henkilökohtaisesti erikseen sovittavina aikoina (ks. yhteystiedot alla).  Voit tarkistaa oman ryhmäsi omaopettajan myös Sisusta (Omat tiedot > Ryhmät).

Ohjausvastuut

Yhteystiedot

Yliopistonlehtori Jarkko Ihanus

Opintojen suunnittelu, kemian opintojen yleinen opinto-ohjaus, opintojen hyväksiluku

Koulutussuunnittelija Tom Lagerwall (kumpula-student@helsinki.fi)

Opintojen suunnittelu, kemian opintojen yleinen opinto-ohjaus, Sisun koulutusohjelmakohtainen neuvonta

Yliopistonlehtori Stefan Taubert

Ruotsinkielisten opintojen suunnittelu, kemian opintojen ruotsinkielinen opinto-ohjaus, kaksikielisen tutkinnon opinto-ohjaus

Ohjelman omaopettajat opintojen aloitusvuoden mukaan ovat:

Vuoden 2022 fuksit: Leena Kaisalo, Miia Mäntymäki

Vuoden 2021 fuksit: Juho Helaja, Jarkko Ihanus

Vuoden 2020 fuksit: Kari Hartonen, Petri Heinonen

Vuoden 2019 fuksit: Marianna Kemell, Markus Metsälä

Tvex ja ruotsinkielisten opiskelijoiden ohjaus: Stefan Taubert

Opintojen suunnittelu, maisteriohjelman valinta

Tukimateriaali

Tutkintorakenne (sisu, Tutkinnon laajuus ja tutkintorakenne)

Opintojen ohjeellinen ajoitusmalli (Tutkinnon laajuus ja tutkintorakenne)

Tutkielmaopas (https://studies.helsinki.fi/ohjeet/node/392?degree_programme_code=KH50_003)

Omaopettajien valinta ja perehdytys

Kandiopiskelijoita ohjaavat opettajat eli ns. omaopettajat valitaan kemian kandiohjelman johtoryhmässä kandiohjelman johtajan esityksestä. Perehdyttämisestä vastaa kandiohjelman johtaja. Lisäksi jokaisen omaopettajan tulee suorittaa Moodlessa oleva Opettajan perehdytys opiskelijoiden ohjaukseen -verkkokurssi.

Jokainen aloittava vuosikurssi jaetaan opiskelijatuutoreiden ohjaamiin tuutoriryhmiin. Omaopettajien tulee olla yhteydessä omaan ryhmäänsä ja ryhmän opiskelijatuutoreihin syyskuun ensimmäisellä viikolla. Sen jälkeen omaopettajat sopivat opiskelijoidensa kanssa, kuinka yhteydenpitoa jatketaan. Omaopettajien on otettava yhteyttä oman ryhmänsä opiskelijoihin vähintään kerran lukuvuodessa neljän lukuvuoden ajan

Implementation of guidance is done according to the Instructions to students. 

In the bachelor’s programme in geosciences guidance is mainly to given to groups and in master’s programme in geology and geophysics, both group and individual guidance is given. 

In the bachelor’s programme in geosciences group guidance is given through Academic skills 1 and 2 courses and students will take contact if they need additional individual help. In master’s programme in geology and geophysics students are responsible to contact their academic mentor or thesis supervisor(s) for guidance. See instructions for students. 

In the bachelor’s programme in geosciences study plan is reviewed annually in Academic skills 1 and 2 courses. In the bachelor’s programme in geosciences University teacher is assigned for all students as an academic mentor. 

In the master’s programme in geology and geophysics in 2023-2026 curriculum students propose two mentor candidates from the program board using the first assignment in the Moodle page. The board selects the most suitable mentor from the proposals, ensuring an even distribution of students for each mentor. In pre-2023 curriculum students select a study track via an e-form and the study track coordinator is their academic mentor. 

In the bachelor’s programme of geosciences there is one academic mentor who gives guidance to 100 students, since it is one of the main tasks in the position. In the master’s programme of geology and geophysics there are ~15 students per mentor and the board ensures equal distribution. 

In the master’s programme of geology and geophysics the degree programme board members are all eligible academic mentors and students are assigned to them during board meetings. Academic mentors can receive information from board meetings.  

In the bachelor’s programme in geosciences guidance is given in courses Academic skills 1 and 2 according to the course descriptions. In the master’s programme of geology and geophysics students are responsible for completing a first Moodle assignment to propose possible academic mentors. Once a mentor is selected, they are responsible for contacting the mentor for an obligatory meeting.  A second obligatory meeting with the thesis supervisor should occur at the end of the first year of studies.  

See Guidance responsibilities table and annual cycle degree studies tables on Instructions for students. 

As a teacher of the programme you ought to be aware of the various forms our students receive guidance and supervision during their studies; see the links in Support material below. If you belong to a senior teaching staff (permanent or tenure-track contract) in any of the departments associated to the programme , you may have a role as an academic mentor (a.k.a. PSP supervisor or supervising teacher) of a group of students.

Academic mentoring

Academic mentors are assigned as a part of the planning of teaching at the departments. The mentors are informed about the assignment well in advance, typically no later than 1 year before the new mentoring period begins at the beginning of the academic year. 

For each mentor, the group of mentored students (mentees) is created in Sisu. You can see your group in Sisu under My tutored students > “DATA mentoring, your name”. The size of the group is around 30. As some students enrol in the course only later in autumn or early in the spring term, the group may be updated a few times.

The role of the mentor is to give guidance in issues related to the selection of specialisation courses, the broad topic of the Master’s thesis, as well as in associated career planning. On other matters of guidance and support, the mentor can help to find an appropriate other contact. As a new mentor, you need not know much about the said topics in advance – you will also learn yourself during the process. For induction of new mentors, the programme director organises a meeting in the beginning of the academic year. In addition, all mentors, the programme director, research coordinator and the education planning officers meet on a regular basis to address possible questions and issues and to share good practices.

The mentor is expected to be available for personal meetings with their mentees for at least two years from the beginning of the mentoring period. To this end, the mentor should offer an easy and predictable way for booking appointments. In particular, the mentor should reserve some time for meeting with mentees during the first autumn term, about 15 hours in total should suffice – the students are encouraged to book their first 30-minute appointment with their mentor soon after enrolling in Data Science Fest. 

The primary goal of the first meeting is to discuss the student’s study plans for the first year, especially the selection of specialisation courses. Another goal is to “break ice” and make it easier for the student to contact the mentor later whenever the student has questions related to study or career plans. The mentors are recommended to contact the mentees by (a group) email at the beginning of the second year, to remind them of the mentor’s availability for a chat.  

Support material

• For the description of study planning and supervision to students, including academic mentoring, see this web page.

As a teacher of the programme you ought to be aware of the various forms our students receive guidance and supervision during their studies; see the links in Support material below. If you belong to a senior teaching staff (permanent or tenure-track contract) in the department of computer science, you may have a role as an academic mentor (a.k.a. PSP supervisor or supervising teacher) of a group of students.

Assignment of mentors

Academic mentors are assigned as part of the planning of teaching at the department of computer science. The mentors are informed about the assignment well in advance, typically no later than 1 year before the new mentoring period begins at the beginning of the academic year. 

Creation of groups

For each mentor, the group of mentored students (mentees) is created by the instructors of the Computer Science Colloquium course in mid September. You can see your group in Sisu under My tutored students > “CSM mentoring, your name”. The size of the group is around 30. As some students enrol in the course only later in autumn or early in the spring term, the group may be updated a few times.

Peer-support for mentors

The role of the mentor is to give guidance in issues related to the selection of study track courses, the broad topic of the Master’s thesis, as well as in associated career planning. On other matters of guidance and support, the mentor can help to find an appropriate other contact. Induction of new mentors is led by the programme director. It begins with a joint meeting of all mentors in the beginning of the academic year, and continues with regular meetings, in which possible questions and issues are addressed and good practices are shared. Links to relevant support material is given in the next section below.

Workload

The mentor is expected to be available for personal meetings with their mentees for at least two years from the beginning of the mentoring period. To this end, the mentor should offer an easy and predictable way for booking appointments. In particular, the mentor should reserve some time for meeting with mentees during the first autumn term, about 15 hours in total should suffice – the students are encouraged to book their first 30-minute appointment with their mentor soon after enrolling in CS Colloquium. 

One-to-one meetings

The primary goal of the first meeting is to discuss the student’s study plans for the first year. Another goal is to “break ice” and make it easier for the student to contact the mentor later whenever the student has questions related to study or career plans. The mentors are recommended to contact the mentees by (a group) email at the beginning of the second year, to remind them of the mentor’s availability for a chat.  

Support material

• Description of study planning and supervision to students, including academic mentoring
• The university’s general orientation course for academic mentors (there called supervising teachers)

When a student starta in the master’s programme for Chemistry and Molecular Sciences, their interest in the different fields of chemistry is the most important starting point for the preparation of your personal study plan (PSP) and thus for the selection of your Academic mentor. To help identify their interests, they can find out more about the research being carried out in the Chemistry Department and in its different research groups (https://www.helsinki.fi/en/faculty-science/faculty/department-chemistry/research-chemistry and https://studies.helsinki.fi/instructions/node/471?degree_programme_code=MH50_007#paragraph-6819). The academic mentors have been selected to represent the different teaching areas of the master’s programme:

• Radiochemistry - Prof. Gareth Law
• Synthetic chemistry - Prof. Mikko Oivanen
• Analytical and Separation methods - Prof. Susanne Wiedmer
• Molecular chemistry - Prof. Markku Vainio.

When students enter/start your master’s studies, they will be assigned an academic mentor according to your chosen mandatory course package. However, they can change the academic mentor anytime and discuss your planned PSP with them. The idea is that they will meet and discuss their studies with your mentor once a semester. Both the PSP and the academic mentor selection can be updated, when necessary, even in the middle of the semester.

The PSP is prepared using the Study Planning Tool: https://sisu.helsinki.fi/

If in doubt, please contact Jarkko Ihanus, University Lecturer, or Tom Lagerwall, Education Planner (Chemicum A116/A117).

Students of Advanced Spectroscopy in Chemistry -master programme will make their PSP with either Prof. Markku Vainio or University Lecturer Vladimir Aseyev.

More help on how to prepare the PSP can also be found on the web page https://studies.helsinki.fi/instructions/article/scope-and-structure-degree.

Opintojen ohjaus ja HOPS maantieteen kandiohjelmassa

Maantieteen kandiohjelmassa ohjauksen pääpaino on ryhmäohjauksessa sekä kursseilla, mutta kaikilla opiskelijoilla on oma nimetty omaopettaja, jonka he tapaavat kurssilla MAA-401 Akateemiset taidot. Oma opettajaan voi olla yhteydessä matalalla kynnyksellä aina, kun tuntuu, että omaopettajan näkemyksistä voisi olla hyötyä.

1. vuonna ohjaus on kaikille pakollisella kurssilla MAA-401 Akateemiset taidot

• Uudistetulla kurssilla sekä pienryhmätapaamisia että kaikille yhteisiä luentoja
• Yliopistoyhteisöön tutustuminen, opiskelutaidot, motivaatio
• Lisäksi yleiset infot orientaatioviikolla ja opintokokonaisuusinfo
• Opiskelijat jaetaan ryhmiin ensimmäisen vuoden syksyllä, sama ryhmä ja oma opettaja pysyy koko opintojen ajan
• Omaopettajalta voi aina pyytää henkilökohtaista ohjausta, ohjaajan näkee Sisusta

Maantieteen kandiohjelmassa opiskelijoiden ohjaaminen koostuu yleisistä infotilaisuuksista, pakollisista opintojaksoista sekä omaopettajan tapaamisista. Opinnot alkavat orientaatioviikon infotilaisuuksista, joiden jälkeen opiskelijat ilmoittautuvat pakolliselle opintojaksolle MAA-401 Akateemiset taidot. Kyseisellä opintojaksolla käsitellään opintojen suunnittelua, opiskelutekniikoita ja taitoja sekä reflektoidaan omia ensimmäisen vuoden opintoja yksin ja ryhmässä. Luentojen lisäksi kurssiin sisältyy omaopettajien pienryhmätapaamisia. Ensimmäisenä opiskeluvuotena tammi-helmikuussa järjestetään yhteistyössä opiskelijajärjestön kanssa opintokokonaisuusinfo, jossa esitellään opintoihin sopivia vapaavalintaisia opintokokonaisuuksia.

2. vuonna oma open pienryhmätapaaminen sekä yleisiä infoja

• Työelämä- ja urasuunnittelua kurssilla MAA-403 Maantieteilijän työelämäorientaatio

Toisena opiskeluvuonna maantieteen kandiohjelma järjestää opiskelijoille pakollisen opintojakson MAA-403 Maantieteilijän työelämäorientaatio, jossa tutustutaan tarkemmin työelämään ja siellä vaadittaviin taitoihin sekä maantietelijöiden uramahdollisuuksiin. Tämän lisäksi on omaopettajan vetämä pienryhmätapaaminen ja kandiohjelman IV periodissa toteuttama toisen vuoden opiskelijoiden kandi-info.

3. vuonna yleisiä infoja sekä kandiseminaari

• Yleisissä infoissa opiskelun yleisasiat ja maisteriin siirtyminen
• Kandiohjaaja tarjoaa tutkielman ohessa myös henkilökohtaista ohjausta omasta erikoistumisesta

Kolmantena opiskeluvuonna opiskelijat osallistuvat kurssiin MAA-288 Maantieteen kandiseminaari, jossa aloitetaan orientoituminen kanditutkielman tekemiseen sekä kandiksi valmistumiseen ja maisteriohjelmaan siirtymiseen. Lisäksi kandiohjelma järjestää IV periodissa 3. vuoden opiskelijoiden maisteri-infon kandiopinnot päättäville opiskelijoille.

General study guidance in geography master’s programme is organized in parallel sessions with the course GEOG-388 Master thesis seminar in geography. There is an examination day once a month on Fridays and on those days, there will be study guidance sessions available for different target groups of master`s students. It is recommended that every student participates in the recommended guidance sessions once every half a year, but students can also join more often if they so wish.

Guidance sessions are structured so that they start with general information about the topic of the day presented by a teacher or other specialist. After the common start, students are divided to smaller groups to discuss the topic with their peers and 1–2 members of staff. Staff members and groups will be different in every session, so the student can choose the group that best matches their interests and needs at the time.

1. year

The focus of guidance is on the first autumn how to start and plan studies and get to know geography staff. This includes both practical planning of what courses to enroll in Sisu as well as more general scoping of interests and future plans. On the first spring we check together that everyone has found their study path and help to make those plans succeed. In this guidance session there will also be general guidelines and support for starting the thesis project and finding a supervision.

2. year

On the second autumn the guidance session focuses on looking forward to graduation: how has the thesis process started and what skills and studies would be useful in the chosen career path of the student. On the second spring the guidance session goes over the technicalities of graduating as well as providing teacher and peer support not linked thesis supervision.

Visualisation of study guidance (pdf)

These instructions are available only in Finnish and Swedish. For more information, please change the language of this page to Finnish or Swedish.

ATM-MP programme has 1-2 academic mentors per study track 

• aerosol physics: Katrianne Lehtipalo 

• atmospheric chemistry and analysis: Theo Kurtén 

• biosphere-atmosphere cycles: Jussi Heinonsalo 

• geophysics of the hydrosphere: Petteri Uotila 

• meteorology: Jouni Räisänen, Marja Bister 

• remote sensing: Dmitri Moisseev 

Steering group of the programme nominates mentors. Mentor will be selected either based on  

1. student's application to the Master’s programme and the study plan in the application OR 

1. your study track in student's Bachelor’s degree at the University of Helsinki 

New student and Academic Mentor will receive an email from Education Coordinator about the mentorship. Mentors are introduced to all students during ATM301 course. 

Guidance during different stages of studies 

• First year autumn:  In the course Atmospheric and Earth Sciences Today (ATM301) students draft their first study plan in small groups, guided by corresponding teachers of the course.  

• First year spring / Second year autumn: Time for individual guidance for finding a thesis topic and thesis supervisor (for those who need it) 

• Second year in general: Mainly thesis supervision by thesis supervisors and peers in the thesis clinic connected to the Seminar course ATM345. Academic mentor may propose thesis reviewers if needed. 

Who students should contact?

Students draw up their study plan in Sisu when starting their Master's studies. They can ask help from persons responsible for study guidance (listed below) or from education coordinator by e-mail.

After students have made the first version of their study plan they will be added to the steering group of the PSP supervisor of their own specialization. Information about the academic mentor will be sent to them via email. They will be automatically added to the group of the academic mentor in Sisu and together with their mentor they will finalize the study plan. Student can request follow-up meetings with the academic mentor, and it is recommended to have at least one follow-up meeting every year.

The study guidance in Master's Programme in Theoretical and Computational Methods is divided according to the course codes in student's study plan.

Courses with a code beginning with "TCM":
Study guidance: Senior university lecturer Esko Keski-Vakkuri

Courses with a code beginning with "ATM":
Study guidance: University lecturer Bernhard Reischl

Courses with a code beginning with "CSM" or "DATA":
Study guidance: Professor Kai Puolamäki

Courses with a code beginning with "KEM":
Study guidance: Associate professor Vivek Sharma and academy research fellow Susi Lehtola

Courses with a code beginning with "MAST":
Study guidance: University researcher Paolo Muratore-Ginanneschi

Courses with a code beginning with "MATR":
Study guidance: University lecturer Ilja Makkonen

Courses with a code beginning with "PAP":
Study guidance: Professor David Weir

Who student should contact?

Academic mentor

Every teacher of the programme is a potential Academic Mentor (Personal study plan supervisor). Student will receive an email from the programme director and will be asked about his/her main scientific interests and preferences for an Academic Mentor. Once the mentorship has been established, student will be added to the corresponding study guidance group in Sisu. Student will receive the contact information of the mentor in an email sent by the education coordinator. 

Guidance during different stages of your studies

Guidance is given by direct discussions between the student and the PSP supervisor in the very beginning of the supervision period. Later on, whenever student is in need of academic guidance, he/she can contact mentor and ask for a meeting. The format and time of the meeting will be decided between the student and the supervisor.

• In the very beginning, the focus is on the study plan.
• During the second term, the focus moves to finding a suitable Master’s thesis topic and supervisor, and the possibility of studies abroad. 

Students are strongly encouraged to request guidance whenever they need it. Academic mentor may contact student if they notice that student is falling severely behind his/her study plan.

Who student should contact?

Everything related to guidance in Master's programme in Life Science Informatics is descirbed in Studies.helsinki.fi website for students. Responsibilities of different guidance situations are written out there as well.

Ohjauksen toteutumisesta voi lukea Opiskeijan ohjeesta.

Ohjauksen toteutumisesta voi lukea Opiskeijan ohjeesta.

During the first year of studies the goal of the supervision and guidance in the COS programme is to support students in drawing up a Personal Study Plan (PSP) for the duration of their degree as well as introduce potential study track -specific research topics to them.

During the second year the focus is more on thesis supervision and on potential traineeship opportunities.

Responsibilities, division of duties and collaboration

The teacher tutor (also known as supervising teacher) plays an active role in supervising the Personal Study Plan (PSP) process during the first term and report any problems in it to the programme director. The student progress in the programme is further discussed in the last meeting of the Spring term / first meeting of the Autumn term by the steering group with help of the student progress statistics provided by the Oodikone.

Teacher tutor in the COS programme organises a group meeting with both first-year students and second-year students at least once per academic year, provides support relating to study issues and supervises the Personal Study Plan (PSP) process. Teacher tutor reviews study plans (PSP) and their feasibility with students by the end of the first term. If a student cannot be reached, teacher tutors report any problems to the programme director. If necessary, teacher tutors direct the supervised students to the corresponding services.

PSP supervision and guidance in practice

All new students starting their studies in the COS programme are assigned a track-specific teacher tutor whom they meet during the Orientation week. Teacher tutors are selected together with the disciplines. They are mainly the teachers who are familiar with the programme (e.g. members of the steering group and/or teachers of the compulsory courses). Ideally, the teacher tutor stays the same for the duration of the students’ degree.

Supervision for new students / first-year students

Each cohort of each study track convenes as a group in the beginning of the first study year in a meeting hosted by a teacher tutor. All students are then invited to a personal supervision meeting with the teacher tutor by the second period of the first study year. After that, personal supervision meetings are organized based on the students' needs.  Students are encouraged to contact teacher tutors or the programme director in case study-related issues arise.

The purpose of the meetings is to help the new students with drafting of a Personal Study Plan in Sisu and orienting towards thesis work.  

The supervision practices of the different study tracks vary; for some study tracks (Social Data Science, Social Psychology) the track-specific compulsory course focuses on group formation and peer support, whereas in other study tracks student inclusivity and peer support are promoted in the course of the first thesis seminar.  The compulsory course COS seminar taught in the first teaching period aims to help create identity for the programme and create cohesion and team spirit within the COS cohort

Supervision for second-year students

A teacher tutor organises a group meeting with the supervised second- year student and/or students are provided with the opportunity for a one-on-one meeting based on students’ needs.

During the second year the focus is on thesis supervision.

Thesis supervision

Students are introduced to the current research conducted in the different disciplines of the study tracks during the first compulsory course COS seminar. Furthermore, the research topics of each study track are included in the following track-specific courses:

• Central Themes in Social and Cultural Anthropology (Period 1 or 2)
• Key Concepts in Social Data Science (Period 1 first year)
• Social and Public Policy courses: Wellbeing and Health (period 4) & Social Policy Concepts (period 1)
• Key Concepts in Sociology (Period 2 each year)
• Topical Issues in Social Psychology (Period 1 every year)
• Theories of Development (Period 4)

The students are usually appointed a thesis supervisor in the first Master’s Thesis seminar, the current practices vary between the study tracks of the programme, for detailed information, please see the instructions of the disciplines (pdf).

When students begin their bachelor’s studies, they are assigned a teacher providing guidance throughout these studies.

During the spring of the second year of study, after the students’ study track has been defined, they are assigned a guidance group consisting of all teachers in the track. The teacher providing guidance remains responsible for general study-related matters, whereas any member of staff in the track can answer questions about the content of the track.

Both the teacher providing guidance and the student are responsible for the success of the guidance process. In the bachelor’s programme, the provision of guidance takes place in two stages: an active stage in the autumn of the student’s first year of study and a subsequent passive stage.

During the active stage, the teachers providing guidance

• Participate in orientation sessions organised by the Faculty and the degree programme on guidance and other activities during the year in question
• Organise meetings of their guidance group, as agreed each year with programme staff; usually two meetings are organised, with the aim of exploring the University as a learning environment and a community
• Make communication easy for students
• Commit to supporting students in their studies and, if necessary, refer students to other teachers in the track or other staff at the University, depending on student needs; one of the tools available for this purpose is the guidance compass
• Agree with students on communicating primarily via the helsinki.fi email address and commit to responding to student queries via this channel within a reasonable time

For the teachers providing guidance, the passive stage means that the Bachelor’s Programme in Social Research organises no group meetings or requires no active communication from the teachers.

At this stage, the teachers providing guidance

• Commit to responding to student queries within a reasonable time
• Help students with their questions or, if necessary, refer students to teachers in other tracks or to other University staff, depending on student needs; one of the tools available for this purpose is the guidance compass
• Offer students opportunities for personal on-site or remote meetings based on student requests
• In concrete terms, this is usually the point when students contact the teacher assigned to provide them with guidance if they fail to find information elsewhere. With all the email service addresses available, it is important that at least one real person responds to student queries. However, the teachers are not expected to have all the answers and can always forward queries to the degree programme director or education coordinator. The important thing is that students are not left alone with their concerns.
• Teachers are responsible for notifying the education coordinator of the programme if they are unable to answer student questions during a specific period of time or if their employment is about to end and, thus, they will no longer be providing guidance.  In such cases, students will be assigned to a new teacher or a deputy.

If teachers are able, during their absence, to respond to student queries by forwarding them, no deputy need be named. For example, teachers on research leave can respond to student messages as follows: “I am currently on research leave, but have forwarded your message to the programme director.” If teachers are unable to respond to messages, a deputy must be appointed.

At the passive stage, the group providing guidance (i.e., the study track) can organise various student sessions, such as welcome or opening events and similar activities. These are not coordinated at the programme level.

Students must answer any messages from the teacher assigned to provide them with guidance. If a student fails to attend meetings they have requested or to reply to the teacher’s repeated attempts to reach them, the teacher will no longer be responsible for guiding the student.

GPC offers guidance to incoming students and second year students, as well all students receive supervision for their MA theses throughout their second year of studies.

Supervision for first-year students

Entering students are assigned a teacher tutor, and students meet this track-specific instructor during the first week of their studies. The teacher tutor holds a meeting for the cohort of students and is available to students during office hours or by appointment for additional guidance during the first year.  The teacher tutor can help students organise their study plans, and help students find resources and identify strategies to achieve their aims while in the GPC Programme. The teacher tutors provide guidance on students’ Personal Study Plan (PSP) during the first semester and report any challenges that arise to the programme director. GPC relies on email correspondence to maintain connections between students, teacher tutors, and theses supervisors.

Incoming students are also offered peer support by student tutors. The student tutors are introduced during the orientation week before studies begin.

Supervision for second-year students

Second year students are able to consult with their MA supervisors for guidance toward completing the GPC MA degree. In the case that they decline to sign up for MA supervision, students should seek curricula guidance from their first-year teacher tutor.

For those students still completing their coursework or MA theses after the second year of study, GPC attempts to organise occasional optional hybrid workshops to facilitate programme completion.  As well these students are welcome to check in with their MA supervisors regarding guidance needs that they have. For any challenges outside of the scope of MA supervision, students should contact the Programme Director who will help to identify appropriate sources of support.

GPC Integration of Student Feedback

The steering group discusses students’ feedback during steering group meetings, and it is also taken into account when planning the programme structure and its contents. In the programme, the students and the instructors engage in open dialogue, which enables the effective development of teaching and other activities.  This dialogue is typically facilitated by GPC Student Representatives who bring students’ concerns and issues to the attention of the GPC governing body. The student feedback on the Master’s programme as a whole is collected at the end of the first year of the Master’s studies. The feedback is processed by the steering committee of the programme. As well the programme works with GPC Student Representatives to collect feedback on the teaching programme, and other aspects relevant to students’ experience and successful completion of their coursework and the MA thesis.

All new students starting their studies in ENS are assigned a supervising teacher of their own study track.

Supervision for first-year students

• The program director and supervising teachers meet regularly new students during their joint studies courses in the first and second period of the first study year. This close contact is used also to supervise students.
• New students get information on the program studies and research in first information session in autumn and during the first compulsory course unit.
• Each cohort of each study track convenes individually or as a group (or smaller groups) during the first period of the first study year in a meeting hosted by the teacher tutor. After that all students can appoint a personal supervision time if needed. Students are encouraged to contact teacher tutors or the program director in case study-related issues arise. 
• A supervising teacher discusses with students on their expectations, needs and answers questions.

Supervision for second-year students

• A supervising teacher meets the supervised students in the master’s thesis seminar sessions as a group and individually when needed.
• If needed, the supervising teacher organises a group meeting with the supervised students or students are provided with the opportunity for individual meetings.
• students who do not start the thesis seminar are encouraged to contact the programme director and other teachers when needed
• additionally, a possibility for an extra supervision group for those who have not completed their thesis on time

Responsibilities of supervised students 

• E.g., updating their study plan
• participating in supervision and guidance meetings
• informing supervising teachers on potential lengthy breaks (one semester) in their studies. 

Critical junctures when supervision and guidance are particularly important for degree students

• at the start of the studies
• second semester and optional studies & internships
• second year: thesis supervision: the students are appointed a thesis supervisor in the master’s thesis seminar in the autumn term of the second-year studies. 
• at the end graduation: maturity tests, ethesis system etc.

How the degree program monitors student progress and collects feedback on supervision and guidance and uses it for development  

• The supervising teachers supervise the Personal Study Plan (PSP) process during the first semester and report any problems in it to the program director.
• This is then further discussed with help of the student progress statistics provided by the Oodikone by the steering group in the last meeting of the Spring term / first meeting of the Autumn term 
• The steering group discusses students’ feedback in every steering group meeting. Student representatives are also advised to take actively part in the meetings and various topics. Former student feedback is also considered when planning the program and its contents.
• In the program, the students and the academics are engaged in an open dialogue, which enables the effective development of teaching and other activities. 
• The student feedback on the Master’s program as a whole is collected at the end of the first year of the Master’s studies (HowUlearn). The steering group of the program processes the feedback. 

Implementation methods  

• Incoming students participate in the first information meeting before their studies start. After that intensive guidance and supervision is provided during the first period on compulsory courses “Current research on Europe and Norden” and “Nordic Societies and Cultures” in the first period – during the course lecturers/program director is easily available.
• Students can meet their supervisor individually, but the program prefers small group meetings.
• Supervisor provides a potential schedule for meeting and students can book their time slot to meet the teacher tutor.
• Students create their PSP in Sisu and these are, among other things, discussed in the individual/group meetings.
• Teacher tutors follow the advancement of their supervised a few times a year and may send emails to check if everything is ok.

When students begin their master’s studies, they are assigned a teacher providing guidance. The roles of the teacher providing guidance and the master’s thesis supervisor are separate. Students are assigned a master’s thesis supervisor no later than during Master’s Thesis Seminar I. The supervisor supports their thesis work and the completion of their thesis. Students can also talk about other study-related matters (such as courses supporting thesis work) with their supervisor. The aim is that the student belongs to the guidance group of the teacher assigned at the beginning of the studies throughout their master’s studies.

Both the teacher and the student are responsible for the success of the guidance process. Teachers providing guidance:

• Participate in the sessions organised by their study track at the beginning of the academic year
• Are encouraged to participate in the session organised by the Master’s Programme in Social Research during orientation week when the teachers are introduced to new students
• Agree with students on communicating primarily via the helsinki.fi email address
• Commit to responding to student queries within a reasonable time
• Offer each student at least one personal face-to-face or remote meeting per academic year for two academic years
• Verify the student’s PSP and progress details in Sisu before personal guidance meetings so as to support student graduation within the target duration (i.e., two academic years)
• Make communication easy for students
• Commit to supporting students in their studies and, if necessary, refer students to other teachers in the track or other staff at the University, depending on student needs; one of the tools available for this purpose is the guidance compass.

Students must answer any messages from the teacher assigned to provide them with guidance. If a student fails to attend meetings they have requested or to reply to the teacher’s repeated attempts to reach them, the teacher will no longer be responsible for guiding the student.

Teachers providing guidance

In the Master’s Programme in Social and Health Research and Management, the duties of teachers providing guidance are undertaken by the university lecturers teaching in the programme. The guidance responsibilities of the above teachers and other individuals are divided according to the table below.

To complete the above duties, teachers providing guidance

• Agree with students on communicating primarily via the helsinki.fi email address and commit to responding to student queries via this channel within a reasonable time
• Make communication easy for students
• Commit to supporting students in their studies
• Arrange at least one group meeting for the members of their guidance group during their first year of study
• Agree to at least one personal face-to-face or remote meeting per academic year for two academic years, if requested by the student
• Verify student progress details in Sisu before personal guidance meetings to support student graduation within the target duration (i.e., two academic years)

Both teachers providing guidance and students are responsible for the success of the guidance process. Students must answer their teacher’s email messages. If a student fails to attend meetings they have requested or reply to the teacher’s repeated attempts to reach them, the teacher will no longer be responsible for guiding the student.

These instructions are available only in Finnish and Swedish. For more information, please change the language of this page to Finnish or Swedish.

Hammaslääketieteen koulutusohjelman opiskelun ohjaus on kuvattuna Hammaslääketieteen Ohjausmallissa, joka löytyy ja on luettavissa Flammassa Ohjaus ja opintojen etenemisen seuranta- sivulla.

Ohjaus opintojen aikana

Hammaslääketieteen koulutusohjelmassa annetaan ohjausta läpi opintojen. Varsinaista omaa ohjaavaa opettajaa ei nimetä Hammaslääketieteen koulutusohjelmassa. Alla olevassa kuvassa on kuvattuna hammaslääketieteen koulutusohjelman ohjaus opintojen eri vaiheissa.

Opetus- ja opiskelijapalvelut ohjauksen tukena

Hammaslääketieteen koulutusohjelman opiskelijoita tukevat Opetus-ja opiskelijapalveluista (OPA) erityisesti koulutusohjelman koulutussuunnittelijat sekä opintoneuvojat. Koulutussuunnittelijat auttavat tutkintorakenteisiin, opintojen vastaavuuksiin ja opintojen suorittamiseen liittyvissä kysymyksissä sekä antaa syventävää opintoneuvontaa ja toimii hammaslääketieteen koulutusohjelman johtoryhmän asiantuntijasihteerinä ja opetuksen tukena. Koulutussuunnittelijat auttavat ilmoittautumisissa ja opintoneuvojat antavat yleisestä opintoneuvontaa ja aiemmin hankitun osaamisen hyväksilukemiseen ja valmistumiseen liittyvissä asioissa. Opetus-ja opiskelijapalveluista ei anneta opintojen sisältöön liittyvää ohjausta, sitä antavat opintojaksojen ja opintokokonaisuuksien vastuuopettajat ja viime kädessä niihin liittyvistä kysymyksistä on vastuussa koulutusohjelman johtaja. Lisätietoa opetus-ja opiskelijapalveluiden vastuista ja vastuun rajoista erillisessä dokumentissa Ohjauksen ja neuvonnan palvelukuvaukset (OPA).

Opintosuunnitelma

Kaikkiin tutkintoihin sisältyy pakollisena henkilökohtaisen opintosuunnitelman (HOPS) tekeminen. HOPS tehdään Sisu-järjestelmässä. Ohjeita Sisun käyttöön ja HOPSin tekemiseen saat Sisun opintojen suunnittelun ohjeesta.

Sinulla tulee olla yksi ensisijainen suunnitelma. Opintosuunnitelma toimii opintoihin ilmoittautumisen sekä asioinnin, ml. valmistumisen, perustana. Päivität suunnitelman osioita sitä mukaa, kun etenet opinnoissasi.Opintosuunnitelmia ei tarvitse erikseen hyväksyttää.

Sisun opintosuunnitelmaohjeiden kautta löydät tekniset ohjeet mm. suoritettujen opintojen sijoittamisesta opintosuunnitelmaan, sekä opintojakson ja kokonaisuuden version vaihtamisesta. Kokonaan uuden suunnitelman luominen on tarpeen vain harvoin. Luodessasi uuden suunnitelman tai vaihtaessasi kokonaisuuden versiota, menetät aiemmin tekemäsi valinnat ja kokonaisuuteen hyväksytyt hakemukset. Suorittamasi opinnot ovat kuitenkin aina opintosuoritusotteellasi siitä huolimatta, oletko lisännyt ne suunnitelmaan vai et.

Opiskelutahti

Opintojen suositeltava suoritustahti on 60 op/lukuvuosi, 30 op/lukukausi.

Opintojen laajuus

Tavoitteena on, ettei tutkinnon minimilaajuus 330 op ylittyisi. Tutkintoja ja opintoja koskevien linjausten mukaisesti tutkinnon minimilaajuus saa enimmillään ylittyä 10%:lla

Aiemmin hankitun osaamisen hyväksilukeminen

Voit hakea muualla suoritettujen opintojen ja muun osaamisen hyväksilukemista tutkintoosi Opiskelijan ohjeiden Aiemmin hankitun osaamisen hyväksilukeminen tutkintoon –osion ohjeiden mukaisesti.

Ohjaus opintojen aikana

Lääketieteellisen tiedekunnan yleiset linjaukset ja koulutusohjelmakohtaiset linjaukset opiskelijoiden ohjauksesta on tehty keväällä 2023. Terveydenhuollon kehittämisen maisteriohjelman Ohjausmalli on kokonaisuudessaan luettavissa Flammassa (vaatii kirjautumisen), sivulla Ohjaus ja opintojen etenemisen seuranta.

Opettajamentorointi 

Terveystieteiden koulutusohjelmassa opiskelijan opettajamentori nimetään koko koulutuksen ajaksi opiskelujen alkaessa. Mentori toimii opiskelijan yhteyshenkilönä koulutusohjelmaan sekä yliopisto-ja tiedeyhteisöön. Mentorin vastuisiin kuuluu opiskelun tukeminen sekä uraohjaus. Opettajamentori auttaa opiskelijaa löytämään sisällöllisesti häntä kiinnostavia opintojaksoja tai muuta terveydenhuollon kehittämisosaamista sekä opiskelijan uraan liittyviä tavoitteita tukevia sisältöjä. Mentorointi toteutetaan ryhmäohjauksena vähintään kerran lukukaudessa ja ensimmäinen opettajamentorointitapaaminen pyritään järjestetämään heti opintojen alussa. Mentorin vastuuseen ei kuulu käytännön HOPS-ohjaus, eikä HOPS-ohjaajaa Sisussa nimetä. Opintoneuvojat ja koulutussunnittelija vastaavat käytännön neuvonnasta opintosuunnitelmiin liittyen.

Terveydenhuollon kehittämisen harjoittelun ohjaus

Terveydenhuollon kehittämisen harjoittelusta vastaa opintojakson vastuuopettaja, joka vastaa harjoittelujen koordinoinnista ja harjoittelun osaamistavoitteiden saavuttamisesta yhdessä opiskelijan kanssa. Lisäksi harjoittelupaikassa opiskelijalle nimetään ohjaaja.

Maisterintutkielman ohjaus

Opiskelija saa ohjausta maisterintutkielman tekemiseen siihen nimetyltä ohjaajalta tai ohjaajilta. Maisterintutkielman ohjaajan rooli on ohjata opiskelijaa tieteellisen tutkimuksen suunnittelussa, analysoinnissa, raportoinnissa sekä esittämisessä. Ohjaajan lisäksi opiskelija saa tukea tutkielmaseminaarien ja menetelmätyöpajojen ohjaajilta, seminaariryhmän muilta opiskelijoilta (vertaistuki) sekä parilta, mikäli maisterintutkielma tehdään yhdessä toisen opiskelijan kanssa.

Tutorointi

Opiskelijoilla on mahdollisuus saada ohjausta opiskelijatutorilta. Tutor saa erillisen koulutuksen, jonka pohjalta hän osaa vastata opintojen aloittamiseen liittyviin käytännön kysymyksiin sekä auttaa uutta opiskelijaa integroitumaan yliopistoyhteisöön.

Opetus- ja opiskelijapalvelut ohjauksen tukena

Opetus ja tutkimushenkilöstön lisäksi myös opiskelijapalveluiden (OPAn) toimijat ohjaavat opiskelijoita. Koulutussuunnittelija ja opintoneuvojat ovat opiskelijan tukena koko opintojen ajan ja antavat neuvontaa ja ohjausta tutkintorakenteisiin, kurssien vastaavuuksiin ja yleisiin opintojen suorittamiseen sekä valmistumiseen liittyviin kysymyksiin. Opiskelijapalveluiden vastuut on kuvattu Flammassa sivustolla Opiskelijoiden ohjauksen ja neuvonnan palvelut

Ohjausta saa opintoneuvonnasta ja koulutussuunnittelijalta joko lähettämällä sähköpostia yleiseen palveluosoitteeseen meilahti-student@helsinki.fi tai varaamalla ajan henkilökohtaiseen opintoneuvontaan Vihta-järjestelmässä. 

Sisun teknisissä kysymyksissä (oikean hakemuksen valinta, omien tietojen päivitys, järjestelmän käyttö) saat ohjausta myös Kaisa-talon opiskelijaneuvonnan Zoom-neuvonnassa.

Guidance goals 

The guidance provided by teaching and research staff aims to ensure student progress, familiarise students with studies in economics, and integrate them into the academic community. In addition, the objective is to increase graduation rates. The guidance provided by teaching and research staff focuses on the content of studies and the discipline, such as PSP guidance and thesis supervision. 

The student journey

The degree programme guides students in three ways during their studies. (The role of Student Services will be defined separately.) Before the beginning of studies and during orientation, peer tutors guide new students, acquainting them with their studies, the University and Helsinki as a student city. When orientation is over, teacher tutors take over and ensure that students complete personal study plans (PSP). PSPs are reviewed during the course TA2 Professional Skills. Teacher tutors are available to students until the bachelor’s seminar. At this point, the seminar instructor assumes the responsibility for student guidance and supervision until graduation. Challenges include understanding the structure of compulsory studies and obtaining a realistic overview of the bachelor’s thesis. Guidance and supervision aim to prevent students from feeling overwhelmed by their thesis. 

Responsibilities, division of duties and collaboration

Responsibilities of the programme steering group

During the planning of the teaching programme, the degree programme director designates the teacher tutors for each academic year. The tutors must be permanent staff members. Students are assigned to their groups. When the teaching programme is being designed, the director can designate thesis seminar instructors as well. The director receives information from teacher tutors and seminar instructors and checks Oodikone for statistics on student progress. The director reports on these observations to the steering group at meetings where any necessary measures are jointly decided (e.g., to support students at risk of falling behind). The steering group reviews the Norppa course feedback statistics, and the student organisation KTTO conducts an annual feedback survey for programme students. KTTO presents the feedback to the steering group either at meetings or in open sessions for the staff and KTTO. 

Responsibilities of teachers providing guidance

Teachers providing guidance are the primary point of contact if students have questions about completing courses, drawing up personal study plans or selecting courses for career planning. The minimum goals and duties are defined under ‘PSP guidance in practice’. 

Collaboration between guidance providers 

Each autumn, teacher tutors organise a meeting with peer tutors to review common concerns. A representative from on-site student advice staff (an education coordinator) is always involved in planning education and guidance throughout the academic year. If necessary, the education coordinator informs students about special counselling services at student advice meetings. 

PSP guidance in practice  

Individual or group guidance?

The goal is to organise two or three group meetings during the first academic year, the first of which is arranged during the first teaching period as part of a presentation of the Bachelor’s Programme in Economics. The students participating in the meetings are reminded of the opportunity to meet the teachers responsible for their guidance in person by appointment. PSPs are reviewed during the course TA2 Professional Skills. A compulsory meeting on student guidance is held at the beginning of the bachelor’s seminar. 

How does communication work?

Communication initially takes place in the form of two to three group meetings organised during the first academic year. The first of these meetings is held during the first teaching period as part of the presentation of the bachelor’s programme. Teacher tutors are obliged to contact the students they are guiding to ensure the students are aware of the possibility of personal meetings. Students can request such meetings at any time. 

What tools are used in guidance? 

Teacher tutors can see information on their guidance group, and students can view the details of their teacher tutor in Sisu. Sisu can be used as a guidance tool. As a rule, student queries are received via email. 

How are teachers providing guidance selected?

Teacher tutors are selected during course planning. An education coordinator splits students into groups assigned to the tutors. 

Recommendation on the number of students per teacher 

The programme has two teachers providing guidance. 

Orientation of teachers providing guidance 

If necessary, the degree programme director advises teacher tutors. The director issues the tutors with guidance instructions. 

How is guidance included in teachers’ work plans? 

The duties of a teacher tutor are equal to one course. 

Recommendation on the number of hours of guidance per student or group

Guidance recommendations are based on the number of meetings and the guidance needs of students. 

Objectives for guidance 

The guidance provided by teaching and research staff aims to ensure student progress, familiarise students with studies in economics, and integrate them into the academic community. In addition, the objective is to increase graduation levels. The guidance provided by teaching and research staff focuses on the content of studies and the discipline, such as PSP guidance and thesis supervision. 

The student journey

The degree programme guides students in three ways during their studies. (The role of Student Services is described separately.) Before the beginning of studies and during orientation, peer tutors guide new students, acquainting them with their studies, the University and Helsinki as a student city. When orientation is over, teacher tutors take over and ensure that students complete personal study plans (PSP). PSPs are reviewed during orientation studies. Teacher tutors are available to students until the master’s seminar when the seminar instructor assumes the responsibility for student guidance and supervision until graduation. The completion of thesis work poses a special challenge for the master’s level. The aim is to support thesis work through small-group guidance during seminars. A significant difference in the need for general support has been found between those starting in master’s programmes as new students and those continuing directly from a bachelor’s to a master’s programme. Consequently, guidance focuses on new students.  

Responsibilities, division of duties and collaboration 

Responsibilities of the programme steering group

During the planning of the teaching programme, the degree programme director designates the teacher tutors for each academic year. The tutors must be permanent staff members. Students are assigned to their groups. When the teaching programme is being designed, the director can designate thesis seminar instructors as well. The director receives information from teacher tutors and seminar instructors, and checks Oodikone for statistics on student progress. The director reports on these observations to the steering group at meetings where any necessary measures are jointly decided (e.g., to support students at risk of falling behind). The steering group reviews the Norppa course feedback statistics, and the student organisation KTTO conducts an annual feedback survey for programme students. KTTO presents the feedback to the steering group either at meetings or in open sessions for the staff and KTTO. 

Responsibilities of teachers providing guidance

Teachers providing guidance are the primary persons to contact if students have questions about completing courses, drawing up personal study plans or selecting courses for career planning. The minimum goals and duties are defined under ‘PSP guidance in practice’. 

PSP guidance in practice  

Individual or group guidance?

The group meeting of the first academic year is organised, and PSPs are reviewed as part of orientation studies. The group meeting of the second year is organised as part of the Research in Economics course, which also includes topics that relate to student guidance. Students are reminded at least once per academic year that they can book a personal meeting. A compulsory meeting on student guidance is held at the beginning of the master’s seminar. 

How does communication work?

Teacher tutors are obliged to contact the students they are guiding and remind them that they can book personal meetings if necessary. Students can request such meetings at any time. 

What tools are used in guidance? 

Teacher tutors can see information on their guidance group, and students can view the details of their teacher tutor in Sisu. Sisu can be used as a guidance tool. As a rule, student queries are received via email.

How are teachers providing guidance selected?

Teacher tutors are selected during course planning. An education coordinator splits students into groups assigned to the tutors. The general study track and the research study track have separate guidance groups. 

Recommendation on the number of students per teacher 

The programme has two teachers providing guidance. 

Orientation of teachers providing guidance 

If necessary, the degree programme director advises teacher tutors. The director provides the tutors with guidance instructions. 

How is guidance included in teachers’ work plans? 

The duties of a teacher tutor are equal to one course. 

Recommendation on the number of hours of guidance per student or group 

Guidance recommendations are based on the number of meetings and the guidance needs of students. 

The overall description of the guidance and supervision in the Faculty of Medicine is published in Flamma on the page “Student guidance, supervision and progress monitoring”.

The description of the guidance and supervision in Master’s programme in Translational Medicine (in PDF form)

These instructions are available only in Finnish. For more information, please change the language of this page to Finnish.

During the first year 

Goals:  

• Introduce students to the degree programme and university studies  
• Write personal study plans enabling all students to get their studies off to a good start  
• Provide guidance, during the spring of the first year, focused on defining students’ study tracks  

Responsibilities:   

• The programme appoints teacher tutors to guide groups of new students during their first year of study.  
• Peer tutors are responsible for guidance on various practical matters and introduce students to study planning.  
• The bachelor’s programme is responsible for instructions for defining students’ study tracks.  
• Teaching and research staff offer guidance and supervision on teaching and research requiring consideration of the content of studies and disciplines. 
• Teaching and Learning Services staff advise students on the degree structure and graduation, and are responsible for information, advice and special counselling in their areas of expertise, such as advice on student exchange and traineeships, career counselling, and the consultation and guidance offered by the University’s counselling psychologists. In addition, Student Services staff assist students with problems in the use of Sisu and other student information systems. 
• The programme steering group monitors student progress actively, using various information sources (e.g., Oodikone, HowULearn surveys, status reports and student consultations). 

Practical guidance 

• Teacher tutors meet new students during orientation week and at least once later in the autumn, either as a group or individually. A few times during the academic year, the tutors remind their group members that they can be contacted. 
• Teacher tutors ensure that all students write a personal study plan (PSP).    
• An education coordinator creates guidance groups manually in Sisu based on tutor groups.  
• Peer tutors guide first-year students actively, especially at the beginning of studies.  
• In February, the programme director and an education coordinator organise an information session on defining students’ study tracks. 
• Teacher tutors can decide fairly independently on the guidance methods used.    

From the second year of study: 

Goals: 

• Introduce students to their study track 
• Monitor and support student progress  

Responsibilities: 

• Discipline staff are responsible for discipline-specific orientation. 
• In each discipline, student progress is supported by assigning students to teachers providing guidance.  
• Teaching and research staff offer guidance and supervision on teaching and research requiring consideration of the content of studies and disciplines. 
• Teaching and Learning Services staff advise students on the degree structure and graduation and are responsible for information, advice and special guidance in their areas of expertise, such as advice on student exchange and traineeships, career guidance, and the consultation and guidance offered by the University’s counselling psychologists. In addition, Student Services staff assist students with problems in the use of Sisu and other student information systems.  
• The programme steering group monitors student progress actively, using various information sources (e.g., Oodikone, HowULearn surveys, status reports and student consultations).   

Practical guidance 

• Discipline-specific sessions are organised at the beginning of the second year of study to offer a chance for the discipline staff and students selected for the relevant study track to meet each other. 
• An education coordinator creates track-specific guidance groups in Sisu. These automatically updated groups are based on the students’ right to study: 
  • Students of the Study Track in Politics and Organisations 
  • Students of the Study Track in World Politics 
  • Students of the Study Track in Media and Communication 
•  Each guidance group is assigned to a group of teachers responsible for guidance, consisting of several teachers in the relevant study track. These teachers are chosen within the disciplines. The teachers agree with each other on the division of duties by assigning students among themselves.  
• Teachers providing guidance inform student groups of the teachers’ guidance responsibilities. 
• Teachers keep in contact with their groups, organise group meetings and encourage students to contact them if they have any questions or concerns.  

Students whose study track has not been defined form a separate guidance group, with guidance arrangements made separately based on the group size.  

Guidance during the bachelor’s seminar 

Goals:  

• Supervise bachelor’s theses and support graduation 
• Guide students to ensure the completion of bachelor’s degrees in the target duration 

Responsibilities: 

• The bachelor’s seminar instructor supervises bachelor’s theses. 
• If necessary, the instructor guides general study planning as well. 
• Students can continue to contact the teachers responsible for their guidance.  

Practical guidance 

• The bachelor’s seminar instructor meets each seminar participant personally at least once during the seminar. Although the purpose is to supervise the bachelor’s thesis, general study-related guidance can be offered.  
• Teachers providing guidance remind students via email of the guidance available.  

Goals:

• Introduce students to their study track
• Monitor and support student progress
• Write personal study plans (PSP), enabling all students to get their master’s studies off to a good start

Responsibilities:

• Discipline staff are responsible for discipline-specific orientation.
• In each discipline, new students are assigned to teachers responsible for their guidance so as to support student progress.
• Teaching and research staff offer guidance and supervision relevant to teaching and research and requiring consideration of the content of studies and disciplines.
• Teaching and Learning Services staff advise students on the degree structure and graduation and are responsible for information, advice and special guidance in their areas of expertise, such as advice on student exchange and traineeships, career guidance, and the consultation and guidance offered by the University’s counselling psychologists. In addition, Student Services staff assist students with problems in the use of Sisu and other student information systems.
• The programme steering group monitors student progress actively, using various information sources (e.g., Oodikone, HowULearn surveys, status reports and student consultations).

Practical guidance

1. New students: Students admitted through the joint application procedure that year and graduates from programmes other than the Bachelor’s Programme in Politics, Media and Communication who have been offered the option to study in the master’s programme

• At the beginning of the academic year, new students admitted to the study track are introduced to the disciplines and the structure of studies in the master’s programme.
• An education coordinator creates track-specific guidance groups in Sisu. These automatically updated groups are based on the students’ right to study:
  • Students of the Study Track in Politics and Organisations
  • Students of the Study Track in World Politics
  • Students of the Study Track in Media and Communication

• Each guidance group is assigned to a teacher providing guidance. These teachers are chosen within the disciplines.
• Teachers providing guidance inform student groups of the teachers’ guidance responsibilities.
• Teachers review study plans (PSP) and their feasibility with students.
• Teachers keep in contact with their groups, organise group meetings and encourage students to contact them if they have any questions or concerns.

2. Other than new students, including graduates from the Bachelor’s Programme in Politics, Media and Communication

• At the beginning of the term, a session is organised to introduce the structure of studies in the master’s programme to students who transferred to the relevant study track during the previous academic year. The autumn term meeting is also intended for new students admitted through the joint application procedure.
• An education coordinator creates track-specific guidance groups in Sisu. Updated each term, these groups are based on the students’ right to study:
  • Students of the Study Track in Politics and Organisations
  • Students of the Study Track in World Politics
  • Students of the Study Track in Media and Communication

• Each guidance group is assigned to a group of teachers responsible for guidance consisting of several teachers in the relevant study track. These teachers are chosen within the disciplines. The teachers agree with each other on the division of duties by assigning students among themselves.
• Teachers providing guidance inform student groups of the teachers’ guidance responsibilities.
• Teachers review study plans (PSP) and their feasibility with students.
• Teachers keep in contact with their groups, organise group meetings and encourage students to contact them if they have any questions or concerns.

Guidance during the master’s thesis seminar

Goals:

• Supervise master’s theses and support graduation
• Guide students to ensure the completion of master’s degrees in the target duration

Responsibilities:

• Thesis seminar instructors supervise master’s theses (unless a student and a seminar instructor agree otherwise).
• If necessary, the instructors guide general study planning as well.
• Students can continue to contact the teachers providing guidance.

Practical guidance

• The instructors of master’s thesis seminars meet each seminar participant either at group meetings or in person during the seminar. Although the primary purpose of this meeting is to supervise the master’s thesis, general study-related guidance should be offered.
• Teachers providing guidance remind students via email of the guidance available.

Instructions available only in Swedihs. Select Swedish from the upper right corner.

These instructions are available only in Finnish and Swedish. For more information, please change the language of this page to Finnish or Swedish.

These instructions are available only in Finnish. For more information, please change the language of this page to Finnish.

These instructions are available only in Finnish and Swedish. For more information, please change the language of this page to Finnish or Swedish.