School of Humanities First Year Tutor Training 2011

1. School of HumanitiesFirst Year Tutor Training2011 Ass Prof Jock Macleod (Head of School) Prof Keithia Wilson (National Fellow for the FYE) HUM FY Tutor Training 2011

2. Session 1 (10-10.30) Welcome & Introductions • Place/Country • Leaders/Facilitators • Participants • Task • Process & Roles GBS Tutor Training 2011

3. Acknowledgment of Country • In the Spirit of Reconciliation • Following on from Sorry Day • We acknowledge the Traditional Custodians of the land that we are meeting on today, and pay respect to their Elders past & present Our Nathan campus is situated on the lands of • the Yuggera, the Yugarabul, the Jagera & the Turrbal Peoples Our Gold Coast campus is situated on the lands of • the Kombumerri & the Yugambeh Peoples GBS Tutor Training 2011

4. Facilitators/Leaders & Participants • Ass Prof Jock Macleod (Head of School) • Prof Keithia Wilson (School of Psychology, 2010 National Fellow for the FYE, 2007 Australian University Teacher of the Year) • Margaret Macleod, Assessment Consultant, First Year Enhancement Project • School Tutor Development Coordinator • Campus First Year Advisor • School Course Convenors (academic staff) • School Head Tutors (academic sessional staff) • School Tutors (academic sessional staff) GBS Tutor Training 2011

5. Workshop Overview • Coffee on arrival; welcome and introductions (10.00-10.30) • Brief overview of relevant admin issues and roles (10.30-10.50) • Teaching for diversity and transition in the first year (10.50-11.30) • Assessment issues (11.30-12.00) Lunch arrives at 12.00; continue working over lunch 5. Facilitating and managing small group teaching (including problem-sharing, workshopping difficult scenarios) (12.00-12.40) 6. Evaluating sessional teaching for professional development (ITRs; mid-semester review; SETs for tutors) & Workshop evaluation (12.40-1.00) GBS Tutor Training 2011

6. Session 2 (10.30-10.50) Overview of Admin issues & Roles GBS Tutor Training 2011

7. Griffith University context Large metropolitan university in Brisbane (1 of 7 in S-E Qld, & 1 of 4 in Brisbane, 1 of 2 at the Gold Coast) Multi-campus - 5 campuses x 60 k corridor Student enrolment of 40,000 70% of students are first-in-family at uni 6th largest low SES student intake in Australia (16%) 3rd largest Indigenous student intake in Australia 30% International student enrolment (e.g., China, Indonesia, India, Arab Emirates) mostly in Business Group GBS Tutor Training 2011

8. Key Resource for Tutors at Griffith You will all have a copy of the - • Good Practice Framework for the Management and Development of Sessional Academic Teaching at Griffith (2010)  read at your leisure in your own time HUM FY Tutor Training 2011

9. The Tutor Role General role: • Providing a quality learning experience to facilitate student engagement & success • Providing opportunities for students to clarify & discuss course material & address their needs & concerns • Enhancing students’ understanding of the lecture material (application of theory to practical skills and exercises) and course requirements • Enhancing students’ understanding of the standards & requirements of all course assessment tasks • Preparing students to undertake assessment tasks

10. Tutor Working Time • Meetings with the convenor/other tutors • Preparation for tutes • In class teaching • Student consultation • Marking & feedback to students

11. The Head Tutor (HT) Role • Supporting tutors to provide a quality learning experience to facilitate student engagement & success • Providing administrative duties to support course convenor • May facilitate tutor meetings on a campus in place of the course coordinator on another campus • Assisting with tutorial designs • Collecting and collating any resource materials for the tutorials • Assisting tutors to provide consistent information to students on all assessment tasks • Assisting tutors to design processes to prepare students to undertake their assessment tasks • Providing mentoring & problem-solving for the teaching team

12. The Course Convenor Role & responsibilities with their Teaching Team • Guiding & supporting tutors to provide a quality learning experience to facilitate student engagement & success • Organising tutor staff arrangements and ensuring their attendance at appropriate entry-level training and induction • Clarifying the roles and responsibilities of tutors within the course • Establishing strategies for maintaining contact with tutors and integrating them into the teaching team • Leading, and coordinating the teaching activities of all members of their teaching team GBS Tutor Training 2011

13. The Course Convenor Role & responsibilities with their Teaching Team • Arranging initial meetings of the teaching team to discuss the purpose of the course in the context of the program • Conducting regular meetings of the teaching team to review curriculum issues, teaching practices and learning activities within the course (optimally every fortnight, minimum of 4 in a semester) • Overseeing the process of teaching evaluations for all tutors in their teaching team • Providing detailed criteria for each assessment item for student advising & marking • Providing guidance to tutors re the type & quantity of feedback to be provided on assessment tasks • Conducting a process for moderating all assessment marks GBS Tutor Training 2011

14. Meetings Your convenor will organise at least 4 meetings with tutorial teams during semester (see Good Practice Framework p.8) – • An initial orientation & team building meeting before teaching commences • A briefing meeting on assessment criteria & marking practices for each assessment item in advance of marking • A moderation meeting following marking of each assessment to ensure consistency & reliability of grades • A course evaluation & de-briefing meeting HUM FY Tutor Training 2011

15. The Tutor Development Coordinator (TDC) Role Prof Kay Ferres (Nathan & GC) • Involved in training new tutors • Mentoring new and experienced tutors – quality assurance • Assists with formative evaluation of tutes (weeks 2 & 6) to ensure tutor quality & support • Guidance with Professional Development along a teaching and learning pathway

16. The First Year Advisor (FYA) Role • Student support • Student Advocacy • One stop shop for referral information • Design, management and evaluation of the first year co-curricular activities (e.g. Orientation) • Friendly face to connect students to services • Helps with the transition of students into university • Tutors can refer “at-risk”/struggling students to their FYA for assistance

17. Session 3 (10.50-11.30) Teaching for Diversity & Transition in the First Year GBS Tutor Training 2011

18. Understanding the Current Context for the FYE FY Transition Practice Student Diversity Student Transition * Course Design * Course Delivery * Course Assessment

19. Understanding the Current Context for the FYE FY Transition Practice Student Diversity Student Transition * Course Design * Course Delivery * Course Assessment

20. Federal Gov’t reform agenda in Higher Education Aims to - • Widen student participation in Higher Education – A FAIR GO! • Increase the access of students from low SES & disadvantaged backgrounds to university (higher numbers - Target increase from 12% to 20% by 2012) • Increase the success of students from low SES & disadvantaged backgrounds at university (higher retention) • Moving from an elite model of HE (0-15% participation) to a mass model of HE (16-50%) (Trow, 2004) • 25% participation of non-Indigenous Australians (50% USA) • 1.3% of Indigenous Australians attend university GBS Tutor Training 2011

21. What is Student Diversity? Traditional Students (TS) medium-high SES higher entry levels second generation full-time on-campus Elite Model Non-Traditional Students (NTS) low SES background lower entry levels first-in-family to attend uni full-time & working limited time on-campus Indigenous NESB/ESL – International, refugee disability mature age with home care responsibilities rural/remote Mass Model GBS Tutor Training 2011

22. What do we know about the profile of our Griffith Students? Compared to most other universities in Australia: Are more likely to be the ‘first in their family’ (FIF) to attend University * Brisbane = 70% approx * Logan = 80% approx * Gold Coast = 60% approx FIF correlates with low SES & lower entry scores/OPs More of our students work in paid employment & they work longer hours in paid employment than the national average(reality of low SES/FIF students paying their own way through uni) GU has the 6th highest intake of low SES students nationally (16%) 50% of Qld Indigenous student enrolments (600 students in total across the university) – small numbers in Humanities 30% International student enrolment overall (making up to 60% of classes in Griffith Business School) GBS Tutor Training 2011

23. Assumed entry level Knowledge First Year Attributes First Year Attributes students will acquire in their first year Discipline-specific First Year Attributes Generic First Year Attributes First Year Attributes Students bring to uni ASSUMED FY KNOWLEDGE= a firm foundation GBS Tutor Training 2011

24. The reality of Assumed Knowledge First Year Attributes Discipline-specific FY Attributes Generic First Year Attributes ASSUMED KNOWLEDGE GBS Tutor Training 2011

25. Assumed Knowledge Two types – • Academic Skills – foundational to academic curriculum • Academic/Social/Cultural Capital – the “Hidden Curriculum” GBS Tutor Training 2011

26. What is assumed Knowledge? Academic Skills – The formal curriculum • Information Literacy • Computer Literacy • Reading Skills • Written Communication • Numeracy Skills • Critical thinking & analysis • Independent Learning (self-regulation & self management) GBS Tutor Training 2011

27. Assisting students to develop self-regulation skills Study-work-social/family life balance & effective time management • Providing reminders of upcoming assessment items • Providing reminders for exam revision • Providing reminders for milestones for tasks with no direct assessment component (readings, problem-solving exercises, reflective journals, computer tasks) • Providing weekly/regular homework tasks assist the development of a study routine GBS Tutor Training 2011

28. What is assumed knowledge? Cultural/Social & Academic Capital – “The Hidden Curriculum” Understanding student role expectations & appropriate & effective behaviour Reading the academic context to accurately determine performance requirements re studying & assessment Capacity for help-seeking without fear of negative labelling (dumb/stupid) Sense of belonging & personal fit with university (overcome the “outsider within” phenomenon – “A stranger in a foreign land”) GBS Tutor Training 2011

29. Can Non-Traditional students be successful at university - the research evidence shows…. • Despite low access rates, the success rate (or tendency to pass their year’s subjects) of low SES (non-traditional) students is 97% of the pass rates of their medium & high SES peers & has been stable over the last 7 years. (Bradley et al, 2008:30) • However, this success rate is premised on the provision of a range of support systems GBS Tutor Training 2011

30. It’s not about ability - Non-Traditional students need support to succeed! • Once students from disadvantaged backgrounds have entered university, the likelihood of them completing their course of study is broadly similar to that of the general higher education population. Often, however, they require higher levels of support to succeed, including financial assistance & greater academic support, mentoring & counselling services. (Transforming Australia’s Higher Education System, Commonwealth of Australia, 2009:14) GBS Tutor Training 2011

31. Therefore....implications of student diversity for our teaching practice • Being aware of what we are assuming is entry level knowledge in our course content & assessment, checking this for accuracy, & being explicit with students about entry level knowledge assumptions • Providing clear explanations of course material & assessment • Being prepared to have multiple discussions about key concepts & especially about assessment tasks & standards • Not assuming commencing students are independent, self-regulating learners but assisting them to develop these skills • Creating a class culture that values diversity in all of its forms (age, gender, race, sexual orientation etc.)

32. Understanding the Current Context for the FYE FY Transition Practice Student Diversity Student Transition * Course Design * Course Delivery * Course Assessment

33. The ‘Five-Senses’ of Student Success Lizzio (2006) Sense of Capability Sense of Connectedness Sense of Student Identity Sense of Purpose Sense of Resourcefulness GBS Tutor Training 2011

34. STUDENT PROCESS : What do we know from research about success in first year? Students are more likely to succeed if they: Invest time on task  time spent studying each week is the strongest predictor Regularly attend lectures & tutorials increased learning opportunities also a strong predictor Develop a social network at uni knowing one person’s name is a protective factor against dropping out Have a clear goal or purpose for attending uni (sense of vocational direction & purpose especially) a strong predictor of success Engage with the online environment moderates success at university Balance commitments (working not more than 15 hours a week in paid employment if FT)  making appropriate time for study predicts success Have some sense of academic self-confidence  predicts success (self-efficacy & an expectation of success is foundational to success in life) GBS Tutor Training 2011

35. STUDENT PROCESS : What do we know from research about risk factors in first year? Students are more likely to drop-out or fail if they: Don’t spend time studying for courses/subjects each week Don’t develop a social network at university Don’t have a sense of purpose (esp vocational purpose) in their degree Don’t regularly attend lectures & tutorials (with the exception of a small group of young, very intellectually bright males) Don’t have access to or engage with the online environment Do work more than 25 hours per week while studying full time GBS Tutor Training 2011

36. STUDENT PROCESS : What do we know from research about risk factors in first year? Students are also more likely to drop-out if they: Are a member of a minority or disadvantaged group (e.g., Indigenous, rural, disability, refugee, international, primary caregiver in family, single parent) Are the ‘first in their family’ to attend university If not handled sensitively, this information has the potential to disempower commencing students because they can’t change this. To be empowering, this information needs to be explained in terms of low social/ academic capital which simply means that they need to engage with the support systems offered at the School/Program & University level from the outset, until they “find their feet”. Their role also needs to be described as “Pathfinders” & “Trailblazers” for their families & social groups, as part of a bigger social justice issue of equality & equity in terms of access to & success at university. GBS Tutor Training 2011

37. What predicts commencing students’ satisfaction with their Griffith degree program? Sense of Purpose Strongly Enhances Enhances Sense of Capability Commencing Student Satisfaction Sense of Connection Enhances Good Teaching Enhances Perceived Effectiveness of Orientation Enhances Enhances Time on Task/Study GBS Tutor Training 2011

38. What predicts commencing students academic outcomes? Academic Capital Low SES First in Family ESL Reduces Competing Demands Time in employment Time as carer Reduces Semester 1 GPA Task Engagement @ Uni Attendance at Orientation Time on task/study Strongly Enhances Prior Academic Achievement Entry OP Enhances GBS Tutor Training 2011

39. What predicts commencing students’ retention into year 2? Academic Capital - Competing Demands - Semester 1 GPA Student Retention Task Engagement @ Uni + Prior Academic Achievement + Sense of Purpose + + + Student Satisfaction + GBS Tutor Training 2011

40. Generalisability of findings There were no differences as a function of – • Gender • Age (high school leaver vs mature age) • Domestic vs International • Discipline Thus, these findings can be considered robust for commencing students GBS Tutor Training 2011

41. So what are the take-away messages? • Entry OP score is influential but this is significantly outweighed by ‘time on task’ (our tutors & students need to know this) • Lower academic capital at entry does not make a difference to ‘student satisfaction’ but does negatively predict ‘early GPA’. (The window of risk and opportunity is early on in semester 1/year 1 & semester 2/year1 with mid-year intake – early intervention & assistance by convenors & tutors optimises student success) • Lower academic capital/’at risk’ social demographics does not predict GPA in later years. (Once students get off to a good start their present is more important than their past & FIF students graduate at the same rate as second generation students) GBS Tutor Training 2011

42. So what are the other take-away messages? • Sense of purpose and academic achievement (GPA) are the key factors in predicting Year 1 student retention. Sense of purpose functions as a protective factor for student retention  Strategies for Tutors to encourage a sense of purpose in FY students • Effectiveness of and attendance at orientation is a ‘sleeper/underlying factor’ in both soft (satisfaction) & hard student outcomes (GPA)  Encouraging attendance at School/Program Orientation events GBS Tutor Training 2011

43. Defining Sense of Purpose 3 domains – • Program & course level coherence viz. vertical & horizontal integration • Disciplinary engagement • Vocational outcomes GBS Tutor Training 2011

44. Strategies for building Sense of Purpose Identifying personal relevance Enquiring of students at the outset – • Why are you doing this course? • How does this course fit with your degree program? • How does this course fit with your vocational interests? GBS Tutor Training 2011

45. Strategies for building Sense of Purpose Making Program & course level coherence explicit at the outset • Identifying how this course/subject fits within a program of study viz. Part of a major/stream linked to other courses of potential study • Identifying how this course is similar or different (complementary) to other courses the student may be undertaking GBS Tutor Training 2011

46. Strategies for building Sense of Purpose Disciplinary engagement • Identifying the unique contribution of your course in terms of developing knowledge & skills for the student for the future GBS Tutor Training 2011

47. Strategies for building Sense of Purpose Vocational Outcomes • Relevance - Identifying from the outset how the knowledge & skills may be useful to the student in a range of possible future careers • Application - Providing field examples of concepts studied viz. Making links from the academic/study context to the field/work context GBS Tutor Training 2011

48. Session 4 (11.30-12.00) Assessment Issues GBS Tutor Training 2011

49. Functions of Assessment • Summative • Degree of knowledge, understanding or skill against set criteria • Assign as grade or mark which allows students to be norm referenced in their cohort • Formative/developmental • Assessing students’ personal strengths • Identifying areas for improvement for future learning & achievement • Tutor & Student PARTNERSHIP with Tutor as learning facilitator • This type of assessment is key to first year • Assessment as Learning • More than a grade • Ultimately assessment = learning from the experience (skills, knowledge, understanding, confidence)

50. Setting Assessment • Convenor’s responsibility • Research evidence of strong relationship between learning & type of assessment  exams, especially multiple choice = Surface Learning  essays, reports, practical assessment = Deep Learning This is why the quality of the comments on essays can make a real difference to a student’s learning & development = TUTOR AS CHANGE AGENT