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Ask for help as you need. You are a valuable team member, and we want you to thrive.
Expect this to go all right – most of our students continue till the end of the semester, and most pass.
Expect a few adjustment bumps if this is new to you. That’s normal.
Please read the following alongside your Position Description from Moore People and Culture.
Expectations
As a DBT tutor, your goal is to facilitate students’ completion of the course and to provide them with academic support as needed. Here are a few hints.
Pastoral and academic care
· Keep an eye on all your students. Most will do fine, but a couple might fall behind on quizzes or suddenly disappear from any online engagement. Please follow up quickly with a personal message.
· Encourage your students to stay consistent in their quizzes from Week 1 onwards, and their participation in workshops and forums. Getting behind can be detrimental to completing the course.
· Keep an eye on quiz scores: Low scores may indicate a struggling student. A gentle query may reveal important struggles.
· If you come across academic issues you are not sure how to deal with, please contact Gordon Cain, who is Moore’s Academic Support Coordinator and the DBT Tutor Coordinator, via TEAMs or email. Gordon is employed two days per week, so he might take a couple of days to reply.
· Students who are in their first semester (note: that’s all students in the Biblical Theology unit) will need extra encouragement, and some will need help with technology and assessments.
Variable workload
· You are contracted to work up to 2 hours per week. A recent survey (Dec 2020) suggests that most tutors average that over the semester. However, like all teaching, your workload will vary, with some weeks very light, and some heavy.
· You are responsible to schedule time for:
o Grading and feedback during the semester – e.g., forums and workshops.
o Grading and feedback on your students’ reflections or 1500-word essays after the Final Assessment Week. Grading is due within two weeks of submission.
o Answering student queries within 24 hours.
o Checking both Teams and email daily for student correspondence.
o Assisting students with their assessments, as needed. The College’s Academic Support Coordinator supports you, and you support the DBT students.
o Attending our DBT tutor meetings. These are twice a semester and often occur during the DBT Research Weeks.
o Responding to all communications from college personnel, especially the Academic Dean, the DBT Tutor Coordinator, and the Registrars.
· Enrolments[GWC1] : We are endeavouring to set our enrolment process so that students have an incentive to register early, so that we open no new classes after the start of O-Week. We may allow students to join classes that are not full until the end of Week 1. But no classes will start in Week 1, and any new students will commence by the end of Week 1.
Grading and feedback
· Feedback on development workshops and on forums is valuable formative feedback to students.
· If you have to make a choice, pour more effort into feedback for formative assessments than into feedback for the summative, final assessment. The formative can be implemented and make a final difference. Feedback on the final assessment shapes future semesters. Pour more energy into the formative if you must make a choice.
· However, our students are generally keen. Please provide thoughtful feedback on their final assessments too.
· Good feedback should include (if at all possible) a couple of comments on what they did well, but also, one to three key areas for improvement. Focus on where they can make their biggest gains.
· See the Tutor FAQ’s on the Tutor Resource page of the MOD for more info on marking assessment and using Teams.
Assessment extensions
· Medical: Students should submit documentation to registrars.
· Compassionate: Students discuss with tutor, who can recommend to registrars. Registrars then advise student and tutor of final decision.