Author: Lydia Wysocki

SELLLS Buddy System for PG Tutors

What did/do you do?
In addition to a day of subject-specific training covering marking, managing the seminar dynamic and planning sessions, SELLLS operates an innovative Buddy System, pairing more experienced PG tutors with those teaching for the first time. New teachers are carefully matched with the most experienced members of the teaching team for the large first year survey modules and pairs are encouraged to meet regularly, to share materials and to help with queries.
Who is involved?
The Module Convenors for Introduction to Literary Studies 1&2 each of which has a PG teaching team of 8-10 PG students running weekly seminars as well as marking and monitoring student attendance and well-being.
How do you do it?
The Module Convenors pair all of the PG Tutors in the first teaching meeting of the year, before term starts. Special consideration is given to placing more experienced tutors with less experienced tutors, but most important to the process is that those with the most experience of teaching (often 5 or 6 years) work with those teaching for the first time. The Module Convenor explains the roles of the buddies: to act as informal sounding boards for queries relating to attendance issues, course content and marking, but stresses that he/she is the main point of contact for serious issues and problems. All buddies arrange an informal pre-term meeting to arrange exchange of lesson plans and future meetings,
Page 1 of 2

Learning and
Teaching
Case Study
2014/15
Ruth Connolly and Kirsten MacLeod, English Literature (School of English Literature, Language and Linguistics)
Coherent Curriculum themes:
Assessment and feedback
Student skills and employability
Student Induction
Other keywords:
Pastoral Care;
Buddies;
Postgraduate;
Undergraduate

SELLLS Buddy System for PG Tutors

usually around marking submission periods. Many buddies will make themselves available as an informal second marker for work which is borderline or for new tutors anxious about giving particularly high or particularly low grades. Pairs will also Peer Review each other’s teaching, sharing best practice and reflecting on their own techniques. All of this functions alongside regular teaching and marking team meetings and Teaching Observations with the Module Convenor, it simply provides an additional layer of support.
Why do you do it?
Teaching for the first time as a PG can be intimidating, especially as these survey modules often cover large amounts of material which is outside the research specialisms of many tutors. Experienced buddies can share teaching materials and give advice and reassurance to those new to the role. This takes pressure of managing a large teaching team and its less-experienced members off Module Convenors whilst allowing them to oversee and monitor the progress of newer tutors through their more experienced buddies. This, in turn, provides a better and more consistent experience for UG students.
Does it work?
The Buddy System provides an informal point of contact to provide advice and information which makes PG Tutors feel more confident in their teaching which, in turn provides UGs with a sense of confidence in their teaching team and academic progress. It provides a valuable support network enabling tutors to work as a team to address issues with the cohort, from the problems of individual students, to issues around group behaviour or problems with content. It enables tutors to share materials, lightening the load for PG tutors and ensuring a more consistent experience for students across the first year. It is widely felt in the School that these UG courses cover crucial periods in the lives of undergraduates, such as the first few weeks at University, and that well-trained and well-supported seminar tutors can provide invaluable, individualised support and a familiar face to students feeling overwhelmed by their new surroundings. This is widely understood as having a positive effect on drop-out rates in SELLLS and certainly informs our high NSS scores.
Page 2 of 2
Page 2 of 2

Learning and
Teaching
Case Study
2014/15
Ruth Connolly and Kirsten MacLeod, English Literature (School of English Literature, Language and Linguistics)
Coherent Curriculum themes:
Assessment and feedback
Student skills and employability
Student Induction
Other keywords:
Pastoral Care;
Buddies;
Postgraduate;
Undergraduate