Tutor Induction, 22 September 2018 Lawrence Dritsas and Marie Craft Tutoring in SPS Tutor Induction, 22 September 2018 Lawrence Dritsas and Marie Craft

Today’s Outline Introductions Context and key messages  Lawrence Dritsas, Deputy Director for Undergraduate Teaching, SSPS Practicalities; e.g. payment Marie Craft, UG School Administrative Office

Tutoring in SPS some key messages Dr Lawrence Dritsas, Deputy Director for Undergraduate Teaching School of Social and Political Science sps.depdugt@ed.ac.uk

Tutoring in SPS Tutors hold a crucial position in teaching within SPS What do tutors do? Lead tutorials Depending on the course you may be designing activities Mark assessments and provide feedback Collect feedback from students (mid-course feedback) Student Support Course administration

Leading Tutorials Tutorials are the place for students to Discuss and question with peers and their tutor Clarifying points from lecture and reading Test their understanding Have feedback on their work clarified Key task for a tutor is to moderate and guide these discussions Be prepared – but don’t feel you have to slavishly follow a plan Don’t lecture Do facilitate involvement from all and maintain an ordered discussion Encourage debate and accept multiple view points Remember, we are helping them learn to express their ideas verbally

Marking Assessment and Providing Feedback Assessment will typically take two forms – written work and class participation Receiving constructive and specific feedback is one of the learning experiences most valued by students Training and guidance on how to be an effective marker will be provided later in the semester (before essay time) If you have to mark tutorial participation Make sure you know what is expected of the students and yourself Keep your records up to date in a timely manner Identify students who need extra help Offer early feedback to students on their participation

Collect Feedback from Students In week 4 or 5 you may be asked to collect feedback from your students as part of the process of ‘mid-course feedback’ This may involve the use of ‘feedback postcards’ You may then need to discuss this with the course team and offer a response to this feedback in the following week or so Your course organiser will advise you on how this process will work on the course, but there are general principles: Feedback is a chance for every student to feedback privately and anonymously, The response is a vital component of the process, http://www.ed.ac.uk/institute-academic-development/learning- teaching/staff/teaching-feedback/mid-course

Student Support Students may come to you with problems which are not directly related to your course You are not expected to be an “expert” in such matters. Rather, you should know who to refer students to You course organiser is probably the best first contact, most of the time. Personal Tutors and Student Support Officers Disability Service Student Counselling Advice Place IAD Careers service http://www.ed.ac.uk/student-disability-service/staff/supporting-students

Learning Adjustments Many of your students will have a profile of adjustments to allow them to fully participate. This may include helping them with speaking in public, physical access, anxiety, etc. A very small number of students may warrant an alternative assessment to tutorial participation (if this is assessed) Your course organiser will identify for you any students with such adjustments relevant to your role as tutor/marker Seek advice if you need it! Note that all students are permitted to record tutorial sessions for personal use, but teaching staff have the right to insist that recording stops if sensitive or confidential information is discussed. In these cases reasons should be made clear to students. http://www.ed.ac.uk/student-disability-service/staff/supporting- students/guidance-supporting-students-specific-conditions

Media Hopper Reply The ‘opt-in’ lecture recording facility at the UoE http://www.ed.ac.uk/information-services/learning-technology/media- hopper-replay You should not be using this in tutorials, if there is a light in your room check that it is green.

Meetings with course organisers Three per semester At/before start of course Prior to any mid-course marking Debriefing at end of teaching weeks Also: this induction, school-level training and subject- specific training

Support for Tutors It’s OK not to know everything – don’t struggle – and don’t be afraid to ask. Talk to each other Communicate with your Senior Tutor/Course Organiser Some subjects are offering specific tutor training The IAD handbook http://www.ed.ac.uk/institute-academic-development/learning-teaching/staff/tutors- demonstrators/resources/handbook IAD course for tutors and demonstrators http://www.ed.ac.uk/institute-academic-development/learning-teaching/staff/tutors- demonstrators/resources/learn Edinburgh Teaching Award run by IAD Can lead to Higher Education Academy Fellowship. http://www.ed.ac.uk/institute-academic-development/learning- teaching/cpd/teaching-award

Course administration