This document summarizes the findings of a project analyzing the support provided to tutors and demonstrators at 22 schools. The key findings were that induction courses and online materials were the most commonly referenced forms of local support, with induction courses provided by 100% of schools and online materials by 87.5% of schools. A questionnaire was distributed to the 22 schools, receiving responses from 77.27% overall, with higher response rates from schools providing more detailed online information about local support. Common types of local support identified included initial training courses, peer support, follow-up training events, and support from organizers. The document recommends further investigation, improving references to IAD support, and providing more information for some schools.

1. A Special Journey
Jiangchen Liu
Supervisor: Dr Miesbeth Knottenbelt
23/04/2013

2. Introduction
• School-Based Support for Tutors and
Demonstrators and references to IAD
support and other online materials
• My Learning Process

3. Aim of This Project
• What Support?
• What Relationship?
Suggestions
&
Recommendations

4. What I Did
Website Trawling
Summarizing
Questionnaire
Summarizing
&
Analyzing
Report

5. Findings

6. Findings
The most common references to local support
on the websites (of all schools that have
information about their local support):
• Induction courses—100%.
• Online materials and websites—87.5%.
• Follow-up training events—75%.
• Handbooks online—62.5%.

7. Findings
Response Rate:
• Group One (little or no information online):
81.82% (9 of 11)
• Group Two (detailed information online):
90.91% (10 of 11)

8. Of all 22 Schools: 77.27%
provide local support
Of 17 Schools having information:
•Initial Training Courses (100%)
•Peer support (63.6%),
•Follow-up training events (59.1%),
•Support from organizers (e.g. COs)
(50%),
•Online documents and references to
useful external websites (36.4%),
•Handbooks (36.4%).Marking Support: 36.4%
Percentage of Particular Support

9. Findings
• CSE>CHSS>CMVM
• Induction Courses (of 17 schools that have
information of induction courses):
Annual (52.94%)>Bi-annual(29.41%)>Not given (11.76%)
>Multiple(5.88%)
School Level (58.8%) >Subject Level (23.5%) > Programme
Level (5.9%) = Course Level (5.9%) = Not Specified (5.9%)
• Follow-up Training (of Schools which have
information of follow-up training):
Course Level (61.54%) > School Level (38.46%) > Subject
Level (15.38%) > Not Specified (15.38%)

11. Have
References
to IAD (17)
Tutoring &
Demonstrating
(10)
As
supplement
(9)
University
Handbook
(7)
Tutoring &
Demonstrating
(7)
Learning and
Teaching Roles
(3)
Homepage
(4)
As local
support (1)
Other
Purposes
(7)
IAD
Homepage
(6)
Support for
PG (1)

12. Recommendations
• Further investigation
• Handbooks
• College of Medicine & Veterinary Medicine

13. More information
of local support
More references of
IAD Support
S c h o o
l s
w i t h
r e f e r
e n c e s
t o
I A D
s u p p o
r t
o n l y
S c h o o
l s
w i t h
i n f o r
m a t i o
n o f
l o c a l
s u p p o
r t
o n l y
S c h o o l s
h a v i n g
n e i t h e r
r e f e r e n
c e s t o
I A D
s u p p o r t
n o r
i n f o r m a
t i o n o f
l o c a l

14. Recommendations
• Add links to Tutoring & Demonstrating.
• Make links more specific.
• Code of Practice on Tutoring and
Demonstrating
• Update links

15. It would be better if……
• More Accurate words.
• More Comprehensive Description.

16. My Expectation What I Learned

17. Help from all
other IAD staff

18. Balance WBL with
Other Courses
Working in English