1. Centre for Teaching and Learning Innovation (CTLI) Kokiri Ako Dr Colin Mason Dean, Teaching and Learning

2. A matter of congruence? “Read all the pedants, screeds and strictures But don’t believe anything that can’t be told in coloured pictures.”

3. An institution-wide approach to integration of ‘academic literacies’ in a tertiary education institution New Zealand Academic literacy Academic Strategy Unitec and CTLI

4. New Zealand Universities 1.Auckland 2.AUT Univ. 3.Massey 4.Waikato 5.Victoria, Wellington 6.Canterbury, Christchurch 7.Lincoln, Christchurch 8.Otago, Dunedin Polytechnics 1.NorthTec 2.MIT 3.Unitec 4.BOP Poly 5.WIT 6.WINTEC 7.WELLTEC 8.CPIT 9.Otago IT 10.Southland IT 11.Open Polytechnic 12.Private or ITP (lots)

5. Auckland Unitec Takapuna Unitec Wairaka Unitec Waitakere I live here

6. Unitec Takapuna

7. Unitec Waitakere

8. Unitec Wairaka (Mt Albert)

9. Unitec – Wairaka

10. Unitec and CTLI CTLI

11. T & L (CTLI) Staffing Mark Helen Jonathan ChelseaNinaEdDiana Academic Advisors August E-Learning team NicolettaHazelThomVern/ Yong August Susan TTA Learning support team Nadine PA Kelly July PA Hung Timetabling June Anne Bettina Malia Maori & Pasifika Advisors July June Academic Literacy Team Te Tari Awhina

12. Unitec – Wairaka My office CTLI TTA

13. Recent data: Traditional learners: –Only 24% of Waitakere school leavers were qualified to attend university (51% in Auckland City and 36% nationally). –Only 14% of Maori in Waitakere City were qualified to attend university. –Of the 7 Auckland Territorial Local Authorities, Waitakere City has the lowest percentage of school leavers qualified to attend university. –One in three people in Waitakere City (33%) over the age of 15 have minimal or no qualifications.

14. Recent data: Adult learners: –Only 9% of adults in Waitakere City have a level 7 qualification as their highest qualification. –For Maori in Waitakere City, only 5% of have a level 7 qualification as their highest qualification.

15. Unitec Future-think? Responding to stakeholder identified needs: –Population Growth driven: –Waitakere, North Shore, North West; –address low attainment in regions and specific ethnic groups (Maori and Pasifika) –Improved access: –Increase local provision; address disadvantage; improve transport and broadband access (KAREN); recognise prior learning

16. Unitec Future-think? Alignment –Collaboration: schools & tertiary providers; between providers (Unitec, Auckland, AUT, Northland, MIT); employers & providers –Relationships: local, regional economic development strategies and provision Teaching and Research –Communication technologies (and professional development) –Cultural awareness of staff –Increase practice-focused learning (in, through and for work)

17. Unitec Academic Schools Architecture and Landscape Arch. Built Environment Business Communication Community Development & Social Practice Computing & IT Design & Visual Arts Education Foundation studies Health Languages Natural Sciences Performing and Screen Arts Puukenga Sport, Travel & Tourism UATI (‘Trades’)

18. ‘Staircasing’ to a doctorate? 9 8 7 6 5 4 3 2 1 ‘Foundation’ studies Certificate Masters Degree Diploma Bachelors Degree Doctorate

19. Development of Academic Strategy Initial 1.Teaching and learning 2.Research 3.Disciplines and programmes 4.Academic quality Final 1.Academic areas (profile and portfolio) 2.Teaching and Research 3.Teaching and Research Support 4.Staff Profile

20. Academic Strategy: Promotion of a high quality educational experience for students through: Bold, creative and innovative approaches to curriculum design Imaginative course and programme development –new or re-design –meets needs, demands or –emphasises distinctiveness of Unitec’s portfolio Appropriate use of on-line (and mobile) learning –Blended –Distance

21. Teaching and Research Strategy What? –achieve a balance between specific, current content and the development of lifelong learning capabilities. How? –integrated approaches to academic literacies as a foundation for learning; –innovative assessment; –e-learning content and support; –a focus on criticality and reflection; –supporting and integrating practice-based learning; –research-informed and inquiry-led teaching.

22. Teaching and Research Strategy: Promotion of a high quality educational experiences for students through: Pedagogy that is teaching-led and research informed (integrates research and scholarship with teaching) for ‘real world learning experiences’ in vocational and professional education Emphasis on Learning experiences: –inquiry-based (develops research skills) –problem-based (develops critical and creative thinking) –team-based (develops collaboration and co-operation) –project-based (individual and team – self/peer assessment) –Practice-based (‘real world’ – authentic learning) Alignment of assessment, learning and teaching (Biggs, 1999)

23. Academic Literacies

24. Unitec Strategic Investment plan TEC - Quality Reinvestment Fund ~NZ$8.5M 1.Curriculum Alignment 2.Community Engagement 3.Student Support Services 4.Library Development 5.Participation, Retention and Success 6.Pasifika Student Engagement 7.Strategic Programme Development 8.Waitakere Campus Leadership Support 9.New School of Community Development 10.Waitakere Establishment Support 11.Corban Estate Creative Quarter

25. Academic Literacies Project team (~NZ$850k 2yr) Director 1.0 FTE –Mark Smith Academic Literacy Advisor 0.8 FTE –Anne Darroch Curriculum Development Advisor 0.7 FTE –Bettina Schevenger Maori Development Advisor 0.2 FTE –Nina Pelling Pasifika Development Advisor 1.0 FT –Malia Felati

26. Academic Literacies: Promotion of a high quality educational experience for students through: Integration of academic literacies as a foundation for learning including: –Language –Literacy –Numeracy –Critical and creative thinking –IT and Information literacy, Integration of support for student diversity ( eg Te Noho Kotahitanga, TNK )

27. Kate Chanock, 2004 Introducing students to the culture of enquiry in an Arts degree. Higher education research and development Society of Australia Inc

28. C1, E1C2,E2 Not just to learn what is known but also to learn how that knowledge is made What questions are asked Where information is found How information is interpreted

29. Library Write Numeracy Summarise Read Reference Think Critically

31. Question Answer Understand Organise Key questions/words Information Summarise Analyse/synthesise Present Think Critically Reference Write Numeracy

32. Discipline expert Literacy expert Students

33. Make students aware: of the discipline knowledge is contestable and constructed a significant part of tertiary study is learning how knowledge is constructed there is a process to constructing knowledge this process is used in ‘readings’, modelled in lectures, practised in tutorials and expected in assessment assignments academic skills are used in the process Good teaching makes these elements explicit

34. QRP Academic Literacy Outcomes Building staff capability –supporting student learning through targeted staff support in Schools –working directly with staff, often one-to one, assisting in curriculum design and delivery –design and redesign of courses and programmes at all levels, from VET to UG and PG, making academic literacies explicit

35. QRP Academic Literacy Outcomes ‘Future-proofing’ –developing exemplar and ‘customiseable’ resources to support pilot staff groups –utilise Unitec-wide expertise to develop a network of colleagues involved in this work –cascade staff capability approach within Schools using pilot staff groups –cascade and disseminate approach to other tertiary institutions

36. Acknowledgements Academic Strategy Group (Senex) –Dr Andrew Codling –Richard Handley –Prof Gael MacDonald –Prof Joe Diorio –Dr Richard Smyth –Dr Ray Meldrum –Dr Clive Cornford –Linda Keesing-Stiles –Glenda Jacobs –Dave Hodges –Peter Hughes Academic Literacies Team CTLI e-learning team Heads of Schools – Academic Boards Programme Directors – Divisional Boards Learning Support Units And me …