Good Practice Case Study

Tutor training & orientation CDRom - Faculty of Informatics

Contributed by: Dr Anne Porter and Dr Caz Sandison, School of Mathematics and Applied Statistics

Abstract:

A web site for casual mathematics and statistics tutors (teaching assistants) was developed, with links to a tutor training and orientation package at the University of Wollongong. The site was designed for tutors do not have prior training as teachers.

Aims:

The initial aim of this project was to develop a CDRom that could provide tutors and part-time Statistics and Mathematics staff with an insight into how a good classroom learning environment can be structured. A second aim was to brief tutors as to policies and processes that were followed in the School of Mathematics and Applied Statistics. As stakeholders were consulted these aims were extended to include a synopsis and link to University policy and introduction to the legal obligations of staff.

Context:

When teaching large subjects (100-600 students) the development of high quality teaching is imperative but often extremely difficult in technical disciplines such as mathematics and statistics. Subjects with large numbers within the School of Mathematics and Applied Statistics typically adopt a pattern of 2-4 lectures per week supplemented by 1-2 hour laboratory and/or tutorial classes. Laboratory and tutorial classes may be taken either by experienced tutors or inexperienced honours and postgraduate students. Some rudimentary training/orientation is essential for the novice tutor if there are to be quality teaching and learning outcomes. Provision of training and orientation for these tutors is difficult. Staff co-ordinating and teaching large classes are often too overwhelmed to have adequate time for such training. There is no funding for tutors to attend training and there is a turnover of casuals each academic year /part year. A second challenge for subject co-ordinators is to develop comparable /equitable teaching standards across all tutorials/laboratory classes.

Outcomes:

The outcome of this project has been the production of a CDRom `Tutor Training and Orientation CDRom`. This is provided to tutors by co-ordinators.
The CDRom has also been used by co-ordinators to demonstrate to tutors how they like their classes to be taught.
Feedback from both tutors and co-ordinators shows they have found this to be a useful resource.

What was done?

The steps involved in the project include:

Preparing an ESDF application for funding 2002
Identifying the issues that current tutors feel they need to deal with in the classroom
dentifying the issues the lecturers want dealt with (e.g. encouraging critical thinking or learning to learn rather than rote learning)
Identifying the issues the Dean felt necessary for inclusion
Collecting video footage of tutors who are considered excellent tutors of mathematics and statistics
Editing that footage so as to exemplify good educational practice and strategies in a variety of settings (blackboard room, tutorials and laboratories) and in relation to the issues identified by the tutors
Development of the html files
Trial and evaluation of the CDRom with casual tutors in Spring session (2002)
School seminar for final review and discussion
Refinement and dissemination for use in Autumn session usage (2003)
Update of links (2004 and 2005)

The package:

addresses the administrative requirements of the school (in relation to pay, hours of employment, contacts and associated processes)
includes a synopsis of the sorts of ethical issues tutors may encounter when teaching, together with directions to appropriate university policy
covers a range of university policies, legal obligations and ethical issues tutors may encounter such as dispute resolution procedures, health and safety obligations, equality of access to education and quality assurance
includes video clips demonstrating effective teaching strategies modelled by a variety of exemplary tutors in mathematics and statistics as they teach in different types of classrooms (demonstrations, blackboard tutorials, traditional tutorials and laboratories). Clips illustrate methods used to cope with different teaching issues eg establishing rapport, generating interaction and teamwork, getting students to respond, asking questions, reviewing material, clarifying student thinking, demonstrating solutions
canvasses issues such as the need for reliable and consistent marking.

Key dates:

Preparing an ESDF application for funding 2001
Development of project 2002
Implementation 2003
Presentation to local and international audiences 2003, 2004
Dual MAC and PC version created through a Faculty Service Agreement 2004

Critical success factors:

Discussion of the project with other stakeholders has ensured that different perspectives have been included. The originators were primarily concerned with assisting tutors in the classroom context, letting them see good practice and dealing with localised issues such as where to access resources and how to get paid. Wider discussions with stakeholders led to the more thorough coverage of Legal Obligations and University Policy.
The teamwork and communication between the creators was also essential, as one picked up and carried on when the other tired. Each took turns in leading the project to completion.

Review and improvement:

Links are updated each year to direct staff to current policy.
Individual co-ordinators have the capability of adding the documents for their subjects to the CDRom.
No major review is required at this time.

Future plans:

This project fits under a program of teaching development and research that can be described as improving learning outcomes.

To view the CDRom, please use the link below. You are more than welcome to use and develop this CDRom for your own purposes. In so doing you are asked to acknowledge the originators and to notify us of your intentions and outcomes (we like to be inspired!). Contact for this project is Anne Porter alp@uow.edu.au

To use the CDRom, you will need to install the latest version of QuickTime.