FACULTY OF HUMANITIES
TUTOR STRATEGY 2009
I APPOINTING TUTORS
At the end of the first term, the learning facilitator coordinator at the Academic Development
Division sends out a circular to Heads of Department, to circulate to lecturers, inviting them to
apply for tutors for the coming year. (This will be the case from 2009.) The circular is sent out
this early due to planning in terms of the timetable (number of envisaged tutorials a week),
budget, and work allocation for the next year. This circular includes a form on which Heads must
specify the number of tutors needed for each module offered and the number of hours per week
they wish to appoint tutors (it is usually not more than 10 hours a week). Note that it is taken for
granted that departments meet to discuss tutor needs beforehand so that there is agreement on
needs in a department and the relevant Head fills in the forms with the knowledge of members
of the department. Note that first and second year students are not eligible to be appointed as
tutors except if they are in possession of a previous degree.
After having received the forms the learning facilitator coordinator and her team meet to decide
how to allocate tutors to each department according to their budget and needs specified by
Heads. When allocating tutors the following factors are taken into account: 1) the budget, 2) the
model of tutoring to be utilized, 3) the prospective number of students expected for each module
and 4) how effectively the tutor system has been implemented within the department. From
2008 the learning facilitator coordinator will do the final allocation of tutors per department in
collaboration with the chair of the TLC and the Dean.
Heads are informed of the outcome of this meeting and may then go ahead to inform prospective
tutors that they can be appointed. Departments can also decide whether they want to utilize all
the tutors allocated to them, or make additional plans if they did not receive all they requested.
Then the names and student numbers of tutors to be appointed, periods of appointment, subject
for which they are appointed and department, (as well as the prescribed claim form for payment
and a tutor information form) are sent to the learning facilitator coordinator. Without this
information tutors cannot be appointed. Please note that tutors are only appointed for academic
weeks of the year. Tutors contact the learning facilitator coordinator to complete the necessary
appointment forms (i.e. the prescribed claim form for payment and a tutor information form),
sign their contract, and get the information regarding the compulsory training and supervision.
Thereafter the role of the learning facilitator coordinator and her team is to offer a general tutor
training in January/ early February and to meet with tutors once every term for a supervisory
meeting. Lecturers in consultation with tutor development staff can identify knowledge gaps so
that specialized training can be developed for tutors. Information gleaned from supervision
sessions is discussed with a designated member of the Faculty TLC to facilitate communication
between the learning facilitator coordinator, tutors, and departments. A member of the TLC sits
in on generic and specialized training sessions.
Please see attached as Appendixes:
Appendix 1: The letter going out to all Heads at the end of the first term (from 2009).
Appendix 2: The ADD Learning Facilitator System Manuel
II DEPARTMENTAL MANAGEMENT OF TUTORS
A Academic Management
In some faculties – such as Education – there is a tutor coordinator in the Dean’s Office. This can
be very helpful and can work well – but only in a relatively small faculty. In the Faculty of
Humanities in most cases it appears it is the Head of Department who manages tutors. Although
the Head is obviously the final authority, the recommendation here is that module leaders
manage each module’s tutors. Due to the kind of interaction necessary, this remains the most
Duties of Tutors
For a list of the duties and functions of tutors, see Appendix 4 – Example of Work
description for tutors (from the T&L Policy Doc). The content of this work description is
basically what is included in the ADD Manual under point 9 - Functions and Duties of
Note that it is the module leader’s duty to ensure the tutor does not go over the
number of hours she is appointed for and that the tutor is utilized for the purposes of
assisting students academically and not as an administrative assistant. This is why
proper planning when initial requests are sent to ADD for tutors is of the utmost
A limit must be placed on the total number of hours for which a tutor may be employed
to do other work. Some tutors have two to three part time jobs while they are also
enrolled for study at UJ. The recommendation is that tutors are not employed for more
than an additional 10 hours a week (on top of the 10 hours a week they are employed
as tutors in a specific department). Applications for exceptions to this rule may be taken
up with the relevant Head of Department.
Tutors must attend all classes in the relevant module they are appointed for. This must
be included in their 10 hours duty a week.
What kind of interaction with tutors is necessary? At least the following:
Training of tutors takes place before lectures commence. This is in addition to the
generic training offered by ADD. Departmental training of tutors includes subject – and
even module – specific training in teaching of tutorials (where applicable), assessment
and feedback, and remedial teaching. See Appendix 3 for an example of the contents of
a Tutor Training Workshop. Note that ADD is always willing to participate in such work
shops or any other form of specialized training.
Tutors receive training in marking/assessment of the specific subject they are tutoring
in. Module leaders ALWAYS provide tutors with memo’s and discuss both memo’s and
the nature of the feedback for the relevant assessment beforehand with tutors.
2. Weekly meetings with module leaders
At such meetings the content of lectures for the following week is discussed, tutors give
feedback to module leaders on tutorials of the previous week, hand in statistics and
other information with regards to remedial teaching, and report on results of
Should tutors have referred any student to ADD, they must report on this too during
weekly meetings with module leaders. On this point some kind of record keeping is
necessary – either simply by means of noting on a class list who was referred to whom
by whom, or creating some other kind of form for this purpose.
Tutors must prepare material (lectures) for tutorials under the supervision of module
leaders. Module leaders must always be in full control of quality of tutorials, for the
sake of tutors, students, and the relevant department.
Consultation with tutor development staff regarding the implementation of the tutor
system and appropriate selection of models of tutoring.
Please see attached as Appendixes:
Appendix 3: Example of Tutor Workshop
Appendix 4: Duties of Tutors
B Administrative Management
The proposal is that this management is undertaken by the departmental secretary/office
manager of each department.
Ensuring that tutors have all the resources that they require in order to accomplish their
task as tutors (for example reading material, chalk, transparencies).
Ensuring designated office space for tutors within the department with access to a
computer (this would be the ideal).
Booking of venues for tutorials.
Coordinating repeats of tutorials etc. when tutors are ill, and monitoring that tutors are
present in the department when they have to be. Note that this implies that a
programme of all tutors’ duties (covering one typical academic week) must be drawn up
by the administrative coordinator of tutors.
Checking that tutors submit their claim forms.
Letter to Heads
Auckland Park Kingsway Kampus
011 559 3253
011 559 3554 fax
From: Academic Development Division
Date: August 200
TUTORS FOR 200
The tutor system at the UJ contributes to the academic development and support of students.
The effectiveness of this system depends greatly on the integrated manner in which it is
implemented within each department. The involvement, management and support from lecturers
for the tutor system is a necessary component of the system. Given this, I would like to take this
opportunity to invite the lecturers in the department to become involved in the tutor system.
Furthermore, in order to finalise the planning for next year you are kindly requested to complete
the attached form. Due to the fact that the budget has to be finalised before the 2 nd September
2007, I would greatly appreciate it if you could return the completed form to me as soon as
possible, preferably before the 30th August 2007. Please note that request cannot be considered
if they do not reach me by the said date as tutors are appointed strictly according to the available
Thanking you in this regard.
Dr. Nelia Frade
Coordinator: Learning Facilitators
Academic Development Division (ex LEARNING CENTRE)
REQUESTS REGARDING TUTORS FOR 200_
Please provide the following information:
Department and Campus: ________________________________________
Forseen amount of students in 200_: ________________________________
Number of tutors required for 200_: _________________________________
Forseen amount of hours needed per tutor:___________________________
Appointment period (indicate with X):
Feb – June: ______; July – Oct: ______; Feb – Oct: ______
Appointment during block week (indicate with X): Yes___ No ___
Use of learning facilitators (indicate with X):
Small group discussions
Electronic learning facilitation
Other tasks and responsibilities:
PLEASE, DO NOT APPOINT ANY TUTOR BEFORE YOU HAVE RECEIVED WRITTEN
CONFIRMATION OF THE NUMBER OF TUTORS APPROVED BY THE LEARNING CENTRE.
Signed: _______________________________ Date: _____________________
Please send this completed form to Dr. Nelia Frade at the Academic Development
Division, Kingsway Campus, D-Ring 303.
ADD Manual for Learning Facilitators
Appendix 3: Departmental Tutor Training Workshop
1. Tutors and Study Methods
Note taking and active listening
Unpacking exam questions
Reflection (tutor and student evaluation/ self and peer review)
Teaching and problem resolution: Our students needs
Facilitation sessions in which subject specific material is used
How to memorise large quantities of theory
Time management for success
How do I assist a student that stresses a lot?
Which support services can I refer students to?
2. Reading Texts
Reading strategies for example: Skimming and scanning
Note making (analysing texts)
Managing a textbook
Academic language: Vocabulary, glossaries, dictionary work, definitions
3. Writing Essays
Academic writing and the writing process (planning)
Academic argument: Claims and evidence /definition of argument/academic argument
The essay structure: Paragraphing /introductions /conclusions
Coherence (linking words)
Plagiarism (acknowledging sources, referencing, citing, quoting)
Writing feedback : The role of feedback, theory and practice
How to mark essays
4. Research Methods
General norms of traditional research methodology.
o the definition and explanation of concepts
o the identification and unmasking of fallacies
o the analysis and assessment of theoretical frameworks
o the identification and critique of presuppositions
o the critical-creative reinterpretation of contemporary literature on the research
5. Library Use
UJ library catalogue [& other universities]
Databases [all relevant ones, including REP]
Appendix 4: Example of a Work Description for Tutors
JOB DESCRIPTIONS: TUTORS
General functions and duties
Subject-specific support and development
Early identification of students with potential risks or the need to develop certain skills
and referral to services and programmes presented by the Academic Development
Attendance of all meetings and orientation and training sessions as scheduled for
The promotion of an academic climate and a positive academic disposition on the
University of Johannesburg campus
Record keeping of students who use learning facilitator services
Continual marketing of services
Report delivery to ADD and at weekly meetings with module leaders
Establishment of suitable times and venues
Continual contact with ADD and proposed training via technological information and
Specific functions and duties, as determined by the academic department
Compulsory or voluntary group sessions and preparation for such sessions in liaison with
the relevant module leader
Administrative tasks regarding the process of learning facilitation
Attending lectures and taking notes
Liaising with the module leader regarding the module framework and content
Reading the prescribed and additional study material
Attending a number of sessions per week according to the appointment
Marking assignments and tests and giving feedback to students under supervision of
Filling in claim forms
Signed by: ………………………