TreSilienssi 2.0 at Tampere University community

The aim of the project is to strengthen the guidance and student well-being services for national and international students at Tampere University, based on their needs to recover from Covid-19.

Our aim is to ensure progress in studies, preventive support at different stages of studies and a stronger sense of community in an accessible and low-threshold way for all. The components, approaches and support structures of the project will bring a new level of coverage and systematisation of guidance and counselling activities across the university.

1.We will strengthen the progress of learning by creating and consolidating a preventive monitoring and support approach based on the use of learning analytics.

2.In certain education, we will increase teachers' time to support learning challenges and develop a guiding approach as part of teaching and faculty activities. Teachers will provide guidance to support learning in identified bottleneck courses. Strengthening and disseminating guidance skills.

3.We will increase mental well-being support and maintain the availability of educational psychology counselling.

4.Students' sense of community will be strengthened as the set of peer support activities becomes more established. Opportunities for marginalised and foreign students to associate themselves with the community.

• The analytics intelligence application provides information and alerts on the progress of studies, including all students at risk of exclusion at the University level. The application can be implemented in other higher education institutions using SISU.  
• The Student Outreach practices and the Early Support model have been piloted and established across the University, taking into account the perspectives of a wide range of learners.  
• The results of the student experience surveys show that progression in studies has strengthened, engagement with the studies and associating with the Universities community has improved, and study fatigue has decreased.  
• Teachers are more aware of the importance of guidance as part of their teaching and are better equipped to provide it.
• The range of guidance services in the Universities community has been complemented and developed by the consolidation of low-threshold peer learning and guidance activities. 
• It is possible to do part of one’s curriculum internship within the Universities community