ATPSWG/09/02/B
UNIVERSITY OF SUSSEX
ASSOCIATE TUTOR POLICY & STRATEGY WORKING GROUP
POLICY ON ASSOCIATE TUTORS
1. Associate tutors are a diverse group working on a variety of tasks and who make an important
contribution to the delivery of our curricula by teaching on components of our courses.
2. This contribution by associate tutors needs to be fully integrated into School and departmental
learning and teaching strategies, with reference to University-wide strategies.
3. It is the aim of the University to ensure that teaching by associate tutors is managed efficiently and in
accordance with the appropriate quality assurance standards.
4. Associate tutors must be recruited, appointed, trained and managed in accordance with the
procedures set out in the document 'Procedures for the appointment of associate tutors'.
5. Range of duties (based on teaching and learning need):
5.1 Associate tutors will be expected to undertake some or all of the following tasks depending upon the
requirements of the specific post or posts allocated to them: teaching, associated preparation, setting
and marking of student assessments, feedback to students, associated record keeping (e.g. via Sussex
Direct and marks audit trails) and attendance at departmental meetings as required.
5.2 Unless contracted to a post on the appropriate role profile, associate tutors should not be expected
to design modules or to construct reading lists.
5.3 Unless contracted on the appropriate role profile, associate tutors should not be expected to provide
pastoral advice/support to students; this should be provided by the University's student support systems.
5.4 These tasks are related to role profiles A, B and C which have been approved by xxxxxxx. The
University believes that there is a business need for all three role profiles. The Head of School is
responsible for approving all Associate Tutor posts. This responsibility may not be delegated for posts
matched to role profiles B and C. Associate Tutors may be employed on more than one role profile.
5.5 Associate tutors should not be expected to write references on behalf of the University.
5.6 Associate tutors who are providing seminar/tutorial/workshop support for a series of lectures must
be familiar with, or must familiarise themselves with, the lecture content. If they are required to attend
the relevant lectures they should be paid for this.
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5.7 Associate tutors should not be expected to undertake work beyond the extent of their contract and
Heads of School are expected to manage this.
6. Generic training in pedagogical techniques:
All associate tutors should have access to appropriate staff development. The University’s provision
currently has three different stages:
6.1 “Preparing to Teach”: an online module which is open to all at the University of Sussex. DPhil
students applying to teach at Sussex will be encouraged to work through the relevant sections of this
module.
6.2 “Starting to Teach” modules (A and B), tailored for different associate tutor roles. It is expected that
in order to meet the requirements of Associate Tutor A or B, an associate tutor should have registered
for the relevant ‘starting to teach’ module, and that the module will be completed by the end of the first
term of teaching.
6.3 The “Professional Portfolio” module. It is expected that in order to meet the requirements of
Associate Tutor C, an associate tutor should normally have prior experience of teaching in higher
education. In addition, associate tutors filling level C roles will be encouraged to undertake professional
development appropriate to their context, by completing the ‘professional portfolio’ module for example,
or attending a series of Teaching and Learning Development events.
7. Provision of resources:
7.1 Schools should provide the resources necessary for associate tutors to undertake their teaching
duties, including access to appropriate workspace, photocopying, Library, computing and IT facilities.
7.2 Schools should grant access to a room (subject to availability) to enable tutors to hold appropriate
office hours at which they could provide students with feedback. Associate tutors have no entitlement to
office space.
8. School induction:
It is the responsibility of the Head of School (normally via the module convenor1) to ensure that
associate tutors receive the appropriate induction and are made aware of what is and is not required of
them. The following must be provided to associate tutors and explained to them:
8.1 The aims and learning outcomes of the academic course(s) of which the module they are teaching
forms a part; also how the particular module being taught forms part of the wider degree course.
8.2 Requirements when marking work (including guidance on time to be allocated to each script).
‘Module convenor’ in this context and throughout the document refers to the member of staff responsible for the
whole module
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8.3 The relevant marking scales, assessment criteria, marking schedules and model solutions where
appropriate.
8.4 The policy on, requirements for, and methods of, giving feedback to students.
8.5 Where relevant and within the requirements of the post allocated, full information on formal
examinations and assessment procedures; tutors acting as examiners, must be given a copy of the
Handbook for Examiners.
8.6 Policy and requirements for obtaining evaluations on modules by students, and of the particular
method of module evaluation to be used for the module on which they are teaching.
8.7 It is good practice to provide an induction pack which includes

general information about the department and School (contact points etc)

all relevant module documentation and course handbooks, including reading lists

statements of the expectations of associate tutors and of module convenors in respect of
associate tutors.
8.8 In line with the Disability Discrimination Act (DDA), Associate Tutors are required to make
reasonable adjustments to support disabled students and are able to access guidance on this, and the
development of inclusive teaching practice, from the Student Support Unit.
8.9 The University of Sussex is positive about the development of an inclusive community, and all staff
are required to take account of our policies relating to equality and diversity. It is the responsibility of all
teaching staff to familiarise themselves with the support needs of individual students within their
teaching groups and information regarding individual packages of support is available on Sussex Direct.
9. Briefing and induction on assessment:
9.1 Where associate tutors are to be involved in summative assessment, the following must be
provided:

advice on formal examination and assessment procedures.

the relevant Handbook for Examiners.

University policies on granting of extensions/late submissions.
9.2 On first appointment, associate tutors will be assisted in the routines of marking, where contracted to
do so, by the module convenor. Associate tutors must conform to the approved University procedures
for the marking of work which contributes to classification, the requirements for which are determined by
the Teaching and Learning Committee in accordance with the procedures approved by the relevant
University committees.
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10. Support and guidance:
10.1 It is the responsibility of the module convenor, and ultimately of the Head of School to provide the
guidance and support required by associate tutors.
10.2 Associate tutors will be encouraged to discuss problem scripts with module convenors.
10.3 Mentors should be provided for all associate tutors with less than 3 years teaching experience and
they should hold meetings at least once a term.
10.4 Associate tutors must be informed of the outcomes of student evaluations of the module on which
they teach and be provided with appropriate support and guidance where there are indications that
improvements could be made.
11. Peer observation of teaching:
The observation of teaching by associate tutors (on a sampling basis) must be included in School
arrangements for peer-observation of teaching.
12. Moderation of marking:
Mechanisms should be instituted for moderating all modulework or examinations marked by associate
tutors undertaking work covered by role profiles A and B.
13. Postgraduate students appointed as associate tutors:
13.1 In the case of postgraduate students acting as associate tutors, the implications for the completion
of the student's thesis must be considered; the approval of the student's Director of Doctoral Studies (or
equivalent) should always be obtained before the student is appointed; and the amount of teaching
allocated must take account of employment law restrictions (for example, overseas students must not
work for more than 20 hours per week in total during term-time), and any restrictions placed by funders
of studentships.
13.2 Postgraduate tutors will be required to include a brief report on their teaching activities and any
impact on the progress of their research, as part of the annual review process.
14. School and Departmental meetings:
14.1 Heads of School will be responsible for ensuring that there is appropriate associate tutor
representation at School and Departmental meetings.
14.2 Matters relating to associate tutors (including budgetary, academic, resource and support issues)
will be included as a regular agenda item at School Teaching and Learning Committee meetings, with
an annual report to the University Teaching & Learning Committee.
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14.3 Heads of School or nominee will hold a meeting with all their associate tutors at least twice a year.
15. Oversight and management of associate tutor matters:
15.1 It is a requirement that at School level there will be a named member of faculty who will oversee,
and advise the Head of School on, matters relating to associate tutors within that School.
15.2 Heads of School must sign an annual statement to confirm that they are compliant with this policy.
16. Monitoring and Review:
16.1 The Teaching and Learning Committee will, after appropriate consultation, review this policy at
least biennially to emphasise its collective ownership. The Chair of Teaching and Learning Committee
will be responsible for ensuring changes of policy are implemented.
Prof Joanne Wright
Pro-Vice-Chancellor (Education) & Chair of Associate Tutor Policy & Strategy Working Group
March 2009
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