Tutorials, Seminars & Workshops

Tutorials play a very important role in our degree programmes at both level 1 and level 2. At level 2 seminars and other small group teaching and learning formats are introduced in some modules, and at level 3 certain modules operate entirely via these methods.

In the Geography Department a tutorial is a group of 4 - 7 students meeting regularly with the same tutor. Some departments may define tutorials in other ways. Some level 1 modules use a workshop format in which two or three tutorial groups are combined.

A seminar is a group of usually 10 - 30 students, again with a tutor. Because of the larger numbers involved, a seminar usually has a more formal organisation than a tutorial. Seminars often involve individuals or groups of students making verbal and/or visual presentations on a topic in the presence of a peer group. Interactive discussion is normally encouraged. Some elements of the presentation may be submitted in writing as part of the assessment for a module. Seminar teaching is mainly associated with level 3 modules.

A workshop is a group of usually 10-20 students who, with the aid of a tutor, are engaged on a specific task or problem, often involving some practical element, linked to a specific module.

Objectives of tutorials

A tutorial is NOT a further chance for staff members to teach students. The tutorial is NOT "owned" by the tutor. It should be owned by all participants.

A tutorial should facilitate student learning and should take into account the abilities, needs and interests of each individual involved in a way that lectures cannot. A tutorial should represent student-centred learning: the focus is on student participation, not on the tutor. At level 1, our tutorials are linked to the Study Skills module GEO163. The skills covered in the tutorials might include:

• How to organise work schedules
• How to take notes in a lecture
• How to approach the reading of literature
• How to take notes from books and articles
• How to argue for a particular viewpoint
• The development of skills in oral presentation
• The development of essay-writing skills
• How to evaluate and weigh up different levels of evidence, sometimes from competing viewpoints
• How to think independently

Tutorials at both level 1 and 2 also provide a contact for information and problems that might be of concern to students collectively or as individuals. This role is also played by a student´s Personal Tutor. Tutors can often act as useful intermediaries or links to the University administration. Tutors will handle any such personal issues in confidence where necessary.

At level 2 the primary aim of tutorials or workshops is to support modules such as GEO206 through discussions, debates, exercises, written assignments and the evaluation of items appearing on the syllabus of the lecture programme. It is the lecturer who sets the basis of the course, but the tutor who supports that course through the tutorial.

The operation of tutorials

Each tutorial meeting is a unique experience. There are no set rules for their operation. However, certain general forms of tutorial are often used, for example:

• Students have handed in essays prior to the tutorial and the meeting is used to generate feedback comments and discussion.
• Students have each been asked to read a different article relevant to a set topic, and the tutorial is used for a discussion to synthesise these articles into a general viewpoint.
• Students have all been asked to read the same material and the tutorial is used for extended discussion and commentary on the book or article consulted.
• Students swap the notes they have taken from a particular lecture, book or article and the tutorial is used for comparison and discussion leading to "best-practice" suggestions.
• Students present an evaluation of a current media story from a geographical perspective, working as a team in preparing oral presentations to give at the tutorial. This sort of tutorial arrangement is more likely at level 2 than at level 1.

You will come across many other examples. Different tutors conduct their tutorials in different ways, partly in response to the needs and interests of the students in their groups. However, the overall goals are clear: the tutorial is the opportunity for you and your tutor to evaluate your own goals, needs and achievements through discussion.

Golden rules about tutorials

• At the end of each tutorial everyone should know what has to be done in preparation for the next meeting. Everyone should then do it!
• Everyone concerned should from time to time have the chance to help in formulating the agenda for tutorials.
• You will get benefit from tutorials in proportion to the effort you put in.