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Tagged: Computer Science

Department GTA Support: Computer Science

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📥  Case Studies

This case study from Computer Science, is part of a series providing short summaries of some of the different good practice models and approaches taken to department level support for graduate teaching assistants (GTAs).

Computer Science created a specific named role of “tutor coordinator” (tutor is the term used for GTAs in the department). The original coordinator then set up and ran the following plan of activities:

  • Department induction – to cover department level specifics, working alongside the central TIPs course.
  • Regular meetings with all tutors – initially monthly, and well received by tutors, these meetings allowed for discussion and feedback on issues arising whilst teaching.
  • 1-2-1 support offered to tutors
  • Invite to departmental teaching workshops– these are open to all generally, but are part of including and encouraging tutors within the teaching community of the department.
  • Feedback collected from the tutors and ideas presented to the DLTQC

In order to ensure time is available for the above, in particular the regular meetings, the tutor coordinator role is being taken on by a member of staff who isn’t a DoS. Current work for the future is focused on feedback to the tutors, including observations.

If you would like more information, contact the Directors of Studies/Teaching in the department. Support for setting up or reviewing your own department’s support for GTAs, along with further information on the University level support and development and can be obtained from the Centre for Learning and Teaching (contact acdev@bath.ac.uk).

 

Mini-SSLCs

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📥  Case Studies

Fabio Nemetz, Computer Science, Director of Studies

In the Department of Computer Science, we introduced agile mini, stand-up meetings between the Director of Studies (DoS) and the student representatives. The idea is very simple: between SSLCs, separate short informal meetings are held with each year group’s student reps separately.

The main benefit is that reps don’t need to wait for SSLCs to introduce their issues. If problems are minor, solutions can be suggested that can be implemented quickly, or we place an item for the next SSLC. This enables the SSLCs to concentrate on more major issues and for reps to raise issues they would otherwise feel too minor or not timely for the SSLCs themselves. This can however in turn resolve issues quickly before they become major and and the structure could help to potentially save time overall.

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Bringing material to life

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at using multimedia to bring media to life in a lecture, with contributions from students and examples from other staff. This video is part of a set in which Fabio and his students discuss techniques he uses do try to make lectures more engaging.

Video Producer: David James

 

Focus and attention in lectures

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at some ways to improve focus and attention for students in a lecture, with contributions from students and examples from other staff. This video is part of a set in which Fabio and his students discuss techniques he uses do try to make lectures more engaging.

Video Producer: David James

 

Why should students attend your lectures?

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📥  Reflections

Dr Fabio Nemetz from the Department of Computer Science at the University of Bath, leads this video looking at the question of why students should attend your lecture, with contributions from students and footage of other teachers at the University. This video is part of a set in which Fabio and his students discuss techniques he uses to try to make lectures more engaging.

Video Producer: David James