CRICOS No. 00213J

Rena Frohman Language and Learning Adviser

International Student Services/Faculty of Health November, 2011

AALL 10th Biennial ConferenceAdelaide, SA

Collaborative efforts work! Reflections on a two-year relationship between Faculty of Health and International Student Services - Language and Learning Unit.

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The Collaborative Initiative

FoH: 6 schools/4,000 students• Nursing & Midwifery & Public Health: 20% int’l/CALD and growing

ISS: Centralised Unit on 2 campuses• Previous workshops in FoH• Increasing focus: HRD students

Push factors• QUT Mission Statement• AUQA/TEQSA Audit• Good Practice Principles transforming into standards (Barthel, 2011)

• FYHE: transition pedagogy – greater collaboration between academics and professional staff (Kift, Nelson, & Clarke, 2010)

GOAL: provide support to growing demand

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The Pilot Program

Scoping the Collaboration1. Which FoH students would have access?

– PhD, PG, UG?– Int’l/domestic NESB, CALD?

2. What types of support strategies?– Academic units/academic literacies?– Clinical Practice Placements?

3. What was the LLA’s role in the faculty?– Co-curricular/extra-curricular workshops?– PD Sessions– Curriculum/assessment development

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Semester 1, 2010

From little things big things grow1. UG: 5 unit-specific workshops targeted:

– High failure rates & Advanced academic writing needs

2. PG: Writing Workshops (generic skills)LLA met needs: ‘deficit’/Reactive approach (Harper, Prentice, & Wilson, 2011; Kift, Nelson, Clarke, 2010)

Student/Academic Feedback3. Improve marketing4. Working, BUT not reaching enough students

PRIORITISING TENSION: LIMITED RESOURCES

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Sem. 2, 2010 – Sem. 1, 2011

Development to 7 Strategies1. Academic Writing Skills Workshops

– ‘disciplined flavoured’ (Barthel, 2011)

2. Unit Specific Workshops for academic literacies3. PG Writing Circles4. Pre-clinical Placement Role Play workshops5. PD Sessions for academic staff6. Volunteering in Hospitals Program7. AT RISK intervention program

REACTIVE and PROACTIVE approaches blended to support students from transition through to more advanced levels of study

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REFLECTIONS – Lessons Learned

Policy

Personal Philosophy

Practical Considerations

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Lesson 1: Understand the Big Picture

Policy Enablers:• University mission statement• National policy changes

– (AUQA/TEQSA & GPP)• FYHE

Support comes from higher level stakeholders.

When problems arise: management moves the process along

Policy

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Lesson 2: Evaluation builds legitimacy

Enablers:• Evaluation purposes

– Determine if collaboration meets students’ needs

– Build legitimacy with academic staff

Collect Data: • As much as possible, in as many ways• Share outcomes w/academics

Reflect on feedback w/ academics: builds teamwork and legitimacy

BUT IT TAKES TIME –

PRIORITISING TENSION

Policy

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Lesson 3: Collaboration requires flexible cooperation

Enablers:• Faculty Champion required• Faculty support from admin teams required• Open Communication• Planning/Flexibility• Problem-solving

Building close academic/professional relationship with constant scheduled & unscheduled communication is VITAL to deal with inevitable TENSIONS caused by unexpected changes.

Practical Considerations

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Lesson 4: Collaboration requires long-term vision

Enablers:• Collaboration & change is ‘hard work’ (Kift, Nelson,

& Clarke, 2010)

• GPP Standards in AUQA/TEQSA = long term• Shared vision among all is VITAL for

sustained commitment• Communal willingness to support the goal

BUT for sustainability PILOT PROJECTS must be guaranteed through policy & funding

Practical Considerations

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Lesson 5: Defining Identity

Enablers:• Understanding my main purpose:

– to help CALD students by developing a range of support strategies

• Believing FYHE/GPP momentum will increase and encourage institutional changes

TENSIONS: • Wanting to accept invitations to participate

in more roles/initiatives but limited by resources & time

Personal Philosophy

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References

Barthel, A. (2011). From good practice principles to standards. Retrieved June 15, 2011, from http://www.studentservices.uwa.edu.au/__data/page/169199/Alex_Barthel_Keynote.pdf

Harper, R., Prentice, S. & Wilson, K. (2011). English language perplexity: Articulating the tensions in the DEEWR “Good Practice Principles”. The International Journal of the First Year in Higher Education, 2(1). 36-48. doi:10.5204/intjfyhev.2i1.51

Kift, S., Nelson, K. & Clarke, J. (2010). Transition Pedagogy: A third generation approach to FYE – A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1). 1-20. Retrieved July 14, 2011, from https://www.fyhe.com.au/journal/index.php/intjfyhe