Abstract
This article provides a case study of tutor’s reflection on practice leading to a different approach to teaching an introductory course on politics and policy at a major Australian university, aimed at better reaching disengaged students. The overhaul led to higher levels of constructive student engagement in the tutorials, resulting in improved student and learning outcomes. Tutors, with their broad face-to-face and individual contact, have the means to assess student engagement and understanding in ways not always available to lecturers. As such, they can support holistic curriculum development if they are seen as relevant stakeholders in this process. The article demonstrates the value of seeing tutorials and tutors as an integral consideration in curriculum development.
Published Version
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