Managing, training and supporting sessional teachers (University of Queensland)

A Comprehensive Tutor Training Program -- Barbara Masser, Peter Gauci and Debra Herbert (University of Queensland)

This School-based program was developed collaboratively between the University of Queensland's Academic Development Unit and the School of Psychology. It involves a number of support mechanisms including peer mentoring, training sessions, "brown-bag" lunch seminars, and senior tutoring positions. The School runs two large first-year courses each semester, involving up to 26 tutors, including a small number of 'lead' tutors.

Conducting an Assessment Marking Meeting with Sessional Teachers -- Margaret Buckridge (Griffith University)

For both full-time and sessional staff new to teaching, assessing student work can generate anxiety and consume a great deal of time and effort. This case discussed the issues surrounding training sessional markers to make judgments about the quality of their students' work and providing feedback that will help the student to improve the quality of their work.

Employing and Resourcing Tutors in Accounting  -- Ros Kent (Queensland University of Technology)

Describes in dot point the School of Accountancy's key components and practices in employing and resourcing tutors at the Queensland University of Technology.

Recruiting, Inducting and Supporting Sessional Staff in Business -- Brisbane Graduate School of Business (Queensland University of Technology)

Describes the recruitment and training of sessional teaching staff at the Brisbane Graduate School of Business (BGSB) at the Queensland University of Technology. Outlines the School's induction program and mechanisms of ongoing support for tutors and sessional teachers.

Quality Assurance and Best Practice in First Year Law -- Sally Kift (Queensland University of Technology)

Outlines resource management initiatives and teaching strategies that have been developed in the Law Faculty at sessional teachers in recognition of the pivotal role they play in delivering increasingly complex and resource intensive programs. This paper examines also identifies some models of good practice.

A Policy on Casual Academic Staff -- Faculty of Law (Queensland University of Technology)

The Faculty of Law at QUT recognises that casual staff play an important role in the delivery of its undergraduate and postgraduate programs. The purpose of this policy is to state the Faculty's position in relation to the recruitment, support and development of its casual academic staff. A copy of this policy is distributed to all full time and casual academic staff.

Professional Association of Part-Time Academics (PAPTA) -- Queensland University of Technology

The Queensland University of Technology (QUT) employs around 2000 sessional or casual academic staff each year. The University Teaching and Learning Committee through the Deputy Vice-Chancellor has recognised the need to support and develop these staff and runs a Saturday program, paying all casual academic staff who attend. The Professional Association for Part Time Academics (PAPTA) at QUT is a network of casual and part-time staff representative of all Faculties.

Running a Tutor's Working Party -- Queensland University of Technology

This case describes an event held in October 2002 at the Queensland University of Technology (QUT) for tutors across the University. The QUT Tutor's Working Party focused on collaboration and celebration of the work of tutors from all Faculties. The working party was designed to both provide professional development opportunities for tutoring staff and to collaborate with them in order to produce the "QUT Tutor's Resource Kit".

Getting started: Employing and Managing Sessional Staff -- Tom Cuddihy and Bob Boyd (Queensland University of Technology)

This presentation formed part of the Coordinator's of Large Unit's (CLU) program in 2001 at the Queensland University of Technology. It describes the recruitment, administration and training aspects of the tutor support program implemented at QUT's School of Human Movement Studies.

Collaborative Learning and Problem-Solving in Engineering Tutorials -- Ray Peterson and Dong-ke Zhang (Curtin University of Technology and University of Adelaide)

Describes the collaborative learning procedures and evaluation methods used in problem-solving tutorials in the School of Chemical Engineering at the University of Adelaide.

Making Practicals Practical: Student-Driven Experiments -- Simon Maddocks and colleagues (University of Adelaide)

Describes the creation of a 'question-driven' rather than information-driven course. The authors established a research skills based course designed to facilitate the interaction of two diverse student groups and to promote student ownership of the learning process.

Managing Group Work in Management -- David Bowie (Oxford Brookes University)

Describes a method of group work used by the School of Hotel Management at Oxford Brookes University, which promotes a "fairer" system for group formation and group assessment. Students make an informed decision about who to work with, resulting in groups becoming more cohesive as students within a group have similar aims.

Assessment, Debate and Groupwork in Leisure Studies -- John Buswell (University of Gloucestershire)

Describes the use of a one-off (assessed) session used at the University of Gloucestershire to link individual work with the processes of group work: analysis, synthesis, and reflective group thinking, as well as organisational skills and time management.

Teaching Teams in First Year Biology -- Joanne Smissen (Deakin University)

Just like many other undergraduate science courses, sessional tutors and demonstrators deliver most of the small group teaching in First Year Biology at Deakin University. This case describes the development of a cross-campus, team approach to teaching tutorials and practicals that provide a clearly defined structure within which sessional teachers (usually research students) can progress through levels of increasing responsibility as they develop teaching skills.

A Faculty-wide Professional Development Programme For Tutors -- Faculty of Economics and Commerce, University of Melbourne)

Describes the Professional Development Program used in the Faculty of Economics and Commerce at The University of Melbourne. Approximately 300 new tutors participate each semester in the program, which includes an interactive online tutor-training program.