5G -
Tracks
Track 7
| Wednesday, July 10, 2024 |
| 3:30 PM - 4:25 PM |
| Riverbank Room 2 |
Speaker
Dr Wendy Hargreaves
University of Southern Queensland
3:30pm - 3:55pm Building scholarly professionals: a pilot program for accenting scholarship in Student Learning Advisor practice at a regional Australian university.
3:30 PM - 3:55 PMFinal abstract
Focus
This presentation highlights and evaluates an initiative to support scholarly thinking and practice by professionally-classified workers in higher education.
Background/Context
Student Learning Advisors (SLA) contribute to student success effectively when their teaching of academic skills is embedded in courses (Maldoni, 2018). Like academics, SLA require mastery over and active scholarship in their content area (i.e., academic skills). Ironically, when classified as professionals, SLA’s personal development and scholarship in these skills are de-emphasised (Tran et al., 2019). To address the incongruity, a regional Australian university instigated a one-year, small-scale pilot program to accentuate including scholarship in the thinking and practice of professionally classified SLA.
Description
Eight SLA and a Project Lead at a regional Australian university participated in a pilot program to boost scholarship awareness and practice. During 2023, participants attended six two-hour online sessions. Sessions required participants to present research readings, facilitate discussion of applying the findings, work individually or collaboratively on chosen scholarship tasks, and to write reflectively on their experience in each session.
Method
Preliminary evaluative data on the pilot program were collected using three tools: an oral presentation of each individual’s experiences collated from their reflective writing; a mixed method, anonymous survey; and a 1-hour focus group discussion at the completion of the program. Data were analysed thematically.
Evidence
All participants reported that the program encouraged greater awareness of understanding, undertaking and/or applying scholarship in the SLA field. They cited positive influences on practice, including increased knowledge of learning advising content, meaningful discussions of application in their practice, and productive collaborations on research output.
Contribution
Findings suggest future programs that accent scholarship may bring positive change and deeper understanding of SLA thinking and practice.
Engagement
Throughout the session, I ask attendees: Would this program work in your Higher Education setting? What would you change and why?
This presentation highlights and evaluates an initiative to support scholarly thinking and practice by professionally-classified workers in higher education.
Background/Context
Student Learning Advisors (SLA) contribute to student success effectively when their teaching of academic skills is embedded in courses (Maldoni, 2018). Like academics, SLA require mastery over and active scholarship in their content area (i.e., academic skills). Ironically, when classified as professionals, SLA’s personal development and scholarship in these skills are de-emphasised (Tran et al., 2019). To address the incongruity, a regional Australian university instigated a one-year, small-scale pilot program to accentuate including scholarship in the thinking and practice of professionally classified SLA.
Description
Eight SLA and a Project Lead at a regional Australian university participated in a pilot program to boost scholarship awareness and practice. During 2023, participants attended six two-hour online sessions. Sessions required participants to present research readings, facilitate discussion of applying the findings, work individually or collaboratively on chosen scholarship tasks, and to write reflectively on their experience in each session.
Method
Preliminary evaluative data on the pilot program were collected using three tools: an oral presentation of each individual’s experiences collated from their reflective writing; a mixed method, anonymous survey; and a 1-hour focus group discussion at the completion of the program. Data were analysed thematically.
Evidence
All participants reported that the program encouraged greater awareness of understanding, undertaking and/or applying scholarship in the SLA field. They cited positive influences on practice, including increased knowledge of learning advising content, meaningful discussions of application in their practice, and productive collaborations on research output.
Contribution
Findings suggest future programs that accent scholarship may bring positive change and deeper understanding of SLA thinking and practice.
Engagement
Throughout the session, I ask attendees: Would this program work in your Higher Education setting? What would you change and why?
Biography
Dr Wendy Hargreaves is a Senior Learning Advisor at the University of Southern Queensland. She worked previously as a research assistant and as a music educator in primary, secondary and tertiary institutions in Queensland. Wendy’s PhD research focused on differentiating learners in jazz improvisation education, which resulted in multiple publications and international presentations, including at the International Conference for Research in Music Education. Since joining UniSQ, Wendy has worked as a Student Learning Advisor and begun contributing to scholarship in the field of Academic Language and Learning, and Open Educational Resources, while continuing to publish in music education. Wendy is lead editor of the widely read open textbook "Academic Success" – a handbook on study skills to enhance the first year experience of Higher Education students.
Ms Sophie Karangaroa
Curtin University
4:00pm - 4:25pm Celebrating indigenous self-determination: The journey of Noongar University students
4:00 PM - 4:25 PMFinal abstract
Focus: Presentation of preliminary findings and the development of an Indigenous research framework and methodologies.
Background/context: This presentation explores the experiences of Noongar and Māori university students at a university based in Boorloo (Perth) on Whadjuk Noongar Boodja (Country). Building upon works by Indigenous authors such as Behrendt (2002), Fredericks (2015, 2022), Nakata (2011) and Uink (2019), this study examines the ways in which Indigenous students navigate their Indigeneity in the white spaces of a western academic setting.
Description: This doctoral study highlights the aspirations of Noongar tertiary students. A written thesis will provide themes and reflective analysis emerging from the production of a short documentary series.
Methods: Informed by Participatory Action Research (Benjamin-Thomas et al, 2018; Dudgeon, Kelly and Walker, 2010) and Autoethnography methodologies (Smith, 1999; Smith et al, 2016; Whitinui, 2013) this study adopts a Kaupapa Māori approach (Smith. G, 2003) to honour and centre Indigenous voices. The research methodology prioritizes cultural context and individual narratives to authentically capture the experiences of Noongar and Māori students.
Evidence: Preliminary findings reveal themes of intersectionality, cultural identity negotiation, and maintaining community connections among Noongar and Māori university students. Through their narratives, shared via a five-part docuseries, HERDSA attendees will gain insights into how Indigenous tertiary students model self-determination and define success on their own terms.
Contribution: By foregrounding Indigenous voices and experiences, this study contributes to the broader conversation on Indigenous self-determination in higher education. Moving forward, the findings of this research can inform institutional practices and policies aimed at supporting the success of Indigenous university students and honouring their cultural diversities. The research primarily honours Indigenous worldviews in ways to further contribute to the aspirations of Aboriginal communities.
Engagement: Viewing excerpts of the documentary series will illicit discussion around how attendees position themselves within Indigenous university students’ learning experiences.
Background/context: This presentation explores the experiences of Noongar and Māori university students at a university based in Boorloo (Perth) on Whadjuk Noongar Boodja (Country). Building upon works by Indigenous authors such as Behrendt (2002), Fredericks (2015, 2022), Nakata (2011) and Uink (2019), this study examines the ways in which Indigenous students navigate their Indigeneity in the white spaces of a western academic setting.
Description: This doctoral study highlights the aspirations of Noongar tertiary students. A written thesis will provide themes and reflective analysis emerging from the production of a short documentary series.
Methods: Informed by Participatory Action Research (Benjamin-Thomas et al, 2018; Dudgeon, Kelly and Walker, 2010) and Autoethnography methodologies (Smith, 1999; Smith et al, 2016; Whitinui, 2013) this study adopts a Kaupapa Māori approach (Smith. G, 2003) to honour and centre Indigenous voices. The research methodology prioritizes cultural context and individual narratives to authentically capture the experiences of Noongar and Māori students.
Evidence: Preliminary findings reveal themes of intersectionality, cultural identity negotiation, and maintaining community connections among Noongar and Māori university students. Through their narratives, shared via a five-part docuseries, HERDSA attendees will gain insights into how Indigenous tertiary students model self-determination and define success on their own terms.
Contribution: By foregrounding Indigenous voices and experiences, this study contributes to the broader conversation on Indigenous self-determination in higher education. Moving forward, the findings of this research can inform institutional practices and policies aimed at supporting the success of Indigenous university students and honouring their cultural diversities. The research primarily honours Indigenous worldviews in ways to further contribute to the aspirations of Aboriginal communities.
Engagement: Viewing excerpts of the documentary series will illicit discussion around how attendees position themselves within Indigenous university students’ learning experiences.
Biography
A PhD candidate based in Boorloo (Perth), Sophie is Māori of Ngāpuhi and Ngāti Kahungunu origin. Currently working within Aboriginal research at Curtin University, Sophie completed a Master of Indigenous Studies, Otago University (Aotearoa) and BA TESOL, BYU-Hawaii (USA). Her doctoral focus is on celebrating Indigenous self-determination in higher education, specifically the learning journeys of Noongar and Māori university students.
Chair
Steven Warburton
Pro Vice-chancellor (Education Innovation)
The University of Newcastle
