1. Do I have to complete the fields on industry, progress, interest and estimate of work?
Yes, please. These are very important to Directors of Studies and Tutors and can be vital in the EAMC processes. In the case of the estimate of work, please give an honest assessment of the quality of the work actually done so far rather than an optimistic evaluation of how well the student might possibly do if all goes as well as possible. If you feel you cannot give that last estimate, it would be helpful if you could explain why to the Director of Studies.
2. What constitutes a missed supervision?
Supervisors should establish clear expectations on this at the start of term, notably if their own commitments limit their flexibility to rearrange supervisions. Guidance to students on this topic stresses that attendance at supervisions and completing work for them is mandatory, not optional. We warn students that to miss supervisions without good cause and/or without reasonable advance notice to the supervisor and other students is not acceptable. Good cause would include illness, serious personal or family issues, Faculty commitments, for final year students job or HE interviews, and such like. Extra-curricular activities would not usually be regarded as constituting just cause. Please tell us if a student does miss supervisions without good cause. It can be an important early indicator that we need to put extra support in place for them.
3. What should I do if a student persistently misses supervisions or fails to hand in work?
Please treat such behaviour as you would other serious academic or pastoral concerns as discussed in the section of this guidance on serious academic or other concerns.
4. How honestly critical should I be in writing a report? Or should I sugar coat?
The College would like you to be as honest as possible whilst balancing positive and negative commentary. Mention what has been done well as well as areas for improvement. For many students that will mean overwhelmingly positive commentary. In a minority of cases, it may mean commentary that the student will not particularly enjoy reading. However, an open and evidenced report may be vital in helping them to learn, grow and improve their performance. Unremittingly optimistic reports may not help the student. Disappointing results that follow unrealistic expectations can be particularly traumatic. Directors of Studies will have the opportunity to read reports before they release them to students. They can suggest changes if they feel there is a need. They can also add their own gloss to reports. If you are hesitant about what to include or the tone, please contact the DoS or Tutor. They know their students well enough to anticipate likely reactions.
5. I think a student could benefit from some extra tuition, how should I proceed?
Like all the Colleges, Queens' operates within the agreed supervision norms and guidance on group sizes. However, there may be cases where those teaching them feel that a student could benefit from some variation on the norms. This may emerge from an SpLD assessment or Student Support Document produced by the ADRC or through other routes. If you think a student may need some remedial additional teaching, please contact their DoS. We would not expect you to put in additional time and effort without the DoS’s agreement and, if it goes beyond the norms, that of the Senior Tutor.