CSHE Resources For Sessional Teaching
Sessional teachers comprise a large proportion of teaching staff at the University of Melbourne and they contribute significantly to the quality of teaching, learning and the student experience at the University.
To support the work and professional development of sessional teachers at the University, the CSHE is developing a range of programs and resources specifically for sessional staff coordinators and teachers. Details will be made available from our website throughout the year.
Sessional teachers
Sessional teachers work in a variety of settings and are referred to by a range of titles including tutors, demonstrators, lecturers, clinical tutors, seminar leaders and teaching assistants. Although they are diverse in their backgrounds, experiences, expectations and in the specific roles they take within a department or faculty, sessional teachers share a common place at the forefront of small group teaching at the university. For many students, particularly undergraduates, sessional teachers are the personal face of the University.
Sessional teachers therefore play a crucial role in creating an environment that is welcoming and conducive to student learning. This means promoting an intellectually challenging and stimulating environment where all students are encouraged to participate actively in the learning process. Sessional teachers are also well-placed to support and show concern for the individual development of their students, as well as to give timely feedback on students’ progress and achievement.
The following programs and resources on teaching and learning offer advice and strategies for teachers at the university. For more information on programs and resources for sessional teachers, please contact Chi Baik
Academic Development Programs
The CSHE runs a number of programs throughout the year, such as 'Advanced Skills Seminars for Sessional Teachers' . All teachers are also invited to participate in the Teaching@Melbourne series of seminars and workshops. These sessions aim to provide insight into the complexity of university teaching and practical strategies for enhancing teaching effectiveness.
Sessional teachers should also enquire about programs run by their department and/or faculty .
Resources
Selected CSHE publications
Nine Principles Guiding Teaching and Learning in the University of Melbourne (2002; 2007).
Teaching International Students: Strategies to Enhance Learning (2006).
Tutoring and Demonstrating: A Guide for the University of Melbourne (1997).
Assessment
Assessment of Essays
Questioning skills
Team Skills and Problem Based Learning
Preparing a Teaching Portfolio
In addition to these, the following resources provide useful advice for sessional teachers.
Small-group teaching
Small-group Teaching (Oxford Brookes University)
This website produced by Oxford Brookes University provides a useful guide to small group teaching. It outlines the characteristics of a small-group teaching environment and provides detailed strategies for encouraging discussion.
Generating Engagement and Participation (Faculty of Economics and Commerce, University of Melbourne)
A unique teaching resource on the web, this site provides footage of real-life small group classes to demonstrate effective questioning strategies and group discussion.
Working as a Tutor (University of Queensland)
This website from the University of Queensland covers a variety of topics on working as a tutor, from presenting and facilitating to handling difficult situations.
Leading Discussions (Derek Bok Centre, Harvard University)
This comprehensive guide to leading discussions provides practical advice on preparing for class including tips on using questions.
The Tutor in Problem Based Learning (McMaster University)
This site provides a useful guide to Problem Based Learning (PBL) for tutors.
Laboratory Teaching
Conducting a Laboratory Session (University of Science and Technology, Hong Kong)
This website gives a step-by-step guide to presenting a laboratory class from pre-class preparation to interaction with students during class.
Demonstrating in Laboratory and Practical Classes (Oxford Brookes University)
This ‘First Word’ guide is structured around a series of self-directed questions intended to prepare the laboratory assistant/teacher for each class. The web page also provides a personal checklist for demonstrators.
Clinical Teaching
Clinical Teaching (University of Michigan)
This site provides a detailed guide to clinical teaching and offers strategies for teaching at the bedside.
Teaching on the Run: Teaching with Patients (Medical Journal of Australia)
This easy-to-read guide to teaching with patients was produced by the Medical Journal of Australia.
Assessment and Feedback
Grading and Feedback (Derek Bok Centre, Harvard University)
The Derek Bok Centre web page on grading and feedback is an excellent resource for teachers. The web page distils the complex area of assessment into three principles: purpose, clarity and consistency. In addition, it provides links to external sites which give greater detail on grading and feedback practices.
Giving Feedback (Flinders University)
A comprehensive manual for providing feedback to students, this site outlines the principles of feedback and the different modes of feedback from formal to informal, group based to individual.
Professional Development
Teaching Portfolios (Derek Bok Centre, Harvard University)
The Derek Bok Centre has produced a detailed how-to guide to producing a teaching portfolio. It outlines the components of a teaching portfolio and provides links to external sites. There is also a useful guide to preparing for academic interviews.
Guidelines for Preparing a Teaching and Learning Portfolio (University of Western Australia)
Another in-depth guide to preparing a teaching portfolio is available from the University of Western Australia website.