Learning advisors should be doing individual consultations differently: Why is that and what should we be doing instead?

Abstract

Individual consultations have long been seen as core to the tertiary learning advisor (TLA) role, but the traditional individual consultation needs to change. In this perspective paper, through a combination of reflection and the discussion of selected of research findings, three factors influencing the TLA role are discussed: equitable teaching and learning practices, the need to demonstrate the impact of our work, and the institutional adoption of generative artificial intelligence (GenAI) and third-party writing feedback providers. These factors present challenges and opportunities to the traditional individual consultation as well as the ongoing existence of the TLA role itself. The research findings are drawn from TLA and lecturer perspectives collected within a larger doctoral study of TLA and lecturer collaborations to embed academic literacy development at an Aotearoa New Zealand university. Findings include perceived benefits and weaknesses of individual consultations, the institutional perspective of TLAs as providers of individual support, and disagreements amongst TLAs about the best use of their time. The paper calls for change in TLA practices in order that we teach students using culturally appropriate equitable practices, provide robust evidence of the impact of our work on student academic success, and clearly differentiate our contributions from those of GenAI and third-party providers.