Page 1

STUDENT CENTRE MAKE THE MOST OF YOUR

STUDENT LEARNING & ACADEMIC DEVELOPMENT

Student Learning & Academic Development Report 1st January to 30th June 2012

Page 2

INTRODUCTIONThe Student Learning and Academic Development team provides a variety of programs and services that seek to maximise the learning and academic skill development of UTAS students and support them to succeed in their studies. These include the UniStart, Introductory Academic Program (IAP) and Peer Assisted Study Sessions (PASS) programs, whose outcomes will be reported in full in end of year reports. This report reflects workshops and learning skills consultation services provided by the Learning Skills Advisers (LSAs) and the Drop In services conducted by the Student Learning Mentors (SLMs) for the period 1/1/2012 to 30/6/2012. It is noted that Semester 1 PASS reports were forwarded to respective unit coordinators and schools earlier this semester.

WORKSHOPS NUMBER AND MODE OF WORKSHOPS

The LSAs conducted 87 workshops during the six month period to 30th June, 2012. The workshops were delivered on the Hobart (n=56), Launceston (n=17), Menzies (n=5) Inveresk (n=5), , Rozelle (n=2) and Darlinghurst (n=2) campuses. There were over 859 attendees registered at workshops. The workshops ranged in size from 1 student to 40 with an average class size of 11 students (M=11, mode = 5). All workshops were delivered face-to-face apart from the Education workshop which was delivered by video blog.

FACULTIES

The workshops consisted of both generic (n=53) academic skill topics in addition to workshops developed for the needs of specific discipline groups (n=34). The discipline-specific workshops were provided within the Faculties of Business (n=17), Health Science (n=6), Arts (n=5), Science Engineering and Technology (SET) (n=4) and Law (n=2) as shown in Table 1.

In addition to these workshops, five lectures were presented by Student Learning and Academic Development staff. These lectures were on learning skills, and entering academia, for Faculty of Health Science medical students in Hobart, and on approaching the first assignment for Psychology students in Launceston, Hobart and Cradle Coast.

Student Learning & Academic Development

TABLE 1: DISCIPLINE SPECIFIC WORKSHOPS.Faculty Course Units Total workshops Total Students

Arts Asian Studies HMA206/318 1 8

Philosophy HAF101 2 34

Fine Arts FFA192 2 22

Business Accounting BFA705 3 47

Economics BEA111 5 25

Management BMA101 4 29

Post Grad 4 17

Not Stated 1 4

Education Not Stated 1 Video blog

Health Science Medicine 3rd Year 4 18

Medicine NS 1 4

Nursing CNA116 1 20

Law Bridging Program UG & PG 2 42

SET Environmental Design Bridging Studio 1 10

Environmental Design HTD 2 & 3 2 10

Total discipline specific 34 290

Page 3

IMAGE BOX

IMAGE BOX

CR

ICO

S P

rovi

der

Cod

e: 0

0586

B

STUDENT COHORT

As with Student Learning consultations, this is the first year that learning services for all degree-enrolled students (domestic and international) were offered through the one coordinated team. This has enabled students to access a wider variety of services and a broader range of workshops. This is also reflected by there being 35 workshops open to all students .

There were 42 workshops designed specifically for international students and 10 workshops for international and Culturally and Linguistically Diverse (CALD) students due to their specific language needs. CALD students are domestic students for whom English is a second language. The international and CALD specific student workshops targeted English language support and included speaking and grammar workshops. The Student Learning team continues to move towards a more integrated model of learning and academic development for all UTAS students, whilst maintaining the capacity to meet the specific learning needs of students.

WORKSHOP TOPICS

The main topics covered in the workshops were speaking skills including medical and clinical communications (n=33) and academic writing (n=39). Other common topics included exam preparation (n=10) and grammar (n=5). Comprehensive details of the discipline specific and generic workshops are listed in Table A1 and A2 in Appendix A.

LEARNING SKILLS CONSULTATIONSNUMBER AND MODE OF CONSULTATOINS

Learning skills consultations were well attended during the first half of 2012 with 480 students attending a total of 985 consultations. There has been a marked increase in consultation attendance since the mid-semester report (5th April, 2012) when 310 consultations had been attended by 234 students. The majority of the consultations during Semester 1 were conducted in a face-to-face manner with only six percent being conducted by either email (n=32) or phone (n=31) (see Table 2). Approximately half the phone and email consultations were support for distance students in Rozelle, Darlinghurst and Devonport LINC.

The average number of consultations per student was two, although there were 29 students who attended more than the recommended five consultations with 3 students accessing the service more than 10 times. Students requiring more intensive support (students with specific learning needs), are encouraged to continue to use the service if consultations are available.

TABLE 2: MODE OF DELIVERY FOR CONSULTATIONS.Mode of Delivery Hobart Launceston Cradle Coast Total

Face-to-face 571 304 44 919

Phone 20 11 - 31

Email 13 17 2 32

Email/phone 1 1 1 3

Total consultations 605 333 47 985

No show 42 26 2 70

Cancelled 11 - - 11

Total booked 658 359 49 1066

Number of students attending consultations

286 162 32 480

The majority of the consultations were conducted on the campus of the LSA and student. There were, however, some exceptions as shown in Table 3. The consultations conducted for students at a different campus from that of the LSAs were conducted by face-to-face (n=22), email (n=15) or phone (n=14) mode. These figures are included in the totals reported above. Of the different campus face-to-face consultations, eight involved the Cradle Coast LSA visiting Devonport LINC upon request from distance students; the Launceston LSA visiting Inveresk; and LSAs conducting consultations whilst at Darlinghurst and Rozelle campuses when visiting for other Student Centre related business. The other 14 were students attending the consultations at a different campus to their enrolled status. The Hobart and Launceston consultations for different campuses were mainly for Health Science students (n=9 and 16 respectively), while Cradle Coast’s were for the most part either Education (n= 10) or Health Science (n=7).

Page 4

TABLE 3: CONSULTATION AT A DIFFERENT CAMPUSES.Campus of student Campus of Learning Skills Adviser Total

Hobart Launceston Cradle

Cradle Coast 1 1

Darlinghurst 6 1 7

Inveresk 2 3 5

Rozelle 3 14 17

Distance 3 6 9

Devonport LINC 5 5

Hobart 1 1

Launceston 7 7

STUDENT COHORT

This is the first year in which student learning support has been provided by one service to all UTAS students (domestic and international). To gain a better understanding of the students that are requiring learning and academic development services, the consultation data have been grouped into cohorts of international, domestic, and CALD students. As shown in Table 4, 44 percent (n=447) of the consultations were international students, 33 percent (n=323) were domestic students, and 21 percent (n=210) were CALD students. Hobart consultations included more international students than other cohorts, Cradle Coast were predominantly domestic students, and Launceston consultations were fairly evenly distributed between all three cohorts.

CONSULTATIONS BY UTAS DISCIPLINE (FACULTIES, INSTITUTES AND CENTRES)

The learning skills consultations were attended by students from all faculties and other UTAS institutes and centres. (See Table 5 for details.) Overall, the Faculty of Arts accounted for 26 percent (n= 258) of the consultations, followed by Health Science (n= 174, 18%), Business (n=142, 14%) and Science, Engineering and Technology (SET) (n=136, 14%). The faculty and centre representation varied between campuses, as is to be expected due to the courses offered at each campus. Launceston’s consultations were predominantly students from Faculties of Health Science, Education and the AMC; Cradle Coast consultations were predominantly from the Faculties of Education and Arts, and Hobart consultations were mainly from the Faculties of Arts, Business and SET.

CR

ICO

S P

rovi

der

Cod

e: 0

0586

B

TABLE 4: COHORT OF STUDENTS ATTENDING CONSULTATIONS BY CAMPUS.Number of Consultations

Hobart Launceston Cradle Coast Total

Domestic 181 101 41 323

CALD 95 114 1 210

International 324 118 5 447

Not identified 5 5

Total 605 333 47 985

Page 5

TYPE OF SUPPORT REQUIRED

The type of support provided during the learning skills consultations has been classified into four main skill areas: Reading and Writing, Speaking and Listening, Numeracy, and Other Academic and Study Skills. Each of these main academic skill areas are further categorised into concepts generally covered in that specific skill area as shown in Appendix B with results. The LSAs recorded the concepts that were covered at each consultation, thus creating 2347 results from 985 consultations.

The majority of the consultations dealt with issues relating to Reading and Writing Skills (n=2057) and, in particular, assignment planning and overall structure, and vocabulary and expression. This trend was similar in all three Tasmanian campuses. Grammar also required substantial assistance in Launceston and Hobart. The main concepts covered in Other Academic and Study Skills (n=172) were exam preparation (n=29) and study skills (n=28). In the ‘other’ column of this skill were 24 ticks for reassurance and 5 for Information and Community Technology (ICT) support. ICT support is not officially provided by the Student Learning team but is covered if within the LSAs knowledge level. There seems to be a lack of support for students querying use of ICT software, such as MyLO which has begun its migration process this semester.

Speaking and Listening Skills (n=72) included oral presentation (n=27) and pronunciation (n=25). Number and computation was the most required concept in Numeracy Skills, accounting for 28 percent (n=13) of these consultations.

ACCESSING THE SERVICE

Students were provided with the option of booking consultations through email, phoning or visiting Student Learning reception. A survey of students who attended consultations showed that the most popular method of booking consultations was through the Student Learning email system (59%, n=42), followed by visiting the reception desk (55%, n=39). Only 25 percent of students booked a consultation via phone. The email booking service is new this year and has simplified the process for both students and receptionist. Its popularity in such a short time indicates that the marketing of the consultation service seems to have been effective.

STUDENT LEARNING DROP IN

Student Learning Drop In is a peer facilitated space that provides all UTAS students with the opportunity to seek guidance in developing their general academic skills. It is primarily a writing centre with student learning mentors routinely offering guidance on planning, structuring and writing an assignment.

The 2012 restructure of the provision of student learning services resulted in the Student Learning Drop In being open to both international and domestic students. The success of the integration of the services is apparent in the breakdown of figures. The restructure also meant changes in location on both the Launceston and Hobart campuses. The Hobart move was not significant, but the Launceston move, from a well-known and successful site, resulted in an initial decline in attendance. The marketing campaigns on both campuses in weeks three and four allowed for this lack of attendance to be addressed.

Alongside the above-mentioned changes, there were also some changes to the administrative personnel and their roles. The campus co-ordinators remained in their roles. The Drop In space was fortunate to retain some SLMs at Launceston and Hobart

TABLE 5: CONSULTATIONS ACCESSED BY EACH FACULTY AND CENTRE BY CAMPUS.NS BY FACULTY AND CENTRE.Faculty Hobart Launceston Cradle Coast Total

Australian Maritime College 1 66 - 67

Arts 201 42 15 258

Business 129 12 1 142

Conservatory 1 - - 1

CUPP 27 9 1 37

Education 30 56 21 107

ELICOS 6 - - 6

Health Science 48 119 7 174

IMAS 8 - - 8

Law 49 - - 49

SET 105 29 47 139

Totals 605 333 47 985

Page 6

campuses. This provided a good mix of new recruits and experienced mentors. All mentors attended the February training day, while mid-year training day attracted two thirds of those employed.

There has been a steady increase in each year of the four year operation of the Drop In service with a further increase this year (see Table 6 & Figure 1). The numbers in Launceston are slightly higher than in Hobart, but this is due to the longer hours of operation. In Launceston the Drop In space is open for a total of 12 hours per week as opposed to 9 hours per week in Hobart. It is proposed to address this next year, with uniformity in hours but also an extension of the days and times offered at both campuses.

What is interesting to note is that while there has been engagement with the international student community, the domestic student engagement has dropped. The reason for this fall in domestic student engagement is unknown, and a recent online survey demonstrated a high approval rate of those attending the service, with 90.7% highlighting the usefulness of the service.

The service is appreciated with one student commenting in the online survey that, “These help students, especially international students adjust to uni quickly. Thank you.”

TABLE 6: DROP IN ATTENDANCE SEMESTER 1, 2011 AND SEMESTER 1, 2012IONS BY FACULTY AND CENTRE.

Semester 1 Student totalsEnglish as a first

language studentsInternational

students

LTN 2011 163 129 79% 18 11%

LTN 2012 174 124 71% 36 21%

HBT 2011 150 128 85% 14 9%

HBT 2012 163 98 60% 53 33%

Figure 1. Student visits, Semesters 1, 2011 and 2012.

Page 7

The recent student feedback survey highlighted the importance of the SLMs attending lecture visits and having a presence at Orientation Day. Student responses suggested that 75% of students that attend the Drop In space have been informed through face to face contact with an SLM. This is facilitated by the involvement of lecturers in allowing SLMs to present in their lectures and also including a PowerPoint slide on the service in their lecture materials. This support of the service is greatly appreciated.

The other mode of engagement with students is through email requests and promotion of the Drop In service by the LSA. An appraisal of how we market this mode of delivery, and Drop In space in general, needs to be undertaken. The offering of the Drop In space to students prior to obtaining a consultation with an LSA may be one option.

The Drop In space continues to grow, and is perceived as a valuable service by those attending. While its design is to assist and support students in developing their own skills to succeed at university, it offers much more. The peer nature allows for students to understand and empathise with those attending the space, “The ease of the Drop In works for when you feel down etc.” This is an area that we have not fully assessed but from a number of the survey comments it is an important component to the success of the Drop In space.

STUDENT EVALUATION OF STUDENT LEARNING SERVICES

At the end of Semester 1, 2012, an online survey was conducted for students to provide feedback and suggestions about Student Learning consultations, Drop In and workshops to assist us in improving our services. There were 75 students who responded to the survey although not all students replied to all the questions.

MARKETING OF SERVICES

The manner in which students found out about the particular service they attended was fairly similar for consultations, Drop In and workshops. Table 7 shows the list of options given to the students and their responses for each of the services and a combined result.

TABLE 7: METHOD OF INTRODUCTION TO STUDENT LEARNING SERVICES.

Answer optionsStudent Learning

consultationDrop In Workshops

Number of students response

Learning Skills Adviser 23 16 7 35

Student Learning Mentor (Drop In) 4 15 3 20

Friend/Fellow student 17 10 12 32

Lecturer/Tutor 21 18 16 37

Student Adviser 14 10 9 27

UniStart 18 13 11 31

Advertising/Signs 14 15 12 28

Counsellor 5 7 5 15

Website 14 18 12 28

Not applicable/I can’t remember 4 5 3 8

Other/Comment 8

Total responses 134 127 90 269

Note: n = 74

The main sources of introduction to the services were lecturers/tutors (n=37), LSAs (n=35), friend/fellow student (n=32) and UniStart (n=31). The website (n=28) and advertising/signs (n=28) were also important in marketing the services. Other marketing methods reported but not included in the survey list were through programs conducted in other UTAS centres such as the University Preparation Program (UPP), the Introductory Academic Program (IAP) and PASS.

Page 8

TYPES OF SUPPORT REQUIRED

CONSULTATIONS AND DROP IN

Table 8 lists the main reasons students accessed the learning skills consultations and Drop In services both separately and combined. The survey listed nine suggestions taken from the information on the consultation records, with an option for other areas that the students may like to include. The reasons chosen by the students were similar for both consultations and Drop In services. Overall, students were mainly requiring assistance with interpretation of essay questions (n=41), grammar (n=40) and assignment style (n=39). Other reasons given by students but not listed in the survey were assistance with Turnitin, referencing, understanding feedback on an assignment and to improve grades from a credit to a distinction.

The importance of these services is highlighted by the following comments given by students as reasons for attending the services other than those listed in the survey:

• Asamature-agedstudentIfeltIwasbombingoutofuniin3rdyearthroughlackofacademicskillsandthatscaredme

• IwantedanopiniononwhyIreceivedcertainfeedbackcomments

• Feltdisengagedwiththedistancelecturer

TABLE 8: REASONS STUDENTS ACCESS STUDENT LEARNING SERVICES

Answer optionsStudent Learning

consultationsDrop In

Number of students

responses

Understanding requirements outlined in the assignment. 25 13 32

I was having difficulty understanding the journal articles and texts I had to read.

17 8 22

I had to learn how to write an assignment in the style my lecturer required. 33 13 39

I wanted to make sure that I interpreted my essay title correctly and the approach was appropriate.

32 18 41

I wanted some comments on the organisation of my article. 28 13 34

My lecturer suggested that I should go to Student Learning to improve my academic skills.

17 10 23

I needed study skills, e.g. listening, note-making, note- taking, referencing, exam techniques.

21 9 29

I wanted to have my grammatical mistakes corrected. 34 14 40

I needed help with basic mathematical concepts. 10 5 15

Other (please specify) 12

Total Responses 217 103 287

Note: n = 74

WORKSHOPS

Table 9 shows that the students were attending workshops mainly to assist them with general academic skills (74%) although the other workshops were also well supported and some students attended more than one workshop.

TABLE 9: WORKSHOP SKILLS

Answer options Number of student responses

General academic skills, eg essay writing, exam preparation 27

Support for a particular course, unit or assignment 17

Speaking skills 13

Grammar 11

Total responses 68

Note: n =38

Page 9

SATISFACTION OF CONSULTATIONS AND DROP IN SERVICES

The majority of the students accessing the consultation and Drop In services were satisfied with the support they received. A high percentage were extremely satisfied in services provided by LSAs (47%, n=68) and SLMs (39%, n=51). Comments given were also encouraging.

• GottheadviceandsuggestionsIneeded.Itwasveryhelpful

• Greatclarificationofessayrequirements

There were only five dissatisfied responses for both these services with only one extremely dissatisfied for each of these services. The two extremely dissatisfied responses were from different students; however, in a later question, both students responded that the resources they obtained through the service were useful. There were also no additional comments given to support their dissatisfaction.

STUDENT LEARNING CONTENT

The consultations were reported as being the most useful of the three services provided by Student Learning. This service was reported as being extremely useful to 53 percent of the students responding (n=62) with Drop In services being extremely useful to 23 percent of the students (n=43). There were 9 percent of the Drop In students who found the content of the service not useful compared to 3 percent for both consultations and workshops. There were 65 students who stated that they would use the service again compared to four who would not. As there were no reasons given as to why they wouldn’t use the service this may be because they no longer require assistance with their studies. The opening up of the Drop In to international students for the first time has resulted in enhanced training needs for the SLMs and this is being incorporated into the training program for mid year and 2013.

Figure 2. Students’ perception of the usefulness of the content of the Student Learning services.

STUDENT LEARNING SERVICES APPRAISAL

POSITIVE FEEDBACK

Students were asked to comment on what they liked about the Student Learning services. There were 15 students who commented on the characteristics of the service which focused on the benefits of the service being one-to-one and easy to access. The staff were highly praised by 21 students on being friendly, supportive and “genuinely interested in helping”. “They always go out of their way to ensure you have the help you need. They never make you feel inadequate.”

The students liked the support they received in areas such as their grammar, writing style, and formatting and understanding university assignments.

• ThefeedbackfromtheStudentLearningConsultationsandtheDropinsessionshasdevelopedmystyleofwriting,thinking and interpersonal skills.

• TheconsultantwasquicktoperceivethecoreoftheissuesIwashavingwithmystudiesandadvisedaccordingly.

The students also liked the non-academic support such as confidence and clarity that they gained by attending the sessions.

• Theyhelpkeepmefocused,andrefreshmyinterestintheunit.

• Irapidlycameupagainstrealityin3rdyearandtotallyfellapartinfirstsemester.Unicanbealienatingformature-agedstudents and Anne [pseudonym] restored my faith in myself.

Page 1

CR

ICO

S P

rovi

der

Cod

e: 0

0586

B

IMPROVEMENTS REQUIRED

Although access to the services was a positive aspect for some students, it was also the major factor in improvement for 16 of the students. This included comments of more availability, more flexibility, and extending the hours of Drop In, consultations and speaking workshops. An interesting comment was made by one student who suggested that “It would be nice if workshops could be filmed as a lecture for students to be able to download and at least observe. I’m sure this would also help with student engagement when studying by distance.”

In addition to more flexible consultations, the students also suggested the sessions should be more detailed and specialised for the different courses. One student commented that LSAs could perform a “detailed analysis before the appointment to evoke deeper critiquing.” Other suggestions included speaking groups to “separate students from the same culture” and “focus on pronunciation more” and for numeracy to be included in Drop In. Increasing the awareness of the availability of Student Centre services were a concern to nine students with one suggesting workshop timetables be emailed to all students.

Student feedback has been used to inform ongoing improvement in the services; with a focus on more flexible delivery of Student Learning services, specifically to distance students, and funding being received to employ a staff member in this area specifically for 2013.

GENERAL COMMENTS

The comments in the general section of the survey were mainly praise and gratitude for the help received through the services, which indicates that the service is providing the type of assistance the students are requiring in a professional and caring manner. The positive feedback covered both international students, “I don’t know how I could have coped without this support since I came from non-English speaking country to study here in Australia” and domestic students “The extra support has instilled in me more confidence and knowledge of my mathematical abilities, which has enabled me to be able to undertake the mathematical components of my degree.” It also raised a few suggestions for further improvements such as “a Drop In or workshop available at the student engagement day in Melbourne” and a “workshop on creating thesis templates”.

CONCLUSION

All the Student Learning services have assisted a diverse range of students at UTAS on all three campuses as well as staff offering support to the Sydney campuses. The service has enabled support to be given to students across a wide range of student learning and academic development skills. Marketing of our service seems to be working as people are booking by our new email system; however, students did comment that the service needed more marketing. Students have been informed of the service through lecturers/tutors and through fellow students. Students are also accessing information about our services through the website and advertising material.

Nearly all the students in the survey were satisfied with the content of the services provided by Student Learning services and the professionalism and friendliness of the staff. The services benefited students both academically and non-academically. The students recommended an increase in availability of support relating to both the amount of sessions available during the day and an extension in the hours they are offered. This has been noticed by the LSA consultants particularly in Hobart, where there is often a waiting list. It was also suggested that more specialised and detailed sessions for specific courses are conducted and speaking groups include a mixture of cultures with the inclusion of domestic students. Adding extra consultations and workshops, however, would reduce the time staff have for preparation, developing resources and to perform their other tasks unless staffing were increased. Overall, the feedback from the students was very positive.

0

Page 2

APPENDIX A

List of discipline specific and generic Workshops held in Semester 1, 2012

TABLE A1: DISCIPLINE SPECIFIC WORKSHOPSFaculty School Unit Campus Topic N˚ of attendees N˚ of workshops Student Cohort

Arts Asian Studies HMA206/318 Sandy Bay Essay support Asian Studies 8 1 International

Arts Fine arts FFA192 Inveresk Essay writing 22 2 Open to all domestic and international

Arts Philosophy HAF101 Sandy Bay HAF 101 - essay planning 34 2 Open to all domestic and international

Business Accounting BFA705 Sandy Bay Essay support 3 - Organisation and language conventions

2 1 Open to all international only attended

Business Accounting BFA705 Sandy Bay Essay support 1 - Vocab, definitions 26 1 Open to all international; 2 domestic

Business Accounting BFA705 Sandy Bay Essay support 2 - Analysing Q, ordering information

19 1 Open to all international; 2 domestic

Business Economics BEA 111 Sandy Bay Short essay task 4 1 Open to all

Business Economics BEA 111 Sandy Bay Exam preparation 6 1 Open to all

Business Economics BEA 111 Sandy Bay BEA 111 - in-tutorial tests 4 1 International/domestic

Business Economics BEA 111 Sandy Bay BEA 111 - mid-semester test 7 1 International/domestic

Business Economics BEA111 Sandy Bay BEA 111 essay 4 1

Business Management BMA101 Launceston Assignment 1 support 5 1 Open to all; domestic

Business Management BMA101 Launceston Essay support 2 - Analysing Q, reading & note-taking

2 1 Open to all; domestic & international

Business Management BMA101 Sandy Bay Essay support 2 - Analysing Q, reading & note-taking

14 1 Open to all; domestic & international @ 70:30

Business Management BMA101 Sandy Bay Assignment 1 support 8 1 Open to all; international and domestic @ 50:50

Business Sandy Bay Academic writing skills 4 1 International Business post grad

Business post grad Sandy Bay Reading skills 4 1New international post grad Business students

Business post grad Sandy Bay Paraphrasing 5 1 New international post grad Business students

Business post grad Sandy Bay Referencing 4 1 New international post grad Business students

Business post grad Sandy Bay Critical thinking 4 1 New international post grad Business students

Page 11

Page 3

TABLE A1: DISCIPLINE SPECIFIC WORKSHOPS (CONT.)Faculty School Unit Campus Topic N˚ of attendees N˚ of workshops Student Cohort

Education Newnham Exam preparation Video blog 1

Health Science Medicine 3rd Year Menzies Medical communication 18 4 International students transferring into Year 3 from IMU in Malaysia

Health Science Medicine Menzies Clinical communication 4 1 International (Malaysian articulation to Year 3)

Health Science Nursing CNA116 Launceston Essay writing 20 1

Law Bridging Program UG & PG Sandy Bay Tutorial participation (Group 2)

15 1 Open to all; majority of international

Law Bridging Program UG & PG Sandy Bay Tutorial participation (Group 1)

27 1 Open to all; majority of international

SET Environmental Designs Bridging Studio Inveresk Essay writing 10 1 International

SET Environmental Designs HTD 2&3 Inveresk Essay writing 5 1 Open to all

SET Environmental Designs HTD 2&3 Inveresk Essay writing 5 1 Open to all

Page 12

Page 4

TABLE A2: GENERIC WORKSHOPSCampus Topic N˚ of attendees N˚ of workshops Student Cohort

Darlinghurt, NSW Academic writing skills 30 1 Open to all

Darlinghurt, NSW Exam Prep 18 1 Open to all

Launceston Getting started with your research 1 1 International/CALD

Launceston Introduction to academic writing 12 2 International/CALD

Launceston Oral Presentation Skills ? 1 International/CALD

Launceston Organising an essay 5 1 International/CALD

Launceston Proofreading your work 1 1 International/CALD

Launceston Referencing to literature 2 1 International/CALD

Launceston Speaking group 4 2 International/CALD

Launceston What is my lecturer really asking me to do? 6 1 International/CALD

Newnham Exam preparation 35 3 Open to all

Rozelle, NSW Academic writing skills 9 1 Open to all

Rozelle, NSW Exam Preparation 40 1 Open to all

Sandy Bay Academic integrity 20 1 International

Sandy Bay Developing reading and vocab 7 1 International

Sandy Bay Editing your own writing 12 1 International

Sandy Bay Exam preparation 25 2 International/CALD focus, open to all

Sandy Bay Grammar - nominalisation 7 1 International/CALD focus, open to all

Sandy Bay Grammar - sentences 5 1 International/CALD focus, open to all

Sandy Bay Grammar - subject-verb agreement 5 1 International

Sandy Bay Grammar - verb tense 6 1 International/CALD focus, open to all

Sandy Bay Grammar- articles 8 1 International/CALD focus, open to all

Sandy Bay Paraphrasing 14 1 International

Sandy Bay Referencing 12 1 International

Sandy Bay Speaking Skills 226 19 International

Sandy Bay Speaking Skills 39 4 International including IAP students

Sandy Bay Written assignments 20 1 International

Page 13

Page 5

TABLE B1: SKILL AREAS REQUIRING SUPPORT DURING STUDENT LEARNING CONSULTATIONSSUPPORT - READING AND WRITING SKILLS (TOTAL 2057)

Campus Question analysisAssignment

planning & overall structure

Paragraph structure

Paraphrasing Referencing Grammar Punctuation Vocabulary &

expressionCritical reading Total by campus

Hobart 157 256 102 43 86 226 108 281 25 1284

Launceston 78 172 96 14 50 160 39 47 6 662

Cradle Coast 2 28 18 3 16 10 12 20 2 111

Totals 237 456 216 60 152 396 159 348 33 2057

APPENDIX B

SUPPORT - SPEAKING AND LISTENING SKILLS (72)

Campus Oral presentation skills Pronunciation Note-taking & following lecturesDiscussion skills & tutorial

participationTotal by campus

Hobart 19 20 7 4 50

Launceston 8 5 3 6 22

Cradle Coast

Totals 27 25 10 10 72

SUPPORT - NUMERACY SKILLS (TOTAL 46)

Campus Number and computation Ratio and proportion Algebra & equations Data and graphing Units of measure Geometry & trig Other - specify Total by campus

Hobart 8 2 8 8 8 34

Launceston 5 5 1 1 12

Cradle Coast

Totals 13 7 8 9 1 8 46

SUPPORT - OTHER REQUIRED AT CONSULTATION

CampusExam preparation &

techniquesOrganisation & time

managementCritical thinking

Interpreting assessment feedback

General study skillsDiscipline-specific

study skillsOther - specify Total by campus

Hobart 25 13 12 12 21 12 46 141

Launceston 4 2 1 2 7 16

Cradle Coast 1 3 5 6 15

Totals 29 15 14 15 28 12 59 172

Page 14