TDU Talk
Issue 2 – August/September 2012
Supporting International Students
1
contents
Introduction1
International Services Office - a part of Student and Academic Services Division
2
The Code of Practice for the Pastoral Care of International Students
3
Learning Development Opportunities for International students Andrea Haines, Team Leader, Student Learning
4
International Student Support - Faculty of Education
5
How the Waikato Management School supports International students –
Miao Fan, International Consultant
7
Experiences of International students in New Zealand –
Ministry of Education 2007 report
8
Understanding Culture - Andrea Perry, International Student Advisor
9
Things to think about when planning your teaching
11
TDU Workshops and upcoming events
14
Food for Thought
15
Professional Development
16
HERDSA (Higher Education Research and Development Society of Australasia Inc)
18
AKO Aotearoa (National Centre for Tertiary Teaching Excellence)
19
A centre for celebrations—The Lady Goodfellow Chapel
20
Teaching Development Unit
Wahanga Whakapakari Ako
University of Waikato
Private Bag 3105
Hamilton 3240
New Zealand
Phone: +64 838 4839 Fax: +64 838 4573
E-mail: [email protected]
www.waikato.ac.nz/tduw
Introduction
Welcome to the August/September 2012 edition of TDU
Talk.
This magazine issue is focused on helping staff to understand how to
better support international students and to let staff know how some
faculty are doing this.
Although the ideas and suggestions are focused on the teaching of
international students, the pedagogy and strategies are relevant for
teaching all students.
Underpinning many of the suggested teaching strategies is the view
that new and not so new international students require additional
patience and coaching from teachers to help them adjust to the
different culture of university study in New Zealand.
The magazine also has input from Student Learning, Faculty of
Education, School of Management and the International ServicesOffice.
Working with international students can provide opportunities for wonderfully enriching teaching experiences.
We hope the information and ideas will help you make the most of these opportunities.
Best wishes Trudy and the TDU Team
Welcome Lissa!
TDU wishes to welcome Lissa Smith, their new Department
Administrator.
Lissa joined TDU on 16 July 2012 after an extensive career in local
government working for Hamilton City Council for 18 years. She also
previously worked for a not-for-profit health service provider funded
by Ministry of Health and most recently, for Prima Group Limited, an
intellectual property commercialisation business unit owned by Wintec.
Lissa came to New Zealand 25 years ago from Manila, Philippines
where she studied Bachelor of Commerce major in Accountancy.
She then gained three more qualifications in NZ; NZ Diploma in
Business (Wintec), Certificate in Supervisory Management (Waikato
Polytechnic) where she was awarded top student award by NZ Institute
of Management and excellence in supervisory management studies by
Waikato Polytechnic, and Certificate in Office Technology (Waikato
Polytechnic). Lissa is an avid supporter of rugby — union, league, 7s
and touch. She manages a junior rugby team on behalf of Fraser Tech Rugby Football Club. Outside work, she
enjoys spending time with her family and friends, nature walks and, when time permits, tramping.
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International Services Office
The International Services Office (ISO) is a part of the Student and Academic Services Division and is located
in the Student Centre (Library Building). They are a team of Student Advisors and Administrators tasked with
providing services and pastoral support to our international students once they arrive to begin their studies.
Their tasks include:
• providing an on-line pre-departure guide for intending students
• running orientation sessions for new students
• overseeing the University’s Immigration New Zealand requirements and compliance. We offer a Student
Visa renewal and Graduate Job Search Visa service to students
• overseeing the University’s Medical and Travel Insurance compliance and assisting students with accessing
their insurance
• providing pastoral care (support, advice, information, referral…) to all enrolled international students. This
includes intensive monitoring and support of some specific cohorts
• contracted services for Ministry of Foreign Affairs and Trade funded scholars from developing countries
• assisting with the monitoring of the University’s compliance to the Code of Practice for the Pastoral Care of
International Students (the Code)
The ISO is available to assist students and staff with any
issues relating to international students. Their contact
details are here: http://phonebook.waikato.ac.nz/dept/INSO.
shtml; phone the Student Administration team on 838 4176;
or come in and see them on Level 2 of the Student Centre.
You can also check out the international website for more
useful international student information: www.waikato.
ac.nz/students/international/
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The Code of Practice for the Pastoral
Care of International Students
The Code of Practice for the Pastoral Care of
International Students (the Code) provides a
framework for education providers to ensure a high
standard of care and wellbeing is maintained for
international students while they live and study in
New Zealand.
The Code is established under section 238F of
the Education Act 1989. The Act requires that a
provider must be a signatory to the Code in order
to enrol international students. The University of
Waikato is a signatory to the Code.
The Code sets standards for education providers to
ensure that:
• high professional standards are maintained
• the recruitment of international students is undertaken in an ethical and responsible manner
• information supplied to international students is comprehensive, accurate, and up-to-date
• students are provided with information prior to entering into any commitments
• contractual dealings with international students are conducted in an ethical and responsible manner
• the particular needs of international students are recognised
• international students are in safe accommodation
• all providers have fair and equitable internal procedures for the resolution of international student
grievances
More detailed information on the Code requirements can be found on: www.minedu.govt.nz/
Useful Resources:
New to New Zealand – Ethnic Communities in Aotearoa: a handbook and a great resource with cultural
information on 44 different ethnic groups. www.ethnicnztrust.com/
New Zealand Trade & Enterprise: Explore Export Markets
For those travelling overseas, or if you just want to find out more background on a particular country,
this is a great place to source information. www.nzte.govt.nz/explore-export-markets/Pages/ExploreExport-Markets.aspx
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learning development opportunities
for international students
Talking with Team Leader, Andrea Haines.
Student Learning is keen to ensure that international
students are fully engaged in the University of Waikato
student experience.
Whether students are enrolled in undergraduate or
postgraduate degree programmes, the Student Learning
team is available to assist your students to adapt
successfully to the demands of academic study in New
Zealand. “We are concerned that some international
students might not be aware of our services and are
missing out on the opportunity to work with our learning
developers,” said Team Leader Andrea Haines.
Student Learning provides a drop-in service for quick queries, such as how to interpret an assignment task,
how to reference a particular source, or how to handle specific needs related to study skills and assessments.
These sessions are offered daily from 8.30am to 9.00am and from 12 noon to 1.00pm during the teaching
semesters.
Students can also book individual 50-minute appointments (one per week) with a learning developer for
more intensive work, such as structuring an assignment or improving coherence and cohesion in writing.
Alternatively, they can receive assistance online if they are enrolled in a BLK or NET paper.
Students are encouraged to make use of a wide range of online academic skills workshops where they can
learn about, and practice, skills related to assignment writing, academic honesty, grammar, and pronunciation.
Self-paced development of all of these skills is particularly important for international students. Face-to-face
study skills workshops are offered at the start of each semester and address such topics as writing techniques,
time management, creating notes, preparing for tests and exams, and making presentations. The workshops
provide excellent opportunities for students to learn tips and techniques to improve academic performance
and to meet and mix with others from across the university. “These sessions are more specifically aimed at
first-year students, but everyone is welcome to attend,” said Andrea.
The themed workshops we run for international students enrolled in the Faculty of Education provide
opportunities for students to meet others and explore a range of topics related to successful performance in
assessments. “We are also concerned that postgraduate students might find independent study an isolating
experience, particularly if they do not have social networks in New Zealand,” said Andrea.
Student Learning also offers the Doctoral Writing Conversation (DWC) meetings every Friday morning as
a means to encourage cross-disciplinary discussion of doctoral research and writing. All doctoral students
are welcome, and the DWC environment can provide both information and opportunities for international
and domestic students to network with each other and with academics from a variety of Faculties. The key
message for staff is that, if you have international students in your programmes who are struggling or who
are capable of achieving better grades than their current
work reflects, you are encouraged to refer them to Student
Students are encouraged
Learning. Giving specific feedback on areas requiring
to make use of a wide range
attention will enable them to work with your student so
of online academic skills
that they can improve, achieve, and enjoy their time at The
workshops.
University of Waikato.
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INTERNATIONAL STUDENT SUPPORT
Faculty of Education
The information in this article shows how one
Faculty is working to support international
students.
The Faculty of Education is committed to supporting the
pastoral care and learning needs of all international students.
To ensure that all staff have an understanding of these duties
and responsibilities, the Faculty of Education has in place
an administrative committee (ISSC) where all departments
are represented. This ensures that information, concerns and
activities are reported to all departments. There is also a
student representative.
The Faculty of Education International Student Support Committee (ISSC) has the overall responsibility to
monitor and attend to the individual and collective welfare of international students in the Faculty.
We do this by:
• responding to students’ academic and social needs
• gather and share information on relevant aspects of students’ cultural backgrounds
• support existing department-based advisory systems and advise them on the particular needs of
international students
• provide opportunities for international students to meet on an informal basis, i.e. orientation, morning teas,
welcome and farewell functions
Monitoring and reporting:
• progress reports are given to lecturers for comments each semester
• the academic adviser meets with students who are not meeting course requirements and suggest ways to
improve
• arrange for tutoring where possible
• continue to monitor progress
Support for academic learning:
• weekly themed FEDU drop in workshops for students
• Masters’ thesis preparation workshops for NZAID / MFAT students
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Best practices:
•regular communication with students
•meeting with lecturers to discuss student progress /
achievement / concerns
•on-going support
•awareness of needs of students
•present the human face
One of the new ways Faculty of Education supports their
international students is through their 50 minute themed
workshops.
•Topics
•Planning your semester and revisiting referencing
•Getting “on track” with your assignments: The Art of
Planning
•Enhancing your reading and note making skills
•Getting to “grips” with paraphrasing and summarising
•Constructing a convincing argument
•Academic style: Improving your written expression
•Revisiting literature reviews
•Effective presentations for a variety of audiences and
purposes
•Charting the journey: The place of critical reflection in your
academic learning
• Open session and wrap-up for semester
Tutors also offer drop-in appointments following the workshop. These are short (10 minutes) one-to-one
sessions where students can discuss a specific aspect of their work.
Students are encouraged to bring current work with them for discussion and feedback.
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How the Waikato Management School
supports international students
Miao Fan International Consultant
The workshops listed below are bookable by students through
the Management School’s MyWeb. These workshops cater for
student at all levels and aim to bridge gaps between students’
prior learning experiences and the experiences they will have while
studying in the Management School at the University of Waikato.
By and large the workshops are attended by international students.
In previous years, up to four other topics have been presented.
Staffing capacity and demand are considerations; the eight topics
offered are ones that students always seem to gain a great deal
from.
• Learning to Succeed Workshops
• What Waikato Management School lecturers expect of you?
• Critical reading and thinking
• APA Referencing: Avoiding plagiarism
• Writing assignments: Essays
• Writing assignments: Reports
• Journals and reflective writing
• Group work
• Oral presentations
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experiences of international
students in new zealand
– Ministry of Education 2007 report. www.educationcounts.govt.nz/publications/international22971
International students from secondary schools,
universities and institutes of technology and polytechnics
(ITPs), private training establishments(PTE) and English
language schools(ELS); 8,944 students were contacted to
participate in the research.
There were 2,677 respondents of which:
• 1,365 were males (51%)
• 1,306 females (49%)
• 75% resided in the North Island
• 53% had been in New Zealand for more than a year
• 1,136 of the respondents were at university (42%)
• 415 were at ITP (16%)
• 659 were at PTE / ELS (25%)
• 467 were at secondary school (17%)
The mean age of the respondents was 22.9 years.
Some Key Findings
• the most challenging academic activities were making oral presentations, taking exams and writing
assignments
• the least challenging activities were understanding teachers, taking notes in class and completing
assignments on time
• Secondary school and PTE / ELS students in 2007 were significantly more satisfied with the progress they
were making in their studies than their 2003 counterparts
• only 28% of students were not satisfied with the progress they are making with their studies
• a high percentage of students (79%) felt that the amount of work and speed of teaching was about right;
7% responded that teaching was too slow
• more PTE and ELS respondents assessed the course content and quality of instructors as excellent than
students in any other group
• relative to other elements of cultural inclusiveness, students did not believe as strongly that teachers
understood the problems of international students or that the teachers made special effort to help
international students
• in 2007, 47% of students agreed that they ‘feel included’ in their class, whereas in 2003 59% of students
agreed that they ‘feel included’ in their class
• only 33% of students believed that there are opportunities for other students to learn about their culture
in class
• family interest in performance is high
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Understanding Culture
by Andrea Perry
Andrea Perry has lived and worked in the Middle East for seven
years. She is an International Student Advisor in the International
Services Office and facilitates workshops for staff and students called
“Improving Intercultural Understanding”.
Teacher: “I say at the end of every class, ‘Come and see me if you have any questions
or problems’, but some students never come. Then I find out much later that they
don’t understand and haven’t done the work.”
Teacher: “I talk an issue through with a student, they are quiet and seem to be in
agreement with what I am saying but then the next day they totally disregard what
we have talked about.”
Student: “My teacher asks me to call her by her first name, I feel very uncomfortable
with this. All my life I have been told the correct way to address my elders and this
just doesn’t feel respectful. She also asks me to speak up and ask questions, I could
never shame her by doing that!”
What is going on for these international students and the staff wanting to help
them?
It probably has something to do with culture. Our Kiwi culture tends to be informal
(‘Gidday mate’), with little power distance (‘the boss is really no different to me’),
and fair (‘no-one gets special treatment’).
Our International students may find these cultural traits hard to interpret as this is
different to the way they were brought-up.
They may receive our informality as a lack of respect or care. They may have never
asked questions of someone in authority and feel to do so would disrespect the
teacher. It may take a while for them to realise that in NZ silence is often taken
as agreement and that going directly to speak with someone rather than using a
mediator is a common and acceptable practice.
Where there are differences between and within cultures, there are also many
similarities such as; personality, gender, age, religion, or interests . But we also have
ethnic and cultural differences and understanding some of these can help us avoid
prejudice and miscommunication which will increase the effectiveness of our
workplace encounters with students.
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We all begin as ethnocentric, so unaware
International students from collective
of our own culture we think either that
societies may only have a vague
we don’t have a culture or that our shared
understanding of what is acceptable and
ways of thinking and acting are normal,
unacceptable in an individualist society and
evaluating all other cultures by criteria
often prefer to learn in greater collaboration.
specific to our own. Perhaps you noticed
yourself talking about others having an
accent, as if you don’t have one also. Or perhaps you spoke of ethnic people as if you are without ethnicity.
Initially we usually notice the obvious differences in culture, things like how we dress, what we eat, our
festivals and our language.
However it is the unrecognised and hidden element of culture, internal learned beliefs and values that can
really inhibit relationships.
One such learned belief and value comes from the way in which we find our sense of identity. “Do I find it in
the group I belong to or is it a product of my own making?”
• Those from individualist societies value independence and self-reliance: It’s good to stand out and be
different, personal freedom is highly valued and taking care of myself ensures the well-being of others.
• Those from collective societies value interdependence over initiative and independence: Looking out for
others is how I protect myself. I prefer the opinion and decision of the group over my own.
Two recent workshops
exemplify the value of
talking to university
colleagues about their
teaching innovations.
Our International students from collective societies may only have
a vague understanding of what is acceptable and unacceptable in an
individualist society and often prefer to learn in greater collaboration.
These students may complain as a collective rather than as an individual,
even though not every individual may be directly affected the whole
“group” feels the grievance. In collective cultures it is common for one or
two to speak for the group, in individual cultures every person must have
their say.
There are so many other hidden dimensions of culture and ethnicity. Things like beliefs about time, control,
responsibility and communication. By understanding more about our own culture and those of our students,
we will better understand why they respond or act in a certain ways. We can then adapt and adjust our
responses to facilitate more favourable outcomes.
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Things to think about when
planning your teaching
International students may:
• not understand culturally-based readings, examples and assessments
• not understand language and jargon
• be uncertain about expectations of markers
• have difficulty in dealing with large volumes of English-language material and readings
• not understand the nature of independent learning
• lack language and social confidence to participate effectively in the classroom
• experience negativity or indifference from local students
• not understand local culture and social norms
• not understand learning expectations and teacher-student relationships in the New Zealand classroom
• generally, feel isolated, alienated and uncertain
• be uncomfortable openly discussing/critiquing the ideas of others and be unprepared to have their own
ideas openly challenged
• lack confidence with English language skills, which inhibits participation in group discussions, particularly
when others speak quickly and use “kiwi” colloquialisms
• not understand the relevance of references to New Zealand culture and history, which often feature in
discussions and task instructions
• experience overbearing and directive behaviour from domestic students who feel they must “carry” their
international group mates
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Teaching strategies:
• learn the correct pronunciation of your students’ names
• Provide opportunities for students to learn about each other. Ask students to write a brief pen portrait of
themselves in one of the early sessions; ask students to interview each other for a few minutes and then
report back to the whole group – set three or four specific questions such as where they have come from,
what courses are they taking, what other commitments they have in their week, what leisure interests they
have?
• build in small paired tasks in early sessions related to course work
• encourage students to sit in a different place each time or to work with different classmates
• explain objectives clearly and their connection with the course
• take time at the beginning of the course
(and sometime later) to go over the course
outline, objectives, assessment requirements
and set readings
• make time to review key language and
concepts
• remind students of how new topics/
modules relate to what they have previously
learnt
• examine assumptions that underpin the
course – shared values, common terms and
concepts, and background knowledge that we
might easily take for granted
• clarify expectations at the beginning of
the course and revisit these later on – the
expectations of the course and your own
expectations (e.g. that people are expected
to be punctual, participate in all activities,
prepare reading ahead, listen to each other
without interruption)
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Teaching strategies:
• Give opportunities for articulation of ideas; this is a chance to practise
the terms in the discourse and to move towards fuller understanding by
putting thoughts into words. This can be done through small group work,
reporting back or tasks such as small presentations. This reduces the
pressure of being called on to contribute in front of the whole class.
Provide samples
or models so that
students understand
what is expected.
• provide some background information about yourself
• be available to your students out of class at particular times – provide
office hours or e-mail availability if that suits the way you work
• incorporate a range of approaches into your teaching to cater for student
diversity
• explain your teaching approach to your students and your reasons for
using it
Provide a range
of marked
(anonymous)
assignments from
previous years.
• explain the skills required for the course, such as critical thinking and reviewing literature
• allow time for students to become accustomed to your teaching approach and to practise the required
skills
• distribute reading materials for tutorials one week in advance rather than on the day, so that international
students have time to read it and seek clarification if necessary
• keep the number of readings to manageable level; select concise and pertinent readings
• prioritise readings for students
• select the textbook carefully; it should be readable by all students and useful for clarifying points and
extending thinking
References:
Biggs, J. (2003). Teaching for quality learning at university. Buckingham, UK: SRHE & Open University Press.
Ryan, J. (2000). A guide to teaching international students. Oxford, UK: Oxford Centre for Staff Development.
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TDU workshops
The workshops are open to all staff and postgraduate students at NO cost. To register, visit
www.waikato.ac.nz/tdu/events or e-mail [email protected]
Workshops
Tues, 18 Sept 2012 Compiling a Teaching Portfolio
Time
Venue
Facilitators
9am to 10:30am
B.G.24 - Hamilton
Dr Pip Bruce
Ferguson
B.G.24 - Hamilton
Dorothy Spiller
B.G.24 - Hamilton
Dorothy Spiller
B.G.24 - Hamilton
Dr Pip Bruce
Ferguson
9am to 12pm
B.G.24 - Hamilton
Dorothy Spiller
9am to 12pm
S.1.05 - Hamilton
Research and Teaching
1pm to 4pm
B.G.24 - Hamilton
Dorothy Spiller, Dr
Pip Bruce Ferguson
and contributing
academics
Dorothy Spiller
and Dr Pip Bruce
Ferguson
Fri, 26 Oct 2012
Principles of Assessment
9am to 12pm
B.G.24 - Hamilton
Dorothy Spiller
Evaluating Your Teaching
1pm to 3pm
B.G.24 - Hamilton
Dr Trudy Harris
Fri, 21 Sept 2012
Compiling a Teaching Portfolio
9am to 10:30am
Tues, 23 Oct 2012
Exploring Your Teaching & Learning 9am to 2pm
Beliefs
Becoming a Reflective Practitioner 1pm to 4pm
Wed, 24 Oct 2012
Introduction to Course Design
Thurs, 25 Oct 2012
Maximising Learning in Large
Classes—learning from the case
studies of practice
TDU’s upcoming events
To register, visit http://www.waikato.ac.nz/tdu/events or e-mail [email protected]
Tuesday, 4 December 2012
Celebrating Teaching Day
9am to 12:30pm
Upstairs Lounge, Gallagher Academy of
Performing Arts
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Food for thought...
PeerWise
Have you heard about PeerWise? Or are you interested in knowing more?
This is a system of student-generated questions that can be used either formatively or summatively, and
seems to encourage considerable student engagement with course material.
If you would like to view an online presentation from a recent Webinar that the creator of
PeerWise, Paul Denny of the University of Auckland, gave in Australia, go to
http://www.transformingassessment.com/events_1_august_2012.php
Researching Your Teaching
Staff will have recently been compiling comoprehensive portfolios for Performance Based Research Funding
(PBRF) of their research.
The TDU, as part of its brief to support quality teaching at this University, is keen to collate and draw on
examples of staff whose published research includes work that aims to demonstrate
investigation into aspects of their teaching, and/or to supporting student achievement in their disciplines.
If you have examples of such research in your portfolio, ‘in press’ or underway, we would love to hear of it and
to include it in our compilation.
Please contact Lissa Smith with the citation details, and we will add this and your abstract to our compilation,
which we hope to make widely available in due course.
E-mail [email protected]
Transformative Education Through Online Free Courses
If you would like to look at a most inspiring TED talk, click on the
following. It takes around 20 minutes to watch, and shows US educator Daphne Koller talking about the
establishment and uses of Coursera, a free educational development that allows students worldwide to enrol
in courses across a wide variety of areas. Koller also raises some excellent points about teaching in general,
including in lectures, and the importance of student engagement, in her talk.
http://ww.ted.com/talks/daphne_koller
TDU wishes to thank Diana Ayling, a staff developer and e-learning specialist at Unitec, for forwarding this
reference.
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Professional Development –
September / October 2012
To register, visit events and training calendars for Professional and Organisational Development , Teaching
Development Unit and WCEL.
Tue 11 Sep 2012
12pm - 2pm
Chairpersons’ Leadership Forum
B.G.24
Digital Literacy Session - Net-Safety
KB.04 Computer Lab
Thu 13 Sep 2012
10am - 12pm
Wed 19 Sep 2012
11am - 11:30am
UniMarket Training
Thu 20 Sep 2012
12pm - 2pm
Managers’ Leadership Forum
B.G.24
eLearning Workshop - Discussion Boards
KB.04 Computer Lab
08:45 - 12:15
Introductory Session for New Staff
B.G.24
1:30pm - 2pm
UniMarket Training
Tue 2 Oct 2012
1pm - 3pm
Wed 3 Oct 2012
Thu 4 Oct 2012
4:30pm - 5:30pm
NZ Women in Leadership Alumnae Presentation to
Senior Leadership Team
Gallagher Academy of
Performing Arts
10am- 12pm
Digital Literacy Session - Documents
KB.04 Computer Lab
12pm - 2pm
Chairpersons’ Leadership Forum
B.G.24
Tue 16 Oct 2012
Wed 17 Oct 2012
11:00 - 11:30
UniMarket Training
Thu 18 Oct 2012
12:00 - 14:00
Managers’ Leadership Forum
B.G.24
Thu 25 Oct 2012
08:30 - 16:30
General Staff Day
Tue 30 Oct 2012
10am - 12pm
Google Sites
KB.04 Computer Lab
1pm - 3pm
Moodle One - Getting Started
KB.04 Computer Lab
1pm - 3pm
Moodle Two - Communication Tools
KB.04 Computer Lab
1:30pm - 2pm
UniMarket Training
Wed 31 Oct 2012
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Professional Development –
November / December 2012
To register, visit events and training calendars for Professional and Organisational Development , Teaching
Development Unit and WCEL.
Thu 1 Nov 2012
10am - 12pm
Video Capture
KB.04 Computer Lab
10am - 12pm
Google Docs The Whole Story
KB.04 Computer Lab
1pm - 3pm
Moodle Three - Assessment Tools
KB.04 Computer Lab
8:45am - 12:15pm
Introductory Session for New Staff
B.G.24
10am - 12pm
Gmail and Calendar
KB.04 Computer Lab
1pm - 2pm
Moodle Four - Groups & Groupings
KB.04 Computer Lab
2pm - 3pm
Moodle Five - Completion & Conditions
KB.04 Computer Lab
Kanohi ki to Kanohi
TT.1.05
Administrators’ Leadership Forum
S.G.01
Digital Literacy Session - Social Media
KB.04 Computer Lab
Chairpersons’ Leadership Forum
B.G.24
Tue 6 Nov 2012
Wed 7 Nov 2012
Mon 12 Nov 2012
8:45am - 4:30pm
Tue 13 Nov 2012
12pm - 3pm
Wed 14 Nov 2012
10am - 12pm
Tue 20 Nov 2012
12pm - 2pm
Wed 21 Nov 2012
11am - 11: 30am
UniMarket Training
Thu 22 Nov 2012
12pm - 2pm
Managers’ Leadership Forum
B.G.24
Achievements in One
LAW.G.03
Staff Awards Presentations
Gallagher Academy of
Performing Arts
Introductory Session for New Staff
B.G.24
eLearning Workshop – - New Tools for a New
Year
KB.04 Computer Lab
Digital Literacy Session – Documents
KB.04 Computer Lab
Thu 29 Nov 2012
12pm - 2pm
Tue 4 Dec 2012
4:30pm – 6pm
Wed 5 Dec 2012
8:45am – 12:15pm
Wed 5 Dec 2012
1pm – 3pm
Thu 13 Dec 2012
10am – 12pm
17
Higher Education Research and
Development Society of Australasia Inc
The place of learning and teaching
Across the world, institutions are investing large sums of money in new learning spaces—both physical and
virtual— in efforts to attract students, maintain relevance, and build distinctive
institutional identities. But with all the focus on spaces, we many losing sight of the importance of place in
learning and teaching. After all, a campus is the quintessential place of learning—a place for contemplation,
conversation, reflection and creating and disseminating knowledge.
What does it mean to in this place?
The 2013 conference invites delegates to dwell on the idea of place, in many different meanings and contexts,
through consideration of the following sub-themes:
• How do we ensure that the spaces of learning become places of learning? What strategies, approaches and
policies can support this?
• How is teaching placed in relation to other demands and priorities—such as research, entrepreneurial
activity, administration, leadership and management?
• To what extent are teachers adequately placed to confront the challenges of learning about new spaces,
tools and pedagogies?
• What is the student experience of place—formal learning spaces, informal spaces, social and living space,
transport, balancing work and learning in different places?
• What is the relationship between physical and virtual spaces in relation to learning—is cyberspace a place
for learning?
• What is the place of higher education research in relation to institutional innovation and strategic planning
for learning and teaching?
• As learning and accreditation increasingly takes place in variety of settings outside the institution, what is
the place of the formal curriculum?
Take time out to dwell on the idea of place in the beautiful surrounds of Auckland.
KEY DATES:
Call for papers opens 29 October 2012
Registration opens 3 December 2012
Conference enquiries please e-mail [email protected]
For more information about HERDSA, please see www.herdsa.org.au
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AKO Aotearoa National Centre for
Tertiary Teaching Excellence
upcoming events – September to December 2012
11 Sept to 13 Sept
Conference – New Zealand Association of Private Education
Providers (NZAPEP)
17 Sept to 25 Sept
Ako Aotearoa funding workshops
26 Sept to 19 Nov
Mentoring in education: Principles and practices
2 Oct
Forum – New Zealand Qualifications
3 Oct
Forum – New Zealand Secondary Tertiary Transitions
7 Oct to 12 Oct
Conference (IT Education) – Computing and Information
Technology Research and Education New Zealand (CITRENZ)
10 Oct to 12 Oct
Conference – National Tertiary Learning and Teaching
12 Nov to 14 Nov
Forum – Australasian Association for Institutional Research
(AAIR)
21 Nov to 23 Nov
Conference – Association of Tertiary Learning Advisors of
Aotearoa, New Zealand (ATLAANZ)
24 Nov to 27 Nov
Conference – Australasian Society for Computers in Learning in
Tertiary Education (Ascilite)
3 Dec to 4 Dec
Conference – Foundation and Bridging Educators of New
Zealand (FABENZ)
4 Dec
Symposium – International Higher Education Curriculum Design
5 Dec
Forum – New Zealand Labour Market
For more information and to register, please go to http://akoaotearoa.ac.nz/ako-aotearoa/events
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A centre for celebrations...The Lady
Goodfellow Chapel
Are you looking for a church, temple or place of worship?
Are you feeling homesick?
Are you making a decision?
Do you need a listening ear?
The Lady Goodfellow Chapel is a place you can visit for quiet time out and for
spiritual support.
The Ecumenical Chaplain, the Rev Sue Burns, is available to staff and students
of any faith.
To contact the Chaplain, please e-mail [email protected]
Rev Sue Burns
The chapel is opposite the Recreation Centre, it overlooks one of the University’s
beautiful lakes.
It is in tranquil setting and is a place where you can come aside for a while for a quiet contemplation.
The chapel is used by Christian groups on campus, for services, teaching and social activities; and for a variety
of other occasions. To book the chapel, please e-mail [email protected]
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Make a space at your place
for teaching.
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The University of Waikato
Private Bag 3105
Hamilton 3240
New Zealand
Website: www.waikato.ac.nz
Teaching Development Unit
Phone: +64 7 838 4839
Fax: + 64 7 838 4573
Email: [email protected]
Website: www.waikato.ac.nz/tdu
©The University of Waikato, September 2012.