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    A friendly destination: Normalising first-year science student help-seeking through an academic literacy Targeted Learning Session. A Practice Report

    Hammond, Kay; Thorogood, Joanna; Jenkins, Adrian; Faaiuaso, Deborah

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    Date
    2015-03
    Citation:
    Hammond, K., Thorogood, J., Jenkins, A., & Faaiuaso, D. (2015). A friendly destination: normalising first-year science student help-seeking through an academic literacy Targeted Learning Session. A Practice Report. The International Journal of the First Year in Higher Education, 6(1), 179-185.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2639
    Abstract
    A high priority for tertiary institutions in New Zealand, and globally, is for first year students to have a positive experience of higher education. However, a commonly reported issue is student reluctance to access learning support, even when needed (Hoyne & McNaught, 2013). Previous research addressed this issue with a large number of Arts students through introducing Targeted Learning Sessions in which teaching staff and learning support services combined to offer assistance in one place (Cameron, George & Henley, 2012). Our study replicates and develops their successful session with a smaller number of Medical Imaging students. The students reported appreciating timely help from a range of staff on content, structure and information discovery. Staff enjoyed greater interaction with students and the professional collaborative environment. Our findings also highlighted future practical improvements. This study extends previous research, increasing understanding and demonstrating the wider application of Targeted Learning Sessions in normalising help-seeking.
    Keywords:
    higher education, first year students, arts students, target learning sessions, learning support
    ANZSRC Field of Research:
    130103 Higher Education, 130305 Educational Counselling
    Copyright Holder:
    The Authors
    Copyright Notice:
    © Copyright of practice reports is retained by authors. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.
    Available Online at:
    https://fyhejournal.com/article/view/276
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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