One of the most frequent problems that students report when they enrol in the university is their deep ignorance of the new methodology of work. This lack of knowledge spreads also to the social and administrative areas. These issues impede to the news students the appropriate integration in the university life, especially in the current moment of adaptation to the European Credit Transfer System (ECTS). In our context, we have found in a previous project of innovation (PIE 06/067) that students of the last courses of psychology were demanding the need of major information, guide and orientation during the process of adaptation to the university system. For this reason, during the 2007-08 academic year a project of university orientation has been carried out in the Psychology School of the University of Malaga. In this project, volunteer students tutoring other students within close proximity of age and grade level (specifically, 4º and 5º grade psychology students have developed during two courses processes of orientation, information and guides to new students to improve their adjustment to the university life). This method of active participation and cooperative learning, such as peer tutoring, contributes many benefits for both peer tutor and tutee. The peer tutors were organized in different commissions (communication, academic orientation, professional orientation, adjustment to the university life, other services of the university) and during last academic year were developed the following actions: initial questionnaire to the new students of 1º grade of Psychology to know their needs and demands, information search about questions raised by the tutees, workshops with representatives of diverse associations and services of the University of Malaga (Psychological Attention Service, University Initiatives Centre, representatives of students associations, representative of Deanery, etc.), workshops of information and training with similar groups of other universities, as well as periodic meetings between coordinators and peer tutors to decide the activities to introduce. Moreover, during all the phases of the project, a bank of questions and answers (Frequently Asked Questions, FAQ) has been created in the virtual campus. Finally, for the evaluation of the experience, both quantitative and qualitative methodology as well as diverse informants (tutors - tutees) has been used. On the one hand, the quantitative assessment has consisted in a questionnaire of needs analysis and possible doubts of the new students on their arrival to the University. On the other hand, the qualitative assessment of the project has consisted in the analysis of satisfaction surveys of peer tutors and tutees after their participation in the project. In addition, a focal group session has been conducted with the peer tutors to discuss the main contributions and limitations of the project. This focal group session provided us reliable and valid information for the development and improvement of the project in the future.

* Project of Educational Innovation financed by the Service of Educational Innovation, Virtual Education and Technological Laboratories of the University of Malaga (PIE 07/091).