CASUAL ACADEMIC STAFF GUIDE

Tutors are appointed as casual academic staff on a per semester basis for specific contact hours and duties (referred to as Teaching Activities) via the CAHP system. Other arrangements, such as fixed term appointments, may apply to staff appointed to coordinate a course.

Useful information regarding CAHP – including the Systems Training Hub, the CAHP approval process, payment schedules, FAQs and help cards – can be found via this link: Systems  Training Hub - Casual Academic Hire and Payment.

Casual staff recommended for appointments will receive an email (to the email address provided in the EoI) from the School Manager or their delegate (with an estimate of teaching activities) approximately 2 weeks prior to the commencement of each new semester. Please note teaching activities may change over the first few weeks of semester as enrolments are finalised.

As a casual employee:

1. your hours of work will vary from week to week, at the sole discretion of the University and otherwise in line with course needs and requirements as identified by you in consultation with the relevant authorised officer of the University;
2. there is no guarantee or expectation that you will have regular or systematic work or be offered ongoing employment; and
3. you will be required to work in accordance with the University’s operational requirements.
4. You are required to log in to the CAHP system to confirm your hours every fortnight when prompted to receive payment.

It is expected that staff will refer to their teaching schedule in the CAHP System for current teaching allocations.

New staff, or staff whose appointments have not been continuous, will receive a formal offer generated by the Workday system. This will be sent to either your student or personal email address (i.e. this may differ to the one provided in the EoI). For staff who were employed as a casual academic last semester, your engagement will continue under the terms of the Offer of Casual Academic Appointment that you have previously received and accepted.

After accepting your offer, you will also receive an email with your UQ credentials. Please then log into the CAHP system and enter the remainder of your personal details. If you do not receive this email, follow up with IT via this link: https://staff.uq.edu.au/information-and-services/information-technology/it-support.

Every UQ staff member is provided with an Outlook email address. Accounts are supplied and managed by Information Technology Services. For further information on setting up your UQ email address, refer to this link: https://staff.uq.edu.au/information-and-services/information- technology/email-and-calendars/setting-staff-email. Once set up, please use your UQ email for all official communication.

See also:

Casual Academics: https://staff.uq.edu.au/information-and-services/human-resources/casual-academics

UQ Casual Academic Staff Procedure

Schedule 3 of the current UQ Enterprise Agreement: https://staff.uq.edu.au/information-and- services/human-resources/enterprise-bargaining/agreement.

Faculty of Humanities, Arts and Social Sciences (HASS) and the School of Historical and Philosophical Inquiry (HPI) run paid training on the role and nature of tutoring for new tutors. These training sessions are not compulsory but strongly recommended, and are usually held during Orientation week of each semester. In addition to this, we encourage new tutors to watch the HPI Tutor Training video before their first tutorial (though this is not required training).

Further, all academic staff are required to complete five mandatory online training modules prior to commencing work. These include:

• • Health, Safety and Wellness Induction [1 hr]
  • Annual Fire Safety Training** [30 mins]
  • Staff Code of Conduct [45 mins]
  • Appropriate Workplace Behaviour [45 mins]
  • Casual Academic Employment Guide [30 mins]

**staff whose teaching activities do not include campus attendance are not required to complete this training.

Please refer to the ‘Learning’ link in Workday for access to all online modules.

Attendance at completed and verified required training is paid (there is no need to submit a timesheet). Where practical, mandatory training should be undertaken within the same fortnight.

Please also complete and return the induction checklist found at the end of this handbook.

The Institute for Teaching and Learning Innovation (ITaLI) also provide a wealth of resources for tutors at The University of Queensland available here: Working as a Tutor.

eLearning has an excellent online workshop on Blackboard functionality that you may find beneficial Learn.UQ Basics.

Payment

You should refer to your Teaching Allocation Letter from HPI School Manager for an estimate of your teaching activities and hours.

As a matter of practice:

1. You will need to confirm your teaching activity schedule in the CAHP system each fortnight from 6.00pm Thursday of pay week until 5.00pm Monday of non-pay week and submit a timesheet variation for any pre-approved additional hours worked each fortnight, or for additional activities such as mandatory training, or to remove activities and hours not worked.
2. This link explains how to submit a timesheet for pre-approved additional hours worked and adjustment of hours for work not completed as per schedule.

The University has taken care to ascertain and understand workload requirements and has set the expectations of work hours in the CAHP system. Given the seniority and independence of your position, you are expected to properly and appropriately manage your time and workload during the semester to ensure that you do not exceed these reasonable performance expectations

In the event you cannot perform the position within those hours, you are directed to raise this with the School Manager and seek written approval to work any additional hours. You will not be compensated for working any additional hours unless such approval is first obtained and provided to you in writing. Approval will not be unreasonably withheld in circumstances where you can demonstrate why additional work is required.

Casual Academic Staff mainly run tutorial groups and mark assessments. You should discuss requirements and expectations with your Course Coordinator. Tutorials are usually small discussions in groups offered to complement the material presented in lectures and expressed as "T" in the Course Profile.

Tutorials also include small group work within a 3 or 4 contact hour formatted course (represented as 3C or 4C). The School typically requires the delivery of 10 weeks of tutorials per course (unless otherwise advised by your Course Coordinator).

As a casual academic staff member, you are paid for both teaching delivery and the directly associated work time for tutorials/workshops under the following structure:

• Tutorial/Workshop 
• Standard Base Rate AC20A (or AC20E if you hold a PhD) 
  minimum engagement and payment of 3 hours for each teaching contact hour 
• Repeat Base Rate: AC20B (or AC20F if you hold a PhD) 
  minimum engagement and payment of 2 hours for each teaching contact hour 

The minimum engagement reflects the time required to undertake duties directly associated with the teaching activity and includes reasonable time for preparation, student consultation and contemporaneous marking. 

More specifically, the directly associated working time includes: 

Preparation: the preparation/review of lesson materials, reviewing course content and texts required to deliver the teaching content. 

Student consultation: answering student enquiries face to face and/or via email as instructed by your course coordinator. 

Directly associated and contemporaneous marking: marking of assessments which occur within the class or immediately before or after the class and transmission of results to the School.

Student Consultation

Student consultation and email communication with students is to be completed immediately before or immediately after your teaching session.   Example: If you teach from 1pm-2pm on Wednesday, student consultation should occur from 12pm-1pm and/or 2pm-3pm. 

 We recognise that the specified time to complete associated work may not be convenient or practical for you. You may teach back-to-back classes, have other professional commitments, study, or caring responsibilities. If the above arrangements are not possible you may formally request approval  to conduct student consultation at a day and time that suits you from the School Manager.   

 If you don’t make such a request, HPI will assume you will complete the one hour of associated work on either side of the allocated tutorial or workshop. 

 For general student enquiries, not specifically associated with the tutorial and outside the specified time, please refer it to the Course Coordinator (unless an individual flexibility request has been approved).

 It is recommended you set up an autoreply redirecting student emails to the relevant Course Coordinator.   A draft form of words follows for your consideration:

Thank you for your email.  Please note this inbox is not regularly monitored [optional text]. If you are getting in touch regarding COURSE CODE: COURSE TITLE, I will respond to your email (specify day and time either side of the tutorial, or the time approved under your requested flexibility arrangement).  If your email requires attention outside of this time, please forward your email to the Course Coordinator, NAME and EMAIL (with a cc to me), and they will attend to your query.

Course Coordinators will broadcast on Blackboard and announce in a lecture who students should be contacting and when.

Key steps for you

• Consider if you’re able to complete the hour of associated work either side of your allocated tutorial. 
• If not, email the School Manager, with a request for a flexible arrangement, and specify the day and time you would like to complete this work.
• Set up an autoreply from your staff email account, as suggested above.

In some circumstances (typically large courses) the School may appoint Lead Tutors. This role may involve a tutor assisting with the administration of the course, organising tutorial assignments to tutors, leading the design of tutorial exercises and content, leading marking and moderation exercises, organising tutor evaluations, and assisting with the finalisation of grades. Lead Tutors are usually experienced and successful tutors.

Guidance

The Course Coordinator should clarify expectations and how you will work with the Course Coordinator and other tutors during the semester. Some Course Coordinators may request to meet with tutors to discuss the course and its organisation, the assessment, timetables, and the expectations of tutors. Please ensure pre-approval has been obtained for payment to attend meetings.  Where staff are required by the School to attend meetings, they should submit a claim for payment.

Tutors must keep accurate records of tutorial attendance and of participation in tutorials and assessment.

Assessment

• Marking: must be completed electronically via Turnitin on Blackboard in the ‘Assessment’ section. The official deadline for all School assignments is 2pm on the due date, unless otherwise advised in the Course Profile (CP).
• Academic Integrity and Plagiarism: as stated in CP 5.4 and by submitting work through Turnitin, students are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted either previously or concurrently, in whole or in part, to this University or any other educational institution for marking or assessment’. Suspected breeches of academic integrity must be referred to the Course Coordinator.
• Please remind students they must keep the Turnitin receipt as proof of submission.

Extensions

Students may discuss extensions with you or the Course Coordinator, but must submit a formal application using the form in myUQ at: https://my.uq.edu.au/information-and-services/manage-my- program/exams-and-assessment/applying-extension. As a tutor, it is not your decision whether an extension will be granted.

Marking (routine tutorial/contemporaneous marking)

Tutors are expected to complete routine (contemporaneous) marking that arises from the tutorial session, is directly associated with it, and marked before the next regular timetabled tutorial session in the course. This might include tutorial attendance and participation, presentations and blogs, but excludes bulk marking of assignments (See Appendix 1 UQ Enterprise Agreement for further information).

Marking (Bulk Assignment)

Tutors contracted for marking can complete training using Turnitin – either online, or through the 1- hour session offered through Staff Development. In addition to this, there is information on marking in the relevant tutor training video section. For a #2-unit undergraduate course, tutors should expect to spend 1 hour per student on bulk marking (with an expectation that staff will mark 3,000 words per hour per student for first year courses, ~4,000 words per hour per student for second and third year courses, and ~4-5,000 words per hour for fourth year/Honours students). Tutors are expected to complete marking within the times specified by the Course Coordinator. This facilitates moderation and ensures assessment results are available to students in a timely manner. These expectations are subject to the arrangements for claiming payment outlined above.

1. In COUR1234, your marking is as follows:
   • Documentary Analysis – 20 minutes
   • Essay (2000 words) – 30 minutes
   • Take Home Exam – 10 minutes.

2. In COUR5678, your marking is as follows:
   • Participation – 0 mins (this counts as contemporaneous)
   • Dialogue – 25 minutes
   • Essay (1500 words) – 25 minutes
   • Exam – 10 minutes

Please note marking allocations may vary due to student numbers and will be finalised at census. This may impact on the number of items you are asked to mark but will not vary the time allocation for each single task. You may also be asked to mark varying numbers of different assessment tasks, e.g., 40 essays, 20 source analysis and 80 exams. The School has implemented guidelines to cap marking at a maximum of 120 hours each semester, with the following exceptions and special consideration.

Flexibility and Exceptions

Course coordinators may request exceptions to this guideline on a case-by-case basis, to be approved by the Head of School, where:

• The marker is experienced and has a demonstrated ability to manage higher workloads

• The marking is distributed evenly throughout the semester rather than concentrated in short periods

• The marker has no or minimal teaching responsibilities

• The marker has explicitly expressed willingness to take on additional hours

Exceptions should not generally exceed a total of 150 hours per semester.

Considerations for Special Circumstances

• First-time markers: A lower maximum of 80 hours is recommended for first-time markers to allow sufficient time to develop marking skills and efficiency.

• Teaching commitments: For casual staff with substantial teaching commitments (defined as 4 or more tutorials per week or teaching across more than 2 courses), a reduced marking allocation of up to 80 hours is recommended.

Re-mark Requests

Students may request a re-mark if they believe their result does not reflect their performance. Re-mark requests should be referred to the Course Coordinator and made via the formal process: https://my.uq.edu.au/information-and-services/manage-my-program/academic-progress-and-final- results/querying-result.

  Disability Access Plans (SAPD)

Course Coordinators will notify tutors of students with Access Plans and advise reasonable adjustments. For further information refer to https://www.uq.edu.au/about/disability-services.

Lecture Attendance

Tutors may attend course lectures at their own discretion but are not required to do so and attendance will not be paid. Where Course Coordinators or other authorised staff (with prior approval of the Head of School or School Manager) require casual academic staff to attend lectures or tutorials in preparation for teaching their own tutorials or delivering their own lectures, or meetings for moderation, the casual academic staff member will be paid for their attendance.

Course Teaching Feedback

The administration of the course teaching feedback surveys is governed by the Student Evaluation of Course and Teaching Procedure. It can be used by you to reflect upon your casual academic activities. This feedback can be used to maintain standards and improve performance.

This procedure details the processes and requirements for preparing and delivering these surveys and is centrally managed by the Student Surveys and Evaluations Team (SSET) within the Institute for Teaching and Learning Innovation (ITaLI).

• Within the broad guidelines of the Policies and Procedures of the University and The University of Queensland Enterprise Agreement  2021 - 2026, the specific roles and responsibilities of tutors are specified by Course Coordinators on a course-by-course basis.
• Casual tutors are academic employees of the University and are required to adhere to the Code of Conduct.  They also have a duty of care to students.
• Tutors must be familiar with UQ Assessment Policy and Procedure.
• Please read the UQ Staff Code of Conduct carefully.

The University of Queensland is committed to promoting and fostering a University environment that is safe, respectful and free from all forms of Sexual Misconduct and Gender-based Violence.

Sexual Misconduct is unwelcome behaviour of a sexual nature without consent and includes behaviour that could amount to a Sexual Offence and/or Sexual Harassment.

Gender-based Violence is any form of physical or non-physical violence, harassment, abuse or threats, based on gender, that results in, or is likely to result in, harm, coercion, control, fear or deprivation of liberty or autonomy.

Where a casual staff member holds direct power or influence in relation to a student, they must not initiate, cultivate or engage in an intimate relationship with the student.

If an intimate relationship of this nature exists, whether existing or previous, this must be disclosed. You should promptly discuss the risks with either the School Manager and/or Head of School, declare a Conflict of Interest, and ensure that you are not tutoring or marking any of the work of this student. Any pre-existing relationships must be disclosed, and can be managed, with input from the School Manager and/or Head of School.

Casual academic staff must act with awareness of the power and influence dynamic with students and ensure that professional boundaries are maintained and enforced. Crossing a professional boundary with a student commonly results from a blurring of professional and personal roles. Professional boundaries include:

1. Communication – including respectful language, tone, frequency, and platform used for interactions.

2. Physical interaction and contact – ensuring all physical interactions are appropriate, culturally sensitive, and professionally justified;

3. Time and access – managing the amount of time spent with students and the contexts in which access is granted;

4. Gifts, favours and preferential treatment – avoiding actions that may create real or perceived bias or obligation; and

5. Disclosure of personal or sensitive information – maintaining a clear separation between personal life and professional responsibilities.

• While responsibilities specified under these policies rest primarily with the University, the Head of School or the Course Coordinator, a tutor is often the first member of staff who becomes aware of student difficulties. If a tutor becomes aware of any student facing personal or academic difficulties, it is important to raise the matter with the Course Coordinator and/or advise the student to seek assistance from Student Services or the University Health Service, as appropriate.

• Counselling: The rapport that develops between tutor and students can cause students to see the tutor as a friend and advisor. From this a student may develop the expectation of counselling. This is not part of the tutor’s responsibilities. Tutors should exercise discretion and avoid potentially compromising situations, particularly when dealing with vulnerable students. Tutors are advised to refer students to either the Course Coordinator or Student Support for appropriate assistance.

• In your work as a casual academic, you may be in a position to influence outcomes for students. Personal relationships between students and staff must not interfere with, be perceived to interfere with, or influence practices in the workplace. A personal or sexual relationship with someone you supervise (as a tutor or marker) is strongly discouraged by the University. Personal relationships between staff and students raise ethical concerns that staff need to consider carefully due to the inherent power imbalance. These relationships can create the potential for abuse of position. Such relationships are a conflict of interest. Consequently, if a personal or intimate relationship commences, it must be disclosed (please refer to the Code of Conduct). You should promptly discuss the risks with either the School Manager and/or Head of School, declare a Conflict of Interest, and ensure that you are not tutoring or marking any of the work of this student. Any pre-existing relationships must be disclosed, and can be managed, with input from the School Manager and/or Head of School.

• Plagiarism: UQ Policy on plagiarism is clear and noted in all ECPs. If a tutor becomes aware of plagiarism or behaviour that may constitute other Academic Misconduct, they must immediately notify the Course Coordinator.

• SI-net Access: Tutors will not have staff access to student records (SI-net). Any SI-net information required by tutors can be obtained, in accordance with relevant University policies, by the Course Coordinator or School administrative staff.

• Lost Property: At the end of a tutorial session tutors should quickly scan the room for student property left behind. Lost property can be taken to the School Office (1-E306).

• Security: As in any large community, theft is a problem. You and your students should be vigilant with valuables.

• Personal safety: Security is available 24 hours a day, 7 days a week and can be called on 336 53333 in case of emergency. UQ SafeZone is a free smartphone app that connects staff and students with Security and emergency services during a first-aid or an emergency situation on UQ campuses and sites. You can download the UQ SafeZone app from the Apple App Store and Google Play Store. Install the app and run through the sign-up procedure to register for the UQ campus or site you attend.

• Suspicious activities: Regardless of how trivial they may seem, please report this to Security on 336 51234.

Photocopying

Photocopiers are located on Level 5, Michie Building and the School Office, Level 3 Forgan Smith Building. Photocopying required for tutorials is the responsibility of the Course Coordinator.

Student Consultations/Meeting Rooms

The School meeting room [1-E344] is available for student consultations if required. Further meeting rooms can also be booked via UQ Book-it (https://uqbookit.uq.edu.au/).

Employment Conditions for Casual Academic Staff

The terms and conditions of your employment are set out in your contract of employment.

Tutorial Troubleshooting

Throughout the course of any teaching semester, you may come across a number of new and tricky situations. The following pages outline some tips and tricks to help you navigate these situations.

Student Behaviour

If you notice that students are not engaging or contributing in class, try changing the structure of your tutorial. If you usually engage the whole class in discussion, try smaller group work. You could use an activity (i.e., the “think, pair, share” method) to encourage discussion among students. Once your students are more comfortable discussing the course content with each other they will be more comfortable and willing to share with the rest of the class.

If an individual student is regularly contributing too much in your class, incorporate their responses into the class discussion and ask other students to build on or analyse their points. Make light of the situation – ask to hear from someone else, remind them of their participation obligations. Use group or pair work more frequently in tutorials so that you can disperse these students among others who are less inclined to contribute.

You may come across a particularly challenging student, for example one who continues to talk while you are addressing the class. In these instances, you could keep talking deliberately and loudly in their direction, or “wait patiently” for them to stop talking (making it obvious that they are interrupting the class) then continue with the class once they have finished speaking. Alternatively, you could ask the student(s) to stop their conversation and remind them of the class environment and the associated expectations. You could also address them and explain this privately after class. You are not there to discipline these student(s) and it is crucial that this kind of behaviour does not influence the rest of the class experience.

Content Delivery

In tutoring for a new course, it is highly likely that you will come across new or unfamiliar content either in a specific tutorial or in the course more broadly. The key to delivering unfamiliar content with confidence is being prepared. In preparation for the tutorial read any required and recommended readings and access any available lecture notes. Asking other tutors or members of your teaching team how they plan to approach the content for that week is a useful way to gauge your understanding of the topic and the effectiveness of your class. Another way to ensure your understanding of the material is to ask your course coordinator for the main “take aways” or “big idea” of this topic. If you are having trouble understanding the content or knowing where to start, there is a high chance that your students will too. Take the time to familiarise yourself with introductory sources or overviews of the topic. It will help your understanding as well as your students.

In exceptional circumstances there may be a requirement to deliver your tutorial online. If your class has to adjust to an online format unexpectedly there are a number of steps you can take to ensure that this process is as smooth as possible. Take some time to reassure your class and make sure that they have received a clear and timely announcement about the specific changes to your course/class. Pass on any information as early as possible, through Blackboard announcements and email updates. Make any new expectations clear (i.e., Will your students need to attend a Zoom tutorial? Will this be at the same time? Will they need to prepare for this class in a different way?). If necessary, create and share the Zoom link as early and clearly as possible. It is important that you adapt your lesson to fit a Zoom format where necessary. Adapt or remove any activities which would not work on Zoom and manage your expectations around class participation.

Please complete this checklist within 1 week of commencement of semester, and return a
signed and dated *copy only* to the School Manager (retaining the original for your reference).