Tamra Ross
Executive Director
Email - executivedirector@ausu.org
 I have been an
AU student since 1999. I began my bachelor’s degree with a double major in English and
Psychology, switched to the Women’s Studies major, and have finally realized that a general studies
degree is much more suitable to my eclectic interests, which include psychology, philosophy, art history,
communications, popular culture, and literature. I plan to enter the AU Master of Arts Integrated Studies program
in the coming year.
I live in Alberta, though I was born in Montreal and I have family in the
Gaspé region of Atlantic Canada. I appreciate that Athabasca University will allow me to continue
to take courses no matter where in the country I choose to live.
I began my experience with AUSU as an elected councillor in 2002, and later became the Editor-in-Chief
of The Voice Magazine, having gained significant experience with The Voice publishing more than 85 feature-length
articles under the previous editor. I have held Editor's position since 2003, in addition to working as the AUSU
Communications Coordinator and Webmaster, and later, the Executive Director. As part of my duties I also create all AUSU publications and maintain this website and the websites for
the AUSU student clubs. Currently, AUSU is investigating the possibility of making The Voice Magazine a fully
autonomous publication, and I am looking forward to a time when this will be possible, though most likely a new
editor will need to take over at that time.
Working for AUSU is always exciting, always challenging, and it is a great opportunity
to hone my skills and to get to know so many of my fellow AU students. Since beginning with AUSU I have
had the opportunity to participate in a group paper project for the
International Symposium on Educational Conferencing
titled "Students’ Perspectives on Virtual Communication in Distance Education." The conference was hosted by AU in Banff,
Alberta in 2002. I have also been a member of one of the AU task forces for the Middle States initiative for US
accreditation, and have held that position since the beginning of the project in 2003.
 In one way or
another, Athabasca University related projects take up the majority of my time, and I am pleased to have
an opportunity - through my position as Voice Editor - to help AU students to share their experiences and
learn from one another. My husband is also an AU student, a member of the AU virtual helpdesk staff, and
an elected councillor with AUSU; AU is a really big part of our lives!
My interests outside of school are decidedly non-academic. My free time is spent
on physical fitness (yoga, weight training), music (punk rock, hardcore, industrial - I like noise), and
anything related to the horror genre. I’m a monster-movie junkie and a huge fan of both horror
literature and films (especially historical works). My major project right now is my first novel, but
I also love classic literature, animals (our two cats - Lurch and Grue - are very much a part of our
family), cooking, computer games, desktop publishing, and I am improving my web programming skills by
studying PHP and related applications.
PROFESSIONAL AFFILIATIONS:
S.W.A.P. The Section on Women and Psychology, Canadian Psychological Association:
Editors' Association of Canada:
- Member of the executive: Prairie Provinces Branch (PPB), Calgary member-at-large
- Layout and Graphics - Active Voice, National Newsletter (print)
- Layout and Graphics - Latest Edition, Newsletter of the PPB (online)
NAPP - The National Association of Photoshop Professionals
Wise Women, a collective of women web programmers.
PUBLICATIONS:
Exploring the Role of Distance Education in Fostering
Equitable University Access for First Generation Students:
a Phenomenological Survey.
Lisa C. Priebe, Tamra L. Ross and Karl W. Low
Athabasca University
Simultaneously published in the International Review of Research in Open and Distance Learning
(IRRODL),
Spring 2008, Vol 9, No 1; and in the special joint issue,
Distances and Access to Education, a joint project of IRRODL, EURODL, Asian Journal of Distance Education, Distances et Savoirs, Journal of Asynchronous Learning Network, and Open
Praxis, March 2008.
Abstract
Using a qualitative study of distance education (DE) learners whose parents have not accessed
post-secondary education (PSE), this paper proposes themes for further research in the study of
first-generation students (FGS). This survey asked a number of open-ended questions about parental
influences on university enrollment, and respondents’ reasons for choosing university in general
and DE in particular. Findings were consistent with current research in many areas focusing on
debt aversion, lower parental guidance, older starting age, and difficulty separating from
familial roles. Differences were noted, including lower parental valuation of PSE and an
increased emphasis on non-educational priorities, such as family and work. The limitations of
the current study are discussed, as well as suggestions for future FGS research in DE.
Students’ Perspectives on Virtual Communication in Distance Education
Presented at the International Symposium on Educational Conferencing, Banff, 2002
Shirley Barg, Debbie Jabbour & Tamra Ross Low
(Athabasca University, Alberta)
Abstract
Virtual communication is a valuable and cost-effective distance learning tool, yet its value can only be
realized if students, faculty, and staff utilize the technology to its fullest potential. In current
educational practice, use of email and other virtual communication technologies is inconsistent at
best—actively resisted at worst. When students do not take full advantage of available electronic
contact methods, the effectiveness of distance university services is undermined, and student
discouragement and failure can result. Issues of student and faculty resistance to technology must
be addressed in tandem with efforts to build virtual communities, or even the best web resources
will remain underused.
Why do learners eschew virtual communication tools? Some are reluctant to change old habits, others lack sufficient knowledge of the medium, and many fear new technologies. Students accustomed to in-person services may feel uncomfortable in the virtual environment, and educators
may contribute to negativity by not actively encouraging electronic communication. This paper explores ways to create a more appealing virtual learning environment by easing students into a non-threatening environment, such as a chat room, or other online social gathering such as a virtual hallway in Students’ Union webspace. As students gain familiarity with the electronic environment, resistance will be
reduced and a positive attitude built that will eventually optimize the use of virtual communication in the learning process.
Full text available in conference proceedings: http://cde.athabascau.ca/ISEC2002/procs.htm#cont.
The Voice Magazine
Student Magazine - Athabasca University
voicemagazine.org
Published 85 articles as a freelance writer, 2002-2003. Editor-in-Chief/Managing Editor, 2003-2007. Editor-in-Chief, 2007-present.
I look forward to serving AU students in any way I can. Feel free to contact me
with your questions/concerns about the AU website, computer related problems, AU publications, or
The Voice.
Tamra Ross
executivedirector@ausu.org
The Voice
voice@ausu.org
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