School of Humanities First Year Tutor Training 2011 Ass Prof Jock Macleod (Head of School) Prof Keithia Wilson (National Fellow for the FYE) HUM FY Tutor.

School of HumanitiesFirst Year Tutor Training

2011Ass Prof Jock Macleod (Head of School)

Prof Keithia Wilson (National Fellow for the FYE)

HUM FY Tutor Training 2011

Session 1 (10-10.30)

Welcome & Introductions• Place/Country

• Leaders/Facilitators• Participants

• Task• Process & Roles

GBS Tutor Training 2011

Acknowledgment of Country• In the Spirit of Reconciliation• Following on from Sorry Day• We acknowledge the Traditional Custodians of the land that

we are meeting on today, and pay respect to their Elders past & present

Our Nathan campus is situated on the lands of• the Yuggera, the Yugarabul, the Jagera & the Turrbal PeoplesOur Gold Coast campus is situated on the lands of• the Kombumerri & the Yugambeh Peoples


Facilitators/Leaders & Participants

• Ass Prof Jock Macleod (Head of School)• Prof Keithia Wilson (School of Psychology, 2010 National

Fellow for the FYE, 2007 Australian University Teacher of the Year)

• Margaret Macleod, Assessment Consultant, First Year Enhancement Project

• School Tutor Development Coordinator• Campus First Year Advisor• School Course Convenors (academic staff)• School Head Tutors (academic sessional staff)• School Tutors (academic sessional staff)


Workshop Overview1. Coffee on arrival; welcome and introductions (10.00-10.30) 2. Brief overview of relevant admin issues and roles (10.30-10.50) 3. Teaching for diversity and transition in the first year (10.50-11.30) 4. Assessment issues (11.30-12.00)

Lunch arrives at 12.00; continue working over lunch

5. Facilitating and managing small group teaching (including problem-sharing, workshopping difficult scenarios) (12.00-12.40)

6. Evaluating sessional teaching for professional development (ITRs; mid-semester review; SETs for tutors) & Workshop evaluation (12.40-1.00)


Session 2 (10.30-10.50)

Overview of Admin issues & Roles


Griffith University contextGriffith University context

• Large metropolitan university in Brisbane (1 of 7 in S-E Large metropolitan university in Brisbane (1 of 7 in S-E Qld, & 1 of 4 in Brisbane, 1 of 2 at the Gold Coast)Qld, & 1 of 4 in Brisbane, 1 of 2 at the Gold Coast)

• Multi-campus - 5 campuses x 60 k corridorMulti-campus - 5 campuses x 60 k corridor• Student enrolment of 40,000Student enrolment of 40,000• 70% of students are first-in-family at uni70% of students are first-in-family at uni• 66thth largest low SES student intake in Australia (16%) largest low SES student intake in Australia (16%)• 33rd rd largest Indigenous student intake in Australialargest Indigenous student intake in Australia• 30% International student enrolment (e.g., China, 30% International student enrolment (e.g., China,

Indonesia, India, Arab Emirates) mostly in Business GroupIndonesia, India, Arab Emirates) mostly in Business Group


Key Resource for Tutors at Griffith

You will all have a copy of the -

Good Practice Framework for the Management and Development of Sessional Academic Teaching at Griffith (2010)

read at your leisure in your own time


The Tutor RoleGeneral role:• Providing a quality learning experience to facilitate student

engagement & success• Providing opportunities for students to clarify & discuss

course material & address their needs & concerns• Enhancing students’ understanding of the lecture material

(application of theory to practical skills and exercises) and course requirements

• Enhancing students’ understanding of the standards & requirements of all course assessment tasks

• Preparing students to undertake assessment tasks

Tutor Working Time

Meetings with the convenor/other tutors Preparation for tutes In class teaching Student consultation Marking & feedback to students

The Head Tutor (HT) Role• Supporting tutors to provide a quality learning experience to facilitate

student engagement & success• Providing administrative duties to support course convenor• May facilitate tutor meetings on a campus in place of the course

coordinator on another campus• Assisting with tutorial designs• Collecting and collating any resource materials for the tutorials• Assisting tutors to provide consistent information to students on all

assessment tasks• Assisting tutors to design processes to prepare students to undertake

their assessment tasks• Providing mentoring & problem-solving for the teaching team

The Course Convenor Role & responsibilities with their Teaching Team

• Guiding & supporting tutors to provide a quality learning experience to facilitate student engagement & success

• Organising tutor staff arrangements and ensuring their attendance at appropriate entry-level training and induction

• Clarifying the roles and responsibilities of tutors within the course

• Establishing strategies for maintaining contact with tutors and integrating them into the teaching team

• Leading, and coordinating the teaching activities of all members of their teaching team


The Course Convenor Role & responsibilities with their Teaching Team

• Arranging initial meetings of the teaching team to discuss the purpose of the course in the context of the program

• Conducting regular meetings of the teaching team to review curriculum issues, teaching practices and learning activities within the course (optimally every fortnight, minimum of 4 in a semester)

• Overseeing the process of teaching evaluations for all tutors in their teaching team

• Providing detailed criteria for each assessment item for student advising & marking

• Providing guidance to tutors re the type & quantity of feedback to be provided on assessment tasks

• Conducting a process for moderating all assessment marks


MeetingsYour convenor will organise at least 4 meetings with

tutorial teams during semester (see Good Practice Framework p.8) –

1. An initial orientation & team building meeting before teaching commences

2. A briefing meeting on assessment criteria & marking practices for each assessment item in advance of marking

3. A moderation meeting following marking of each assessment to ensure consistency & reliability of grades

4. A course evaluation & de-briefing meeting


The Tutor Development Coordinator (TDC) Role

Prof Kay Ferres (Nathan & GC)• Involved in training new tutors• Mentoring new and experienced tutors – quality

assurance• Assists with formative evaluation of tutes (weeks 2 &

6) to ensure tutor quality & support • Guidance with Professional Development along a

teaching and learning pathway

The First Year Advisor (FYA) Role

• Student support• Student Advocacy• One stop shop for referral information• Design, management and evaluation of the first year

co-curricular activities (e.g. Orientation)• Friendly face to connect students to services• Helps with the transition of students into university • Tutors can refer “at-risk”/struggling students to their

FYA for assistance

Session 3 (10.50-11.30)

Teaching for Diversity & Transition

in the First Year


Understanding the Current Context for the FYE

FY Transition Practice

Student Diversity Student Transition * Course Design * Course Delivery * Course Assessment




Federal Gov’t reform agenda in Higher Education

Aims to -• Widen student participation in Higher Education – A FAIR GO!• Increase the access of students from low SES & disadvantaged

backgrounds to university (higher numbers - Target increase from 12% to 20% by 2012)

• Increase the success of students from low SES & disadvantaged backgrounds at university (higher retention)

• Moving from an elite model of HE (0-15% participation) to a mass model of HE (16-50%) (Trow, 2004)

• 25% participation of non-Indigenous Australians (50% USA)• 1.3% of Indigenous Australians attend university



What is Student Diversity?

Traditional Students (TS)• medium-high SES• higher entry levels• second generation• full-time• on-campus

Elite Model

Non-Traditional Students (NTS)

• low SES background• lower entry levels• first-in-family to attend uni• full-time & working• limited time on-campus• Indigenous• NESB/ESL – International, refugee• disability• mature age with home care

responsibilities• rural/remote

Mass Model


What do we know about the profile of our Griffith Students?

Compared to most other universities in Australia:• Are more likely to be the ‘first in their family’ (FIF) to attend University * Brisbane = 70% approx * Logan = 80% approx * Gold Coast = 60% approx FIF correlates with low SES & lower entry scores/OPs• More of our students work in paid employment & they work longer

hours in paid employment than the national average(reality of low SES/FIF students paying their own way through uni)

• GU has the 6th highest intake of low SES students nationally (16%)• 50% of Qld Indigenous student enrolments (600 students in total

across the university) – small numbers in Humanities• 30% International student enrolment overall (making up to 60% of

classes in Griffith Business School)


Assumed entry level Knowledge

First Year AttributesFirst Year Attributes students will acquire in their first year

Discipline-specificFirst Year Attributes

Generic First Year Attributes

ASSUMED FY KNOWLEDGE= a firm foundation

First Year AttributesStudentsbring to uni


The reality of Assumed Knowledge

First Year Attributes

ASSUMED KNOWLEDGE

Generic First Year Attributes

Discipline-specific FY Attributes

Assumed Knowledge

Two types –

1.Academic Skills – foundational to academic curriculum

2.Academic/Social/Cultural Capital – the “Hidden Curriculum”



What is assumed Knowledge?

Academic Skills – The formal curriculum Information Literacy Computer Literacy Reading Skills Written Communication Numeracy Skills Critical thinking & analysis Independent Learning (self-regulation & self

management)

Assisting students to develop self-regulation skills

Study-work-social/family life balance & effective time management

• Providing reminders of upcoming assessment items

• Providing reminders for exam revision• Providing reminders for milestones for tasks with

no direct assessment component (readings, problem-solving exercises, reflective journals, computer tasks)

• Providing weekly/regular homework tasks assist the development of a study routine



What is assumed knowledge?

Cultural/Social & Academic Capital – “The Hidden Curriculum”

1.Understanding student role expectations & appropriate & effective behaviour

2.Reading the academic context to accurately determine performance requirements re studying & assessment

3.Capacity for help-seeking without fear of negative labelling (dumb/stupid)

4.Sense of belonging & personal fit with university (overcome the “outsider within” phenomenon – “A stranger in a foreign land”)

Can Non-Traditional students be successful at university - the research evidence shows….

• Despite low access rates, the success rate (or tendency to pass their year’s subjects) of low SES (non-traditional) students is 97% of the pass rates of their medium & high SES peers & has been stable over the last 7 years.

(Bradley et al, 2008:30)• However, this success rate is premised on the

provision of a range of support systems


It’s not about ability - Non-Traditional students need support to succeed!

Once students from disadvantaged backgrounds have entered university, the likelihood of them completing their course of study is broadly similar to that of the general higher education population. Often, however, they require higher levels of support to succeed, including financial assistance & greater academic support, mentoring & counselling services.

(Transforming Australia’s Higher Education System, Commonwealth of Australia, 2009:14)


Therefore....implications of student diversity for our teaching practice

• Being aware of what we are assuming is entry level knowledge in our course content & assessment, checking this for accuracy, & being explicit with students about entry level knowledge assumptions

• Providing clear explanations of course material & assessment • Being prepared to have multiple discussions about key

concepts & especially about assessment tasks & standards• Not assuming commencing students are independent, self-

regulating learners but assisting them to develop these skills• Creating a class culture that values diversity in all of its forms

(age, gender, race, sexual orientation etc.)





The ‘Five-Senses’ of Student Success

Lizzio (2006)

Sense ofStudent Identity

Sense of Connectedness

Sense of Capability

Sense of Purpose

Sense of Resourcefulness


STUDENT PROCESS : What do we know from research about success in first year?

Students are more likely to succeed if they: Invest time on task time spent studying each week is the strongest predictor

Regularly attend lectures & tutorials increased learning opportunities also a strong predictor

Develop a social network at uni knowing one person’s name is a protective factor against dropping out

Have a clear goal or purpose for attending uni (sense of vocational direction & purpose especially) a strong predictor of success

Engage with the online environment moderates success at university

Balance commitments (working not more than 15 hours a week in paid employment if FT) making appropriate time for study predicts success

Have some sense of academic self-confidence predicts success (self-efficacy & an expectation of success is foundational to success in life)


STUDENT PROCESS : What do we know from research about risk factors in first year?

Students are more likely to drop-out or fail if they:

• Don’t spend time studying for courses/subjects each week

• Don’t develop a social network at university

• Don’t have a sense of purpose (esp vocational purpose) in their degree

• Don’t regularly attend lectures & tutorials (with the exception of a small group of young, very intellectually bright

males)

• Don’t have access to or engage with the online environment

• Do work more than 25 hours per week while studying full time


STUDENT PROCESS : What do we know from research about risk factors in first year?

Students are also more likely to drop-out if they:

Are a member of a minority or disadvantaged group (e.g., Indigenous, rural, disability, refugee, international, primary caregiver in family, single parent)

Are the ‘first in their family’ to attend university

If not handled sensitively, this information has the potential to disempower commencing students because they can’t change this. To be empowering, this information needs to be explained in terms of low social/ academic capital which simply means that they need to engage with the support systems offered at the School/Program & University level from the outset, until they “find their feet”. Their role also needs to be described as “Pathfinders” & “Trailblazers” for their families & social groups, as part of a bigger social justice issue of equality & equity in terms of access to & success at university.

What predicts commencing students’ satisfaction with their Griffith degree program?


Sense of Purpose

Sense of Capability

Good Teaching

Sense of Connection

Perceived Effectiveness of Orientation

Strongly Enhances

Enhances

Enhances

Enhances

Enhances

Time on Task/Study Enhances

CommencingStudent

Satisfaction

What predicts commencing students academic outcomes?


Semester 1 GPA

Academic CapitalLow SES

First in FamilyESL

Competing DemandsTime in employment

Time as carer

Prior Academic AchievementEntry OP

Task Engagement @ UniAttendance at Orientation

Time on task/studyStrongly Enhances

Enhances

Reduces

Reduces

What predicts commencing students’ retention into year 2?


Semester 1 GPA

Academic Capital -

Competing Demands -

Prior Academic Achievement +

Task Engagement @ Uni +

Sense of Purpose + + +

Student Satisfaction +

StudentRetention

Generalisability of findings

There were no differences as a function of –• Gender• Age (high school leaver vs mature age)• Domestic vs International• DisciplineThus, these findings can be considered robust

for commencing students


So what are the take-away messages? Entry OP score is influential but this is significantly

outweighed by ‘time on task’ (our tutors & students need to know this)

Lower academic capital at entry does not make a difference to ‘student satisfaction’ but does negatively predict ‘early GPA’. (The window of risk and opportunity is early on in semester 1/year 1 & semester 2/year1 with mid-year intake – early intervention & assistance by convenors & tutors optimises student success)

Lower academic capital/’at risk’ social demographics does not predict GPA in later years. (Once students get off to a good start their present is more important than their past & FIF students graduate at the same rate as second generation students)


So what are the other take-away messages?

Sense of purpose and academic achievement (GPA) are the key factors in predicting Year 1 student retention. Sense of purpose functions as a protective factor for student retention Strategies for Tutors to encourage a sense of purpose in FY students

Effectiveness of and attendance at orientation is a ‘sleeper/underlying factor’ in both soft (satisfaction) & hard student outcomes (GPA) Encouraging attendance at School/Program Orientation events


Defining Sense of Purpose

3 domains –1.Program & course level coherence

viz. vertical & horizontal integration2.Disciplinary engagement3.Vocational outcomes


Strategies for building Sense of PurposeIdentifying personal relevance

Enquiring of students at the outset –• Why are you doing this course?• How does this course fit with your degree

program?• How does this course fit with your vocational

interests?


Strategies for building Sense of Purpose

Making Program & course level coherence explicit at the outset

• Identifying how this course/subject fits within a program of study viz. Part of a major/stream linked to other courses of potential study

• Identifying how this course is similar or different (complementary) to other courses the student may be undertaking


Strategies for building Sense of Purpose

Disciplinary engagement

• Identifying the unique contribution of your course in terms of developing knowledge & skills for the student for the future


Strategies for building Sense of PurposeVocational Outcomes• Relevance - Identifying from the outset how the

knowledge & skills may be useful to the student in a range of possible future careers

• Application - Providing field examples of concepts studied viz. Making links from the academic/study context to the field/work context


Session 4 (11.30-12.00)

Assessment Issues


Functions of Assessment1. Summative• Degree of knowledge, understanding or skill against set criteria• Assign as grade or mark which allows students to be norm referenced

in their cohort

2. Formative/developmental• Assessing students’ personal strengths• Identifying areas for improvement for future learning & achievement• Tutor & Student PARTNERSHIP with Tutor as learning facilitator• This type of assessment is key to first year

3. Assessment as Learning• More than a grade• Ultimately assessment = learning from the experience (skills,

knowledge, understanding, confidence)

Setting Assessment Convenor’s responsibility Research evidence of strong relationship between learning & type of assessment exams, especially multiple choice = Surface Learning essays, reports, practical assessment = Deep Learning This is why the quality of the comments on essays can make a

real difference to a student’s learning & development = TUTOR AS CHANGE AGENT

Effective feedback – a Reflective Task!

Discuss briefly in pairs:• Did you read the feedback on your written

assessment?• What type of feedback did you most

appreciate & find most useful for your learning?

• What type of feedback did you find “less than useful”?

Strategies for providing useful Written Feedback on Essays etc.

AIMS1. Enhance student learning & understanding2. Provide justification for mark (my comments must match the

mark I have given)3. By giving progressive feedback throughout the body of the

essay (ticks, words, phrases etc.) * must not be in a red pen * must not be negatively critical or judgmental (e.g., ! or “honestly!”) * must be clearly understandable by the student (e.g., don’t just circle or ? something)

Providing Written Feedback on Essays, Reports etc.

4. By giving a concluding paragraph that –

• Summarises the achievements & strengths of the piece of work * “What you did well is...”

• Identifies specific learning gaps & areas for improvement * “You could improve this essay/report by...” It is important to frame these in terms of what the student needs to do

to improve their work for the future, rather than what they didn’t do. The former leads to learning & the latter to feeling judged & a sense of inadequacy.

This quality of feedback is expected from our tutors in the School

Challenges with Assessment – a Reflective Task

What are some of the challenges you have either experienced already as a tutor, or expect to experience as a tutor with assessment processes that you would like to explore & problem-share, with the aim of seeking other options?

Have a chat in small groups to identify a key challenge & prepare to share from your group for further discussion & problem-solving.


Session 5 (12.00-12.40)

Facilitating & Managing Small Group Teaching


Prof Keithia Wilson - Feb 8 th 2010

Student Perceptions of Teaching

The big idea:Students’ perceptions of the quality of their

learning environment are a powerful influence on

• how they will approach study in a course• what academic outcomes they will achieve• Whether or not they will drop out in their first

year of study


A Consistent Finding:

When students perceive that they are receiving “good teaching” :

• they increase their understanding approaches• do better academically• feel more satisfied about learning• Are more likely to persist with their studies at

university & to graduate


Good Teaching – a Reflective Task!

• If you reflect on your experience as a learner, what are the indicators that you would identify as evidence of “good teaching” in tutorial contexts?

• Chat to the person beside you, or in small groups for 2 minutes

• Be prepared to share 2-3 key indicators with the whole group

Good Teaching – so what does the research literature say?

How well do you know the material?• Content mastery – demonstrating a sound understanding of the course content

/ materialHow well do you explain it to us?• Providing clear explanations matched to the learners - balancing simplicity vs

complexity.• Tutor role is to break down complex concepts from the lectures simplify

concepts & translate lecture materialHow interesting do you make it for us?• Personal energy, enthusiasm & demonstrated interest in both the material &

your role as tutor• Stimulating student’s interest through variety in process – e.g., discussion,

visual aids, setting tasks to apply concepts to practice etc. Systematic use of Kolb’s Experiential Learning Cycle of experience, reflection, input & application inspiring learning


Good Teaching continued…..How well do you manage the learning experience?• Setting clear goals & processes for each tute – being organised• Keeping group discussions focused & on track• Sharing the air time & participation between individual students• Getting through the identified goals for each tute• Encouraging students to show respect for each others’ ideasHow rewarding and encouraging are you?• Giving positive feedback & praise to students in class for their contributions How responsive to our needs are you?• Establishing a working alliance means working with and responding to students and

their needs vs “doing a pre-planned set piece”• Making opportunity for students to ask questions or make comments• Actively seeking & using student feedback to improve your teaching process (simply

asking for feedback at the end of a tute, or using the Initial Tutorial Review or the Weekly Tutorial Review to evaluate content & process)

• Showing concern for students & their learning


Good teaching is relational…

Empathy and fairness

Accessible explanations

Helpful feedback

Stimulating learning designs

Motivating expectations

A CULTURE OF RESPECTFUL PARTNERSHIP


Students tell us over and over again..…respectful dialogue with us is at the heart of their learning


Facilitating & managing small group teaching – a small group discussion Task!

What are some of the challenges you have either experienced already as a tutor, or expect to experience as a tutor that you would like to explore & problem-share, with the aim of seeking other options?

Have a chat in small groups to identify a key challenge & prepare to share from your group for further discussion & problem-solving.


Session 6 (12.40-1.00)

Evaluating sessional teaching for professional

development


School Policy on Evaluation• The School is committed to 2 types of evaluation & 3 evaluation points in

a semester• The purpose of this evaluation strategy is three-fold – 1. For Students, to provide a quality learning experience which facilitates

engagement & success, 2. For Tutors, to provide feedback to enhance personal & professional

effectiveness in the role, & thus professional development3. For the School System, to provide mechanisms for quality assurance of

tutorial teaching as well as for improving the quality of small class teaching in the School

• For these reasons, participation by tutors in these 3 evaluation points is mandatory


2 Types of evaluation

1. Formative/developmental evaluation aimed at helping you as tutors to get feedback on your early practice in order to improve both the quality of the learning environment & student learning, as well as further developing your effectiveness in the role hot data

2. Summative/end of semester evaluation aimed at ensuring you get feedback on your overall effectiveness in the tutor role warm-cold data


3 Evaluation points in each semester

1. Week 2 of each semester – use the Initial Tutorial Review (ITR) survey to gather early data on your effectiveness with student engagement (Quality Assurance & Improvement)

2. Week 6 of each semester – use the Mid-course/Semester Tutorial Review survey to gather data on the effectiveness of your class learning environment with the aim of listening to students & potentially making changes to enhance that environment (Quality Assurance & Improvement) Payment of 1 hour for tutors per semester to summarise data to feedback to students.

3. End of semester – students fill out an on-line Student Evaluation of Teaching (SET) containing quantitative as well as qualitative data evaluating your effectiveness in the tutor role (Quality Assurance)


Formative Evaluation Surveys

For information on these tools, please refer to

• Tutors as teachers and Learners: Resources to facilitate learning, evaluation & professional development 2011 (GU, Lizzio & Wilson)



School of Humanities First Year Tutor Training 2011 Ass Prof Jock Macleod (Head of School) Prof Keithia Wilson (National Fellow for the FYE) HUM FY Tutor.

Documents

year tutor training

fye hum fy tutor training

time hum fy tutor training

corridor student enrolment

school of humanities

tutor role general role

sessional teaching

student engagement success