Shifting Sands, Firm Foundations: Proceedings of the 2009 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa/New Zealand (ATLAANZ) (Auckland, New Zealand, November 18-20, 2009). Volume 5
Author: van der Ham, Vanessa, Ed.
Date: 2010-00-00
Type: Collected Works - Proceedings
Subjects: Foreign Countries,Conferences (Gatherings),Postsecondary Education,Academic Support Services,Team Teaching,Educational Cooperation,Writing Skills,Academic Advising,Doctoral Programs,Graduate Students,Supervisors,Content Analysis,Language Processing,Student Motivation,Self Control,Supervisor Supervisee Relationship,Student Diversity,Indigenous Populations,Cultural Differences,Disadvantaged,Student Needs,Culturally Relevant Education,School Holding Power,Mathematics Achievement,Student Attitudes,Writing Strategies,Nontraditional Students,Foreign Students,Evidence,Academic Degrees,National Standards,Alignment (Education),International Cooperation,Student Mobility

The 15 articles in this volume comprise the refereed proceedings of the 2009 ATLAANZ (Association of Tertiary Learning Advisors Aotearoa/New Zealand) conference. The first three chapters focus on collaborative work. In Chapter 1, Ann Pocock shares her experiences of working with other university support services. In Chapter 2, Berni Cooper and Simon Maxwell describe a team teaching programme aimed at improving academic writing skills of students in the creative arts. In Chapter 3, Deborah Laurs investigates the possibility of closer collaboration between learning advisors and doctoral supervisors. In Chapter 4, Cath Fraser, Emmanuel Manalo and Jenny Marshall report on an inter-institutional project to evidence the impact of learning support programmes. The next three chapters focus on the challenges of providing day-to-day learning support. In Chapter 5, Catherine Mitchell and Caroline Malthus address the complex skill of paraphrasing. Marcus Henning in Chapter 6 examines students' motivational and self-regulatory behaviours and in Chapter 7 Susan Carter examines boundaries in individual consultations. Chapters 8 and 9 highlight students' diverse linguistic and cultural needs. In Chapter 8, Kerstin Dofs and Moira Hobbs describe studies focusing on student usage of an independent language learning centre and in Chapter 9, Lily George, Gail Allan, Mavis Barratt, Sheree Thompson and Leeanne Tatana discuss the value of support programmes based on Maori (the indigenous people of New Zealand) cultural concepts in Maori student retention and success. The next two chapters focus on subject specific skills development work. In Chapter 10, Janet Harris addresses learning support needed to address the declining mathematical competence of students entering tertiary study. Shirley Porter in Chapter 11 examines students' perceptions of effective mathematics teaching and learning practices in a course with applications to economics and management. Chapters 12 and 13 focus on support for international students. In Chapter 12, Janet Counsell reports on students' use of writing strategies taught in a pathway course. In Chapter 13, Patricia Strang and Andrea Haines describe workshops designed to meet the varied needs of mature international students. The last two chapters locate university study and support in a changing global environment. In Chapter 14, Barry White explores the issue of why disciplines in universities defy normative definitions and in Chapter 15, Susan Carter examines generic doctoral support in relation to the European Union Bologna Process which aims to standardise degree credit ratings, promote shared best practice and encourage the transferability of doctoral education across national borders. (Individual papers contain tables, figures, footnotes, and references.) [This proceedings was published by the Association of Tertiary Learning Advisors of Aotearoa/New Zealand Inc. (ATLAANZ).]