The evolving nature of support: A new horizon


  • Katerina Stratilas Learning Adviser, University of Newcastle Sydney Presence


course objectives, learning outcomes, discipline-specific courses, assessments


Academic Language and Learning (ALL) advisers have seen a myriad of support mechanisms develop in recent times as a way of responding to the needs of our local and international student cohorts. Certain forms of learning support have taken precedence over others; however, there is no one method which promotes and maintains the progression of academic development at universities. In fact, what becomes evident is the belief that learning development seems to be in its infancy with ad hoc arrangements and reactive workshops “filling the gaps” existing amongst our student body. For academic support to gain significance and be of benefit to students, it needs to permeate discipline-specific courses and provide the underlying foundations upon which course assessments are based. Thus, academic development needs to be reflected in the course objectives and learning outcomes of discipline-specific classes. This article examines why it is important to incorporate academic support as a broader picture and how this holistic approach may benefit all students in discipline-specific classes. It considers the advantages of including Learning Advisers (LA) in the discussion of reviewing course outlines and how the perspective of both the LA and Discipline-Specific Lecturer (DSL) can cultivate the development of academic skills, aligning the course objectives to their prospective assignments in a way that will promote lifelong learning. It suggests that this form of collaboration should be encouraged by ALL advisers as it plays a pivotal role in the direction and advancement of academic development and the quality of education students receive.




How to Cite

Stratilas, K. (2011). The evolving nature of support: A new horizon. Journal of Academic Language and Learning, 5(2), A44-A49. Retrieved from