Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/10779
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dc.contributor.authorMuldoon, Robynen
dc.contributor.authorWijeyewardene, Ingriden
dc.date.accessioned2012-07-23T10:28:00Z
dc.date.issued2012en
dc.identifier.citationJournal of the Australia and New Zealand Student Services Association (39), p. 21-31en
dc.identifier.issn1320-2480en
dc.identifier.urihttps://hdl.handle.net/1959.11/10779en
dc.description.abstractTransition programs aimed at assisting new students to become part of the learning community have been a common feature in Australian and New Zealand universities for many years. The University of New England (Australia) established two new programs aimed at supporting the academic transition of commencing students studying by distance education in 2007. One was a peer mentoring program. The other was an online university induction and academic mentoring program. Evaluation and outcomes, plus an analysis of resources required by each program, led to the online induction program taking precedence over the peer mentoring program. The induction program has been more successful, more risk averse, and more resource effective in introducing students to the academic culture of the university and assisting with their integration into, and comfort within, the academic community. It appears from our experience that academic mentoring is best left in the hands of professional, experienced and continuously employed university staff. The online induction program won a prestigious Australian Learning and Teaching Council Citation in 2011 for an outstanding initiative that effectively supports student learning.en
dc.languageenen
dc.publisherAustralia and New Zealand Student Services Associationen
dc.relation.ispartofJournal of the Australia and New Zealand Student Services Associationen
dc.titleTwo Approaches to Mentoring Students into Academic Practice at Universityen
dc.typeJournal Articleen
dc.subject.keywordsHigher Educationen
local.contributor.firstnameRobynen
local.contributor.firstnameIngriden
local.subject.for2008130103 Higher Educationen
local.subject.seo2008939999 Education and Training not elsewhere classifieden
local.profile.schoolAdministrationen
local.profile.schoolAdministrationen
local.profile.emailrmuldoon@une.edu.auen
local.profile.emailiwijeyew@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20120531-13464en
local.publisher.placeAustraliaen
local.format.startpage21en
local.format.endpage31en
local.peerreviewedYesen
local.identifier.issue39en
local.contributor.lastnameMuldoonen
local.contributor.lastnameWijeyewardeneen
dc.identifier.staffune-id:rmuldoonen
dc.identifier.staffune-id:iwijeyewen
local.profile.orcid0000-0002-9797-1967en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:10974en
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.title.maintitleTwo Approaches to Mentoring Students into Academic Practice at Universityen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.relation.urlhttp://anzssa.squarespace.com/janzssa-journal/2012/6/17/janzssa-april-2012.htmlen
local.description.statisticsepubsVisitors: 68<br />Views: 76<br />Downloads: 0en
local.search.authorMuldoon, Robynen
local.search.authorWijeyewardene, Ingriden
local.uneassociationUnknownen
local.year.published2012en
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