Tutor support and resources

Taking your first tutorial can be daunting. Whether you have studied at La Trobe or not, there are certain aspects of learning and teaching at this university that you need to become familiar with. 

You need to know the housekeeping - dates, times, forms, deadlines etc. But you also need to develop a sense of the kind of tutor you want to become - how can you make your classes fun and engaging? How can you get to know your students? What style of learning suits your discipline, your students and yourself?

These are all questions you need to consider to guarantee your success and that of your students...

Think of this guide as a tutor's FAQ - What do you need to teach effectively? Where can you find help? and where can you point your students for help if they're struggling?

The Tutoring Bible

Effective Tutoring at La Trobe University: A resource for Tutors, Demonstrators and Facilitators

The overall purpose of this guide is to provide all tutors at La Trobe University with strategies and information that will equip you to more effectively, efficiently and confidently help your students learn. The full document can be downloaded via the chapter pages below.

Running and improving your tutorials

Technology support and training

Evaluation

Student evaluations

You are required to collect feedback from your students on your teaching. All teaching evaluations (including tutoring, demonstrating and workshop) for subjects will continue to be administered by hardcopy.

You should take the time to familiarise yourself with La Trobe's teaching evaluation policies and download example evaluation forms.

Peer and self evaluation

While student feedback is an important source of data to draw on to evaluate your teaching, it is not the only source. Your colleagues can also provide you with useful feedback as part of a peer observation of teaching process or through reviewing aspects of your curriculum. As a developmental and collegial process, the peer review of teaching has many benefits.

Taxonomies

Supporting your students

Academic support

Student Learning and Engagement and the La Trobe Library are a student's first sources of academic support.

Student Learning and Engagement

The Library

The Library

Personal support

If your students are struggling with their studies or their personal life is having a negative impact, you could suggest one of the following support channels:

References

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Anderson, L. W., & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.

Anderson, T. (2003). Getting the Mix Right Again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, Vol 4, No 2

Angelo, T.A. and Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed. San Francisco: Jossey- Bass.

Arkoudis, S. Teaching International Students: Strategies to Enhance Learning. CSHE, University of Melbourne

Ballard, B & Clancy, J. (1997). Teaching International Students, IDP Australia.

Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what the student does. 3rd ed. Berkshire, UK : Society for Research into Higher Education: Open University Press.

Brown, S. (2008). Fit-for-purpose assessment. ATN Assessment Conference Adelaide, November

Exley, K. & Dennick, R. (2004). Small group teaching. London: RoutledgeFalmer [sic]. p.  3).

Field, R. (2005). Favourable conditions for effective and efficient learning in a blended face-to-face/online method, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Brisbane, Australia. 4-7 December

Hounsell, D. (2004). Reinventing feedback for the contemporary Scottish university.  Scottish Quality Enhancement Workshop on Assessment, University of Glasgow

Gibbs,G. Habeshaw, S. & Habeshaw, T. (1988). 53 interesting ways to appraise your teaching. Bristol :Technical and Educational Services.

Mayes, T. & de Freitas, S. (2004) Review of e-learning theories, frameworks and models, JISC e-Learning Models Desk Study

McGowan, U. (2008). An Inclusive Assessment Practice: Student Engagement through feed-forward and feed-back. ATN Assessment Conference 2008, Adelaide, Nov 20-21.

Morris, G. Issues in Tutor Education. Teaching and Learning Unit, Faculty of Economics and Commerce University of Melbourne

Orrell. J. (2006). Assessment beyond intuition, Central Queensland University

Pelz, B. (2004). (My) Three Principles Of Effective Online Pedagogy, Journal of Asynchronous Learning Networks, 8 (3) June.

Swan, K. Shen, J. & Starr, R. (2006) Assessment and Collaboration in Online Learning.  Journal for Asynchronous Learning Network (JALN), Volume 10, Issue 1 – February

Race, P. In at the deep end - starting to teach in higher education. Queen's University, Belfast

Ramsden, P. (1992). Learning to teach in higher education. London; New York; RoutledgeFarmer.

Taylor, J. (2008). Assessment in First Year University: A Model to Manage Transition. Journal of University Teaching and Learning Practice 5 (1).

Volet, S. & Ang, G. (1998). Culturally mixed groups on international campuses: an opportunity for inter-cultural learning'. Higher Education Research and Development 17(1), pp. 5-23.

White, Ron. (1997). Going round in circles: English as an International Language, and cross-cultural capability, University of Reading. 


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