Navigating the River: He Waka Eke Noa. Proceedings of the 2011 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (Petone, New Zealand, November 30-December 2, 2011). Volume 7
Author: Protheroe, Mervyn, Ed.
Date: 2012-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,College Students,Foreign Students,Comparative Analysis,Postsecondary Education,Electronic Learning,Plagiarism,English for Academic Purposes,Academic Achievement,Skill Development,Academic Discourse,Writing Instruction,Academic Probation,Student Evaluation,Conferences (Gatherings),Expectation

The 10 articles in this 7th volume comprise the refereed proceedings of the 2011 ATLAANZ (Association of Tertiary Learning Advisors Aotearoa/New Zealand) conference. In Chapter 1, Cath Fraser and Pam Simpson (&quot;Offshore-onshore: How international students' expectations of the New Zealand academic environment compare to their lived experience&quot;)explore how international students' expectations of the New Zealand academic environment compare to their lived experience; In Chapter 2, Adele Holland and Mary Silvester (&quot;The Poutama tukutuku metaphor and how it adds value to the tertiary learning journey&quot;) consider the Poutama tukutuku metaphor and how it adds value to the tertiary learning journey; In Chapter 3, Susan Carter, Ashwini Datt and Claire Donald (&quot;The pedagogy and practice of elearning: Looking back to redirect the flow&quot;) investigate the pedagogy and practice of elearning; In Chapter 4, Deborah Laurs (&quot;Avoiding plagiarism: Steering clear of the rocks&quot;) investigates plagiarism avoidance in the tertiary sector; In Chapter 5, Pat Straus (&quot;Drifting with the current or steering our own course? EAP practitioners in New Zealand&quot;) considers English for Academic Purposes in a New Zealand context; In Chapter 6, E. Marcia Johnson, Andrea Haines and Christina Gera (&quot;WaiBoost: An intensive cohort programme for developing tertiary-level academic skills&quot;) describe an intensive cohort programme for developing tertiary-level academic skills called WaiBoost; In Chapter 7, Bronwyn James (&quot;Creating a place at the table or getting a seat on the boat: Reflections on a strategy to position Academic Language and Learning work in relation to national agendas') offers some reflections on a strategy to position Academic Language and Learning work in relation to national agendas in an Australian context; In Chapter 8, Quentin Allan (&quot;KEYS to Academic Writing Success: A Six-stage process account&quot;) outlines an approach to empower first year undergraduate students with the confidence and skills to tackle their academic writing; In Chapter 9, Catherine Ross (&quot;Navigating towards success: Supporting students on academic probation&quot;) examines approaches to provide assistance for students on academic probation; and in Chapter 10, Sean Sturm (&quot;Invisible Ties: Finding Learning as it Happens&quot;) explores how tertiary educators can assess learning as it happens, to find the learning that goes on seemingly invisibly in the classroom. The proceedings also include a Preface and Acknowledgements, Foreword, Editor's introduction, and Appendix 1: Statistics related to the proceedings. [Individual articles may also include footnotes and appendices.]