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dc.contributor.authorHammond, Kay
dc.contributor.authorThorogood, Joanna
dc.contributor.authorJenkins, Adrian
dc.contributor.authorFaaiuaso, Deborah
dc.date.accessioned2015-03-16T02:20:44Z
dc.date.available2015-03-16T02:20:44Z
dc.date.issued2015-03
dc.identifier.issn1838-2959
dc.identifier.urihttps://hdl.handle.net/10652/2639
dc.description.abstractA 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.en_NZ
dc.language.isoenen_NZ
dc.relation.urihttps://fyhejournal.com/article/view/276en_NZ
dc.rights© 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.en_NZ
dc.subjecthigher educationen_NZ
dc.subjectfirst year studentsen_NZ
dc.subjectarts studentsen_NZ
dc.subjecttarget learning sessionsen_NZ
dc.subjectlearning supporten_NZ
dc.titleA friendly destination: Normalising first-year science student help-seeking through an academic literacy Targeted Learning Session. A Practice Reporten_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderThe Authorsen_NZ
dc.identifier.doidoi:10.5204/intjfyhe.v6i1.276en_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.subject.marsden130305 Educational Counsellingen_NZ
dc.identifier.bibliographicCitationHammond, 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.en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.publication.spage179en_NZ
unitec.publication.lpage185en_NZ
unitec.publication.volume6 (1)en_NZ
unitec.publication.titleThe International Journal of the First Year in Higher Educationen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms57480en_NZ


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