Facilitation of contexualised tutor training for chemistry 1
Nadine Dharsey
ADC:Access, University of Johannesburg
Challenge and goal
One of the minimum requirements for tutoring at the University of Johannesburg is generic tutor training. However, the tutors lack context - specific training which is required for them to be effective in their tutoring chemistry 1.
Topic of the user case
Facilitation of contextual tutor training for chemistry 1 theory.
Local context (specific)
The students in the extended Bachelor of Engineering Technology degree in Extraction and Physical Metallurgy have difficulty with chemistry 1. They require additional support to supplement the chemistry 1 theory lectures. To provide this additional support, the tutors need to have the necessary trainig and expertise to assist the students with chemistry 1. It is also important for the tutors to collaborate with the chemistry 1 lecturers to understand the needs of the students. This collaboration will enhance the effeciency of the tutors.
Local CPD goals
- To equip tutors with the necessary skills required for tutoring.
- To highlight common problems identified by lecturers in the topic under discussion.
- To expose tutors to topic- specific pedagogies to make the content accessible to the students.
- To expose the tutors to theories, strategies and tools which could assist with their professional development and the students understanding of the chemistry 1 topics.
Needs defined in STEM-CPD Roadmap
Competences
Attitudes
Activities
Needs defined in STEM-CPD Roadmap
Competences
3 - Align tutor assessment methods with the assessment methods used by the lecturers.
6 - Cope with the heterogeneous pre-knowledge of the students.
7 - Read literature on tutoring and teaching and learning in higher education.
9 - Give prompt feedback and support students during learning.
18 - Design problem solving sessions.
Attitudes
1 - Be reflective tutors and reflect about their modules/tutorials
3 - Inspire a positive attitude in their class.
6 - Use student evaluations and the feedback of students to improve the tutorial programme.
8 - Discuss tutoring with their fellow tutors.
11 - Organise /attend meetings of their own tutoring team to discuss/reflect on the tutoring methods and on the effcet of those on students' learning.
12 - Set goals for professional development.
16 - Apply for specific professional development programmes to obtain certificate(s) in teaching.
17 - Participate in conferences about teaching in higher education.
Activities
Specific
Weekly tutor meetings (tutor check-ins).
Training workshops which involve tutors and lecturers.
Moderation of worksheets and scripts.
Group marking.
Tutor coordinator observation of tutorials.
Tutors work in pairs.
Student evaluation of tutorials.
Generic
1 - Journal articles on tutoring.
6 - attending conferences on teaching and learning in HE.
15 - Get mentoring from an expreienced colleague.
19 - participating in a teaching and learning network or interest group on teaching and learning in HE.
Materials
Tutorial worksheets, textbooks/learner material.
Sustainable implementation
Start planning at the beginning of the year.
Ensure that all academic administration is in place by the time tutorials begin.
Pre - empt problems associated with the content, students' understanding and
feedback/evaluation from the previous year.
Improved student performance in chemistry 1 assessments.
An improved student pass rate in the Extended Physical and Extraction Metallurgy groups.
Plans for eventual continuation of the CPD within the same topic
'Grow your own wood' concept
Developing confidence in sound course design, interactive teaching, and learning facilitation (type P1-1, P1-2, P1-3)
This CPD scenario describes a User case in which lecturers develop their competence in sound course design and teaching in higher education and facilitating problem solving and how to facilitate student’s deep learning and development of higher cognitive skills and develop attitudes in how to stay motivated and self-regulate their continuous professional development and supporting student development and enabling students’ well-being in a learning process and inclusivity and reflecting on own teaching practice and practicing teaching and learning in an evidence informed way and knowledge sharing.
The approximate duration of a User case that follows this scenario is several months.
In this CPD scenario the participants professionalize in a close connection to their own teaching practice (at their workplace) and meet in person on location with the training staff and with other participants.
Competences
Attitudes
Learning environment
Time
Several months
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