The Strathclyde Engineering Scholars programme goes beyond conventional tutoring by integrating financial support, academic credits and skill development for engineering students.
Rationale for payments
To ensure accessibility and attract the right candidates, the Engineering Scholars Programme decided to pay tutors at a rate equivalent to teaching assistants.
This decision was driven by two key factors:
Equity in access
Volunteering is often only feasible for those from more privileged background. By offering paid roles, we enabled students from less advantaged background to participate, ensuring our school pupils had relatable role models.
Fair compensation
Tutoring in maths and physics is a highly skilled role and in high demand. While our hourly rate was modest compared to market rates, it acknowledged the value of tutors’ time and expertise.
Rationale for credit
In addition to payment, tutoring was embedded into a credit-bearing class worth 10 academic credits, for the following reasons:
Consistency and commitment
When academic pressures peaked, students often withdrew from voluntary commitments to prioritise their studies. By integrating tutoring as a 10-credit module, students are more likely to stay committed throughout the program as it aligns with their academic schedule, reducing conflicts with other coursework.
Skill recognition
Where possible, the credits contributed to the students’ 120 core credit for the year, supporting their progression while rewarding their contribution. Tutors can showcase their experience and skills through formal assessments, enhancing their CVs and employability.
A win-win approach
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Tutors gain:
Financial support
Valuable skills
Academic recognition
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Scholars benefit from:
Relatable role models
High-quality tutoring
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The programme creates:
A sustainable and inclusive support network within the engineering community