Associate Lecturer (Tutor) job specification
We operate under the philosophy that in the best of classrooms, everyone
has something to teach and everyone has something to learn, including
the professor/tutor. Catherine College provides a safe place wherein
students, and especially women, can find their true voices and to
express them freely. The bonding that takes place in the virtual classroom
must accordingly be joined with a shared sense of respect and mystery
in the face of co-learners struggling to become their authentic selves
even when they have for so long been beaten down and forced to adapt
roles that conceal their true voices.
Your academic specialism or professional experience must be complemented
by a personal commitment to the education of adults and an appreciation
of the challenges for adult learners who are studying at a distance.
All teaching is in English and your proficiency in the English language
should be adequate to meet the requirements of the role.
As an associate lecturer, you should have
- a degree or equivalent, or a professional or vocational qualification
in the subject area you wish to teach
- an appreciation of how adults learn and an appreciation of study
- the ability and willingness to promote the learning of adults
through online instruction and interaction on our live chat rooms
- the ability to work with students from diverse educational, cultural
and work backgrounds
- the ability to work with students with disabilities
- a commitment to student-centred learning
- an understanding of and commitment to equal opportunities policies
- an organised and systematic approach to work
- the ability to work successfully in a team and independently
- good written and oral communication skills
- a commitment to personal staff development
- availability and accessibility to students
Information and Communication Technology
Since all courses taught by associate lecturers are web based, you
will need to have access to a computer and high speed internet access.
Information on computer specifications can be found at:
Associate lecturers are required to use ICT (e.g. email, student communications
on the college site) for administrative purposes and to make contact
with and respond to students, regional and faculty colleagues and
other associate lecturers. Catherine of Siena Virtual College's primary
mechanism for communicating administrative and some course information
is via email, and each tutor is provided with a personal email account.
Tutors are also required to access information relating to the student
group (e.g. student listings and details, timetables, cut-off dates).
This information is accessed online via the website and also provides
resources to help you in your role.
All Catherine of Siena Virtual College courses are web intensive meaning
that all teaching and student support is delivered online.
Course Start Dates
There are four academic terms in a calendar year. Classes generally
begin the first week of January, April, July and October. For 2010
the Academic calendar is as follows:
- Jan 4, 2010
- April 12, 2010
- July 5, 2010
- October 4, 2010
All academic courses run for 8 weeks. Skill building courses run
from 4 to 8 weeks.
Presently we have ten gender studies courses. We add three to four
new courses each year.
- Women in Islam
- Violence Against Women: Global Realities and Responses
- Prophetic Spirituality of Justice
- Role Perceptions of Women in Children's Literature
- Women's Ministries and the Christian Scriptures
- Women's Leadership According to Christian Tradition
Skill Building Courses
- Women Writing, Changing Lives
- Developing Gender Awareness for Empowerment
- Developing an Authentic Personality
- Developing Management Skills
Our process of ongoing feedback and student self-evaluation
Our courses have adapted problem-based learning and competency-based
evaluation designed for online learning in small, interactive groups.
Each course begins with a set of learning skills that are defined
in advance by the syllabus. In the course of each lesson, students
will be responding to a set of exploratory questions that enable them
to bring their previous training and life experiences to bear upon
issues/problems that are being examined in each lesson. As soon as
they post their responses to these exploratory questions online, (a)
they become available to all the other students in their learning
circle and (b) they gain access to the explorations of other members
of their learning circle.
A rapid give and take then takes place which allows them to discover
how students within different cultures and educational backgrounds
define and respond to the shared questions differently. Meanwhile,
at the same time as they give feedback to others, they will receive
feedback from persons with different backgrounds. Inside this process,
you as the Tutor offers your own reflections, support and words of
appreciation. The Tutor will also offer clarifying questions that
will invite the student to further examine and clarify the responses
that they have offered.
This teaching environment, in particular the incorporation of small
group learning and collaborative work, fosters self-reliance, problem
solving, and the recognition of the limits of a student's own knowledge
and skills. Thus, each course has its internal process of ongoing
feedback and self-evaluation.
Evaluation within competency-based learning
Within any given course, there are three ways of evaluating progress
in acquiring the performance skills to which the course is devoted:
1. Exploratory Questions
In our typical course, there are repeated opportunities for the student
to express herself/himself in responding to the Exploratory Questions
in each Lesson. These Exploratory Questions enable the student to
make use of personal experience, theoretical understanding, and verified
2. Giving and receiving feedback
After the students posts their hunches to the Probative Questions,
then there is the opportunity to learn from the responses of others.
This goes back to the realization that everyone has something to teach
in every course. The give and take that follows the posting offers
an opportunity to deepen ones understanding and to correct misleading
3. Mid-term and final essays
Half way through the course, students have the opportunity to display
their learning skills by doing a short independent analysis. This
usually takes a few hours. At the end of the course, each student
has the opportunity of doing a more extensive research project. This
may require anywhere between six and twelve hours. Details for how
to do this are supplied to students after the mid-term. In each instance,
the subjects chosen are from a list provided by the course moderator.
Coordination with local educational institution
The final grade assigned in any given course is adapted to mirror
the system already in place within each academic institution. For
those who require a final grade, we normally suggest that this process
begin with the student's self-evaluation in each of the three areas
named above. As Tutor you then respond to the student's self-evaluation
and assign a grade.
For institutions who prefer that the institution's coordinator assign
a grade, this modality is also generally accommodated. In this case
it is best to weigh how each component will contribute to the final
grade with the following breakdown:
25% Exploratory Questions
25% Giving and Receiving Feedback
15% Mid-term Essay
35% Final Essay