1. University of Bath Peer tutor training programme in the mathematical sciences A joint initiative between Mathematical Sciences and the Students’ Union Enterprise team

2. Background to programme Final year MMath students employed as academic tutors on first year mathematics units (which they had also studied). Tutors needed to support increased drop-in provision for first year mathematics undergraduates. Tutoring is paid employmentQuality control Suitable training Effective monitoring

3. Aim for the programme To deliver a tutor training programme for students wishing to act as tutors during their final undergraduate year. Training takes place in the academic year prior to becoming tutors. MMath students can act as academic tutors for first year undergraduate mathematics units BSc students can act as drop-in support tutors in mash

4. The Programme Phase I: Unit tutors Five sessions – lunchtime and evening workshops How students learn Running effective tutorials Observation of a tutorial Having a go! Assessment and feedback Integrated approach using both generic and subject specific approaches in each session

5. How students learn An overview of different learning styles, linked to first year mathematics syllabi to explore how different learning styles can be accommodated by different tutoring approaches. Generic learning styles Types of maths learner Differences and similarities between school and undergraduate level learning. undergraduate Link to literature OU/BBC materials on learning styles OU/BBC David Tall Advanced Mathematical Thinking MathsGeneric Student Comments

6. Running effective tutorials What makes a good tutor/tutorial, planning a tutorial and preparation, techniques to engage students and achieve student participation Starting the tutorial Group work structures Planning a maths tutorial Explaining mathematical ideas Finish of tutorial MathsGeneric

7. Observation/Having a go! Observation Student participation and facilitation of learning in tutorial Strengths and weakness of tutorial. Having a go! Video 10 minute tutorial Feedback on strengths and weakness from all members of group MathsGeneric Student Comments

8. Assessment and feedback Practical class where students produce a marking scheme and mark student work accordingly. Implications of assessment and feedback on student learning Assessment: Set up marking scheme for a problem. Compare within groups. Agree common scheme. Mark work based on the scheme. Feedback: Discussion of types of feedback and their role in learning. MathsGeneric

9. The Programme Phase II: Drop-in tutors Three sessions How students learn Preparing and managing drop-in sessions (A): generic considerations such as delegation of materials between tutors, organising the session, explanation of key mathematical concepts. Preparing and managing drop-in sessions (B): role play as tutors and students seeking help for a range of first year mathematics problems Students moving from drop-in to unit tutors are asked to complete unit tutor programme

10. Participation and feedback Participants 2006/07 Training 39 2007/08 Tutoring 21 unit tutors 15 mash tutors 2007/08 Training 15 unit tutors 20 mash tutors 2008/09 Tutoring 11 unit tutors 15 mash tutors Student Comments

11. Future Plans Develop use of reflective log Training to become a pre-requisite for undergraduate tutors Training students in other disciplines