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Tutorial system

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The tutorial system is a method of university education where the main <a href="Teaching_method" title="Teaching method">teaching method</a> is regular, very small group sessions. These are the core teaching sessions of a degree, and are supplemented by lectures, practicals and larger group classes. This system is found at the collegiate universities of <a href="University_of_Oxford" title="University of Oxford">Oxford</a> and <a href="University_of_Cambridge" title="University of Cambridge">Cambridge</a>, although other universities use this method to various degrees.

<div class="mw-heading mw-heading2"><h2 id="Oxbridge">Oxbridge</h2></div>

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</style><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="Oxbridge" title="Oxbridge">Oxbridge</a></div>

The <a href="Oxbridge" title="Oxbridge">Oxbridge</a> tutorial system was established in the 1800s at the <a href="University_of_Oxford" title="University of Oxford">University of Oxford</a> and the <a href="University_of_Cambridge" title="University of Cambridge">University of Cambridge</a> in the United Kingdom.<a href="#cite_note-1">[1]</a> It is still practised today, and consists of undergraduate students being taught by <a href="Fellow_(Oxbridge)" class="mw-redirect" title="Fellow (Oxbridge)">college fellows</a>, or sometimes doctoral students and <a href="Post-docs" class="mw-redirect" title="Post-docs">post-docs</a><a href="#cite_note-2">[2]</a>) in groups of one to three on a weekly basis.<a href="#cite_note-3">[3]</a><a href="#cite_note-4">[4]</a> These sessions are called "<a href="Tutorial" title="Tutorial">tutorials</a>" at Oxford and "supervisions" at Cambridge,<a href="#cite_note-5">[5]</a> and are the central method of teaching at those universities.<a href="#cite_note-6">[6]</a> The student is required to undertake preparatory work for each tutorial: for example, reading, essays or working through problems, depending on their subject.<a href="#cite_note-7">[7]</a><a href="#cite_note-8">[8]</a> Other teaching sessions such as lectures, practicals and language classes are offered, but these are in addition to the compulsory tutorials.<a href="#cite_note-9">[9]</a><a href="#cite_note-10">[10]</a><a href="#cite_note-11">[11]</a><a href="#cite_note-12">[12]</a>

At Oxbridge, tutorials/supervisions are the central element of the teaching, as opposed to <a href="Lectures" class="mw-redirect" title="Lectures">lectures</a>, <a href="Seminars" class="mw-redirect" title="Seminars">seminars</a> or larger group teaching.<a href="#cite_note-13">[13]</a><a href="#cite_note-14">[14]</a><a href="#cite_note-15">[15]</a><a href="#cite_note-16">[16]</a><a href="#cite_note-17">[17]</a> During each tutorial session, students are expected to orally communicate, defend, analyse, and critique the ideas of others as well as their own in conversations with the <a href="Tutor_(officer)" class="mw-redirect" title="Tutor (officer)">tutor</a> and fellow students. It has been argued that the tutorial system has great value as a pedagogic model because it creates learning and assessment opportunities which are highly authentic and difficult to fake.<a href="#cite_note-18">[18]</a>

<div class="mw-heading mw-heading2"><h2 id="Outside_Oxbridge">Outside Oxbridge</h2></div>

In addition to the <a href="University_of_Cambridge" title="University of Cambridge">University of Cambridge</a> and the <a href="University_of_Oxford" title="University of Oxford">University of Oxford</a>, other universities also claim to practise this system, though on a less intensive basis and one that is less central to the overall structure of the course. The <a href="University_of_Buckingham" title="University of Buckingham">University of Buckingham</a>, England's first private university founded in the 1970s, also practises the weekly tutorial system although in larger groups of six students.<a href="#cite_note-19">[19]</a>

Outside the United Kingdom, other universities have a tutorial system influenced by the Oxbridge system. Some examples are <a href="Omega_Graduate_School" title="Omega Graduate School">Omega Graduate School</a> in <a href="Dayton%2C_Tennessee" title="Dayton, Tennessee">Dayton, Tennessee</a>,<a href="#cite_note-20">[20]</a> <a href="Williams_College" title="Williams College">Williams College</a> in <a href="Williamstown%2C_Massachusetts" title="Williamstown, Massachusetts">Williamstown, Massachusetts</a>,<a href="#cite_note-21">[21]</a> <a href="Honors_Tutorial_College" title="Honors Tutorial College">Honors Tutorial College</a> at <a href="Ohio_University" title="Ohio University">Ohio University</a> in <a href="Athens%2C_Ohio" title="Athens, Ohio">Athens, Ohio</a>,<a href="#cite_note-22">[22]</a> <a href="Sarah_Lawrence_College" title="Sarah Lawrence College">Sarah Lawrence College</a> in <a href="Yonkers%2C_New_York" title="Yonkers, New York">Yonkers, New York</a>, <a href="New_College_of_Florida" title="New College of Florida">New College of Florida</a> in <a href="Sarasota%2C_Florida" title="Sarasota, Florida">Sarasota, Florida</a>,<a href="#cite_note-23">[23]</a> and the <a href="Bachelor_of_Arts" title="Bachelor of Arts">Bachelor of Arts</a> with a major in Liberal Studies at <a href="Capilano_University" title="Capilano University">Capilano University</a> in <a href="North_Vancouver_(district_municipality)" title="North Vancouver (district municipality)">North Vancouver</a>, Canada.<a href="#cite_note-24">[24]</a> In <a href="France" title="France">France</a>, the system of <a href="Classe_pr%C3%A9paratoire_aux_grandes_%C3%A9coles" title="Classe préparatoire aux grandes écoles">Classe préparatoire aux grandes écoles</a> has a similar system of weekly oral examinations, called <a href="https://fr.wikipedia.org/wiki/Colle_(pr%C3%A9pa)" class="extiw external" title="fr:Colle (prépa)">khôlles</a>, by groups of two or three. In the <a href="Netherlands" title="Netherlands">Netherlands</a>, the educational approach of <a href="Maastricht_University" title="Maastricht University">Maastricht University</a> in <a href="Maastricht" title="Maastricht">Maastricht</a> is based on student-led tutorials in a <a href="Problem-based_learning" title="Problem-based learning">Problem-Based-Learning</a> setting.<a href="#cite_note-25">[25]</a>

Some universities use the name tutorial for teaching sessions<a href="#cite_note-26">[26]</a><a href="#cite_note-27">[27]</a><a href="#cite_note-28">[28]</a><a href="#cite_note-29">[29]</a><a href="#cite_note-ImperialEngineering-30">[30]</a> or pastoral support meetings.<a href="#cite_note-ImperialEngineering-30">[30]</a><a href="#cite_note-31">[31]</a><a href="#cite_note-32">[32]</a> These are additional parts of a students education, rather than its core feature.<a href="#cite_note-33">[33]</a>

<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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</style><cite id="CITEREFMillsAlexander2013" class="citation book cs1">Mills, David; Alexander, Patrick (March 2013). Small group teaching: a toolkit for learning. York: The Higher Education Academy.</cite>

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<li id="cite_note-2"><a href="#cite_ref-2">^</a> <cite id="CITEREFMillsAlexander2015" class="citation web cs1">Mills, David; Alexander, Patrick (8 July 2015). <a rel="nofollow" class="external text" href="https://theconversation.com/are-oxbridge-tutorials-still-the-best-way-to-teach-students-how-to-think-44250">"Are Oxbridge tutorials still the best way to teach students how to think?"</a>. The Conversation. Retrieved 11 June 2021.</cite>

</li>

<li id="cite_note-3"><a href="#cite_ref-3">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning">"Personalised learning"</a>. University of Oxford. Retrieved 25 March 2018.</cite>

</li>

<li id="cite_note-4"><a href="#cite_ref-4">^</a> <cite id="CITEREFBonetti2018" class="citation web cs1">Bonetti, Lisa (6 February 2018). <a rel="nofollow" class="external text" href="https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught">"How will I be taught?"</a>. undergraduate.study.cam.ac.uk. University of Cambridge. Retrieved 25 March 2018.</cite>

</li>

<li id="cite_note-5"><a href="#cite_ref-5">^</a> <cite id="CITEREFSarkar2017" class="citation web cs1">Sarkar, Advait (2017). <a rel="nofollow" class="external text" href="https://www.cst.cam.ac.uk/files/elephantdraft.pdf">"How to define an elephant: reflections of a Cambridge supervisor"</a> (PDF). Cambridge University Department of Computer Science and Technology. Retrieved 28 September 2021.</cite>

</li>

<li id="cite_note-6"><a href="#cite_ref-6">^</a> <cite id="CITEREFPenny_Probert_Smith2001" class="citation book cs1">Penny Probert Smith (2001). "7. Engineering the Tutorial Experience". In Palfreyman, David (ed.). <a rel="nofollow" class="external text" href="https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf">The Oxford Tutorial: Thanks, You Taught Me How to Think</a> (PDF). Oxford Centre for Higher Education Policy Studies. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1099191343</bdi>. <q>Yet in spite of the provision of lectures and practicals by the University departments, the tutorial retains a central position in the teaching of Oxford sciences.</q></cite>

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<li id="cite_note-7"><a href="#cite_ref-7">^</a> <cite id="CITEREFBonetti2021" class="citation web cs1">Bonetti, Lisa (19 January 2021). <a rel="nofollow" class="external text" href="https://www.undergraduate.study.cam.ac.uk/courses/how-will-i-be-taught">"Teaching and learning"</a>. www.undergraduate.study.cam.ac.uk. University of Cambridge. Retrieved 8 June 2021. <q>Typically, you have one or two hour-long supervisions each week (this varies from course to course) and you do preparation for each one – usually reading, writing an essay or working on some problems.</q></cite>

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<li id="cite_note-8"><a href="#cite_ref-8">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.dow.cam.ac.uk/students/teaching-and-exams/college-teaching-and-supervision">"College teaching and supervisions"</a>. Downing College. University of Cambridge. 22 January 2016. Retrieved 8 June 2021.</cite>

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<li id="cite_note-9"><a href="#cite_ref-9">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.new.ox.ac.uk/tutorial-system">"The Tutorial System"</a>. New College. University of Oxford. Retrieved 8 June 2021.</cite>

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<li id="cite_note-10"><a href="#cite_ref-10">^</a> <cite id="CITEREFPenny_Probert_Smith2001" class="citation book cs1">Penny Probert Smith (2001). "7. Engineering the Tutorial Experience". In Palfreyman, David (ed.). <a rel="nofollow" class="external text" href="https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf">The Oxford Tutorial: Thanks, You Taught Me How to Think</a> (PDF). Oxford Centre for Higher Education Policy Studies. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1099191343</bdi>. <q>The importance of college teaching is reflected in the fact that it is tutorials, rather than lectures, that are compulsory. If you do not attend lectures, you will be expected to acquire the information some other way (through your own reading); if you do not attend tutorials you will be up on disciplinary charges.</q></cite>

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<li id="cite_note-11"><a href="#cite_ref-11">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.law.ox.ac.uk/admissions/undergraduate/frequently-asked-questions-about-undergraduate-life">"Undergraduate FAQs"</a>. Faculty of Law. University of Oxford. 13 August 2015. Retrieved 8 June 2021. <q>At the heart of the Oxford undergraduate law programme is the 'tutorial system'. A tutorial is a meeting between a single law tutor and (usually) two or three students. [...] Attendance at lectures is not compulsory. But attendance at tutorials is compulsory.</q></cite>

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<li id="cite_note-12"><a href="#cite_ref-12">^</a> <cite id="CITEREFClark2016" class="citation web cs1">Clark, Charles (8 July 2016). <a rel="nofollow" class="external text" href="https://www.businessinsider.com/what-its-like-to-go-to-the-university-of-cambridge-2016-7">"A day in the life of a student at the University of Cambridge"</a>. Business Insider. Retrieved 8 June 2021. <q>Supervisions are compulsory and are the primary way Cambridge students learn. They're teaching sessions for small groups of students where a fellow leads a discussion.</q></cite>

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<li id="cite_note-13"><a href="#cite_ref-13">^</a> <cite id="CITEREFTapperPalfreyman2011" class="citation book cs1">Tapper, Ted; Palfreyman, David (2011). <a rel="nofollow" class="external text" href="https://link.springer.com/chapter/10.1007%2F978-94-007-0047-5_6">"The Tutorial System: The Jewel in the Crown"</a>. Oxford, the Collegiate University. Higher Education Dynamics. Vol. 34. Springer. pp. 95–115. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2F978-94-007-0047-5_6">10.1007/978-94-007-0047-5_6</a>. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-94-007-0046-8</bdi>. Retrieved 7 June 2021.</cite>

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<li id="cite_note-14"><a href="#cite_ref-14">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://magazine.alumni.cam.ac.uk/brainwaves82/">"What should students expect from their College and the University?"</a>. University of Cambridge. December 2017. Retrieved 7 June 2021.</cite>

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<li id="cite_note-15"><a href="#cite_ref-15">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://sckool.org/edited-by-david-palfreyman.html?page=2">"The Jewel in the Crown?"</a>. David Palfreyman. Retrieved 7 June 2021.</cite>

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<li id="cite_note-16"><a href="#cite_ref-16">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.cetl.hku.hk/conf2016/wp-content/uploads/2016/08/Jewel-in-the-Crown-double-spaced-submitted-paper-19082016.pdf">"'Jewel in the crown?' The Oxbridge College: its origin, character and future"</a> (PDF). Duncan Dormor. Retrieved 7 June 2021.</cite>

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<li id="cite_note-17"><a href="#cite_ref-17">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.researchgate.net/publication/251166430">"The Tutorial System: The Jewel in the Crown"</a>. Ted Tapper, David Palfreyman. Retrieved 7 June 2021.</cite>

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<li id="cite_note-18"><a href="#cite_ref-18">^</a> <cite id="CITEREFPalfreyman2001" class="citation book cs1">Palfreyman, David, ed. (2001). <a rel="nofollow" class="external text" href="https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf">The Oxford Tutorial: Thanks, You Taught Me How to Think</a> (PDF). Oxford Centre for Higher Education Policy Studies. <a href="ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <bdi>978-1099191343</bdi>.</cite>

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<li id="cite_note-19"><a href="#cite_ref-19">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.buckingham.ac.uk/about/ratio">"Tutorial and small group teaching"</a>. University of Buckingham. Retrieved 25 March 2018. <q>our weekly Oxbridge-style tutorials (of around six students)</q></cite>

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<li id="cite_note-20"><a href="#cite_ref-20">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://ogs.edu/about/the-foundations-of-ogs/">"Foundations"</a>. Omega Graduate School. Retrieved 7 July 2019.</cite>

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<li id="cite_note-21"><a href="#cite_ref-21">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.williams.edu/academics/tutorials/">"Tutorials"</a>. Williams College. Retrieved 25 March 2018.</cite>

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<li id="cite_note-22"><a href="#cite_ref-22">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.ohio.edu/honors/future-students/programs/hallmarks.cfm">"Hallmarks of a Tutorial Education"</a>. Honors Tutorial College. Ohio University. Retrieved 25 March 2018.</cite>

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<li id="cite_note-23"><a href="#cite_ref-23">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.ncf.edu/admissions/why-new-college/unique-academic-program/tutorials/">"Tutorials"</a>. New College of Florida. Retrieved 25 March 2018.</cite>

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<li id="cite_note-24"><a href="#cite_ref-24">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.capilanou.ca/programs--courses/courses/lbst-390---tutorial-i/">"LBST 390 - Tutorial I - Capilano University"</a>. www.capilanou.ca. Retrieved 11 March 2020.</cite>

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<li id="cite_note-25"><a href="#cite_ref-25">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.maastrichtuniversity.nl/education/why-um/problem-based-learning">"Problem-Based Learning - Education - Maastricht University"</a>. www.maastrichtuniversity.nl. Retrieved 20 September 2021.</cite>

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<li id="cite_note-26"><a href="#cite_ref-26">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.birmingham.ac.uk/schools/biosciences/teaching/index.aspx">"Teaching and learning"</a>. School of Biosciences. University of Birmingham. Retrieved 7 June 2021.</cite>

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<li id="cite_note-27"><a href="#cite_ref-27">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://student.unsw.edu.au/tutorials">"Guide to Tutorials"</a>. student.unsw.edu.au. UNSW Sydney. 2 May 2017. Retrieved 8 June 2021.</cite>

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<li id="cite_note-28"><a href="#cite_ref-28">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.abdn.ac.uk/sdhp/new-students/lectures-and-tutorials-627.php">"Lectures and Tutorials"</a>. The School of Divinity, History, Philosophy & Art History. The University of Aberdeen. Retrieved 8 June 2021.</cite>

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<li id="cite_note-29"><a href="#cite_ref-29">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.sjc.edu/academic-programs/undergraduate/classes/language-tutorial">"Language Tutorial - Foreign Language Study"</a>. St. John's College. Retrieved 8 June 2021.</cite>

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<li id="cite_note-ImperialEngineering-30">^ <a href="#cite_ref-ImperialEngineering_30-0">a</a> <a href="#cite_ref-ImperialEngineering_30-1">b</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.imperial.ac.uk/electrical-engineering/study/current-students-course-handbook/tutorials/">"Tutorials"</a>. Department of Electrical and Electronic Engineering. Imperial College London. Retrieved 7 June 2021.</cite>

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<li id="cite_note-31"><a href="#cite_ref-31">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.nottingham.ac.uk/studyingeffectively/teaching/tutorials/index.aspx">"Tutorials"</a>. The University of Nottingham. Retrieved 8 June 2021.</cite>

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<li id="cite_note-32"><a href="#cite_ref-32">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.sheffield.ac.uk/acse/current/undergraduates/personaltutorials">"Personal Tutorials"</a>. Department of Automatic Control and Systems Engineering. The University of Sheffield. 12 September 2018. Retrieved 8 June 2021.</cite>

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<li id="cite_note-33"><a href="#cite_ref-33">^</a> <cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.ox.ac.uk/admissions/undergraduate/student-life/exceptional-education/personalised-learning">"Personalised learning"</a>. University of Oxford. Retrieved 8 June 2021. <q>Oxford's core teaching is based around conversations, normally between two or three students and their tutor, who is an expert on that topic. We call these tutorials, and it's your chance to talk in-depth about your subject and to receive individual feedback on your work. As well as tutorials, depending on your course you will also have a combination of seminars, lectures, lab work, and language classes weekly. Together, these opportunities provide the perfect environment for an outstanding education.</q></cite>

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<div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2></div>

<ul><li>Adamson, J. W. [Briefest of references to the Oxford Tutorial in] "Education." In From Steel and Addison to Pope and Swift. Vol. 9 of The Cambridge History of English Literature, ed. A. W. Ward and A. R. Waller, 459. New York: G. P. Putnam's Sons, 1913. This extremely short excerpt can be read through <a href="Google_Books" title="Google Books">Google Books</a>.</li>

<li>Bailey, Cyril. "The Tutorial System." Revised by <a href="John_Bamborough" title="John Bamborough">J. B. Bamborough</a>. In Handbook to the University of Oxford, 279–286(?). Oxford: <a href="Clarendon_Press" class="mw-redirect" title="Clarendon Press">Clarendon Press</a>, 1965.</li>

<li>Beck, Robert J. "The Pedagogy of the Oxford Tutorial." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See <a rel="nofollow" class="external autonumber" href="https://archive.today/20130308174944/http://www.lawrence.edu/conference/tutorials/2007/rbeck.shtml">[1]</a>.</li>

<li>Brewer, Derek. "The Tutor: A Portrait." In C. S. Lewis at the Breakfast Table and Other Reminiscences, new ed., ed. James T. Como, 41–67. San Diego: Harcourt Brace, Harvest, 1992. You can actually read the whole of this section through Amazon.com's "Search inside this book" feature.</li>

<li>Highet, Gilbert. "Communication: Tutoring." In The Art of Teaching, 107–116. New York: Knopf, 1950.</li>

<li>Kiosses, Spyridon. "Teaching and Studying Ancient Greek Literature: A First Approach to a Case Study." Master's thesis, University of Oxford, 1997.</li>

<li>Mayr-Harting, Henry. "Oxford Tutorials." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See <a rel="nofollow" class="external autonumber" href="https://archive.today/20130308174922/http://www.lawrence.edu/conference/tutorials/2007/mayr-harting.shtml">[2]</a>.</li>

<li>Moore, Will G. The Tutorial System and Its Future. New York: Pergamon, 1968.</li>

<li>Oxford University Education Committee. Policy Guidance on Undergraduate Learning and Teaching, University of Oxford, 2008. See <a rel="nofollow" class="external autonumber" href="http://www.admin.ox.ac.uk/epsc/guidance/uglandt.pdf">[3]</a>.</li>

<li>Palfreyman, David, ed. The Oxford Tutorial: "Thanks, You Taught Me How to Think," 2nd ed. Oxford: Oxford Centre for Higher Education Policy Studies, 2001. See <a rel="nofollow" class="external autonumber" href="https://oxcheps.new.ox.ac.uk/papers/OxCHEPS_OP1%20doc.pdf">[4]</a>.</li>

<li>Paper 6: Tutorial Teaching. Oxford: Institute for the Advancement of University Learning, n.d. See <a rel="nofollow" class="external autonumber" href="http://www.learning.ox.ac.uk/media/global/wwwadminoxacuk/localsites/oxfordlearninginstitute/documents/supportresources/lecturersteachingstaff/resources/resources/Tutorial_Teaching.pdf">[5]</a>.</li>

<li>Ryan, Alan. "The Oxford Tutorial: History and Myth." Keynote address at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See <a rel="nofollow" class="external autonumber" href="http://individualizedlearning.org/conference/tutorials/2007/ryan-keynote.pdf">[6]</a>.</li>

<li>Shale, S. Understanding the Learning Process: Tutorial Teaching in the Context of Research into Learning in Higher Education. Oxford: Institute for the Advancement of University of Learning, 2000.</li>

<li>"Subject Specific Remarks." Corpus Christi College, University of Cambridge, 2008, <a rel="nofollow" class="external autonumber" href="http://www.corpus.cam.ac.uk/undergraduates/information-for-freshers/195">[7]</a> (9 October 2009).</li>

<li>Trigwell, Keith and Ashwin, Paul. Undergraduate Students' Experience of Learning at the University of Oxford, Institute for the Advancement of University Learning, University of Oxford, 2003. See <a rel="nofollow" class="external autonumber" href="http://www.learning.ox.ac.uk/files/OLCPFinal.zip">[8]</a>.</li>

<li>"Tutorials." In Academic Handbook and Code of Practice for Tutorial Fellows, Other Teaching Fellows, College Lectures, [and] Graduate Teaching Assistants. Oxford: <a href="Oriel_College" class="mw-redirect" title="Oriel College">Oriel College</a>, 2008, 5–6. See <a rel="nofollow" class="external autonumber" href="http://www.oriel.ox.ac.uk/images/File/Current%20Members/Tutors_Academic_Handbook_2008-9.pdf">[9]</a>.</li>

<li>Waterland, Daniel. "Advice to a Young Student, with a Method of Study for the First Four Years." In The Works of the Rev. Daniel Waterland, 3rd ed., vol. 4, 393–416. Oxford: <a href="Oxford_University_Press" title="Oxford University Press">Oxford University Press</a>, 1856. Online and in <a href="PDF" title="PDF">PDF</a> at <a rel="nofollow" class="external autonumber" href="https://archive.org/details/worksofrevdaniel04wateuoft">[10]</a>. Of Waterland's Advice. . . it is said that it "is an outstanding monument to the theory and practice of tutorial instruction in early eighteenth-century Cambridge," from Victor Morgan, 1546–1750, vol. 2 of A History of the University of Cambridge (Cambridge: <a href="Cambridge_University_Press" title="Cambridge University Press">Cambridge University Press</a>, 2004), 342.</li>

<li>Williams, Gavin. "Socrates in Stellenbosch and Tutorials in Oxford." Paper presented at the Tutorial Education: History, Pedagogy, and Evolution conference, Lawrence University, Appleton, WI, 31 March – 1 April 2007. See <a rel="nofollow" class="external autonumber" href="http://individualizedlearning.org/conference/tutorials/2007/gwilliams.pdf">[11]</a>.</li></ul></div><div><div class="zim-footer">

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