What is ATLAANZ?
ATLAANZ has a constitution and is an incorporated society. Members of ATLAANZ are staff members (full and part-time staff) of universities, polytechnics, wānanga, colleges of education, institutes of technology as well as private institutions providing tertiary training.
- facilitate communication, networking, exchange of ideas, and sharing of good practice among professionals in learning advisory roles within tertiary institutions
- support the professional development, and promote the professional status of members
- disseminate research findings, publications, and other materials that are relevant and useful to members.
ATLAANZ is a member of the International Consortium of Academic Language and Learning Developers (ICALLD), which is composed of the following Founding and Member Organisations:
Association for Learning Development in Higher Education (United Kingdom)
Association for Academic Language and Learning (Australia)
Association of Tertiary Learning Advisors of Aotearoa New Zealand (New Zealand)
Scottish Higher Education Learner Developers (Scotland)
These associations have committed to a common aim to act as professional bodies in support of practitioners who work in higher education to enhance students’ learning and academic literacies.
As a member of ATLAANZ, you are eligible for reciprocal benefits of the other three member organisations. Examples of reciprocal benefits include access to:
Member-rates at conferences and other events;
Member-only resource areas;
Association journals; and,
Email distribution lists (listservs).
Further information about ICALLD and benefits of membership can be found on their website.
ATLAANZ ICALLD symposium-over-time 25 June 10-11:30am (NZ time)
“Evaluating the impact of Tertiary Learning Advice Consultations on student learning and development – A discussion of a recent pilot study.”
Presenters: TJ Boutorwick and Kirsten Reid (Victoria University of Wellington, New Zealand)
Student Learning Te Taiako regularly evaluates Tertiary Learning Advice Consultations (TLACs), workshops and programmes, by conducting student surveys and focus groups, together with staff peer-observations and one-minute papers. In response to recent calls to go beyond attendance data and perceived student satisfaction to ‘measure’ impact, we have begun using Hamilton et al.’s (2019) ICALLD evaluation model. In this session, we will report on this latest phase of our evaluation project, which maps learning advisors’ notes after each TLAC against the framework’s key themes: promotion, reaction, learning, behaviour change, academic attainment & ‘institutional impact’. We also invite participants to share evaluation practices and future plans and give feedback on our pilot study.