Skills for University Tutors

As part of the Vocational Certificate IV in Training and Assessment, I was required to learn how to prepare Work-based Learning Pathways. At the time I was looking at what training university tutors received, so I prepared a work-based learning pathway for an ANU computer science tutor. This was an interesting exercise in seeing what training was available from the university and if  vocational e-leaning modules could be used to supplement this. Also it was interesting to see if the vocational approach made sense in a university environment. Overall it worked reasonably well.

It would be interesting to see if the training which early career academics (ECAs) receive could be structured in such a way that they receive both a university and vocational qualification. That is the student would receive a Cert IV in Training and Assessment, plus do extra study for a Graduate Certificate in Higher Education, so they were qualified to teach in universities and TAFEs.

WORK-BASED LEARNING PATHWAY

Graduate Students Tutoring Undergraduates in Computer Science

Workplace: ANU

Name of employee/s: Graduate Students Tutoring Undergraduates in Computer Science

Learning goals:

• Run tutorial groups and workshops. Administer the course website.
• Maintain student records for the course.
• Assist with teaching in tutorials and workshops. Undertake assessment of assignments

Benchmark/units of competency

• BSBCMM401A - Make a presentation
• TAEDEL401A - Plan, organise and deliver group-based learning
• BSBEBU401A - Review and maintain a website
• TAETAS401A - Maintain training and assessment information
• TAEASS402A Assess competence
• ANU Code of Practice for Teaching and Learning, 1 Jan 2012

Instructions to facilitator: This learning pathway documents the recommended learning pathway for graduate students tutoring undergraduates.

Please note:

1. This will need tailoring for individual tutors. It is expected the graduate students have necessary technical knowledge of computer science topics and be familiar with HTML, but have limited presentation skills and little or no teaching experience.
2. Tutors will need to make a presentation and assist with a tutorial before doing so on their own.

Tutors will need “tutor” access to the Learning Management System.

Development Plan

 

Skills and knowledge to be developed	Learning activity and recommended strategy	Facilitator	Cost	Sequence/ Timeframe	Agreed Completion Dates
Run tutorial groups and workshops.	Attend introductory university on-line course on small group learning. Prepare and present to the group of tutors.	CECS Educational Development Group	3 hours	Day 1	Day 1
Administer the course website.	Read “Introduction to Wattle" (Web Access To Teaching & Learning Environments) Attend “Wattle Course Setup”  Attend ANU “Alliance” workshop.	ANU Library and Central Wattle Training	3.5 Hours	Day 2	Day 2
Maintain student records for the course.	Attend “Student Admin System Training Session"	ANU Division of Registrar & Student Services	3 Hours	Day 3	Day 3
Undertake assessment of assignments	Read “Assessment and examinations” section of ANU website Listen to “Tutors Again” podcast and undertake the exercises Undertake “Assess competence” from the Australian Flexible Learning Toolbox Coaching by experienced tutor.	ANU Academic Skills & Learning Centre	3 Hours	3 Hours	Day 4

Implications for the workplace: Face-to-face workshops may take months to schedule and so would be better if this was organized the semester before the tutor is to start work.

Assessment methods: Student to keep a journal using ANU Mahara e-portfolio system to document learning. Experienced tutor to provide feedback on this.

Support needs: Student will need to be paid 12.5 hours for the training. Experienced tutor will need to be paid to undertake the coaching (3 hours).