Tutors@UQ Facilitator resources

While the Tutors@UQ program has been designed with learning objectives, learning activities and learning resources ready to go, preparation is vital for successful facilitation of the program.

The Tutors@UQ program is not prescriptive by design. While the learning objectives are defined with aligned learning activities to create coherence across the program, facilitators have room for creativity in deciding how to facilitate the activities (e.g. buzz groups or think, pair, share) and how to present certain information (e.g. a personal story from your tutoring experience, or a discipline specific example).

Small group approaches

First time Tutors@UQ facilitators will need to plan how they will facilitate the small group activities. All sessions are different, such that particular approaches cannot be prescribed.

Facilitators will have to consider the learning environment and size of the group when selecting small group approaches for facilitating the activities. This takes some consideration and a deep understanding of the activities, so that each Tutors@UQ facilitator can cater to their particular group of tutors.

Presentation points

First time facilitators will also need to consider how they want to present key points. Remember, the program is based on active learning principles, and as such the didactic presentation of materials has only a minimal place in the program.

The role of summarising key points around the learning objectives and motivating tutors by stressing the importance and relevance of the Tutors@UQ program is vital. Facilitators will need to consider and plan for how they will achieve this, and where they will add personal stories or discipline specific examples.

Time management

The Tutors@UQ program is designed to be relatively fast-paced and interactive. First time facilitators will need to give careful consideration and attention to time management.

While the learning resources have suggested times, these are only suggestions, with space for flexibility. In a given faculty or school, a decision might be made that one module needs more time and emphasis, with a reduction of time spent on another module.

Recommended preparation time for:

• first time facilitator: 2 hours
• experienced facilitator: 1 hour.

Experienced Tutors@UQ facilitators will also need to refresh and prepare. Ideally, taking a small amount of time to reflect directly following the session, and making some notes on possible improvements, will go a long way to planning and preparing for future sessions.

The Tutors@UQ program is centrally coordinated through ITaLI, while faculties/schools manage the program on the ground.

• ITaLI develops the learning resources and oversees the evaluation process for Tutors@UQ. The ITaLI Tutors@UQ coordinator communicates directly with Associate Deans (Academic) (ADAs) each semester, providing learning resources and evaluation information. ITaLI academic staff provide training for Tutors@UQ facilitators and are available to co-facilitate sessions
• under the leadership of the ADA, faculty offices are responsible for:
  • booking rooms for the sessions
  • arranging handouts
  • organising the technology (PowerPoints, roving mic, etc.) and other necessary items for facilitating the sessions
  • communicating with tutors
  • coordinating tutor sign-in/attendance sheets and arranging evaluation
• the Tutors@UQ facilitator should liaise with the faculty ADA to ensure all administrative support is in place. When preparing and planning for the sessions, the Tutors@UQ facilitators should liaise with academics in ITaLI, and ideally, jointly facilitate sessions with their ITaLI faculty liaison
• queries can be directed to professional.learning@uq.edu.au.  

Faculties may elect to evaluate the Tutors@UQ program and its delivery. We recommend adapting the SETutor questions (see section 9, paragraph 67 of the Student Evaluation of Course and Teaching Procedure) for internal benchmarking and quality assurance purposes at your faculty/school.

The questions are as follows: 

• My tutor was well prepared. (5 = strongly agree, 4 = agree, 3 = neutral, 2 = disagree, 1 = strongly disagree)
• My tutor communicated clearly (in person or online). (scale as above)
• My tutor was approachable and treated students with respect (in person or online). (scale as above)
• My tutor inspired me to learn. (scale as above)
• My tutor encouraged student input (in person or online). (scale as above)
• My tutor gave helpful personal or group advice or feedback (in person or online). (scale as above)
• Overall, how would you rate this tutor? (5 = outstanding, 3 = satisfactory, 1 = very poor)
• What aspects of this tutor’s approach to teaching best helped your learning? (open feedback)
• What would you have liked this tutor to have done differently? (open feedback)

There is also a selection of feedback tools that you can also use to solicit quantitative and/or qualitative feedback about their Tutors@UQ program experience.