Teaching With Twitter: Not for the Faint of Heart |Jeffrey R. Young | The Chronicle of Higher Education | 27 November, 2009

Students are emboldened, but they can also hijack discussions. Maybe Sugato Chakravarty should wear a helmet to class. The professor of consumer sciences and retailing at Purdue University repeatedly attempts the instructional equivalent of jumping a motorcycle over a row of flaming barrels.

OK, asking 250 students to post questions on Twitter during a class doesn’t risk life or limb. But it can cause ego damage if the mob of students in his course on personal finance gets disorderly online.

This is a follow up to my previous articles, “The Idolatry of Theological Training” and “Is Theology Your Idol?”.

Mount Zion Bible Institute exists:

To glorify God by teaching His Word, distributing courses worldwide without charge. The courses are all designed to glorify God by “humbling the pride of man, exalting the grace of God in salvation, and promoting real holiness in heart and life.”

Mount Zion Bible Institute is a ministry that provides free, practical, and solid theological training. They have training for all people at all areas of understanding in their knowledge of Scripture. They also offer many books, articles, and sermons on their website for free. I highly recommend visiting them. I’ve included information directly from their website below that will provide some greater detail about them. (For those of you that may be worried about credibility, John Piper recommends them on his website.)

What I’ve seen so far, and greatly appreciate, about MZBI is that they teach theology as well as how to apply it to your life. In case we’ve forgotten: this is why we have theology.

Click here to go directly to Mount Zion Bible Institute.

What is the purpose of MZBI?

MZBI exists to glorify God by teaching His Word, distributing courses worldwide without charge via the internet. More specifically, the courses are all designed to glorify God by “humbling the pride of man, exalting the grace of God in salvation, and promoting real holiness in heart and life.”

Many countries have English as a first or second language. The need to train native pastors and missionaries is urgent and pressing, and each of them have a great need for materials to disciple their own people. Also, all missionaries need on-going Bible study to maintain their walk with the Lord. (See question 2 below.)

In addition, the English language has become the second language of most countries on earth—for business, government, and education purposes. Because of this, there is a wide open door through the internet for useful English materials into every university campus in the world, and also into the homes of their graduates. Internet-based Bible training can be used mightily of the Lord to change many lives. May it be so, O Lord!

Why is MZBI’s internet training so important?

Most third world pastors do not have access to a computer or the internet, but many do! And very often there is a western missionary at least in contact who can furnish materials. The following report is from a missions conference*:

“There is astonishing growth in numbers of Christian churches in Africa, Asia, South America, and countries that were formerly behind the so-called iron curtain. This growth has occurred so rapidly that formal training institutions like universities and seminaries will never be able to train enough pastors to shepherd these churches. Studies have shown that there are at least two million preachers preaching in pulpits in these countries every Sunday, who have never had any theological training whatsoever.

“In many African countries, churches have an average of only one trained pastor for every 20 churches. One pastor from Uganda, sitting next to me, told us that his denomination has 1,000 congregations, but only 8 trained pastors to shepherd them. Another one from the Evangelical Christian Church in Zambia told us that his denomination has 675 churches, with only 31 trained pastors. We were told that since 1973, 29,000 new Christian churches have been planted in the Philippines; and they expect another 16,000 to be planted in 2001. All the formal seminaries and training institutions in their whole country could never train even 5% of the needed pastors for these churches.

“One Chinese pastor from the Peoples Republic of China told us of the phenomenal growth of the house churches in their country, in spite of ongoing difficulties. In many of these churches the pastor will just throw his Bible to his congregation when he is arrested, and the person who catches it automatically becomes the pastor. In some places teenage girls are appointed as “pastors” because they are the only literate people with Bibles. The pastor told us that he is currently running a program of training 20,000 Chinese pastors for these house churches, but mostly without materials, depending upon memory and word of mouth.

“In some of these countries, the church is growing itself to death! The structures simply cannot cope. The structural growth lags behind. The provision of adequate leadership is not keeping pace with the influx of people into the church. There is a vast lack of the most basic Bible knowledge, as well as basic Christian doctrine, amongst church members and even their untrained leaders.”

* In March 2000, an international conference was held in Manila, Philippines, on the training of Third World pastors. There were representatives from over 80 institutions in 50 countries. This report is abstracted from attendee Dr. Flip Buys, Principal of Mahlanga Bible College in Gauteng, South Africa, as shared with Pastor Erroll Hulse of Reformation Today magazine, Leeds, England.

What is the doctrinal position of MZBI?

The heart desire of MZBI is to point people to Jesus Christ as personal Savior, Lord, and King, through intimate application of the Scriptures for changed lives. Therefore, we focus on application of the knowledge of the Scriptures to the heart.

MZBI holds to the classic conservative evangelical teachings of the Reformation, the historic Protestant faith. These can be summarized as follows.

MZBI Short Statement of Faith:

We believe the Bible to be the divinely inspired, infallible, inerrant, plenary, and authoritative Word of God.

We believe there is one God, eternally existent in three persons: God the Father, God the Son, and God the Holy Spirit.

We believe in the virgin birth of the Lord Jesus Christ, His deity, His sinless humanity, His perfect life, the eternal all-sufficiency of His atoning death, His bodily resurrection, His ascension to the Father’s right hand, and His personal imminent return to earth in power and glory.

We believe all men are depraved in their nature since the fall, and justly deserve punishment for their sin in hell. While they can do nothing in themselves to earn God’s favor, all men are responsible to call upon God for their salvation.

We believe that justification is a judicial act of God on the believer’s behalf solely on the merits, blood, and righteousness of Jesus Christ. Further, that regeneration (the new birth) by the power of the Holy Spirit is absolutely essential for personal salvation. This salvation is by grace through faith alone.

We believe in the Lordship of Christ over His Church; and the observance of the ordinances of Christian baptism and the Lord’s supper.

We believe in the eternal blessedness of the redeemed in heaven and the eternal doom of the unregenerate in the lake of fire.

A more detailed statement of faith can be found in the Westminster Confession (adopted in 1646) and in the London Baptist Confession (1689).

How are the courses chosen?

MZBI is very careful to include as reading materials for the courses only theologically conservative, proven, and often classic (widely accepted as authoritative) texts, mostly from prior centuries. The authors have withstood the test of time, where Christians over many years have found the texts both very helpful and true to the Scriptures. We avoid the controversies associated with one man over another in our present day.

Our desire is to teach the whole counsel of God. Therefore we are continually seeking to add courses to fill in the curriculum to become a complete lifetime of learning through the entire Scriptures.

How can I utilize MZBI’s materials in my own ministry?

The MZBI resources are available at no charge. You may use them in any of several ways:

For a file on your PC:

- download the courses from our web site; make your own copies.

For printed course booklets:

- in the USA: write to us and we will send them, DV.

- outside of the USA: if one of the foreign branches is in your country, contact it directly.

- outside of the USA: if there is no foreign branch in your country, write us for one course copy sent by surface.

- outside of the USA: if you are a pastor or missionary, you may download a Branch Application (to establish a branch in your city) from our web site (at the Worldwide Branches page). Alternatively, you may write us for a Branch Application. In either case, you must have three references who are pastors also write to us.

The courses may be reproduced as long as 1) the copyright information is printed or displayed on all reproductions, and 2) the material is not charged for. You can include mention of our web address in your materials, or a link to our web site.

In addition, foreign translations of the materials are welcome, and it is possible that your translation of MZBI courses into a local language may be made available through MZBI. Please contact us for specifics before beginning any translation work.

What is MZBI’s philosophy of learning?

Study at Your Own Location

The courses are offered as independent study so that the student can remain in his own surroundings, maintaining his own daily work responsibilities. In this way he can avoid travel expenses, save time, and fit the studies into his own schedule. When there is a local group, there is the added benefit of feedback from others in an environment of trust.

The course materials have wide distribution into several environments:

1.     individuals working in independent study,

2.     groups using the course together, with feedback from a group coordinator. This might be in church classes, home Bible studies, prisons, or home schools.

Administration

The emphasis in all courses is understanding and application of the truth. Grades can weaken the spiritual impact, leading to reliance on self vs. God. The Bible Institute is unaccredited by men, and does not issue diplomas or certificates. Instead, the courses are offered solely for winning the approval of God, as He does a work in our hearts to transform us into the image of Christ.

When printed locally after a course file is downloaded, courses can be used either for independent study (no mailing of lessons), or for traditional correspondence study (lessons reviewed by a course administrator). In “traditional correspondence study,” the student returns his written answers to his course administrator.

Course administration (enrollments, distribution of materials, and review of written answers for feedback) can be accomplished by either a pastor, church worker, or chaplain conducting their own local training.

Design

The courses are practical in nature, since practical application, obedience, and holy living seem to be our biggest struggle in the Christian life. Many people tend to take a course in a mechanical way: getting the ‘head-knowledge’ without a change in the life. Therefore the courses are designed to encourage the student toward understanding and obeying the truth, rather than memorizing information so that a high grade may be attained. To this end, the courses are heart-searching, challenging to the conscience, and practical in encouraging holy living.

We try to avoid the standard didactic approach often used exclusively in formal colleges and seminaries, which uses deduction from a hypothesis to a conclusion only, and can become overly dependent on the intellect to the exclusion of the working of the Holy Spirit. Most courses are therefore centered on studying the Scriptures in the way God intended: meditating on a Bible passage with the Spirit as the teacher, rather than memorizing information and pouring it back out on a test.

Doctrine

We try to avoid using the term “systematic theology,” in order to avoid time and energy given to anything other than our main work: “to humble the pride of man, to exalt the grace of God in salvation, and to promote real holiness in heart and life.” We bring out the basic core doctrines of the Christian faith which are necessary for salvation, sanctification, and service. When other doctrines present themselves, we try to present both sides of the truth, and encourage returning to unity in the major doctrines.

Audiences

Because the materials are focused on personal application in a realistic daily walk with the Lord Jesus Christ, the courses are used by individuals, pastors, and groups such as home Bible studies and church ministries. Students of The Bible Institute courses also include many who cannot afford, or choose not to pay, the high prices of Christian materials offered in the prosperous marketplaces of Western nations. Therefore the courses are often used in prisons and among pastors and lay people in native churches of underdeveloped countries.

Many students will be in a local church, but will not have experience in personal Bible study. The basic courses will be helpful to this group. Others will have some years in the Christian life, and will be at an intermediate level. Still others will have much Bible knowledge. These may study the advanced courses, which focus on renewing personal intimate fellowship with Christ.

Click here to go to Mount Zion Bible Institute.

Distance Education is no longer a new phenomenon now. Online education is ready to compete with the conventional education system however common man is unaware of the fact that online education can do wonders to education system all around the globe. The lack of awareness can put some doubts on the online education phenomenon as a whole. People normally fall in the trap when they don’t have any right information about anything and same happened with the Belford High School case.

Belford High School is an accredited high school recognized by two well-known accreditation bodies for online education, the Universal Council for Online Education Accreditation and International Accreditation Agency for Online Universities.

Belford provides accredited high school diplomas to eligible candidates based on prior life experiences and online test that Belford takes to assure the eligibility of the applicant.

Belford is accredited by prestigious accrediting bodies. Having accreditation from these renowned accrediting agencies ensures that Belford High School provides accredited diplomas and obvious doubt that student may have in their mind about Belford High School being scam or a fraudulent website. Alumni of Belford have done tremendously well in their professional careers and this professional achievement of Belford High School’s alumni proves that Belford High School is no doubt an excellent institution that not only provides accredited diplomas but also provide chances for its graduates to excel in their lives.

Being as prestigious online institute Belford aims to provide the high quality education through its diplomas. Majority of people are still unaware about the new emerging idea of online-education and that is the main reason why most of the people think that all the online institutions are fraud.

It is obvious that you can’t trust every online school but there are few names in online education which are providing authentic and accredited online high school diplomas. Belford is one of such name. If you are looking to take your diploma from Belford, It is worth your money, time and effort.

Institute of management technology centre for distance learning one of the pioneers of the Distance Education Programmes in Management Education, IMT started its activities in 1986 with a modest strength of 250 students. …

Read the original here:
» Institute of management technology centre for distance learning …

Words in red, blue, green and orange. Long words, short words.  A rapidly thickening jungle of words.  All in eager response to a simple question: “What do you think?”  People were obviously having fun even though some had only just got to the office, some were in their pyjamas and one brave soul had stayed up all night just to be able to attend.  This is the reality of modern learning.  As George Siemens led the session from his Norwegian hotelroom, 160 people from round the globe explored the dichotomies of learning in relation to economic/business requirements.  The focus was completely on the questions, not the technology.  Elluminate (the platform being used) functioned as smoothly as any physical classroom – and had more ‘equipment’ (tools) than most.  There are even public GoogleWave records of proceedings with ongoing debates – just search on #learntrends.  At long last, we can just get on with learning when and where we want.

Thank you to all at LearnTrends!

I can never talk (or write) about Distance Education, and Sikkim Manipal University Directorate in Distance Education in particular, without giving a reference to my close friend Anand.

Anand comes from a decent background. His father, now retired, worked in a state department. He is the eldest of the three brothers. He had some expectation from life, just the way we have. He enrolled for an engineering course as most of the people aiming for a corporate career in late 90s and early 2000s did.

He was doing well for himself chasing his dreams.

But dreams have a habit of turning sore especially when you are not watching.

His father was implicated in a corruption case (After a 3 year long legal battle, he was proved not to be guilty). His brother met with an accident. His youngest brother had to be sent to the village.

Anand started crumbling under pressure. His grades slipped. He was asked to repeat the semester. With no bread winner in the family and he being the eldest had to quit his engineering course mid way.

Anand went to Delhi. He took any job coming his way. His first job paid him Rs 20 per hour. He lived in shabby conditions.

Life had changed for Anand. But his dreams had not.

He slogged in Delhi for 2 years. By this time his father was cleared of the corruption charges. His brothers were doing well again.

But, Anand was still not a graduate. This was hampering his career progress.

In every office he tried, he was offered less than any person doing the same job because he was not a graduate. He could not have left his job to do a full time program. And moreover he was still interested in the IT/ITeS sector.

At that time he decided to enroll for SMU-DE B.Sc. IT program. He completed this 3 years course in 4 years. He was able to time it as per his own convenience as he even got the extra facility of online learning called Edunxt from their website www.smude.edu.in.

On 5^th Spetember this year he completed his B.Sc. IT degree. By Diwali he had changed his job. Today his take home is 12K.

Starting from 20Rs per hour to 12K p.m. is a journey he covered in 6 years.

Come to think of it, it is a 25% year-on-year growth.

Now, Anand plans to do an MBA in systems from SMU DE.

His train may have got delayed but it is still on tracks.

This is why I think DE has a very important role to play in a developing economy like India. There may be millions like Anand. Those who could not have the kind of education they liked. But they are ready to work hard.

But they are living their lives in constraints. Probably many of us could relate to these constraints, but many may not be.

If India has to become a super power then we need to help “such” people move up on the value chain. If we can develop our courses in a way which make people like Anand more employable then I believe we would have done our job.

Dianne Conrad and Bruce Spencer – Distance Education Online: A forum for Adult Education?

Can distance education in its current online form serve the social purposes of adult education that demand authenticity, openness, critical thinking, purposeful and respectful reflection, and the promotion of participative democracy and citizenship? With the advent of collaborative online learning, distance education has moved from individualized and often isolated study to dynamic, interactive exchanges that, properly facilitated, encourage knowledge building, teamwork, and communication skills. The groundwork has been laid for social purpose educational practices and outcomes.

Current distance education emphasizes social, communication-based, and constructivist learning… The creation of community simulates for online learners the comforts of home and provides a safe climate, an atmosphere of trust and respect, and invitation for intellectual exchange, and a gathering place for like-minded individuals who are sharing a journey that includes similar activities, purpose, and goals.

Geoff Peruniak and Rick Powell – Coming to Terms with Prior Learning Assessment

PLA concerns informal learning; that is, learning not formerly attested to by an accredited educational institution. PLA is a means by which informal and nonformal learning can be recognized by accredited programs of study. …

There is certainly a constituency within the Canadian academic community that is fundamentally opposed to PLA. They have argued that university-led learning can take place only in a classroom and when taught by an academic. Although this school of thought is undoubtedly a barrier to the acceptance of PLA, it is probably not critical because a number of respected Canadian universities have formally acknowledged PLA as legitimate – at least in principle. A much more serious barrier is the challenge of PLA to academics’ notions of their educational role – even those who might accept PLA in principle.

Academics have traditionally viewed their educational roles of teaching and student assessment as an organic whole. The acceptance of PLA as an integral practice rather than a marginal practice means unpacking these educational functions. The discomfort of academics is understandable. A necessary but usually tiresome and unrewarding aspect of their university roles now comes to the forefront. Moreover, one must attest to what one has not taught.

In a conventional university setting,  formal course learning objective and expectations are not usually needed. They are implied by the course syllabi and reinforced through the process of classroom instruction. Indeed academics’ take on course objectives may undergo change as a result of the classroom experience. Formalizing course objectives and learning expectations has not traditionally been emphasized. Also, some forms of PLA (e.g., portfolio-based) are assessed by panels: Collective assessment is a foreign experience to most academics. When PLA becomes an integral, rather than a marginal, practice for assessment and attestation, it extends beyond the comfort zone of even the most sympathetic academics.

Allan Quigley – What Does It Mean to Be a “Professional”? The Challenges of Professionalization for Adult Literacy and Basic Education

Schon (1983) found that the world’s top professionals were not necessarily those with the most prestigious certificates, but that the best-of-the-best had truly mastered ways to learn from all aspects of practice. The could critically reflect on what they had learned through their own experience, from the literature, and from others; and the could internalize both theory and practice into their current work. Schon argued for practitioner critical reflection. No external list of requirements will force striving for excellence; no standardization will force professionalization. The energy for literacy professionalism needs to be placed in enhancing what we do well now. This can be seen as a praxis approach and is suggested as a way forward.

Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. 

Mohamed Hrimech & Nicole Tremblay – Training of Adult Educators in Quebec

The right to education for all has yet to be recognized for adults, and the means to implement it are scarce. The fight for this right is far from being on the agenda in today’s social and economic context. Cruikshank (1998) suggested that adult educators who still believe in adult education in terms of social justice must be alert to the dangers of this new reality of corporate training. Today’s globalization, combined with the development of distance education and an increasingly present virtual world brings its share of upheavals to the customary training of adult educators. How relevant are our lengthy graduate programs with all their academic and time constraints when the clientele is increasingly made of learner-consumers who are used to quick changes, on the lookout for tailor-made, small, and fast courses. One wonders whether our universities have responded quickly enough compared to private training services for adult educators. Competition is great from private consultation companies, internal training departments, and professional colleges that provide their own continuing education to their members and training to instructors. Consider the many catalogues of seminars and workshops published by private training organizations. Moreover, their training is often offered on very appealing and fairly informal premises.

Cruikshank, J. (1998). Are we aiding the enemy? Adult education in the global economy. Canadian Journal of University Continuing Education, 24(1), 101-113.

Denis Haughey – Not Waving But Drowning: Canadian University Extension for Social change Revisited

Edwards and Miller (2000), in looking at issues in contemporary adult education and lifelong learning, also reinforced the crucial point that in lifelong learning greater emphasis is placed upon learner control and what goes on outside the educational institution; thus, placing boundaries around that learning and creating spaces for learning in the face of other demands becomes problematic. Learning can be adopted as part of lifestyle rather than arising from a need for enlightenment. Foley (2001) pointed out that extremely vital and comprehensive learning and teaching for social purposes is taking place not only in educational institutions, but in the workplace, families, communities, the mass media, and social movements. Increasingly, the new terrain is outside of the formal university setting and requires a new understanding of the role of the adult educator.

Edwards, R. and Miller, N. (2000). Go your own way: Lifelong learning and reflexive autobiographies in postmodernity. International Journal of Lifelong Education, 19(2), 126-140.

Foley, G. (2001). Radical adult education and learning. International Journal of Lifelong Education, 20(1/2), 71-88.

Maurice Taylor & Adrian Blunt – Towards a Canadian Research Culture in Adult Literacy Learning

Two dialogical problems persist to shape and define the culture and common spaces occupied by literacy researchers. Dialogism, according to Bakhtin (1981), is the occurence of opposing positions among social actors, positions that are permanently irresolvable; they are foundational positions that are self-affirming and sustain resistance to the positions of others. The first dialogical problem is the difference in priorities between practitioner-researchers in the field and researchers in the academe. Typically practitioners value most highly research that focuses directly on the problems that they encounter in their daily work. They tend to see concrete solutions to improve practice; that is, strategies to enhance the effectiveness of instruction and the achievement of community program and individual learners’ goals. Although academic researchers may espouse similar pragmatic outcomes for their research, as social scientists they must also use abstractions of reality to develop theory, seek conceptual understandings that will allow research findings to be extended beyond micro-level concerns, and seek understandings and findings to inform policy and program development at the macro-societal level.

The second sphere of dialogism is apparent in discourses on the purposes and valuing of adult literacy education in society. On one hand, literacy is highly valued and resources are provided for homo economicus, “an actor whose salient criterion is an economic calculus, and who is educated for productive roles in the commercial world” (Blunt, 2001, p. 103). On the other hand, resources are withheld and literacy education is not provided for homo literatus, “an actor who thinks as a person-in-the-community,  … [with] multiple roles in society, [who values] person-within-the community relations, and … [who acts] to meet valued labour market demands” (p. 103).

Both dialogisms demonstrate how social practices in literacy work are linked to ideological positions, which in turn are linked to social sites and communities. The metaphor of a mosaic to describe the culture of research is as valid and problematic for the field as it is a national metaphor to describe and construct Canadian national identity and social cohesion.

Bakhtin, M. (1981). The dialogic imagination (C. Emerson and M. Holquist, Trans.). Austin, TX; University of Texas Press.

Blunt, A. (2001). Workplace literacy: The contested terrains of policy and practice. In M.C. Taylor (Ed.), Adult literacy now (pp. 89-108). Toronto, ON: Irwin.

Shahrzad Mojab – Adult Education Without Borders

We live in a very troubled world: The conditions that sustain life, both human and non-human, are seriously deteriorating; human beings, or rather small sections of them, have created conditions that disrupt the ability of living beings on the planet to reproduce the conditions of their (co)existence. The modern institutions of  the market and nation together with institutions such as patriarchy, state, and religion are at work in creating these conditions. The ever-growing rule of the capitalist market – globalization – destroys borders but creates new boundaries that sharply divide the world’s haves and have-nots. If this characterization of the our world is accurate, the most urgent question for us would be the role of adult education. If we indeed witness a serious turn in the history of the world, how do we envisage adult education?

Several years ago, the Quebec Literacy Working Group (QLWG) began work on a distance education model, to reach those adults who traditionally have not been able to get to our classes. We focussed on strategies for students to become independent learners; to break down tasks; to develop study skills; to understand the learning process; to transfer their learning to other life situations; to develop skills in preparation for learning (learning readiness); to practice effective communication and to develop listening and speaking skills.

The QLWG Skills for Life Series is the end result: we simultaneously created an Orientation Unit and an additional 29 units of study (PDF versions now available at: http://www.nald.ca/qlwg/). It can be very difficult for the teachers of the 42% of Canadians (and 49% of Quebecers) who have low literacy skills, to find materials which deal with complex life situations. Our units range from Getting My Driver’s Licence to Employment Skills to Handling Legal Concerns.

The purpose of the Being a Canadian Citizen unit is to help learners know and understand their rights and responsibilities as Canadian citizens. They are asked to reflect on different information that illustrates what it means to live in a democratic country. Key democratic principles are highlighted in order to prepare learners to exercise their rights as citizens. Such rights include voting and writing a letter to a government representative. Activities also familiarize learners with how the government works in Canada and what it means to have fundamental rights and freedom.

(Note: we are very proud to say that several of our adult literacy students who worked with this manual have since obtained their Canadian Citizenship).

Many teachers have been able to use our distance education units with lower-level students in the regular classroom. We are also currently converting our units to an e-learning format, but the process has been slowed down considerably due to a temporarily (we hope) lag in adult literacy funding in Quebec.

Patti L. Moore, Provincial Coordinator, Quebec Literacy Working Group (QLWG)

Massey University – Career and Course Advice Sessions 2009 – Staying on Track

If you are a Massey University student (on campus or extramural), or are thinking of becoming one, and are based in Palmerston North or Wellington these events are for you.

Staying on Track is your opportunity to have one to one time with a range of Massey University staff. Senior administrative college staff, student liaison advisors and careers consultants will be on hand. 

Come along for assistance in:

•  planning your study;
• exploring the career opportunities with your degree;
• your selection of papers;
• confirming that you are on track to complete your qualification;
• clarifying degree or major regulations;
• exploring possible postgraduate study options; and
• any other queries you may have (if we don’ t have the answers, we will take responsibility for finding out for you).

The dates are given below, no need to book – just pop in at any time during the hours listed below.  (Full addresses and links to maps are given on the Massey career service website – http://careers.massey.ac.nz).

Staying on Track schedule: 3.00pm – 8.00pm at all venues listed below:                                                                         

• Tue 17 Nov – Massey Palmerston North. Level 2, Registry Building. Turitea Campus.
• Wed 18 Nov – Student Common Room, Massey Wellington, Level 1 of the Student Centre, Massey Wellington Campus.