Tutorial work

The tutor program consists of a basic module, two in-depth modules and a written reflection.

All three modules must be completed in order to receive the "Higher Education Didactic Qualification as a Tutor" certificate. In addition, an individual learning portfolio is created (see Stud.IP course "Portfolio for the program for tutors") and an evaluation is carried out.

The aim of the basic module is to introduce students to the didactic work of a university tutor. The students should deal with questions of teaching and learning together.

First component: Training

The course prepares you for your own tutorial.

Central topics are e.g:

• Task and role as a tutor (understanding of role and self-image)
• Reflection on own teaching/learning experiences
• Promotion of motivation
• Didactic planning and methodical design of teaching/learning units
• Interdisciplinary qualifications (communication/presentation etc.)
• Group leadership and group processes
• Dealing with heterogeneous learning requirements and challenging situations/conflicts
• Giving/taking feedback, evaluation of the tutorial
• Introduction to the tutor curriculum

Implementation: The weighting and concrete design of the individual key topics is carried out in cooperation with the training leaders. The written discussion of the planned transfer of the contents of the basic workshop into the own tutorial is part of the portfolio. There is a special guideline for this (see task A in Stud.IP).

Second component: Reflection meeting

The reflection meeting serves to reflect on:

• Successes and difficulties
• Needs for support
• Personal development processes

Implementation: The reflection meeting takes place during the semester. You will be informed of the dates by the head of the basic training course or by the Professional Skills Development Office. The results of the reflection meeting are recorded in writing in the portfolio. There are special guidelines for this (see task B in Stud.IP).

Peer observation in the form of peer tandems (procedure see 4.)

Peer observation is carried out in the form of peer tandems. The peer observation includes the didactic planning of a tutorial session, the mutual observation and feedback as well as a subsequent reflection report, which is part of the portfolio.

Organizational notes:

The peer observation includes:

• Didactic planning of a session (4 AE)
• Preliminary discussion with the observation partner (2 units each, 4 units in total)
• Work shadowing with your own tandem partner (2 units)
• Mutual feedback (2 each, 4 units in total)

Notes on implementation:

The tutors plan the dates for the observation in pairs in order to increase commitment. On this date, one person observes the other using observation sheets and then gives feedback afterwards. This is done reciprocally.

Observation sheets and didactic planning grids are available in the Stud.IP group for the portfolio.
For tutorials in which, for certain reasons (e.g. parallel implementation), it is not possible for tutors to observe each other, alternative procedures are accepted, e.g. observation by the multiplier or by fellow students.

The planning, implementation and reflection of the peer observation is recorded in writing in the portfolio. There is a special guideline with files for this purpose (see task C in Stud.IP: Portfolio for the program for tutors).

There is a modified observation sheet for practice tutorials or those that focus more on 1:1 situations.

Observations (= in-depth module 1) in tutorials are tutorial visits in which a tutor usually visits and observes a tutorial session of another tutor. The observation is carried out with the help of guiding questions. After the session, the observation team meets for an initial feedback meeting. In this meeting, the visitor gives the observed student feedback on the tutorial. (Exception: If there are no other tutors in the subject, you can also ask fellow students to observe!)

Procedure

1. formation of the observation teams with appointment arrangement

When will I observe and when will I observe?

2. informing the participants of the tutorial about the observation

It is explained to the students that the aim of the observation is to optimize their own teaching activities as a tutor as part of the tutor certificate.

3. planning the session

Creation of a didactic planning grid for the session and written explanation of the teaching/learning objectives, the forms of work and the selection of media (for download, see files in the StudIP course "Portfolio for the Tutor Program" under Task C/ "Preparation for the peer observation")

4. preliminary discussion with the observation partner

Several days before the observation: handing out and explanation of the preparation materials and discussion of the framework conditions.

The information from this preparatory meeting is noted down and taken into account in the evaluation of the job shadowing.

5. implementation of the tutorial and observation:

The observation may include the following key questions

• Event structure: Is the "common thread" recognizable in the tutorial session? How do you determine this?
• Methodological approach: What forms of teaching/learning are used? Do you find the methodological approach coherent? Do the forms of teaching/learning and the content fit together?
• Use of media: What media do the students work with? Do media and content fit together for you?
• Presentation style: Do gestures, facial expressions, posture and content match?
• Conducting discussions: Are discussions guided? How are discussions moderated?
• Various feedback forms can be used for documentation.

6. follow-up discussion/feedback

• Self-image survey: This means asking the tutor how he/she experienced the tutorial. In addition, a feedback form is filled out, two versions of which have been uploaded. (Download see files in the StudIP course "Portfolio on the program for tutors" under task C/ "Preparation of the peer observation"). Of course, only ONE feedback form needs to be completed!
• Provide an external image: This means giving feedback based on the observation notes, emphasizing strengths, confirming matches with self-image and explaining different perceptions - with examples.
• Observe feedback rules: Important for both = appreciative interaction! :)
• As part of the portfolio, the experiences from the peer observation and the respective feedback are reflected upon (task C in Stud.IP). The notes on the preparation of the peer observation and the didactic planning grid are shown in the appendix of the portfolio and uploaded to Stud.IP.

The in-depth module 2 serves to differentiate between special subject areas and an in-depth examination of the content of special tutor tasks. Please decide for yourself which topics are currently most important for your work or studies.

The courses for specialization module 2 in the current semester can be found on the  KoPro website.

All courses that give 2 CP can be credited. Alternatively 2 courses with 1 CP.

Implementation

You can register for the workshops via Stud.IP.

You can find the courses under Event search: Events / For students on the Dual-Subject Bachelor's degree programme / Professional skills development area / Key skills / Interdisciplinary key skills / Interdisciplinary workshops and events / KPR ...

Transfer possibilities of the topics and contents of the specialization module into your own tutorial are then recorded in writing in the portfolio. There is a special guideline for this (see task D in Stud.IP).

Learning outcomes, findings and reflections are recorded in writing in the form of a portfolio. The aim is to create an individualized and sustainable learning opportunity.

This works technically via a task plugin via the Stud.IP event.

The title of the course is "Portfolio on the program for tutors" (year)

The following steps are also taken up again there.

Content:

Reflection on the transfer of the contents of the individual modules into your own tutorial (task A-D)

Overall reflection in the "Letter to the successor" (task E)

Appendix (important):

• Preparation of the peer observation
• Didactic planning grid for peer observation
• Title of the workshop in specialization module II
• Information on the evaluation carried out
• Own date of birth (necessary to create the certificate)

Implementation:

The portfolio is created to accompany the completion of the individual modules.

The portfolio is created in StudIP or uploaded there.

Only when the portfolio is complete and the appendix has been uploaded can we issue you with the overall certificate "University Didactic Qualification as a Tutor".

Workload portfolio: 9 AE

The following requirements must be met for the tutor certificate to be issued:

• Participation in the basic workshop and reflection meeting as well as written reflection (task A+B): 25 AE
• Carrying out a peer observation and written reflection (task C): 12 AE
• Participation in an additional workshop to deepen the content and written reflection (task D): 10 AE
• Preparation and implementation of a tutorial
• Writing the portfolio (consisting of the reflections on the individual modules [tasks A-D], the reflection on one's own learning and development process [task E] as well as the appendix and the date of birth)

Important! Evaluation of your own tutorial:

Please have the tutorial that you have led evaluated by your tutands (= the participants). There are 3 ways to do this.

Evaluation option number (1)

To support this reflection, we offer the option of having a TAP carried out by us. This then also counts as an evaluation (for the tutor certificate).

What is TAP?

In a TAP (Teaching Analysis Poll), one of us comes to visit you 30 minutes before the end of an individual tutorial session (online or face-to-face, depending on the tutorial and the current situation!) (or at an alternatively agreed time) and asks the students in your tutorial 3 questions about their learning in the remaining time, which we then accompany and evaluate anonymously.

The 3 questions we ask the students are as follows:

1. What enhances your learning most in this course?
2. What hinders your learning?
3. What specific suggestions for improvement do you have?

You will not be present during the course and will meet with us later (online and promptly) for a short feedback session in which we will report back to you the majority of the students' answers. The results will be reported back anonymously and the data will of course only be passed on to you personally in strict confidence!

What is the purpose of a TAP and when is it particularly suitable?

TAPs are often considered to be very useful because they are used to discuss and answer content-related questions.
The ideal time is around the middle of the semester, but it is possible at any time. Please note: TAPs have not yet proved to be a suitable evaluation format for tests.

How do I register?

Ideally, you should register via our registration form (at least 2 weeks in advance) at tutoren@uos.de. Please inform your students about the date shortly beforehand and ask them to stay and give lots of feedback in order to make the tutorial or course even better and more helpful.

Possibility of evaluation number (2)

Evaluation forms for tutorials are available on the  homepage of the university's Teaching Evaluation Service. Important: Your contact person in your own subject for the tutorial must give their OK for you to evaluate. All you need to do is send an informal email to the Teaching Evaluation Service Center: lehreval(at)uni-osnabrueck.de

Afterwards, please also contact the Teaching Evaluation Service Center regarding the use and selection of the questionnaires. You will receive an evaluation report after the evaluation. You can then upload the results reports to StudIP in the corresponding task!

You will find  copies of the questionnaires here. A  decision aid for the selection of questionnaires will help you to find the right evaluation form for your tutorial.

Possibility of evaluation number (3)

If there are fewer than 7 participants, you can use a separate sheet with feedback questions. Feedback questions can be sent to us! If there are 7 or fewer participants, you can use your own questionnaire or the TAP, not the official questionnaires (observe the guidelines regarding the minimum number of participants).

Important: However, you must then summarize the participants' answers yourself as a conclusion, using the following key questions: What do most students say? What would I like to keep? What would I like to adapt/change?

Credit points can be awarded for the tutor certificate.

1. for 2-subject Bachelor's students

• 4 CP for the overall certificate in the "+" area of the "4 Steps + Program"
• Or: If an in-depth module/elective workshop of the KoPro has already been credited with 2 CP in the "+" area of the "4 Steps + Program", another 2 CP in the "+" area

A maximum of 8 CP is awarded for the certificate and the tutor activity.

2. for teacher training students

• In the Master's KCL as coursework in the specialization module amounting to 4 CP
• For the Bachelor of Education and Teaching (BEU) in the specialization module of up to 4 CP.

3 All other subjects (Fig. 2) can decide for themselves whether and to what extent they recognize or credit the tutor certificate as part of an elective area (4 CP are recommended). Tutors of such subjects are requested to enquire at the respective examination office. If you have any questions about the program, please contact the KoPro.

Note on crediting in the area of interdisciplinary key competencies ("+") in the dual-subject Bachelor's degree program: Please send a scan of the front and back of your certificate to  kopro@uos.de for crediting of the 4 CP.

This qualification is a train-the-trainer program. It aims to qualify participants to design interactive, professional workshops that are conducive to learning. This is done on the basis of a concrete example of implementation, your own training for tutors or mentors. This programme offers you the opportunity to work with experienced trainers from KoPro (Professional Skills Development Office) to define your own goals for a tutor qualification, to (further) develop training concepts and to conduct your own training for the tutors of your own degree programme as part of the university's qualification programme for tutors. The courses are needs-oriented and based on current theories, methods and content so that all participants can derive the greatest possible benefit from the training. You can conduct the training alone or in pairs (e.g. with colleagues or tutors).

Student tutors (the same applies to mentors or related terms) are used in almost all subjects and schools. They have become indispensable for Osnabrück University in supporting teaching, as they play a crucial role in promoting student learning processes. The qualification and support of tutors is therefore an important measure to sustainably improve the quality of teaching at Osnabrück University and to increase student success.

Our qualifications are accredited by the dghd's nationwide network for tutorial work at universities. The accreditation is based on the standards of the Network for Tutorial Work at Universities.

We work with you on two levels: On the one hand, it is about acquiring basic knowledge of university didactics in relation to tutorial work and your training skills. On the other hand, we reflect and test directly on site how important content can later be conveyed within your own tutor training.

The program is divided into training and practical phases, which follow one another as shown in the diagram. You will receive and explain the exact schedule, including the planned content, in a personal meeting with us.

At the end of the program, a short report is written in which the training course is documented and reflected upon. This is followed by a joint final meeting with the awarding of certificates.

According to the multipliers of the programs from 2011 to 2024, the work offers a great gain, especially for the planning of their own courses. The certificate for your special commitment to studying and teaching and a scope of approx. 120 AE recognizes your work in a special way. It can be of great benefit for applications in the field of teaching. Participation can be credited towards the "University Didactics Qualification" certificate (up to 60 AE).

Dates and explanation of the process:

12-15.8.2025, 9 a.m. - 5 p.m. (4-day block seminar, part 1&2)

Self-study phase: Create or revise your own training concept

5.9.2025, 9 am - 2 pm Feedback workshop (part 3)

Practical phase: Implementation of your own training course

Reflection after consultation (part 4)

Self-study phase: Writing a short final documentation