the australia and new zealand student services association biennial conference...

The Australia and New Zealand Student Services AssociationBiennial Conference 20114 – 7 December 2011 Aerial UTS Function Centre, Sydney, NSW

Program Book

w w w. e p i c c o n fe r e n c e s . c o m . a u / a n z s s a 2 011

Inclusion or Exclusion: Bridges to Engagement

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The Australia and New Zealand Student Services Association Biennial Conference 2011 3

Welcome to Sydney for the Biennial Australia and New Zealand Student Services Association (ANZSSA) Conference. With this year’s theme of Inclusion or Exclusion: Bridges to Engagement we come together, holding a critical lens up to our professional environments. This is where we draw upon our

collective international knowledge to consider the reality of exclusion and inclusion in higher education, and to investigate their effect on the student experience.

The ANZSSA Biennial Conference 2011 is a place where we can share our initiatives, success and challenges in the higher education student services field and ignite creative thinking about our current programs and future strategies.

In order to build bridges to engagement, how do we harness our existing student services networks and capabilities? How might we develop to better facilitate strong student engagement? What barriers between exclusion and inclusion are we facing?

We welcome every one of you to teach and be taught, to expand your networks and develop your ideas with us. We have no doubt that we can, together, find ways of extending our sense of inclusion intricately throughout Australia and New Zealand’s higher education systems.

All the best for stimulating few days at the ANZSSA Biennial Conference 2011.

Jim Elliott President, The Australia and New Zealand Student Services Association

Welcome from ANZSSA President

Contents

Welcome 3

Venue Information 4

Conference Information 4

Social Events 5

Sponsors’ Directory 5

Maps 5

Program Overview 7

Full Program 13

ANZSSA AGM 40

Conference Host

Australia and New Zealand Student Services Association

c/- Christie White

Student Services

University of Southern Queensland

Toowoomba QLD 4350 Australia

Ph: +61 7 4631 2374

E: [email protected]

W: www.anzssa.org

Conference Management

Epic Conferences & Events

PO Box 291

Kensington NSW 1465

P: +61 2 9281 0024

F: +61 2 9281 0284


W: www.epicconferences.com.au

Sponsors

ANZSSA wish to acknowledge the support of the following sponsors who have helped make this conference possible.

Other Sponsors

Platinum Sponsor Gold Sponsor

4 w w w. e p i c c o n fe r e n c e s . c o m . a u / a n z s s a 2 011

ANZSSA would like to thank and acknowledge the following individuals for their hard work in planning and bringing you the ANZSSA Biennial Conference 2011 (in alphabetical order):

Annie Andrews, Director, UNSW Counselling and Psychological Services [CAPS], UNSW Student Development, The University of New South Wales

Jordi Austin, Director, Student Support Services, The University of Sydney

Georgina Barratt-See, UTS Liaison, University of Technology, Sydney

Jim Elliott, Associate Director, Student Transition, Curtin University

Gerard Hoffman, Manager Student Academic Services (Counselling), Victoria University of Wellington

Heather McLeod, Head, University Counselling Centre, Division of Registrar and Student Services, The Australian National University

Jonathan Norton, former Head, Counselling Services, University of Melbourne

Penny Shores, Senior Counsellor, UNSW Counselling and Psychological Services [CAPS], University of New South Wales

Christie White, Director, Student Services, University of Southern Queensland

Venue

Aerial UTS Function CentreLevel 7, UTS Building 10Enter at 235 Jones St Ultimo Foyer, take the lift to level 7 and proceed to the Function Centre

Public Transport

The Aerial UTS Function Centre is 5 minute walk from Central Railway Station and 15 minutes to Sydney CBD. Buses run regularly to the city from Broadway.

Parking

A public car park is available under the venue operated by InterPark. The entrance is accessed from Thomas St (travelling West between Jones and Wattle Streets), with lift access to level 7. The car park operates 6:30am to 10pm (Monday to Friday). The car park is closed on Sundays. Maximum rates per day are $24.

Limited metered street parking is available in Thomas Street.

Accessibility

Main entry points at the venue are fully accessible and accessible toilet facilities are available in the conference venue.

Smoking

Smoking is not permitted within the Aerial Function Centre. Smoking is allowed on the outside Terrace of the venue.

Wireless Internet

Wireless internet will be available to all delegates. A username and password will be provide to you during the conference.

Automatic Teller Machines

The nearest ATM is available at the level 2 corner shop.

Broadway Shopping Centre

Broadway Shopping Centre is a 5 minute walk along Broadway to the West.

Presenters

If you are a presenter at the conference, please add your presentation to the laptop in the room you are presenting in during the catering break prior to your session. Please note that every session is preceded with a 5 minute break. Please use this time to set-up your presentation.

Catering

Lunch and tea breaks will be served in the Aerial UTS Function Centre foyers on level 7 on Monday and Tuesday of the conference. A light lunch will be served on Wednesday at the conclusion of the conference.

If you have made a special dietary request, please see the catering staff during those breaks.

Dress Code

The dress code for the duration of the conference is business / smart casual. For the conference dinner, the dress code is smart, but fun – wear a hat or tie.

Conference Feedback

Your feedback on the conference is highly valuable. An online survey will be available on the conference website and we encourage all delegates to complete this to help us with future conferences.

Advisory Committee

Venue Information

Conference Information


Welcome Reception

Date: Sun 4/12/11

Time: 5:00 pm – 7:00 pm

Venue: Aerial UTS Function Centre (Level 7, Building 10)

Dress: Business / Smart Casual

Entry is included for all full delegates. Please wear your name badge. Additional tickets are available for $60.

Conference Dinner

Date: Tue 6/12/11

Time: 7:00 pm – 11:00 pm

Venue: Star Room, Darling Harbour

(Located above the IMAX Theatre)

Dress: Smart but fun - wear a hat or tie

If you do not plan to attend the dinner, please let us know at the registration desk.

Entry is included for all full delegates. Please wear your name badge. Additional tickets are available for $110.

University of Technology, Sydney

Georgina Barratt-See

Manager, Peer Learning Programs

PO Box 123

Broadway NSW 2007, Australia

T: 02 9514 1314


W: www.ssu.uts.edu.au/peerlearning

Deakin University

1 Gheringhap Street

Geelong VIC 3220, Australia

Post: Locked Bag 20000

Geelong VIC 3220, Australia

T: 1300 334 733


W: www.deakin.edu.au

Flinders University

Chris Jenner

Head, Development and Alumni

GPO BOX 2100

Adelaide SA 5001, Australia

T: 08 8201 5262


W: www.flinders.edu.au

University Co-operative Bookshop, UTS Branch

Laurian Ryan

Corporate Accounts & Events Co-ordinator

3 Broadway (Corner Harris St)

Ultimo NSW 2007, Australia

T: 02 9212 3078


W: www.coop-bookshop.com.au

Social Events Sponsors’ Directory

Maps

Central RailwayStation

UTS Function CentreAerial UTS Function Centre Room Names

Thomas StTerrace

0m 6m 10m 20m

BarFoyer

Terrace

Wat t le Room Thomas Room Broadway

Room Jones Room Harris Room Foyer

Jones StTerraceFurniture

store

Atrium Corridor

AV Store

ManagersOffice

Co-ordinatorand Supervisor

Office

ChefsOffice

Male Staff

Female Staff

GardenRoom

FunctionKitchen

Wash Up

GlassWash

Beverage Servery

Goods lift foyer

Directions to Conference Dinner – Star Room at IMAX Theatre Darling Harbour Arial UTS Function Centre Floor Plan

H H

H

Key

Aerial UTS Function Centre

Star Room at IMAX Theatre, Darling Harbour

Conference Hotels

Walking Route from Conference Venue to Conference Dinner Venue

H●H

H

a total University experience

Deakin University is proud to sponsor the 2011 AnZSSA conference.

With more than 36 000 students from over 137 countries around the world studying at one of our four campuses in Victoria and through our off-campus offerings, Deakin is an exciting university to be part of.

Students tell us that Deakin’s supportive staff and friendly environment make it a great place to meet different people with new ideas. Our welcoming atmosphere also ensures that we continue to treat our students as individuals with freedom of thought and action.

Our Principles of Teaching, Learning and the Student Experience ensure teaching, learning and the student experience is based on a partnership between students and staff.

Deakin welcomes students from all backgrounds and celebrates the richness that diversity brings to university life. That’s why we have access and equity programs and offer a range of scholarships to assist with the costs of tuition and accommodation, ensuring everyone has an equal chance to obtain a university education.

With campuses located in Melbourne at Burwood, Warrnambool on Victoria’s south-west coast and Geelong, Deakin provides a choice of study environments as well as the option to study off campus.

And to help our students succeed in their studies and promote the best possible career outcomes Deakin University provides excellent educational and support services for both our on and off-campus students.

For more information visit our website at deakin.edu.au

Deakin University CRICOS Provider Code: 00113B

MelBoUrne GeelonG WarrnaMBool oFF CaMPUs


OPTIONAL WORKSHOPS

Time Wattle Room Thomas Room Broadway Room Jones Room Harris Room

1:00pm – 5:00pm

NOTE: 3:00pm – 5:00pm

WORKSHOP 1

Andrew West

Evaluating Efficacy of Student Support Services

NOTE: 2:00pm – 5:00pm

WORKSHOP 2

Nicholas Carah

The Nexus between Social Media and Student Support

WORKSHOP 3

Sean Murray

Developing a Group Therapy Program in a Student Counselling Centre

WORKSHOP 4

Jim Elliott & Leeanne Purdom

International Students and Mental Health Issues

5:00pm – 7:00pm

Welcome ReceptionAerial UTS Function Centre – Level 7, Building 10

Conference Program OverviewSunday 4 December 2011



9:00am – 9:30am

Welcome to Country

Welcome from President of ANZSSA, Dr Jim Elliott, President of ANZSSA

Official Opening by Professor Shirley Alexander, DVC and Vice-President (Teaching, Learning and Equity) University of Technology Sydney

9:30am – 10:30am

KEYNOTE ADDRESS

Dr Andrew West

Evaluation of Student Services – a journey from “satisfaction” to “value”

10:30am – 11:00am

M O R N I N G T E A

11:00am – 11:25am

Patricia Hoare, Lorelle Burton, Glen Postle, Peter McIlveen and Tanya Morgan

Encouraging higher education as an aspiration for educationally disadvantaged students through a joint career development project between the USQ and the Toowoomba FlexiSchool

Session Chair: Dr Eva-Marie Seeto, University of the Sunshine Coast

Maria Goncalves-Rorke

Delivering the Student Experience – beyond the strategic plan to real outcomes

Session Chair: Ms Jade Habib, Curtin University

Laura Dimock

Student debt at Victoria University of Wellington

Session Chair: Ms Christie White, University of Southern Queensland

Craig Baird and Patricia Dooey

New pathways: bridges in the learning journey built upon inclusive student support services

Session Chair: Ms Anna Braithwaite, University of Newcastle

Ravi Lulla

Engaging International Students in the Counselling Process

Session Chair: Dr Sean Murray, Curtin University

11:30am – 12:00pm

Stephen Howlett

Rachel’s story: experience and lessons in employing a person with intellectual disability

Session Chair: Ms Carolyn Farrar, Australian National University

Maatakiri Te Ruki

Making a Difference, Making a Change

Session Chair: Ms Kylie Woodward, ANU Counselling Centre

Georgina Barratt-See

University Orientation Programs - a benchmarking exercise of 20 Australian Universities

Session Chair: Ms Dorinda Harvey-Bravo, Griffith University

Dianne Kirby and Teresa Dluzewska

Supporting the Postgraduate Journey

Session Chair: Dr Jim Elliott, Curtin University

12:00pm – 1:00pm

L U N C H

Conference Program OverviewMonday 5 December 2011



1:00pm – 1:25pm

Sally Trembath and Shyama Fuad

Are we there yet? Mental Health First Aid Training at Monash University five years on.


Annie Andrews

The benefits and pleasures of networking internationally

Session Chair: Ms Leeanne Purdom, Curtin University

Robin Stubblefield, Peggy Mann Rinehart, Heather McLeod, Glenn Hirsch and Janelle Ireland

StrengthsQuest: Linking Personal Strengths to Engagement and Student Success

Session Chair: Mr Gary Williams, AUT University

Judy Hartley

Still Shut Out! – Are people with disabilities being included in initiatives associated with the Widening Participation Agenda?

Session Chair: Mrs Joanna Scarbrough, AUT University

1:30pm – 1:55pm

Dr Jeffrey Rutter

Students of Concern: 5 Things You Need to Know

Session Chair: Mrs Maria Goncalves-Rorke, Victoria University of Wellington

Paige Isaac and Lina Di Genova

Increasing Support for Aboriginal Student Post-Secondary Participation and Building Community Engagement through McGill University’s Aboriginal Awareness Week Programming

Session Chair: Ms Ebonee Lynch, Curtin University

Hongjian Fang, Xiangjun Zhou and Saiqiang Li

The Developing of Student Affairs Professional in Post-Secondary Education in China

Session Chair: Dr Jonathan Munro, Southern Cross University

Christie White, Nancey Hoare, Tanya Morgan and Phil Eastment

Bobtober Model – building the capacity for Student Services staff to improve engagement across the institution and more broadly

Session Chair: Mrs Julie Wood, Manukau Institute of Technology

2:00pm – 2:25pm

Helen Stallman, James Bennett-Levy and David Kavanagh

Pilot results of a low intensity mental health intervention with university students

Session Chair: Mr Darryl Cloonan, University of Melbourne

Jenny Tebbutt and Narelle Daniels

Enhancing Indigenous students’ access to and experience of Student Support Services

Session Chair: Dr Patricia Dooey, Communication Skills Centre, Curtin Business School, Curtin University

Lina Di Genova and Richard Zereik

ConnexionMcGill: Post-Secondary Education Engagement and Access Program Proposal

Session Chair: Mrs Sue Elliott, Curtin University

Frances Munro

‘Getting Started’ – Going the extra mile: Peer mentoring and support for off-campus students

Session Chair: Dr Nancey Hoare, University of Southern Queensland

Glenn Hirsch

(Roundtable/Workshop)

Bridging to Students Through Motivational Engagement

Session Chair: Mr Mark Rainier, Massey University (Manawatu)

2:30pm – 3:00pm

Kent Smith and Kelly Atherton

Counselling Promotes Academic Success

Session Chair: Mr Ed Spalding, University of Western Sydney

Cynthia Howman Wood, Jamil Karam

Building Bridges to Engagement: The Cooperative Effort to Create a Vibrant Student Life Experience in an International Branch Campus - Texas A&M University at Qatar Foundation

Session Chair: Mrs Penny Shores, UNSW Counselling and Psychological Services [CAPS]

Orania Tokalidis

Ask Counselling, online questions and answers Reaching out to students and the university community


3:00pm – 3:30pm

A F T E R N OO N T E A



3:30pm – 3:55pm

Fred Wright

How international students at diploma level use metacognition to problem solve.

Session Chair: Mr Josef Gorny, Australian National University

Joanna Peters

Leadership in student support and development services in Australian universities: exploring relationships between leadership orientation, effectiveness, and job satisfaction for senior and mid-level professional staff.

Session Chair: Ms Annie Andrews, UNSW Counselling and Psychological Services [CAPS]

Deborah Jackson, Kate Bartlett

Life One: A wellbeing and personal success program at Bond. Group sessions and an online health and wellness space

Session Chair: Ms Catherine Fitzgerald, University of Western Sydney

Jan Stewart

Gaining traction with collaboration -engaging Faculty to understand and support the diverse student experience

Session Chair: Mr Gordon D’Rosario, Holmesglen TAFE

Karen Nelson and Tracy Creagh

Developing a social justice framework to ensure good practice in higher education


4:00pm – 4:25pm

Dorinda Harvey-Bravo and Andrew Monaghan

Student Linx Peer Mentoring: building bridges between international and domestic students at Griffith University

Session Chair: Ms Ebonee Lynch, Curtin University

Mark Tirpak and Georgina Barratt-See

Taking the Reins Together: Enhancing Student Engagement in University Decision-Making

Session Chair: Mrs Stephanie Taylor, University of Tasmania

Helen Stallman

Universal interventions to improve the wellbeing of university students

Session Chair: Mr Kent Smith, Victoria University of Wellington

4:30pm – 5:00pm

Lou Tod and Maria Valastro

Connecting the campus: A collaboration between student counselling, the international office and students to promote social inclusion and develop support networks.

Session Chair: Mr Gerard Hoffman, Victoria University of Wellington

Christie White

Student representation - you can build it but they won’t come

Session Chair: Ms Anne Hayes, Flinders University Health, Counselling and Disability Service

Judy Wright, Renee Goosen and Joanna Callaghan

Researching Student Stories of Resilience: Linking student experiences with student retention.

Session Chair: Ms Lesley Bretag, Flinders University Health, Counselling and Disability Service

Free Night

Monday 5 December 2011 continued


Conference Program OverviewTuesday 6 December 2011


9:00am – 10:00am

KEYNOTE ADDRESS

Prof Shane Houston, DVC Indigenous Strategy and Services, University of Sydney

It’s Lonely Dancing By Yourself

10:00am – 10:30am

M O R N I N G T E A

10:30am – 11:30am

KEYNOTE ADDRESS

Prof. Penny Boumelha (DVC), Victoria University of Wellington

Support of Inclusion - The New Zealand Perspective

11:30am – 1:00pm

International Panel

NASPA and other international delegates to participate in a panel discussion

1:00pm – 2:00pm

L U N C H

2:00pm – 3:00pm

ANZSSA AGM

For details of the full agenda and motions see pg 40.

3:00pm – 3:30pm

A F T E R N OO N T E A

3:30pm – 3:55pm

Chunxiao Guo and Xiaomin Sang

The Model of Enhancing Student Engagement in Residential Hall in China

Session Chair: Ms Heather McLeod, Australian National University

Catherine Ross

“I didn’t feel so isolated” Crossing the boundaries of distance through peer mentoring and support.

Session Chair: Mrs Jan Stewart, Victoria University of Wellington

Kylie Woodward and Josef Gorny

Cultivating Happiness: a six week group program

Session Chair: Ms Judy Wright, Australian Catholic University

Ebonee Lynch and Susan Reys

Centre for Aboriginal Studies Mentor Program – Curtin University

Session Chair: Ms Deborah Jackson, Bond University

Joanna Peters

Rounding out the picture: a focus group discussion for senior and mid-level leaders in university student support and development services to explore and expand findings of an on-line survey about leadership styles, effectiveness and satisfaction in these roles.

Session Chair: Ms Jordi Austin, University of Sydney

4:00pm – 4:25pm

Lina Di Genova and Richard Zereik

Collect, Analyze & Deliver- McGill University’s Student Assessment Implementation Plan

Session Chair: Ms Felicity Rousseaux, University of Melbourne Counselling Service

Rina Daluz and Navid Ahmadi

Graduate Capabilities Building Upon Character Strengths

Session Chair: Ms Teresa Dluzewska, University Counselling Service, University of Newcastle

William Oates

The engaged home: A&TSI stories of university study and home culture

Session Chair: Ms Nadia Rajic, University of South Australia

4:30pm – 5:00pm

Stephen Howlett

International Student Expectations: Under-graduate Student Voices in an Australian University

Session Chair: Ms Barratt-See, University of Technology, Sydney

Sue Barnard

Factors Contributing to the Engagement of Students in Psycho-educational Seminars

Session Chair: Dr Jonathan Munro, Southern Cross University

7:00pm – 11:00pm

ANZSSA Conference Dinner

Star Room, Darling Harbour (located above the IMAX Theatre)



9:00am – 9:25am

Peggy Patterson

Connecting to our Campuses: Bridges to Engagement and Learning

Session Chair: Mrs Julie Wood, Manukau Institute of Technology

Jim Elliott

Achievements of Curtin University’s Retention Plan

Session Chair: Ms Christie White, University of Southern Queensland

Vicky Little

Supporting Students with Asperger Syndrome in Higher Education

Session Chair: Mr Darryl Cloonan, University of Melbourne Counselling Service

Jennifer Thompson

Researching students’ perceptions to inform learning support practice

Session Chair: Dr Patricia Dooey, Communication Skills Centre, Curtin Business School, Curtin University

Annie Andrews

Managing the demand and resources juggle: Reflections from the head and the heart on practice and pragmatics

Session Chair: Mr Gerard Hoffman, Victoria University of Wellington

9:30am – 9:55am

Brad Inglis, Donna Harris, Grace Lui and Kim-Lien Pham

The benefit of employing Student Partners to assist with service promotion and delivery.

Session Chair: Ms Georgina Barratt-See, University of Technology, Sydney

Jade Habib

JumpSTART: The challenges faced by Curtin University when implementing a program targeting ‘at risk’ students

Session Chair: Prof Karen Nelson, Queensland University of Technology

Anne Hayes & Lesley Bretag

WIL- A Support Service Approach

Session Chair: Mr Gordon D’Rosario, Holmesglen TAFE

Rhonda Leece (presented by Edward Campbell)

Location Location Location- engagement with the distributed learner

Session Chair: Mrs Penny Shores, UNSW Counselling and Psychological Services [CAPS]

10:00am – 10:30am

Mark Rainier

Destroying Waiting Lists: How one institution has adopted a new way of working


William Oates

Beyond ‘Dual Sector’: for the fully engaged university


Michele Kemm and Mari Barry

Success of the Academic Success Program (ASP) - What works and why?

Session Chair: Mr Des Minton, William Angliss Institute

10:30am – 11:00am

M O R N I N G T E A

11:00am – 12:00pm

KEYNOTE ADDRESS

Professor Andrew Martin, Faculty of Education and Social Work, University of Sydney

Promoting Students’ Academic Buoyancy, Adaptability, and Engagement in Higher Education

12:00pm – 12:30pm

Conference Closing Comments

12:30pm – 1:00pm

L U N C H

Conference Program OverviewWednesday 7 December 2011


Detailed Program

S U N DAY 4 D E C E M B E R 2 011

WORKSHOP 1

Evaluating Efficacy of Student Support ServicesDate: 4/12/2011

Time: 3:00 pm – 5:00 pm

Room: Wattle Room

Presenter:

Dr Andrew West, AMOSSHE (UK)

This workshop is led by Dr Andrew West, Chair of AMOSSHE - The Student Services Organisation, the professional association for student services managers in the HE sector in the UK.

Under Andrew’s leadership, AMOSSHE has recently concluded a national project focussing on the value and impact of student support services. The key output from the project is a value and impact ‘toolkit’ which aims to support the student services community in developing a more holistic approach to evaluating support services.

This workshop will include an overview of evaluation practice in student services from a UK perspective, including specific exemplars from the University of Sheffield, where Andrew is Director of Student Services. The session will also include an overview of the AMOSSHE value and impact toolkit, with the opportunity to try out some of the tools in small group/paired work break-outs, as well as to consider some of the implementation issues and staff development implications associated with a more holistic approach to evaluation.

There will be plenty of time allowed for discussion and debate. (Necessarily, Andrew’s input within this workshop will overlap with some of the content of his keynote presentation elsewhere within the conference).

WORKSHOP 2

The Nexus between Social Media and Student SupportDate: 4/12/2011

Time: 2:00 pm – 5:00 pm

Room: Thomas Room

Presenter:

Dr Nicholas Carah, University of Queensland

Social media is becoming an increasingly ubiquitous platform for social communication.

This workshop will:

1. Examine social media’s impact on the communication activities of corporations, governments and community organisations

2. Examine social media’s impact on popular culture and peer-to-peer communication

3. Present the findings from a 2011 research project with social change organisation Hello Sunday Morning who use social media to facilitate peer-to-peer collaboration that changes Australia’s drinking culture (see: hellosundaymorning.com.au/)

4. Use the Hello Sunday Morning study to suggest ways in which other organisations can:

(a) manage social media and use it to facilitate communication with audiences

(b) facilitate peer-to-peer collaboration around social, cultural and health issues

(c) evaluate the social impact of communications activities using social media


Detailed Program

WORKSHOP 3

Developing a Group Therapy Program in a Student Counselling CentreDate: 4/12/2011

Time: 1:00pm – 5:00pm

Room: Broadway Room

Presenter:

Dr Sean Murray, Curtin University

In the past five years the Counselling and Disability Services at Curtin University has grown its group program by 252%. This presentation will outline the guiding principles and operational changes that lead to this growth. The workshop will combine an overview of the research base principles guiding service provision with an outline of how this has been blended with practical considerations (tracking, policy and procedure, monitoring and supervision). The workshop will highlight the opportunities, challenges and difficulties of setting up a group program. Participants will be given the opportunity to do brainstorming and open discussion, on how to move forward.

Objectives:

• To give an overview of how Curtin University counselling services organises its group program

• Understand the group therapy research principles

• Provide an overview of evidence-based practice

• Explore the phases of the development of a group therapy program

• Understand the theory and structure of a group therapy program

• Group referral, preparation, size and screening

• Identify what groups services can be offered

• Training requirements for group therapy

WORKSHOP 4

International Students and Mental Health IssuesDate: 4/12/2011

Time: 1:00pm – 5:00pm

Room: Jones Room

Presenter:

Dr Jim Elliott, Curtin University

Ms Leanne Purdom, Curtin University

This workshop is aimed at professional staff who do not have professional level training and knowledge in mental health, and who work with international students on a regular basis.

Such staff may therefore be exposed to students who are experiencing significant mental health issues, and may in fact be the first staff member to encounter the student who is experiencing these difficulties. (Disclaimer: this workshop will be a starting point for participants to develop their skills in addressing mental health issues for international students. A session of this length cannot comprehensively address all mental health issues.)

Participants will:

1. Gain a basic understanding of mental health definitions and terminology

2. Learn the contextual issues which have the potential to magnify mental health problems for international students

3. Develop risk assessment strategies with a particular focus on ensuring high risk clients are referred to mental health professional staff

4. Develop an effective case management model appropriate to addressing the needs of students with on-going mental health issues

5. Address the needs of students who must be repatriated to their country of origin

Session Outline:

• Brief overview of the Western mental health model

• International students’ expectation of mental health systems

• Factors which exacerbate mental health issues for international students

• Identifying factors for mental health issues

• What “not to do” – common unhelpful response

• Developing principles for Good Practice

• Developing outline plans for:

o Early identification

o Early intervention

o Appropriate psycho-education

o Case management approaches

o Key issues for dealing with the “worst case” scenario: student suicide

• Conclusions, summary and next steps

5:00 PM – 7:00 PM WELCOME RECEPTION

Aerial UTS Function Centre

See page 5 for details.

S U N DAY 4 D E C E M B E R 2 011 C O N T I N U E D


M O N DAY 5 D E C E M B E R 2 011

9:00 AM PLENARY SESSION

Opening Plenary SessionDate: 5/12/2011

Time: 9:00 am – 10:30 am

Room: Wattle / Thomas Room

Welcome to Country

Welcome from President of ANZSSA, Dr Jim Elliott

Official Opening by Professor Shirley Alexander, Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity), University of Technology Sydney

Keynote Address: Dr Andrew West, AMOSSHE (UK)

Evaluation of Student Services - a journey from “satisfaction” to “value”Dr Andrew West is Chair of AMOSSHE - The Student Services Organisation, the professional association for student services managers in the HE sector in the UK. Under Andrew’s leadership, AMOSSHE has recently concluded a major national project focussing on the value and impact of student support services. The key output from the project is a value and impact ‘toolkit’ which aims to support the student services community in developing a more holistic approach to evaluating support services.

This keynote will include an overview of evaluation practice as it has developed recently in the student services community in the UK, and with comparisons made to US practice. Andrew will refer in particular to his own work as Director of Student Services at the University of Sheffield where a comprehensive evaluation ‘system’ has been developed, covering a broad range of assessment approaches - initially concerned with user satisfaction but now increasingly focussed on value and impact of services.

Andrew’s work at Sheffield formed a basis for the national AMOSSHE evaluation project and the keynote will include information on the scope and activity of that project, including an overview of the resulting value and impact toolkit, and the work AMOSSHE is engaged in to foster adoption of the approach within the UK student services community. Time will be available for questions and discussion.

10:30 AM – 11:00 AM MORNING TEA

11:00 AM CONCURRENT SESSIONS

Encouraging Higher Education as an Aspiration for Educationally Disadvantaged Students through a Joint Career Development Project Between the USQ and the Toowoomba FlexiSchoolDate: 5/12/2011

Time: 11:00 am – 11:25 am

Room: Wattle Room

Chair: Dr Eva-Marie Seeto, University of the Sunshine Coast

Presenters/Authors:

Dr Patricia Nancey Hoare, University of Southern Queensland

Assoc. Prof Lorelle Burton, University of Southern Queensland

Prof. Glen Postle, University of Southern Queensland

Dr Peter McIlveen, University of Southern Queensland

Ms Tanya Morgan, University of Southern Queensland

This research project is aimed at enhancing the awareness and aspirations of students and broadening their participation in higher education through a collaborative partnership between the Toowoomba Flexi School and the University of Southern Queensland. The Toowoomba Flexi School is a community-based school that provides education and training opportunities and pathways to learning and work for homeless, disadvantaged, and disenfranchised youth in Toowoomba. The University of Southern Queensland (USQ) and the Toowoomba Flexi School have been in close partnership for over 13 years, and engage in collaborative education and research initiatives. The current project involves implementing career development learning strategies within the Flexi School curriculum. Workshops conducted over a 10-week period will utilise the “Making Career Choices” booklet developed by the USQ Careers & Employment service, which guides high school students through the career decision-making process and has a strong focus on the use of the Myfuture website. Pre- and post-measures of psychological and career-related variables will be analysed to assess the impact of the career development intervention.


Detailed Program

M O N DAY 5 D E C E M B E R 2 011 C O N T I N U E D

Delivering the Student Experience – Beyond the Strategic Plan to Real OutcomesDate: 5/12/2011

Time: 11:00 am – 11:25 am

Room: Thomas Room

Chair: Ms Jade Habib, Curtin University

Presenter/Author:

Ms Maria Goncalves-Rorke, Victoria University of Wellington

A student coming to one of the university support services for help rarely presents a single problem. A combination of issues has conspired to impact on the student’s life and studies. The support services at Victoria University take an integrated approach to service delivery. I will present several real case studies to demonstrate what this means in practice, highlighting collaborative methods which are effective, barriers which impede engagement and the wide network of agencies and services which need inclusion for a successful outcome.

Student Debt at Victoria University of WellingtonDate: 5/12/2011

Time: 11:00 am – 11:25 am

Room: Broadway Room

Chair: Ms Christie White, University of Southern Queensland

Presenter/Author:

Dr Laura Dimock, Victoria University of Wellington

Excessive borrowing during study can have ongoing and wide-ranging negative effects on a person’s life. It is clear that at least a portion of students borrow unnecessarily or unwisely and suffer the consequences later in life. The current study is a quantitative investigation into Victoria University of Wellington students’ borrowing habits to see how wide-ranging this trend is. It focuses in particular on forms of credit offered by banks (overdrafts, credit cards, and personal loans) and the component of the government Student Loan available for “course-related costs”. The eventual goal (through further research) is to find effective methods of helping students to make more informed decisions about taking on debt. The current study also investigates students’ financial literacy and attitudes toward debt as well as some demographic measures, to look for correlations which could help to determine the direction of future research.

New Pathways: Bridges in the Learning Journey Built Upon Inclusive Student Support ServicesDate: 5/12/2011

Time: 11:00 am – 11:25 am

Room: Jones Room

Chair: Ms Anna Braithwaite, University of Newcastle

Presenters/Authors:

Dr Craig Baird, Curtin University

Dr Patricia Dooey, Curtin University

Improving student engagement in multicultural university settings in Australia is fundamental to ensuring quality learning and teaching through effective practices that encourage retention, particularly for international students. Targeted learning support services provided by the Communication Skills Centre (CSC) at Curtin University are constantly being shaped using feedback from each new cohort of students to construct their learning and teaching experiences in ways that ensure effective transition from one phase of their learning journey to the next. This paper will present student perspectives and CSC approaches to optimising study experiences and retention, particularly for students at risk. Also presented are initial findings from an investigative exploration of student perceptions on how their previous learning experience prepared them for study in Australia. Included in this research is a discussion of the links between what faculty expect of students and what those students perceive as their responsibilities in their learning journey. Common student errors and difficulties emergent from student assignments are discussed here with reference to the services and resources provided to students by the CSC.

Engaging International Students in the Counselling ProcessDate: 5/12/2011

Time: 11:00 am – 11:55 am

Room: Harris Room

Chair: Dr Sean Murray, Curtin University

Presenter/Author:

Mr Ravi Lulla, Counselling Service, University of Melbourne

This presentation explores important issues with regards to engaging international students in the counselling process. This includes understanding cultural differences, intercultural communication, cultural competence and multicultural counselling

It presents observations from 12 counsellors from their practice at the Counselling Service, University of Melbourne, on what works in engaging international students. It gives examples of


interventions where a multi-cultural approach is effective while working with international students.


Rachel’s Story: Experience and Lessons in Employing a Person with Intellectual DisabilityDate: 5/12/2011

Time: 11:30 am – 11:55 am

Room: Wattle Room

Chair: Ms Carolyn Farrar, Australian National University

Presenter/Author:

Dr Stephen Howlett, The University of Sydney Centre for English Teaching

This is Rachel’s story. The University of Sydney actively supports and mentors the employment and professional development of an employee with intellectual disability. For sixteen years, Rachel has been maintaining open employment for award wages. The ways that Rachel and her supporters have experienced their world opens a methodological door to the use of narrative to capture the personal and human dimensions of achieving equity at work for people with disabilities. People with a significant intellectual disability perform well in routine jobs, if the right preparations are made. Rachel’s story demonstrates the Jobsupport methodology of initial assessment to achieve the best possible job match, a detailed analysis of the work site followed by job design to ensure that the placement works well for both the employer and the client, and ongoing training and supervision that includes specialised Jobsupport to remove any above normal supervision requirements for the employer. Rachel’s story presents a case study of achieving equity in practice, and presents a conceptual frame for using the Jobsupport methodology to place, train and maintain people with a significant intellectual disability into quality jobs in the regular workforce that meet both their employment needs and the needs of the employer.

Making a Difference, Making a ChangeDate: 5/12/2011

Time: 11:30 am – 11:55 am

Room: Thomas Room

Chair: Ms Kylie Woodward, ANU Counselling Centre

Presenter/Author:

Ms Maatakiri Te Ruki, University of the Sunshine Coast

In 1996, at age 33, I enrolled into tertiary studies for the first time. Initially, the study seemed terrifying only because it was new to me; but as the weeks moved on, I began to realise that I liked the ‘learning buzz’.

This abstract is not looking at making a difference, BUT, making a change.

Since that first time in 1996, I went on to do more tertiary study; and in 2004, I graduated with a Masters of Maori and Management.

Tertiary study as a mature-aged student gave me the opportunity to work in the higher education sector, both in Maori and non-Maori organisations; and Indigenous and non-Indigenous Universities.

Student Services is offered across all higher education sectors, but what does this mean? As a mature-aged Maori student; it was not highly evident to me that these services were available.

My presentation will look at the many facets of Student Services from a person who has experienced this within a non-Maori and Maori and an Indigenous Australian and non-Indigenous Australian environment. Are we making a difference, or do we want to make a change?

University Orientation Programs - A Benchmarking Exercise of 20 Australian UniversitiesDate: 5/12/2011

Time: 11:30 am – 11:55 am

Room: Broadway Room

Chair: Ms Dorinda Harvey-Bravo, Griffith University

Presenter/Author:

Ms Georgina Barratt-See, University of Technology, Sydney

In 2011, a benchmarking exercise of 20 Australian universities was conducted to investigate the differences between orientation programs. This presentation will outline those differences and key ideas gained.


Detailed Program

Supporting the Postgraduate JourneyDate: 5/12/2011

Time: 11:30 am – 11:55 am

Room: Jones Room

Chair: Dr Jim Elliott, Curtin University

Presenters/Authors:

Ms Dianne Kirby, University Counselling Service

Ms Teresa Dluzewska, University Counselling Service

This paper reports on collaborations between the University Counselling Service (UCS), Postgraduate Student Association (NUPSA) and Office of Graduate Studies (OGS) at the University of Newcastle in support of students’ transition to postgraduate study and their successful journey through to completion. For many years the UCS has worked in close partnership with NUPSA offering voluntary student participation in one-time workshops on ‘Managing the Student-Supervisor Relationship’ and ‘Dealing with Postgraduate Stress and Building Resilience.’ Participants, half of whom are typically international candidates, report benefit in terms of normalising their emotional journey in transition, sharing experiences and tips for success with a diverse cohort and in developing a proactive stance and strategies for self and relationship management together with networks and closer connection with Student Support Services. The UCS has delivered sessions in OGS Completion Symposiums designed to support research higher degree students finishing up and transitioning out. As part of OGS initiated Supervisor Seminars, recent input for supervisors concerning the student experience and launching ‘difficult conversations’ early on has also been fruitful. The collaborative philosophy, theoretical underpinnings, and design and delivery of the sessions will be shared with colleagues as well as participant evaluations and learning from experience to date.

Engaging International Students in the Counselling ProcessDate: 5/12/2011

Time: 11:00 am – 11:55 am

Room: Harris Room

Continued from Above

12:00 PM – 1:00 PM LUNCH

1:00 PM CONCURRENT SESSIONS

Are We There Yet? Mental Health First Aid Training at Monash University five years onDate: 5/12/2011

Time: 1:00 pm – 1:25 pm

Room: Wattle Room


Presenters/Authors:

Ms Sally Trembath, Monash University

Ms Shyama Fuad, Monash University

In 2006 the Australian National Select Senate Committee in their review of Mental Health Services, recommended that 6% of our community in roles with high engagement with young people should be trained in Mental Health First Aid. Since late 2006, Monash University has had a team of MHFA trainers dedicated to increasing mental health literacy and early identification and help to those in the university community who are struggling. This presentation will track the journey of 5 years including how MHFA is embedded in a mental health and safer community strategic framework, marketing, student and residential involvement, evaluations of the training and evidence of actions taken by mental health first aiders.

The Benefits and Pleasures of Networking InternationallyDate: 5/12/2011

Time: 1:00 pm – 1:25 pm

Room: Broadway Room

Chair: Ms Leeanne Purdom, Curtin University

Presenter/Author:

Ms Annie Andrews, The University of New South Wales

Discover the pleasures and opportunities that exist in connecting and networking with HE professionals internationally. Delegates will be introduced to the International Association of Student Affairs and Services (IASAS), a newly formed not for profit organisation that brings an international perspective to promote accessible and diverse HE environments in which meaningful, timely student affairs educational programs and high quality student services contribute positively to the student learning experience. IASAS is a global HE community of more than 300 members that promotes and shares research, encourages best practices, and advocates for the student affairs and services field. IASAS addresses professional concerns of mutual interest, formulates common goals, and acts on current and emerging global issues in HE. Through membership of IASAS student affairs and services personnel share an interest in:



a. Strengthening and diversifying cooperation among individuals and organizations in the student affairs and services worldwide.

b. Promoting the student affairs and services profession at the international level.

c. Providing a platform for the improvement of multi and intercultural communication and understanding.

d. Promoting the welfare of students in HE worldwide. Enrich your work with students by being connected internationally as well as nationally.

StrengthsQuest: Linking Personal Strengths to Engagement and Student SuccessDate: 5/12/2011

Time: 1:00 pm – 1:25 pm

Room: Jones Room

Chair: Mr Gary Williams, AUT University

Presenters/Authors:

Ms Robin Stubblefield, University of Minnesota

Ms. Peggy Mann Rinehart, University of Minnesota

Ms Heather McLeod, Australian National University

Dr. Glenn Hirsch, University of Minnesota

Ms Janelle Ireland, Australian National University

The Australian Government’s 2009 call for increased university enrollments “and mandated diversification of student populations” requires that student services professionals examine ways to ensure persistence among these targeted populations. This roundtable workshop will examine a positive psychology framework developed by Gallup Education Practice, which provides an internationally-tested approach for university learning environments. Panelists will explain the research and theory underlying StrengthsQuests and discuss its impact on the student experience at the University of Minnesota. They will focus particularly on first-year students and under-represented groups: those with disabilities, students of low socio-economic status, first-in-family to attend university, and students still deciding on a major or unlikely to succeed in their major. Presenters will include examples of how an emphasis on students’ strengths can change the conversation for counseling, engagement opportunities, employment, social activities, and in the classroom. Participants also will hear reflections on the use of strengths in student transitions, from representatives of Australian National University. The workshop will include time for participants to discuss cultural and academic impact on the strengths concept and its potential in Australian higher education.

Still Shut Out! – Are people with disabilities being included in initiatives associated with the Widening Participation Agenda?Date: 5/12/2011

Time: 1:00 pm – 1:55 pm

Room: Harris Room

Chair: Mrs Joanna Scarbrough, AUT University

Presenter/Author:

Ms Judy Hartley, Griffith University

Prior to the development of the National Disability Strategy (2010–2020), the National People with Disabilities and Carers Alliance released Shut Out: The Experience of People with Disabilities and their Families in Australia. This report highlighted the fact that people with disabilities find themselves shut out of daily activities that people without disabilities take for granted including education. Where once they were physically segregated, many Australians with disabilities now find themselves socially, culturally and politically isolated. They are ignored, invisible and silent. They struggle to be noticed, they struggle to be seen, they struggle to have their voices heard. With the high level of activity associated with the Higher Education Participation and Partnerships Program in all universities, it would be timely to consider whether universities are being inclusive of people with disabilities as they develop their partnership and participation initiatives or have people with disabilities been marginalised once again. This workshop will canvas some of the complex issues around this, outline how Griffith University is responding and provide others with the opportunity to share their experiences.

2 0 w w w. e p i c c o n fe r e n c e s . c o m . a u / a n z s s a 2 011

Detailed Program



Students of Concern: 5 Things you Need to KnowDate: 5/12/2011

Time: 1:30 pm – 1:55 pm

Room: Wattle Room

Chair: Mrs Maria Goncalves-Rorke, Victoria University of Wellington

Presenter/Author:

Dr Jeffrey Rutter, Wesley Institute

Early warning systems and strategies are needed for students whose personal, physical or emotional wellbeing is at risk. Using a bio-psychosocial approach, we will discuss the complexity of normal student development along with some of the threats to individual and communal safety emerging from otherwise normal developmental pathways. Pooling our collective wisdom, we will begin with a review of individual risk factors before widening the scope of the discussion to include ways of increasing the community’s capacity for responding proactively to students of concern.

Increasing Support for Aboriginal Student Post-Secondary Participation and Building Community Engagement through McGill University’s Aboriginal Awareness Week ProgrammingDate: 5/12/2011

Time: 1:30 pm – 1:55 pm

Room: Thomas Room

Chair: Ms Ebonee Lynch, Curtin University

Presenters/Authors:

Ms Paige Isaac, McGill University

Ms Lina Di Genova, McGill University

Although post-secondary education (PSE) participation and success rates among Aboriginal peoples in Canada has increased significantly over the last 20 years, Aboriginal people remain far less likely to participate in PSE than their non-Aboriginal peers. Canadian colleges and universities have developed numerous programs to increase Aboriginal student success, including First Peoples’ Houses that provide academic and social support for Aboriginal students. In addition to direct assistance for Aboriginal students, several University-wide cultural awareness programs have been hosted on Canadian campuses in recent years.

The presentation will focus on McGill University’s Aboriginal Awareness Week programming that was developed to foster

inclusivity for all. The discussion will begin with an overview of the week’s activities; cultural celebrations (e.g., Pow Wow, Community feast); workshops and activities for the McGill community (including Aboriginal students); and outreach activities for Aboriginal youth from the greater Montreal area. Results of the week’s assessments will also be presented. Assessment includes a multiple perspective and mixed research methods approach. Results from student and staff surveys, participant focus groups and interviews with participating members of the Aboriginal community will be discussed. Participants will be invited to share their thoughts and experiences about Aboriginal PSE participation and awareness initiatives.

The Developing of Student Affairs Professional in Post-Secondary Education in ChinaDate: 5/12/2011

Time: 1:30 pm – 1:55 pm

Room: Broadway Room

Chair: Dr Jonathan Munro, Southern Cross University

Presenters/Authors:

Mr Hongjian Fang, Shandong University

Mr Xiangjun Zhou, Shandong University

Ms Saiqiang Li, Shandong University

China has measured up to the popular stage of higher education. The new functions of student affairs are now emerging in Chinese higher education. This session will provide a brief history and describe the current supports and challenges inherent in creating student affairs in China today. The development of a new masters preparation program in Shandong University’s School of Marxism will be discussed and the internship for the colleagues from the world will also be introduced.

The Australia and New Zealand Student Services Association Biennial Conference 2011 2 1

Bobtober Model – Building the Capacity for Student Services Staff to Improve Engagement Across the Institution and More BroadlyDate: 5/12/2011

Time: 1:30 pm – 1:55 pm

Room: Jones Room

Chair: Mrs Julie Wood, Manukau Institute of Technology

Presenters/Authors:

Ms Christie White, University of Southern Queensland

Dr Nancey Hoare, University of Southern Queensland

Ms Tanya Morgan, University of Southern Queensland

Mr Phil Eastment, University of Southern Queensland

Student Services staff, particularly counselling staff, have a long history of being strongly committed to supporting students and what has evolved is a model of service delivery and culture that placed client contact as a paramount activity of the service. While effective at meeting the needs of the select group of students who initiate this contact, the capacity to have an impact on the broader student body and to those who do not initiate contact but are in need of such a service is impaired. This model of service delivery places staff at risk of burnout and certainly does not optimise the career development opportunities that can exist in a different workload model.

The Bobtober Model is a workload management model that provides a structure for Student Services staff to perform a variety of duties with a number of different stakeholders. This model gives staff the authority to participate in activities that exist outside of direct client contact in order to enhance student and community engagement. It capitalises on opportunities for parallel leadership and has benefits for student outreach and continuous quality improvement – processes and staff.

Still Shut Out! – Are people with disabilities being included in initiatives associated with the Widening Participation Agenda?Date: 5/12/2011

Time: 1:00 pm – 1:55 pm

Room: Harris Room



Pilot Results of a Low Intensity Mental Health Intervention with University StudentsDate: 5/12/2011

Time: 2:00 pm – 2:25 pm

Room: Wattle Room

Chair: Mr Darryl Cloonan, University of Melbourne

Presenters/Authors:

Dr Helen Stallman, The University of Queensland

A/Prof James Bennett-Levy, The University of Sydney

Prof David Kavanagh, Queensland University of Technology

The high prevalence rates of mental health problems in university students and limited treatment resources demand a change in paradigm from individual face-to face therapy to guided, self-help, evidenced-based treatments. This paper presents early results from a project evaluating a new kind of evidence-based psychological intervention – ‘low intensity’ interventions using ‘guided self-help’ - which reduces the amount of specialist therapist time required, thereby greatly increasing student access to psychological therapies. It evaluated the impact of a low-intensity intervention model for the treatment of distress and mental health problems in university students. This type of guided self-help intervention has been evaluated within UK health service contexts with impressive results. This study is the first to evaluate the effectiveness and feasibility of a low intensity intervention in an Australian health service. Low intensity interventions have several advantages over traditional face-to-face treatments including greater availability and accessibility, and, conceivably greater acceptability for at least a proportion of students.

Enhancing Indigenous Students’ Access to and Experience of Student Support ServicesDate: 5/12/2011

Time: 2:00 pm – 2:25 pm

Room: Thomas Room

Chair: Dr Patricia Dooey, Communication Skills Centre, Curtin Business School, Curtin University

Presenters/Authors:

Ms Jenny Tebbutt, Counselling and Psychological Services (CAPS)

Ms Narelle Daniels, Koori Centre, University of Sydney

This project aimed to clarify barriers hindering Indigenous students access to the University of Sydney’s Student Support Services, which are designed to assist in improving retention and successful lifelong outcomes for students.


Detailed Program


The research, conducted throughout 2010, included four focus groups with 32 undergraduate and postgraduate ATSI students, representing 11.5% of the ATSI cohort enrolled at the University. A final workshop with staff from the Koori Centre, Student Support Services and Indigenous student representatives reviewed and reflected upon the collected data and shaped the final recommendations.

This presentation will discuss the key recommendations arising from the research. We will outline strategies for both raising awareness of counselling and financial support services and for enhancing delivery of these services to Indigenous students at the University of Sydney.

The project was funded as part of a 2010 University of Sydney grant initiative to support projects that “promote Indigenous education and encourage and support Indigenous students”.

ConnexionMcGill: Post-Secondary Education Engagement and Access Program ProposalDate: 5/12/2011

Time: 2:00 pm – 2:25 pm

Room: Broadway Room

Chair: Mrs Sue Elliott, Curtin University

Presenters/Authors:


Mr Richard Zereik, McGill University

Quebec’s high school graduation rates are at an all-time low, particularly in rural areas. McGill is committed to offering support to members of marginalised and underrepresented groups in accessing post-secondary education (PSE) through community engagement and access programming.

As an English language institution rooted in a French speaking province, with a 20% international student body and nestled in a diverse urban core, McGill is uniquely positioned to support individuals interested in, and who would benefit from, PSE. The University’s role will be to offer prospective students guidance and support toward identifying available any PSE opportunities; helping them to achieve their academic and professional goals.

The ConnexionMcGill Engagement and Access program proposal seeks to expand educational opportunities to underrepresented groups by: identifying the barriers that block student PSE access; creating more choices for prospective students based on their ability and interest; and providing students information on navigating the educational system.

Our presentation will highlight: 1) Quebec youth PSE challenges; 2) McGill’s Engagement and Access program needs assessment; 3) how the proposed ConnexionMcGill program will support Quebec communities to address gaps in PSE and; 4) the program’s proposed implementation plan.

‘Getting Started’ – Going the Extra Mile: Peer Mentoring and Support for Off-Campus StudentsDate: 5/12/2011

Time: 2:00 pm – 2:25 pm

Room: Jones Room

Chair: Dr Nancey Hoare, University of Southern Queensland

Presenter/Author:

Ms Frances Munro, University of New England

Peer Support for UNE Distance Education Students

As part of a broader wrap-around service model, UNE contacts all new students providing them with tips and numerous relevant links to ‘getting started’ at UNE. Students are asked if they would like a fellow student mentor for their first semester with UNE to help lessen the feeling of isolation hence extending the orientation process for this cohort and encouraging engagement with the university right from the start. This program involves placing new students with another student preferably studying in the same discipline who has successfully completed at least 2 years of study. Mentors contact their mentees regularly during the semester providing assistance with links to various support services; building the confidence of new students to work independently as off-campus students; working their way around the system/website and reassurance and encouragement on those tougher days. Because the majority of UNE students are based off-campus these mentoring relationships are predominantly via email and phone and involve students from all around the world. This program cements a ‘real’ relationship with the university right from the beginning to ensure a successful and enjoyable study experience from admission to graduation.

Bridging to Students Through Motivational EngagementDate: 5/12/2011

Time: 2:00 pm – 2:55 pm

Room: Harris Room

Chair: Mr Mark Rainier, Massey University (Manawatu)

Presenter/Author:

Dr Glenn Hirsch, University of Minnesota

Twenty-first Century college students represent more cultural, spiritual, and economic diversity than ever before. They also enter college with motivation based on a range of hopes, dreams and expectations about their college experience. Maintaining this motivation can be challenging when the academic demands of college become apparent. Faculty advisors, counsellors and other student development professionals can play a critical role in helping students explore and develop self-motivation for learning, persist in their academic pursuits, and find confidence in their abilities to succeed.


This presentation will describe an original, integrated model faculty, advisors and counsellors can use to help college students discover and strengthen their own motivation to succeed. The model prescribes different levels of intervention based on the students’ readiness and motivation for change, addressing both the “inner work”� (emotions, cognitions) and “action work” (such as developing stronger study skills) needed for academic improvement. Specific strategies for motivationally engaging students will be presented. Participants will be asked to actively participate in a discussion of how to apply the model to different groups of Australian students. Content will be based on the book Helping College Students Succeed: A Model for Effective Intervention (Brunner-Routledge, 2001) written by the presenter.


Counselling Promotes Academic SuccessDate: 5/12/2011

Time: 2:30 pm – 2:55 pm

Room: Wattle Room

Chair: Mr Ed Spalding, University of Western Sydney

Presenters/Authors:

Mr Kent Smith, Victoria University of Wellington

Ms Kelly Atherton, Victoria University of Wellington

The New Zealand tertiary environment has undergone significant changes to funding which impacts directly on students and their ability to maintain a place at university if they are struggling academically. Failure may lead to suspension from university or cancellation of student loan entitlement. During 2011 a small research project was undertaken with students who accessed the Student Counselling Service at Victoria University of Wellington. The key question of the project was “how” counselling helped students engage with their studies, and as an outcome, what they thought this did toward success or completion of the course they were enrolled in at the time. Students’ responses included qualitative reflection on the skills of the counsellor and what they expected counselling to “do” for them. The purpose of the research was to identify what aspects of the counselling encounter worked for students in tertiary study, given the changing environment around academic progress. This Student Counselling Service had recently moved premises into shared facilities with the student health service. Students’ impressions of this move were also evaluated. At the point of the research the service had “enjoyed” an 11% increase in student presentations and was undergoing a re-think of the process for intake.

Building Bridges to Engagement: The Cooperative Effort to Create a Vibrant Student Life Experience in an International Branch Campus - Texas A&M University at Qatar FoundationDate: 5/12/2011

Time: 2:30 pm – 2:55 pm

Room: Broadway Room

Chair: Mrs Penny Shores, UNSW Counselling and Psychological Services [CAPS]

Presenters/Authors:

Dr Cynthia Howman Wood, Texas A&M University at Qatar

Mr Jamil Karam, Qatar Foundation

The number of international branch campuses of western universities worldwide has significantly increased over the past ten years. This trend is particularly pronounced in the Middle East, with a high concentration of institutions now offering degree programs in Qatar and the United Arab Emirates. Many observers of this trend have questioned the ability of these institutions to offer both a curriculum and student life experience that is equivalent to what is available at the parent institution. In the State of Qatar, Education City houses six American universities. Each campus maintains an independent Student Affairs department which is augmented by the Education Division of the Qatar Foundation. In this presentation, I will discuss the existing collaborative Student Affairs model at Education City and highlight the practices put in place to create an international student life experience that focuses on holistic student learning and development through the delivery of exceptional programs and services. It is this superior quality of the student life experience which, when combined with academic excellence, results in deep learning and authentic student engagement.

Ask Counselling, Online Questions and Answers - Reaching Out to Students and the University CommunityDate: 5/12/2011

Time: 2:30 pm – 2:55 pm

Room: Jones Room


Presenters/Authors:

Ms Orania Tokatlidis, University of Melbourne Counselling Service

Ms Julienne Kinna, University of Melbourne Counselling Service


Detailed Program


Mr Ravi Lulla, University of Melbourne Counselling Service

Ms Felicity Rousseaux, University of Melbourne Counselling Service

Ms Glenys Wilson, University of Melbourne Counselling Service

For most counselling services, providing services for the whole university community is an ongoing challenge. Whilst a small percentage of students and staff attend appointments and workshops, the majority do not traditionally access counselling services. The Ask Counselling initiative extends this sphere of influence by providing an interactive resource for the student community. It enables students to submit a question online that is answered by counsellors, and then posted on the web for all to read. Over two years running, the large bank of over 170 questions and answers reflect “hot topics” for students including on uni life, “love and sex in the city”, mental health issues, relationships, friendships and families. Over 39,000 page views demonstrates its success as a place for students and staff to identify and become aware of issues affecting other students, read psycho-educational material and find useful local resources and online sites. More than half the questions submitted have come from students without previous contact with the Counselling Service, highlighting increased access to students of our university. In this paper we discuss how the Ask Counselling website was set up, its intended aims and how it is being used by students and the university community.

Bridging to Students Through Motivational EngagementDate: 5/12/2011

Time: 2:00 pm – 2:55 pm

Room: Harris Room


3:00 PM – 3:30 PM AFTERNOON TEA


How International Students at Diploma Level Use Metacognition to Problem SolveDate: 5/12/2011

Time: 3:30 pm – 3:55 pm

Room: Wattle Room

Chair: Mr Josef Gorny, Australian National University

Presenter/Author:

Mr Fred Wright, Holmesglen TAFE

Little has been done to investigate cross cultural differences in the use of metacogitive processing. There is a body of evidence (Guss & Wiley, 2007;Davidson & Freebody, 1988; Cole, 2004.) to suggest that there are cross cultural differences in the use of metacognition to problem solve. My current research has found that international students at the Diploma level are not sure of the effectiveness of their current problem solving approaches in study situations.

It was found that using Marion Blank’s approach to question development students were able to better comprehend classroom activites and develop different strategies to working within an Australian educational environment. This approach is informed by Vygotskian theory and shows promises it use with students of a CALD background.

Leadership in Student Support and Development Services in Australian Universities: Exploring Relationships Between Leadership Orientation, Effectiveness, and Job Satisfaction for Senior and Mid-level Professional StaffDate: 5/12/2011

Time: 3:30 pm – 3:55 pm

Room: Thomas Room

Chair: Ms Annie Andrews, UNSW Counselling and Psychological Services [CAPS]

Presenter/Author:

Ms Joanna Peters, Griffith University

There is no question that leadership is practiced at all levels in student support and development services (ssds) in Australian universities, within the institutions, and across the sector. It seems though that little is known about who is leading, what they are doing and how – and what impact this is having. Whilst there is some theorising in the literature about what makes for effective leadership in these types of units in higher education more generally, proposed models tend to be normative rather


than evidence-based, with relatively limited empirical research reported in journals. There has been virtually no empirical research reported about what constitutes effective leadership in ssds in Australia. Given increasing expectations and scrutiny of ssds in the current climate, and of increasing opportunities for influencing university strategy, this topic deserves critical attention.

This presentation will report preliminary findings of an on-line survey, to be conducted in September, of staff occupying senior and mid-level leadership roles in ssds in Australia, that aims to identify the leadership styles of senior and mid-level leaders in ssds, to find out more about the people occupying these positions, and to understand their sense of efficacy in and satisfaction with their roles.

Life One: A Wellbeing and Personal Success Program at Bond. Group Sessions and an Online Health and Wellness SpaceDate: 5/12/2011

Time: 3:30 pm – 3:55 pm

Room: Broadway Room

Chair: Ms Catherine Fitzgerald, University of Western Sydney

Presenters/Authors:

Ms Deborah Jackson, Bond University

Ms Kate Bartlett, Bond University

The Stallman (2010) research with 6500 university students highlighted disturbing levels of psychological distress in students relative to general population, reducing their capacity for work and study and so impacting likely retention, participation and achievement to potential.

In response, Bond University developed and launched Life One. Life One is a personal development and life skills program for students, designed to help them clarify their values, connect with their character strengths, develop skills in managing mood, notice and evolve automatic thoughts, manage physical health and develop meaningful social connections.http://www.bond.edu.au/lifeone

With the first four student groups through the pilot program, results of pre and post course student wellbeing (modest sample size) show encouraging shifts in life balance, exercise, nutrition, sleep, stress management, study approach, self-esteem, energy levels, mood indicators and awareness of values.

We are now using student feedback to evolve the program for a workshop experience that is calming, more experiential and supportive of personal and group processing and growth.

We believe these skills and practices support all students to be more resilient and to maximise their experience and connections at university, including those who traditionally have struggled more.

Gaining Traction with Collaboration - Engaging Faculty to Understand and Support the Diverse Student ExperienceDate: 5/12/2011

Time: 3:30 pm – 4:55 pm

Room: Jones Room

Chair: Mr Gordon D’Rosario, Holmesglen TAFE

Presenter/Author:

Ms Jan Stewart, Victoria University of Wellington

Increasingly there is a university-wide holistic approach to student engagement. The role for student services staff is changing from having the ‘buck passed to them’ to one where staff will be required to ‘to make seamless, what are often perceived by students to be disjointed, unconnected experiences by bridging organisational boundaries and forging collaborative partnerships’ (Consolvo,2002). This requires student services staff to develop collaborative practices with faculty and administrative staff and this is no mean feat.

This roundtable discussion will invite participants to look at gaining traction in this developmental area by:

• Examining the wider research on collaboration and this shift in thinking - considering why this is necessary and what constitutes good practice.

• Sharing examples of what we are doing at Victoria University of Wellington to engage academic and administrative staff in the student experience particularly to improve learning, transition and engagement for traditional and non-traditional students. What has worked and what hasn’t.

• Inviting others to share their examples.

• As a group explore the benefits and issues that emerge from this way of working.

• Come up with practical strategies to take this further in our institutions.

Developing a Social Justice Framework to Ensure Good Practice in Higher EducationDate: 5/12/2011

Time: 3:30 pm – 4:55 pm

Room: Harris Room


Presenters/Authors:

Prof Karen Nelson, Queensland University of Technology

Ms Tracy Creagh, Queensland University of Technology

The concept of student engagement is a key factor in student


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achievement and retention and Australasian universities have a range of initiatives aimed at monitoring and intervening with students who are at risk of disengaging. Given the aspirations about widening participation, it is absolutely critical that these initiatives are designed to enable success for all students, particularly those for whom social and cultural disadvantage have been a barrier. Consequently, these types of initiatives must be consistent with the concept of social justice and a set of principles would provide this philosophical foundation for the sector. An Australian Learning and Teaching Council (ALTC) project that involves ten Australasian universities, is designing of a suite of resources for the sector which will include: (1) a set of principles for good practice in MSLE, (2) a good practice guide for the design and implementation of institutional MSLE policy and practice, and (3) a collection of resources for and exemplars of good practice to be taken up by the sector. This workshop session will provide an opportunity for participants to examine the draft set of principles and to discuss their potential value for the participants’ institutional contexts.


Student Linx Peer Mentoring: Building Bridges Between International and Domestic Students at Griffith UniversityDate: 5/12/2011

Time: 4:00 pm – 4:25 pm

Room: Wattle Room

Chair: Ms Ebonee Lynch, Curtin University

Presenters/Authors:

Ms Dorinda Harvey-Bravo, Griffith University

Mr Andrew Monaghan, Griffith University

In 2010, Student Linx and Mentoring@Griffith developed a peer mentoring program as a key component of the Student Linx initiative. The primary aim was to assist commencing international students with their cultural transition to studying at Griffith University and living in Australia. The program also aimed to improve English language proficiency and foster sustained relationships between local and international students.

The Student Linx Mentoring Program responds to research findings from the International Student Barometer and Starting@Griffith Survey. A lack of contact with local students and dissatisfaction towards their social and cultural experience has been a particular concern of the international student population. Starting@Griffith Survey data has highlighted a disparity between the reported access to peer mentors by international students compared with domestic students. Further to this, international students who reported that they had no access to peer mentors reported lower levels of social connection, engagement in program and satisfaction.

Evaluation of the Student Linx Mentoring Program has indicated that the main benefit has been formation of new friendships. International students conveyed that involvement helped their transition to life in Australia.

This session will outline the structure and expansion of the program since its inception, including evaluation findings and future goals.

“Taking the Reins Together”: Enhancing Student Engagement in University Decision-MakingDate: 5/12/2011

Time: 4:00 pm – 4:25 pm

Room: Thomas Room

Chair: Mrs Stephanie Taylor, University of Tasmania

Presenters/Authors:

Ms Georgina Barratt-See, University of Technology, Sydney

Mr Mark Tirpak, University of Technology, Sydney

This presentation will explore the work of University of Technology, Sydney (UTS) Student Services Unit (SSU) with “Supporting Student Representatives” a project aimed at raising the profile of the more than 70 elected and appointed Student Representative roles within the formal governance structure of UTS; the project also aims to increase the agency of the student representative position (moving away from possible ‘token’ levels of involvement) as well as the incentive for a diversity of students to provide this type of service to the University.

In practice, the project endeavours to help network student representatives as a community and strengthen the capacity of this group to make meaningful change via (as well as to) established governance channels at UTS. It also helps to bring together various elements of the University (Governance Support Unit, Students’ Association, individual board coordinators, etc.) to share and foster best practices - with the objective of broadening and enhancing student participation in formal university governance.

Beyond exploring the UTS approach/experience in more detail, the presentation will draw from the global “Youth on Board”/ youth in governance movement to provide attendees with practical resources and ideas for enhancing student engagement in university decision-making.


Universal Interventions to Improve the Wellbeing of University StudentsDate: 5/12/2011

Time: 4:00 pm – 4:25 pm

Room: Broadway Room

Chair: Mr Kent Smith, Victoria University of Wellington

Presenter/Author:

Dr Helen Stallman, The University of Queensland

The high prevalence of psychological distress in Australian university students and relatively low levels of help-seeking highlight the need for universal interventions. This paper will present two Australian universal interventions: the desk and The Learning Thermometer. It will discuss how they are being used to increase the awareness of mental health to all students and link students to just-in-time resources and support. The desk is an online program designed to promote resilience in tertiary students. Strategies used to engage students and embed the program within the university environment will be discussed. The Learning Thermometer is a tool used within the curriculum to encourage students to engage in their learning and link them with resources and assistance as needed, to support their learning. Data will be presented from the implementation trial of The Learning Thermometer.


Time: 3:30 pm – 4:55 pm

Room: Jones Room



Time: 3:30 pm – 4:55 pm

Room: Harris Room



Connecting the Campus: A Collaboration Between Student Counselling, the International Office and Students to Promote Social Inclusion and Develop Support NetworksDate: 5/12/2011

Time: 4:30 pm – 4:55 pm

Room: Wattle Room

Chair: Mr Gerard Hoffman, Victoria University of Wellington

Presenter/Author:

Ms Lou Tod, Australian Catholic Universtiy

Ms Maria Valastro, Australian Catholic Universtiy

This presentation outlines a collaborative project between the University Counselling Service, the International Office and international students who sought opportunities to develop networks and forge meaningful connections with other students and staff. International students are at risk of social isolation due to challenges such as language barriers, financial constraints and work and study commitments. ACU Brisbane is a small campus in the northern suburbs with limited access to recreational and cultural hubs.

Counselling and international office staff were aware of students’ isolation and its negative impacts on their psychosocial wellbeing and academic progress. Prior efforts to engage students were modelled on provision of activities organized and delivered by University staff with minimal consultation.

A collaborative project was initiated with identified international students adopting a peer support group framework. The project aimed to test out a community development approach to the problem of isolation and exclusion.

This session will elaborate on the value of using small group process to develop identity and belonging on campus for a diverse group. The project has succeeded in developing a formal club on campus sustained and owned by students. The club promotes inclusion and acts as a valuable resource for University staff.


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Student Representation - You Can Build it But They Won’t ComeDate: 5/12/2011

Time: 4:30 pm – 4:55 pm

Room: Thomas Room

Chair: Ms Anne Hayes, Flinders University Health, Counselling and Disability Service

Presenter/Author:

Ms Christie White, University of Southern Queensland

Student representation has long been a University strategy to include students into the decision-making environment of the institution. Students sit on institutional, faculty and school committees for a variety of reasons including professional development, bumping up their resumés, or to be heard on issues that are affecting their peers. Student representation has varying levels of success across the higher education sector and it is time that we start to consider this regime in light of the ‘new’ student cohort.

This presentation will share USQ’s attempts at improving student representation and will introduce the argument that we are continuing to get it wrong. While USQ has pockets of success with student representation, interestingly with committees focused around social justice and representing the voices of those ‘under-represented’, it is yet to achieve a solid foundation for the student voice that goes beyond tokenistic lip service. USQ’s successes and challenges will be shared along with an argument that suggests that changes are needed to coincide with the increasing diversity of the student body.

Researching Student Stories of Resilience: Linking Student Experiences with Student RetentionDate: 5/12/2011

Time: 4:30 pm – 4:55 pm

Room: Broadway Room

Chair: Ms Lesley Bretag, Flinders University Health, Counselling and Disability Service

Presenters/Authors:

Ms Judy Wright, Australian Catholic University

Ms Renee Goosen, Australian Catholic University

Ms Joanna Callaghan, Australian Catholic University

The ANZSSA Research Grant for 2011 was awarded to the Australian Catholic University (ACU) North Sydney Counselling Service to research: What keeps university students going when they face significant challenges and what meanings do students attribute to this? A major research outcome was

the development of a resource booklet of student stories of resilience in both print and online form which will be available at our conference session. This qualitative research project aims to give voice to student stories and to link student experiences with student retention whilst building a bridge between research and clinical practice.

Research evidence will be presented that shows the important role Student Services has in making a difference to this vulnerable cohort of students who may be at risk of feeling excluded from their university experience. The research findings include student suggestions for enhancing student experience, retention & chances of success, especially in situations where significant challenges are experienced. The findings also include the language students use to attribute meaning to their continued study in spite of having experienced significant challenges and an analysis of how this sits within a resilient paradigm. This provides valuable information & knowledge for clinical practice in Student Services.


Time: 3:30 pm – 4:55 pm

Room: Jones Room



Time: 3:30 pm – 4:55 pm

Room: Harris Room


FREE NIGHT



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Plenary SessionDate: 6/12/2011

Time: 9:00 am – 10:00 am


Keynote Address: Prof Shane Houston DVC Indigenous Strategy and Services, Sydney University

It’s Lonely Dancing By YourselfProfessor Shane Houston is the Deputy Vice-Chancellor (indigenous Strategy and Services) for The University of Sydney.

With a strong background in education and health, Shane Houston leads the University’s institution-wide strategy to advance Indigenous participation, engagement, education and research. Professor Houston was previously executive director of systems performance and Aboriginal policy with the NT Department of Health and Families. He has been actively engaged in Aboriginal advancement issues for more than 30 years at a community level, working in government and in a number of international settings, including various United Nations-related activities. He has a long-standing interest in the development of culturally secure health services and systems, and in health economics – especially in finding greater equity in how health systems allocate and use resources.



Plenary SessionDate: 6/12/2011

Time: 10:30 am – 11:30 am


Keynote Address: Prof Penny Boumelha DVC Victoria University of Wellington

Support of Inclusion - The New Zealand PerspectiveProfessor Penny Boumelha is Deputy Vice-Chancellor (Academic) at the Victoria University of Wellington, having served previously as Deputy Vice-Chancellor and Provost at the University of Adelaide (1999–2005). She holds an M.A. and a D.Phil. in English from the University of Oxford, and has published widely on nineteenth-century fiction (especially Thomas Hardy), on ideologies of gender and race, and on literary genres, as well as on issues in tertiary education and university management. She was elected a Fellow of the Academy of the Humanities in Australia in 1997.

She was named in the 1996 Campus Review Independent Teaching Survey as one of Australia’s most respected teachers of English, and has been a member of national bodies including the Australian Vice-Chancellors’ Committee’s Standing Committee on Education and Students. Professor Boumelha has served as an accredited quality auditor of universities in both the New Zealand and the Australian agencies. In 2003 she was awarded a Centenary Medal by the Commonwealth Government of Australia for services to Australian society and the humanities in English language and literature.


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11:30 AM PLENARY PANEL SESSION

International PanelDate: 6/12/2011

Time: 11:30 am – 1:00 pm


Panel Chair:

Ms Annie Andrews, Director, UNSW Counselling and Psychological Services [CAPS], Australia

Panellists (in alphabetical order):

Dr Glenn Hirsch, Director of Counselling, University of Minnesota, USA

Dr Jim Krivoski, Executive Assistant to the President, Lafayette College, USA

Ms Jana Luker, Executive Director – Services for Students, McGill University, Canada

Ds Susan Salvador, Vice President, Student Services, Monroe Community College, USA

Dr Tom Shandley, Vice President for Student Life/Dean of Students, Davidson College, USA

Dr Andrew West, Director of Student Services, University of Sheffield, UK

The International Panel will focus on the following two topics:

1. What are the Inclusion/Exclusion issues around students at your university or at the level of government (if that is applicable) that you would like to discuss and share with us?

2. Hot topics that your university is either managing or hoping to manage or debate – what are they and how are they presently being managed?

1:00 PM – 2:00 PM LUNCH

2:00 PM ANZSSA AGM

ANSZZA AGMDate: 6/12/2011

Time: 2:00 pm – 3:00 pm


For full agenda and motions see page 40 for details

3:00 PM – 3:30 PM AFTERNOON TEA


The Model of Enhancing Student Engagement in Residential Hall in ChinaDate: 6/12/2011

Time: 3:30 pm – 3:55 pm

Room: Wattle Room

Chair: Ms Heather McLeod, Australian National University

Presenters/Authors:

Ms Chunxiao Guo, Shandong University

Mr Xiaomin Sang, Shandong University

China has measured up to the popular stage of higher education. A great deal of college students are swarming into the campus, and almost all students choose to live in residential hall. The issues are now emerging in Chinese higher education. This session will provide a brief history and describe the current service supports in residential hall and challenges to enhance student engagement in China today. The strategies about encouraging students involvement by teamwork will be shared with the colleagues from the world.

“I didn’t feel so isolated”: Crossing the Boundaries of Distance through Peer Mentoring and SupportDate: 6/12/2011

Time: 3:30 pm – 3:55 pm

Room: Thomas Room

Chair: Mrs Jan Stewart, Victoria University of Wellington

Presenter/Author:

Ms Catherine Ross, Open Polytechnic

Distance learning can be an environment bounded by challenge. Students are physically separated from teaching and support staff and other learners and often report feelings of isolation, little sense of inclusion and belonging and difficulty maintaining engagement in and motivation for learning. Early, appropriate and regular support, however, can cross the boundaries of distance, mitigate students’ concerns and have positive and lasting effects on retention and academic and social outcomes.

This presentation describes a peer mentoring programme developed by the Learning Centre at the Open Polytechnic an open and distance learning institution in Aotearoa New Zealand. The programme aims to reduce distance barriers in order to

T U E S DAY 6 D E C E M B E R 2 011 C O N T I N U E D


enhance the engagement, retention and success of first year students. It is informed by learning motivation theory and a strengths approach and focuses on establishing institutional relationships with students, help them make a positive start to their studies and to persist. The programme has delivered a six per cent increase in course retention in addition to high levels of student satisfaction. Students say that support from peers is encouraging and motivational and enables them to deal more effectively with the demands of distance study. It helps them to feel included in a learning community.

Cultivating Happiness: A Six Week Group ProgramDate: 6/12/2011

Time: 3:30 pm – 3:55 pm

Room: Broadway Room

Chair: Ms Judy Wright, Australian Catholic University

Presenters/Authors:

Ms Kylie Woodward, ANU Counselling Centre

Mr Josef Gorny, ANU Counselling Centre

Inspired by (among other things) the ABC television series “Making Australia Happy”, the ANU Counselling Centre ran a six week group program called “Cultivating Happiness”�. The one hour sessions included experiential activities and conversations about factors correlated with happiness, such as mindfulness, gratitude and social connection. Applicants to the program were screened via an interview process. We engaged a diverse group of students, some of whom would perhaps not ordinarily use counselling services. The participants were asked to make a solid commitment to trying out the ideas and reporting back to the group their experiences. A “happiness index” questionnaire was complete prior to and straight after the program. The program was evaluated in terms of outcome, participant satisfaction and retention.

Centre for Aboriginal Studies Mentor Program – Curtin UniversityDate: 6/12/2011

Time: 3:30 pm – 3:55 pm

Room: Jones Room

Chair: Ms Deborah Jackson, Bond University

Presenter/Author:

Ms Ebonee Lynch, Curtin University

Ms Susan Reys, Curtin University

Curtin University offers a mentor program for all students across campus. This mentor program reaches out to around 6000 students in first semester. All first year undergraduate students in their first semester are assigned a mentor who is a senior student in their own course. The mentor’s task is to assist new students with their transition to university. In most courses, the mentor program is structured to suit students who are attending the Bentley campus of the university throughout their first semester. In 2009 modifications were made to the model applied in the Centre for Aboriginal Studies (CAS). These new developmental initiatives in the CAS Mentor Program provided students with a more specific, tailored and focused program that was aimed towards the Block mode of study, and considered some other barriers that were present in the existing program. One of the aims of this new initiative was to enhance the maximum level of interaction between first and second year ICMDP students, while they are on campus. This paper will illustrate how the mentor program operated within CAS, and present evaluation data from mentors and mentees.

Rounding out the Picture: A Focus Group Discussion for Senior and Mid-level Leaders in University Student Support and Development Services to Explore and Expand Findings of an Online Survey about Leadership Styles, Effectiveness and Satisfaction in these RolesDate: 6/12/2011

Time: 3:30 pm – 4:55 pm

Room: Harris Room

Chair: Ms Jordi Austin, University of Sydney

Presenter/Author:

Ms Joanna Peters, Griffith University

An online survey is being conducted (September 2011) of staff occupying senior and mid-level leadership roles in student support and development services (ssds) in Australia, to find out more about the people occupying these positions, to identify their leadership orientation and styles, and to understand their sense of efficacy in and satisfaction with their roles. Analysis of


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the data will look for differences and relationships between and within groups. This roundtable will be an opportunity for survey participants, and other interested senior and mid-level leaders in ssds from Australia and overseas, to discuss the preliminary survey findings and to add their perspectives on effective leadership in these roles in these types of organisational units in the higher education arena. Participants in the roundtable will have supervisory responsibility for professional groups (eg counselling, careers, welfare, learning support etc) – at the unit level (mid-level leaders) or for multiple units at the directorate level (senior leaders). Information emerging from this discussion, together with survey data and interviews (to be conducted in 2012) will contribute to a broader research study being undertaken as part of a doctoral program.


Collect, Analyse & Deliver - McGill University’s Student Assessment Implementation PlanDate: 6/12/2011

Time: 4:00 pm – 4:25 pm

Room: Wattle Room

Chair: Ms Felicity Rousseaux, University of Melbourne Counselling Service

Presenter/Author:


Mr Richard Zereik, McGill University

McGill’s Student Services identified the need to commit to an evidence based assessment approach that would support the division’s core values of: student-centeredness, transparency, and accountability by way of measurable goals. In addition, Student Services committed to focused assessment activities that were linked to the divisions’ goals and objectives. Through the use of evidence-based research, our assessment data is used to develop the programs needed to sustain a stimulating and enriching co-curricular learning experience for our students, and to guide future discussions on how our Services can achieve their goals.

This presentation will inform and assist other institutions who are considering implementing an assessment plan for their student life activities. We will describe the approach and methodologies used, including consulting with partners both within and outside of the McGill community and the change management process within the division. The presentation will highlight how we connected the assessment portfolio to our Strategic Plan, made it part of our division’s annual planning exercise and linked it to other existing University assessment activities. The presenters will also discuss lessons learned, best practices, tips on how to build division-wide collaboration and future assessment plans for the upcoming academic year

Graduate Capabilities Building Upon Character StrengthsDate: 6/12/2011

Time: 4:00 pm – 4:25 pm

Room: Thomas Room

Chair: Ms Teresa Dluzewska, University Counselling Service, University of Newcastle

Presenters/Authors:

Dr Rina Daluz, UNSW-Counselling and Psychological Services [CAPS]

Mr Navid Ahmadi UNSW-Counselling and Psychological Services [CAPS]

Peer Mentoring Programs @ UNSW are geared towards social transition and inclusion. Through participating in the program, evaluation revealed incoming students are able to feel they are very much a part of the university community and have generated and established social contacts. Mentors of the program are responsible for making first year students feel included and provide meaningful social contact. Hence, the role of a Mentor provides the conditions for learning and growth. To further Mentors’ learning and development, a collaborative project between UNSW Counselling and Psychological Services and UNSW Medicine Society directed at student experience and engagement brought forth an online learning experience. The Peer Mentoring Program was used as a learning platform supported by the principles of Positive Psychology. Advanced year students were given opportunities for reflection of which top graduate capability applies most in their role as Mentors and how their character strengths come into play. Through strength identification and development, educational objectives of a Faculty are further developed. When student experience and educational objectives are translated and aligned with student development, growth and potential, it is and always will be a valuable partnership in the University landscape.



The Engaged Home: A&TSI Stories of University Study and Home CultureDate: 6/12/2011

Time: 4:00 pm – 4:25 pm

Room: Jones Room

Chair: Ms Nadia Rajic, University of South Australia

Presenter/Author:

A/Prof William Oates, CQUniversity

The expectation of universities for students to be engaged fully with their learning through the use of technology with the burden of cost expected to be borne by the student is a given in the 21st century. If you want to go to university you no longer simply need a pencil and enough paper: you need a computer preferably no older than two to three years; university compatible software (Office and software protection); a printer with plenty of ink and paper for downloading everything from the University handbook to course profiles and resources; access to high speed broadband preferably with Skype facilities as well as the cost of required texts. Space in most family homes is problematic for those doing study.

How difficult is it for those of low SES, in particular A&TSI students and their families to survive the demands of university study? What negotiations and compromises are made in the family to ensure success? What makes study difficult if nigh on impossible for some A&TSI students? This paper will examine the stories of A&TSI people as they engage with university in their home culture.


Time: 3:30 pm – 4:55 pm

Room: Harris Room



International Student Expectations: Undergraduate Student Voices in an Australian UniversityDate: 6/12/2011

Time: 4:30 pm – 4:55 pm

Room: Wattle Room

Chair: Ms Georgina Barratt-See, University of Technology, Sydney

Presenter/Author:

Dr Stephen Howlett, The University of Sydney Centre for English Teaching

Students from the Indian subcontinent represent a volatile demographic for Australian universities. This study explores the experiences of a cohort of sub-continental students studying in an Australian university to identify the interaction between commercial sustainability and its effect on good practice. Analysis of students’ dialogue with the researcher is grounded in a symposium approach and an appreciation of four theoretical fields of international education, literacy and critical thinking, commercial practice, and the policy agendas surrounding international education in Australia. The research finds that students’ perceptions are reflected within and across the theoretical constructs of international education, and can thus be used to derive a better appreciation of value in an international education experience. International students perception of value is found to derive in the first instance from satisfaction of their expectations as a consumer-student. The study presents an alternative holistic conceptual frame for theorising agendas in international education. That frame foregrounds student expectations in order to improve the practice of international education. The research paves the way for proposing what might constitute an equitable, ethical and sustainable interaction between business and education that can strengthen the prestige and commercial position of Australian universities in the global market of services.

Factors Contributing to the Engagement of Students in Psychoeducational SeminarsDate: 6/12/2011

Time: 4:30 pm – 4:55 pm

Room: Broadway Room

Chair: Dr Jonathan Munro, Southern Cross University

Presenter/Author:

Ms Sue Barnard, QUT


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Psychoeducational seminars and workshops within university settings are however poorly attended and students who do attend are developmentally higher-functioning, lower-risk participants rather than the developmentally fragile, higher-risk learners who are the main intended audience. Understanding what engages students would facilitate more strategic and purposeful planning and intervention. This paper presents the findings of a qualitative study that gathered information of university students’ experiences and perceptions of psychoeducational seminars/workshops offered at university. It examined the perceptions, motivations, decision-making and behaviours of students who choose not to enrol in seminars, those who choose to enrol but do not attend, and those who enrol and attend the seminars. The information obtained throws some light onto the following questions: Why do some students choose to engage and others do not? Why do some intend to participate but do not follow though? What influences intention to implementation of that intent? What marketing strategies work to engage students? Do support services have a role in enhancing student engagement through the offering of psychoeducational seminars?


Time: 3:30 pm – 4:55 pm

Room: Harris Room


7:00 PM – 11:00 PM ANZSSA CONFERENCE DINNER

Star Room, Darling Harbour (located at the IMAX Theatre)

See page 5 for details.




Connecting to our Campuses: Bridges to Engagement and LearningDate: 7/12/2011

Time: 9:00 am – 9:25 am

Room: Wattle Room

Chair: Mrs Julie Wood, Manukau Institute of Technology

Presenter/Author:

Dr Peggy Patterson, University of Calgary

Assisting students to engage with and to connect with our campus communities is a challenge for everyone on our campuses - for students, faculty, staff and administrators. However, it is sometimes challenging for those of us in Student Services to know how to involve others in thinking about WHY and HOW all of our campus constituencies are important and must work together if this goal is to become a reality. Initially developed as a tool to assist campus planners to understand the importance of the campus environment in enhancing students’ connections to and engagement with our campuses, the Model presented in this session integrates and links the research on Campus Ecology, Student Engagement and Human Motivation and links them all to the educational experience of our students in a simple and informative way. It also helps to remind us of the importance and potential of creating more bridges to others on our campuses if we truly want to be successful in engaging our diverse student communities.

Achievements of Curtin University’s Retention PlanDate: 7/12/2011

Time: 9:00 am – 9:25 am

Room: Thomas Room

Chair: Ms Christie White, University of Southern Queensland

Presenter/Author:


In 2007, the author presented a paper at the 16th Biennial ANZSSA conference in Auckland entitled ‘Developing a Student Retention Plan’. Since then, Curtin University has implemented many interventions and programs deriving from the resulting Student Retention Implementation Plan. This presentation will highlight some of the key achievements, and present data which demonstrates the impact of the plan on first year student retention figures.

Supporting Students with Asperger Syndrome in Higher EducationDate: 7/12/2011

Time: 9:00 am – 9:25 am

Room: Broadway Room

Chair: Mr Darryl Cloonan, University of Melbourne Counselling Service

Presenter/Author:

Ms Vicky Little, University of Sydney

Asperger Syndrome is a developmental disorder which is rapidly becoming more prevalent in students within Higher Education. In the UK, there has been an 800% increase in the number of students with Asperger Syndrome enrolled in higher education over the last 8 years. I have just returned to Australia after 5 years of working in London as the Student and Graduate Support Coordinator at Prospects, The National Autistic Society’s employment and education arm. Prospects are the only Autism specific employment and education service in the UK. Within my role I coordinated a specialist mentoring service, providing one-on-one mentoring to University and College students to guide them through the difficulties they faced due to their condition to enable them to progress successfully through their education. We also provided awareness training and ongoing support to University staff with support strategies for academic and admin staff. Our service was widely acknowledged throughout the London and the Southeast as one of a kind and hugely invaluable.

In my presentation, I would like to present some effective support strategies, such as specialist mentors, for Australian Universities to adopt to ensure we are accommodating the complex needs and nurturing the outstanding academic skills of these students.

Researching Students’ Perceptions to Inform Learning Support PracticeDate: 7/12/2011

Time: 9:00 am – 9:25 am

Room: Jones Room

Chair: Dr Patricia Dooey, Communication Skills Centre, Curtin Business School, Curtin University

Presenter/Author:

Dr Jennifer Thompson, Massey University

With tertiary students’ perceptions being largely invisible to practitioners and policy makers, systematic enquiry provides the visibility necessary for good policy and practice. This paper reports on research that examines students’ views on interacting with peers and staff in the online learning support

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Detailed Program

environment. Two stages of research were undertaken: an online questionnaire and face-to-face interviews. The questions examined students’ experiences of using learning support resources in an online environment in relation to the lack of teacher presence and the lack of social interaction with other students. Overall, the research showed that there appear to be three main groups of students who use online learning support sites: one, those who see the sites as virtual personal identities to which they relate; two, those who see sites as a useful technical tool which enables them to eschew the social side of learning; and three, those who use sites but miss the social side of learning. These findings imply significant challenges for the practice of learning advisers as they contemplate the creation of services to meet the needs of all three groups.

Managing the Demand and Resources Juggle: Reflections from the Head and the Heart on Practice and PragmaticsDate: 7/12/2011

Time: 9:00 am – 10:25 am

Room: Harris Room

Chair: Mr Gerard Hoffman, Victoria University of Wellington

Presenter/Author:

Ms Annie Andrews, The University of New South Wales

There is increasing awareness and concern about the mental health and psychological wellbeing of university students. The current broadening participation agenda’s of both the Australian and New Zealand governments are likely to lead to higher enrolments in HE from a broader cross section of society. Managers of counselling services in HE around the world are reporting that their services are seeing students with more severe levels of psychological distress. The challenge for service managers is multifaceted: balancing demand, quality of service delivery, available resources and workload shouldered by the service staff. This facilitated Roundtable Discussion will explore these issues and canvass workable solutions.


The Benefit of Employing Student Partners to Assist with Service Promotion and DeliveryDate: 7/12/2011

Time: 9:30 am – 9:55 am

Room: Wattle Room

Chair: Ms Georgina Barratt-See, University of Technology, Sydney

Presenters/Authors:

Mr Brad Inglis, Student Services, Griffith University

Ms Donna Harris, Student Services, Griffith University

Ms Grace Lui, Student Services, Griffith University

Ms Kim-Lien Pham, Student Services, Griffith University

At Griffith University, Student Services employs approximately 42 current students each year to work casually on various jobs around the university. These students are referred to as Student Partners. This scheme is coordinated by the Welfare and Student Liaison Office in Student Services. Training, support and supervision are provided to these Student Partners. These students are employed for a vast array of jobs such as facilitating orientation workshops, running promotion stalls and assisting and directing new students. Many areas of the university employ Student Partners including various areas of Student Services (eg Counselling, Welfare, Careers and Empoyment), Student Administration, Library Services etc. The booking of the Student Partners by other areas of the University has helped increase the level of collaboration between Student Services and these areas. Student Partners have been very successful in increasing the connection between Student Services and the student population. In addition, it has also provided more paid employment opportunity for students to work on campus as well as the work experience they need to improve their chance of finding graduate employment.

JumpSTART: The Challenges Faced by Curtin University when Implementing a Program Targeting ‘At Risk’ StudentsDate: 7/12/2011

Time: 9:30 am – 9:55 am

Room: Thomas Room

Chair: Prof Karen Nelson, Queensland University of Technology

Presenters/Authors:

Ms Jade Habib, Curtin University


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Modelled on QUT’s Student Success Program, JumpSTART aims to take a proactive approach in contacting first year, “at risk” students in selected first year units to discuss how they are progressing with their studies and to inform them of the support services available at Curtin. Students are contacted by email and phone, and are given an opportunity to meet face-to-face with a Student Advisor. Outcomes from this contact could include: the issue being resolved; referring the student to another Curtin support service area; linking the student to relevant academic or administrative staff; or advising the student how to withdraw.

When trialled in Semester 1, 2010 in two units, the program yielded promising results. However when expanded to four units the following semester, and 10 units in Semester 1, 2011 several challenges emerged. Such challenges included determining which students are “at risk” of dropping out or failing; framing the program in such a way that students responded positively to it; and collecting and recording accurate data without any dedicated technology to support the program. This paper will use evaluation data from students and staff to review the challenges experienced by Curtin when implementing and expanding a program targeting “at risk” students.

WIL- A Support Service ApproachDate: 7/12/2011

Time: 9:30 am – 9:55 am

Room: Broadway Room

Chair: Mr Gordon D’Rosario, Holmesglen TAFE

Presenters/Authors:

Ms Anne Hayes, Flinders University

Ms Lesley Bretag, Flinders University

Like most universities Flinders has made a commitment to offer students the opportunity to participate in Work-Integrated Learning (WIL) programs as part of their academic course of study. This adds another layer of complexity to a student’s university experience as they make the transition to becoming professionals in their chosen careers. Just as students face challenges entering degrees for the first time they face challenges entering the workplace in the role of a professional, albeit as a student, for the first time. In the counselling service students are frequently referred to us when they encounter problems on a work placement. Students present with common issues such as managing: the elevated stress levels they encounter when entering the workplace, workplace culture, feedback and their relationships with supervisors and other staff. International students and students with disabilities can face particular challenges. In response to this the Counselling Service has developed a number of initiatives. They are involved in the preparation for WIL programs established within degrees (Education, Nursing, Nutrition and Dietetics, Audiology,

Speech Pathology and Business) and have also participated in training workshops for academic and general staff who have an involvement in WIL activities. This presentation will outline in more detail the issues faced by students and the initiatives established by the counselling service to address them.

Location Location Location- Engagement with the Distributed LearnerDate: 7/12/2011

Time: 9:30 am – 9:55 am

Room: Jones Room

Chair: Mrs Penny Shores, UNSW Counselling and Psychological Services [CAPS]

Presenters/Authors:

Ms Rhonda Leece, University of New England

Mr Edward Campbell, University of New England

The Early Alert Team delivers an innovative service which supports students at UNE, irrespective of where they live. Over 80% of UNE students study by distance, a situation which complicates the task of identifying and engaging students who may be at risk of dropping out. The Early Alert system enhances student engagement and improves the overall student experience by assisting the members of the Team to identify early those students who require effective guidance and support. The Team has created a model which relies on innovative tools to identify, communicate with and deliver support to those students most at risk. The wrap around nature of the support and communication is enhanced by the development and use of the Automated Wellness engine, emoticons, The Vibe word cloud, the Insider’s Guide to UNE blog, Facebook and Twitter, all of which respond to the issues raised by students. The term “wraparound services” refers to individualised services which address the needs of the student and represents the way in which this model is delivered.


Time: 9:00 am – 10:25 am

Room: Harris Room



Detailed Program


Destroying Waiting Lists: How One Institution has Adopted a Wew Way of WorkingDate: 7/12/2011

Time: 10:00 am – 10:25 am

Room: Wattle Room


Presenter/Author:

Mr Mark Rainier, Massey University (Manawatu)

In the middle of 2010 our service had a waiting list of over 30 students all of whom had been seen for only a single 30 minute session and many of whom would not be seen before the mid-year break (if ever). By implementing a ‘new way of working’ bastardised from the single session model used at Cardiff University we no longer have a waiting list but have seen the same number of students year to date, and the counsellors (generally) have broader smiles!

Beyond ‘Dual Sector’: For the Fully Engaged UniversityDate: 7/12/2011

Time: 10:00 am – 10:25 am

Room: Thomas Room


Presenter/Author:

A/Prof William Oates, CQUniversity

Our University anticipates becoming a ‘dual sector’ university by 2012. We have appointed a DVC-VET and we have been told that regardless of an anticipated merger with Central Queensland Institute of TAFE being approved by State Government our University will be delivering the full AQF levels from 2012. The university has suggested three options which are: ‘dual sector’; a ‘merged’ or ‘integrated’ model; a ‘one university’ educational model. This paper will provide a brief exploration of moving beyond a ‘dual sector’ model, keeping in mind the implications for the Aboriginal and Torres Strait Islander students together with a discussion of ‘engagement’.

The complexity of CQUniversity needs to be considered as we promote ourselves as a ‘multi-city’ university with aspirations to be the country’s most ‘fully engaged’ with the communities in which we reside. Is merging with TAFE all there is or should we be considering schools and community learning in a university context? A recommendation from the paper is to engage the local communities through a ‘Learning Village’ approach on each

of the multi-city operations from Melbourne to Mackay. What would a ‘Learning Village’ look like and how will it engage the community with their local university?

Success of the Academic Success Program (ASP) - What Works and Why?Date: 7/12/2011

Time: 10:00 am – 10:25 am

Room: Jones Room

Chair: Mr Des Minton, William Angliss Institute

Presenters/Authors:

Ms Michele Kemm, Swinburne University

Ms Mari Barry, Swinburne University

We have all been through the process of spending valuable time and energy putting workshops together only to find that a minimum number of students attend. For the past three years the Academic Success Program (ASP) with cooperation from university faculties has been an important element in the provision of support for students identified “At Risk” of failing their studies.

This presentation will look at the processes involved in recognising students “At Risk” and identifying factors which may have impacted on their studies. Attendance at the ASP workshops is regarded by the faculties as a proactive step by the student to substantiate their intention to get back on course.

Analysis of the effectiveness of the ASP program has demonstrated an average 10% increase in marks when comparing pre ASP workshop results to post ASP workshop results. The success of the ASP program highlights the importance of collaboration between the counselling service and the university faculties in providing support to students at risk of academic failure.


Time: 9:00 am – 10:25 am

Room: Harris Room



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11:00 AM CLOSING PLENARY SESSION

Closing Plenary SessionDate: 7/12/2011

Time: 11:00 am – 12:30 pm


Keynote Address: Prof Andrew Martin Faculty of Education and Social Work, University of Sydney

Promoting Students’ Academic Buoyancy, Adaptability, and Engagement in Higher EducationIn this keynote, Professor Martin identifies the importance of academic buoyancy (effectively dealing with academic setback and adversity), adaptability (effectively responding to academic change and uncertainty), and engagement (energy and behaviour connecting students to academic life) in assisting higher education students’ learning pathways. He outlines the key components of these three enabling factors and strategies that can embed them in students’ academic lives. While describing practical approaches to addressing these issues, Professor Martin also presents findings from his research with higher education students. The keynote concludes with an outline of some exciting and cutting-edge concepts and approaches to maximising student academic and well-being outcomes.

Professor Andrew Martin, BA (Hons), MEd (Hons), PhD, is Professorial Research Fellow and Australian Research Council Future Fellow at the University of Sydney specialising in motivation, engagement, achievement, and quantitative research methods.

12:30 PM – 1:00 PM LUNCH


ANZSSA Annual General Meeting

Formal notice of the ANZSSA AGM has been made known to financial members of the association. At the time of printing the conference booklet, the agenda below was correct. An updated agenda will be provided at the AGM

AgendaChairperson: The National President of ANZSSA

1. Apologies

2. Registration of Proxy Votes

3. Minutes of Previous AGM, held on Monday 6 December 2010 at Burradoo

4. Business Arising from the Minutes

5. Treasurer’s Report – including auditor’s report, and appointment of auditor for next financial period

6. Reports: Written Reports will be tabled from the President, the New Zealand branch, Regional Interest Groups, Professional Interest Groups, JANZSSA and NASPA

7. Election of Office Bearers – Nominations are called for President, Vice-President, Treasurer and Secretary. The chair will hand over to a nominated Returning Officer while the election of office bearers takes place

8. Motions on Notice: see below

9. Other Business

10. Notice of Next Annual General Meeting: the next AGM is scheduled to take place at the Burradoo conference, at a date/time to be announced for early December 2012.

Proposed ANZSSA Rule changes 2011The National Executive of ANZSSA recommends the following changes to the Rules of the Australia and New Zealand Student Services Association for consideration at the Annual General Meeting to be held in Sydney on Tuesday 6 December 2011. These changes are proposed to reflect the changing structure of the Association and are intended to improve national, regional and professional interest operations. (Note: the term “Rules” is the formal title of the document which many members may perhaps more commonly call a “Constitution”).

MOTION 1:

That Section 11 (2) be deleted.

Rationale: this section currently states – “Each Regional Committee shall also keep a register of those of the association members who reside in that Regional Committee’s region.” This is a task carried out for the National Executive by the National Treasurer and is contained within the terms of Section 11 (1). It is desirable to remove the expectation that this task is expected of Regional Committees

MOTION 2:

That Section 12 shall be amended to state:

Part (1): the word “incorporation” be inserted before the word “secretary”

Part (2): “The incorporation secretary must be an individual residing in the state in which the association is incorporated”.

Part (4): add “The Association may elect an additional person as general secretary for the conduct of day-to-day business”

Rationale: The current Rules specify that the secretary must reside in Queensland or within 65 Km of the Queensland. This pertains to legal requirements associated with incorporation. The rule changes allow us to modify the location of incorporation if that is ever deemed necessary. Further, the addition of part (4) allow for the role of a general secretary.

MOTION 3:

That Section 13 shall be amended to state:

Part (2): replace the current wording with “Elected members of the National Executive shall hold office for 2 years, and may serve no more than 2 terms consecutively in the same role”

Part (3) (a): Insert the following clause: “There is an expectation that the National Executive would nominate individual members to take on the following roles on the National Executive:

i. JANZSSA Editor

ii. Convenors of Professional Interest Groups

iii. The ANZSSA Conference Committee Convenor

iv. Other such specialist roles as may be needed from time to time

Rationale: The change to part (2) clarifies the wording to legitimate the reality that various individuals persist on the Executive in various roles. The current wording appears to imply that no-one can remain on the Executive for more than two terms in any role. The change to Part (3) adds some key roles that are essential for the operation of the Association.

MOTION 4:

That Section 17 (5) shall be amended to state “At every meeting of the National Executive half the number plus one appointed to the management committee as at the close of the last general meeting of the members, shall constitute a quorum.”

Rationale: This clarifies what appears to be a typographic error in the current wording of this Section.

MOTION 5:

That the current Section 19 be deleted and replaced with the text below:

“ESTABLISHMENT OF REGIONAL COMMITTEES

19.

(1) The members of the association who reside in Victoria, shall elect a Victorian

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Regional Committee. For convenience, members who reside in Victoria are referred to as the Victorian branch.

(2) The members of the association who reside in Tasmania, shall elect a Tasmanian Regional Committee. For convenience, members who reside in Tasmania are referred to as the Tasmanian branch.

(3) Members of the association who reside in South Australia shall elect a South Australian Regional Committee. For convenience, members who reside in South Australia are referred to as the South Australian branch.

(4) Members of the association who reside in Western Australian shall elect a Western Australian Regional Committee. For convenience, members who reside in Western Australia are referred to as the Western Australian branch.

(5) Members of the association who reside in Queensland shall elect a Queensland Regional Committee. For convenience, members who reside in these areas are referred to as the Queensland Branch.

(6) Members of the association who reside in New South Wales and the

Australian Capital Territory shall elect a Regional Committee. For convenience, members who reside in these areas are referred to as the New South Wales and ACT Branch.

(7) Members of the association who reside in the Northern Territory may choose to align themselves with either the Queensland or South Australian branch if membership numbers do not justify the existence of a separate branch. However, these members may choose to form a Northern Territory branch if this is deemed viable by the National Executive.

(6) Members of the association who reside in New Zealand shall elect a New Zealand Regional Committee. For convenience, members who reside in New Zealand are referred to as the New Zealand branch.”

Rationale: This replaces a regional structure which has not been working in some areas. In effect, we are reverting to a state-based regional branch structure. In particular, this replaces the current

unwieldy regional branches of Victoria/Tasmania, the Northern Regional Branch and Southern Regional Branch. It also provides members within the Northern Territory with some optional branch structures.

MOTION 6:


“MEMBERSHIP OF REGIONAL COMMITTEE

20.

(1) Each Regional Committee shall consist of a Regional Convenor and any other local members as the region may nominate.

(2) Members of each Regional Committee (except for the Convener of each Professional Interest Group Sub-Committee) shall be elected by the relevant branch. The manner in which the election is conducted may be specified in a regulation passed by the National Executive.

(3) If a branch has not elected a Regional Committee, the Secretary of the National Executive shall arrange and coordinate the first such election.”

Rationale: This replaces an expectation that each regional branch will have their own Executive with specified roles such as president, secretary, treasurer and so forth. These roles were relevant in an earlier stage of ANZSSA’s history when day-to-day communications and administrative tasks at a national level were not as easy. At present, it now seems more functional to allow regional branches to operate in a more organic manner.

MOTION 7:


“PROFESSIONAL INTEREST GROUPS

24.

(1) A Professional Interest Group may be formed by any subset of members with an area of common professional interest.

(2) A Professional Interest Group must seek endorsement by the National

Executive to be recognised as such by ANZSSA.

(3) Professional groups that have members from at least three regions and at least 20% of the ANZSSA membership as members, be granted a representation on the ANZSSA Executive.”

Rationale: The current Rules indicate that Professional Interest Groups should operate as sub-committees of Regional Branches. This is manifestly not the reality of how they function, and the Rule changes seek to recognise that PIGs can operate across regional boundaries.

MOTION 8:

That the current Section 25 shall be deleted

Rationale: Section 25 refers to the existence of a National Advisory Council which has substantially the same membership as the National Executive. It has not formally met for at least 15 years without any deleterious effect on the Association. The most appropriate step is to remove a redundant body.

MOTION 9:

That the President and Treasurer shall be empowered by the Annual General Meeting to make such minor modifications to other sections of the Rules which follow from the approval of other Rule changes in the December AGM.

Rationale: Motions 1-8 refer to substantial changes to particular sections of the Rules. If these are passed, there are small changes here and there within the Rules to reflect these changes. For example, if the AGM approves the abolition of the National Advisory Council in Section 25, then all other reference to the National Advisory Council within the Rules should also be removed.


Notes


The Australia and New Zealand Student Services Association Biennial Conference 2011

An Invitation from JANZSSA Co-editorsAll presenters are invited to submit their presentations as a paper for publication in the Journal of the Australia and New Zealand Student Services Association (JANZSSA).

See: http://www.adcet.edu.au/Anzssa/JANZSSA_Articles.chpx for back copies and for details about how to submit for publication in JANZSSA.

Check the conference registration desk for free JANZSSA back issues.

Presentations will be available online after the conference at www.anzssa.org

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