Conference 2026

Session Title: The whole person concept in Mindful Education – Ka mua, ka muri – looking back to look forward

To consider the whole person concept as kaimahi, we look back at our traditional ways of teaching and learning for wisdom to inform our current and future practice. We find that the Māori concept of Ako presents a holistic education model exemplified in Māori marae-based learning and Ancient Chinese Confucian schools, demonstrating a holistic approach to whole person learning within those educational systems.

Presenter Bio/s:
Hua Dai has worked in Higher Education since 1989, teaching English to speakers as a foreign language at a tertiary institute in China, then English as a Second Language, as well as Chinese as a foreign Language at Sydney University where she obtained her MA in Applied Linguistics (Merit) in 2000. She taught ESOL in Auckland from Feb 2001 and became a  Student Advisor at Unitec in 2009, a Learning Development Lecturer in 2010, then Senior Lecturer and Learning Advisor from Feb, 2017. Since March 2022, Hua has been working part-time, while completing a PhD in Indigenous Graduate Studies.  

Whaea Lynda Toki has worked in tertiary education for 18 years.

Session title: The LNAAT: Lost in automation?

The Literacy and Numeracy Adult Assessment Tool (LNAAT) enables pre- and post- assessment of learner progress in numeracy and literacy skills development, to inform teaching and learning. In recent years, we have seen organisational changes in how the LNAAT is deployed, for example, the linking of the tool to learning management systems to automate processes for ease and efficiency. This presentation considers whether these changes have led us away from best practice. Has overall awareness and usage of the specially designed tools that we in the sector cried out for, dropped away? Specifically, Te Ata Hāpara, is an LNAAT reading assessment option, designed to better reflect te ao Māori, but is it being used? This presentation is an opportunity for us to consider how the assessment tool is being used across different tertiary organisations. Are we advancing centralisation, automation, and process simplification, at the expense of individualisation and autonomy, and thus, looking away from getting to know the ‘whole person’? In an effort to recognise regional differences, can we retain and return to regular use of the learner-centred options available in the LNAAT in an effort to be more culturally responsive and supportive of our learners? We can acknowledge individual learners’ world views and expand the world view of all learners and academic staff. Let us compare experiences with use of the LNAAT features and together think about a shared way forward in this space.

Presenter bio:
Joanne (Jo) Spod is the Regional Engagement Facilitator (REF) at the Whakatāne campus of Toi Ohomai Te Pūkenga. She has a ‘double-banger’ learning and engagement role and is the sole Learning Support and Engagement team member on the campus. Jo has been facilitating LNAAT assessments almost since the assessment tool was introduced around a decade ago. Previously she was a TESOL teacher in Aotearoa New Zealand and overseas. Jo started her journey in adult literacy/numeracy support with an Eastern Bay PTE offering trade training, followed by work with Trades Academy tauira at legacy Waiariki Institute of Technology. She became a Learning Advisor soon after and navigated the merge of Waiariki with Bay of Plenty Polytechnic to her current REF role at Toi Ohomai Te Pūkenga.

Session title: How do we offer proactive, holistic support to Kura Kaupapa Māori graduates?

This presentation shares the background to, and final decision, on a plan to identify Kura Kaupapa Māori (KKM) graduates in the Toi Ohomai learning management system (LMS). The idea seemed an ideal way to anticipate and meet the needs of KKM graduates, as represented by one of Ruth’s research participants. This interviewee had graduated from a KKM in a small town, and had completed their education entirely in Te Reo Māori. They felt unable to disclose to their tutor that they were not familiar with the scientific vocabulary being used in their in their English-medium, science-based course. The tutor, meanwhile, assumed all their learners were familiar with these terms. The interviewee described how in class they ‘felt dumb’. At the same time, they were trying to adjust to life in a city where the social environment was very different, costs were much higher, and transport was a challenge.

Ruth concluded that if tutors, Kaitātaiako and Learning Facilitators had a way to identify KKM graduates in the Toi Ohomai LMS, they could proactively offer support and resources. When she discussed the idea with relevant staff, it was well received. However, the Head of Māori Success offered an alternative, in favour of the core tutor practice of ‘knowing the learner’. So, the question now is ‘How can tutors get to know their learners?’

Presenter bio:
Ruth Thomas is a Learning Facilitator (Learning Advisor) at the Mokoia campus of Toi Ohomai Te Pūkenga in Rotorua. She is part of the broader Learning Support and Engagement (LSE) team which provides academic and pastoral care services to campus-based and distance learners. Earlier this year, Ruth completed her Master of Applied Professional Studies – Adult Teaching, at Toi Ohomai. Her presentation is based on an aspect of her master’s research. Prior to joining legacy Waiariki Institute of Technology eight years ago, Ruth spent 20 years as a secondary school English teacher. Her research interests include tertiary learning support, digital technologies for education, and adult literacy. 

Session title: What might holistic support for distance learners look like?

In this presentation Ruth will share the perspectives of distance students who participated in her research titled ‘Students’ experiences and perceptions of learning support services at Toi Ohomai Institute of Technology’. The study explored how the services and resources provided by the Learning Success and Engagement (LSE) team were, or were not, meeting students’ needs. There were gaps in learners’ awareness of support services across all groups of students. However, online students (20% of Toi Ohomai Te Pūkenga learners by EFTS) were seen to be least connected to the support services. All participants in the research were asked to describe their ‘ideal’ learning support. Overall, face-to-face forms of support were generally preferred, even by distance learners, although they saw it as not an option for them. Ruth will share the insights and practical suggestions provided by the distance learner research participants and changes the LSE team have made in response to the research findings to better meet the needs of tauira studying online. She will also refer to further practical measures that could be implemented.

Presenter bio:
Ruth Thomas is a Learning Facilitator (Learning Advisor) at the Mokoia campus of Toi Ohomai Te Pūkenga in Rotorua. She is part of the broader Learning Support and Engagement (LSE) team which provides academic and pastoral care services to campus-based and distance learners. Earlier this year, Ruth completed her Master of Applied Professional Studies – Adult Teaching, at Toi Ohomai. Her presentation is based on an aspect of her master’s research. Prior to joining legacy Waiariki Institute of Technology eight years ago, Ruth spent 20 years as a secondary school English teacher. Her research interests include tertiary learning support, digital technologies for education, and adult literacy. 

Session title: Tāne-au-kaha, be brave and learn it anyway: Te Reo Rotarota Maori sign language

This 5-minute presentation is a demonstration of how learning a simple karakia and waiata can be the start to your Te Reo Rotarota Māori (sign language) learning journey.
I declare that while I am not a qualified Te Reo Rotarota teacher, I hope to inspire you by sharing information on how to be brave to start your Te Reo Rotarota journey. For Māori, our ancestry goes back to our atua, one of whom is Tānemahuta. The mana of Tānemahuta was his ability to whakarongo (listen). During the separation of Papatūānuku and Ranginui. Tane had the ability to hear the different points of view of his elder brothers. What was also amazing was his ability to communicate through action. Heoi anō, Tāne was also known as Tāne-au-kaha, Tāne the brave who communicated through his actions, acting out his interpretation of what needed to happen. So, it is for our kaimahi and ākonga alike to be brave and learn how to communicate through action and in this case Te Reo Rotarota!! This kaimahi and ākonga initiative came about due to the number of ākonga from our Level 2 Te Reo Maori class who were presenting with hearing problems. The main cause was progressive hearing loss, and the average age of these students was 68 years. This sparked an interest, an idea, a thought. Hey, wouldn’t it be awesome if they could learn Te Reo Rotarota? After speaking with several other staff members at Toi Ohomai, it became apparent that there were staff members who were keen to learn.

Presenter bio:
Justine Hinewai Quensell is of Te Whakatōhea, Tainui, Ngāti Tūwharetoa, & Ngāti Raukawa. She is a Regional Engagement Facilitator at the Tokoroa campus of Toi Ohomai | Te Pukenga, providing academic and pastoral support to ākonga. In her previous role, Justine taught a variety of certificate courses at Te Wananga o Aotearoa over a seven-year period. These included courses on bicultural social services, money management and business programmes. During this time, she completed her Master of Business Administration (2016), and Diploma in Adult Teaching. In partial fulfilment of the MBA programme, Justine wrote a dissertation titled ‘Māori MBA tauira work -life-study. How do Māori MBA tauira find balance where there is imbalance?’ This dissertation wove the story of “How Maaui slowed down the sun” into the body of the master’s research to show the relevance of Māori world views.

Session title: Digital storytelling to engage and support toitū te tangata

Digital storytelling (DS) is a multimedia storytelling technique that has become an efficacious educational tool in tertiary environments for the enhancement of critical reflexivity and digital literacy. It also aligns well with the conference theme of “Toitū te tangata – The whole person” in important ways. The DS process involves individual students, supported by other students in a facilitated “Story Circle”, creating short videos in response to a targeted story prompt using digital devices, still images, digital audio, and a cloud-based video editor. The Story Circle allows peers to support each other in refining their story and also fosters a sense of belonging and connection between students in the context of a meaningful activity. Also relevant to wellbeing, DS provides a vehicle for students to construct and voice their personal, academic and sometimes professional identity through story, something that is especially important for the growing number of tertiary students from ‘non-traditional’ or marginalised groups such as ‘first in family’, disabled, LGBTQI+, refugee and ‘person of colour’ backgrounds. It also resonates with traditional indigenous storytelling such as the Māori practice of pūrākau, thus potentially providing a 21st-century avenue for the enhancement of bicultural practice in Aotearoa. This presentation will reflect on my initial forays into DS and propose its wider adoption as an innovative pedagogical strategy by Tertiary Learning Advisors (TLAs) within discipline-specific embedded teaching. The targeted integration of DS into this practice would further strengthen the capacity of TLAs to enhance both students’ academic capabilities and their overall wellbeing.  

Presenter bio:
Dr Julie Wuthnow has been a Learning Advisor at the Academic Skills Centre at the University of Canterbury since 2015, and taught credit-bearing courses in the USA, Finland and Aotearoa for 20 years prior to that. She has always been most interested in student engagement, critical reflection, and empowerment, hence her deep interest in the potential of digital storytelling to open these doors for students in the context of the extremely challenging times we all currently inhabit.

Session title: Kōkiri – hoea tō waka kia anga whakamua: Resilient pathways for students redoing papers

Kōkiri is the name of a culturally responsive programme in development, supporting Māori and Pacific degree students redoing papers. The programme is shaped by students, and by school requests in semester-by-semester real time, and is championed by kaiako (tutors) and reinforced by student support services. Results from this non-research approach in 2020 (despite Covid), showed participating students (Māori, Pacific and non-Māori|non-Pacific) passing papers they were re-sitting. This cultural approach may assist those who work with any indigenous students to help reduce attrition rates and improve equitable outcomes.

Presenter bio:
Tania Oxenham (Ngāpuhi, Waikato-Tainui, Pikiao ngā iwi manawa ora) is a Senior Academic Learning Advisor with Wintec – Te Pūkenga and works predominantly with Māori and Pacific students from introductory to master’s levels.

Session title: Understanding and working with neurodivergent students.

Although all neurodivergent students are different and come with their own strengths and challenges, there are some common traits, which if understood, can make a huge difference to a student’s tertiary learning experience. This workshop will cover some of the more common issues and the underlying executive functions that are impacted, along with ways to identify and support these students. This is an opportunity to take a deep dive into neurodiversity, discussing specifics and generalities and also sharing experiences with the aim of creating a collaborative resource that we can use in our daily work

Presenter bio:

Delphine Mitchell is an experienced science educator who has throughout her career specialised in working with students with learning difficulties. After being diagnosed herself a few years back she has furthered that experience and research, developing programmes, courses, and assessments that are more universally accessible to all students.

Session title: Please hear us: What neurosensitive students want educators to know and do to support them

Survival depends on receiving, responding, and reacting to environmental stimuli that arrive through our senses and are registered by our sensory memory in a fraction of a second. However, up to 30% of people in the general population have a hypervigilant nervous system which means that they are more sensitive to external, internal, social, and emotional stimuli than others. The temperamental expression of this high sensitivity is sensory processing sensitivity (SPS), which is measured by the Highly Sensitive Person Scale (HSPS, Aron & Aron, 1996). Empirical studies show that there are some distinct advantages associated with increased sensitivity for learning, but there are some challenges as well. This session explores the ramifications that differing levels of sensitivity have for learners, and hears directly from learners about what they need from educators and learning institutions in order to feel better supported. There will be time to explore ways in which educators and learning institutions can help students to harness their strengths and mitigate the challenges of environmental sensitivity.

Presenter bio:

Dr Kaaryn Cater is a Learning Advisor at Whitireia Weltec. Her research focuses on neurosensitivity in the education context, particularly in relation to brain development from early learners through to adult learners. She has a special interest in intrinsic motivation, self-efficacy and metacognitive monitoring strategies that promote learner success.

Session title: Creating communities: Using Canvas to foster engagement and facilitate connections with/for neurodivergent students at university.

Whiria te tangata ka puta he oranga: Weaving people together promotes wellbeing. In 2022, the Inclusive Learning team at the University of Auckland launched an online Canvas ‘hub’ for students registered with the Inclusive Learning service. Canvas is the University’s Learning Management System (LMS). We chose this platform because students are familiar with it and the hub sits alongside their courses in Canvas for ease of access. The hub is a central place for neurodivergent students to access tailored resources to help with academic skill development and navigating university life. Students are enrolled into the hub and given access for the duration of their university study. Currently, there are 395 students enrolled. In addition to content, communications and announcements are tailored to this cohort of students. Since the launch of the Hub in March 2022 we have noticed a high level of engagement and students are beginning to respond to us and each other through this platform. A recent survey of students resulted in 15 responses with 9 participants saying they found the hub useful. The most helpful content appears to be the announcements and study skills resources. The respondents said they would like to see more videos, downloadable content (i.e. PDFs or infographics), group discussions and organised study sessions. Next steps include establishing a digital feedback group with students enrolled in the hub to further guide the type of content and information that is appealing and useful for this specific cohort. Our aim is to capitalise on the high engagement to create a welcoming, safe and accessible community space for our neurodivergent learners.

Presenter bios:

Dulcie Brake, Glenis Wong-Toi and Jodie Peterson are Learning Advisors in the Inclusive Learning team supporting students with learning disabilities and learning needs. Inclusive Learning is situated within Te Tumu Herenga | Libraries and Learning Services at the University of Auckland. These advisors all have a long history of supporting and working with students at all levels, in their learning journey.

Session title: Silence in tertiary classrooms: The experience of an international student.

This presentation uses the concept of the Production of Space (Lefebvre, 1991) to interpret the silence of one female international student from Japan in two semesters of study in a New Zealand tertiary institution. Data from an English for Academic Purposes course and mainstream courses, and from various sources including video/audio recordings of classroom interactions, interviews, diaries, field notes, institutional documents are presented. The findings show that silence is produced by the academic social space in three aspects of perceived, conceived, and lived. The new perceived space of learning positioned the focal student as unfamiliar in her new habitat. The conceived space also silenced the focal student because the conceived space exerted socio-academic norms in which the individual was not invested. Finally, the lived space produced a silent individual in the sense that she appeared as less powerful in her interactions with other peers because her sociocultural and linguistic capabilities were not on a par with those of other peers. The presentation concludes that space is an active, dynamic, and social being that regulates the individual’s interactions and that silence should be understood in relation to one’s positioning by the social space, and the appropriation of space by the individual in social space. Notably, despite being positioned as a silent individual by the academic social space, the international student exercised agency both to respond to her specific temporal needs in the host learning context and to realise her future aspirations.

Presenter bio:

Behnam Soltani earned his PhD in Applied Linguistics from Victoria University of Wellington, New Zealand. Currently, he is an Academic Learning Advisor at WINTEC/Te Pukenga. He has published in the areas of learner identities, socialisation, assessment for learning, and postgraduate supervision. Behnam’s work has appeared in TESOL Quarterly, Linguistics and Education, Australian Review of Applied Linguistics, Educational Linguistics, Transitions: Journal of Transient Migration, and Springer Nature.

Session title: Personalised English Language Enhancement (PELE) course for EAL students

As most learning advisors are aware, EAL students have a lot to deal with during their studies. They have often arrived in the new country immediately before they start their studies, so in the first months everything is new; the socio-cultural environment, the educational system, as well as the language for their studies. Kettle (2017) highlights the key role of language in students’ learning interactions with teachers, classmates, and texts, drawing attention to the profound anxiety and reticence which many EAL students experience when having to interact in their second language. Language improvement is thus a key goal for many EAL students and their teachers. Despite decades of research into best practice in teaching and learning, a gap can be identified in our understanding of practical methods and strategies that teachers and EAL students can apply to enable the learners to become more confident and engaged, feel an enhanced sense of belonging, and able to improve their self-efficacy. This presentation will describe a research project that aims to develop the support for learners with English as an Additional Language (EAL) at tertiary institutions. It will briefly describe the Personalised English Language Enhancement (PELE) course, that Kim (2022) has developed at University of New South Wales (UNSW) in Sydney. This is a holistic model of support, with outstanding documented outcomes in enhanced self-efficacy, confidence, sense of belonging, and motivation to study, which the presenter aims to pilot and investigate at Ara in 2023.

Presenter bio:

Kerstin is currently working at Ara Institute of Canterbury. She has a PhD through Macquarie University in Sydney. Her research interests are around adjustment and autonomy, and how these presently are dealt with, by English as an Additional Language (EAL) students and their teachers, in programmes at higher educational institutions.

Session title: How does Te Taiako|Student Learning enact manaaki in the Manaaki New Zealand Scholarship Programme?

Every year, Te Herenga Waka Victoria University of Wellington accepts up to two cohorts of students from developing countries through the Manaaki New Zealand Scholarship Programme offered by the Ministry of Foreign Affairs and Trade (MFAT). In partnership with Wellington University International, Te Taiako|Student Learning runs an orientation programme to welcome these students to Wellington and the University. This programme takes a values-based holistic approach and is designed to meet the social and academic needs of the students throughout their study journey. Our presentation outlines how manaaki is enacted in the design and delivery of the orientation and ongoing support of the New Zealand Scholarship students.

Presenter bios:

Louise Falepau is a Senior Learning Advisor Pasifika at Te Taiako|Student Learning. Her focus is to support Pasifika students with their academic and study skills. Louise has been running the pre-start programme with undergraduate students from the Pacific region since 2019.

Kirsten Reid is a Senior Learning Advisor at Te Taiako|Student Learning. She works mainly with postgraduate and international students in all disciplines. Kirsten has been involved with the organisation and delivery of the New Zealand Scholarship programme since 2006.

Session title: What are the biggest problems facing learners online and how do we minimise them?

The findings of a one-year longitudinal study of a 27-year-old American English language instructor’s experience of trying to learn Korean online reveals key problems that invariably define the ebbs and flows of learning (in this case a language) online. Drawing on pathfinding research in the psychology of learning motivation, it is possible to track this learner’s learning journey and where appropriate, provide appropriate theoretical explanations as to why this individual experienced each demotivating factor and of more importance, strategies to anticipate, deal with and alleviate any associated learning difficulties. These may come from the language itself, the methodology of instruction, the means of instruction – i.e. online, ‘baggage’ the student brings with them from previous similar learning encounters and broader sociocultural and ecological issues.

Presenter bio:

Dr Nigel Gearing is a member of the learning and teaching design team at the University of Auckland (UoA) where he was previously employed as a learning and teaching development advisor creating academic literacies workshops and training facilitators in how to present them. He has also worked with multiple faculties to implement strategies aimed at improving writing skills among mature/returning and international students. He currently works collaboratively with faculty and professional staff on curriculum development design projects and key university-side initiatives, including the re-construction of the UoA academic integrity course. He has a PhD in applied linguistics and has extensive teaching experience in ESL/EFL and TESOL in New Zealand and South Korea and pathway/foundation at Australian universities.

Session title: Affirming our identity: Developing an ATLAANZ professional accreditation scheme.

It is twenty years since ATLAANZ was founded. Since then our community of practice has grown in strength, attracting members from a range of backgrounds. Guided by the principles of Te Tiriti, and shared values such as equity and equal opportunity, learner autonomy, student-centric approaches, fairness, and open-mindedness (ATLAANZ Professional Practice Document, 2012), nevertheless individual roles, responsibilities and practices vary markedly. The challenges of defining exactly what ‘being a tertiary learning advisor’ entails led to discussions at the three 2021 regional hui, where participants were invited to consider the possibility of developing some form of professional accreditation scheme as a way to affirm our sense of self. This wānanga seeks to carry on this conversation. While there is no expectation such accreditation would be formally recognised by employers, formally acknowledging role-specific competencies has the potential to add value to our professional practice, contribute to candidate recruitment, staff training and performance reviews, and showcase ATLAANZ’s place within the tertiary sector. Beginning with the rationale for this proposal, presenters will respond to 2021 hui participants’ concerns about the practicalities of establishing such a scheme; share exemplars from existing international accreditation schemes (such as ALDinHE, UKAT, SEDA) and Unitec’s badging programme [4 x 10 minutes]; invite participants to help shape criteria, portfolio requirements, and evaluation processes, in breakout rooms [30 mins]; then bring everyone together at the end [10 mins], with the aim of co-creating an action plan to establish an ‘ATLAANZ-accredited learning advisor’ award.

Presenter bios:
Dr Deborah Laurs has taught at primary and secondary schools, as well as in Massey’s School of English & Media Studies. Since coming to VUW in 2001, she has coordinated the PASS (peer-assisted study) programme, across 30+ first-year courses each year. Her research focuses on thesis-writing, including co-editing Generic Support for Doctoral Students (2014) and Developing Research Writing (2017). She is immediate past-President (2020-21) of ATLAANZ.

Ruth Thomas is a Learning Facilitator (Learning Advisor) at the Mokoia campus of Toi Ohomai Te Pūkenga in Rotorua. She is part of the broader Learning Support and Engagement (LSE) team which provides academic and pastoral care services to campus-based and distance learners. Prior to joining legacy Waiariki Institute of Technology eight years ago, Ruth spent 20 years as a secondary school English teacher. Her research interests include tertiary learning support, digital technologies for education, and adult literacy. 

Mona Malik came to learning advising from ESOL teaching 7 years ago. Her research interests include criteria/competencies that underpin best practice of learning advising, and impact evaluation of learning advising in terms of student academic success and retention.

Katy Mann-Benn is Team Lead of the Learning Advisor team at Unitec.

Session title: ‘Spoon Theory’: Understanding its original context and applying it to new contexts for student well-being

In a 2003 blog post, Christine Miserandino introduced an analogy using spoons to help her friend understand her experience living with a chronic illness. She used a limited number of spoons as a representation of her limited amount of energy for tackling everyday tasks (Miserandino 2003). The idea of ‘spoon theory’ is that each day, an individual dealing with chronic illness, disability, or a disabling condition only has a limited amount of energy, ‘spoons’, to spend and that when those spoons are spent, they reach a point of burnout. Since Miserandino’s original post, ‘spoon theory’ has been adopted by the wider disability and neurodiverse community as a way of referring to the constant accounting that goes into approaching their day. While the experience of living with a disabling condition is different than the experience of students who face temporary illness or challenging/traumatic life events, ‘spoon theory’ can be a useful analogy for thinking specifically about self-care and how to balance academic wellbeing with physical and mental wellbeing. This talk presents how we, as learning advisors, can use ‘spoon theory’ to help students recovering from illness to understand their temporary drop in energy. We suggest ways of coping with this by re-evaluating their planning to ensure they are matching the tasks in their weekly plan with their current energy levels. Lastly, we discuss how using this theory can help students plan for balance in approaching their workload when recovering from Covid-19 or other life challenges while studying. https://butyoudontlooksick.com/articles/written-by-christine/the-spoon-theory/

Presenter bios:

Brittany Hoback is a Learning Advisor at Te Taiako Student Learning at Te Herenga Waka|Victoria University of Wellington. She works with postgraduate and undergraduate students, including many who have been referred by Disability Services. She enjoys working with students to see which strategies work best for their brain and their individual situation

Delphine Mitchell is an experienced science educator who has throughout her career specialised in working with students with learning difficulties. After being diagnosed herself a few years back she has furthered that experience and research, developing programmes, courses, and assessments that are more universally accessible to all students.​

Session title: Cultural perspectives of health decisions and the concept of whānau

As tertiary learning advisors, we (Hua, Daisy, and Nina) three lecturers of learning and development at Unitec, believe a holistic, whole-person education requires cultural mindfulness for our graduates. We believe that culture is the knowledge we each carry within us; it is what we live in even without being conscious of it. For example, the land we stand on, the people we interact with, and the beliefs that people of the land carry in them are all nurturing environments that cultivate education – the process of learning/ teaching – developing/growth to reach our potential as human beings. To fully prepare our graduates for their future mahi, our presentations help them become culturally conscious: of their own perspective and those of  the people they will serve. Being mindful of the culture we were each raised in and the culture we are now engaging with supports our tauira and ourselves to be fully present in our learning and working. As cultural ambassadors of our own unique cultures (Chinese, Pacific, and Maori, as umbrella terms for each of the three), we have been sharing our knowledge, from our perspectives, with Medical Imaging and Social Practice would-be graduates to work safely with people in the community. Culturally mindful education nourishes and supports our tauira and kaimahi simultaneously. It equips our graduates from the whole-person educational system to work holistically with our community which not only honours people’s cultural identities but also adds to what their cultures have informed them in decision-making. As a panel, during our presentation, Hua will give a brief structural introduction, which is followed by each of us sharing our rationale/feedback for the workshops (1-min each). Then we present our varying cultural perspectives on health and the concept of whanau (7-min each), Hua then will invite the wider audience for whakawhitiwhiti korero (15-16 minutes).

Presenter bios:

Hua Dai has worked in Higher Education since 1989, teaching English to speakers as a foreign language at a tertiary institute in China, then English as a Second Language, as well as Chinese as a foreign Language at Sydney University where she obtained her MA in Applied Linguistics (Merit) in 2000. She taught ESOL in Auckland from Feb 2001 and became a Student Advisor at Unitec in 2009, a Learning Development Lecturer in 2010, then Senior Lecturer and Learning Advisor from Feb, 2017. Since March 2022, Hua has been working part-time, while completing a PhD in Indigenous Graduate Studies.

Daisy Bentley is a Pacific Learning Advisor at Unitec. She was born and raised in Samoa and has more than 20 years’ experience of secondary and tertiary education in Samoa and New Zealand. She has been in tertiary education in New Zealand since she and her husband migrated with their children in 2009, where she has been in various roles that contribute to Pacific success. Currently, she supports Pacific and non-Pacific learners through various approaches, including delivering academic literacy, study skills, and Pacific-focused workshops. Also, she is the Pacific representative on the Unitec Research Committee and Lead of the Pacific Research Fono, which allows her to support and promote Pacific research amongst Pacific staff.

Nina Pelling is a Maori Learning Advisor from Maia Māori Development Centre at Unitec, New Zealand. She has been involved in tertiary education since 1990. Over a period of time she has been exposed to different experiences that support the progression of Māori education. Her relationship with the institute has included membership on Unitec’s Ethics Committee, Unitec’s academic committee and being Māori representative on Unitec’s research committee. She contributed to Te Noho Kotahitanga: Partnership plan and the development of Unitec’s Maori dimension. Cultural networking and reciprocity have informed her approach to institutional change for the success of Maori students. While providing quality academic support to students energises Nina in her position, nurturing critical understanding about identity in education, including expressions of self-agency, provides her sustenance.

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Session title: A holistic approach to enhancing students’ academic writing 

Every student is unique and all come from diverse backgrounds. Each has different learning needs and some might have multiple issues. As learning advisors, when a student seeks help in their academic writing, we approach each student holistically. In order to provide holistic advice, we apply strategies of showing empathy, relationship building, reflection, questioning and being flexible based on evidence from literature. This presentation showcases our practice of how we support each student’s academic writing development as a whole person. The presentation draws from our experiences of working with a variety of students and will be demonstrated with the discussion of case studies​.

Presenter bios:

Cindy Wee and Ruth Laing are learning advisors providing academic support, including writing development, to all students from certificate to masters level courses at Unitec. They were both English language lecturers working with students from diverse backgrounds, for whom English is an additional language. We are both very passionate about helping students to succeed.

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Session title: Virtual writing retreats: Creating an online space for resources for academic writing

Online writing retreats have become an important addition to the support provided for research students at the University of Waikato in the last three years. We found that online writing retreats can create communities and provide emotional support to postgraduate research students. These virtual retreats also fostered student communication, engagement and interaction. In a recent session we shared our experiences of the online platform, Padlet, to foster the writing productivity of postgraduate research students. In the discussion about our experiences, it emerged that the writing retreat model can be used for wider purposes like encouraging excellence in writing, reading and researching. Let’s have a conversation (and show and tell) about how we can create resources to facilitate and enhance the students’ writing process. Participants will be encouraged to bring in ideas and share experiences of different online platforms and resources which could be useful for academic writing.​

Presenter bios:

Andrea Haines is a Learning Developer at The University of Waikato, with a particular interest in graduate writing in all disciplines. She has facilitated writing retreats for many years in person and more recently, online.

Maryam Mariya is a Learning Developer for Student Learning, University of Waikato, who engages in the development of English Language resources to help improve language learning to meet the diverse needs of students. She has recently been involved in conducting research seminars, workshops and retreats for students.

Session title: Proposal of a core competencies model for tertiary learning advising in New Zealand

As evidenced by the report of the latest (2019/2020) survey on the state and development of the tertiary learning advising profession in New Zealand, we continue to struggle with the issues of visible recognition of our work and accurate perception of what the role comprises within our institutions. This is despite the apparent need for provision of quality academic literacy and study skills support as provided by tertiary learning advisors (TLAs) to improve student success and retention rates in contemporary New Zealand tertiary education. There are well-documented gaps in the state of preparedness of students, whether they are transitioning from secondary to tertiary education or have limited prior learning experience. The situation is rendered all the more untenable by the fact that TLAs are consistently reported to be knowledgeable, highly skilled, highly qualified, and committed to scholarly research to support teaching and learning within their institutions. To address these issues, I have argued in the past that it would be useful to construct a core competencies model that provides a clear definition of abilities and aptitudes required in the TLA role. In my paper published in the 2021 ATLAANZ Journal, I proposed such a model based on two existing competency frameworks from the related fields of academic advising and personal tutoring in the US and the UK. The purpose of my presentation is to present the proposed model to my TLA colleagues for their review of its relevance, including its applicability within a formal professional accreditation scheme for TLAs. The ensuing discussion may be continued in the related session on ATLAANZ professional accreditation scheme for TLAs.

Presenter bio:

Mona Malik came to learning advising from ESOL teaching 7 years ago. Her research interests include criteria/competencies that underpin best practice of learning advising, and impact evaluation of learning advising in terms of student academic success and retention.

Session title: What does the future hold for learning support?

The tertiary education sector has gone through unprecedented changes over the last three years. The COVID pandemic, the declining international education sector, and changing student needs have forced educators to rethink and redesign learning and teaching. The New Zealand tertiary sector is further impacted by the formation of Te Pūkenga and the introduction of the new Pastoral Care Code. What do all these changes mean for learning support services in tertiary institutions? What do we need to do to help us evolve with the times and innovate so we can stay at the forefront of learning and teaching? This workshop aims to get participants to reflect on changes, share good practice, and discuss some strategic actions to prepare us for the future.

Presenter bio:

Dr Xiaodan Gao has been in the learning advising profession for over 15 years. Her last five years have been leading the wonderful team of Learning Advisers at Te Taiako Student Learning, Victoria University of Wellington

Session title: Sharing from our Neurodiversity Community of Practice at Otago Polytechnic. 

There is growing awareness of the needs of, and barriers faced by, neurodivergent learners. In mid- 2021 a small group of interested staff and a neurodivergent student at Otago Polytechnic formed a Neurodiversity Community of Practice. Members included staff who are neuro-divergent and know first-hand the challenges – and super-powers – of their particular brains and ways of working. A steering group was formed, and the inaugural Neurodiversity COP Symposium was held in November 2021, attracting about 75 participants, face-to-face or online. The steering group has continued to meet fortnightly to strategise and share good practice and resources, including planning 3-monthly hui open to all staff to raise awareness and share good practice around neurodiversity. Members of the OP CoP also benefit from engaging in the Ako Aotearoa Neurodiversity COP. In September 2022, four areas at OP began the journey to meet the Dyslexia-Friendly Quality Mark. Planning is also underway for ‘The Superpowers – Neuroabilities Symposium’ to be held at Otago Polytechnic October 12-13th 2023. We’re not experts and would like to have time for others to share what is happening at their organisation, or what is needed, to enable neurodivergent learners and staff to flourish.

Presenter bios:

Kristen Bracey (BA, Dip Tchg, Graduate Certificate in Tertiary Learning and Teaching, DipGrad, NZ Cert. in Adult Literacy & Numeracy Educator) is a Learning Advisor at Otago Polyechnic.

Marje Schaddelee (BHA, Master of Management (Human Resources Management), Grad. Cert. in Tertiary Learning & Teaching) is a Learning Advisor at Otago Polytechnic.

Sarah Wood (BA, Grad. Dip.Teaching, Diploma in Public Health, Master in Public Health) is a Learning Advisor at Otago Polyechnic.

Keynote title: Rethinking our repertoires: Innovative, integrative strategies for student thriving 

I am endlessly passionate about creating and curating impactful holistic learning strategies. Strategies that not only support support performance, but do so in sustainable, self-compassionate, and honouring ways. And, strategies that leave practitioners and advisors feel just as buoyed as their student-clients. In this one-hour session, attendees will be introduced to energizing, equity-guided, integrative thriving interventions to weave into their own repertoires.

Presenter bio:
Deena Kara Shaffer (she/her), PhD, MEd, BEd, (Hons)BA, OCT is the Manager of Thriving Innovations in Student Wellbeing, Adjunct Faculty in the Sociology Department, and Lecturer in the Psychology Department, at Toronto Metropolitan University. Deena is the owner of Awakened Learning, holistic learning and leadership development, and is the President of the Learning Specialists Association of Canada (2nd term). A former learning strategist for students with disabilities, and a skilled certified high school teacher, Deena offers an inclusive, equity-guided, research-driven, health-promoting, integrative pedagogical stance in every educational encounter. Deena is co-founder of the Thriving in Action resilience intervention, co-author of Thriving in Action Online and Thriving in the Classroom, and oversees TMU’s Portage paddling program and Mood Routes campus outdoor st/rolling initiative. Deena holds a doctorate in nature-based pedagogy and learning strategies; is a trained yoga teacher (200 hr), restorative yoga teacher (60 hr), and mindfulness meditation teacher, is a published poet (The Grey Tote, Véhicule Press, 2013); and, is a thought leader, writer, and public speaker on learning and well-becoming. Deena has joyfully gone back to school and is immersed in OCAD’s Master’s of Design in Strategic Foresight and Innovation to dream forward education design. Deena’s ideal day is spent outdoors getting muddy with her two kids.

Session title: Building effective collaboration strategies between kaiāko and Taituarā Ākonga – Student Support

Many kaiāko face the challenge of diverse student profiles, with ākonga struggling to transition to tertiary study. Learning support and pastoral care play essential roles to ‘fill in the gaps’ necessary for their success. This research approached kaiāko about the kind of support they are receiving and how it could be more effective. They identified the need for closer collaboration with services, more informal contact with classes to develop trust, and specific induction of new kaiāko to student services to strengthen the partnership.

Presenter bio:

Marcus Brons is a Learning Facilitator (10 years +) at Toi Ohomai. He was formerly a secondary school teacher, and electrical engineer, and his qualifications include B.Sc., B.E., M.Ed. (Hons).

Keynote title: Doing things differently 

Dr Robbie Francis Watene is a disability advocate, scholar and leader from Tāmaki Makaurau, Auckland. Born with a physical disability, she has been an expert advisor to the New Zealand Government on various strategies and policies and began working at the Donald Beasley Institute in 2018, where she is Project Lead for the Disabled Person-Led Monitoring of the United Nations Convention on the Rights of Persons with Disabilities. In 2018, Robbie completed her doctorate at the University of Otago National Centre for Peace and Conflict Studies, where her research investigated inclusive and accessible peace building and the experiences of disabled Colombian and Venezuelan refugees and asylum seekers in Ecuador. She is also the co-founder and Director of The Lucy Foundation, an international social enterprise that has developed the world’s first value chain of coffee that is entirely inclusive of disabled people – from farmer, to consumer.