“What we do in the shadows” : Evaluating the one-to-one tertiary learning advice consultation

Kirsten Reid, Xiaodan Gao

Abstract


This paper reports on the initial phase of an action research project undertaken at a tertiary learning centre to evaluate the one-to-one tertiary learning advice consultation (TLAC).   Although we conduct a yearly online student survey, collect student feedback anonymously and discuss student issues regularly at staff meetings and in staff development and planning sessions, we felt it was timely to investigate and evaluate our practice more systematically and robustly.  We focused on the TLACs because  these are a core part of learning advising work that is highly valued by students and some academic teaching staff but are “arguably an expensive luxury” (Wilson, Li & Collins, 2011, p. A139). Following an Australian study (Berry, Collins, Copeman, Harper, Li & Prentice, 2012), we collected data from peer observations, staff self-reflection forms and student questionnaires. Our initial findings indicate that through using a triangulated approach, we were able to observe the consistent qualities in our TLACs. This paper reports on the project to date and outlines our plans for the next phase. 


Keywords


evaluation; one-to-one tertiary learning advice consultation; peer observation

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References


References

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