By dr. Paula Jordão, Head of the Tutor Team

Although reality seems to have surpassed fiction, or more accurately, reality has unveiled the unimaginable, our aim is certainly still to maintain the high teaching standards of our Programme. And this we do by monitoring the mid-term evaluations for possible necessary additional clarifications or slight adaptations of the tutorial structure, among other measures. 

Since it may feel like it was a long time ago, it might be useful to remember that the tutorial mid-term evaluations were held online a few weeks before (what was supposed to be) the mid-term week. As was the case during the first semester, students were invited to fill out a survey on several components of tutorials, such as structure and the assignments that have been specifically designed for each tutorial series. 

In general, Area tutorials evaluations outcome not only reflects the high engagement but also the love of both students and tutors for their area of choice and expertise. This becomes evident through comments like “I really like the way my tutor is so enthusiast about our region. The case studies are very helpful to understand the reality of the region we are studying. Keep up the good work!”.

As previous evaluations have shown, it is in the core courses that we observe a larger differentiation of comments made by students. This is understandable, taking into consideration that in the core courses we see reflected the great variety interest in and understanding of content among students. 
An example of the above-mentioned variety can be found in the wish expressed by some Politics students to receive additional instructions on their country report assignment. Many others, though, seem to be satisfied with the information already published on Blackboard.

Overall, the vast majority expresses satisfaction with the discussion of case studies that help the application and understanding of concepts. This feedback not only gives tutors the opportunity to provide additional information whenever and wherever necessary. It is also a confirmation that they have taken the right decision regarding the choice of assignments to deepen understanding of and engagement with the content and to develop the academic skills connected to the Politics course. 

Philosophy of Science is a course generally considered as challenging by a great deal of students, since it teaches them to reflect on academic and existential matters in a way they had not yet faced. However, while concepts can sometimes be considered by students as ‘hard’ to grasp, debates are mostly welcomed as an adequate method to engage with the content of lectures. This is a course in which tutors play a crucial role. In some comments, students have expressed their disappointment with the (in their eyes) belated feedback provided to debates, even though the terms are clearly stated on the student guidelines. Once again, it is up to tutors to make clear to students that they will receive feedback on their group and individual work for debates once they receive their debate grades.

Finally, in International Relations, P2P assignments still seem to place some constraint on students who sometimes prefer a more ‘straightforward’ PP presentation or written assignment above online presentations.  Ironically, the present ‘Covid-19 times’ do show all of us that online tools are the only ‘reliable’ alternative tools we can use to proceed now that face to face teaching has become impossible.  

As mentioned above, reality has unveiled the unimaginable. It has also been challenging our resilience and imagination to deal with the unknown. Up until now, students, lecturers/tutors, and all supporting and managing staff have been able to meet this huge challenge in the spirit of dialogue, cooperation, and solidarity that characterizes our Programme.