Abstract:

The Universidad Veracruzana has opted for a change in its curriculum and syllabus which originated the Integrated and Flexible Educational Model (MEIF), the different Departments gradually incorporated into this new challenge that pursues the student’s autonomy through an integrated education, hence the importance and challenge that the University holds day to day in forming new professionals that will meet the demands of the globalized world.

Unlike the high school’s rigid syllabus, the Integrated and Flexible Educational Model proposes, from their enrollment, to hold the students responsible for their decisions through an adequate choice of Educational Experiences (EEs), is here where the tutor figure is born, as part of a work strategy. The tutor is whom from that point is responsible for guiding the students towards a better decision for building their professional education and successful graduation.

The tutored guiding is focused on different objectives, such as promoting their integrated formation through free choice experiences, developing their values, acquiring learning skills, promoting autonomy aimed towards an adequate decision making and guiding them to diminish the rate of failure and promoting their attendance and successful graduation.

Given the model (MEIF) features, the student requires support and information about the curriculum and is here where the autonomy culture is promoted towards an academic career guided by the tutor through a follow-up on their academic career. In this way students are guided into building their professional education, according to their skills, needs and interests, through an integrated development and tutoring program, so that a high number of them conclude their studies in the foreseen term and accomplish the objectives set in the curriculum and syllabus.

This paper presents situations that the College students face regarding questions about the differences between the rigid high school model and the Integrated and Flexible Educational Model of the Universidad Veracruzana, concluding with recommendations for a successful graduation.

Objective:
Prove that the tutors guidance is fundamental for the student’s proper crossing throughout the educational program.

Development:
In this paper some of the considerations about the situations that the students face when entering the university are manifested. Departing from the questions that arise due to the differences between the rigid model that the high schools apply and the syllabus contained in the Integrated and Flexible Educational Model (MEIF) in the Universidad Veracruzana and it concludes with some recommendations for a successful graduation.

Conclusion:
The results demonstrate the need for commitments articulated between the actors involved in monitoring the proper tutorial tutoring activity coordinators, teachers and students, active participation of the authorities and wider dissemination of which involves mentoring program for a disbursement successful.

Keywords:

tutoring, tutors, tutored, MEIF, Educational Experiences (EEs).