Programa Institucional de Tutoria FMVZ

Main ideas and lessons conveyed

Purpose and nature of the Institutional Tutoring Program (UNAM/FM VZ)

• The tutoring program is mandatory, but it has no curricular credit.
• It is designed for newly enrolled undergraduate students, ideally during their first semester.
• Its purpose is to help students integrate into university life and the faculty community, including:
  • Integration
  • Motivation
  • Skills development
  • Academic support and guidance
  • Feedback during the educational process
• Tutoring is intended to go beyond attending classes; students can also be guided to other available resources and activities that support their overall development.

Who provides tutoring and what it covers

• Tutors: teachers from the same faculty who voluntarily support students.
• Tutoring supports students’ academic, scientific, and humanistic development.
• Tutees/students: new undergraduate students who receive guidance in:
  • academic development
  • personal/professional development

Tutoring formats

Individual tutoring

• At least one individual session per month (minimum), depending on how the tutor and student organize their schedules.

Small-group tutoring

• Students are organized into groups for group activities.
• Typically 4–6 students per tutor.
• Some small groups may include students from different groups (not always perfectly homogeneous).

Tutoring days (institutional tutoring days)

• In a typical semester:
  • No classes are scheduled.
  • First-semester professors do not teach.
  • The day is 100% dedicated to tutoring activities.
• This semester is an exception:
  • Tutoring days will still exist, but classes will continue (to avoid missing course content).
  • Recommended approach during tutoring days:
    • Sessions can be individual or small-group.
    • A coordinating body proposes an agenda of themes; students and tutors choose which sessions to attend and whether they will be group or individual.
  • Scheduling accounts for morning vs. afternoon shifts, so students can attend activities across both.

Activities planned across the semester

Core start activities

• Get to know the tutor
• Get to know classmates
• Note: group composition can vary.

Tutor-led planning

• Tutors help suggest topics and follow up.
• Students collectively build a semester work plan, including:
  • individual/group tutoring sessions
  • related activities
• Scheduling expectations:
  • Individual tutoring: at least monthly
  • Group activities: planned at least monthly

Self-directed online courses

• Students are expected to participate in self-managed courses on:
  • Coursera
  • Aprendo Más
• Recommended pace: about one course per month (or as remaining time allows).
• Completion produces a certificate:
  • Students must keep it and later submit evidence (photo/image) in the folder.

Use of results from placement/welcome-day assessments

• During welcome activities, students complete tests/exams such as:
  • general knowledge exam
  • technology skills
  • other items referenced during the session
• Coordination analyzes results and shares them with tutors.
• Students can ask their tutor to review their results.
• The goal is to create activities to improve areas of opportunity or reinforce strengths.

How tutoring complements campus life and wellbeing

Cultural/recreational activities (examples mentioned)

• Visit the central campus
• Visit the University Cultural Center
• Visit San Jacinto (noted as the place where the veterinary school was established)
• Participation/awareness of sports and broader university offerings

Online conferences (examples mentioned)

• Mental health
• Self-care
• Self-regulation
• Learning strategies
• Mini-workshops/talks also include a professional focus for future veterinarians.

Digital/required documentation and evidence

• Students must maintain an electronic evidence folder (“electronic folder”) throughout the semester.
  • Managed by the student, not the tutor.
• The tutor reviews evidence to confirm students are on track.
• At semester end, students submit the folder to coordination.
• Students also receive a tutoring card / ID card during welcome day:
  • Must be kept as proof.
  • Contains student and tutor information, plus session details:
    • date
    • whether it was group/individual
    • tutor’s signature
  • At the end of the semester, the card is physically brought to coordination for stamping and then returned as a receipt.
  • If physical signatures are difficult, a Word template can be used for signatures/dates and shared later as PDF/image.

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Methodology / step-by-step instructions (detailed)

A) How students should participate during the semester

• During the first semester (recommended priority)
  • Participate in the program and complete scheduled tutoring activities.
• Choose a tutoring schedule
  • Individual tutoring: schedule at least once per month.
  • Small-group tutoring: attend group activities planned by the tutor/tutoring group.
• During tutoring days
  • Attend tutoring sessions individually or in small groups.
  • Follow the theme agenda proposed by coordination.
  • Match attendance with shift:
    • Morning shift students can attend afternoon/other-session options, and vice versa.
• If you cannot attend an activity
  • Arrange with the tutor to reschedule and complete it another time.
  • Avoid repeatedly postponing without coordination approval, since this may jeopardize completion and future tutor assignment availability.

B) Evidence collection and portfolio building

Create and maintain an electronic folder

• Recommended tools mentioned:
  • Google Drive
  • Dropbox
  • a personal computer/tablet folder

Upload evidence regularly

• For each tutoring activity with the tutor, include evidence agreed with the tutor (examples):
  • summary
  • collage
  • conceptual chart

Course completion evidence

• For each self-directed course completed:
  • obtain the certificate
  • keep it and upload/attach a photo/image in the electronic folder

Medical exam proof requirement

• Include proof of an active medical examination:
  • physical receipt was originally required, but a digital copy is acceptable if available.

Add tutoring program evaluation proof

• At the end of the semester, students must complete:
  • evaluation of the tutoring program and the tutor
• Keep the receipt/proof generated by the evaluation and upload it to the folder.

C) Folder naming and organization requirements

Folder naming format

• Must include:
  • student full name
  • starting with last name
  • immediately followed by the generation/cohort
• Example reference: students were told theirs is 2027 (“class of 2026” was mentioned as an example in the talk).

Recommended organization

• Include a small cover with identifying information.
• For each activity, include:
  • an activity report (example)
  • student name
  • date of the activity
  • objectives
  • links connecting the activity to the program pillars (e.g., integration, motivation, skills development, etc.)

Don’t wait until the end

• Build the portfolio throughout the semester so evidence does not accumulate all at once.

D) Submission rules and deadlines

Physical tutoring card

• Bring to coordination at the end of the semester for stamping/processing.

Electronic folder submission

• Submit the electronic folder to coordination office via email at semester end.
• Deadline mentioned: January 22nd.

Submission email addresses

• Completed folders submission: tutoriabet@fmbz.mx
• Another referenced email for deadlines/communication: tutériavet@fmbz.mx
• Contact email for questions (guidance department) is referenced, but the full address was not clearly distinguished in every part of the transcript.

E) Using the tutoring portal and online resources

• Students are directed to a tutoring portal page that includes:
  • an activities calendar
  • a YouTube channel for talks/recordings
  • evaluation sections:
    • student evaluation
    • tutor evaluation
  • a downloadable guidelines document for formatting the digital evidence folder
• The portal indicates the evaluation flow:
  • select evaluation type
  • log in
  • complete evaluation
  • download receipt for submission

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Questions addressed in the session (as covered)

• What if a student can’t attend an activity?
  • Reschedule with the tutor and complete at another time.
• English exam requirement and what happens if you didn’t take or didn’t pass
  • Upcoming online informative talks:
    • English requirement talk with Patricia López (11:00 a.m.)
    • a talk about scholarships
  • Options and fulfillment mechanisms will be explained.
  • Students can ask the English department directly to confirm results.
• Technical issues (Pro exam activation)
  • Technical delays were acknowledged; participants were asked to be patient and will be contacted when resolved.
• Tutoring card signatures
  • A Word template/signature format can be provided to tutors so it can be shared digitally if physical signatures are difficult.
• Study techniques and habits questionnaire
  • A brief questionnaire is administered via QR code during the talk.
  • Results are shared with tutors to tailor more specific activities.

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Speakers / sources featured (identified in the subtitles)

• Silvia Ramírez Castillo (teacher)
• Karina González (colleague; part of the guidance/tutoring team)
• “Carlita” / “Kari / Carlita” (mentioned; likely another team member in the same department)
• Dr. Cortés (asked a question earlier; referenced)
• Ms. Patricia López (English department; scheduled to give an online talk)
• Purina (mentioned as not providing certain mini-workshops/talks; referenced as a source, not a speaker)
• Coursera (self-directed course platform)
• Aprendo Más (self-directed course platform)
• MOC UNAM (mentioned as a platform; access with an institutional account)
• UNAM (institutional source referenced throughout; not a person)
• Institutional accounts (Coursera/Aprendo Más and university platforms) referenced as systems, not speakers.