1. Theory and skills Tutor support and management in Theories of Law Marett Leiboff Law School, QUT Presentation made for the Coordinators of Large Units Program, 2001

2. The unit LWB 333 Theories of Law Legal philosophy Core unit 3 rd year + Students have a range of capabilities at commencement Teaching and learning challenge Develop the capacity to engage in critical and reflective thinking and writing Argumentative essay Since 1997 Student-centred Small-groups in tutorials Management of groups Students and tutors required support Teaching challenges Workload Consistency across groups Initially closely-managed 200 students and 3 tutors Materials developed in this context

3. Unit profile in 2001 400 students 320 internal Full-time and part-time 90 external Seven academics 4 internal and 3 casual 4 ‘new’ to teaching the unit One with one year in the unit Some with background to content and skills Others without Tutor needs

4. 1.Induction Session Introduced formally in 2001 Previously meeting to focus on materials only Focus on both content and process Emphasis on teaching and learning rationales Materials provided eg Bloom, McRel, learning styles Introduce materials management Tutor feedback (2001) I find these sessions really helpful, as a refresher and guide to innovations Team members were able to learn from each other and discuss issues as a group Invaluable tool others should consider convening

5. 2.Tutor Materials Management focus Simple recording techniques for consistency Moderation Sheet Detailed tutorial assessment guidelines Moderation simplification Means to explain group differences Consistency Mark Thomas’ program Tutor comment (1997) Marett has put together an easy to follow collection of course materials including all documents necessary to keep account of the ongoing performance of each student

6. 3. Tutor answer guide Law School practice Content to ensure consistency Additional material Learning objectives eg relating to integrated skills Materials needed Timing Procedure for the class How should they have prepared? What is the best way to do this session? Content structure relates to the learning objectives and process development Tutor response (2001) Developed tools beyond the simple ‘answer guide’