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Abstract
This article outlines the trial of a programme to enhance tutorial learning experiences by raising sessional-tutor awareness about learning, and reflects on its results. The author developed the programme for an introductory undergraduate unit in finance with historically very large enrolments, diverse student populations, and high failure rates. Its tutor population was diverse, with a high rate of turnover, but consistently held excellent discipline knowledge. A large majority of tutors were sessional (adjunct or casual), and spanned a wide range of communicative competencies and teaching experience. Following programme introduction, there were noticeable improvements in learning experiences reported in end-of-semester student surveys. The results support the view that even small rises in sessional-tutors' awareness about learning can lead to enhanced learning experiences. The programme applies readily across subject disciplines, especially in first-year and introductory units. It is suitable for both sessional-tutors and early-career academics, and even for experienced tutors who commence teaching on a unit.
Acknowledgements
In addition to two anonymous journal referees, the author thanks anonymous referees and participants at the 13th Pacific Rim First Year in Higher Education (FYHE) Conference 2010 and 33rd Higher Education Research and Development Society of Australasia (HERDSA) International Conference 2010, for their helpful comments. Furthermore, the author thanks colleagues in his former department of domicile and Assistant Professor Ian Solomonides, Director, Macquarie University Learning and Teaching Centre, for their helpful comments. Remaining errors are attributable to the author.