Navigating change: A reflective journey across fifteen years as a learning advisor
DOI:
https://doi.org/10.26473/10.26473/ATLAANZ.2025.2/016Abstract
Kaaryn Cater recounts a 15-year journey as a learning advisor marked by embedding literacy and numeracy, culturally responsive initiatives for Pacific and neurodivergent students, research on sensitivity, and advocacy for inclusive education, while highlighting sector challenges and the vital role of ATLAANZ in sustaining professional practice.
References
Bassett, M., Cater, K., Gearing, N., & Allan, Q. (2024). If we can do it, so can you: How doctoral study leads to personal and professional growth for tertiary learning advisors. ATLAANZ Journal, 7(1), Article 7. https://doi.org/10.26473/ATLAANZ.2024/007
Cater, K. (2022). I can’t concentrate! Creating learning environments that support highly sensitive learners to thrive. Whitireia Journal of Nursing, Health & Social Services, 29, 33–46. https://doi.org/10.34074/whit.2910
Cater, K. (2017). The impact of sensory processing sensitivity (SPS) on tertiary learning and teaching. International Journal of Technology and Inclusive Education (IJTIE), 6(1), 1004–1010. https://doi.org/10.20533/ijtie.2047.0533.2017.0128
Cater, K., Hyde, M., & Asbury, E. (2022). The design and validation of a self-report survey examining postsecondary students’ perceptions of success: The perceived success in study survey (PSISS). Alberta Journal of Educational Research, 68(3), 414–445. https://doi.org/10.11575/ajer.v68i3.72816
