Learning advisors focus on academic writing. This occurs before and after students submit work.
Learning advisors collaborate with faculty staff to create teaching sessions which are integrated with curriculum content. This is designed cumulatively across papers in a programme of study. Our goal is to create resources for academic writing development that are relevant to students as they work on their current assignments.
The essential steps for collaborating are below. The design of our teaching materials focuses on using writing samples.
The essential steps for working with undergraduate and postgraduate coursework students are below. Our focus is on working with lecturer feedback.
Learning advisors may be able to work with students on their writing once it has been submitted and marked by lecturers, or commented on by supervisors. In accordance with AUT’s proofreading guidelines for student assessments and the guidelines for the proofreading of postgraduate theses and dissertations at AUT, learning advisors do not proofread or check student writing.
At AUT, a research student is someone who is currently doing a research project as part of one of the following programmes:
The essential steps for working with research students and their supervisors are below. Our focus is on working with supervisor feedback.
Supervisors may request an academic writing appointment with a learning advisor. This occurs once it has been commented on by supervisors. In accordance with AUT’s proofreading guidelines for student assessments and the guidelines for the proofreading of postgraduate theses and dissertations at AUT, learning advisors do not proofread or check student writing.
Research students have direct access to learning advisors through thesis writing workshops, drop-ins and general workshops on academic writing. Research students can also book into workshops run in collaboration with the Graduate Research School .
We are engaged in research relevant to our practices, and welcome collaborative projects with other AUT researchers and international partners.
Mark Bassett & Dr Lucy Macnaught
Sep 2018 – Sep 2019
This project focuses on how students experience online learning resources related to academic writing and study skills development. It forms part of a larger Library website project to redevelop the website. The research design centres on user experience (UX) research methods where students are involved in the design process. Data are analysed using theoretical frameworks within the Applied Linguistic tradition of Systemic Functional Linguistics. Discourse analysis identifies reoccurring student responses related to: what and how they evaluate the website; how they meaningfully group and label website content; and the type of webpage layout that they think is effective and user-friendly. Findings are expected to generate design principles that will inform specific changes to the current website. The research findings will also be the foundation for further and iterative user experience research related to the development of students’ academic literacies.
This PhD research investigates the collaboration between learning advisors and lecturers as they co-design and integrate academic literacies into subject content. Findings are expected to capture varied practices and identify key aspects that are critical to effective collaboration. An intended outcome is to improve working relationships between learning advisors and lecturers for the benefit of students’ academic literacy development.