Toitū te tangata — the whole person

a horizontal line of coloured silhouette people, adults, older adults, children, and two in wheelchairs

Image source: Pixabay

Online Conference
30 Nov – 1 Dec 2022

Toitū te tangata –
The whole person

This year’s conference theme reminds us that meaningful and healthy learning and teaching starts with the individual. Institutes are making adjustments post-Covid that involves using a holistic lens to understand student and staff requisites aligned to their mental, physical, spiritual and whānau (family and/or community) self in the learning and teaching domains. Eradicating any forms of marginalisation that impacts on the whole person is both necessary and transforming. 2-days of discussion around this will unfold through varying presentations.

  • How can the  Code of Practice for Pastoral Care expand our worldview of student or staff life?
  • What meaningful approaches help us to navigate our changing learning and teaching spaces?
  • How can we disrupt the struggles students and staff are experiencing on their return to normal study, work and life?
  • What are your practices for holistic wellness? What does a whole person even mean?

We’re excited to present 3 Days | 2 Styles of engagement to ensure learning and teaching practices discussed at the conference find localisation or exploration in attending institutes.

(PDF – new tab)

Hui Manawa Ora

(NZ Teams Only)

2 Dec 2022

Toitū te tangata –
The whole person

The aim of this hui (gathering) is to get teams to create a 1-Day programme on whole person | team wellbeing, with some ATLAANZ funding available to its members. Institute teams may shape this day to suit their staff; an exemplar of how this can be done will be made available to participating institutes. If your institute is interested in running a Hui Manawa Ora for your team, register your interest online and via the Hui email below. NZ members, not connected to a team who would like to participate, use the same email below and we will direct you to a session nearby.

  • Re-engage | reinforce | reinvigorate you and your teams | participants’ wellbeing
  • Focus on mental | physical | spiritual | emotional well-being of self and team
  • Remind yourself of the hope and promise you desire for work and life wellbeing
  • Remind yourself of your own power as an individual and as a collective

Hui enquiries to

Conference and hui information

Conference keynote speakers

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↓ Pop-up display ↓
includes information about
institutional fees

Key conference dates and deadlines

Registrations open until 18 November, 2022 (Friday)

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Past conferences and proceedings

Past conference proceedings

Click on the accordions below to see the conference proceedings for the year specified.  Links to the paper are marked by blue text, and open in a new tab or window.

2018 University of Victoria, Wellington, Pipitea Campus
The conference theme of Beyond 2020 – Visioning Learning Advising in the Future was about exploring and sharing effective and innovative practices in learning advising. In a variety of workshops and presentations, delegates had the opportunity to learn, share and discuss ideas with learning advisors from New Zealand and abroad. In particular, we looked at some of the key changes, challenges and opportunities in our industry at the time, including:

  • Managing demand in innovative ways, whether through technology, different delivery modes or enhanced resources
  • Responding to environmental trends, such as changes in government policy and funding, institutional changes and technological advances
  • Developing learning partnerships, with both student groups (Māori, Pasifika, postgraduate, LGBTQI+) and institutions, community groups, academics and 3rd-party providers.

Keynote slides available

Harper, R. (2018)
Learning Advising: forces shaping our work, and the opportunities they offer.
Robertson, A. (2018)
20/20 vision: doing better for Māori and Pacific learners.

Speaker slides available

Braham, J. (2018)
Can ‘Students as Partners’ initiatives improve module evaluation and student satisfaction?
Brennan, K., & Russell, S. (2018)
Understand and deliver: Part A – Meeting student needs through service delivery (Part A).
Grossi, V. & Gurney, L. (2018)
Consultations, collaborations and contemporary challenges: Reflections on language advisory practice in HE
Roche, L. (2018)
Well-being and resilience building for tertiary learning advisors.
Jones, S. & Wickham, C. (2018)
Supporting students’ success: A partnership approach.
Harper, R. & Benzie, H. (2018)
Developing student writing in higher education: digital third-party products in distributed learning environments.
O’Connell, D., Hall, J., & Boniface, S. (2018)
Working as part of a fully integrated Academic & Careers Skills team (ACeS) at Lincoln University.
Natali, A. (2018)
The bridesmaid or the bride: Illuminating the impact of student support services on a range of student outcomes
Todd-Williamson, C., van der Ham, D., & Lyons, K. (2018)
Shifting technology ceilings: Digital design for learning consultants.
McMorrow, M. (2018)
A way with embedded skills.
McWilliams, R., Allan, Q., & Clout, S. (2018)
Embedding literacies in a certificate level paper: A case study.
Reid, K. (2018)
Peer observation as a tool for professional development.
Jeffrey, R. (2018)
Supporting students to maintain mental wellbeing and successful learning.
Harper, R. (2018)
Contract cheating and assessment: findings from a large-scale Australian research project
Fraser, T. (2018)
Bridging emergent practices: Art, writing and identity.
2016 Lincoln University, Christchurch

Whakatū – Whakahou
Responding to new realities

Keynote slides available

Mercier, O. (2017) 
Something beyond: Student Map-Making in Māori Studies.
Stewart, J. (2017)
Adding value to what we do
Chang, S. (2017)
Teaching and Learning Across Cultures.

Speaker slides available

Oxenham, T. (2017)
Kotahi te kōhao o te ngira: One document to bind them all [Prezi slides]
Protheroe, M. & Breen, F. (2017)
Maths anxiety and performance in the animal care programme.
Morris, B. & Sharp, G. (2017)
Assign writing in the first, second, or third person.
(See also: Gilbert, J. (2016). Monitoring Report: Bachelor of Applied Management and related Graduate Diplomas)
Fluker, G. (2017)
Using blended learning approaches: an academic skills support team collaborates to provide flexible study skills resources.
Richardson, M. (2017)
Transition to study: Multiple approaches to supporting international students in their first trimester of New Zealand tertiary study.
Roche, L. (2017) 
Developing a reflective practice with your peers.
McWilliams, R. & Magretts, K. (no link available)
A peer review process for Learning Advisors.
But see: One-on-one observation templateWorkshop observation templateSL guidelines for peer review
Tarawa, M., O’Shea, M., & McClutchie, A. (2017)
Foundations with intent: Te Fale Pouāwhina.
Silvester, M. & Borren, H. (2017)
Chaos to contemplation:Supporting students with dyslexia.
Sanjuán Bornay, N. (2017)
Bridging the English gap: achievements, challenges and new directions of a non-award English Language Support Program (ELSP).
Cater, K. (2017)
Please share our story: Students with sensory processing sensitivity call for awareness.
Daniel, S. & Breen, F. (2017)
Pasifika Project.
Acheson, C. (2017)
Managing the Academic Needs of Mature Students Returning to University for Postgraduate Professional Qualifications.
Wong-Toi, G., & Ede, J. (2017)
Disabilities Special Interest Group.
Woolf, S. (2017)
Supporting resilience through curriculum content in the first year of university.
Owler, K. (2017)
Thinking ‘critically’ about critical thinking.
Ridley, S. (2017)
Build & rebuild: The English as an Additional Language (EAL) student experience.
Sodardi, V. & Brogt, E. (2017)
Common student problems with assessment during the transition to university: Issues & implications for learning advisors.
Murphy, P. (2017)
Improving student learning: mathematics self-efficacy and deep approaches to learning.
Gilliver-Brown, K. & Ballinger, D. (2017)
The Integrity Games: a participatory approach to Academic Integrity.
Bassett, M. & Lees, A. (2017)
Building academic literacies in Web 2.0 spaces.
Laurs, D. (2017)
Supporting thesis students’ writing: feedback on feedback.
Russo, M. (2017)
Upskilling student numeracy.
Note: Michael has made the following documents available for modification and use at other institutions and welcomes any queries. Please acknowledge Michael Russo, Academic Skills Numeracy Adviser, and Mrs Coral Bayley, Lecturer in Nursing, Australian Catholic University, as the source. Numeracy for nursing quiz A2Numeracy for nursing quiz B2Sample replies to students
Ritchie, J. (2017)
Improving oral communication using a team judging activity to build transferable skills.
Brennan, K., Jeffrey, R., & Yeo, L. (2017)
Effective learning in New Zealand: Study skills for international students.
McClutchie, A. & O’Shea, M. (2017)
Learning through Wānanga.
Henderson, F., McWilliams, A., & Hammill, J., (2017)
Student negotiated assessment to build Academic Integrity.
Chow, G., Beckett, J., & Terrell, J. (2017)
Managing challenging behaviours
Grills, S. (2017)
Diverse Learners in a success course: A Canadian case study.
2013 Eastern Institute of Technology, Napier
Allan, Q. (2014)
Introducing grammar as a communicative resource: A functional approach.
Ayo, L. (2014)
Changing our understandings to enhance our connections: What contributes to successful learning experiences for Middle Eastern students in a New Zealand context?
Cameron, C. & Catt, C. (2014)
Learning Centre practice in Aotearoa/New Zealand: Preliminary report.
Cameron, C., Allan, Q., Gera, C., & McMorrow, M. (2014)
Human ethics issues for Tertiary Learning Advisors: A workshop kit for emerging researchers.
Crombie, P., Simpson, P., & Fraser, C. (2014)
Do they stay or do they go? The first destinations of international student graduates.
Hammond, K. (2014)

Presentation skills in changing environments.

Honeyfield, J., Fraser, C., & Peterson, R. (2014)
An introduction to everything a Learning Advisor needs to know about the scholarship of teaching and learning in ten easy pages: Yes way!
Laurs, D. & Carter, S. (2014)
Learning Advisors and doctoral border-crossing: Negotiating those frontiers.
Laurs, D. (2014)

Whakawhanaungatanga: Student leadership training at Victoria, University of Wellington.
Ma’auga, C. (2014)
Establishing a successful PASS programme: Learning from our collective experience.
Squires, S. (2014)
We are practical people – Building new initiatives to improve student success in level 2, 3 and 4 programmes.
2012 Institute of Technology, Hamilton
Burns, L. (2013)
The development of an interactive writing tool.
Craig, H. & Riquelme, X. (2013)
Developing an online orientation workshop for first-year students in a distance education context.
Malthus, C. (2013)
Reflecting on one-to-one teaching – What strategies might shed light on our practice?.
Morris, B. (2013)
A journey to access free open source referencing management systems (FOSRMS): Zotero.
Osborne, E. (2013)
Active learning in large groups: A case study from new students’ orientation.
Sturm, S. (2013)
“Physician, heal thyself”: What we can learn from our own writing advice.
Von Randow, J. (2013)
The DELNA language advisory session:How do students respond.
2011 Wellington Institute of Technology (WelTec), Petone
Allan, Q. (2012).
KEYS to academic writing success: A six-stage process account
Carter, S., Datt, A., & Donald, C. (2012).
The pedagogy and practice of elearning: Looking back to redirect the flow.
Fraser, C. & Simpson, P. (2012).
Offshore-onshore: How international students’ expectations of the New Zealand academic enviroment compare to their lived experience.
Holland, A. & Silvester, M. (2012).
The Poutama tukutuku metaphor and how it adds value to the tertiary learning journey.
James, B. (2012).
Creating a place at the table or getting a seat on the boat: Reflections on a strategy to position Academic Language and Learning work in relation to national agendas.
Johnson, E. M., Haines, A. S. and Gera, C. (2012).
WaiBoost: An intensive cohort programme for developing tertiary-level academic skills.
Laurs, D. (2012).
Avoiding plagiarism: Steering clear of the rocks.
Ross, C. (2012).
Navigating towards success: Supporting students on academic probation.
Strauss, P. (2012).
Drifting with the current or steering our own course? EAP practitioners in New Zealand.
Sturm, S. (2012).
Invisible ties: Finding learning as it happens
2010 Polytechnic Institute of Technology, Christchurch
Carter, S. (2011)
Interdisciplinary thesis practicalities: How to negotiate the borderlands.
Jayawardane, J. & Askew, G. (2011)
Embedding language, literacyand numeracy skills in a Youth Guarantee programme: The effectson the participation, retention and achievement of young learners .
Lear, E. & Prentice, S. (2011)
On the road to success: Towards retention best practice.
Rawlings, C. & Grant, R. (2011)
A Sense of belonging: Guidelines and tools for training student-to-student peer mentoring.
Sturm, S. (2011)
Teaching as letting learn: What Martin Heidegger can tell us about one-to-ones.
Wee, C. & Grey, M. (2011)
Working with students on assignment resubmission.
2009, Massey University, Albany
Carter, S. (2010a).
The shifting sands of tertiary individual consultation.
Carter, S. (2010b).
Firming foundations for doctorate education in a shifting global environment: Generic doctoral support.
Cooper, B. & Maxwell, S. (2010) 
Increasing the relevance of academic skills for students in the creative arts.
Counsell, J. (2010).
International students’ experience of an internal pathway to postgraduate study: Recognising and applying writing strategies to their discipline specific work.
Dofs, K. & Hobbs, M. (2010).
Raising the bar on Self-Access Centre learning support .
Fraser. C, Manalo, E. & Marshall, J. (2010)
Many and varied roles: An inter-institutional project to evidence the impact of Learning Advisors on student achievement.
George, L., Allan, G., Barratt, M., Thompson, S. & Tatana, L. (2010)
Cultural care as an integral component of Māori student success
Harris, J. (2010)
Mathematics support at university.
Henning, M. (2010)
Understanding the student self: Considerations for academic advising
Laurs, D. (2010)
Collaborating with postgraduate supervisors.
Mitchell, C. & Malthus, C. (2010)
Building strong writing foundations: An investigation into materials for teaching paraphrasing.
Pocock, A. (2010)
Carry on Student Learning:Shifting what we do, how we do it and where we do it.
Porter, S. (2010)
Teaching Management Mathematics.
Strang, P. & Haines, A. S. (2010)
Bridging the cultural gaps: Collaborative and reflective practice.
White, B. (2010)
Comprehending the always becoming and never is: The concept ‘discipline’ in re.
2008, Whitireia Community Polytechnic, Porirua
Craven, E. (2009)
International students: Sojourners or immigrants? A changing role for tertiary learning advisors.
Hammond, K. (2009)
Transformation of student academic support at the Waitakere campus of Unitec: Issues and directions.
Hobbs, M. (2009)
Get your head in the gutter.
Johnson, M., Haines, A., & Strang, P. (2009)
Transforming our work: Elearning initiatives.
Laurs, D. (2009)
Developing student leaders’ graduate attributes: How student learning support can play a part.
Manalo, E. (2009)
Demonstrating student transformations.
Singh, N. & Harris, K. (2009)
Needs analysis: Identifying learning and academic needs of undergraduate students within a faculty.
Uesaka, Y. Seo, M. & Ichikawa, S. (2009)
Students’ cognitive and non-cognitive beliefs about learning as a factor in learning skills acquisition: Suggestions from cognitive counselling.
2007, University of Auckland
E. Manalo, J. Bartlett-Trafford, & S. Crozier (Eds.) (2007)
Walking a Tightrope: The Balancing Act of Learning Advising.
Refereed Proceedings of the 2007 Annual International Conference of the Association of Tertiary Learning Advisors of Aotearoa New Zealand.
2006, Bay of Plenty Polytechnic, Tauranga
Bartlett, A. (2007)
Anchoring practice: how do we learn the profession of academic language and learning advising?

Carter, S. (2007)
Reflection on best practice: A kiwi perspective on ‘new dimensions for doctoral programmes in Europe’.
Crozier, S. (2007)
“Out damned spot”: Removing the taint of the remedial from learning development.
Hoffman, J. (2007)
An examination of adult students’ past experiences and anxiety from the learner’s perspective.
Lambert, S. (2007)
Māori Writing Retreats: Advancing Māori Postgraduates.
Manalo, E. (2007)
How learning advisors promote significant learning.
Mitchell, C. (2007)
A + B = 1:1, formula required? Reflections on learning development and one-to-one teaching from a new learning development tutor.
Morris, B. (2007)
Murky waters: English speakers of other languages with learning disabilities.
Silvester, M. (2007)
Tortoise’s slow-but-sure strategy: A case study of undergraduate nurses’ beliefs, reported use and actual use of vocabulary learning strategies.
Trembath (2007)
Professionalism: An anchor to the past or a way to the future?
2005, University of Otago, Dunedin
Acheson, C. (2006)
Finding evidence that learning support makes a difference

Anderson, J. & Shepherd, J. (2006)
‘Well said’: Integrating language, learning and assessment to enhance student performance in design presentations.
Ayo, L. & Fraser, C. (2006)
Transformative relationships: A case study of collegial partnerships which have enhanced personal and professional development
Dixon, M. (2006)
21st century plagiarism: The factors, the players and the improvements we can make
Godfrey, K. & Richards, H. (2006)
From Dunedin to Dunedin: Supporting students in the changing world of higher education
Goldfinch, M. (2006)
A pilot discussion board for questions about referencing: What do students say and do?
Hunter, K. (2006)
Embedding academic literacy development in the curriculum: A University of Technology, Sydney case study.

Jansen, G. (2006)
Shared space: A pilot study of In-Class Support.
Melhop, V. (2006)
What happens between not understanding and understanding? Mature students on the threshold.
Mort, P. & Holloway, L. (2006)
Supporting the PhD: Genre and Moves in engineering theses introductions.
O’Connor, L. (2006)
Writing, identity and ways of knowing in science.
Procter, L. (2006)
Not such strange bedfellows! Supporting learning by embedding information literacy skills in academic assessment.
Radloff, A. (2006)
Supporting student learning in the 21stcentury university:What’s the job and whose job is it?
Van der Meer, J. (2006)
Spoon-feeding or mind-reading?First-year students’ need for explicit communication of expectations.

Following is a list of the more recent conference venues:

2018 Victoria University of Wellington (Conference)
2017 Auckland University (Symposium)
2016 Lincoln University (Conference)
2016 International Consortium of Academic Language and Learning Developers (ICALLD) Inaugural Online Symposium
2015 Victoria University of Wellington (Symposium)
2014 Auckland University of Technology
2013 Eastern Institute Of Technology
2012 Waikato Institute Of Technology
2011 Wellington Institute of Technology
2010 Christchurch Polytechnic Institute of Technology
2009 Massey University (Albany)
2008 Whitireia Community Polytechnic (Porirua campus)
2007 Auckland University of Technology (Auckland)
2006 Bay of Plenty Polytechnic (Tauranga)
2005 University of Otago (Dunedin)
2004 Western Institute of Technology (New Plymouth)
2003 University of Waikato (Hamilton)
2002 Victoria University (Wellington)
2001 University of Waikato (Hamilton)
2000 Christchurch Polytechnic Institute of Technology