CRICOS No. 00213J Rena Frohman Language and Learning Adviser International Student Services/Faculty of Health November, 2011 AALL 10 th Biennial Conference Adelaide, SA Collaborative efforts work! Reflections on a two-year relationship between Faculty of Health and International Student Services - Language and Learning Unit.
12
Embed
Rena Frohman Language and Learning Adviser International Student Services/Faculty of Health
Collaborative efforts work! Reflections on a two-year relationship between Faculty of Health and International Student Services - Language and Learning Unit. Rena Frohman Language and Learning Adviser International Student Services/Faculty of Health November, 2011 - PowerPoint PPT Presentation
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CRICOS No. 00213J
Rena Frohman Language and Learning Adviser
International Student Services/Faculty of Health November, 2011
AALL 10th Biennial ConferenceAdelaide, SA
Collaborative efforts work! Reflections on a two-year relationship between Faculty of Health and International Student Services - Language and Learning Unit.
CRICOS No. 00213J
The Collaborative Initiative
FoH: 6 schools/4,000 students• Nursing & Midwifery & Public Health: 20% int’l/CALD and growing
ISS: Centralised Unit on 2 campuses• Previous workshops in FoH• Increasing focus: HRD students
Push factors• QUT Mission Statement• AUQA/TEQSA Audit• Good Practice Principles transforming into standards (Barthel, 2011)
• FYHE: transition pedagogy – greater collaboration between academics and professional staff (Kift, Nelson, & Clarke, 2010)
GOAL: provide support to growing demand
CRICOS No. 00213J
The Pilot Program
Scoping the Collaboration1. Which FoH students would have access?
– PhD, PG, UG?– Int’l/domestic NESB, CALD?
2. What types of support strategies?– Academic units/academic literacies?– Clinical Practice Placements?
3. What was the LLA’s role in the faculty?– Co-curricular/extra-curricular workshops?– PD Sessions– Curriculum/assessment development
CRICOS No. 00213J
Semester 1, 2010
From little things big things grow1. UG: 5 unit-specific workshops targeted:
– High failure rates & Advanced academic writing needs
Student/Academic Feedback3. Improve marketing4. Working, BUT not reaching enough students
PRIORITISING TENSION: LIMITED RESOURCES
CRICOS No. 00213J
Sem. 2, 2010 – Sem. 1, 2011
Development to 7 Strategies1. Academic Writing Skills Workshops
– ‘disciplined flavoured’ (Barthel, 2011)
2. Unit Specific Workshops for academic literacies3. PG Writing Circles4. Pre-clinical Placement Role Play workshops5. PD Sessions for academic staff6. Volunteering in Hospitals Program7. AT RISK intervention program
REACTIVE and PROACTIVE approaches blended to support students from transition through to more advanced levels of study
CRICOS No. 00213J
REFLECTIONS – Lessons Learned
Policy
Personal Philosophy
Practical Considerations
CRICOS No. 00213J
Lesson 1: Understand the Big Picture
Policy Enablers:• University mission statement• National policy changes
– (AUQA/TEQSA & GPP)• FYHE
Support comes from higher level stakeholders.When problems arise: management moves the
process along
Policy
CRICOS No. 00213J
Lesson 2: Evaluation builds legitimacy
Enablers:• Evaluation purposes
– Determine if collaboration meets students’ needs
– Build legitimacy with academic staffCollect Data: • As much as possible, in as many ways• Share outcomes w/academics Reflect on feedback w/ academics: builds
Enablers:• Faculty Champion required• Faculty support from admin teams required• Open Communication• Planning/Flexibility• Problem-solvingBuilding close academic/professional
relationship with constant scheduled & unscheduled communication is VITAL to deal with inevitable TENSIONS caused by unexpected changes.
Practical Considerations
CRICOS No. 00213J
Lesson 4: Collaboration requires long-term vision
Enablers:• Collaboration & change is ‘hard work’ (Kift, Nelson,
& Clarke, 2010)
• GPP Standards in AUQA/TEQSA = long term• Shared vision among all is VITAL for
sustained commitment• Communal willingness to support the goal
BUT for sustainability PILOT PROJECTS must be guaranteed through policy & funding
Practical Considerations
CRICOS No. 00213J
Lesson 5: Defining Identity
Enablers:• Understanding my main purpose:
– to help CALD students by developing a range of support strategies
• Believing FYHE/GPP momentum will increase and encourage institutional changes
TENSIONS: • Wanting to accept invitations to participate
in more roles/initiatives but limited by resources & time
Personal Philosophy
CRICOS No. 00213J
ReferencesBarthel, A. (2011). From good practice principles to standards.
Retrieved June 15, 2011, from http://www.studentservices.uwa.edu.au/__data/page/169199/Alex_Barthel_Keynote.pdf
Harper, R., Prentice, S. & Wilson, K. (2011). English language perplexity: Articulating the tensions in the DEEWR “Good Practice Principles”. The International Journal of the First Year in Higher Education, 2(1). 36-48. doi:10.5204/intjfyhev.2i1.51
Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1). 1-20. Retrieved July 14, 2011, from https://www.fyhe.com.au/journal/index.php/intjfyhe