Walking a Tightrope: The Balancing Act of Learning Advising. Refereed Proceedings of the 2007 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand. Volume 3

This volume comprises the refereed proceedings of the 2007 ATLAANZ (Association of Tertiary Learning Advisors of Aotearoa/New Zealand) conference. The first three chapters set the scene well for the breadth and depth of issues addressed by the authors. In Chapter 1, Andy Begg refers to his own educational journey in discussing the inseparability of educational experiences and outcomes from day-to-day life. In Chapter 2, Owen Ormsby stresses the importance of integrating the cultural attributes of indigenous people within education to achieve meaningful forms of success. Justin Heke, in Chapter 3, addresses the question of how to incorporate Maori (the indigenous people of New Zealand) perspectives and experiences into the content of national curricula. Chapters 4 to 6 address issues about the broader sense of identity of tertiary learning advisors. Susan Carter and Julie Trafford report in Chapter 4 on learning advisors' views about themselves and their work. Susan Carter in Chapter 5 then discuss how tertiary learning advisors consider it best to define their identity, practice, and profession. Barbara Morris in Chapter 6 examines the critical question of how the instruction and support provided by learning centres produce tangible benefits for institutes of technology and their students. The next three chapters describe initiatives in response to the ever-changing needs of students. In Chapter 7, Jude Robinson and Liz Kerry discuss methods for overcoming some of the social problems that online delivery of student support presents. In Chapter 8, Nishani Singh examines the appropriateness and practical implications of developing reflective skills in a postgraduate preparatory programme delivered offshore. And in Chapter 9, Caroline Malthus discusses issues arising from workshops to promote the development of students' spoken "literacy". In Chapters 10 to 12, the core tertiary learning advisor work of providing one-to-one support for students is examined. Margaret Wilson, in Chapter 10, investigates her own practice when working one-to-one with students on their writing. In Chapter 11, Catherine Mitchell looks into the facilitative role of emotions in one-to-one consultations. Then Lois Wilkinson, Natilene Bowker, Judith Deane-Freeman, and Sam Rullan discuss in Chapter 12 useful lessons learnt from an online pre-reading service they provide to distance students. The final two chapters in this volume deal with research. In Chapter 13, Emmanuel Manalo examines the role of research in the work of tertiary learning advisors. Then, in Chapter 14, Barry White describes an approach to teaching research methodology and interdisciplinarity workshops for postgraduate students. (Individual papers contain references.) [This report was produced by the Association of Tertiary Learning Advisors of Aotearoa New Zealand (ATLAANZ).]